Oral Answers to Questions

Jonathan Gullis Excerpts

Monday 24th October 2022 Commons Chamber

[Mrs Sheryll Murray (South East Cornwall) (Con)]

3. What steps his Department is taking to attract science, technology, engineering and mathematics teachers to work in disadvantaged areas.

[The Parliamentary Under-Secretary of State for Education (Jonathan Gullis)]

As someone who was a teacher for nearly nine years in disadvantaged areas in London and Birmingham, may I say that teaching is one of the most rewarding jobs you can have? In 2020-21 there was an increase of more than 4,400 full-time teachers in state-funded schools in England. This has resulted in the largest qualified teacher stock since the school workforce census began in 2011. We know that there is more to be done in some areas, which is why early career maths, physics, chemistry and computing teachers working in eligible schools with disadvantaged pupil cohorts can now claim our tax-free levelling up premium.

[Mrs Murray]

One of the key disadvantages we have in Cornwall is the relatively high cost of housing. Cornwall is beautiful and people want to live there, but what more can the Department do to encourage teachers to come to Cornwall and not to other places with cheaper housing?

[Jonathan Gullis]

My hon. Friend will understand only too well, as a former resident of Stoke-on-Trent North, Kidsgrove and Talke, that, like Cornwall, it too is a place of outstanding beauty. This Government are committed to ensuring that affordable housing is delivered, and since 2010 more than 9,000 homes have been delivered in Cornwall. In August 2021 we announced £1 billion of funding from our affordable homes programme, which will be used to deliver more than 17,000 affordable homes across the south-west. I am pleased to say that Cornwall is also an education investment area and has 26 schools that are eligible for the levelling up premium, including Liskeard School and Community College in my hon. Friend’s constituency, and specialist teachers in certain subjects in those schools can claim up to £3,000 tax free annually. Finally, in March 2022—

[Mr Speaker]

Order. It is not a full lesson we are putting out, just a good answer.

[Jonathan Gullis]

I am delighted to tell the hon. Lady that, at the next independent pay review, I have asked for this Government’s manifesto commitment to a £30,000 a year starting salary to be honoured for 2023-24.

[Mr Speaker]

Question 4 has been withdrawn.

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[Jeff Smith (Manchester, Withington) (Lab)]

11. What steps his Department is taking to improve the recruitment and retention of teachers.

[The Parliamentary Under-Secretary of State for Education (Jonathan Gullis)]

The Department is committed to attracting and retaining the highly skilled teachers we need by investing £181 million in this year’s recruitment cycle, including training bursaries and scholarships worth up to £29,000. We are also delivering 500,000 training opportunities, reforming teacher training and delivering on this Government’s manifesto commitment of £30,000-a-year starting salaries.

[Jeff Smith]

That sounds very rosy, but teacher vacancies have gone up 240% since 2011. According to the latest National Education Union poll, 44% of England’s state school teachers plan to quit by 2027—22% of them in the next two years. Things are particularly difficult because experienced teachers—who may have 20 years’ experience—are leaving the profession. What steps is the Minister taking to address pay, stress and an unmanageable workload, which are driving the most experienced teachers out of the profession?

[Jonathan Gullis]

I thank the hon. Gentleman for that great question, because being a teacher is so important and positive, and it is a shame that he used his opportunity to be a bit negative about the profession. As we try to recruit and retain staff, we need people to talk up what a great profession this is to work in. [Interruption.] I am being shouted down by Opposition Members, but there is not a single year of teaching among them—I have nine years’ experience and I get shouted down for simply being someone who worked on the shop floor. The lessons should be learned from the past.

However, let me tell the hon. Gentleman what we are doing. We are making sure that we have the £30,000-a-year starting salary, which is amazingly competitive with the private sector. We are going to have the £181 million in scholarships and grants, including £29,000 in physics, for example. And we are going to make sure that we tackle retention and workload through the Department’s workload toolkit, which has so far reduced workload on average by about five hours.

[Stephen Morgan (Portsmouth South) (Lab)]

Wow! This Government have no ambition for our children’s futures: soaring numbers of council schools are in deficit, the attainment gap is at a decade high and the Schools Bill has been ripped up. However, the recruitment and retention of secondary school teachers—not just Prime Ministers—is in crisis. Estimates based on DFE data suggest that the Government are set to fall 34 percentage points below their recruitment target. Will the Minister explain what specific action he will take to stop the rot and fix his own Government’s failure on this issue?

