Tutoring Provision

Jonathan Gullis Excerpts

Tuesday 19th March 2024 Westminster Hall

[Jonathan Gullis (Stoke-on-Trent North) (Con)]

It is a pleasure to serve under your chairmanship, Mrs Cummins. I congratulate the hon. Member for Twickenham (Munira Wilson) on securing this incredibly important debate.

If I may, I will briefly thank the hon. Member for Strangford (Jim Shannon) for giving me a plug and saying why I might have a career in the diplomatic corps in the not-too-distant future, which may come as a shock to many. I appreciate that he invited me, and it was obviously a pleasure to speak to the fine people of Strangford and surrounding areas about our precious and important Union.

The issue before us is very important for me, and I refer to my entry in the Register of Members’ Financial Interests: I was a schoolteacher professionally, working in both London and Birmingham before entering this place. My partner is also an employee of Teach First, which analysed elements of the programme and was involved in delivering some of the tutoring in the earlier days. Although she was not an employee at that stage, it is important to ensure that the record is clear.

The national tutoring programme plays a massively important part in ensuring that pupils from disadvantaged backgrounds in particular—those who are registered for free school meals, and those who are not yet registered but who are technically eligible—have the academic ability to attain the grades they deserve. For levelling up to mean anything, we have to get education right. In Stock-on-Trent North, Kidsgrove and Talke, I can build every shiny building going and bring in every new job going, but what is it all for if kids from Stoke-on-Trent do not end up in those new high-skilled, high-wage jobs, in those buildings or in the new homes we are building in our local area?

Sadly, Stoke-on-Trent has remained in the bottom 20% for academic attainment and achievement for far too long. In the past, the Office for Students has ranked my constituency as the seventh worst in England for kids going on to higher education. Twelve per cent of my entire workforce have no formal qualifications, which is 8% higher than the national average. The number of kids achieving level 3 and 4 qualifications—A-levels or college and apprenticeship qualifications—remains in the bottom fifth nationwide. That is not something that I want to see.

Sadly, the city has languished under a disastrous private finance initiative deal. This is not meant to be a party political dig, but it was administered under the last Labour Government back in 2000. There are 88 schools trapped in a PFI contract run by the council and are seeing huge inflationary increases in their costs. It is predicted that up to £100,000 in additional funding will potentially have to be found for the annual contributions that need to be made, leaving us scrambling. I collared the Minister in the voting Lobby last night to demand more funding, and that goes to the heart of the point. I appreciate that the Government will point to pupil premium funding, which is a superb initiative, but I agree with the Chair of the Education Committee, my hon. Friend the Member for Worcester (Mr Walker), who the hon. Member for Twickenham quoted: the reality is that the money simply will not be there.

There are huge inflationary increases in food and equipment costs, and with teachers’ salaries going up, which the Government have covered in part but not in full. There are also additional costs in Stoke-on-Trent, where we have those increased PFI contributions. Those inflationary pressures, again, driven by covid and Vladimir Putin’s illegal and immoral war in Ukraine, mean that schools are having to use every penny that they can find. They will not be able to continue the important tutoring scheme out of their own existing budgets because of the pressures that they are facing right now.

Stoke-on-Trent is exactly the area where that kind of intervention is absolutely necessary. I share the concern that at the end of this academic year, we will potentially see the end of the national tutoring programme as it is funded currently through additional Government support. I implore the Minister, and I will do everything I can with him, to lobby Treasury colleagues to demand that the scheme continues.

I will say this about the Prime Minister. Back in summer 2022, I supported my right hon. Friend the Member for Stratford-on-Avon (Nadhim Zahawi) during the Conservative party leadership contest—it feels a long time ago, I know—because he had mentored me for a long time. I had a sense of loyalty to that, and I believe him to be a very good man. However, after he dropped out, I met all the leading contenders, including the current Prime Minister. When I sat down in the room with him for the first time and had a conversation about non-Treasury matters, seeing the fire behind his eyes when he talked about education was inspiring. It is so important, and it is something that sadly I had not heard enough of since the Blair years of “Education, education, education”, although I fear that that was more slogan and gimmick than actual delivery. Still, most importantly, at least it was on the forefront of the education agenda at that time.

[Paul Howell]

Does my hon. Friend agree that expenditure should be focused on initiatives like this programme, as opposed to the broader schemes that try to cover everybody from middle-income families to high-income families and do a broad sweep across the bottom? These are the interventions that the Government should really be focused on.

