Schools Capital Allocations

Justine Greening Excerpts

Tuesday 18th April 2017 Written Statements

[The Secretary of State for Education (Justine Greening)]

My hon. Friend the Parliamentary Under Secretary of State for the School System (Lord Nash) made the following written statement on 3 April 2017.

Today, I am announcing £2.4 billion of capital funding to create new school places needed by September 2020 and to maintain and improve the condition of school buildings. This forms part of our wider plan to invest more than £24 billion in the school estate by 2021.

We want to build a country that works for everyone—and that means providing a good school place for every child, one that offers them the opportunity to fulfil their potential. Investing in our school buildings and creating a sufficient amount of school places are key parts of the Government’s plan to ensure that every child has the opportunity of a place at a good school, whatever their background.

We are committed to investing £7 billion in this Parliament to create new school places. Together with our further investment in free schools we expect this to deliver 600,000 new school places over the course of the Parliament. We have already announced £4.8 billion of funding to local authorities for 2015-19, and today we are announcing a further £980 million for 2019-20, taking total investment so far through this Parliament to £5.8 billion. In doing so, we continue to recognise that good investment decisions require certainty. Announcing allocations for 2019-20 today means local authorities can plan years ahead with confidence, and make good strategic investment decisions to ensure they deliver good school places for every child who needs one.

Alongside this new funding we are publishing data from the 2016 School Capacity Survey, which highlights the progress made by local authorities to date in providing new school places using our previous investment. By May 2016, our investment had already helped to create nearly 735,000 additional school places since 2010, with 136,000 delivered in 2015-16 alone.

Alongside this investment in new school places, we are committing more than £10 billion over 2016-21 to maintain and improve the condition of the school estate. As part of this, I am today confirming allocations of £1.2 billion for local authorities, voluntary aided partnerships, multi-academy trusts and academy sponsors to invest in their own condition priorities, and a further £0.2 billion of devolved formula capital directly to schools in the financial year 2017-18. This allocation includes the Condition Improvement Fund which is providing funding of £466 million for 1,435 projects across 1,184 academies and sixth-form colleges. These projects will help to ensure that children across the country have access to a good school place, further supporting them to reach their full potential.

This funding will help improve the quality of school buildings across the country, targeting schools with the highest need. It can also help schools reduce their running costs, by replacing outdated facilities with buildings that are more efficient to run. So I want schools, local authorities and academy trusts to look carefully at how they can achieve the best value from this investment.

Details of today’s announcement will be published on the gov.uk website, and copies will be placed in the Libraries of both Houses.

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Primary Assessment in England

Justine Greening Excerpts

Thursday 30th March 2017 Written Statements

[The Secretary of State for Education (Justine Greening)]

Last October, I made a statement to Parliament about the primary assessment and accountability system in England. In that statement, I reaffirmed the importance of a good primary education, and particularly the importance of mastering the basics of literacy and numeracy, to ensure that every child is given the best chance to succeed in life, whatever their background. I also recognised that we must move to a settled system which is ambitious, supports teachers to help every child to reach their potential, allows schools to benchmark their own performance, and enables them to be held to account in a way that is fair and accurate.

Since then, we have taken a number of steps to improve the operation of the assessment system. We have worked with the teaching profession to produce new guidance for the moderation of teacher assessment, to improve the quality and consistency of that moderation, and we have provided additional training for local authority moderators. We have also taken steps to improve the test experience for pupils this year.

We have also talked to headteachers, teachers and others about the longer-term issues that need to be resolved to establish a settled, sustainable system. We are today launching a public consultation on the primary assessment system in England. Our consultation document, “Primary Assessment in England”, sets out wide-ranging proposals for improving our primary assessment system. These include how the system can help to prepare children to succeed at school, the starting point from which to measure the progress that children make in primary school, how we can ensure that the primary assessment system is proportionate, and how end of key stage assessment can be improved, particularly in the case of the statutory teacher assessment frameworks.

It is important that our assessment system can assess the progress and attainment of children of all abilities. The report of the independent Rochford review, also published last October, set out a number of recommendations to improve the way that the attainment and progress of children working below the level of the national curriculum tests is assessed in primary schools. The recommendations, if adopted, would result in significant changes and it is important that we hear the views of those who would be affected, and particularly teachers and others working with children who have special educational needs. That is why we are today also publishing a consultation document on the Rochford proposals and their possible implementation.

During the consultation period, which will last for 12 weeks, we want to hear from as many headteachers and teachers as possible to gather their views and feed them into our final decisions. I would encourage all those with an interest in primary education to engage with these consultation exercises and to share their opinions and insights.

Copies of these consultation documents have been placed in the Libraries of both Houses of Parliament.

[HCWS584]

Department for Education Agencies

Justine Greening Excerpts

Tuesday 28th March 2017 Written Statements

[The Secretary of State for Education (Justine Greening)]

Today I am announcing the creation of a single funding agency for education and skills (excluding higher education), bringing together the Education Funding Agency and Skills Funding Agency. The new single funding agency will sit within the Department for Education and be operational from April 2017.

The creation of a new single agency—to be called the Education and Skills Funding Agency—will complete the process started in November 2014 when we appointed a single Chief Executive for both agencies. Since then significant progress has been made in bringing the two agencies together through shared services and close working arrangements.

Creating the ESFA will bring benefits to the individuals and organisations we support as well as to the taxpayer. It will enable a single, joined-up approach to funding and regulation to improve accountability.

We will be working closely with our staff, unions, stakeholders and the education sector to finalise and deliver our plans for the new agency.

[HCWS559]

Oral Answers to Questions

Justine Greening Excerpts

Monday 20th March 2017 Commons Chamber

[Sir Simon Burns (Chelmsford) (Con)]

1. If she will make an assessment of the potential effect of the proposed new national funding formula on schools in Chelmsford.

[The Secretary of State for Education (Justine Greening)]

For Chelmsford, a shift to fairer funding would mean an overall increase in schools funding of 1.9%. We want schools and local areas to receive a consistent and fair share of the schools budget so that they can give every child the opportunity to reach their full potential. These are important reforms, and we must make sure we get them right. We want to hear a wide range of views through our consultation, which closes later this week.

[Sir Simon Burns]

Does my right hon. Friend accept that it is to be warmly welcomed that 31 out of 35 schools in Chelmsford will get increased funding as a result of the fairer funding programme? Of the four schools that will have modest decreases in funding, two are grammar schools, the funding of which will decrease owing to their relatively low number of pupils. Can anything be done to rectify that problem for two centres of academic excellence?

[Justine Greening]

My right hon. Friend is right that Chelmsford schools overwhelmingly gain from the shift to fairer funding. Our approach essentially sees money follow the child, with extra money for those pupils with extra needs. In our “Schools that work for everyone” consultation we set out our desire to see grammars take more young people from disadvantaged and lower family income backgrounds. If they do so, selective schools will also be able to benefit financially from that approach.

[Ms Harriet Harman (Camberwell and Peckham) (Lab)]

Thanks to increased investment and the work of teachers, other teaching staff, supportive parents and the local community, standards in our schools in Southwark have massively increased, but our schools are not overfunded. Surely it cannot be right that, per pupil, we will see a cut of £1,000 per year as a result of this so-called fair funding formula. It is not fair. Whatever levelling up the Secretary of State needs to do in other parts of the country, she should please go ahead and do so, but do not cut schools funding for the poorest children.

[Justine Greening]

Our approach will operate consistently for young people and children, wherever they are growing up. We cannot have an accountability system with similar expectations for all schools that ends up funding children differently. I simply reflect to the right hon. and learned Lady that, even after the changes we are making to introduce a fair and consistent funding formula for the first time, London’s schools, because of the many challenges and factors they face, will still receive 30% more than other schools on average.

[Heidi Allen (South Cambridgeshire) (Con)]

I understand that the Secretary of State has an incredibly hard job to do and that money does not grow on trees. When she reviews the consultation findings, however, I urge her to look at the core funding a school needs even to be able to open its doors, because I fear that deprivation has been overweighted in the formula.

[Justine Greening]

One thing we have seen as a result of launching the second phase consultation is the first properly informed debate on how we should be funding schools and what the relative balance of investment should be for different children with different challenges. The consultation finishes later this week, and I thank the House and colleagues for their engagement with it. We will respond to the points that people have made in due course.

[Stephen Timms (East Ham) (Lab)]

Vera Lynn was a pupil at Brampton Primary School in my constituency and, along with every other school in my constituency, its budget is going to be cut under the Secretary of State’s proposals. Ministers often tell us that the schools budget as a whole is not being cut. Should not that guarantee apply to individual schools such as Brampton Primary School as well as to the system as a whole?

[Justine Greening]

I pay tribute to Dame Vera Lynn, who has been an iconic and amazing figure. She is a fantastic female role model for many young girls and women growing up in our country.

We need to make sure that, for the first time, our country sees consistent funding for all children, wherever they are growing up. We have seen significant rises in the overall schools budget over the years. Indeed, this Government have not only protected the overall schools budget in line with inflation but have made sure that the cash amount per pupil is protected, too. That is important, but we now have to make sure that we fund children in our schools fairly, wherever they are.

[Kevin Foster (Torbay) (Con)]

Torbay’s schools have done a great job in teaching pupils despite being among some of the most historically underfunded. Although the figure for Torbay goes up by 2.3% overall, the proposed formula hits the grammar schools quite badly, so will the Secretary of State assure me that we are still seeking a solution for those schools?

[Justine Greening]

My hon. Friend raises an important point. As I have said, it is important that we reflect the fact that our funding needs to follow children who have additional needs. In particular, we know there is an attainment gap for children from lower-income and more disadvantaged areas and families. We also know that many children will start both primary and secondary school already behind, so we need to give an uplift for those pupils to enable their teachers to help them to catch up. These are important parts of the formula but, as he set out, we need to look carefully at other aspects of it, and we will do so.

[Mike Kane (Wythenshawe and Sale East) (Lab)]

I have to say to the right hon. Member for Chelmsford (Sir Simon Burns) that he is not seeing the wood for the trees. The Minister for School Standards recently wrote to the Chelmsford Weekly News about the uplift of 1.9%, which the Secretary of State mentioned, but there is a denial of the wider picture that £66 million is being withdrawn from funding in Essex overall. Will she explain how Chelmsford County High School for Girls, which is estimated to lose £300,000, will make its cuts?

[Justine Greening]

I think I have answered the question from my right hon. Friend the Member for Chelmsford (Sir Simon Burns), but the bottom line is that the only budget that would go up under Labour is debt interest, which would lead to fewer teachers and less investment in education, not more.

[Mr Jim Cunningham (Coventry South) (Lab)]

2. What discussions she has had with the Chancellor of the Exchequer on the timetable for the introduction of maintenance loans for students undertaking (a) technical qualifications and (b) distance learning.

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[Neil Parish (Tiverton and Honiton) (Con)]

15. What steps her Department is taking to support the expansion of grammar schools.

[The Secretary of State for Education (Justine Greening)]

Under our national funding proposals, more money will follow students, particularly to schools that are educating pupils who are disadvantaged and from lower-income families. On the roll of one of the schools my hon. Friend the Member for Salisbury (John Glen) has highlighted, 25% of the young people are on free school meals, whereas the proportion in the other school is less than 1%. That accounts for the majority of the difference.

[John Glen]

May I draw my right hon. Friend’s attention to the grammar schools in my constituency, which face a cut of 3% in their funding under the proposed formula, despite a school up the road getting an increase of 11%? Will she examine how, within the absolutely necessary Treasury constraints, such inexplicable outcomes can be avoided? We must be sure that selective schools understand that the Government are fully on their side.

[Justine Greening]

As my hon. Friend points out, I do not get to write my own cheques and I have to live within my departmental budget. We are looking carefully at how to get the fair funding approach right. I agree that we have to make sure that similar children facing similar challenges and with similar needs are consistently funded, wherever in the UK they live, and of course we want to support successful schools.

[Neil Parish]

Colyton Grammar School in my constituency has a great headteacher, wonderful staff and pupils with huge levels of attainment. The school would very much like to expand. How can the Secretary of State help it to expand more than it can at the moment?

[Justine Greening]

To build on my previous point, the consultation, “Schools that work for everyone”, also covered our proposals to allow expanding existing selective schools to be able to offer more choice to parents and our proposals to increase the number of school places at good and outstanding schools. We will make available dedicated funding of up to £50 million a year to support those schools to expand.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

When will the Secretary of State publish her much briefed White Paper, given that purdah begins on Thursday? Will that White Paper contain requirements on existing grammar schools to increase the number of free school meal children? Will she clarify to the House why the words “selection” or “grammar” did not pass her lips in her 30-minute opening speech on education in the Budget debate?

[Justine Greening]

The hon. Lady tries to get me to pre-empt my White Paper, which will come out in the coming weeks. I am pleased that Labour Front Benchers are finally engaging in the fact that there is a real chance to ensure that we have an approach to selection that works in the 21st century and for our education system as it is today.

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

Is the Secretary of State aware that today is International Happiness Day? If she wants to make a lot of people in this country happy, she will renounce this dedication to grammar schools and free schools, and invest in the education of all children up and down the country.

