National Funding Formula: Schools/High Needs

Justine Greening Excerpts

Wednesday 14th December 2016 Commons Chamber

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

With permission, I would like to make a statement on the second-stage consultation on the Government’s proposals to create a national funding formula for schools, copies of which can be found on the gov.uk website.

Since 2010, this Government have protected the core schools budget in real terms overall, but the system by which schools and high needs funding is distributed now needs to be reformed, to tackle the historical postcode lottery in school funding. These crucial reforms sit at the heart of delivering the Government’s pledge to build a country that works for everyone, not just the privileged few.

Our school funding system as it exists today is unfair, opaque and outdated. The reality is that patchy and inconsistent decisions on funding have built up over many years, based on data that are sometimes a decade or more out of date. What has been created over time is a funding system that allows similar schools with similar students to receive levels of funding so different that they put some young people at an educational disadvantage. For example, a school in Coventry can receive nearly £500 more per pupil than a school in Plymouth, despite having the same proportion of pupils eligible for the pupil premium. A Nottingham school can attract £460 more per pupil than one in Halton, despite having the same proportion of pupils eligible for the pupil premium. As those figures demonstrate, our funding system is broken and unfair, and we cannot allow that to continue.

Our overall proposals for the principles and broad design of the schools and high needs funding system—as set out in the first stage of the national funding formula consultation by my predecessor, my right hon. Friend the Member for Loughborough (Nicky Morgan)—were widely welcomed. Today we set out our response to that, and the final stage of putting in place a national funding formula.

First, we are proposing a consistent base rate for every pupil at primary and at secondary level, which steadily increases in value as they progress through the system between primary and secondary. This is the largest factor in the formula, accounting for more than £23 billion of annual core schools funding and more than 70% of the funding total.

Secondly, we are proposing to protect resources for pupils who come from disadvantaged families, and we are taking a broad view to target £3 billion of funding annually for those who are most in need of support. Our formula will prioritise not only children in receipt of free school meals but those who live in areas of disadvantage. That will help to support many more families who are most likely to be just about managing to get by.

That is alongside our broader commitment to maintain pupil premium funding for deprived pupils in full. That will be protected at current rates throughout the remainder of this Parliament. We have listened to the responses received to the first stage of the consultation, so our funding formula will include a factor for mobility to reflect the number of children who join a school mid-year. That is in response to London, which called particularly strongly for that in reply to the consultation. We will also protect small, rural schools, which are so important for their local communities, through the inclusion of a sparsity factor.

Thirdly, alongside a basic amount and an uplift for disadvantage, we will direct £2.4 billion in funding towards pupils with low prior attainment at both primary and secondary school to ensure they get the vital support they need to catch up with their peers. Our proposed reforms will mean that schools and local authorities all across England that have been underfunded for years will see their funding increase. Our proposed formula will result in more than 10,000 schools gaining funding and more than 3,000 receiving an increase of more than 5%. Those that are due to see gains will see them quickly, with increases of up to 3% in per pupil funding in 2018-19 and up to a further 2.5% in 2019-20.

At the same time as restoring fairness to the funding system, we are also building significant protections into our formula. No school will face a reduction of more than 3% per pupil overall as a result of the new formula, and none will lose more than 1.5% per pupil per year. For high needs funding, which provides local authorities with the money they need to deliver the extra support required by our most vulnerable children and young people—those with the most extreme special needs, whether they are in special schools or mainstream schools—we propose to allocate more than £5 billion a year in funding. That will mean that no local authority will see its funding reduce as a result of the introduction of the formula.

We also propose to give local areas a limited flexibility to redirect funding between their schools and high needs budgets, through agreement between the local authority and local schools, to support collaborative approaches to provision for special needs pupils. Those protections will allow all schools and local authorities to manage the transition to fairer funding while making the best use of their resources and managing cost pressures, ensuring that every pound is used effectively to drive up standards and has the maximum impact for the young people we are investing in. In addition, to support schools in using their funding to the greatest effect, we have put in place and continue to develop a comprehensive efficiency package.

As I said in my statement to the House on 21 July, I recognise the importance of this reform, which is long overdue. I am keen to allow the proper amount of time for all schools and stakeholders to have a chance to reflect on this detailed formula. The consultation will therefore be open for 14 weeks until 22 March, with final decisions to be made before summer next year. It is our intention that once we reach a final design, the national funding formula will properly be introduced in 2018-19. That will be a transitional year, during which local authorities will continue to set local schools’ funding formulae. In 2019-20 we will move to having our schools funding go directly to schools, so that the great majority of each school’s individual budget is determined on the basis of a single, national formula.

It is now time for us to consult on the more detailed design of the formula, so that with the help of the sector we can really get the national funding formula right. We are keen to hear as many views as possible, and I encourage Members and their constituents to scrutinise and respond to the detailed consultation documents that we are issuing. The proposals for funding reform will mean that all schools and local areas receive a consistent and fair share of the schools budget, so that they can have the best possible chance to give every child the opportunity to reach their full potential. Once it is implemented, the formula will mean that wherever a family lives in England, their children will attract a similar level of funding—one that properly reflects their needs.

The Government believe that the funding system that we propose will ensure our schools system works fairly, and I commend this statement to the House.

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

After many delays, the Secretary of State has finally come forward with the Government’s so-called fair funding formula. I thank her for advance sight of her statement and the raft of documents she sent me just half an hour ago.

If only the fair funding formula lived up to its name. Does the Secretary of State recall the commitment in her party’s manifesto to

“continue to protect school funding”?

Does she accept that the National Audit Office has confirmed something that the Institute for Fiscal Studies had already told us, which she tried to ignore—that the Government will be cutting the schools budget by at least 8%, and that is not changed at all by today’s announcement? Does she remember that that same manifesto promised:

“Under a future Conservative Government, the amount of money following your child into school will be protected”?

The National Audit Office has made it clear that funding per pupil will also fall by 8%. Is the National Audit Office wrong, or is the new, unelected Prime Minister ripping up the manifesto that her predecessor put to the country?

The Secretary of State said that the so-called fair funding formula would mean that no school would lose more than 1.5% of its funding per year. How can she possibly reconcile that with the projections of schools facing actual cuts of up to double that and real-terms cuts of up to 10%? Can she tell the House how exactly a funding formula can be fair when it will mean that a third of local authorities and around 10,000 schools, serving more than 2 million children, lose money? In a period when pupil numbers and inflation are rising in tandem, the pressure on school budgets will continue to increase. The National Audit Office has told us today that school budgets are facing a “real-terms reduction”. Will the Secretary of State tell the House what percentage of the schools budget will be cut over this Parliament, and how much that cut will be for the average secondary school? Will she tell us how, at a time when pressure on schools is increasing, she can possibly justify that position?

The Department has said that schools will need to make £3 billion in efficiency savings over this Parliament, but the National Audit Office has said that schools are not prepared for the “scale and pace” of the changes, and that the Department has failed to make that clear to them. Will the Secretary of State tell the House how exactly the Department will ensure that schools are able to meet her demands? Is the suggestion that schools make £1.7 billion in savings by “using staff more efficiently” just a crude euphemism for cutting the jobs of teachers, teaching assistants and vital support staff, at a point when the workforce is already facing a crisis? The Department has said that the funding formula will be about targeting on the basis of pupils’ need rather than their postcode. Can she explain why schools up and down the country will be losing out, and why many in the most disadvantaged areas will lose the most?

The only new money being offered to English schools is to expand the few remaining grammar schools, 80% of which are in Tory-held seats, regardless of where the need for places is. Does the Secretary of State accept that that means that the only parts of Britain denied new funding are the comprehensive areas of England? Does she acknowledge that nearly 60% of secondary schools across the country already receive less in funding than they spend on teaching, and that they are already running at a deficit? Will she tell us her projections of the increase in pupil numbers over the spending review period, her forecast for the rate of inflation facing schools, and therefore the rise in costs facing schools? The Secretary of State seems to believe that all these savings and all these cuts can be managed without any impact on the education of our children. Will she tell the House how exactly she will ensure that that happens in practice?

You know, Mr Speaker, they used to say the Tories knew the value of nothing but the price of everything, but now they do not even know that. They have failed on the economy, failed on protecting our NHS and now failed on our children.

[Justine Greening]

I have to say that I am absolutely staggered at that response from the shadow Secretary of State for Education. There is cross-party support for reforming the national funding formula and, from representing our constituencies, we all know that it is impossible to justify the current approach. It would have been better if we had had a more thoughtful response, rather than just a diatribe of political rhetoric, from the Opposition Dispatch Box.

On some of the points the hon. Lady tried to make, the reality is that we have been able to protect the schools budget—the core schools budget—in real terms. That is because we have a thriving economy, which is generating the taxes that mean we can continue to invest in our public services. She talked about fair funding, but did not seem to understand or to have listened to my statement. Perhaps she had already written what she wanted to say, and was not actually interested in the reality. The funding formula absolutely bakes in making sure that we have the right amount of funding for children from more disadvantaged areas. In fact, we have taken a broader definition of disadvantage to make sure that it is not only the children eligible for free school meals who will get additional support. We have also made sure that the formula builds in a strong focus on low prior attainment, so that the children who have fallen behind—we need to invest in and support them to catch up—get additional resourcing. Schools with more of them will get more.

The hon. Lady seemed to fail even to hear the statement I made. I have to say that, based on the lack of engagement from the Labour Front Bench, I will sit down and give colleagues with more thoughtful questions a chance to ask them.

[Neil Carmichael (Stroud) (Con)]

I certainly welcome this statement, as will many parents across the country. It has been long awaited, as the Secretary of State conceded, but it has the right tone, the right context and, essentially, the right capacity to make the changes. It will also enable schools to plan ahead, which will be very good for all schools in terms of teacher recruitment and teacher retention, which we also need to address. Will she be sure to accommodate issues about the future of local government, because there will be some changes? This is a national formula, so the future of local government must be considered in that context.

[Justine Greening]

We are busy doing that already. I felt it was quite important, in the second-stage consultation, to recognise the need to understand how a little bit of local flexibility could help us to make sure that the formula works right on the ground. That is therefore part of the consultation I have set out. We have set out our plans for the 2018-19 transition year, and we are asking how we can look at this more carefully for future years. That is precisely why it is important for colleagues from both sides of the House to take the time to engage with the documents—there is a lot of data—we are publishing today.

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

We would all agree with the aims of a fairer funding formula, but does the Secretary of State not recognise that she is delivering this in the context of dramatic and significant overall cuts to schools budgets? Even the so-called winners under her formula will also face school budget cuts. In a constituency such as mine, which is a loser under this formula—over 50% of children are living in poverty, which makes it the constituency with the second highest level of child poverty in the entire country—school budgets losing money will mean that one-to-one tuition will be going and catch-up classes will be going. Extra-curricular activities—the drama, the Shakespeare—and all the vital things I want kids in Moss Side and Moston to do will be going as a result of her funding crisis, aside from the announcement today.

[Justine Greening]

I encourage the hon. Lady to look at the detail in relation to her constituency. The documents will be published following the statement, as is the normal practice of the House, and I encourage her to look at them. Yes, we need to work with schools to help them to deliver efficiencies, but one thing we have learned over the years from such a divergent funding formula across schools is that many schools are able to deliver excellent and outstanding results on very different cost bases. That shows we need to be able to work with them to get more value out of the system and to make the investment we are putting into schools—core school funding is being protected in real terms over this Parliament—go as far as possible.

I would also say to the hon. Lady that, yes, the National Audit Office report flags up the cost pressures on schools, but there are of course cost pressures on introducing the living wage for the lowest-paid workers in our country. Some of them work in schools, and they should benefit from the introduction of the living wage. There are additional employer contributions to teacher pension schemes, which will make sure we have sustainable pensions for teachers in the long run. I would have hoped that Labour Members welcomed such steps, but we will also work with schools to help them to achieve efficiencies.

[Mr Graham Brady (Altrincham and Sale West) (Con)]

I warmly welcome the statement. May I urge my right hon. Friend not to move from the very clear timetable she has set out for the formula’s implementation? It is very keenly anticipated and looked forward to by underfunded local authorities, such as mine in Trafford.