[Jonathan Gullis]

I completely agree. I have huge problems with universal schemes because they are not a benefit if everyone is receiving them, in my personal opinion. Having universal free school meals for every child in primary school is not a good idea, because why on earth would my children be given access to a free school meal when I myself can afford it? I would rather see that additional funding for middle-class and higher-income parents who can afford it invested in children from disadvantaged backgrounds, so that we can have those well-funded breakfast clubs but also ensure that schools can invest further in such things as the tutoring programme.

We should not forget that the Education Endowment Foundation’s own research says that small group tuition adds four months of progress on to students’ lives. Tes reported that as of January 2024, 390,000 grade improvements in English and maths have been attributed to progress made due to the national tutoring programme over the previous two academic years. That goes to show the importance of the scheme, particularly for English and maths, and particularly when we still have an archaic system in place that means that people must get a pass in those subjects to be able to do an apprenticeship, yet they would not need that to do their A-levels. We have a two-tier system, despite having a major skills shortage in this country. We talk the talk about ensuring that apprenticeships are equal to an A-level, but there are these bizarre barriers in place that mean they are not.

I hope that the Minister will take back the idea of abolishing the requirements at the foundation stage, in order to allow people to get on to apprenticeships and study their English and maths while on those courses to get them up to grade. Of course, any responsible company will want that for their employees because it will improve the outcomes and productivity of the company.

The Government should be applauded for around 5 million tutoring courses that have begun since the inception of the programme, and the fact that they were bold and brave in going for it, despite the fact that Randstad is a dark stain on the Department’s ability to procure. However, going back to what the hon. Member for Twickenham and I were calling for in those early days, it is vital to give the money to the schools and trust the headteachers in large part to deliver this particular programme.

The school-led approach is a much better system. Why? Teachers know who those pupils are. They know their backgrounds and their learning and support needs; they know their parents and have a relationship with them. Teachers are and have always been willing to stay behind after school. If we give teachers the opportunity to have a little more money in their pocket, bearing in mind they probably work double the hours they are actually paid for—I certainly used to do 60 hours a week as a bare minimum while on the frontline as a head of year—that could have a huge and positive impact for them. It could also have a positive impact on the many fantastic smaller focused third sector organisations that, again, have existed for a long time.

I hope we never see a repeat of Randstad, because that was an utter disaster. I was pleased to see that the Government were nimble on their feet and followed a school-led approach; giving that money to the schools directly had a positive impact. I saw that in my albeit very brief time as Minister for School Standards between September and October 2022. During that time, I went on a number of visits to schools in the Black Country that were using that funding. I spoke with the pupils themselves, who said that without the programme, they would not have had the confidence to put up their hand in class to ask teachers questions when they did not understand what was being taught to them.

The national tutoring programme has given pupils confidence—sixth-formers interacting with year 7 and 8 pupils who are new to the school, to build that sense of collective responsibility and help one another. The older pupils learn important leadership skills, using their lived experience to impart the knowledge they have learned from their excellent and outstanding teachers. It all goes to show the power of the scheme. I do hope we will see that.

In February 2023, the National Audit Office said that in the 2021-22 academic year, only 47% of the pupils accessing the scheme were disadvantaged. Like myself, the hon. Member for Twickenham and many other Members present will be worried by that. The national tutoring programme was designed for disadvantaged pupils; it should not be supplementing the tutoring of children whose parents could afford private tuition if needed. While I want to ensure that every child has the opportunity, we need to find out from the Minister— I hope we will hear this today—what the Government have done since that report to really drive up the number of disadvantaged pupils to hopefully reach the 65% target that was initially given to Randstad as part of the contract. That is exactly the type of figure that we would like to see. I agree with Lee Elliot Major, the professor of social mobility at the University of Exeter, that it would be

“a national travesty if we fail to embed tutoring”

into our core schooling day in, day out. We therefore have that responsibility.

Schools Week reported that as of July 2023, there was a £240 million underspend in the tutoring programme over the 2021-22 and the 2022-23 academic year. Can I ask the Minister whether that money was reinvested back into the national tutoring programme to help to cover schools’ costs, which are obviously rising in year in, year out, and to deal with the tutoring programme? That was something I requested within the Department while I was a Minister: for any underspend to go into the next academic year to give schools more cover and give them longer to get the programme up and running, build more trust with pupils and put things in place. That is important as well.