[Justine Greening]

I am delighted that the hon. Gentleman has alerted me to the fact that it is International Happiness Day, but he is completely at odds with his Front Bench. We have no idea what Labour’s approach to selection is. We will be publishing our White Paper in response to our consultation, but I suspect that the Labour party will remain a policy-free zone.

[James Berry (Kingston and Surbiton) (Con)]

In the Budget, £320 million was announced for new schools, some of which may be grammar schools. Will my right hon. Friend confirm that new schools are desperately needed and that, although some may be grammar schools, that does not affect the revenue funding that this House has discussed in many questions today?

[Justine Greening]

Indeed, and my hon. Friend is absolutely right. We have to plan ahead. We know that we need to create more good school places for the children coming through our education system. Some school places will be in response to choices at a local level for selective schools, but others will be non-selective school places and places for meeting the needs of local communities.

[Carol Monaghan (Glasgow North West) (SNP)]

Under the academies scheme, the teaching profession in England has experienced a sustained attack on its terms and conditions, including salary awards below nationally agreed pay scales. Can the Secretary of State guarantee unequivocally that no teachers in proposed new selective schools will be paid below nationally agreed rates?

[Justine Greening]

We need to ensure that schools have more freedoms to be able to run themselves in a way that means they can deliver strong educational outcomes. I notice that the hon. Lady clearly does not want to talk about the fact that standards in Scotland are going backwards in science, maths and reading.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

It is a pleasure to debate with the Secretary of State again, a few weeks after we both appeared on “Question Time”; but now it is answer time. The Prime Minister promised last week to expand selective education with 70,000 new free school places funded by £320 million in the Budget. Given that free school places cost more than £21,000 each to create, £320 million is not enough for 17,000 places, let alone 70,000. I set the Education Secretary a simple maths question last week, but she did not answer, so it is time for a resit. Just how many places will be created, and at what cost?

[Justine Greening]

I would have hoped that the hon. Lady welcomed the fact that we announced £500 million extra for school capital, and that is not just for ensuring that we have more places for children who need them. Part of that is £200 million to improve the existing school estate. She asks about the numbers. She seems to have misunderstood that the numbers relate to the amount that is being spent during this Parliament. Of course, there will be further investment in the next Parliament, which I would hope that she welcomed.

[Matt Warman (Boston and Skegness) (Con)]

8. What steps the Government is taking to increase access to educational opportunities for pupils from disadvantaged backgrounds.

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[Danny Kinahan (South Antrim) (UUP)]

10. What steps she is taking to enhance social mobility for school and university students.

[The Secretary of State for Education (Justine Greening)]

I put social mobility at the heart of everything my Department does. Through our plans to create more good school places and transform teaching, combined with new legislation to support greater access to university and investment in technical education, we aim to ensure that where a student comes from does not determine where they get to in life.

[Danny Kinahan]

At the all-party group on universities the other day, we had an excellent presentation from Sunderland University on all aspects of helping to improve social mobility. Can we ensure that that stretches down to all types of schools—academies, grammars and secondary—and that we learn from each other, particularly in the devolved institutions?

[Justine Greening]

Indeed; I fully agree. The Higher Education and Research Bill will enable us to do more to widen access and increase the participation of these sorts of students. Of course, the “Schools that work for everyone” consultation document is all about making sure that universities, alongside grammars, faith schools and independent schools, can play a stronger role in lifting attainment for all.

[Mr Douglas Carswell (Clacton) (UKIP)]

11. If she will make it her policy to issue guidance to higher education institutions on ensuring freedom of speech for students on campuses.

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[Ruth Cadbury (Brentford and Isleworth) (Lab)]

T1. If she will make a statement on her departmental responsibilities.

[The Secretary of State for Education (Justine Greening)]

The Budget announced a £500 million investment in technical education—it was hailed by the CBI as a “breakthrough Budget for skills”—and on top of that it also provided an additional £500 million for new school places and school refurbishment. That is in addition to our announcements over the past month of £450 million for school sports facilities and of a £250 million fund to help schools to support students with disabilities properly.

I am delighted to say that we are taking forward amendments to the Children and Social Work Bill, enabling us to put age-appropriate relationship and sex education in secondary schools and relationship education in primary schools on a statutory footing. I want to thank the House for its support in enabling us to do that.

[Ruth Cadbury]

A simple yes or no will suffice: does the Education Secretary agree with the International Trade Secretary who said when he was in front of the Lords International Relations Committee, and with the Chancellor and the Foreign Secretary, that students should not be included in official immigration statistics?

[Justine Greening]

I think the important thing is actually that we remain an open country for international students, because that is one of the best ways in which we can ensure that our university sector stays world class.

[Several hon. Members rose—]

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[Andrew Stephenson (Pendle) (Con)]

T8. Earlier this month, six Pendle schools announced plans to work together to launch their own academy trust. What can my right hon. Friend do to ensure that the Pennine Trust helps to raise educational attainment and aspiration across Pendle?

[Justine Greening]

It is good news that those schools have recognised the potential of forming a multi-academy trust to drive school improvement. Schools are really seeing the power of collaboration in driving up standards. The regional schools commissioner is now supporting the Pennine Trust to harness the potential of those schools. I wish the project well.

[Dr Philippa Whitford (Central Ayrshire) (SNP)]

T5. The EU is the largest research network in the world, facilitating big science, such as the work between Glasgow University and the Max Planck Institute in Germany on gravitational waves. How will the Secretary of State maintain freedom of movement, so crucial to academic collaboration, after Brexit?

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[Tom Pursglove (Corby) (Con)]

On Friday, I visited Oundle school in my constituency, which makes a huge contribution to the wider community. What role does my right hon. Friend see leading independent schools playing in helping to enhance educational opportunities in their localities?

[Justine Greening]

We believe that they can play a significant role. As part of the “Schools that work for everyone” consultation, we have had excellent discussions with the independent schools sector, and we look forward to bringing those to a conclusion.

[Stephen Timms (East Ham) (Lab)]

T9. Research shows that when a pupil joins a school at a different time from all the others, the cost is between £250 and £600. I welcome the inclusion of the mobility factor in the new formula, but putting a 0.1% weighting on it means that the amount per move will be less than £70. Will the longer-term formula take a more realistic view of the costs of mobility to schools?

[Justine Greening]

The right hon. Gentleman is right to highlight this issue. In fact, it was the additional factor that we put into the working formula on which we are now consulting that was not in the original phase 1 consultation. There is £23 million against that, but I have no doubt that the right hon. Gentleman will have put in his own consultation response, for which we would be grateful.

[Mr Stewart Jackson (Peterborough) (Con)]

As the Minister for School Standards, my right hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb), will know, because he has visited the area a number of times, Peterborough is not only one of the fastest growing local educational authorities for student numbers, but seven in 10 of my constituents’ children in the primary sector have English as an additional language. On that basis, will the Secretary of State bear in mind in looking at future funding formulae that EAL is an incredibly important issue?

[Justine Greening]

I agree. That is part of our fair funding formula on which we are finishing consultation this week; it sits alongside additional funding for children with low prior attainment. We have to make sure that we enable all our children to catch up if that is what they need to do.

[Alex Cunningham (Stockton North) (Lab)]

T10. Action for Children is concerned that half the children from disadvantaged backgrounds arrive at school not ready to get the most out of the classroom environment. What is the Secretary of State doing to improve early years development in the home to make sure that every child is ready to learn on their first day?

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[Greg Mulholland (Leeds North West) (LD)]

It is deeply shocking that in the 21st century, some girls, including in Leeds, are not going to school because they cannot afford sanitary products. Will the Secretary of State eliminate the problem by introducing free sanitary products for all girls receiving free school meals?

[Justine Greening]

The hon. Gentleman raises an important issue. I shall look at it carefully and write to him about it.

[Paula Sherriff (Dewsbury) (Lab)]

In Dewsbury, 50 out of 50 schools will lose funding and not one will gain—the second highest number of schools facing cuts in any constituency. Thornhill academy, which many will remember from “Educating Yorkshire”, is set to lose more than half a million pounds, which equates to nearly £700 per pupil. What can the Minister say to local parents who believed her promise that funding would be protected?

[Justine Greening]

We have protected the core schools budget, which will have risen by 2019-20 from £40 billion a year to £42 billion a year. All schools will benefit from that. The point of the fair funding is that we can no longer accept a country in which different children have different amounts of funding going into their education just because of where they are growing up.

[Fiona Mactaggart (Slough) (Lab)]

The problem with the way in which the Secretary of State and the Minister of State describe the so-called fair funding formula is that they imply that they it provides an amount of money per pupil. In places such as Peterborough and Slough, however, where pupil numbers are increasing fast, we have to educate children for free, because no money arrives for those pupils until a year and a half later. What is the right hon. Lady doing to make sure that in places where the population is growing, schools actually get funding per pupil?

[Justine Greening]

Two elements of the proposed fair funding formula can help in this regard. One relates to mobility, about which a question was asked earlier, and will involve children moving in-year. The second relates to demographic growth, to which the right hon. Lady referred, and will ensure that we can respond faster to enable local authorities and schools to cope.

[Maria Eagle (Garston and Halewood) (Lab)]

In Knowsley metropolitan borough, part of which is in my constituency, there will be no academic A-level provision later this year. What is the Secretary of State doing to ensure that many of the young people who live in Halewood can aspire, and afford, to take A-levels? At present they have to travel so far, and they have no money to do so.

Budget Resolutions

Justine Greening Excerpts

1st reading: House of Commons
Tuesday 14th March 2017 Commons Chamber

[The Secretary of State for Education (Justine Greening)]

This Government are about delivering opportunity—the opportunities that matter to ordinary working people up and down this country: the opportunity to work in a skilled, well-paying career; the opportunity to send their children to a good school; and the opportunity to contribute to a shared, fairer society, where everyone is empowered to do their best for their community.

Those ambitions are not too much for us to ask—they are not unreasonable—but the truth is that, for too long, too many people in our country have felt cut off from opportunity. They see doors open for others, but stay closed for them. What they want is the chance to show their worth and reach their potential. This Government want them to reach their potential, too, so we will work with the grain of human nature to spread opportunity to every village, town, city and region in our country and to give everyone a chance to succeed and to contribute to a strong, united nation.

A strong economy is a vital part of that mission. A strong economy provides the careers and jobs that equip people with financial independence, protect them by providing financial security over the course of their life, and fill them with a sense of self-worth—the knowledge that we all have a role and a valued place at the heart of our society. A strong economy is at the heart of how people can contribute to our country as a whole.

This Government are in the business of building a strong economy and creating great careers and jobs—over two million jobs since 2010. This year, there are more people working than ever before. The employment rate for women is at its highest level since records began, with 70% of 16 to 64-year-olds now in work. That represents more than 1 million more women in employment since 2010.

[Mrs Maria Miller (Basingstoke) (Con)]

Does my right hon. Friend agree that one of the most important things the Government can do is support women returners to work, particularly when we have record numbers of women in the workplace?

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[Justine Greening]

My right hon. Friend is absolutely right. I hope she will welcome the element of the Budget that saw £5 million invested in returnships, specifically looking at how we can help women who have been out of the workplace—often starting and having a family—to go back into it and rebuild their careers. I will come on to that later in my speech.

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

I believe absolutely that wealth creation is important to give us the resources we need to provide a good education, but is the Secretary of State aware that so many schools have seen cutbacks? We in Huddersfield are the 64th worst-hit area out of 650. We do not feel the affluence she is talking about.

[Justine Greening]

We have record investment coming into our schools now.

To secure and build a strong economy, we need sustained investment in human capital—the skills, knowledge and technical excellence that drive productivity and growth. It is people who will lift our country, and we are investing in people. We need to do that now more than ever, because we know there is a productivity gap between the UK and other advanced economies, and we know that part of that gap is caused by skills shortages.

[Nick Thomas-Symonds (Torfaen) (Lab)]

On the issue of human capital, does the Secretary of State agree that it is a mistake by the Government to cut the work allowance under universal credit, which will particularly affect women and deny them work opportunities?

[Justine Greening]

We cut the taper rate on universal credit at the last autumn statement. As I said, the strong economy that this Government’s policies have helped to create means that more women are now in work than ever before. I was talking about how skills and plugging skills shortages for employers is so important. Top employers and businesses are telling us that the skills they need, particularly in science, technology, engineering and maths, are in too short supply.

[Mrs Flick Drummond (Portsmouth South) (Con)]

On the point made earlier about women returners, is my right hon. Friend aware that just 5% of women returning to work would generate an extra £750 million in the economy—a very good return?

[Justine Greening]

Absolutely. Women’s economic empowerment is one of the most powerful levers we have to help drive growth in our economy and, more broadly, around the world over the years ahead.

Looking at how we are going to plug the skills gap, only 10% of adults in our country hold a technical qualification as their highest educational achievement. Germany currently produces twice as many science, engineering and technology technicians. Driving these skills will power innovation and growth and, in turn, our economy. That benefits everyone, so we cannot afford to wait. Other economies have been ahead of us in developing the skills of the future, and this Government are clear that we will not fall further behind. We should recognise that globalisation and automation are changing the modern workplace. Thirty-five per cent. of our existing jobs are at a high risk of being replaced in the next 10 to 20 years, not through competition but by technology.