[Justine Greening]

I have set out a very clear timetable today. In spite of the fact that the Labour party clearly has no interest in having fair funding or funding that goes to the most disadvantaged children—the children who need to catch up—we will press on with this process.

[Nic Dakin (Scunthorpe) (Lab)]

The Secretary of State is to be congratulated on grappling with this issue, but, as she has indicated, the devil is in the detail, and I look forward to looking at it. The education of 16 to 19-year-olds, who are in schools as well as in colleges, had a cut of 14% during the coalition Government. There is a big difference between what they get and what four to 16-year-olds and those at university get. What will she do about that funding crisis?

[Justine Greening]

The hon. Gentleman and I share a deep interest in technical education and a passion for improving it. As he will know, my right hon. Friend the Minister for Apprenticeships and Skills is looking at how to implement a skills strategy that will make sure that our technical education system is at the same gold standard level that we are steadily ensuring our education system is reaching. We have protected per pupil core funding post-16, but we want to look at how to make sure that further education improves its attainment levels in the way that has happened across the broader schools system.

[John Redwood (Wokingham) (Con)]

West Berkshire and Wokingham education authorities, which serve my constituency, are among those worst funded. They are finding it very difficult to keep their excellent education and their current teacher workforces going. We therefore welcome the statement. Will there be any transitional relief for 2017-18, because our financial need exists now?

[Justine Greening]

My right hon. Friend will know that the previous year’s transitional relief has been carried over to the forthcoming year. Beyond that, I am now setting out the steps we will take to make funding fairer. This is important, and despite the debate that will no doubt be kicked off on the back of this consultation, we just cannot accept a situation in which a similar child with similar needs has such a difference in funding put into their education and their school for no other reason than that they are in different places. This simply cannot and should not be accepted, which is why we are setting out our solution today.

[Rushanara Ali (Bethnal Green and Bow) (Lab)]

The Secretary of State will be aware of the transformation of London’s schools. In 1997 when Labour took power, schools in my constituency were among the worst. By the time we left office, they were among the best, and that continued under the last Government. That transformation happened thanks to the London challenge and continued investment. Will the Secretary of State confirm that London’s achievement will not be damaged by this formula and that London’s schools will not lose the £260 million we have heard about? We need to learn from London’s success and replicate it in other parts of the country.

[Justine Greening]

I can reassure the hon. Lady that under the formula, London will continue to be well funded. Despite the percentage of children eligible for free school meals in London having fallen from 28% to 17% over the last 10 years, London still has some of the most deprived parts of our country. The funding formula will ensure that London still receives some of the best funding of any region for its schools. That is happening because it is appropriate, but what we cannot accept is areas in other parts of the country that have similar challenges of deprivation and, additionally, low prior attainment not being funded for no other reason than that they are not London. It is time to ensure that we have a fair approach, but it is a fair approach for London too.

[Justin Tomlinson (North Swindon) (Con)]

I wholeheartedly support this announcement. For too long, Swindon’s children have been short-changed by Labour’s hopeless funding formula. Change cannot come soon enough. I urge the Secretary of State to explore options on private finance initiative schemes, which are frustrating improvement plans in many of my local schools.

[Justine Greening]

That issue was raised in response to the phase 1 consultation, so we will ensure that the formula reflects the fact that there are PFI commitments that will continue in real terms. I have no doubt that that will be good news for my hon. Friend’s local area. Obviously, we do not want to perpetuate those schemes when they have steadily run down, but it is important to reflect the reality of those cost pressures on schools that are in that position.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

The Secretary of State listed a number of factors—mobility, disadvantage and prior attainment—that are crucial in many constituencies, particularly those in urban areas like the one that I represent. Will she give us more detail on how big a factor they will be, because that will determine how much constituencies like mine lose out? The concern in Liverpool is that, on top of the substantial cuts to local government funding, our schools will lose out at a time when they are finding it challenging to recruit teachers and headteachers.

[Justine Greening]

As the hon. Gentleman points out, in addition to the core base amount of funding, there is roughly a further 25% that is uplifted in relation to deprivation, additional needs and locational needs. Although mobility was not one of the original factors in the phase 1 consultation—in other words, this is the challenge that some schools and local areas face when children arrive during the year, as opposed to growth, which relates to steady demographic change and sometimes an influx between years—we recognised that it was important to reflect it in the formula. We have looked at the cost pressures that we think relate to mobility. We will initially base the 2018-19 formula on historical levels, because that is the one evidence base we have, but we will consider what is a sensible way to look at mobility going forward.

[Mr Mark Harper (Forest of Dean) (Con)]

I welcome the statement. Gloucestershire County Council has been a poorly funded local authority, so this will be welcomed in my county. I welcome the fact that sparsity will be taken into account, which is important in rural constituencies like mine. Will the Secretary of State confirm that, based on the timetable she has set out, with the final position being reached in 2019-20, we will have delivered on our manifesto commitment to deliver fair funding in this Parliament?

[Justine Greening]

I believe we will have done so. We will have brought in a formula that works more effectively and we will have transitioned it in appropriately. I believe that it will be a big step forward, particularly for schools that have been so underfunded for so long.

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

The Secretary of State is right that this kind of funding has to be upgraded and uprated over time. I certainly welcome that. However, is she also aware that it is the responsibility of this House to check the fairness of that over time through the Select Committee system and in this Chamber? Does she accept the implication that, overall, the challenges in our education system are grave when the chief inspector, who is about to retire, points out that so many bright children in our country, who grew bright through good primary schools up to the age of 11, are lost to education post-11? Will she do something about that? Will she also do something about the chief inspector’s deep worry that pupils in many of the big towns and cities in the midlands and the north are severely underperforming?

[Justine Greening]

The hon. Gentleman sets out some of the challenges that we continue to face in our education system. That is precisely why the national funding formula makes sure that resources go to schools that are in more disadvantaged areas and those that have cohorts of young people and children who are starting from furthest behind. That is not only the sensible approach; it is the right thing to do for those children and schools. For too long, that has not been built into the school funding formula. That is what we are trying to resolve today. This is the second stage of the consultation. There are 14 weeks for everyone to look at whether the way in which we have blended the different criteria is right. I think that it is.

In addition to what we are announcing today, the hon. Gentleman will be aware that we have launched six opportunity areas to look at how we can ensure that we have excellent education in those parts of the country where we still have not seen enough improvement.

[Mr Gary Streeter (South West Devon) (Con)]

Both Plymouth and Coventry were bombed heavily during world war two, have areas of deprivation and have similar demographics. Does my right hon. Friend therefore agree that the discrepancy of £500 per pupil per year simply cannot be justified? Her statement will be warmly welcomed. May I ask for maximum clarity at the earliest opportunity on what schools in my constituency will get in 2018 to help them prepare for the September 2017 budget, which is likely to be challenging?

[Justine Greening]

After the statement, we will publish a lot of detail in relation to individual schools. We will take the draft final formula and apply it to individual schools’ budgets, so all Members will be able to look at all the schools in their constituency and see, notionally and illustratively, how the formula will operate. Of course, when the funding formula comes in, it will apply against the up-to-date pupil numbers and pupil data, but we want to be very clear with the House about how it will work on the ground. I encourage all Members to look at the data for their own communities. They show that although no school will get exactly the same under the new formula as it has had in the past, it will be much fairer.

[John Pugh (Southport) (LD)]

Regardless of this statement, which is by no means all bad, it is indisputable that school overheads are going up and that more and more secondary schools will go into debt. Why are we continuing to squander money on pointless pet projects and restructuring? Surely that is a huge diversion now.

[Justine Greening]

I do not agree with the hon. Gentleman. We have seen year-on-year improvements in our education system. As one of my predecessors said on the “Today” programme earlier this week, it is important that we continue the reforms we have already got under way. That is precisely what we will be doing.

[Helen Whately (Faversham and Mid Kent) (Con)]

I very much welcome today’s statement on behalf of schools in my Kent constituency, which are significantly underfunded and disadvantaged by the current formula. I welcome the Secretary of State’s commitment to a rapid introduction of the new formula. In the meantime, will she consider seriously whether there is any possibility of interim funding for schools until the new formula is introduced?

[Justine Greening]

As I said in reply to my right hon. Friend the Member for Wokingham (John Redwood), the additional uplift that was provided last year will continue into the forthcoming year, after which we will introduce the national funding formula in 2018-19. Today, we are coming forward with a fundamental solution to a long-term problem that has been building up not just over the last decade, but for 20 years—some people would argue it has been 30 years in the making. Now is the time, finally, that we sort this out.

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

Will the Secretary of State confirm whether an area cost adjustment multiplier will be applied as a result of the new formula? The funding gap between the national average and what is received by schools in the north-east stands at £45 million a year. Will that gap increase or decrease as a result of the formula?

[Justine Greening]

The formula includes an area cost adjustment. It will be based on a hybrid measure that will look at not only general labour market costs but those relating to teachers, reflecting consultation feedback. It is also one reason why expensive parts of the country such as London will continue to be well funded, even under this formula.

[Several hon. Members rose—]

[Julian Knight (Solihull) (Con)]

Thank you, Mr Speaker. I welcome both the substance and the tone of the statement. Schools in Solihull receive £1,300 a year less per pupil than those in nearby Birmingham. As a result, we lose teachers to Birmingham. Will the Secretary of State assure me that at least some of that unfairness will be addressed during this Parliament?

[Justine Greening]

I have set out the timelines for the roll-out of this national funding formula. My hon. Friend sets out some of the by-products of the current unfair situation. That is another reason why it is important that we address that situation.

[Several hon. Members rose—]

[Andy Burnham (Leigh) (Lab)]

I will keep the gloating to a minimum, Mr Speaker. The Secretary of State is dressing it up very well, but the reality of what she has announced is that some schools in the most deprived parts of the country, which face the biggest challenges, will have money taken away from them and given to schools elsewhere. Would it not have been much fairer for her to have asked the Chancellor for more money to bring the gap up that way? Instead, she is making schools in the toughest areas make teachers redundant to pay for this change.

[Justine Greening]

Again, there is a lot of rhetoric, but in the end the right hon. Gentleman does not seem to have listened to my statement, which was very clear that this funding formula absolutely reflects issues of deprivation and lower prior attainment, as well as local cost issues. It is a step forward in making sure that we have a much fairer approach than in the past. I do not think he would be able to justify the current situation to many parents who simply cannot understand why their children get less funding than other children purely because of where they grow up.

[Simon Hoare (North Dorset) (Con)]

Earlier this year, I held a roundtable for all the headteachers of primary and secondary schools across North Dorset. One big issue they raised was the recruitment and retention of staff in a rural area where living and other costs are higher, and all the rest of it. This announcement is very welcome. The sparsity quota that my right hon. Friend has referred to will be warmly welcomed by those headteachers. On their behalf, may I simply say, “Thank you”?

[Justine Greening]

I am grateful for that. As my hon. Friend points out, it is important that the formula reflects the very different challenges that schools face in very different situations and parts of our country. That is why the sparsity factor matters.

[Fiona Mactaggart (Slough) (Lab)]

The Secretary of State will be aware that schools all over the country are finding it difficult to recruit teachers because we are not training enough of them. For example, in Slough, where we do not get as much resource although we have exactly the same kind of challenges as inner London, headteachers are desperate. House prices in Slough went up faster than anywhere else in the country in the past year. Will she assure me that schools in my constituency will not face a cut as a result of this formula but will be rewarded for their brilliant work?

[Justine Greening]

The right hon. Lady should welcome the formula, because at the moment the flow of money into our schools is unfair. For a community such as hers, our proposed architecture for the national funding formula will make sure principally that funding is fair and there is an equal amount for children in primary and in secondary; then our main drivers of additional funding will be deprivation—as I said, £5 billion a year for that—and low prior attainment. That is the right way to structure the formula. Although we have seen progress in many schools in many parts of our country, we now need to make absolutely sure that resources flow towards those areas that need to lift.

[Nusrat Ghani (Wealden) (Con)]

The Minister for schools was kind enough to meet me recently to discuss funding for schools in Wealden and East Sussex, and I am very grateful for that. My pupil funding is just £4,433.58. My small rural schools face severe challenges because of their small size and location, and a heavy weighting for sparsity in the formula is therefore vital if we are to ensure that Wealden’s superb schools can carry on providing a brilliant education.

