Rural Schools

Debate between Jamie Reed and Lord Beith

Wednesday 8th February 2012 Westminster Hall

[Sir Alan Beith (Berwick-upon-Tweed) (LD)]

In that context, does the hon. Gentleman share my concern that some of the public debate about planning policy has suggested that people in rural areas do not want to see any building or development at all, whereas actually having some houses that local people can afford—usually to rent—so that we have children in the schools is very important to them?

[Mr Reed]

I share the right hon. Gentleman’s concern. All too often, people—especially those who live in or adjacent to national parks—are treated almost as living museum exhibits. That policy attitude has to change and to change fundamentally.

That viewpoint, to which the right hon. Gentleman alluded, must change. As the economic squeeze worsens, as the public sector and the state retreat further and as areas of market failure become ever more prominent, all of us need to pay urgent attention to the plight of ordinary people in that forgotten England, because they need our help and they have little or no interest in the colour of our rosettes. That is why village schools are so important. They can act as the lynchpin for extended services in a community, through the provision of other public services such as general practice, citizens advice, tourist information or even banking. By doing that, they give us the best possible chance of reaching all the people I have mentioned and more, but particularly those most at risk of social exclusion.

The CRC report states:

“Small village schools are in close contact with families and have a track record of providing good outcomes for children. Based in isolated communities, small schools may hold the key to engaging the most disadvantaged families, but their numbers are decreasing.”

Ultimately, that is the crux of the issue. The closure of small rural schools such as Captain Shaw’s is perhaps not seen as a problem for those with private transport and steady employment, but delivers another significant contradiction with regard to the statutory responsibilities of the local education authorities and others in relation to child poverty.

The Child Poverty Act 2010 creates a duty for local authorities to reduce child poverty. As the CCR report points out:

“If poverty is to be tackled effectively, it must be a priority to identify and consult with those families who don’t know about or are prevented from accessing services.”

Village schools have a critical role to play in supporting individual families in need, or as a hub for activities that will promote learning, economic well-being and social cohesion. More than that, it is clear that the choice is becoming binary. Maintain small village schools such as Captain Shaw’s in rural areas and extend their provision of services, and we can tackle the problems of poverty, aspiration and lack of economic opportunities in those areas. Close the schools, and the evidence would seem to be clear that we cannot do any of that. Closure is effectively a choice to worsen the lives and life chances of the people in any community facing the loss of its school. As the report points out, that loss is “felt to be irreparable.”

I therefore make three specific requests of the Government today. First, to intervene in the process to close Captain Shaw’s school. Allowing the smallest school in the country’s most beautiful national park to close would destroy any credibility of the Government’s presumption against the closure of rural schools—it could scarcely be more symbolic. Secondly, to ensure that local education authorities and other responsible bodies in the case of academies or free schools, nationwide, are acting in a manner consistent with the statutory obligation to reduce child poverty laid out in the Child Poverty Act 2010. Thirdly, to bring forward as a matter of urgency a streamlined process whereby small rural schools can provide extended services, whether public, private or both, so as to secure the viability of those schools and to reach the most excluded people in our communities.

While I have the Minister’s attention, it is only right that I raise the issue of school investment more broadly in west Cumbria. I have written to the Secretary of State, and I hope that he or the Minister will be able to meet me as a matter of urgency. Some of west Cumbria’s secondary schools, which had been allocated more than £60 million by the previous Government as part of the Building Schools for the Future programme, are reaching crisis point with regard to their physical fabric and infrastructure. That affects standards, attainment levels, teaching and the aspirations and ambitions of their pupils. We urgently need major funding for the fabric of our schools, whether from a public or private source, or the consequences for education and my community as a whole will be dire.

--- Later in debate ---

[Sir Alan Beith (Berwick-upon-Tweed) (LD)]

I am glad to have the opportunity to take part in the debate that the hon. Member for Copeland (Mr Reed) so helpfully introduced. I must tell him that my constituency is even further from London than his and at least as sparsely populated as that of my hon. Friend the Member for Milton Keynes South (Iain Stewart). It is therefore an area with a lot of very small schools, and I have several with fewer than 12 pupils.

[Mr Reed]

I want to clarify that point. The right hon. Gentleman is, of course, geographically much further from London than I am, but I think that he can get here an awful lot quicker than I can.

[Sir Alan Beith]

I commend the east coast train service in that respect.

As I said, quite a number of schools in my area have fewer than 12 pupils. There is a unique school on Holy island that much of the time is combined with a school in Lowick on the mainland, but when the tide is over, the children are educated in a little village school on the island itself. That arrangement must continue or they would not be able to go to school without boarding at the age of five—of course, they board later in their educational career.

When a previous Conservative Government were in power and there was grant-maintained status, the county council threatened one school with closure. It went grant maintained and saved itself, and is still there to this day. It made a rather shrewd move. That was an exception to the pattern, and I will explain how school closures come about.

In my constituency, we have lost 10 rural schools in 10 years. Villages such as Kirknewton, Millfield, Chatton and Eglingham have lost their schools. Two schools are threatened at Cornhill and Brampton, and in both cases there are very small numbers of children at each school—just three or four. In the past, we lost schools in the Cheviot hills that served the communities of shepherds at places such as Windyhaugh and Southern Knowe.

The current policy of the county council is certainly not to bring about school closure, even though, like other authorities mentioned today, it gets much less per pupil than some urban communities, despite the high costs of educating pupils in a much larger number of schools scattered over many communities and the high costs of transport for children in rural areas, to which my hon. Friend the Member for Suffolk Coastal (Dr Coffey) referred. Closures in rural Northumberland have invariably happened because the governors have concluded that a school is no longer viable. That view is not always shared by the local community, which sometimes disagrees with the governors and would like to see a school retained.

In all cases, closure is to be regretted because of the impact on the community. The school is a meeting place. Some places where schools have closed have managed to retain them as community meeting places, but the loss of children from the village during the day is serious. They no longer put on the events they used to in the villages where the schools were situated—dramatic activities, re-enactments and so on, and music at church and chapel events. Many people prefer to see children in the village, morning and afternoon, going to and from school. The village becomes very quiet when there are no longer children going to and from school or voices from the playing fields at break time. That takes something out of a village.

The problem, in Northumberland at any rate, is not some bureaucratic and draconian policy of getting rid of schools, but a shortage of children and young families. Young families cannot afford to live in many of our villages; with low local wages and the price of houses, property is well beyond their reach. Houses are attractive to people coming to retire and those who want second homes and so are beyond the reach of local people.

Of course, many rural council houses have also been sold over the years. We therefore need to replace housing stock for young families in our villages. I repeat the point that I made in my earlier intervention: we must not let a sudden panic about planning policy lead people to the conclusion that no development can take place in rural areas. We need communities to have a life in the future, and that means having affordable housing for young families in villages, as well as workshops and other places where trades and activities can continue. It also means ensuring that we have other housing in villages, because we want communities to be mixed. Newcomers often bring life to a village and are often among the most active supporters of local institutions. We need to sustain our villages.

There are always a few children left—those of farmers and farm workers—but life becomes that much more difficult for them when there are no other children in the village, and the village is almost devoid of young families.