[George Kerevan (East Lothian) (SNP)]

The Secretary of State mentions Germany’s lead in training in technical positions. Does she link that in any way with the fact that Germany consistently has a much higher level of corporation tax in order to fund that?

[Justine Greening]

Germany has its own approach to corporation tax. Ours has been steadily, and dramatically, to reduce it in order to make sure that companies can retain the profits they are making to be able to reinvest in growing their companies. The proof of the pudding is in the substantial and significant job creation that we have seen in our economy, by comparison with many other countries, over recent years. That is why we are able to put money into our public services.

As we prepare to leave the European Union, we will need to be more self-sufficient in our workforces, in our skills and in the training of our young people to set ourselves up for success. We will need new ideas, new jobs and new investment to confidently meet every challenge and grasp the opportunities ahead of us. We want a global Britain strong at home and strong abroad. It is now time for Britain to step up a gear to begin the shift up to the high-skill, high-productivity economy that we can be. This Government are ready to act.

[John Mann (Bassetlaw) (Lab)]

Is it not a fact that under this Government, while the Secretary of State has been in office, we have fallen two places in the research and development international league tables, behind Slovenia and the Czech Republic?

[Justine Greening]

The autumn statement saw us provide further investment for R and D. Indeed, the national productivity fund has been set up to make sure that we can fund infrastructure, including R and D, more broadly. However, it is not just through physical infrastructure that our country will be successful—we need to invest in our people and in human capital as well. Through this Budget we are investing in human capital in skills, education and training to create a strong economy that works for everyone.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

rose—

[Justine Greening]

If I can make a bit more progress, I will give way.

This Government are rightly focused on apprenticeships because of the huge difference that they can make to individuals, boosting a person’s lifetime earnings by 11% on average. Eighty-three per cent. of apprentices tell us that they believe it is improving their career prospects. This is already making a big difference to individuals. Last year 900,000 people were enrolled in an apprenticeship, which means that more than 3 million people have started an apprenticeship since 2010. They include apprentices such as Adam Sharp, last year’s advanced apprentice of the year, who moved 150 miles to take up a mechanical design apprenticeship in Sellafield and dreams of becoming that nuclear power plant’s chief mechanical engineer; and Becky King, who went to train at the National Physical Laboratory in London straight after college in order to develop her passion for science.

Last week I kicked off National Apprenticeships Week with Barclays in the City. I met young people on apprenticeships at Barclays who were inspiring because they were finding out just how well they could do. Apprenticeships are bringing out the underlying talent of our young people. It is cathartic for them to be able to discover their potential.

[Mims Davies (Eastleigh) (Con)]

Earlier I met Nationwide representatives from my area keen to support women in getting more maths skills to lead businesses. Recently apprentices from Lloyds met the all-party women in Parliament group. One area where we really need to keep up momentum is with the maths skills that will make sure that our women can lead companies as well. The apprenticeship work at Eastleigh College is doing exactly that in building the basic skills for the gas fitters and plumbers we need—

[Madam Deputy Speaker (Natascha Engel)]

Order. We are already going to have to impose a time limit of eight minutes on Back Benchers right from the beginning. This debate is very heavily subscribed. If people are going to intervene, they must keep it very brief.

[Justine Greening]

I pay tribute to the work that my hon. Friend’s local college is doing. She is absolutely right. In order to see a change in the workplace and in careers, we have to start in early education to build the pipeline to make sure that girls, and subsequently women, are going into these careers, which have traditionally often been more male dominated.

This is not just making a difference to the people who are doing apprenticeships; apprenticeships are making a difference to our country. Employers tell us that apprenticeships increase quality and increase productivity, so investing in an apprenticeship pays out for them and their business, and it is paying out for our wider economy. This is only the beginning of our apprenticeship reforms. Next month, we are introducing the apprenticeship levy, which will ensure that by 2020 over £2.5 billion is available to support apprenticeships. Contributing to the levy will mean that employers are, for the very first time, truly fully invested in apprenticeships. This keeps us on track to meet our manifesto commitment of delivering 3 million apprenticeships by 2020.

Apprenticeships will play a key role in delivering the skills that our modern economy needs to level up, but we need to do more to meet the broader challenges that our economy faces. The most successful countries do not just rely on apprenticeships—work-based routes—to get skilled professionals. They also depend on more college-based routes—on technical courses with workplace experience and training as a crucial element. So we will up our game, looking at reforming our technical education system to make it a central plank of how to sustain a growing economy. For decades, our country has neglected technical education, despite the fact that a substantial proportion—over half—of our young people who choose not to go to university take this path. We have never achieved a sustainable strategy because it has never been truly led by employers. We need a strategy that asks businesses what a world-class technical curriculum should look like—that invests in the tools, the teaching and the skills expertise that help young people to navigate the complex web of choices on careers to find the skills and the career that is right for them.

Over many years, we have allowed the technical curriculum to emphasise quantity rather than quality. There are currently around 13,000 separate technical qualifications. In plumbing alone, a young person has the choice of 33 different courses. How on earth are they supposed to know which course is the highest quality, which one is valued by businesses, and which option is the right fit for them? This cannot be right. In recent years, we have made some important steps forward in tightening the requirements for qualifications included in school and college performance tables, but we need to go much further to ensure that technical education is high quality and meets employers’ needs. In place of complexity, this Government are following the advice of Lord Sainsbury and replacing the current system with a streamlined set of just 15 technical skills routes. Each route will be a pathway to skilled employment—from construction to digital, whether bricks and mortar or lines of code—and our standards for each route will be designed and agreed by our best businesses to make sure there is a direct flow through to the skills that our economy needs.

We know that we need investment as well as reform. At the moment, a young person working towards a technical qualification receives a programme of about 600 hours a year, but in countries with the best technical education—Germany, Denmark, the Netherlands, Norway —students train for far more hours per year. If we really are serious about becoming world-class on skills, we need to rival the commitment and investment of the world’s leading countries.

That is why my right hon. Friend the Chancellor announced last Wednesday over half a billion pounds a year of new funding for technical education. It will be used to increase the number of teaching hours for students. As the Sainsbury panel recommended, it will also fund institutions to organise a substantial, high-quality work placement for every technical education student, helping them to apply their skills in the workplace and to prepare for a successful move into employment. In total, this will mean that a student’s programme hours will increase by more than 50%, from 600 hours per year to more than 900. It is no surprise that the CBI has called this Budget a “breakthrough Budget for skills”.

The funding for extra hours will be rolled out alongside the new technical routes, beginning with the first programmes in autumn 2019. Each of the routes will lead to a new certificate, the T-level, which will be a gold standard for technical and professional excellence. The name will remind Members of another prominent qualification, and that is very deliberate. I want there to be no ambiguity whatsoever: this is the most ambitious reform of post-16 education since the introduction of A-levels 70 years ago. The investment announced by my right hon. Friend the Chancellor shows that the Government are committed to making it a success.

[Graham Evans (Weaver Vale) (Con)]

I am very privileged to have my constituency office based at Sci-Tech Daresbury, which is all about technology, innovation and skills. Will the T-level be significantly stronger than existing technical qualifications?

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[Justine Greening]

The qualification will be stronger on a number of fronts. First, it will have the commitment of, and its design will be led by, employers. Secondly, it will have more hours, so the student will simply have had a more comprehensive programme of education in achieving the T-level. Thirdly, its quality will be much higher, with more time spent in the classroom and, critically, more time spent on a quality work placement with an employer. Once the person finishes the T-level, they will come out of it ready to work and to begin their career with a high-quality qualification that employers truly value. That I why we feel this is such a significant step forward.

Building such a world-class technical education system will not just generate the skills and productivity that are the foundations of a strong economy; it will also spread opportunity and increase social mobility, helping to break the link between a person’s background and where they get to in life. It will be no surprise to the House that many young people from disadvantaged backgrounds are more likely to be on technical courses than their peers, yet such an education has not been at the level that they deserve or that our economy deserves. A report by the Boston Consulting Group and the Sutton Trust suggests that greater social mobility could boost our economy by a staggering £140 billion every year. Different young people have different talents, and if we can successfully put technical education on a par with academic routes, it will not just be good for those young people, but it will be exactly what our economy needs.

Improving the quality of technical education will boost the life chances and future earnings of those young people. This is not about designing a second chance system for the disadvantaged. I do not want technical education to be seen as a back-up to the academic path; I want parity of esteem. I want technical education to take its rightful place alongside the academic track as a totally credible path to a professional career, but we are not there yet.

[Lucy Powell]

rose—

[Lucy Powell]

Did you call me Lucy Allan, Madam Deputy Speaker? I am very much a Powell.

Labour Members very much welcome any attempt to raise the status of technical and vocational education and the esteem in which it is held, something we began during our time in government. Does the Secretary of State agree that it is often a mix or blend of the technical and the academic—in engineering, digital opportunities, the creative industries or even health and social care—that will be important in the global world of the future, and will she assure the House that people will not be separated at the age of 16?

[Justine Greening]

The key to success is strengthening the technical education routes, as I have said. Having longevity in the strategy, as was done in Lord Sainsbury’s work, is absolutely critical in giving us an architecture around which we can now build a strategy and, as we saw in the Budget, in which we can now invest. As the hon. Lady says, it is important to ensure that the whole education system fits together. That is why it is so important, as we create more national colleges and institutes of technology, that we talk with further education colleges—they will be at the centre of all this—and also with universities. Universities of course already offer degrees in areas such as engineering, but they can clearly offer more applied learning and more technical education routes for many young people. As she says, we have to make sure that that fits together.

Indeed, we want to increase the quality and availability of higher-level technical education, so that technically gifted students can continue their studies beyond the age of 19. One of our challenges is that not only are the lower rungs of the technical education ladder not as high quality as on the academic route, but there are not really the higher rungs for young people to aim for and to climb successfully. The Government’s new national colleges and institutes of technology will make sure that there are world-class institutions at which to study higher level technical qualifications.

From September 2019, we will introduce maintenance loans for students studying level 4 or higher qualifications at these institutions. This will mean that for them, just as for university students, our best technical minds will not be limited by financial circumstances or place. This approach is just as much about parity between places as it is about parity between people. Nearly three quarters of young people in Barnsley follow a technical path, while less than one quarter do so in Kensington and Chelsea. By levelling up technical education—putting it on a par with academic routes, with reform, investment and focus—we can steadily erase regional inequalities and make sure that the door of opportunity for young people in all parts of the country, whatever education route they choose that fits them, is firmly kept open.

Building opportunity and a strong economy is about having good school places as well as skills. Good schools are the foundation of economic success and social mobility. This Government are resolute in our pursuit of more good school places in every part of the country, especially where they are most needed, to power higher educational attainment. That is why almost 1.8 million more children are in good or outstanding schools compared with 2010. That means, critically, that 1.8 million more young people are getting a better start in attempting to reach their potential. However, 1 million pupils are still in schools judged by Ofsted to be inadequate or to require improvement, so there is more work to do.

Alongside the £5 million a year of investment in skills, the Budget delivers £320 million of investment to fund over 70,000 places in up to 110 new free schools, on top of the 500 free schools we have committed to deliver by 2020. That includes funding for specialist maths schools, building on the successes of the outstanding Exeter Mathematics School, which I had the privilege of being able to visit recently, and King’s College London Mathematics School, which the Prime Minister has visited. Every child in every part of the country needs access to a fantastic school place, so we have to plan ahead and leave no stone unturned in pursuit of those places.

[Mrs Miller]

My right hon. Friend is making a powerful case for the importance of education, but does she not share my concern about the current funding system in this country, which is based more on a postcode lottery than on the needs of schools in a particular location?

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[Justine Greening]

Absolutely. Our current approach is not just outdated but, in places, extremely unfair. We want our schools to be able to achieve the same outcomes, but we are funding them fundamentally differently in different places. There are differences for children often for no other reason than where they are growing up. No one who wants social mobility to get better should accept that, so we have to move to a more equitable funding approach. That is what we are consulting on right now.

We have to make sure that school places are there for children as they move through the system, but this is not just about the extra school places and new schools that we need; it is also about investing in the schools and school places that we already have. My right hon. Friend the Chancellor has therefore put forward an additional £216 million to help to refurbish existing schools and make them fit for the 21st century. Of course, that is on top of our existing plans to invest more than £10 billion improving the condition of the school estate by 2021.

[Maria Eagle (Garston and Halewood) (Lab)]

Does the right hon. Lady accept that academic A-levels are one way in which young people can ensure that they get a good start in life, from which they can perhaps go on to great success through our university system? What will the proposals that she is outlining do for young people in Halewood and Knowsley, who have no option in the entire borough for doing academic A-levels and must leave the borough in order to study?

[Justine Greening]

The hon. Lady raises a profound and important point. There are parts of the country where, for far too long, young people’s educational attainment has simply not been good enough. I know that the situation she highlights is part of the much broader challenge that her local community faces in seeking to raise educational attainment steadily. It is important that alongside the investment in technical education that we have set out in the Budget, we make sure through approaches such as opportunity areas that we zone in on the places that most need additional support so that we can shift outcomes there.