My final contribution is simple. If the Government do not want to go ahead with the national tutoring programme in its current form, I personally believe there is only one other way we can go forward. As any other hon. Member would, I will shamelessly plug my own research paper, which I did with Onward back in November 2020. It calls for not only an extended school day, which I have long supported, but a shortening of the school holidays over the course of an academic year—reducing the summer holiday from six weeks to four.

I support that for two reasons. First, childcare is extremely expensive; it is even more expensive now than when I wrote that report. It was estimated that that change would save the average family £133 a week based on costs associated back in November 2020, which will obviously have massively increased since then. I appreciate that the Government have done a lot in the childcare space with the new scheme providing 15 hours of free childcare as of April. I must confess that my own child, who is two years old, will benefit from it, and we have started the process of getting our code to give to our childcare provider.

The second and most important reason is that from research I have conducted, I understand that it takes around seven weeks for a disadvantaged pupil at the start of a new academic year to finally surpass where they were at the end of the previous academic year. That is seven weeks of lost learning, during which time disadvantaged pupils are unable to accelerate at the same pace as their better-off peers, which is simply unfair. Reducing that holiday to four weeks—I am happy to have a two-week October half term, which would be better for pupils and teachers in terms of rest and wellbeing, as well as trying to spread the cost of the school holidays throughout the year more fairly—would give those younger people a better opportunity.

There are other ideas in the pipeline. I have a research paper that I will happily send the Minister to have a look at and tell me what he thinks. Ultimately, I think it is the right thing. I appreciate that multi-academy trusts can do that of their own volition, and some do, but it should be driven nationally as well.

As I said, education is the absolute bedrock to levelling up. It is the bedrock to making sure that life chances can be achieved. I have no fiscal rules when it comes to education, because I believe that if we shove all the money there, we will have better outcomes on health and work, fewer people needing to use the welfare state, better home ownership, better wages, and less poverty in our country. Education is at the epicentre of achieving that, and we should therefore be pouring money into the sector. That 92% of my schools are now rated “good” or “outstanding”, compared with around 60% in 2010, and 75% of my kids are now reaching the necessary levels in phonics, compared with 53% when we inherited government back in 2010, shows that we have got it right, and that all the changes and hard work can go on to build something more.

I am so passionate about making sure that we get education right. It is essential that the people I serve—my masters and mistresses back in Stoke-on-Trent North, Kidsgrove and Talke; my Lord Sugars who will hire or fire me when the general election comes later this year—have every opportunity to make sure that their children can have the opportunities and ability to access the high-skilled, high-wage jobs I am bringing to my local area to improve their life outcomes. Stoke-on-Trent’s achievement of the levelling-up agenda is driven through the education sector.

Please, Minister: we have to keep this tutoring programme on the tracks. If we do not, an extended school day and shorter school holidays are the alternative, in my opinion.

--- Later in debate ---

[Catherine McKinnell]

As I said, I am really interested to hear what the Government’s vision is. Given that they have committed to ensuring that tutoring is embedded within the national school system, what is their plan for ensuring that that happens? We will inherit that plan from them, so I am very keen to hear the Minister’s response to my question. I will set out Labour’s costed plans in detail, but I am interested to hear how the Government will deliver on their pledge to ensure that tutoring is embedded within the national school system.

The Institute for Fiscal Studies has found that schools funding in England is already not increasing as fast as the cost pressures schools are facing. That means that the poorest schools are likely to struggle the most to find the cash for tutoring, and that our most disadvantaged pupils will miss out. With access to tutoring seemingly diminishing, what is the Minister’s plan for children to recover the learning they lost, which they have still not recovered from? I appreciate that he would like to move these issues on to the next Labour Government to solve, but given that this Government are currently in charge, I am sure that, like me, listeners to the debate are interested in hearing what this Government’s plans are.

In government, Labour will consider how more tailored support could be most effectively delivered to ensure that children achieve what they need to in school. Crucially, we will look at introducing a range of measures to ensure that we close the attainment gap. We know that children’s speech and language have really suffered since the pandemic, which has the potential to affect their educational attainment in the much longer term, so Labour has pledged to equip every school with the funding to deliver evidence-based early language interventions to tackle the problem.

