Support for Left-Behind Children

Jason McCartney Excerpts

Tuesday 7th July 2020 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

I congratulate my right hon. Friend the Member for Harlow (Robert Halfon), the Committee Chair, and my hon. Friend the Member for Bury South (Christian Wakeford) on opening this debate during these unprecedented times. I echo my hon. Friend’s thanks to all teachers and educational staff for their commitment during the crisis, going that extra mile for their communities, in the words of my hon. Friend the Member for West Bromwich West (Shaun Bailey). That sentiment was shared by other Members during this debate, including my hon. Friend the Member for Keighley (Robbie Moore). I welcome the shadow Education Secretary, the hon. Member for Stretford and Urmston (Kate Green), to her place—it is nice to see her in that role.

When we presented the estimates to the House a year ago, we talked about creating a world-class education system that offers opportunity to everyone, irrespective of their circumstances or where they live. We talked about greater, fairer investment in our education system and our success in raising standards since 2010 that has seen the proportion of pupils in good or outstanding schools increase from 66% in 2010 to 86% in 2019. But we could scarcely have imagined how life would change in 2020 as a result of the pandemic. I share the sense of urgency of my hon. Friend the Member for Bury South in respect of the extraordinary measures that we shall need to recover from the effects of school closure, but I am confident that we are providing the tools and resources for schools to succeed.

Let me set out the overall funding picture. In 2020-21, the Department for Education resource budget is around £72 billion—an increase of £3.5 billion since last year. Of that £72 billion, £57.1 billion is for early years and schools; £14.1 billion is primarily for post-16 and skills; and £400 million is for social care, mobility and disadvantage.

This debate is on closing the disadvantage gap and support for left-behind children. Closing the attainment gap has been the driving force behind all our education reforms since 2010, and since then we have been determined to drive out the dreary culture of low expectations that hold back the ambitions of too many children from poorer backgrounds. That point was reflected in the excellent contributions made by my hon. Friends the Members for Stockton South (Matt Vickers) and for Stoke-on-Trent North (Jonathan Gullis).

We are unapologetic about our commitment to teaching all children to read fluently at the very latest by the time they leave primary school. The Government’s championing of synthetic phonics has improved performance, such that in 2019 some 82% of pupils met the expected standard in the phonics screening check, compared with just 58% when the check was introduced in 2012. During that period—an “ambitious decade”, in the words of my right hon. Friend the Member for East Hampshire (Damian Hinds), one of the contributors to that ambition—school standards have risen, and between 2011 and 2019 the gap between disadvantaged pupils and their peers narrowed by 13% at age 11 and by 9% at age 16, as measured by the gap index. Indeed, most disadvantaged pupils now attend good or outstanding schools and the attainment gap has narrowed at every stage from the early years to 16.

Even before the pandemic, we recognised that there was more to do, as my hon. Friend the Member for Ashfield (Lee Anderson) rightly said. Academies continue to embody our belief that autonomy, combined with strong accountability, is the most effective approach to raising standards. The success of leading multi-academy trusts such as Dixons, Star, Ark and Harris show that geography and background need be no barrier to success and high academic standards.

In 2014, we introduced a more knowledge-rich curriculum across England’s schools, alongside reforms to GCSEs to make them more rigorous. The changes were driven by a desire to ensure that all children should benefit from the same curriculum and high expectations that are common to the best state schools in the country. We saw the proportions of pupils taking the EBacc—English baccalaureate—combination of subjects increase to 40% in 2019. The proportion of pupils entered for at least two science GCSEs has risen from 63% in 2010% to 95.6% today. The proportion taking a foreign language has risen from 40% to 46.7%.

Nevertheless, no one should underestimate the scale of the challenge following the closure of schools in March to all but a small number of pupils. Education recovery lies at the heart of our national mission as we emerge from the disruption caused by the coronavirus epidemic. No child should see their life chances damaged by their being out of school for so long.

[Jason McCartney (Colne Valley) (Con)]

On this topic, I have two quick questions as co-chair of the all-party group on sixth-form education. Will 16-to-18 providers be included in the covid catch-up package? Will sixth-form colleges and other colleges be able to access free school meals for their students throughout the summer?