The Government’s focus on opportunity does not end when someone leaves full-time education. In a dynamic, modern economy we need to foster a culture of lifelong learning, in which all of us—adults from every walk of life—are passionate about continuing to upskill ourselves.

[John Pugh (Southport) (LD)]

Before the Secretary of State moves off the issue of the fabric of schools, may I say that although the money from the Chancellor for school repairs is welcome, there is a £6.7 billion backlog of repairs to bring schools up to satisfactory condition? What does she think that backlog will be by the end of this Parliament?

[Justine Greening]

The investment that we have brought forward in the Budget will enable us to go further and faster on that backlog, but as I said earlier, it is also important that we plan ahead. We need to make sure that the demographic bulge of people who have been in our primary schools and are moving through to our secondary schools have school places and classrooms to go to when they need them. That is why balanced investment was announced in the Budget, not just in refurbishing existing schools and school places, with a particular focus on those that need it the most, but in ensuring that we have the extra good school places that our country will need in the future.

I touched briefly on why lifelong learning and the investment in it in the Budget are so important. Lifelong learning needs to become the norm in our country, and I want to ensure that people have the tools to do it. The reality is that many of us will never study again after leaving school, yet we know that in the economy of the future, readapting to new skills and continuing to learn will be vital. That is why we are making available up to £40 million over the next two years to fund lifetime learning trials. That will help us to ensure that we know what works, where it is needed and how we can change our country so that we have a culture in which more adults seize opportunities to upskill and take control of their lives.

As I said earlier, we have the highest level of female employment on record, which is a fantastic achievement, and the gender pay gap is at a record low of 18.1%, but there is still a gap. The Government are implacable in our commitment to close that gap to zero within a generation, and we know that some women find it hard to return to work after taking time out to care for young children. Many feel that they come back to work at a lower level or have to expect less progression in their work and pay. That is not good enough, and our economy cannot afford to miss out on that talent. Some employers are already running schemes to help women return to work, and we want to learn from those businesses and work with them to support more women to be able to do so. We also want to apply the same lessons in the public sector, together with improving people’s ability to take up lifelong learning.

I want to see people coming back to work better skilled than when they left to take a career break, rather than somehow having to struggle to get their career back on track. That is why I have announced that my Department will work with business groups.

[Mr Iain Wright (Hartlepool) (Lab)]

On labour market participation, the Red Book shows that funding for returnships will be £5 million, as opposed to £655 million for extending the free schools programme. Does the Secretary of State think that is an appropriate balance?

[Justine Greening]

Returnships are not widely used at the moment—in fact, they are used by just a few companies—but we know that where they have been invested in, they have made a real difference. We are at the beginning of bringing forward some pilots so that we can better understand what works and get a clearer sense of the broader strategy that we should have for the long term. That comes alongside the investment in lifelong learning, which ties into that work. Critically, we will consider how we can ensure that, as we develop those policies and ideas, they are informed by evidence. That was the reason for the investment that we announced in the Budget.

[Mims Davies]

On returners, will the Secretary of State also consider people who have stepped out of the workplace because of caring responsibilities? They are not necessarily youngsters, but include people who have given up a career thinking that it would be for the long term, but have found that it is for a shorter time.

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[Justine Greening]

My hon. Friend raises an important point. We need to understand that flexible working must be able to adapt to the different lives that people lead today, not just at one point in their life but as it changes, which happens to all of us through our working lives and careers.

Of course, International Women’s Day was last week, and I thought it was a sign of how important that day has become in our calendar that the Chancellor chose to mark it by making it Budget day. We have our second woman in No. 10 Downing Street, and I am proud that both female Prime Ministers have been Conservative Prime Ministers. There is a long way still to go, but we should celebrate the important progress that has been made. Nearly 100 years after women were first given the vote, the Chancellor has set aside £5 million to celebrate that historic event.

This Budget continues the Government’s mission to spread opportunity to every part of the country. That mission rests on a strong, stable economy that provides the careers and jobs that will lead to financial independence and success for a new generation, and a sense of place and meaning in people’s lives. We cannot be complacent. There will be more challenges to come, but by investing in a world-class system of technical education, alongside schools, lifelong learning and returnships, the Government have taken a crucial step in underwriting the flow of skills that our country and our businesses need. We will level up opportunity. We will lift our country by lifting up our young people, and this breakthrough Budget on skills and schools merits the support of this House.

Sex and Relationships Education

Justine Greening Excerpts

Wednesday 1st March 2017 Written Statements

[The Secretary of State for Education (Justine Greening)]

I am today announcing my intention to put relationships and sex education on a statutory footing, so every child has access to age-appropriate provision, in a consistent way. I am also announcing my intention to take a power that will enable me to make PSHE statutory in future, following further departmental work and consultation on subject content.

The amendments that the Government will table to the Children and Social Work Bill place a duty on the Secretary of State for Education to make regulations requiring:

All primary schools in England to teach age-appropriate “relationships education”; and

All secondary schools in England to teach age-appropriate “relationships and sex education”

The amendments also create a power enabling the Government to make regulations requiring PSHE to be taught in academies and maintained schools—it is already compulsory in independent schools. By creating a power on PSHE, we are allowing time to consider what the right fit of this subject is with relationships education and relationships and sex education.

The statutory guidance for sex and relationships education was introduced in 2000 and is becoming increasingly outdated. It fails to address risks to children that have grown in prevalence over the last 17 years, including cyber bullying, “sexting” and staying safe online.

Parents will continue to have a right to withdraw their children from sex education. Schools will have flexibility over how they deliver these subjects, so they can develop an integrated approach that is sensitive to the needs of the local community; and, as now, faith schools will continue to be able to teach in accordance with the tenets of their faith.

The Department for Education will lead a comprehensive programme of engagement to set out age-appropriate subject content and identify the support schools need to deliver high-quality teaching. Regulations and statutory guidance will then be subject to full public consultation before being laid subject to the affirmative resolution procedure. In line with this timetable, schools will be required to teach this content from September 2019. My Department will today publish a policy statement, which sets out more detail.

Copies of the Government amendment to the CSW Bill and the policy statement will be placed in the Libraries of both Houses.

[HCWS509]

Oral Answers to Questions

Justine Greening Excerpts

Monday 6th February 2017 Commons Chamber

[Sir Nicholas Soames (Mid Sussex) (Con)]

2. What her plans are for education funding in West Sussex.

[The Secretary of State for Education (Justine Greening)]

We are replacing the historical postcode lottery in school funding with a proper, transparent national funding formula that is fair whereby funding will be allocated to schools based on the needs of pupils. Compared with the alternative of the current postcode-lottery approach, the fairer funding proposals on which we are consulting would mean a £14.6 million annual increase in funding to local West Sussex schools.

[Sir Nicholas Soames]

I am sorry, Mr Speaker; you caught me without my wig.

Almost all the 286 schools in West Sussex find their budgets under extreme strain, so they welcome these new developments, but as West Sussex is already one of the lowest funded of all the shire counties, will my right hon. Friend look very carefully in particular at the budgets of small rural schools, which find themselves unfortunately and unfavourably treated?

[Justine Greening]

Of course, my right hon. Friend will be aware that we are in the second phase of the consultation on the introduction of the national funding formula. This is a once-in-a-generation opportunity to finally reach a settlement on fair funding that really works. I know that he and many other colleagues will have their views about how they want the formula to work, and he is right to raise them.

[Several hon. Members rose—]

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[Mr Speaker]

The hon. Gentleman is a very fine man, but I am not sure that he would triumph if he appeared on “Just a Minute”.

[Justine Greening]

I recognise that the funding formula means that schools will receive different settlements from the ones that they have had in the past. We are trying to ensure that every single child, wherever they are growing up in England, gets the same amount of funding, but that there is then a top-up in relation to additional needs, such as in respect of deprivation, which has been based on out-of-date data up until now, or indeed additional funding for low prior attainment.

[Sir Desmond Swayne (New Forest West) (Con)]

Will the impact of the new formula in West Sussex dis-proportionately disadvantage rural primary schools in the way that it will elsewhere?

[Justine Greening]

The introduction of the formula leads to different effects in different parts of the country. Obviously, we are putting in place a fair funding formula, but it has to work for all schools. We are having the second phase of the consultation to try to ensure that we get this right. We have particularly focused on helping small rural schools by relating an element of the formula to sparsity. There is also a lump-sum element. I am interested to hear all colleagues’ views in the consultation.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

The Secretary of State’s answers so far will give no comfort to schools in West Sussex, which will have had an 8% reduction by 2019, or anywhere else that is facing real-terms funding cuts. Does she stand by her party’s manifesto pledge that every school in Britain, including every school in West Sussex, will receive a real-terms spending increase per pupil during this Parliament?

[Justine Greening]

As ever, the hon. Lady is not clear about whether she even supports the concept of fair funding. I would have thought that all MPs would want to see all children getting fair schools funding across the board. A record amount of money is going into our schools budget and we have protected the core schools budget in real terms. There is record funding, but it is important that we ensure, through the fair funding formula, that it is distributed fairly.

[Mr Ben Bradshaw (Exeter) (Lab)]

4. What representations she has received on the effect of the proposed funding formula on schools in Devon; and if she will make a statement.

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[Mr Ranil Jayawardena (North East Hampshire) (Con)]

5. What assessment she has made of the effect of the proposed national funding formula on schools in Hampshire.

[The Secretary of State for Education (Justine Greening)]

As we have been hearing, the Government want a fairer approach. It is clear that the Labour party supports the status quo of an unfair, un-transparent, outdated postcode-lottery approach to how schools funding is distributed. For Hampshire, this fairer alternative will mean extra money: £9 million of extra money every year for high-needs children in local Hampshire schools, in fact, and a further £4.5 million every year for Hampshire schools overall on top of that. My hon. Friend’s local schools in North East Hampshire will gain more than £1 million a year.

[Mr Jayawardena]

I thank the Secretary of State for those figures, which are most welcome—indeed, the county council leader said that to me the other day—but living costs are also high in Hampshire, especially in North East Hampshire. Will she consider tweaking the formula so that it includes a cost-neutral cost of living allowance, given that the average house price in my patch is £375,000, but house prices just over the border, where there is a London allowance, are £50,000 cheaper?

[Justine Greening]

I am sure my hon. Friend will want to make those points as part of the consultation that is under way, but as he will be aware, our formula looks at area cost adjustments that take into account variations in not only the general labour market but specifically the teaching labour markets. Such an approach is designed to compensate schools that face higher wage costs. We have a measure that is based on salaries, which we think is the best way, but as I said, this is a consultation and I am sure he will want to put the point he makes into it.

[Mr Speaker]

It is quite a long way over the border to Liverpool, Wavertree, but there we go. I call Luciana Berger.

[Luciana Berger (Liverpool, Wavertree) (Lab/Co-op)]

During these questions, we seem to be dealing with some “alternative facts”. According to the details I have in front of me, Liverpool schools are set to lose £3.6 million. I visited a primary school in Picton in my constituency—Picton is one of the most deprived wards in the country—that is going to lose more than 10% of its budget; we are talking about more than £100,000 for some of the most deprived children in this country. Can the Government please explain to Labour Members, and to the whole House, exactly what is going on and why they seem to be presenting something very different from what our schools are having to contend with in reality?

[Justine Greening]

I think it is because we are using accurate data. We end up in a straightforward place. First, do we believe that our children should be funded fairly during their time in school, wherever in the country they are growing up? Secondly, do we believe that deprivation funding should be based on up-to-date data? If the Labour party wants an approach that is unfair and based on out-of-date data, I will be happy to see its submissions to the consultation.

[Geoffrey Clifton-Brown (The Cotswolds) (Con)]

6. What progress her Department is making on the proposed national funding formula for schools.

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[Ben Howlett (Bath) (Con)]

11. What steps her Department is taking to improve social mobility through education.

[The Secretary of State for Education (Justine Greening)]

We want to see an education system that works for everyone and that drives social mobility by breaking the link between a person’s background and where they get to in life. We are delivering more good school places; strengthening the teaching profession; investing in and improving careers education; transforming technical education and apprenticeships; opening up access to universities; and focusing effort on areas of the country with the greatest challenges and the fewest opportunities, through opportunity areas.

[Michelle Donelan]

Currently, the pupil premium is a very limited measure—for instance, children who are young carers are not recognised. In addition, it stops at 16, despite some form of education being compulsory until 18. Will the Minister therefore consider a review of the pupil premium to achieve true social mobility?

[Justine Greening]

The pupil premium is worth £2.5 billion this year, and it is helping to level the playing field for 2 million disadvantaged children, including many young carers and children with mental health problems. We are also looking at the Children’s Commissioner’s recent report and, indeed, our own DFE research on the lives of young carers in England, as part of the cross-Government carers strategy that is being reviewed and developed. On the point about age, the national funding formula for 16 to 19-year-olds provides extra funding for disadvantaged students—around £540 million this year.

[Ben Howlett]

I welcomed the Government’s “Schools that work for everyone” Green Paper—probably as much as the Secretary of State enjoyed reading my lengthy response to it. It showed the Government’s commitment to ensuring that all pupils have the best chance of accessing a good education.When will the draft be published?