We understand that quality teaching is key to unlocking children’s potential, so we would use the funding available from ending the tax breaks currently enjoyed by private schools to hire 6,500 more teachers in our state schools, giving every child the teachers they need to benefit from a quality education.

[Jonathan Gullis]

It is a totally noble aim to bring more teachers into the system. Of course, the Government do an extensive work by providing grants for people taking specific courses; in some cases—science, for example, these are worth up to £20,000. What specifically is Labour’s plan for recruitment of new teachers that the current Government are not doing? I have previously asked shadow Ministers similar questions, because I genuinely want to understand what will be done differently by Labour, bearing in mind that this Government are giving out tens of thousands of pounds to people simply for turning up to the training course, let alone then staying on, with the levelling-up bonus payments in education investment areas. I am keen to hear what the Labour plan looks like.

[Catherine McKinnell]

I appreciate the sincerity of the hon. Member’s wish to talk about the challenge in recruitment and retention. Clearly, it is related to this debate today, in the sense that if we had all the teachers we need, would we need a national tutoring programme? Labour has set out quite detailed plans about how we will go about resolving the teacher recruitment and retention crisis, and we continue to have conversations with the sector to ensure that the money in the current spending envelope for bursaries and incentives is spent as effectively as possible, because clearly there is a problem. The Government are seriously missing their recruitment targets. We have a range of measures, but I do not think it would be appropriate to go into the detail that the hon. Member wants me to go into today. However, I recognise the sincerity of his challenge in that regard and his recognition of the challenge, and Labour is absolutely determined to meet it.

We know that children’s mental health is a huge challenge, so we will put a specialist mental health professional in every school and ensure that young people have access to early support. We will also invest in mental health hubs to ensure that young people can access mental health support where they most need it. We will offer free breakfast clubs in every primary school, to ensure that children have a softer start to the school day and the opportunity to learn, play and socialise. The evidence is clear that such clubs increase attainment and attendance; they will also put money back in parents’ pockets and ensure a start to the school day that can help parents to get to work.

We recognise that there is no one fix, given the level of challenge in our system, but we will focus not only on taking a more targeted approach, so that children who need additional support the most get it, but on making sure that there is a wider network of support for every school community. That network will ensure that every child has the best chance of having the best start in life.

This is all about Labour’s mission to break down the barriers to opportunity and to ensure that every child gets the firm foundation and high-quality education that sets them up for life. Because education is a priority for us, as it has been for every Labour Government, we will put it back at the centre of national life. We will prioritise our children, schools and families once again.

--- Later in debate ---

[Damian Hinds]

Let us not pursue the thing about the pupil premium. That happened to be in both the Conservative and Liberal Democrat plans for Government ahead of 2010. The two parties worked well together in coalition, and that is a good thing that we should welcome. There had been progress on the disadvantage gap. It is also true, as I was just saying, that covid hit the whole world, but it also hit different groups of children differentially, and we are still seeing the effects of that in the disadvantage gap. I will come back to that.

Tutoring has been a key part of our recovery plan, and I thank everybody who has been involved in it: the tutors, the tutoring organisations, the teachers and teaching assistants, and everybody else who has made it possible. My hon. Friend the Member for Sedgefield mentioned the particular role and contribution of volunteers, and I join him in that. It is a very special thing to do.

The national tutoring programme is not necessarily what always comes to mind when the person in the street thinks of tutoring. A lot of it, as the hon. Member for Twickenham alluded to, is small group work; it is not just one to one. Although very important work has been done by outside tutoring organisations, most of the work on the national tutoring programme has been done by existing staff in schools. We have committed £1.4 billion to the four-year life of the national tutoring programme in schools and colleges, and invested in the 16 to 19 tuition fund.

For the second year of the programme—my hon. Friend the Member for Stoke-on-Trent North referred to this—funding has gone directly to schools. That has enabled schools to choose the right approach for them and their children through the use of their own staff, accessing quality-assured tuition partners or employing an academic mentor. We created the find a tuition partner service to put schools in touch with those opportunities, and also provided training through the Education Development Trust for staff, including teaching assistants who deliver tutoring.

Nearly 5 million courses have been started since the NTP launched in November 2020, and 46% of the pupils tutored last year had been eligible for free school meals in the past six years. That is the “ever 6” measure—a measure of disadvantage. The 16 to 19 tuition fund will also have delivered hundreds of thousands of courses.