[Justine Greening]

My hon. Friend is absolutely right. When we looked at the national funding formula mechanism, we saw that some local authorities do not use the sparsity factor. Our sparsity factor will go to all schools that should get additional support. That is why the formula should be welcomed.

[Liz Kendall (Leicester West) (Lab)]

Children in my constituency start school up to 19 months behind where they should be in terms of development. Without fantastic teachers and extra resources, they struggle to fulfil their potential and play catch-up for the rest of their lives. Will the Secretary of State tell me and schools in my constituency whether they will see their funding increase—yes or no?

[Justine Greening]

There is a greater focus in this formula on low prior attainment, which should address the hon. Lady’s question.

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

Under the current funding formula, Kingston schools are the third worst funded in London, receiving £2,400 per pupil per year less than Tower Hamlets, which is just 14 miles away. Having campaigned for changes and for fairer funding with teachers, parents and councillors, I look forward to responding to the phase 2 consultation. Will my right hon. Friend confirm that the mobility factor that I and other London MPs called for recognises the very real pressure that London and other urban and suburban schools face from children joining mid-term in large numbers?

[Justine Greening]

I think it can. Obviously, my hon. Friend will want to look at the detail in the consultation, but under this formula we will put £23 million into supporting children who move in-year and their schools. As a London MP, I know that has been an issue for some London schools. But it is not just an issue for London; there was a general response to the phase 1 consultation document saying that we needed to put the issue into the phase 2 consultation and that it should be made part of the formula. That is why we have done so.

[Stephen Timms (East Ham) (Lab)]

I am grateful to the Minister for schools for listening to the case for adding mobility to the school funding formula and to the Secretary of State for her announcement; I will look carefully at the details. Should she not have secured the Chancellor’s support to make sure that no school sees a cut in its funding per pupil, given the cost pressures that she has referred to?

[Justine Greening]

I make two points. In spite of the need to reduce the deficit over time, which the Government have set about doing, we have protected the core schools budget in real terms. In addition, I recognise that there is a need to reduce the year-on-year reductions schools faced, so those will be no more than 1.5%. Indeed, the overall reduction for any per-pupil amount will be no more than 3%. I hope the right hon. Gentleman will welcome that.

[Mr Peter Bone (Wellingborough) (Con)]

Following on from that point, there is a similar fair funding formula in the health service, but Wellingborough is always at the bottom. It never catches up because we are not prepared to reduce the money that the best funded get. I am slightly worried that my right hon. Friend’s answer suggests that that sort of thing will creep into the school system. Are we actually ever going to move to the formula—are schools actually going to get the cash that the formula says they will?

[Justine Greening]

In the transition year, some schools that are so far behind as to be eligible will get 3%; those schools that are even further behind under the fair formula will get a further 2.5% the following year, when the formula operates in full and properly. My hon. Friend is right to flag up the issue. It is important that the schools that have been underfunded see those gains coming through. That is what we are proposing.

[Ms Karen Buck (Westminster North) (Lab)]

Schools in areas such as Westminster have a combination of exceptionally high costs—not least recruitment and retention—and very high deprivation, and they are already making staff redundant. The Secretary of State partially blamed policies such as the introduction of the national living wage. Why are the Government introducing policies impacting on schools that they are not prepared to fund?

[Justine Greening]

I am not sure whether the hon. Lady supports the living wage, but the Government think that it is important. We also think a further two things, however: first, it is important to introduce this national funding formula—I hope that MPs can support it as a mechanism to make sure that the funding flowing into schools is delivered fairly—and secondly, it will ensure that children growing up in deprived areas see additional funding. I hope that she will reflect on that. In addition, wherever they grow up—whether or not in a deprived community—children who need to catch up will receive additional funding through this formula.

[James Cartlidge (South Suffolk) (Con)]

I welcome my right hon. Friend’s statement. One group we must not overlook is parents. In my constituency, parents work hard and often tell me, “I’m paying the same rate of tax as people in other areas. Why am I getting so much less money for my children in the state school system?” I urge her, when she gets the backlash from the more generously funded areas, to stand fast, particularly on support for rural schools, and to deliver this in full and in practice.

[Justine Greening]

We are at the beginning of a 14-week consultation, and it is important that everybody looks at the formula we are proposing. I think that it strikes the right balance, and I hope that it can command the broad support of the House.

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

I represent the 19th most disadvantaged constituency in the country—the Secretary of State spoke about disadvantage and deprivation—but can she tell parents and schools in my constituency whether they will receive more funding under this proposed formula or less?

[Justine Greening]

The hon. Lady can look at the details for her own constituency once all the data are published, but I hope she will reflect on what I said earlier: we have designed the formula to ensure that the funding follows children from disadvantaged backgrounds. Indeed, we did not just consider the formal deprivation factors that many local authorities have; some local authorities, where virtually all the children are from deprived backgrounds, do not necessarily have a formal factor that reflects that, but nevertheless we tried to capture the hidden funding flowing through to help deprived children as part of the deprived factor.

[Michael Fabricant (Lichfield) (Con)]

For decades, Staffordshire has languished 15 places from the bottom on funding. I have heard this all before, from Tony Blair and the unelected Prime Minister—as the hon. Member for Ashton-under-Lyne (Angela Rayner) so charmingly put it—Gordon Brown, so I thank my right hon. Friend for coming up with a firm date for these reforms. Will she assure me that the children of Staffordshire will no longer be disadvantaged?

[Justine Greening]

I believe that this will be a fair funding formula that will be in everyone’s interests, including those of my hon. Friend’s constituents.

[Helen Goodman (Bishop Auckland) (Lab)]

I have a letter from the National Union of Teachers, which is extremely alarmed that pupils in Bishop Auckland will lose £452 over the Parliament. Will the Secretary of State tell me what will happen in my constituency? She has reassured London MPs and the home counties. In the interests of intellectual honesty, will she say who are the losers out of her funding formula?

--- Later in debate ---

[Justine Greening]

We heard terrible scaremongering and numbers from the NUT that proved to be incorrect. It said that some schools would lose 10% under this funding formula, but, as I have set out, that is absolutely not the case. I would encourage the hon. Lady, like all Members, to look at the data for her own constituency. We will be publishing a lot of data once this statement is done, as is customary, because we want to be clear. This is a big step forward for schools funding and it is important that we are clear with people about the implications for their schools. That is what we have done.

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

I particularly welcome the Secretary of State’s reference in her statement to sparsity and mobility. It is great news for constituencies such as mine. Does she agree that one of the most mobile pupil populations are the children of our armed forces families? How will she promote the pupil premium that we introduced in 2011 in the funding formula?

[Justine Greening]

The pupil premium is largely unaffected, but as my hon. Friend points out, there is now an element to ensure that the children of forces families are not disadvantaged when, as often happens, people get posted to different places and their children have to switch schools. That was one reason we were keen to handle the mobility issue carefully within the funding formula.

[Helen Jones (Warrington North) (Lab)]

Schools in my constituency are among the lowest funded in the country, so we will look with interest at what the Secretary of State is proposing, but those schools are struggling now because of the Government’s actions: cuts to the education services grant have taken money out of the dedicated schools grant; schools are being inadequately funded under legislation on additional need; and our high-needs block is very underfunded. What will she do to assist these schools now, before the new funding formula comes in and before even more damage is done to the education of children at school now?

[Justine Greening]

The hon. Lady raises a number of issues. On local authorities and school improvement, we have launched a strategic school improvement fund to ensure school improvement, particularly in those parts of the country where schools have made less progress than we would have wanted. In relation to high needs, as I set out, no local areas will see a reduction in their funding, but areas that have been most underfunded will see 3% gains over 2018-19 and 2019-20, which I hope she will welcome.

[Suella Fernandes (Fareham) (Con)]

I welcome today’s statement. Hampshire is the third lowest funded local authority in the country and faces significant pressures—it needs 9,000 extra secondary school places by 2025 and 40% of its school estate is largely un-upgraded since the 1960s. Does the Secretary of State agree that today’s proposal will address the single biggest factor causing the disparities around the country—the historical nature of the funding formula—and will restore equality and fairness to the system?

--- Later in debate ---

[Justine Greening]

Yes, I do. The old formula was arbitrary at both central Government and local authority level, which, as the formulae were set, baked in a second set of imbalances. It is now time to tidy that up and—critically—to make it fair and equal wherever children are.

[Lilian Greenwood (Nottingham South) (Lab)]

The Secretary of State knows that Nottingham schools face enormous challenges in raising education standards in a city with high deprivation. School leaders are already telling me they are struggling to cope and having huge difficulties recruiting and retaining high-quality teachers. We know that all schools are facing a real-terms cut in funding, but how does she think headteachers, staff, parents and pupils in Nottingham will feel when she says it is fair that their schools are being cut even deeper to fund increases in other places?

[Justine Greening]

I do not think that anybody can argue in favour of a system that is simply a postcode lottery and in which there is very little, if any, relationship between, on the one hand, the needs of a school and the underlying cost base of where it is operating and, on the other hand, how much the school and the child get in funding. We are today setting out a formula that genuinely addresses that. It is a 14-week consultation, so there is plenty of time for Members to look at the impact on their local area and then take part in that consultation. I hope that MPs will do that.

[Robert Jenrick (Newark) (Con)]

May I warmly welcome today’s statement on behalf of schools in Nottinghamshire, which have been poorly funded for a long time? In particular, does my right hon. Friend agree that this is part of addressing the lazy assumption that there is no deprivation in rural areas and counties? Counties such as Nottinghamshire and towns such as Newark have pockets of extreme deprivation—in former coalfield communities such as Ollerton and in Ashfield and Mansfield—and it surprises me that Opposition colleagues do not recognise that.

[Justine Greening]

I agree strongly with my hon. Friend. The funding formula now enables us to take a proper, validated, evidence-based approach, including to deprivation, which was often driven by data that were 10-plus years out of date. It is time to fix that, and that is what we are launching today.

[John Woodcock (Barrow and Furness) (Lab/Co-op)]

Does the Secretary of State recognise and understand the grave concerns of schools in my constituency and across Cumbria with above-average numbers of children with high needs that the change to the funding formula for teaching assistants, which will require schools to fund the first 10 hours rather than the first eight, will significantly impact existing budgets and mean cuts in those schools? Is it not the case that the proposed floor for maintaining the existing budget will be of little help if the current numbers of high-needs pupils continue to rise?

[Justine Greening]

I would encourage the hon. Gentleman to look at the consultation. Alongside having an element of funding for local areas based on historic spend levels, which vary, we will look at population and needs within that as strong proxies for understanding how much funding we think should flow to different places. That will put us in a much fairer position, but as I have set out clearly, as part of that we will also ensure that no area will lose any funding as part of the transition.

[Bob Blackman (Harrow East) (Con)]

Having wrestled with the education funding formula in local government for 20 years before I was elected to this place, I welcome the principle of fair funding, and in particular sparsity and the other elements contained within it. However, as a fellow London MP, my right hon. Friend will know that the cost of living in London is much higher than in the rest of the country. With 85% of a school’s budget typically spent on staffing, the need to pay staff extra salaries for recruitment and retention is paramount, so will she outline what extra money will be given to cover the cost of living and to protect schools from losing money?

[Justine Greening]

The area cost adjustment should enable us to do that effectively. As I have said, it is not based just on overall labour cost assumptions; it is based on cost assumptions in relation to teachers more specifically, so it should enable us to reflect that in the funding formula that we have now put in place. My hon. Friend will of course have a chance to respond to the consultation, but that is what we have tried to do.

[Catherine West (Hornsey and Wood Green) (Lab)]

I am grateful for the Secretary of State’s statement. Will she explain the flexibility between local authorities? For example, in 2010 the funding for children’s services in Haringey, one of London’s poorest boroughs, was £102 million and in 2017-18 it will be £46 million, although the population has grown and the children are no less needy. How does she see that interplaying, and will she explain how it will be addressed in the consultation?