[Justine Greening]

I very much appreciated my hon. Friend’s submission to that consultation. We received several thousand submissions, which we are now going through. We will respond in the spring.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

I noticed that the Secretary of State did not mention grammar schools in her answers to the previous questions about social mobility. Is that perhaps because in seven out of 10 grammar schools, all the free-school-meals children could fit in one classroom? Sir William Borlase’s grammar school, which I understand is set to be the first to open a new school, has just three children on free school meals. Does she think that reflects true social mobility? Are those numbers acceptable, and if not, what is she doing about it?

[Justine Greening]

We have been clear that we want to see existing grammars take more free-school-meals and disadvantaged children. The right way to go about getting no progress is to have no consultation and no policy development in this area, which is apparently the Labour party’s position.

[Rosie Cooper (West Lancashire) (Lab)]

If the Department for Education is as committed to social mobility through education as it claims, will the Secretary of State explain why cuts to the early years funding formula and to local authorities have actually weakened outstanding early years education, which is the foundation of social mobility?

[Justine Greening]

Record levels of funding are going into early years. We are now extending the 15 hours of free childcare to 30. It is simply wrong to characterise this Government as doing anything other than pumping record amounts of money into both early years and indeed the school system.

[Daniel Kawczynski (Shrewsbury and Atcham) (Con)]

8. What progress the Government are making on ensuring that school funding is fairly distributed in rural areas.

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

T1. If she will make a statement on her departmental responsibilities.

[The Secretary of State for Education (Justine Greening)]

The recent release of school performance statistics confirmed that the hard work of teachers and pupils across the country is leading to higher standards in our schools. Last month I announced a further six opportunity areas aimed at tackling the challenges for young people from early years right through to the world of work. When I announced the first lot of opportunity areas in October, I also made it clear that building a country for everyone means better options for the more than half of our young people who do not choose to go to university. That is why technical education is at the heart of the industrial strategy that the Government published last month. We are determined to create a gold-standard technical route so that the young people who choose to pursue it can get the skills that we, and our economy, need to succeed.

[Mrs Murray]

I welcome the Government’s commitment to apprenticeships. Lantoom Quarry in my constituency is a leading provider of high-quality apprenticeships leading to permanent full-time employment in many cases. Will my right hon. Friend assure me that aligning further education and training policy with the needs of employers remains a priority?

[Justine Greening]

I can give my hon. Friend that assurance. Indeed, putting the needs of employers first is at the heart of our apprenticeship reforms. That includes introducing employer-designed standards that test whether an apprentice has the skills, the behaviours and the knowledge that employers need.

[Mrs Emma Lewell-Buck (South Shields) (Lab)]

This Government allowed two local authorities rated “good” for children’s services to be granted exemptions from statutory guidance, even extending these exemptions when there was no evidence of improvement. Ofsted has since rated them both “inadequate”, finding that for too long children have been left at risk and are suffering harm. Despite growing evidence of the dangers of these opt-out practices, the Secretary of State is determined to push through massive deregulation in the Children and Social Work Bill, which will allow local authorities to opt out of not just guidance but vast swathes of primary and secondary child protection legislation. Why does she think it is okay to experiment with the lives of vulnerable children?

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[Jeremy Quin (Horsham) (Con)]

T4. As part of the fair funding consultation, will the Secretary of State consider establishing a minimum level of funding per school?

[Justine Greening]

We have had representations from some low-funded authorities about whether their schools need a de minimis level of funding in circumstances in which few of their pupils bring with them additional needs funding. We are looking at that and all the other concerns that right hon. and hon. Members have raised during the consultation process, which is why it is an extended one of 14 weeks.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

T6. Following investigations by the Manchester Evening News, two very serious allegations of financial mismanagement have come to light in two multi-academy trusts that operate in my constituency. One is £4.5 million in debt. In the other, lots of money has gone missing. The Minister for School Standards said earlier that the EFA does a good job of holding multi-academy trusts to account, but what more can be done to make sure that that money is recouped and those people are held to account?

[Justine Greening]

It is important that we have strong governance for multi-academy trusts, as the hon. Lady points out. I would also say that we need equally strong governance for local authority-maintained schools.

[Bob Blackman (Harrow East) (Con)]

T7. My right hon. Friend will be well aware that Harrow is the most multiracial borough in the country. Can she explain to the people of Harrow why every secondary school bar one and every primary school in my borough will see a reduction in expenditure under her plans?

--- Later in debate ---

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

T8. Following the focus provided by the recently launched industrial strategy, will my right hon. Friend tell the House what steps the Government are taking to ensure that every child gets the kind of STEM—science, technology, engineering and maths—education that they will need in the future to access the undoubted opportunities that will exist?

[Justine Greening]

We have not only focused on maths and English, but we have in particular made sure that girls in school are taking STEM subjects like never before. That is absolutely vital if we are to have the skills that British businesses need to help us to be successful in the future. I am delighted to say that A-level maths is now the most successful A-level, but we want that progress to continue and to have more STEM graduates in future years.

[Chi Onwurah (Newcastle upon Tyne Central) (Lab)]

Adult education can transform lives, address our skills gap and address technology change, yet the number of adult learners has fallen off a cliff and the industrial strategy does not even mention it. Can the Secretary of State have a word about that?

--- Later in debate ---

[Rebecca Pow (Taunton Deane) (Con)]

T10. Will the Secretary of State provide me with an update on when the performance tables for 2019 will be released, as it is very important for schools in Taunton Deane to be aware of them when advising year 9 pupils about which GCSEs to select?

[Justine Greening]

My hon. Friend is absolutely right to highlight the importance of this information. We are currently finalising the details of the technical and applied qualifications that will count in 2019 performance tables, and we will publish the list as soon as possible.

[Dame Rosie Winterton (Doncaster Central) (Lab)]

Is the Secretary of State aware that the university technical college bid in Doncaster is vital to improving skills and increasing apprenticeships? Will she, without delay, give the college the go-ahead, or meet the local chamber of commerce and local authority to explain the delay?

[Justine Greening]

I have had a chance to look around a number of UTCs during my time in this role, and many of them are producing an outstanding education that is very different from the education the young people who go to them might otherwise have had. I am well aware that Doncaster wants a response in relation to its UTC application—I very much welcome the backing that the right hon. Lady has given it—and we will confirm the decision shortly.

[Chris Green (Bolton West) (Con)]

Too many people leave school without achieving the results they need, but is my right hon. Friend aware of the incredible work done by the British Army at the Pirbright and Catterick training camps in getting people who join those establishments without the necessary grades up to the right grade, and will he undertake to find out what can be learned from those places?

[Lilian Greenwood (Nottingham South) (Lab)]

Sir Michael Wilshaw recently urged the Government to tackle the comparatively low standards in many northern and midlands secondary schools, and Nottingham’s education improvement board has identified teacher recruitment and retention as its No. 1 priority. How can the Secretary of State honestly believe that cutting the funding of every single school in my constituency will help them to attract the best teachers and so raise standards among young people in some of our most deprived communities?

[Justine Greening]

The Government have put huge amounts of funding into the northern powerhouse strategy to help schools across the north to lift their standards. Part of that relates to improving teacher recruitment and retention. It is not just northern schools where we want to see progress; we want to see progress in midlands engine schools and—dare I say it—schools in the east of England.

Oral Answers to Questions

Justine Greening Excerpts

Thursday 2nd February 2017 Commons Chamber

[Helen Hayes (Dulwich and West Norwood) (Lab)]

1. If the Government will introduce statutory sex and relationships education to tackle homophobic bullying and sexual harassment in schools.

[The Minister for Women and Equalities (Justine Greening)]

The Government want to ensure that all schools are safe, inclusive environments where pupils can fulfil their potential, and we are actively considering how to improve the delivery of sex and relationships education, including updating the existing guidance, which was originally drafted in 2000.

[Helen Hayes]

New clause 1 of the Children and Social Work Bill would make sex and relationships education compulsory under the safeguarding duties of schools. Will the Minister confirm that the Government will be supporting that new clause on Report so that all our young people can be equipped and empowered to keep themselves healthy and safe?

[Justine Greening]

I very much appreciate the support around the House for the fact that it is time to look at how we can do better in regard to sex and relationships education, and we are actively looking at how best to improve the quality of delivery and accessibility so that children can be supported. As the Minister for Vulnerable Children and Families, my hon. Friend the Member for Crewe and Nantwich (Edward Timpson), has set out, the Government are committed to updating Parliament further during the passage of the Bill.

[Mrs Maria Miller (Basingstoke) (Con)]

Police information released today by Barnardo’s shows a 73% increase in reports of children sexually abusing other children. We know that children are not being effectively taught in our schools about mutual respect, self-respect and consent. Will the Minister consider particular amendments to the Children and Social Work Bill that would address those issues? We are running out of time and letting children down.

[Justine Greening]

I have said that we will provide an update during the next stage of the Bill, but my right hon. Friend is right to suggest that a lot of time has elapsed since the guidance was drafted in 2000, and the world is now a very different place. It is time to look at how we can ensure that children have the right access to what I might rename relationships and sex education, and to ensure that it is high quality education. That is why it is right to ensure that the next steps we take are the right ones, and that they can move this forward for the long term. We need to ensure that the young people in our education system today leave school with not only the relationships education but the broader life skills they need to lead successful lives.

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

Will the right hon. Lady take on board the fact that successive Select Committees have looked at this matter, and that it is vital not only that every school offers this kind of education but that, critically, we train people to have the right skills to deliver it?

[Justine Greening]

I have said that we need to make progress on this, and I have reflected on the fact that there have now been 16 years in which we really have not done so. When Ofsted produced its recent report on this in 2013, it identified issues around the quality of teaching. As the hon. Gentleman says, this is not just about what our young people should be taught in schools and their access to that teaching; it is also about the quality of the teaching. This is a broader question than simply one of updating the legal perspective of where SRE is taught.

[Philip Davies (Shipley) (Con)]

There is a worrying trend among people on the left of both sides of the House that things that they do not like should be banned and that things that they like must be made compulsory. What is wrong with the principle of freedom? What is wrong with parents having a role in deciding what is appropriate for their children to be taught?

[Justine Greening]

I strongly agree that parents’ involvement in ensuring that what children are taught at school is acceptable to them and appropriate is vital. However, the most important voices that now need to be listened to are those of young people and children, who say that they do not feel that they are getting the necessary level of education in this area and want a more up-to-date approach to enable them to deal with the world in which they are growing up.

[Sarah Champion (Rotherham) (Lab)]

More than half of lesbian, gay and bi pupils have experienced direct bullying, and LGBT people are twice as likely as heterosexuals to have suicidal thoughts or to have attempted suicide. The Minister will be aware that people are committing terrible homophobic and hate crimes online—crimes for which they would be held accountable offline. The “#no2LGBTHate” campaign is calling on Twitter to take action against users who spread homophobia on the site. Does the Minister support the campaign? What is she doing to tackle homophobic hate?

[Justine Greening]

It is important that we support campaigns that are trying to play a role in reducing LGBT bullying. In September last year, we set out a £2.8 million programme to invest in charities that are working to prevent and address homophobic, biphobic and transphobic bullying in schools in England. The Government have launched their own “Disrespect NoBody” campaign to help young people recognise and challenge abuse within teen relationships. It is important to work in schools to change attitudes due to, as the hon. Lady sets out, the level of discrimination and abuse that many young people say they have received.

[Ben Howlett (Bath) (Con)]

I am pleased that the Government are considering the views of charities, campaigners and Members of this House in introducing statutory relationship education. Will my right hon. Friend update the House on plans to update the statutory guidance, which was last updated when I was the ripe age of 13?

[Justine Greening]

I did not realise that my hon. Friend was quite that young. He sets out the serious point that the world has changed immeasurably since 2000. Children now learn about relationships in different ways, but the challenge is that they are learning about them in ways that give them a skewed, inaccurate view of what relationships are about. It is important to look at how we can ensure that the guidance genuinely works and reflects the world as it is today, therefore giving ourselves and our children a better chance to get the education that they need.

[Mr Speaker]

The hon. Gentleman’s beard is deceptive.

[Mr Speaker]

The Minister is being invited to talk to herself.

[Justine Greening]

I will not comment on that, but my hon. Friend is absolutely right that many schools are doing that—I visited a school in Birmingham that is doing great work in this area. Excellent work is under way, but it is now time to look at how we can learn from what works and see that percolate through our school system so that all schools can do a better job for all children on teaching SRE.

[Joan Ryan (Enfield North) (Lab)]

2. What steps the Government are taking to tackle the gender pay gap for women in their 30s and 40s.

--- Later in debate ---

[The Minister for Women and Equalities (Justine Greening)]

Sexual harassment and sexual violence in schools is totally unacceptable and should not be tolerated, and I pay tribute to the fantastic work of Girlguiding UK, which is tackling this important issue. We are working with it as we take forward the commitment we made in response to the Women and Equalities Committee inquiry on sexual violence and sexual harassment in schools to review existing guidance and then to look at what further support we can put in place for schools.

[Oliver Colvile]

I thank my right hon. Friend for that answer. How much training and emotional support is given to girl guides and other young girls who are bullied online?