[Nick Gibb]

As my hon. Friend will know, sixth-form colleges are not included in the catch-up premium. We are continuing to work with sixth-form colleges and other post-16 institutions to establish the best way to make up the disruption due to covid-19. On free school meals over the summer, we will provide further details for FE colleges in due course. During term time, FE colleges should continue to provide support to students eligible for free school meals.

We have secured significant additional resources from the Treasury so that every school will have extra funding to respond to this unique challenge. On 19 June, we announced a £1 billion covid catch-up package to directly tackle the impact of lost teaching time, including £650 million directly to schools over the 2020-21 academic year. As my hon. Friend the Member for Bury South intimated, the Education Endowment Foundation will provide evidence-based advice on the most effective approaches to helping children catch up, but the discretion lies at school level, with the teachers and headteachers.

The catch-up package also includes a national tutoring programme worth £350 million to increase access to high-quality tuition for the most disadvantaged young people. This £1 billion package is on top of the three-year £14.4 billion funding increase announced last year and the £2.4 billion pupil premium. We have also committed more than £100 million to supporting remote education. By the end of June, over 202,000 laptops and tablets and over 47,000 4G wireless routers had been delivered or dispatched to academy trusts and local authorities for pupils without the means to access remote education. It was a huge logistical exercise in a demanding global market for these pieces of equipment. To support pupils at home, 40 top teachers came together to create our new virtual school, the Oak National Academy, which offers 180 online lessons a week for all pupils. In response to the hon. Member for Bath (Wera Hobhouse), I should add that £205 million has been redeemed in food vouchers by families and schools.

As we announced last year, we are increasing core schools funding by £2.6 billion this academic year and by £4.8 billion and £7.1 billion by 2021-22 and 2022-23 respectively, compared to 2019-20, including additional funding for children with special needs and disabilities. On top of that, we are providing £1.5 billion per year to fund additional pension costs for teachers. Overall, this will bring the schools budget to £52.2 billion by 2022-23.[Official Report, 15 July 2020, Vol. 678, c. 9MC.]

Our commitment to helping every child to reach their potential applies just as strongly to children with special educational needs and disabilities as to any other child. We know that schools share that commitment, but we recognise concerns raised about the cost of high-needs provision. We have increased overall funding allocations to local authorities year on year, and high-needs funding will be £7.2 billion this year—up from £5 billion in 2013. My hon. Friend the Member for Ruislip, Northwood and Pinner (David Simmonds) was also right to highlight the £1.7 billion of accumulated surpluses in local authority schools.

Creating more school places is a key part of the Government’s plan to ensure that every child has the opportunity of a place at a good school, whatever their background. We have committed £7 billion for school places between 2015 and 2021, on top of the free schools programme. This money means we are on track to have created 1 million school places this decade—the largest increase in school capacity for at least two generations.

Alongside new school places, we have allocated more than £7.4 billion since 2015 to maintain and improve school buildings. On 29 June, the Prime Minister announced over £1 billion to fund the first 50 projects of a new 10-year school rebuilding programme as part of radical plans that will invest in our school and college buildings to help deliver the world-class education and training needed to bring prosperity to our country.

I thank all those who work in the early years sector, who dedicate their time, effort and skills to provide high-quality childcare. Our ambition is to provide equality of opportunity for every child and to support parents and carers. Disadvantaged two-year-olds are entitled to at least 15 hours of free early education each week, and over 1 million children have benefited from this since we introduced the programme in September 2013. In addition, in 2017 we introduced the 30-hours entitlement for working parents of three and four-year-olds, and in January 2020 some 345,000 three and four-year-olds benefited from a 30-hours place—an increase on the previous year.

This has been a good debate, and today’s estimates are a reflection of the country’s commitment to education and the key priority that it is for this Government. Since 2010, most children are now attending good or outstanding schools. The attainment gap between disadvantaged pupils and their peers has narrowed at all stages. A record proportion of disadvantaged students are going to university, and we have a world-class curriculum and ambitions for world-class technical education.

The effects of the current epidemic will be felt across society for a considerable time. It was right that we moved rapidly to secure a massive one-off investment in our schools to tackle lost time in education and to foster a greater focus on proven approaches so that all pupils can receive the education that they have a right to expect.