[Jonathan Gullis]

I am glad the hon. Gentleman has been let out of detention by the Standards Commissioner for the very naughty letter he sent only recently regarding me. However, let me be very clear that the hon. Gentleman is making a point—

[Mr Speaker]

Order. Let me just say that we want better taste in the House. The Minister is no longer on the Back Benches, so his rhetoric needs to be that of a Minister. I know he has that standing and capability. Come on, Minister!

[Jonathan Gullis]

Mr Speaker, I am making the point very clearly. The hon. Gentleman has an opportunity to stand at the Dispatch Box and talk up the teaching professions, talk up our schools, and talk up our reforms since 2010-11, which have seen the attainment gap narrowed—that was until, of course, the global pandemic, which has affected every single sector of our economy. Sadly, things have not gone in a way that we would have liked, but we are putting in the effort through the national tutoring programme, the £1.3 billion recovery premium, and the £650 million catch-up premium. That is an awful lot of money going into the system. We are also making sure that teachers are of a high quality, and, most importantly, that they have high-quality mentoring, an initial teaching training round and an early career framework, which give them the support that they need.

[James Grundy (Leigh) (Con)]

12. What steps his Department is taking to facilitate collaboration between colleges and employers.

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[The Parliamentary Under-Secretary of State for Education (Jonathan Gullis)]

The Department is working closely with stakeholders to monitor cost pressures on schools. Our generous 2021 spending review package is supporting schools with a £4 billion increase to core schools funding in this financial year alone and we are protecting schools through the energy bill relief scheme, although schools and trusts remain responsible for setting their own budgets. The Government are also assisting families directly: as well as the energy price guarantee for households, we are providing more than £37 billion to help households in the greatest need, thanks to our new Prime Minister.

[Bambos Charalambous]

Data from a National Association of Headteachers survey shows that 90% of schools expect to run out of money by the end of the next school year. I have spoken to headteachers who say that while school debt is escalating, demands on schools continue to increase, and the energy crisis is only one element of the funding crisis in education. Can the Minister tell me how the Government expect schools in my constituency to deliver standards and provide additional support when they cannot afford to survive?

[Jonathan Gullis]

As I said in my earlier answer, we have £7 billion until 2024-25 through the spending review. There is the £5 billion in catch-up to maintain standards and ensure that disadvantaged pupils in particular get high-quality support, particularly in tutoring, so that they can catch up on their lost learning, because we know the pandemic had a detrimental impact. There is also the Education (Guidance about Costs of School Uniforms) Act 2021, which was introduced by a Labour Member, which the Government adopted and sent out as guidance to make sure that the overall cost of uniform comes down. We are taking this all very seriously, and I am more than happy to meet the hon. Gentleman and headteachers in his local area to hear from them directly and see what other support we can give.

[Ian Levy (Blyth Valley) (Con)]

21. What steps his Department is taking to increase the number of school places for pupils with special educational needs and disabilities.

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[Kate Green (Stretford and Urmston) (Lab)]

T3. About 20,000 primary school children in 76 primary schools in Trafford benefit from the primary schools sport premium. This is especially important after covid, which we know has had a more detrimental impact on the physical agility and participation of the poorest children. Will the Government commit to extending that premium beyond this academic year?

[The Parliamentary Under-Secretary of State for Education (Jonathan Gullis)]

The hon. Lady knows that I am a huge admirer and fan of hers, which she may not put on any election leaflets. I can tell her that the PE and sport premium is very important to me, especially after the fantastic victory by the Lionesses. They really set the tone with the great work of making sure that sport, particularly football, is more accessible no matter people’s gender, race or anything else, so it is so important that we get this right. I am fully committed to working with the Department of Health and Social Care and the Department for Digital, Culture, Media and Sport to get that premium, and I am more than happy to meet the hon. Lady to discuss it further.

[Damian Hinds (East Hampshire) (Con)]

At the end of the first full T-levels cycle, can I commend colleges, including Alton College in my constituency, for their work with employers? What more can be done by Ministers across Government to encourage more employers to come forward and offer industry placements to invest in the talent pipeline, both for their own good and for the good of our entire economy and society?

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[Mike Amesbury (Weaver Vale) (Lab)]

Despite my private Member’s Bill, Education (Guidance about Costs of School Uniforms), becoming law to reduce the cost of school uniforms, far too many schools have their heads in the sand, with logos upon logos, emblems upon emblems, and they are not responding to the requirements of the law. What will Ministers do about that?