[Justine Greening]

Tackling all forms of bullying, including cyber-bullying, is a priority for us. We are investing £1.6 million over two years directly in anti-bullying initiatives, including via the Diana award project, which has a focus on digital resilience for young people. The Government have also funded the UK Safer Internet Centre to develop new cyber-bullying guidance for schools and an associated online safety toolkit. My hon. Friend’s question highlights the fact that the world is a very different place for our young people these days, and our guidance, laws and teaching need to stay up to date.

[Christina Rees (Neath) (Lab/Co-op)]

Will the Government support Girlguiding’s “Girls Matter” campaign to update the school curriculum to include sexual consent, online safety, tackling violence against women and girls, and LGBT and healthy relationships?

[Justine Greening]

I have set out my feeling that it is time we look at the guidance that is in place and how we can improve the teaching. That is the right thing to do. We will set out our next steps at the next stage of the Children and Social Work Bill, but we are already doing other things, too. We have already held our first advisory group on looking at updating our guidance on tackling bullying. Through that and the frameworks we have in place, we hope that we can help schools to develop improved codes of practice to combat bullying, too.

[Mr Gregory Campbell (East Londonderry) (DUP)]

Will the Minister confirm that there is co-operation at a comprehensive level, particularly with uniformed organisations such as the Girls Brigade, as well as Girlguiding, to combat this pernicious aspect of the 21st century?

[Justine Greening]

Those sorts of organisations can be vital and incredibly powerful in changing attitudes and helping young girls in particular to understand that they do have a voice and should not accept this sort of behaviour. When I was at the Department for International Development, we worked very closely with Girlguiding on gender equality more generally, and I am pleased that that relationship can continue now that I am at the Department for Education.

[Thangam Debbonaire (Bristol West) (Lab)]

A vital part of fulfilling the aims of Girlguiding’s campaign to end violence against women and girls is challenging the attitudes and behaviour of the perpetrators of these crimes. What are the Government doing to ensure there is national coverage for high-quality, accredited, community-based perpetrator programmes, such as the ones I was involved in—I declare an interest—before I became an MP and came to this place?

[Justine Greening]

The work that the DFE does is part of a cross-Government programme on tackling harassment, bullying and intimidation. It is about not only supporting people—particularly young people, in the case of the DFE—who are bearing the brunt of that behaviour, but understanding what is driving it and tackling the root causes.

[Sarah Champion (Rotherham) (Lab)]

The Girlguiding survey found that 20% of 13 to 21-year-olds have had unwanted pornographic imagery sent to them, and 5% have had indecent images shared without their consent. If the Government really do want to support the Girlguiding campaign, why is the Department cutting the funding to the revenge porn helpline, which has taken more than 2,500 calls in the past year? How will the Minister ensure that victims of revenge porn have access to bespoke support, as promised in the Government’s violence against women and girls strategy, when she is shutting the only helpline in March?

[Justine Greening]

I do not think the hon. Lady has the right information; in fact, we have not made any announcements in relation to that effect yet. Alongside all the comments made by hon. Members today, it is worth reflecting on the fact that another thing we can do is improve the evidence base in this area, which is why we have included specific questions on sexist and racist bullying in the next wave of the National Foundation for Educational Research Teacher Voice survey. We hope that some of the findings from those questions will be available later this year.

[Mr Jim Cunningham (Coventry South) (Lab)]

5. What discussions she has had with the Home Secretary on the Government's plans to continue direct grant funding to support independent domestic violence advisers after March 2017.

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[Neil Carmichael (Stroud) (Con)]

7. What assessment she has made of the potential role of personal, social and health education in promoting equality.

[The Secretary of State for Education (Justine Greening)]

We want schools to put high-quality PSHE at the heart of their curriculum, ensuring that all young people are prepared for life in modern Britain. Effective PSHE not only helps provide pupils with key life skills, but gives them the knowledge to understand their rights and responsibilities to respect individual differences and to challenge prejudice and discrimination.

[Neil Carmichael]

Does the Secretary of State agree that embedding PSHE—life skills as she correctly terms it—will help us to deal with social mobility and productivity, and that we should see proper, age-appropriate teaching across the piece in our schools?

[Justine Greening]

My hon. Friend is absolutely right to link this matter with social mobility. We know that strong PSHE can make the biggest difference to young people growing up in more disadvantaged communities. It is important not only that we have healthy, resilient and confident pupils coming out of our education system who are better placed to do well academically, but that we improve our non-academic outcomes, as that is also hugely valued by employers.

[Jim Shannon (Strangford) (DUP)]

The Minister will recognise that the churches play a key role in personal, social and health education. What discussions has she had, or will she have, in relation to that role that churches can play in education?

[Justine Greening]

The hon. Gentleman raises an important point, because we have a large number of faith-based schools. Indeed, the values that we want to give our young people as they come through the education system are not only British but often underpinned by faith values. Coming back to the point on the economy, PSHE can really help students develop their teamwork, communications skills and resilience—precisely the sorts of things that British business wants.

[Gavin Newlands (Paisley and Renfrewshire North) (SNP)]

9. What assessment the Government have made of the potential effect on equality for social security claimants of its proposals on the future of the Department for Work and Pensions estate.

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

T1. If she will make a statement on her departmental responsibilities.

[The Minister for Women and Equalities (Justine Greening)]

The whole House will welcome the fact that the Turing law has now come into effect. Alongside that, Parliament this week approved the regulations introducing mandatory gender pay gap and bonus gap reporting for private and voluntary sector employers with 250 employees or more. Transparency over time can make a big difference. It is one of our key manifesto commitments, and the Government are holding themselves to the same high standards that we expect of others. That is why we have now laid regulations for gender pay gap reporting in the public sector, which we look forward to debating in this House at the earliest opportunity.

[Mrs Murray]

What assessment has my right hon. Friend made of the recent trends in the number of women in work?

[Justine Greening]

My hon. Friend may be aware that the number of women in employment has increased by 229,000 over the past year alone. The female employment rate is now at a record high of 69.8%.

[Paula Sherriff (Dewsbury) (Lab)]

As of the 2016 autumn statement, 86% of net savings to the Treasury through tax and benefit measures come from women. The Treasury continues to fail to provide any impact assessment of its fiscal policies or to send a Minister to the Women and Equalities Committee to answer questions. Will the Minister therefore commit to ensuring that women do not suffer the same abysmal impact from the spring Budget?

[Justine Greening]

I have just set out that the female employment rate is at a record high, which is good news and we want it to progress. Indeed, it is the third highest female employment rate in the whole G7.

[Chris Davies (Brecon and Radnorshire) (Con)]

T4. What are the Government doing to support men to take a more active role in looking after their children?

[Helen Hayes (Dulwich and West Norwood) (Lab)]

T2. Does the Minister agree that the Equality and Human Rights Commission must publish an equalities impact assessment of its planned redundancy programme before that programme proceeds any further?

[Justine Greening]

The EHRC is an independent body that was established under the Equality Act 2006. It has been subject to a substantial reform programme to ensure that it can carry out its core functions effectively, but it must be able to do that under its own steam because it is an independent body.

[Graham Evans (Weaver Vale) (Con)]

T5. Research by England Athletics shows that more than a third of women have suffered harassment while out running. I chair the all-party parliamentary group for running. What further help can my right hon. Friend offer to challenge that behaviour, which is clearly a barrier to getting more women out running?

[Justine Greening]

I totally agree that such behaviour is unacceptable, and we should not tolerate it in any form. I regularly go running, and I have been stopped for selfies, but never subjected to any catcalling. We can do more. Sport England’s This Girl Can campaign and other initiatives have really helped to narrow the gender gap in sports participation. The new Active Lives survey demonstrates that 59% of women are now doing at least 150 minutes of physical activity a week, which is the amount recommended by the Chief Medical Officer, but we can do much more to ensure that there are no barriers to women participating in sport.

[Mr Speaker]

I do not know whether the Minister has been stopped for selfies because of the quality of her running, her celebrity status or, more likely, both.

--- Later in debate ---

[Mrs Maria Miller (Basingstoke) (Con)]

The Government have been very clear about the fact that they want equality law to be protected when we leave the EU. That is particularly important. Can the Minister update the House on whether that will form part of the White Paper to be published today?

[Justine Greening]

This is an important point, and it is one of the reasons the Prime Minister set out a number of objectives in her speech recently. I am not going to pre-empt the White Paper, which is being published today, but it is certainly important to ensure that we absolutely maintain—and, indeed, continue to advance—issues of equality and rights.

[Holly Lynch (Halifax) (Lab)]

T7. The Government have said that setting the age threshold for their living wage at 25 creates a financial incentive to employ young people, but given that the Federation of Small Businesses has advised its members that employing a young person on that basis could constitute age discrimination, will the Government review the age threshold and introduce the living wage from 18 to combat age discrimination in the workplace?

[Justine Greening]

This is an important issue. We have introduced the living wage to make sure that all people get the minimum wage they need to be able to live effectively. We do not have a Treasury Minister on the Bench today, but I will absolutely make sure that one of them responds to the question the hon. Lady raises.

[Bob Blackman (Harrow East) (Con)]

Will my right hon. Friend update the House on the long-promised consultation on caste discrimination? It was promised by Christmas, and we are still waiting.

[Justine Greening]

It remains, as my hon. Friend suggests, a work in progress, but it will be published very shortly.

[Kelvin Hopkins (Luton North) (Lab)]

According to a report by the Trades Union Congress, between January and March 2014, following the introduction of tribunal fees, just 1,222 sexual discrimination claims were made to an employment tribunal, compared with 6,017 in the same quarter a year earlier. Does that not make a nonsense of the Government’s supposed concern for gender equality?

School Funding

Justine Greening Excerpts

Wednesday 25th January 2017 Commons Chamber

[The Secretary of State for Education (Justine Greening)]

I beg to move an amendment, to leave out from “House” to the end of the Question and add:

“shares the strong commitment of the Government to raising school standards and building a country that works for everyone; and welcomes proposals set out in the Government's open schools national funding formula stage two consultation to move to a fair and consistent national funding formula for schools to ensure every child is fairly funded, wherever in England they live, to protect funding for deprived pupils and recognise the particular needs of pupils with low prior attainment.”

Members on both sides of the House can agree that we want to deliver a world-class education system that gives every young person the chance to make the most of their talents, no matter what their background or where they come from. Indeed, the true value of an excellent education is that it can open up opportunity and support young people to reach their true potential. For me, education was certainly the route to my having a much better life than my parents had.

We are keeping our promises and our record in government speaks for itself. We now see 1.8 million more children in good or outstanding schools than in 2010. We are keeping our promise by protecting the core schools budget in real terms over this Parliament. The shadow Secretary of State talked about what parents want in schools, but what they do not want in schools is what the previous Labour Government left them with: children leaving school without the literacy, numeracy and qualifications they need; and children leaving school thinking that they had strong grades when in fact what they were seeing was grade inflation. We have steadily sought to change that and to improve our education system. Many young people now leave our education system in a much better place to achieve success in their future life.

[Caroline Flint (Don Valley) (Lab)]

The right hon. Lady will be aware that the Public Accounts Committee, of which I am a member, heard from the permanent secretary, Jonathan Slater, on Monday in our session on the National Audit Office report to which my hon. Friend the Member for Ashton-under-Lyne (Angela Rayner) referred. That report does acknowledge what the Secretary of State says about a real-terms increase in the overall budget, but because there are more pupils than was envisaged, there will be an 8% reduction in per-pupil funding. Does she agree with the NAO report and the acknowledgment of her permanent secretary to that effect?

[Justine Greening]

The NAO report makes it very clear that there are cost pressures, which I shall talk about later on in my speech. It also makes it clear that there is significant scope for efficiency in our school system. Although we are raising standards in many schools—nearly nine out of 10 schools are now rated as good or outstanding—many young people are still not achieving the necessary standard in our education system.

[John Redwood]

I welcome my right hon. Friend’s decision on fairer funding. Does she agree that schools in areas such as mine that were at the bottom of the pile under the previous Government’s formula need quite a step up over the next few years because they were very badly done by?

[Justine Greening]

I do agree. We want every child to have the same chance to do as well as possible no matter where they grow up in our country or, indeed, where they start from academically. That is why we must ensure that the resources going into the system reflect our high ambitions for every child wherever they grow up, and that they are distributed to that effect. It is because of this Government’s economic policy, which has seen jobs, growth and the careful management of public finances, that we have been able to protect the core schools budget in real terms over the course of this Parliament. In fact, our core schools investment is the largest on record.

[Stephen Timms (East Ham) (Lab)]

David Cameron promised that the funding per pupil would be protected but, as we have heard, that is not happening. In my constituency, funding per pupil is being reduced further as a result of the formula. Why is David Cameron’s promise being broken?

[Justine Greening]

It is not. We are protecting funding per pupil as well. On apportioning funding fairly between schools, we know that it is time to look at the school funding formula to ensure that we rectify the current unfair and outdated system, as my right hon. Friend the Member for Wokingham (John Redwood) set out. At the moment, funding is not distributed evenly across our country and does not take account of pupil needs. For example, a school in Sutton receives £75 in extra funding for each pupil with English as a second language, but in Tower Hamlets that figure is £3,548. We know that a primary school pupil who is eligible for free school meals and who has English as an additional language attracts £4,219 in East Sussex, but just down the road in Brighton and Hove, that same child would attract £5,813 for their school. We know that a secondary class of 30 children with no additional needs attracts £112,100 of funding in Staffordshire, but £122,500 of funding in Stoke-on-Trent. That is a difference of £10,400 for one class.