[Justine Greening]

I was talking about two flexibilities in the consultation. They include, in relation to the high-needs fund that we are now consulting on, the ability for local authorities that will still receive high-needs funding to share some of that with mainstream schools, if they feel that is a better way of operating to provide for special needs locally. Of course, some special needs children are in mainstream schools and some are in special schools. We wanted to include an additional flexibility for 2018-19, so that where there is agreement locally that the funding should flow the opposite way—from the schools budget into high needs, perhaps because of the way that special needs are delivered locally—that should be possible if there is overall agreement from the majority of schools. That is what we are consulting on. We want to look at whether there is a longer-term approach, but the whole point of the second-stage consultation is to get feedback on those proposals.

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

I warmly welcome the statement on fairer funding for schools. It is not right that constituencies such as mine have a £2,000 difference per pupil compared with other constituencies. I noted with interest that the Secretary of State identified as one of the reasons the fact that the data are a decade out of date, so going forward it is fundamental that we have the correct data, particularly in areas of high growth. Will she assure me that the data will be collected sufficiently late in the year, so that we know the accurate figures per pupil for the following school year?

[Justine Greening]

As part of the figures for deprivation we will be using IDACI—the income deprivation affecting children index—which essentially looks at how deprivation affects children in particular. It was last updated very recently, so it gives us a fresh database to use. In relation to broader pupil cohort characteristics, the census is updated in October every year and that feeds into the following academic year’s funding formula details. Those two things should mean that we have up-to-date data to feed in.

[Vernon Coaker (Gedling) (Lab)]

Is it not the case that this reform of the funding formula, which many of us agree needs to happen, would have been much easier had the Chancellor given some additional money to fund some of the changes? Also, notwithstanding what the Secretary of State has said, will not every single school in the country face real-terms cuts in their budget, including even those that gain, or think they gain, from the change to the funding formula? One way of tackling disadvantage is the pupil premium, so it would be interesting to hear what discussions took place about the pupil premium in making these changes. The Secretary of State said that the pupil premium “will be protected at current rates throughout the remainder of this Parliament”. Can she confirm whether that means rates as they are now or real-terms increases through the Parliament?

[Justine Greening]

We said that we will continue to put around £2.5 billion into the pupil premium, which is separate from the additional funding that will be uplifted on top of core basic funding rates, as part of the consultation that we are setting out today. Both those things underline the fact that this Government are determined to ensure that our schools funding really supports children in some of the toughest parts of the country who are most likely not to come out of the schools system with the outcomes that we want for them to be able to fulfil their potential.

[Nigel Huddleston (Mid Worcestershire) (Con)]

The people of Worcestershire will welcome this statement because funding per pupil is £1,000 lower there than in neighbouring areas. Does the Secretary of State recognise that not everybody who lives in the countryside lives in some kind of rural idyll and that there are pockets of poverty and deprivation right across our countryside, including in my constituency, so investing in our children’s futures based on need and fairness is absolutely the right move?

[Justine Greening]

My hon. Friend is absolutely right, and that is why it is so important that we move to a sensible approach to how deprivation should be captured. It is also why we wanted to take a broader approach than using just those children eligible for free school meals. We did not want that cliff edge, so we will be looking at three components: existing eligibility for free school meals, children who have been eligible for free school meals over the past six years, which gives us a sense of the underlying need, and IDACI, an index that captures a broader definition of deprivation.

[Derek Twigg (Halton) (Lab)]

Teachers in my constituency are increasingly telling me about the funding pressures they are under. I was interested to hear the Secretary of State admit that young people in my constituency were at a disadvantage—she specifically cited the case of Halton, so I assume she knows it. What will the real-terms increase be for Halton pupils? She must know that, because she has cited Halton.

[Justine Greening]

I quoted what the current position was. The hon. Gentleman will no doubt be interested to look at the details for his local community, once we release them, when this statement to the House is finally finished.

[Julian Sturdy (York Outer) (Con)]

Schools in York have some of the lowest, if not the lowest, per pupil funding in the country, with some schools in London receiving more than £3,000 per pupil more, leaving schools in York on the brink of making some very difficult decisions, despite delivering excellent education. What message can the Secretary of State send to schools in York that have been waiting for this announcement for far too long and want to see it implemented as soon as possible?

[Justine Greening]

I think this will be a much fairer approach for all schools, including those in York, and we are taking steps to introduce it rapidly over the remainder of this Parliament, which is good news.

[Several hon. Members rose—]

[Mrs Louise Ellman (Liverpool, Riverside) (Lab/Co-op)]

Funding should be related to need, and this is a long-standing problem. In Liverpool, which is one of the most deprived areas, over 58% of the budget has already gone, and the NUT says that over £602 per pupil will be lost under the Government’s programme. Can the Secretary of State guarantee that the students of Liverpool will not lose out in this redistribution of funds?

[Justine Greening]

I encourage the hon. Lady to look at the details that will be released by area and by school. To give her some reassurance, this is a formula that absolutely wants to ensure that we direct funding fairly, but also in relation to need, whether it be disadvantage or indeed low prior attainment. We think that the formula should be driven by data that, as I have said in my answers to other hon. Members, are more up to date. I encourage the hon. Lady to look at the consultation and at the details that will be released as part of it.

[Steve Double (St Austell and Newquay) (Con)]

I welcome today’s statement, and schools in Cornwall will be very grateful that, at long last, the historical underfunding of its schools is being addressed. I am pleased to be part of the party of government who are at last dealing with it. I would like to raise the particular issue of the pupil premium and eligibility to it being based on free school meals. It is often difficult to get parents to register for free school meals, because of personal choice or the stigma they believe is attached to it, yet these data are already held by other Departments. Can we not get cross-Government co-operation so that people can be registered for free school meals automatically, rather than having to go through the process?

[Justine Greening]

My hon. Friend raises an important point. We want all children eligible for the pupil premium and free school meals to be properly registered. We have done a lot of work to try to make sure that that is the case. As my hon. Friend sets out, there is still a challenge ahead of us, and I am looking at what we can do to try to make further progress because it matters.

[Jim McMahon (Oldham West and Royton) (Lab)]

I do not resent in any way the idea that Members are representing their constituents in rural areas. If particular concerns need to be taken into account, it is right to do so. The problem I have is that that should not be at the cost of urban schools, where significant levels of deprivation exist. In Oldham, the current proposals could see a loss of over £400 per pupil under the new formula; and for some schools, up to £600 per pupil could be taken away from the council’s budget. The town is already struggling to recruit and retain good-quality, high-performing teachers. We know that because it is one of the areas being looked at by the Department for special intervention. May I have an absolute commitment from the Secretary of State that we will not get into a “them versus them” argument, but that a proper review will take place to make sure that every school has sufficient funding to meet its demand and needs?

[Justine Greening]

rose—

[Madam Deputy Speaker (Mrs Eleanor Laing)]

Order. Before the Secretary of State answers the question, let me say that I have allowed the hon. Gentleman some leeway because he has waited a long time to put his question. However, it does not follow that he should take twice as long to put it. I do not criticise him specifically today, but I hope that we can be a little faster now.

[Justine Greening]

I am sure that the hon. Gentleman will want to see the impact on his own local constituency, but I think this formula is a step forward to make sure that wherever children are, funding is there. As I have said on a number of occasions, it very much bakes into the formula the idea of having money follow disadvantage and need. I think that is the right approach to take.

[James Heappey (Wells) (Con)]

I am grateful to the Secretary of State and the schools Minister for listening to my concerns and those of so many of us from the south-west about school funding. I congratulate them on correcting the real unfairness in the funding that schools in the Wells constituency have had to endure for too long. Does she agree that this is the start of a series of investments in the south-west that will correct an imbalance in funding to our region, and that she has blazed a trail that other Departments will surely follow?

[Justine Greening]

That was a fantastic question. I, too, would like to take the opportunity to thank the Minister for School Standards, my hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb), for the work he has done on this complex project that we have undertaken. My hon. Friend the Member for Wells (James Heappey) is absolutely right that we want to see children in the south-west achieve their potential. This is a funding formula that will mean—I think, for the first time—fair funding, which I believe will help a number of a children, and perhaps some of the children in my hon. Friend’s local community.

[Heidi Allen (South Cambridgeshire) (Con)]

I am delighted to speak as a Member from the county of Cambridge, which has for decades been one of the lowest funded councils in the whole country. I would like to press my right hon. Friend a little further on the interim funding, which some Members have mentioned. I do not wish to be ungrateful, but last year the interim funding was completely swallowed up with pension and national insurance increases. We are building schools like they are going out of fashion. It has to be subsidised, but the funding has to come out of the main pot while, as my hon. and learned Friend the Member for South East Cambridgeshire (Lucy Frazer) said, the number of pupils is going up. There is a high cost of living and an average mortgage is 16 times the salary in South Cambridgeshire, so please, please, please will my right hon. Friend look at the interim funding again, because just the same is not going to be enough?

[Justine Greening]

We will be rolling forward, but my hon. Friend’s point underlines why it is important that we move on beyond an interim approach to put in place a final funding formula. That is what the consultation is on. As my hon. Friend says, it will affect areas that have been underfunded for a very long time. That is why we need to get on with it.

[Jeremy Quin (Horsham) (Con)]

West Suffolk—[Interruption.] I always do my best to help my colleagues, but I mean West Sussex, which has historically suffered from very low funding and very high costs, being outside the London weighting. Can the Secretary of State give me any reassurance that we will benefit from the area cost adjustment?

[Justine Greening]

I hope my hon. Friend will see some improvement in how the funding works, following the introduction of the fair funding formula. He mentions costs, which is precisely why one of the key factors we built into the formula is an area cost adjustment to make sure that schools in locations with higher innate cost bases have that reflected in the funding that pupils have attached to them.

[Alex Chalk (Cheltenham) (Con)]

I welcome the statement. Does the Secretary of State agree that it starts to address the myth that constituencies such as Cheltenham in Gloucestershire do not have areas of deprivation? The reality is that Cheltenham has intense urban challenges. This formula is starting to address funding on the basis of need and not postcode.

[Justine Greening]

I strongly agree with my hon. Friend. Up to now, school funding has been the ultimate postcode lottery, and funding has been overly determined by where children were growing up. That is completely unacceptable. If we are to make Britain, and in this case schools in England, a country with schools where all children can progress, we have to get on with fair funding.

[Jason McCartney (Colne Valley) (Con)]

rose—

[Jason McCartney]

Thank you, Madam Deputy Speaker, and merry Christmas to you.

How far will the inclusion of a sparsity factor go in protecting the small and rural schools that are so important to my local community?

[Justine Greening]

I think it will help. It will go together with a fixed lump sum, which is also part of this formula. Overall and on average, small rural schools will benefit from the formula.

Oral Answers to Questions

Justine Greening Excerpts

Thursday 8th December 2016 Commons Chamber

[Sir David Amess (Southend West) (Con)]

1. What steps the Government are taking to improve careers advice to girls and reduce the gender pay gap.

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

Careers guidance should help all young people to get the inspiration and the advice and guidance that they need for success in working life. We want to see schools giving not only impartial careers advice and guidance, but high-quality guidance. That is why we are investing £90 million over this Parliament to improve careers provision for young people.

[Sir David Amess]

My right hon. Friend is absolutely right to say that good-quality careers advice is essential. Are there any further plans for the Government to remove barriers for women when they progress with their careers, particularly when they have young children?

[Justine Greening]

My hon. Friend is absolutely right to highlight that. When we look in detail at the gender pay gap, we see that the situation for people who start a family often presents the biggest challenge that we face in reducing the gender pay gap further. We have given more than 20 million employees the right to request flexible working. We are providing shared parental leave, because childcare is not just an issue for women; it is an issue for men as well. My hon. Friend will know that we have committed to doubling the free childcare provided for working parents of three and four-year-olds from 15 to 30 hours a week.

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

Will the Government commit today to publishing their response to the Women and Equalities Committee report on the gender pay gap before the House rises for the Christmas recess? The report was published in March this year.

[Justine Greening]

It is an important report, and we have taken time to consider it carefully. The hon. Lady will be aware that we laid gender pay gap regulations before the House in recent days, and we will be publishing that report very shortly.

[Philip Davies (Shipley) (Con)]

Are the Government as committed to eliminating the part-time gender pay gap as they are to eliminating the full-time gender pay gap?

