Tutoring Provision

Debate between Jonathan Gullis and Paul Howell

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.