[Jonathan Gullis]

I congratulate the hon. Gentleman on the passage of his Bill, which is an important piece of legislation. Guidance is clear: schools should be considerate when wanting their own branding, and ensure that it is done in a fair and sustainable way for households. If the hon. Gentleman has any examples or wishes to meet to discuss the issue further so that guidance can be given to schools, I would be more than happy to arrange that.

[Tim Loughton (East Worthing and Shoreham) (Con)]

I refer Members to my entry in the Register of Members’ Financial Interests. Why are adoption figures continuing to fall?

[Marsha De Cordova (Battersea) (Lab)]

Off-rolling is a hidden crisis happening in some of our schools, with black schoolboys being disproportionately affected by the practice, and many being given only a few formal hours of teaching, if any at all. We should be outraged at that, given the attainment gap and the disproportionate numbers of black children who are being excluded from school. What action is the Secretary of State taking to tackle the crisis of off-rolling, and will he ensure that all schools that engage in that practice are recording the numbers affected, including their ethnicity, age and gender?

[Jonathan Gullis]

Off-rolling is totally unacceptable, and no school should be doing that or using it as a method. Where there are unruly children, we must also balance that carefully by ensuring that headteachers have the power to remove them from the classroom, because their impact has a detrimental impact on the other 29 in the class. I am more than happy to meet the hon. Lady to look at any examples she can provide, so that we can call out schools and school leaders who are using that tactic inappropriately. The Department is monitoring the issue and taking it seriously.

[Saqib Bhatti (Meriden) (Con)]

Arden is one of the most successful schools in my constituency and the country, despite the majority of its buildings having been built pre-1958 and it accommodating three times as many pupils as was originally intended. Will my hon. Friend meet me to discuss Arden’s proposal for investment through the school rebuilding programme so that we can support it to be the best that it can be?

[Jonathan Gullis]

My hon. Friend is a doughty champion for the constituency of Meriden and indeed for the school rebuilding programme. He will understand that I cannot comment as the bid is in and the Department must go through a process, but I am more than happy to arrange a meeting for him with my noble Friend Baroness Barran, who is the Minister responsible for this portfolio area.

[Valerie Vaz (Walsall South) (Lab)]

Why has the Secretary of State dropped the Schools Bill?

[Stephen Metcalfe (South Basildon and East Thurrock) (Con)]

As I hope the House knows, I am a passionate supporter of the power and creativity of engineering and its ability to address the most serious challenges that we face globally. Will my hon. Friend agree to look at the curriculum for opportunities to improve the teaching and understanding of engineering?

[Jonathan Gullis]

My hon. Friend will know that in March 2022 the Department introduced the “engineers teach physics” programme to help recruit high-quality engineers into our workforce. Because of the pilot’s success, the programme has been extended across the country for the 2023-24 recruitment cycle. I am more than happy to see how much more we can do to ensure that science, technology, engineering and maths are driven through the heart of the curriculum, alongside EBacc, which is vital to helping to educate everyone.

[Dame Diana Johnson (Kingston upon Hull North) (Lab)]

I am sure that the Secretary of State is as concerned as I am about the number of children attending school who are hungry. Has he made any representations to the Department for Work and Pensions about raising the £7,400 household income eligibility threshold for free school meals?

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[Mr Speaker]

Order. Can I say to the hon. Member for Vauxhall (Florence Eshalomi) that this is topicals and other people want to get in? We are going to go over the time now. We have got to help each other.

[Jonathan Gullis]

The hon. Lady will understand—she is a fantastic champion for her constituents—that the current global economic state is very serious. Inflation is not unique to this country. For example, it is at 17% in Holland and 10.9% in Germany. We are very aware of the pressures on households, which is why the £4 billion front-loading in the spending review has been so important, with the additional funding for the national tutoring programme, the recovery premium and the catch-up premium, the £2.5 billion for the pupil premium and the free school meals programme.

[Mr Robin Walker (Worcester) (Con)]

Fairer funding has been a manifesto commitment for our party on many occasions. I campaigned for it from the Back Benches and tried to deliver it from the Front Bench. Whatever the timing of legislation, can the Secretary of State confirm that a direct national funding formula is a legislative priority for his Department?

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[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

Has the Secretary of State looked at the full potential for education of technology to improve performance in schools? Other countries are using it in more sophisticated ways, so has he looked at it?

[Jonathan Gullis]

We want the education sector to have access to best-in-class technology, but schools need reliable internet to deploy it. That is why we are spending £232 million to improve school internet connectivity by 2025.