[Justine Greening]

We want that to take place. The full-time gender pay gap has never been narrower than it is today, but it is important that we look beyond that and understand that people working part time have the same right to no gender pay gap.

[Jim Shannon (Strangford) (DUP)]

Does the Secretary of State agree that although the gender pay gap has reduced, the fact that the pay gap for full-time workers is at a differential of 13.9% indicates that much work still needs to be done? Has she considered a penalty system for employers who do not comply?

[Justine Greening]

We try to work with employers on a voluntary basis. This is not just about forcing employers, although we have laid gender pay gap regulations on transparency before the House. It is about business understanding why they have an interest in fixing this issue in the first place. Yes, we are bringing in mandatory reporting, and we laid regulations on that before the House in the last few days, but we want business genuinely to grasp the nettle and understand why the issue matters so much.

[Mr Philip Hollobone (Kettering) (Con)]

Female part-time workers enjoy 6% more pay than do their male equivalents. At a time when we are encouraging men to take more of their fair share of childcare responsibilities, is the Secretary of State as concerned as I am by the fact that the excellent Equal Pay Portal is worried that the gap is increasing over the long term?

[Justine Greening]

What is interesting is that we have seen people’s work habits and routine change over recent years. We want to see no gender pay gap, irrespective of which gender is disadvantaged. Historically, this has been a significant issue for women, rather than men, but we want to see no gender pay gap, irrespective of gender.

[Maria Caulfield (Lewes) (Con)]

2. What steps the Government are taking to ensure that rail companies provide on-board visual and auditory displays for disabled passengers.

--- Later in debate ---

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

4. What plans the Government have to update their guidance to schools on the provision of sex and relationships education to include (a) LGBT relationships issues and (b) sexual harassment in schools.

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

The sex and relationships education guidance was issued in 2000. MPs from all parties, including those in the Chamber who have held my position during the past 16 years, know that this is a complex area and that we need a thoughtful and measured approach to updating the guidance. I made it very clear at the Education Committee that we are actively looking at the SRE guidance to ensure that all young people are supported in developing healthy and respectful relationships.

[Ruth Cadbury]

As the Secretary of State outlined, five Commons Select Committee Chairs, countless children’s charities, MPs across this House, experts and academics agree that good-quality statutory age-appropriate relationships education in schools will provide children with the knowledge and resilience they need to develop healthy and respectful relationships, and will ensure that they are less vulnerable to sexual harassment and violence. The Government have finally accepted that the current quality and accessibility of SRE are not good enough; will they amend the Children and Social Work Bill to introduce good-quality statutory SRE that applies to every school?

[Justine Greening]

We have already set out the fact that we are actively looking at the SRE guidance. It was first brought in 16 years ago, and we all recognise that the world that children are growing up in now is very different from that world. The hon. Lady’s question raises in particular LGBT relationship issues and sexual harassment. Those are important areas where we can do better. I am very proud of the Government’s record on LGBT issues and bringing forward same sex marriage, but it is an important area and is one that we are looking at.

[Mims Davies (Eastleigh) (Con)]

A young trans person in England is, sadly, three times more likely to have self-harmed and almost twice as likely to have attempted suicide as their peers. Does my right hon. Friend agree that more should be done to improve LGBT sex and relationship education in schools to support all students to understand better and be compassionate, to help reduce those shocking statistics and the often heartbreaking outcomes for those young people?

[Justine Greening]

My hon. Friend is right. No child should suffer the kind of discrimination and harassment she mentioned. In September we set out £2.8 million of funding over the next three years to focus in particular on tackling homophobic, biphobic and transphobic bullying in schools. It is important that, alongside education, we are clear that we need to change attitudes as well.

[Sarah Champion (Rotherham) (Lab)]

I appreciate the Secretary of State’s answer on the SRE guidance. It is indeed almost 17 years out of date. At the last Women and Equalities questions she said she would “provide an update shortly”; now she is carefully “looking” at it. She is right that the guidance is completely out of date. It does not include anything on the internet or online grooming—it does not mention grooming full stop, let alone exploitative relationships. I wrote to her last month about this but she has not replied. Children in this country are waiting for a reply on when they will get proper sex and relationships guidance. Will she please answer now?

[Justine Greening]

The hon. Lady wrote to me on 17 November. I will of course respond to her letter. In addition, we have been very clear that we want to see how we can make progress in this area. However, as many questions have underlined, it is very complex, with many different aspects that we need to work on very carefully to get right. Although I know that within this House there have been some excellent reports underlining some of the areas where the guidance should be updated, there is also a broader debate in the country about the right way to do that. This matter needs to be handled very sensitively. That is why we will make sure we take the time to get the process right and then set it out to MPs.

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

5. If she will discuss with the Secretary of State for Work and Pensions the provision of further transitional support to women affected by the increase in the state pension age.

--- Later in debate ---

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

6. What steps she is taking to encourage more women to take up scientific professions.

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

It is vital that we encourage talented women into scientific careers. Those working in science, technology, engineering and maths careers on average earn a pay premium of 19%. Ensuring that women work in STEM careers will also help to tackle the gender pay gap. Role models are absolutely crucial for young women, and some 40% of STEM ambassadors are women.

I would like to take this opportunity to put on record my thanks to Tim Peake, who did an amazing job of working with schools while he was on his space trip earlier this year. I have met many, many schoolchildren who have had their interest in STEM stimulated from the work he did while on his space trip.

[Sir Desmond Swayne]

In a free market, the shortage of science teachers to inspire young women would be addressed by a rising wage. It is worth a try.

[Justine Greening]

We are trying to make sure that some of the very best graduates in STEM subjects go into teaching. Our bursary schemes help to encourage that. Some fantastic teachers are now coming into the profession, which will help us to further build the STEM pipeline.

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

Research from the Institution of Engineering and Technology shows that science, technology, engineering and maths-based toys are three times more likely to be targeted at boys than at girls. I should declare an interest as a chartered engineer in the IET. Will the Secretary of State declare her support for the Let Toys Be Toys campaign, which aims to give girls and boys, in the run-up to Christmas, a real choice about the kinds of toys they can enjoy and the careers they can have?

[Justine Greening]

The hon. Lady is right to highlight this. There are no boys’ careers and girls’ careers anymore—these careers should be open to all children. A person’s gender should not matter. As we have said, part of how we fix this challenge is by working in schools. I was very proud last month when one of my own schools, Ashcroft academy, won a STEM inspiration award for its Tuesday lunchtime STEM club. Such initiatives might seem small, but they have a profound effect on improving children’s interest in taking STEM forward.

[Justin Madders (Ellesmere Port and Neston) (Lab)]

7. What assessment she has made of the effect of the introduction of employment tribunal fees on access to justice for women.

--- Later in debate ---

[Chris Elmore (Ogmore) (Lab/Co-op)]

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

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

Last month, the Government welcomed the first report of the independent review by Sir Philip Hampton and Dame Helen Alexander of women in the executive pipeline, and we are pleased to welcome their recommendation that FTSE 100 companies should have at least 33% of their executive pipeline positions filled by women by 2020. In addition, this week the Government laid draft gender pay gap regulations that, if passed, will give unprecedented pay transparency to everyone working for a private or voluntary sector employer with 250 staff or more. That means the regulations will affect around 8,000 employers and over 11 million employees.

[Chris Elmore]

How can the Minister possibly believe that a budget reduction of 70% will enable the Equality and Human Rights Commission to fulfil its statutory functions, and why have the Government continued to refuse to complete a full equality impact assessment of the implications of the cuts for the work of the EHRC?

[Justine Greening]

The EHRC performs an important and valuable role, and its chair, David Isaac, and his board are well equipped for this task. The commission receives, and will continue to receive, sufficient funds to enable it to fulfil its full range of statutory duties.

[Tom Pursglove (Corby) (Con)]

T2. Research from Guide Dogs has shown that 42% of surveyed assistance dog owners were refused carriage by a taxi driver in the past year, despite its being illegal. Ministers in the Department for Transport are showing great determination to address this wholly unacceptable discrimination, including through enforcement and education. What will the Minister’s Department do to support these efforts?

--- Later in debate ---

[Paula Sherriff (Dewsbury) (Lab)]

We have commissioned research revealing that as of the autumn statement 86% of net savings to the Treasury since 2010 through tax and benefit measures had come from women—an increase on the last autumn statement, when the figure was 81%. When will the Minister deem this issue serious enough to warrant action from the Treasury—when the figure reaches 88%, 90%, 100%? And when will she agree to listen to the EHRC and the UN, among others, and publish a cumulative gender impact analysis of the Government’s policies?

[Justine Greening]

One of the best things we can do to help women financially is to make sure we have a strong economy, and that is precisely what we have done, hence the record employment levels for women, which are good news. The hon. Lady’s question missed out our raising of the personal allowance, which has disproportionately helped lift women out of tax altogether.

[Richard Graham (Gloucester) (Con)]

T3. One of the changes to the state pension that everyone should welcome, but which is not as well known as it should be, is the recognition given to the years spent by women bringing up children, which now count as a national insurance credit towards a full state pension. Will my hon. Friend update the House on the number of women starting to benefit from this and its estimated value during a mother’s retirement?

--- Later in debate ---

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

T4. A little earlier, my right hon. Friend stated that she did not wish to see a gender pay gap, so what steps are the Government taking to reduce it?

[Justine Greening]

Eliminating the gender pay gap remains an absolute priority for this Government. Transparency is one of the most important and powerful tools for shaping behaviour and driving change. That is why we will be requiring large employers to publish their gender pay gaps. Draft regulations were laid on Tuesday 6 December, and if Parliament approves this legislation, which I hope will happen, the regulations will commence in April 2017.

[Peter Dowd (Bootle) (Lab)]

T7. Does the Minister agree with the Resolution Foundation that cuts to the work allowances of universal credit risk undermining work incentives for disabled people? Should not those cuts be reversed now?

[Mrs Maria Miller (Basingstoke) (Con)]

T5. Research shows that nine out of 10 parents tell us that they want sex and relationship education in our schools to be compulsory. Do the Government agree with them?

[Justine Greening]

I very much welcome the report that my right hon. Friend’s Select Committee published on this issue. That is precisely why we want to look actively at this issue. She will know from our recent meeting that I think it important to have SRE that works for the 21st century. It is indeed time to look at this, and I am very conscious of the House’s overall view that this is a matter that we should now take on board. My right hon. Friend will know from her previous role as the Minister for Women and Equalities that it is a complex issue, but we are looking to see what we can do to address it.

[Martyn Day (Linlithgow and East Falkirk) (SNP)]

The United Nations Committee on the Rights of Persons with Disabilities has found that this Government’s pursuit of an austerity agenda, resulting in cuts to benefits, meets the threshold for human rights violations of disabled people. What are the Government going to do to rectify that?

[Bob Blackman (Harrow East) (Con)]

My right hon. Friend has committed to issuing by the end of the year a consultation document on the future of caste discrimination legislation. Will she update us on when that document will be released?

[Justine Greening]

I am grateful to my hon. Friend for his question, and he is absolutely right that we intend to issue a full public consultation shortly on how best to provide the legal protection that we want to see against caste discrimination. When we do that, I am sure that my hon. Friend and his community will want to participate fully in the consultation.

[Daniel Zeichner (Cambridge) (Lab)]

It took the Government almost a year to come up with a very thin eight-page review on the care and management of transgender offenders. That referred to

“a number of events linked to transgender prisoners”

that attracted attention last year. Those so-called “events” were, in fact, the deaths in the space of a month of two transgender women held in men’s prisons. Will the Minister tell us why the Government failed to acknowledge those tragedies in their review, and why their proposals are so meagre?

[Ms Tasmina Ahmed-Sheikh (Ochil and South Perthshire) (SNP)]

In the two months between 14 September and 15 November, the tax credits of 24,219 families were reinstated after being unfairly removed by Concentrix. What work have the Government done to assess the impact on women—particularly single mothers—who have been disproportionately affected?

[Justine Greening]

The hon. Lady has raised an important issue. My hon. Friend the Financial Secretary to the Treasury decided not to renew the Concentrix contract precisely because of some of those challenges, and I will ensure that my hon. Friend contacts her with further details relating to her specific question.