We know that parents and families see that unfairness playing out for their children, and it is simply untenable to say that these historical imbalances and differences in how we fund our children across the country are something that we should accept. No parent should have to put up with such disparity. I hear the shadow Secretary of State say that she does not like our proposed funding formula, but it is subject to consultation. I have actually extended the consultation period from 12 weeks, which was the longest period ever for such a consultation, to 14 weeks, because this is complicated. It is important that we have a measured, proportionate debate around the right way to proceed with the funding formula. What is absent from Opposition Members’ speeches is any suggestion of a better way of doing things. When the shadow Minister wraps up the debate, I will be interested to hear whether Labour has any alternative to the national funding formula—or any other education policy for that matter. We are right to be taking action.

[James Cartlidge (South Suffolk) (Con)]

Small primary schools in my constituency very much welcome the fact that sparsity has been taken into account. They think that they have a Government who understand the needs of the countryside.

[Justine Greening]

My hon. Friend is absolutely right. The formula recognises that different schools face different costs, particularly in rural areas, so the sparsity factor recognises that rural schools often have a higher cost base. That sits alongside a lump-sum element that is built into the formula to make sure that schools have the money that they need to be able to function effectively. Colleagues in rural seats will recognise that small rural schools have gained an average of 1.3% under the formula. Primary schools in sparse communities will gain 5.3% on average.

[Clive Efford]

There was a manifesto commitment to increase school spending per capita, but secondary schools in Greenwich face the prospect of having to make on average £1 million savings between now and 2019, with primary schools saving more than £200,000 each. Some 74 out of 77 schools face those cuts. Is that consistent with what the Conservative party told parents in my borough before the election?

[Justine Greening]

We said that we would protect the core schools budget in real terms, and that is exactly what we are doing. In relation to the hon. Gentleman’s local community, the change in the funding formula partly reflects the fact that, for a long time, we have used deprivation data that are simply out of date. It is important that we use up-to-date deprivation factors. For example, in 2005, 28% of children in London were on free school meals. That percentage has now fallen to 17%. It is right that we make sure that we have consistent investment for children from deprived communities, because that is where the attainment gap has opened up. It is also important that funding is spread fairly using up-to-date information.

[Margaret Greenwood (Wirral West) (Lab)]

When I was a schoolteacher under the Thatcher Government, I remember my school running out of paper in about February. A colleague and I had to go into the attic of the library and tear pages out of books from the 1970s so that our children could write on them. I remember wondering how we could expect children to write in those circumstances. Is the Secretary of State proud of that record, and what does she think that the scale of these cuts will do to staff morale in schools up and down the country?

[Justine Greening]

I was actually at school during that time period, and I felt that Oakwood comprehensive gave me a great start in life that set me up to be able, hopefully, to make a meaningful contribution to both the economy and my local community.

We are introducing the national funding formula. I accept that it is complex and challenging, and there is a reason why such a thing has not been done for a long time: it is difficult to ensure that we get it just right. That is why we are having a longer consultation. We have provided all the details so that colleagues can see how their local communities will be affected, and then respond.

[Geoffrey Clifton-Brown (The Cotswolds) (Con)]

In my constituency, which already has one of the lowest-funded education authorities, two thirds of schools will receive a cut and a third will receive a maximum increase of 0.3%. That situation will undoubtedly lead to teacher losses and probably school closures. Will my right hon. Friend undertake to look at the situation? This might be only a consultation, but the proposal needs a radical overhaul.

[Justine Greening]

I recognise my hon. Friend’s concerns. I am happy to talk to him one to one about his local community, as I have done with other colleagues. We are undertaking the consultation so that we can ensure that we get the new formula right. It is important that the formula works effectively on the ground. Alongside it, we will make sure that we protect the funding for deprived communities so that we can use that mechanism to tackle the attainment gap. We have also made sure that an element of our formula follows children who start from further behind, for whatever reason. Low prior attainment is properly addressed in the formula to make sure that if a child needs additional investment to help them to catch up, wherever they are in the country, that investment is there.

The second stage of the consultation on the funding formula runs until 22 March. We want to hear from as many school governors, schools, local authorities and parents as possible. I know that colleagues on both sides of the House will also want to contribute. As I said, we have put a lot of data alongside the consultation because we want to ensure that people have the information that they need to be able to respond. The transparency that the new formula will give us also means that we will have much more informed debates in this House about how we want to fund our schools, and the relative balance we want between core funding, deprivation funding and low prior attainment funding, as well as issues such as sparsity.

[Nick Herbert (Arundel and South Downs) (Con)]

I strongly support my right hon. Friend in seeking to achieve fair funding, which is absolutely the right thing to do. However, there will be little help for secondary schools in my constituency, and the primary schools will actually lose out. How can that be right, given that West Sussex is already the worst-funded shire authority? Will she undertake to have another look at the draft allocation before it is finalised?

[Justine Greening]

My right hon. Friend will want to contribute to the consultation. It is important that we hear from as many colleagues, and indeed schools, from across the country as possible. As I said, we have put out a lot of additional information so that we can have an informed debate in the House, and these proceedings form part of that.

[Several hon. Members rose—]

[Justine Greening]

I will make a little more progress because I know that many Members want to have their say on behalf of their local communities.

I want to move on to the broader cost pressures that schools are facing. Many of those pressures actually come from steps that we have taken, for example by introducing the apprenticeship levy. That levy will benefit millions of young people in the coming years, but it will also benefit schools through the training and development of existing staff. We have also introduced the national living wage, which benefits low-paid workers in schools and other organisations, and that was the right thing to do.

My Department has a role to play in supporting schools across the country to drive greater efficiencies. We have analysed the cost bases of different schools that operate in similar circumstances. As the National Audit Office report sets out, we believe that efficiencies can be made.

[Victoria Borwick (Kensington) (Con)]

I am grateful to the Secretary of State for giving way; I appreciate that this is a very busy debate. I want to speak up briefly for London. I need an assurance from her—I am sure that she has touched on this—because of the negative effect that the reform of the funding formula may have on schools in London, some of which face intolerable pressures.

[Justine Greening]

Under the proposed formula on which we are consulting, London schools, purely because of the underlying cost pressures of running schools in London and the deprivation levels in their areas—although they have reduced, they are still comparatively high—will still receive, on average, 30% more. My hon. Friend will of course want to speak up on behalf of her community. This is about ensuring that we fund the right amount by using current data on deprivation, rather than data that are five or 10 years old.

We believe that the Department can work with schools to help them to make the best use of their resources. I want every single pound that we put into our schools system to be used efficiently to improve standards and have the maximum impact for pupils. We know that we can work with schools to ensure that they can use this record funding to make the maximum impact. Indeed, I would point to the situation in York. It has been one of the lowest funded authorities in the country, yet 92% of its schools are good or outstanding. We therefore know that we can make progress in education while making efficiencies.

[Dr Andrew Murrison (South West Wiltshire) (Con)]

I very much support what the Secretary of State is trying to do, since Wiltshire is one of the worst-funded education authorities in the country. However, will she look again at the sparsity factor, because school governors are currently crunching the figures, and some of them are saying that they worry about the viability of small schools in rural locations being undermined, which clearly will not be the intention of the Secretary of State?

[Justine Greening]

My hon. Friend is absolutely right. Indeed, we looked at the formula to ensure that we did introduce a sparsity factor. Not all local authorities actually had a sparsity factor in their local formula, but we are now making sure that it is there for every single school. We have also introduced the lump-sum formula.

We got to the stage in developing the formula where the only way we could continue to improve it was to ask people what they thought about it, which is why the consultation is so important. It is important that we get the formula right, but I recognise that this complicated formula has to work for schools around the country that are in very different situations, which is why the debate is so important. Following the phase 1 consultation, it is right that we steadily take the time to hold a phase 2 consultation to help us to finalise a formula that can work and have real longevity.

We will work with schools to help them to improve their efficiency. We have already published a school buying strategy that sees us launching an efficiency website. We are putting in place national deals to help to ensure that schools get the best deals on things such as utilities. We are putting in place buying and digital hubs so that strong procurement teams are close to schools to give them advice when they need it. We are also setting up school business manager networks so that we work with the people who are driving efficiencies in schools to share best practice and improve performance. Over time, I believe that we really can take some steps forward on that.

We are making sure that record funding is going into our schools, we are making sure that our curriculum is stronger than ever before, and we are actually turning out young people with the knowledge and skills they need to be successful. That is not the only part of our education policy; we are also investing in apprenticeships and radically reforming technical education. We are going to make sure that this Government end up being able to say that every young person, wherever they grow up, is able to do their best and reach their full potential. I hope that, over the course of the debate, colleagues will recognise that that is the strategy that we will deliver.

Oral Answers to Questions

Justine Greening Excerpts

Monday 19th December 2016 Commons Chamber

[Wendy Morton (Aldridge-Brownhills) (Con)]

2. What steps the Government are taking to improve the number of available places in good and outstanding schools.

[The Secretary of State for Education (Justine Greening)]

We are committed to making sure that as many children as possible have a good place at school. The latest Ofsted annual report clearly shows that standards have risen compared with 2010, with almost 1.8 million more pupils now taught in good or outstanding schools. Proposals on additional measures to increase the supply of good new school places are set out in the “Schools that work for everyone” consultation.

[Wendy Morton]

I welcome that very encouraging reply from the Secretary of State. One issue raised with me by constituents and school governors is securing school places for siblings so that brothers and sisters can attend the same school. Will my right hon. Friend look at that as part of her plans to improve the number of places available?

[Justine Greening]

Any changes to the overall operation of the code would of course be scrutinised by this House. My hon. Friend will probably be aware that admissions authorities are responsible for setting their own admissions arrangements, but the code already allows them to prioritise siblings, and some admissions authorities already choose to do so.

[Thangam Debbonaire (Bristol West) (Lab)]

Headteachers in my constituency tell me that their efforts to get their schools to become good or outstanding are sometimes stymied by changing expectations from Government and changes that they feel are not evidence-based. Will the Secretary of State reassure headteachers in Bristol West that expectations will not keep changing without a very good reason?

[Justine Greening]

I had a chance to visit a Bristol school last week, which was a fantastic opportunity. That school is working with Bristol University. On our continued reforms, we want to make sure that we see improvements in classrooms. The hon. Lady will no doubt welcome our recent launch of the strategic school improvement fund. That fund is about making sure we can get the investment to schools that need to improve quickly and effectively.

[Neil Carmichael (Stroud) (Con)]

Good and outstanding secondary school provision must include the provision of technical and professional education, which is essential for our skills base for the future. Does the Secretary of State agree that university technical colleges play a really important role in that and can and should be good or outstanding?

[Justine Greening]

I agree. As with all schools, we expect them to deliver high standards. I had the chance recently to go to Didcot UTC, which provides a fantastic education—a very different education perhaps, but one that works for them and their interests. It is getting very good results because of that.

[Heidi Alexander (Lewisham East) (Lab)]

It is my understanding that in the past two years, over 60 schools have been rated inadequate where an academy order has been issued but a sponsor has yet to be identified. How does that uncertainty help to improve standards in those schools?

[Justine Greening]

We are committed to ensuring, when we see schools not achieving the results they need for their children, that we have a strong approach that steadily improves the schools and works with them to improve. Where they cannot improve, we want to ensure that, through academisation, changes take place in terms of leadership and school sponsorship that mean schools have the flexibility and the freedom to be able to get better.

[Dr Rupa Huq (Ealing Central and Acton) (Lab)]

As a former Acton resident, the Secretary of State will I am sure share the concern of local parents that the Ark primary school—secured with much fanfare in East Acton to match its near neighbour, which has an outstanding reputation—now has a full roll of students and a secured site but no physical building. Will she do everything she can to pressure the education funding authority to find the shortfall that Balfour Beatty wants for its bid price? East Acton is the most deprived ward of Ealing borough. It is in the bottom decile for the whole country and—

[Justine Greening]

As the hon. Lady recognises, I very much enjoyed living in Acton. It is important to raise standards in Acton schools. I will look very carefully at the particular issue she raises and perhaps write to her to find out what we can do to speed things up.

[Kevin Hollinrake (Thirsk and Malton) (Con)]

Easingwold school in my constituency—I must declare an interest as two of my children attend this school, but so do 1,000 other children—has been placed in special measures and will now, of course, become an academy, which I support. The choice of academy has been announced and subsequently retracted, pending surveys of the school. Clearly, either the process is flawed or the way this has been handled is flawed. Will the Secretary of State look at this matter urgently to resolve these problems?

[Justine Greening]

I am aware of this matter, because my hon. Friend has played his role as a fantastic local MP and already raised it with me. The Department is looking to see whether we can make sure the barriers preventing the school from getting a great sponsor that will help to improve it, not just for his own children but for all the children, can be quickly removed.