The tutoring programme has been part of the wider £5 billion education recovery funding, which is made up of the £1.4 billion for tutoring, £400 million for aspects of teacher training, £800 million for additional time in 16 to 19, and nearly £2 billion directly to schools for evidence-based interventions appropriate to pupils’ needs.

The hon. Member for Newcastle upon Tyne North rightly mentioned speech and language interventions. I can tell her that already two thirds of primary schools have benefited—211,000 year R children so far—from our investment in the Nuffield early language intervention programme. The evidence suggests that the programme assists children in making four months’ worth of additional progress, while children eligible for free school meals make greater progress of seven months.

Covid hit the world, including us. It did not hit every discipline in exactly the same way. Some of us will recognise from our own time at home with children that some things were easier to do than others. Reading at key stage 2 and junior school held up pretty well during covid. Maths has now improved and the standard is now close to what it was in the years before covid. Writing is still behind, although we have had a 2% improvement since last year.

Big challenges remain. No one denies that the No. 1 issue is attendance. This almost sounds trite, but there is an obvious link between being at school and the attainment achieved. It bears repeating that even if there are difficulties in having many children in school, we really have to work on attendance. As well as the overall attainment effect of attendance, there is a differential factor between the cohort of pupils as a whole and disadvantaged pupils; in other words, there is a bit more absence in the latter group than the former. There is also a link—some studies say it plays a really big part—between attendance and the attainment gap, which makes it doubly important that we work on attendance.

As colleagues know, schools are doing many things brilliantly, as are local authorities and others, to try to get attendance back up to pre-covid levels. Obviously, every child needs to be off school at some time because of sickness—all of us were when we were children. That will always be true, but we need to get back to the levels we had before covid.

The hon. Member for Newcastle upon Tyne North alluded to specific things that we do around breakfast clubs. It is important to do them in a targeted way, and not just in primary school, as the Labour party plans to do, but in secondary school as well. There are issues around mental health support, which is why we are gradually rolling out the mental health support teams across the country. Again, we think that it is right to have that in both phases—it is important at both primary and secondary school—and schools are also doing an immense amount of work.

Although the national tutoring programme was always a time-limited programme post-covid, tutoring will continue to play an important role and we know that the evidence shows that tutoring is an effective, targeted approach to increase pupils’ attainment. Headteachers are best placed to decide how to invest their funding, depending on their particular circumstances and priorities, and that approach underpins our whole approach to the school system, in that we put headteachers in charge. I anticipate many schools continuing to make tutoring opportunities available to their pupils and we will continue to support schools to deliver tutoring in future, including through pupil premium funding, which will rise to more than £2.9 billion in 2024-25.

Schools decide how to use their funding, aided by the Education Endowment Foundation, which sets out good knowledge and advice on the best uses of funding for the education programmes with the most efficacy. I do not think there is a conflict between universal and highly targeted programmes. We target via the funding formula and then headteachers are best placed, armed with the knowledge from the EEF and others, to decide how to use that funding. The overall national funding formula has the disadvantage element, which next year will be a bigger proportion than has previously been the case. Then, of course, there is the pupil premium.

[Jonathan Gullis]

I have outlined in detail why I think schools need the additional funding due to the financial pressures they are under. However, if the Government are not seeking to do that—which, personally, I think is a mistake—is the Department for Education planning to somehow monitor how many schools continue to deliver tutoring and the percentage of disadvantaged pupils? Or is the Department simply not going to keep an eye on the ball after the funding ends and rely on headteachers, who will, as the Minister has rightly said, do things in the best interests of their pupils? Ultimately, that will leave us in this place with less knowledge about the spending decisions and whether the support is continuing and embedded, which was the aim of the programme when initially introduced.

[Damian Hinds]

It is absolutely appropriate to embed tutoring into schools’ wider progress, because we know from our gold standard analyser the EEF and other studies that that approach has efficacy and achieves results, although obviously it depends on how it is done. As my hon. Friend puts it, we will keep an eye on the matter, but that is not the same as specifying that Mrs Smith the headteacher should do this but not that. We think Mrs Smith should be able to decide. We also have Ofsted inspections and the results are published as part of a system that is transparent but that also empowers schools, school leaders and trusts to make those decisions.