The Leader of the House was asked—

Early Years Education

Justine Greening Excerpts

Thursday 1st December 2016 Written Statements

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

The Government have today published their response to the recent consultation on changes to the funding of the free early years entitlements for three and four-year-olds. The Government response can be found at:

https://www.gov.uk/government/consultations/early-years-funding-changes-to-funding-for-3-and-4-year-olds

This includes the introduction of an early years national funding formula. This will provide a fairer funding system for nurseries, preschools and childminders.

We are delivering our manifesto commitment to double the free hours of childcare provided for working parents of three and four-year-olds, from 15 to 30 hours a week. Many parents want to go back to work, or work more hours, but cannot afford to because of the cost of childcare. This policy will make childcare more affordable and support parents to return to work, or to work more hours, if that is what they wish to do.

We are backing this with an additional £1 billion every year by 2019-20 including £300 million per year to increase Government funding rates. We are committed to allocating this record level of investment fairly and transparently so that early years providers can deliver free childcare on a sustainable and high-quality basis.

That is why we consulted on proposals to introduce a new funding system that is fair, transparent and maximises funding to providers. Our proposals to improve the way we allocate funding have been positively received and today, I can confirm our final funding policy. Key features are:

a new early years national funding formula from April 2017 that will increase Government funding rates in 80% of local authorities;

a minimum funding rate of at least £4.30 per hour for every local authority;

a requirement for local authorities to pass 95% of their funding to providers;

additional funding, worth £55 million per year, to support maintained nursery schools until the end of this Parliament (2019-20);

a new disability access fund worth £615 per child per year to support disabled three and four-year-olds to access their early years entitlement; and

a requirement for all local authorities to have inclusion funds to channel additional support to children with special educational needs.

These changes will put early years providers in a stronger position to deliver the free entitlements on a sustainable basis. They will help to ensure that every child, whatever their background and individual needs, can access the high-quality early education they need to prepare for school and improve their life chances. And from September 2017, they will support the delivery of 30 hours of free childcare to nearly 400,000 eligible working parents, thus making it easier for them to get on and balance work with their family lives.

Education lies at the heart of this Government’s ambition to make this a country that works for everyone—and today we are reaffirming our commitment by announcing this new, fairer way of funding our early years. It will ensure the dedicated individuals caring for our children have the support they need to give every child the best start, especially when looking after those who are most in need.

[HCWS306]

Education and Social Mobility

Justine Greening Excerpts

Tuesday 22nd November 2016 Commons Chamber

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

I beg to move an amendment, to leave out from ‘potential;’ to end and add

‘shares the strong commitment of this Government to promoting and improving social mobility and building a country that works for everyone; notes that there are now more than 1.4 million pupils in England attending good or outstanding schools than in 2010; and welcomes the opportunity afforded by the Schools that Work for Everyone consultation to seek the widest possible range of views on how the Government can build upon these successes and awaits the outcome of the current consultation.’.

Social mobility matters hugely to this Government and, of course, to Members across this House. It is easy for us to say that where someone starts should not dictate where they finish, but the greatest challenge we all face is that, in reality, that still makes a difference, as it has done for generations. As last week’s Social Mobility Commission’s report tells us, just 5% of children on free school meals gain five good GCSEs; they are 29% less likely to take two or more of the facilitating A-levels that will help to keep their options open; and they are 34% more likely to drop out of post-16 education altogether. It is therefore no surprise that they are 19% less likely to go to university, and 47% less likely to attend a top Russell Group institution.

[Siobhain McDonagh (Mitcham and Morden) (Lab)]

Given the excellent case the Secretary of State is laying out, how can those statistics be changed by grammar schools when currently only 3% of kids on free school meals go to grammar schools?

[Justine Greening]

I will come on to that point, but as we already have grammar schools, it is quite right for us as a Government to set out the case for how we make sure that they play their full role in driving social mobility.

I have set out a number of facts about the prospects of too many young people from disadvantaged backgrounds in our country. None of these facts should be acceptable to us. They certainly are not acceptable to me or this Government. I believe that social mobility matters for several key reasons. First, it matters for individuals. I believe that the innate desire of people to do well is one of the most powerful forces for change in our country, and social mobility is about our country working with the grain of human nature. Secondly, social mobility matters for communities. Fundamentally, feeling that we all have an equal shot at success—having equal opportunity—is the glue that binds us together. Lastly, social mobility matters for our economy. Investing in people is a core part of how we raise productivity. Yes, we need to build roads and railways, but we are determined to build up people, too.

[Jack Dromey (Birmingham, Erdington) (Lab)]

How can the Government claim to be the party of social mobility when 800 children’s centres have closed and 29 nursery schools have closed in the past year alone? That is letting down a whole generation of two, three and four-year-old kids, because if they fall behind at that age, they will never catch up.

[Justine Greening]

Of course early years education matters. We are investing in not only improved but more childcare for parents around the country—for working parents, in particular—because we think that having a strong start is absolutely vital. As I was saying, this is about improving not just the prospects of individuals and communities, but the prospects of our country and its economy, and we have to build our country’s economy by building our people.

[Lyn Brown]

Will the right hon. Lady explain how having additional secondary modern schools will do anything that she aspires to do?

[Justine Greening]

Of course, this is not about additional secondary modern schools or a return to a binary system. The reforms over the last six years have given children and parents a more diverse offer and set of choices in education than ever before. It is now time to see how grammar schools can play a stronger role in our education system in the 21st century.

[Lucy Powell]

The Secretary of State is citing much of the evidence from last week’s Social Mobility Commission report about the challenge our country faces. Why will she not adopt in full the recommendations of that report on how to tackle those inequalities, rather than cherry-picking the little bits that she wants to bring to the House?

[Justine Greening]

The report, quite rightly, set out that we need a much longer-term programme of social reform. Alan Milburn talked about a 10-year programme. It also pointed to our focus on improving attainment in schools. The bottom line is that we will not make significant progress on social mobility until we focus on the areas of common ground, rather than the Opposition spending their entire time focusing on areas where they do not agree.

[Several hon. Members rose—]

[Justine Greening]

Let me make some progress.

I was setting out why the Government believe that driving social mobility matters so much. In reality, as challenging as it is for our country, no country in the world has managed to crack the issue of social mobility. That is because it is highly complex, many factors feed into it and improving social mobility is, as the Social Mobility Commission says, a long-term issue that needs a long-term approach, not to be treated like a political football for short-term political gain. If we are to make a difference, we must see social mobility as a generational challenge that we must tackle together on behalf of the next generation.

The difference may be that for us, fundamentally, social mobility is an agenda of levelling up opportunity for those who do not have it—something that, I hope, we can all agree is the right thing to do. Education is, of course, at the heart of how we do that.

[Jeremy Quin (Horsham) (Con)]

On that point, I congratulate my right hon. Friend on the support that is provided by the pupil premium. That £2.5 billion really has helped to narrow the gap in attainment.

[Justine Greening]

I am grateful for that intervention. Not only is that spending protected for the course of this Parliament, but we are working through the education endowment fund to ensure that we understand how that investment can have the biggest impact for disadvantaged children. I went to see a grammar school last week that has a high proportion of children who are eligible for free school meals and the pupil premium. We looked at what it is doing to improve the attainment of those young people.

[Wes Streeting (Ilford North) (Lab)]

To help build a consensus around our education policy, perhaps the Secretary of State could give us one piece of evidence that suggests that grammar schools would improve educational outcomes and social mobility for the most disadvantaged.

[Justine Greening]

We know that the education gap between children on free school meals who go to grammars and their better-off counterparts is closed during the course of their education. We know that disadvantaged children who go to grammars have a better chance of getting into university, including Russell Group universities, and that is because their attainment improves.

Education is at the heart of how we drive social mobility in our country, which is why the Government have had a programme of such radical reform over the past six years. The academies and free schools programme, which I noticed the shadow Secretary of State was not willing to support, has given schools the freedom to run themselves in the best interests of their children and local communities. The introduction of the EBacc has given more children access to a core curriculum to make sure that they keep their options open, not closed, as they make decisions about their future. Thanks to the hard work of teachers all over the country, 1.4 million more children are being taught in schools that are good or outstanding than in 2010. That means that 1.4 million more children are getting access to an education that will allow them to make the most of their talents.

Of course, this starts with early years education. Children must arrive at school ready and able to learn if they are to take full advantage of the education on offer, which is why we are introducing 30 hours of free childcare for the working parents of three and four-year-olds. It is also why we are looking at how we can improve the quality of the early years workforce even further. Teachers are crucial in improving attainment outcomes for our young people, which is why we are reforming initial teacher training.

[Suella Fernandes (Fareham) (Con)]

What does my right hon. Friend think about the independent study by ResPublica, commissioned by Knowsley Council, which concluded that in the second most deprived borough in the country, a grammar school would provide a much-needed incentive and raise the standards of education?

[Justine Greening]

I have seen that report. It shows that when people look at the evidence and are prepared to step away from political ideology, they see the reality that grammars can have a transformational impact in some of the most deprived communities in which we want to see the biggest changes.

[Andy Burnham]

Will the Secretary of State give way?

[Justine Greening]

No, I will make some progress because I have given way to a lot of Members.

As I was saying, we want to improve teacher training. We have therefore started the teaching and leadership innovation fund so that the most challenged schools can build more capacity to have excellent teachers and leaders.

It is vital that the standards and quality of our technical education in this country mirror the excellence that we have been embedding in the academic routes. We have focused on academic routes, so it is time for us to focus similarly on improving technical education for young people. We will work hard to put technical and further education on a level footing with the academic route that other young people already take. Through the Technical and Further Education Bill, we are slimming down the system of qualifications and putting employers in the driving seat regarding how they are designed and delivered so that there are a smaller number of routes that are much easier to understand and lead directly to career pathways for young people.

We have also focused on apprenticeships so that young people get direct work experience as they learn. We plan to create 3 million new apprenticeships by 2020 and, for the first time, British business is investing through the apprenticeship levy to make sure that those apprenticeships are of a high quality. Yesterday, we had the Third Reading of the Higher Education and Research Bill, which will put in place a new teaching framework to drive up teaching quality, to make university outcomes more transparent than ever and, through the planned Office for Students, to promote equality of opportunity throughout our universities.

We have to recognise that one of the biggest challenges faced by the education system is the growing need for more good school places. Despite the progress that we have made, too many children still do not have a place at a good school. There are 1.2 million children in schools that Ofsted says are not good enough. That was why we published the “Schools that work for everyone” consultation, which asks important open questions about how we can use the educational expertise that exists in our country’s independent schools, faith schools, universities and selective schools. We cannot afford to leave a single stone unturned as we drive up opportunity.

[Andy Burnham]

The Secretary of State rightly spoke about building a consensus across the House on education policy, but I put it to her that that will be more likely to happen if the Government stick to their mandate on education. Will she read out the precise section of the Conservative party manifesto from the last election that gives her a mandate to lift the bar on the creation of new grammar schools?

[Justine Greening]

We talked about excellent school places and expanding the very best schools in our country, including grammar schools. I just do not think it is viable for the Labour party to say that it does not like the grammars that we have, but to be equivocal about whether it is still its policy to shut those grammars. I will give way to the hon. Member for Ashton-under-Lyne (Angela Rayner) if she wants to confirm the position. There is a gaping hole in the official Opposition’s policy on grammars. I do not think that it is tenable in a country that has grammars and selection for the Opposition to say they do not like that situation, but that they do not want us to take any steps whatever to see how we can deliver more strongly on social mobility through the schools already in place.

[David T. C. Davies (Monmouth) (Con)]

My right hon. Friend will surely be aware that we have had 18 years of Labour policies in Wales and, as a result, have lower education standards according to PISA, the OECD and Labour’s former education Minister in Wales. Does my right hon. Friend think we should take any notice whatever of what Labour has to say about education?

[Justine Greening]

No, I do not. The legacy of 13 years of Labour was disastrous for our youngest people, not just because of grade inflation, which gave millions of young people the sense that they had achieved grades although they were not at the level they needed to be, but—dare I say it—because under the previous Labour Government, youth unemployment went up by nearly 50%. If opportunity is about anything, it surely starts with the dignity of being able to have a job and a career.