[James Duddridge (Rochford and Southend East) (Con)]

3. What assessment she has made of the potential merits of special needs schools multi-academy trusts.

--- Later in debate ---

[Lucy Frazer (South East Cambridgeshire) (Con)]

4. What steps her Department is taking to support teachers in improving educational outcomes.

[The Secretary of State for Education (Justine Greening)]

Great teachers are critical to improving educational outcomes. Teaching is a profession, and we support the professional development of teachers, including through the new £74.2 million teaching and leadership innovation fund and the new charter college of teaching. We are also investing in improving curriculum expertise and specialism, particularly in maths, which I saw for myself first hand on a recent visit to Shanghai, China.

[Lucy Frazer]

I thank the Secretary of State for that answer. In “Education Excellence Everywhere”, a paper produced in March 2016, there was a good proposal for a free national teacher vacancy website to ensure that the costs of recruitment were kept down for schools. What progress is the Secretary of State making on that proposal?

[Justine Greening]

My hon. and learned Friend mentions the commitment we made in the March White Paper to a website offering a free route for schools to advertise teacher vacancies and, in doing so, providing teachers with easier access to information about job opportunities. We have worked closely with schools and teachers, and we are testing out different approaches to how to deliver that website most effectively, so we can make sure that it will be of maximum value to all schools.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

Whenever I meet young people in my constituency, they tell me that the thing that could most affect their educational outcomes is a curriculum for life and compulsory personal, social and health education in all schools. The curriculum is inadequate, having been last updated before Facebook was even invented, and teachers go unsupported and untrained. If yesterday’s briefings to the newspapers are to be believed, the Government are considering bringing in compulsory PSHE. Is this true and, if so, when will it happen? It is urgent.

[Justine Greening]

I was very clear in my first Education Committee appearance that I felt this was an area that we needed actively to look at, which is what we are doing. It is not just a question of updating the guidance; it is about the schools where it is taught—and, I would say, the quality of the teaching that happens as well.

[Michael Fabricant (Lichfield) (Con)]

14. As someone who did pure maths and applied maths, as well as physics and English at A-level, I am very keen on mathematics teaching, and I was just wondering what is the Secretary of State’s assessment of the recent mathematics teacher exchange between the United Kingdom and China.

[Justine Greening]

I think it has worked fantastically well so far. Over the last two years, we have seen 131 teachers from England visiting Shanghai and 127 teachers from Shanghai visiting English schools, and through that exchange our teachers have observed Shanghai teaching methods. In the 48 schools participating in the study, the teachers have implemented changes, which have led to increased enthusiasm for mathematics—hopefully as strong as my hon. Friend’s was at school—deeper engagement, increased confidence and, critically, higher attainment.

[Vernon Coaker (Gedling) (Lab)]

One of the best ways to support teachers in improving educational outcomes, particularly for children with special needs, is through the pupil premium. Will the Secretary of State therefore explain why the level of the pupil premium has been frozen at current levels through this Parliament?

[Justine Greening]

The pupil premium was introduced by the previous coalition Government and it is continuing to be supported throughout this Parliament precisely to make sure that funding gets to those children who need it most. Last week, I announced the national funding formula, which also prioritises resources going towards disadvantaged children.

[Dr Andrew Murrison (South West Wiltshire) (Con)]

The Secretary of State will know how traumatic it is for students and teachers to get children through GCSE maths and English resits, which can often blight their post-GCSE studies. Can we have a curriculum that is vocationally based for numeracy and literacy, which would give people the skills they need for work—without having to go through this traumatic and often wasteful experience?

[Justine Greening]

It is important that all children leave our education system with something to show for their names, particularly in maths and English—ideally at a level congruent with their potential. We brought in the GCSE resit policy, because we think that students who achieved a D grade and were therefore pretty close to the better standard should have another go at doing so. However, the functional skills qualifications have been well received by employers and we want to look at how they can also play a role in enabling all our young people to show their accomplishments.

[Mike Kane (Wythenshawe and Sale East) (Lab)]

Grammar schools represent the Prime Minister’s flagship policy for improving outcomes, but according to today’s edition of The Independent, officials in the Department have said that there is no chance of a new selective school before 2020. Will the Secretary of State tell us how many selective schools will be built during the current Parliament?

[Justine Greening]

The consultation finished last week, and we will now look at the responses. However, I think we should recognise that we need an education system that provides more good school places, especially for children living in parts of the country that do not have access to them. I hope that, rather than carping without making any suggestions, we can have a good debate following the consultation, and also provide those additional grammar school places.

[Bridget Phillipson (Houghton and Sunderland South) (Lab)]

5. What assessment she has made of trends in the level of teacher shortages.

--- Later in debate ---

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

10. Whether her Department has closed any state secondary schools within three years of their conversion to a single trust academy.

[The Secretary of State for Education (Justine Greening)]

We have not permanently closed any converter academies within three years of their conversion to a single trust academy. However, we have rebrokered or merged converter academies.

[Steve McCabe]

If no school has been closed within three years of such a conversion and no academy closed solely as a result of a bad Ofsted report, and if there is no reliable estimate of the costs of closure or of the availability of alternative places, future demand, real travel patterns and journey times to alternative schools, how do the Government justify reneging on their promise to pupils and parents to rescue Baverstock Academy in my constituency, rather than close their school?

[Justine Greening]

No decision has been taken yet by Ministers on the future of Baverstock Academy, which has twice now been put into special measures by Ofsted. Ministers are going to consider all options, and of course the view of parents and the community, before reaching a final decision. The key factor will be ensuring that children get good access to a good education.

[Mr David Burrowes (Enfield, Southgate) (Con)]

12. What steps the Government are taking to increase educational opportunity for pupils from disadvantaged backgrounds.

[The Secretary of State for Education (Justine Greening)]

Increasing educational opportunity for disadvantaged pupils underpins our commitment to make sure that our country works for everyone, and through the pupil premium, worth £2.5 billion this year alone, we are narrowing the gap between disadvantaged pupils and their peers. That can be seen in Eversley Primary School in Enfield, and I want to take this opportunity to congratulate it on its excellent work on the pupil premium and on winning the high aspiration award.

[Mr Burrowes]

I thank the Secretary of State for that response, recognising the great work of Eversley school, among others, in my borough. I wish to draw on the responses from my right hon. Friend the Minister for Apprenticeships and Skills and touch on the “Getting ready for work” report. Given that school links with local employers have let down the most vulnerable, in particular, may I commend to the Secretary of State the good example of Transport for London’s Steps into Work programme, which is bucking the national trend; instead of only 6% of those with learning disabilities getting into work, some 57% are doing so.

[Justine Greening]

I am aware of that programme, and indeed as part of our opportunities area work we are working with both the CBI and the Careers & Enterprise Company to strengthen links between employers and schools. The TfL programme shows how, when we get a closer relationship between employers, local schools and young people, especially those with learning disabilities, it can really make a difference in employment rates.

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

The Secretary of State must know that there is a serious problem whereby disadvantaged young people are identified to be clever and bright up to the age of 11, in good primary schools, but then we lose them and they fail in secondary. I know she is reluctant ever to answer a question about skills and apprenticeships, but is she also aware of how many young people from disadvantaged backgrounds are locked into the further education system, unable to get their GCSEs in maths and English? When is she going to do something about that? We are talking about tens of thousands of young people.

[Justine Greening]

At key stage 4, the attainment gap between more disadvantaged young people and those who start off from better backgrounds has been getting lower. That is, in part, because we are putting resources into the system, but we are also steadily improving the system itself. The hon. Gentleman talks about further education: one of our key aims across this Parliament is to make sure that technical education delivers the same gold-standard education as academic education delivers for those following academic routes.

[Mike Kane (Wythenshawe and Sale East) (Lab)]

In answer to my earlier question, the Secretary of State failed to commit to building a new selective school during this Parliament. Today the Education Policy Institute has released evidence showing that the 11-plus test cannot be tutor-proofed. Does she agree that selection at 11 will favour families that can afford it and do nothing to improve the educational outcomes of the most disadvantaged pupils?

[Justine Greening]

I disagree with the hon. Gentleman. As usual, we have had criticism from the Opposition, but no alternative policies whatever—and, indeed, a continued failure to set out whether they would close existing grammars. It would be fantastic to get clarity at some stage on Labour party policy. We want more good school places for children, particularly disadvantaged children. We know that disadvantaged children on free school meals who get into grammars see their attainment gap close by the time they leave.

[Mr Philip Hollobone (Kettering) (Con)]

13. By what age pupils are expected to know the times tables up to 12; and what proportion of children of that age in (a) Northamptonshire and (b) England know those times tables.

--- Later in debate ---

[Nigel Huddleston (Mid Worcestershire) (Con)]

T1. If she will make a statement on her departmental responsibilities.

[The Secretary of State for Education (Justine Greening)]

May I, too, wish everybody in the House a happy Christmas?

The latest Ofsted figures show that there are now nearly 1.8 million more children being taught in good or outstanding schools than in 2010. Our Schools that Work for Everyone consultation has now ended, and we look forward to responding to that in due course. In the past few weeks, we have announced a £140 million strategic school improvement fund and published the next stage of the consultation on our national fairer funding formula for schools across England, which will finally bring an end to the historical postcode lottery on school funding. I also had the chance to see our excellent teacher exchange programme in Shanghai, China, earlier this month, as well as to visit many great schools in our own country.

[Nigel Huddleston]

Team GB gave an incredible performance at this year’s Rio Olympic games, bringing home 67 medals. One third of the medal winners went to private schools, compared with 7% of the population. What else are the Government doing to encourage even greater participation in sport in our state schools?

[Justine Greening]

Since 2013, we have provided over £600 million to primary schools through the primary PE and sport premium, which is steadily starting to make a difference. In fact, in independent research, schools reported an 84% increase in participation in extracurricular activities. But we know there is a lot more to do, which is why we have doubled the premium to £320 million a year from autumn 2017.

--- Later in debate ---

[Angela Rayner]

Thank you—sorry, Mr Speaker. The Secretary of State has two choices: will she cut the funding in 2020, or will she issue guidance to schools on what those cuts will be?

[Justine Greening]

We are consulting on proposals for a new national funding formula. I think everybody accepts the current system is unfair, untransparent and out of date, and it does not support our aspiration for all children to be able to reach their potential and succeed in adult life. There is often little or no justification for the differences that local areas and schools get at the moment. The consultation is now under way, and I have no doubt that hon. Members on both sides of the House will want to respond to it.

[Angela Rayner]

The former Chancellor, the right hon. Member for Tatton (Mr Osborne), is the most recent senior Conservative to say that the Prime Minister’s plans to include international students in migration figures are not sensible. Will the Secretary of State join the Opposition and commit to doing everything she can to reverse this foolish policy and to ensure that students are removed from the migration statistics?

--- Later in debate ---

[Tom Brake (Carshalton and Wallington) (LD)]

T3. Does the Secretary of State acknowledge that many schools, including the primary school in the most deprived part of my constituency that contacted me on Wednesday, are struggling financially as a result of, among other things, the overheads that are being heaped on them, and that children with special educational needs are likely to suffer most from the financial squeeze?

[Justine Greening]

In fact, under the national funding formula that we announced last week in relation to starting the consultation on high needs, no local areas will lose out. Indeed, we have been able not only to do that but to ensure that the areas that have been underfunded will be able to gain up to 3% over 2018-19 and 2019-20.

[David Morris (Morecambe and Lunesdale) (Con)]

T5. Following the publication of the key stage SATs results on Thursday, we saw that whereas the national average pass rate was 54% and the Lancashire pass rate was 54%, the pass rate in my constituency was 47%. What steps are the Department taking to look at best practice in schools such as those in my constituency with a pass rate of 78%, and what can it do to help the schools that are underperforming?

--- Later in debate ---

[Nusrat Ghani (Wealden) (Con)]

The superb schools across my constituency of Wealden face the double financial whammy of being both rural and small. Under the new funding formula, only eight schools will get an uplift. May I urge Ministers to look again at the schools in Wealden that do not regularly hit the traditional markers of deprivation?

[Justine Greening]

We have kicked off a consultation on introducing a national funding formula. As my hon. Friend points out, we have tried to make sure that it reflects factors that affect schools in more remote locations, as well as those with higher cost bases under the additional costs allowance. She has obviously looked at the impacts on her local schools and I am sure that she will want to provide input into the consultation.

[Lilian Greenwood (Nottingham South) (Lab)]

Last Tuesday, more than 2,000 people filled Nottingham’s royal concert hall to hear hundreds of schoolchildren singing and playing together in the Nottingham Music Service “Christmas in the City” concert. Does the Secretary of State agree that the opportunity to learn to play music is hugely important in building children’s confidence and their enjoyment of school, and will she visit Nottingham Music Service to hear more about the wonderful work it is doing in our city schools, where more than 8,000 students are learning to play a musical instrument?

[Justine Greening]

We have announced £300 million for music and the arts. As someone who had the chance to play music during my school years, I know how important it is. I very much hope that those children will get the benefit of the ongoing investment that this Government are putting in.

[Several hon. Members rose—]

[John Redwood (Wokingham) (Con)]

When will pupils be able to take up places in the new grammars envisaged in the Secretary of State’s policy?

[Justine Greening]

Once we have got through the response to our consultation and, I hope, had the chance to change the law that prevents grammars from being opened, I hope that we will be able to make some progress.

[Several hon. Members rose—]