Last week I was at Handsworth Grammar School, where around 25% of pupils are eligible for the deprivation element of the pupil premium. Those young people talked to me about how much they value the education they are getting. One student, who is planning to go to Oxford—[Interruption.] I am not sure precisely what that young man would say about the chattering from Opposition Members, but I think he would be extremely dismayed to hear the school that is giving him a transformational opportunity being talked down. His family had arrived in this country just two generations before. His grandparents arrived with nothing but the clothes on their backs. Within two generations of that, he is hoping to be able to go to Oxford. He talked to me about what the chance to go to a grammar school has meant for him, his family and his future prospects. It is levelling up, and that is what we want to do.

I hope that we all agree that the social mobility agenda is about more young people having opportunities and aiming higher, like that gentleman, not fewer. Asking in our consultation how we can make grammars more open to disadvantaged children is exactly what we should be doing.

[Mark Pawsey (Rugby) (Con)]

My right hon. Friend is speaking powerfully about the opportunities that grammar schools provide to children from very ordinary backgrounds. Does she agree that it is a real tragedy that we have not invested more in grammar schools? The existing ones in my constituency are under massive pressure from the children of parents living around my constituency, which restricts the number of places available for children in Rugby.

[Justine Greening]

My hon. Friend is right. It is simply untenable to say to parents who want more choice, and to children who otherwise would have a place in such schools, that they cannot have it. That is simply wrong. We should at least allow local communities to decide. It is not tenable to take the approach of simply saying to parents, “No, you can’t have them; we know better,” or of saying to a child, “You got the grades to be able to go, but you are not allowed to because we have decided.”

[Several hon. Members rose—]

--- Later in debate ---

[Justine Greening]

Let me make some more progress, as lots of Members on both sides of the House want to contribute to this important debate.

In the consultation we are asking how we can make grammars more open to disadvantaged children and ensure that the excellence that exists in grammar schools can play a stronger role in school improvement throughout the system, as that is also part of what we should be doing. We are also asking how, as has been seen elsewhere, grammars can play a role in lifting the schools around them and doing a stronger job. Many already work extremely hard to do that, and we want it to become the norm.

As we have just heard, selective and grammar schools are often hugely over-subscribed, so consulting on how we respond to that demand from parents and pupils is exactly what we should be doing. We cannot simply say that those parents and students are wrong. It is time to look at how we can use grammar schools to open up more opportunities to more people.

Grammars close the attainment gap between pupils from deprived backgrounds and their more advantaged peers. For the top-performing 25% of primary pupils, the gap in results for pupils on free school meals in grammar schools is significantly smaller than that in non-selective schools. Children in grammars on free school meals are twice as likely to get five good GCSE grades, and so twice as likely to secure a place at and to attend one of the top Russell Group universities, as their wealthier peers who attend comprehensives.

We will not fix the challenges of social mobility and opportunity by complaining; we have to take practical action. That is why at the very least we need to give local communities the choice. That is exactly what our consultation proposes and asks about. We have improved and are improving our school system and standards. Those communities that want to keep the status quo of their existing good and outstanding schools will be able to do so. There is much more to do, alongside the consultation, to ensure that every child has the education that they need and deserve.

We must recognise that some challenges that we face inside schools also require solutions outside schools. That is why I have announced the first six opportunity areas for parts of the country where social mobility is really stalling, but young people have huge potential that we want to unlock. We need to make sure that that happens.

[Tom Pursglove]

As a comprehensive-educated lad from Wellingborough, it is music to my ears to hear that the Government are committed not just to the academic but to the technical side of things, as that is so important. Does my right hon. Friend agree that it is also important to recognise in our education policy that different things work in different areas?

[Justine Greening]

That is quite right. The first six opportunity areas we picked are very different places— some coastal, some more rural and some more urban. That is because we recognise that those communities each face different challenges—sometimes slightly different; sometimes significantly so—in raising attainment. We know that we need to work not only inside schools with teachers and the headteachers leading those schools, but outside schools. We will have better careers advice and mentoring. We will work with the CBI, for example, and the Federation of Small Businesses on opportunities for work experience, traineeships and apprenticeships.

[Wes Streeting]

I am delighted that the Secretary of State has given way on that specific point because under the previous Labour Government the London Challenge achieved something very similar by doing exactly what she has described, alongside initiatives such as the education maintenance allowance, grants for the poorest students, a huge transformation of funding for teaching and school buildings, and freedoms for schools and teachers. Is she sure she has nothing to learn from that Government?

[Justine Greening]

I certainly do not think so in relation to the outcomes achieved for young people who left the education system having all too often taken exams that suffered from grade inflation and—critically, as we see from the report by Alison Wolf—having taken qualifications that employers simply did not value, but that those people had often been told to do because that was an easier route for the institution that they were in. There is lots to learn from that Labour Government, but clearly it is what not to do, rather than what to do.

[Seema Malhotra]

rose—

[Justine Greening]

I will try to make some progress and finally conclude.

Opportunity areas are not simply about addressing the need for more good school places in all parts of the country. We want them to be in the vanguard of helping us to ensure that we learn how best to drive social mobility in very different places, to spread what works throughout England. Under this Government, further and higher education, schools and apprenticeships have been put back into one Department—the Department for Education. That means that we have never had a better chance to make sure that education, and opportunity as a whole, work to drive social mobility throughout our country.

Improving social mobility is our country’s greatest generational challenge. Its complexity means that change will not happen overnight—as I have said, no country has cracked how to drive great social mobility—but making the best possible success of Brexit, as this Government and this party are committed to doing, is why social mobility matters, and why education is at the heart of that agenda. In the end, it will be people who lift this great country of ours, which is why we have to make ours a country that works for everyone. The Prime Minister set out her intention and the intention of the Government. Now it is time for the House to do the same so that we can get on with ensuring that the education system becomes the driver of social mobility that it really can be. Young people get only one shot at their education, so we urgently need to get this right. That requires all of us to be prepared to work together so that, if at all possible, we can build a cross-party consensus on how we get it right.

Technical and Further Education Bill

Justine Greening Excerpts

Money resolution: House of Commons & 2nd reading: House of Commons & Programme motion: House of Commons & Ways and Means resolution: House of Commons
Monday 14th November 2016 Commons Chamber

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

I beg to move, That the Bill be now read a Second time.

The background to the Bill is that the Government have worked tirelessly over the past six years to embed our school reforms so that we can raise standards and ensure that an excellent academic route is open to all students. That work continues. Thanks in no small part to the hard work of the teaching profession, over 1.4 million more children are now being taught in schools rated as good or outstanding compared with 2010. This is vital if we are to be a country in which everyone not only has a level playing field for opportunity, but has their potential unlocked and can thereby do their best. This transformational progress has been great news, particularly for those young people who choose to build on their time at school by pursuing an academic route through Britain’s world-class universities on their way to joining the workforce and making a contribution to the economy. The truth is, however, that half—last year, most—of our young people, often those from disadvantaged backgrounds will choose not to go to university, but to follow a less purely academic route, or perhaps one that plays to their individual strengths, talents and interests.

[Kelvin Hopkins (Luton North) (Lab)]

The Secretary of State will know that we are failing nationally to train enough graduate engineers to serve our own needs. One reason is the teaching of mathematics and the failure of young people to acquire skills in that subject. A lot of effort has been put into improving the quality of mathematics teaching in schools. Are we now starting to see the fruits of that extra effort?

[Justine Greening]

I believe that we are. Not only have we seen investment in more effective mathematics teaching—through some of the Mathematics Mastery work, for example—but we have tried to widen participation by making sure that girls do maths and science courses, thereby better balancing our engineering careers between men and women. Alongside that—this is why the Bill matters so much—we must recognise routes into such professions that are not purely academic which, for many of our young people, will take the form of technical education.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

Do the Government still want young people who do not achieve a C or above in maths and English to repeat their GCSEs, rather than having a more useful level 2 post-16 qualification?

[Justine Greening]

We have been clear that we do not want children to be left behind by not getting a GCSE in maths or English when they could have achieved one, so we want those who score a D to take resits. For others, however, there is the option to study for functional skills qualifications, and it is important for employers that we make sure those functional skills qualifications work effectively.

[Nic Dakin (Scunthorpe) (Lab)]

rose—

--- Later in debate ---

[Justine Greening]

I will make a little more progress. I will definitely let the hon. Gentleman intervene but, as he will know, I have some way to go as I introduce the Bill.

I was setting out how most young people will not necessarily go down an academic route, but choose more a technical educational route. Despite that fact, the technical education route open to those young people for decades has often lacked sufficient quality and failed to offer a proper pathway into the world of work. That is not acceptable. If we are to create a country that works for everyone, it is time that we gave technical education the focus its deserves, alongside our school and academic education reforms, so that people who choose to pursue this route have as good a chance at getting a high-skilled career as someone taking an academic route.

[Nic Dakin]

I think that everyone applauds the direction of travel for technical education. In response to the point made by my hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt) about GCSE maths and English, the Secretary of State focused on functional skills. Is she saying that those functional skills will remain as an equal qualification in the future, because I do not think that that is being said to institutions or students?

[Justine Greening]

What we are saying is that we want an education system, particularly at the primary and secondary level, that really stretches our young people to get through their GCSEs and to come out with GCSE qualifications that are well recognised and respected by employers. Alongside the resit policy, we want strong functional skills qualifications that can, in conjunction with a broader offer for technical education, enable young people to demonstrate their attainment in both maths and English. No young person should leave our education system without something to show for all their time spent on maths and English. It is important that they are able clearly to demonstrate their level of attainment to employers. At the same time, we need to make sure that people achieve as high a level of attainment as possible to recognise their potential in maths and English. STEM subjects, especially maths and English, have been a strong push for this Government so that we ensure that we give young people the critical building blocks that are important not just for their future careers and work but, much more broadly, so that they have a chance of being successful in life.

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

The Secretary of State is being generous with her time. There is still quite a lot of confusion about this point. She says that she wants to make sure that GCSEs are well understood and that they have a certain status, so will she clarify whether those who will take the new maths and English GCSEs next year will be required to resit if they get a 4 or if they get a 5? Will that apply thereafter, or is it a transitional arrangement?

[Justine Greening]

Of course, a level 4 broadly equates to a C grade. We will make sure that the resit policy aligns with the new way of grading GCSEs that will come through next summer. I hope Members recognise that the most important thing is to ensure that young people come out of our education system with adequate skills, particularly in maths and English, as well as—dare I say—adequate digital skills, which are also important.

The aim of the Bill is to ensure that there is a genuine choice between high-quality academic and technical education routes. The Government want to build on what exists in the further and technical education sector and steadily create a gold standard of technical education for the first time so that students can be confident that if they commit their time and effort to a course, they will be building towards a successful career. We will unlock those opportunities only by addressing the challenges facing further education. We need to get to the root causes of poor-quality provision, including weak employer engagement, ineffective training methods, the proliferation of qualifications that are not highly valued and, of course, institutions with uncertain finances.

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

Is collaboration between local institutions part of the process? Will my right hon. Friend commend the work of Kingston College in leading the way by federating with Carshalton College to provide a much better offer to local students?

[Justine Greening]

That work shows that colleges acting collectively can provide not only a higher-quality offer, but a broader one. We hope that through the local area review, other colleges will steadily make sure that they are co-ordinating their local provision for young people. Wherever young people are growing up, it is vital there is a strong further education offer on their doorstep if they want to follow a technical education route.

The good news is that much of the work is already well under way. Lord Sainsbury’s report on skills in this country led to the skills plan, which was published in July by my hon. Friend the Member for Grantham and Stamford (Nick Boles). Let me take this opportunity to wish him well, as will Members on both sides of the House, following the recent announcement about his health. I am sure that all Members look forward to seeing him back in the House as soon as possible.

The vision that my hon. Friend outlined in the skills plan involves streamlining technical education so that, despite the plethora of career opportunities, there are clearly identified routes into work that students can easily understand and that enable them to make informed decisions about their futures. The skills plan also explains how important it is for employers to play a big role so that the qualifications that young people obtain equip them with the skills and knowledge that they need to enter the jobs market successfully and start their careers. I shall come on to how the Bill will help us to deliver that.

Some 2.4 million apprenticeships were created during the previous Parliament. We want to build on our commitment to increasing both the quantity and quality of apprenticeships, and we remain committed to our target of creating 3 million more by 2020.

[Peter Kyle (Hove) (Lab)]

I accept that the Secretary of State is determined to ensure that enough students and other young people take up apprenticeships, but will she commit herself to a target for completing them, as well as a target for starting them?

[Justine Greening]

We do want to ensure that students complete their apprenticeships. As the hon. Gentleman will know, the Higher Education and Research Bill commits us to widening our review of how inclusive and open higher education is, taking account of not just the number of young people who embark on courses, but the number who finish them, particularly if they are from more disadvantaged and diverse backgrounds.

As part of last year’s spending review, we announced that we would provide more than half a billion pounds this year alone to help further education colleges and sixth forms to support students from disadvantaged backgrounds or those with low prior attainment. Moreover, we are already committed to future funding levels. Those assurances will give the sector the security that it requires to deliver the skills that young people need if they are to succeed in modern Britain. We are committed to doubling the 2010-11 spending on apprenticeships, in cash terms, by 2019-20, and to protecting the national base rate of £4,000 per student in 16-to-19 education for the duration of this Parliament. By 2019-20, our funding for 19-plus skills participation will be £3.4 billion, which represents a cash increase of 40% on 2015-16. The steady progress of the Government’s programme of area reviews for the further education sector means that we have taken another important step towards giving institutions the opportunity to put themselves on a secure financial footing.

[Lucy Powell]

rose—

[Justine Greening]

I will give way once more.

[Lucy Powell]

I thank the Secretary of State for her generosity. I welcome the fact that further education funding streams have stabilised recently, but does she accept that the pernicious and deep cuts that the Government imposed on further education and technical education budgets during their first five years in office had a long-lasting and difficult impact on further education, and that that is why we are now so far behind our international comparators when it comes to post-16 funding?

[Justine Greening]

I do not accept the picture that the hon. Lady presents. In the long term, our technical education offer for young people has not met the ambitions that all of us should have had for it. However, when we went into government in 2010, we asked Alison Wolf to look into further education. Her report said that at least 350,000 young people had been let down by courses that had

“little to no labour market value.”

She said that those courses were not valued by employers and did not prepare young people for further study. Perhaps as damagingly, she also said that students had been “deliberately steered” away from challenging qualifications—that

“funding incentives have deliberately steered institutions, and, therefore, their students, away from qualifications that might stretch (and reward) young people and towards qualifications that can be passed easily.”

I make the point about what Alison Wolf said about the further and technical education system to demonstrate why the body of work undertaken over the last six years is so important. It has at its heart the Sainsbury review that was undertaken alongside Alison Wolf’s work, and what came out of that was the skills plan. I hope that Members on both sides of the House will now swing in behind the skills plan and, indeed, the Bill, which is part of how we will develop it.

[Mike Freer (Finchley and Golders Green) (Con)]

What steps are being taken to address the continuing gender imbalance in our apprenticeships?

[Justine Greening]

My hon. Friend raises an important point. We want to make sure that young girls get exactly the same opportunities as young boys. We know that part of the challenge relates to the kinds of industries that might offer apprenticeships. The hon. Member for Luton North (Kelvin Hopkins) asked me about the engineering profession. It is important to ensure that the technical education route is as desirable for young women as it is for young men, and among the ways we will do that is by steadily changing its image, by ensuring that it is of high quality, and by making sure that people know that if they follow this route, they will come out with experience and qualifications that employers truly value. That is why part of the Bill’s purpose is to put employers at the heart of our technical education strategy.

University technical colleges have also been established to address skills gaps in local and national industries. They provide technical education that meets the needs of modern businesses. Indeed, they also give a much different offer to young people who are interested in specialising through a technical education route.

[Nic Dakin]

rose—

[Justine Greening]

I would like to make a little more progress. I recognise the hon. Gentleman’s long-standing interest and expertise in this area, but let me get on to the Bill itself.

Alongside our wider education reforms, the Government’s work on technical and further education over the past six years represents a firm foundation on which we can now build a really strong technical route in this country. The Bill serves to do exactly that. Part 1 focuses on technical education. It extends the role of the Institute for Apprenticeships to give it responsibility for classroom-based technical education in addition to apprenticeships. It will be renamed as the Institute for Apprenticeships and Technical Education. The measures take forward and support the reforms set out in Lord Sainsbury’s report and the skills plan so we can truly streamline the technical education system and ensure young people can follow clear routes to skilled employment. That will ensure that we have strong standards as part of an employer-led approach on technical education so that courses and apprenticeships develop knowledge, skills and behaviours in individuals that meet the needs of employers and improve overall productivity.

[Rob Marris (Wolverhampton South West) (Lab)]

The right hon. Lady may well know that those of us who have worked in factories and in similar jobs realise that often the people at the chalk face, as it were, know at least as much as employers about what skills are needed. How will we ensure the revamped institute includes workers or their representatives—as well as employers, of course—so that there is a rounded view of what is needed and what is appropriate for a particular skill?

[Justine Greening]

As the hon. Gentleman knows, the Government have talked significantly about our plans to make sure that workers have more representation at the higher echelons of business. As the Institute for Apprenticeships becomes responsible for technical education, it will of course have employers at its heart, but it will also work with other stakeholders including, importantly, further education colleges themselves. We will make sure that the institute can truly deliver on our ambition for it to be at the heart of how we drive forward and improve standards in technical education.

Part 2 of the Bill puts in place protections for students for the first time and provides greater certainty for institutions by introducing an insolvency regime for further education and sixth-form colleges. It applies normal insolvency procedures to colleges. At present it is not clear whether or how colleges are covered by existing insolvency law, and the resultant uncertainty is bad for colleges and for students. The Bill will remove the uncertainty for all parties by putting in place a regime that allows for an orderly process in the very unlikely event of a college becoming insolvent. As I have said, we need to rectify the lack of protection for students. Crucially, chapter 4 of part 2 will put in place a special administration regime that will have the special objective of minimising or avoiding disruption to the studies of existing students at affected colleges. These measures will ensure that students can be protected if a college becomes insolvent.

As I mentioned earlier, the current programme of area-based reviews is already putting the sector on a sustainable financial footing for the future. Part of the review process is to encourage colleges to consider needs and provision locally. That will help to ensure that the right provision is available in the right places. The proposed insolvency regime and technical education measures also require certain delegated powers, and we will be providing more information about those to the House before the Bill goes into Committee.

Part 3 of the Bill, the title of which is “Further education: information”, includes a measure to amend existing legislation to ensure that, after the devolution of further education functions and the adult education budget to a combined authority, FE providers and others will continue to submit relevant information to the national data system. This will ensure the continued availability of relevant data that are needed to make intelligent and strategic policy decisions about investment in further education.

Six years ago, we inherited a system from Labour in which too many young people—often those from the most disadvantaged backgrounds—left school or college without the skills and qualifications that they needed to build a successful future. Our wide-reaching reforms have had a transformational effect on the education system in this country, and it is important that we now build on the work of my two immediate predecessors in this role, my right hon. Friends the Members for Surrey Heath (Michael Gove) and for Loughborough (Nicky Morgan).

We know that there is still so much more to do, which is why we are doubling free childcare for working parents of three and four-year-olds to 30 hours a week. We are also working hard to put our first-class universities on an even stronger footing so that they can continue to compete with the very best in the world. We are starting work on opportunity areas to ensure that the education system as a whole can work better to drive social mobility in those parts of the country where it has been stalled for generations, and we have doubled the previous Labour Government’s spending on school places and set out plans to make more good and outstanding school places available to more families all over the country.

The newly broadened remit of the Department for Education, with skills and further education back under one roof alongside schools, gives us an exciting opportunity to build on the excellent work that has already been done over the past six years, both in FE and in the wider education sector. In the end, education underpins how this Government want to create a country that works for everyone so that, irrespective of their background, people can get the skills that they need to take advantage of the opportunities in our country. This is not only good for individuals, but will ensure that we have the skills that our businesses and our economy need so that we can drive up prosperity across the country. The Bill will allow us to take the next steps to give the technical and further education route the status and the spotlight it deserves so that it can flourish as a genuine, high-quality alternative to the academic route, and one that leads to successful careers for those who choose to pursue it. I commend the Bill to the House.

Oral Answers to Questions

Justine Greening Excerpts

Monday 14th November 2016 Commons Chamber

[Mr Philip Hollobone (Kettering) (Con)]

1. What the GCSE A to C pass rate was in Northamptonshire in (a) 2010 and (b) 2016.

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

In 2016, 53% of pupils at the end of key stage 4 in Northamptonshire achieved five or more A* to C grades, including English and maths GCSEs. This is an increase of 1.1 percentage points from 51.9% in 2010.

[Mr Hollobone]

Although the figures are going in the right direction, educational attainment and performance in Northamptonshire are still below the national average. Through the Secretary of State, I thank the Schools Minister for meeting a delegation of county MPs last month and for agreeing to see us again next April. What are the main things that the Secretary of State thinks local schools need to do to get the figures to much improve over the years ahead?

[Justine Greening]

As my hon. Friend recognises, as a Department we have worked very hard with his local authority to try steadily to increase and improve results. In addition to the work that is already under way, we want to see stronger school improvement via schools collaborating more effectively and by ensuring that more of the UK or England-wide programmes, such as Mathematics Mastery, are properly rolled out in his local area.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

One way to improve GCSE attainment in schools in Northamptonshire is through school libraries. Is the Secretary of State as disturbed as I am by the report from the School Library Association about the collapse in the number of librarians and library facilities in our schools, and will she ask Ofsted to make school library provision one of the inspection criteria?

[Justine Greening]

Of course, this Government have spent much time and resources on improving reading and literacy in our schools. We have protected the core schools budget across the course of this Parliament and it is up to schools where they want to spend that money, but we certainly want to see continued improvement in literacy and reading results across England.

[Tom Pursglove (Corby) (Con)]

Getting it right early is crucial to securing future success for our young people in Northamptonshire, so will the Secretary of State join me in congratulating Woodnewton learning community on winning the Marjorie Boxall quality mark award for its brilliant nurture group and send her best wishes to Ellen Wallace, the headteacher, and her brilliant team?

[Justine Greening]

Yes, I congratulate Ellen Wallace and the team at the school that my hon. Friend talks about. They have done a fantastic job in achieving that award, showing that strong leadership in a school alongside collaboration between schools is a key way for schools to improve.

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

The Secretary of State might have us believe that results in Northamptonshire have improved under this Government, but the fact is that the pass rate peaked immediately after the end of the previous Labour Government and has been falling since 2012. Nationally, this year saw the largest fall in GCSE results on record. If the Secretary of State had given us a breakdown of the data, it would have shown that those from disadvantaged backgrounds lost out the most. Last week, the Sutton Trust showed that people from white working class backgrounds face particular barriers at GCSE. Will the Secretary of State tell us which, if any, of the trust’s recommendations she will accept?

[Justine Greening]

I do not think that the Government need to take any lessons from Labour, who in government presided over grade inflation and young people leaving our education system who were simply unable to read or write. I remind the hon. Lady that, according to the CBI, on Labour’s watch the number of employers who were dissatisfied with school and college leavers’ basic skills remained stuck at around a third. In other words, it had not shifted at all. In fact, 42 % reported that they had had to provide remedial training for school and college leavers.

[Stuart C. McDonald (Cumbernauld, Kilsyth and Kirkintilloch East) (SNP)]

2. What discussions she has had with the Home Secretary on reintroduction of the post-study work visa.

--- Later in debate ---

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

6. What steps she is taking to improve the social mobility of children and young people.

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

We are driving up social mobility by levelling up opportunity. That is why it is so vital to drive up standards in education, in terms of both academic routes and technical education. Opportunity areas are also in the vanguard of our approach.

[Mr Cunningham]

I am interested in the Secretary of State’s answer to that question. Further education, which produced lots of apprentices and highly skilled people in industry—particularly in manufacturing—has been cut by 28%. How can the Secretary of State say that she is doing a lot for highly skilled education?

[Justine Greening]

The hon. Gentleman will be aware—or perhaps he has missed it—that we are bringing the Technical and Further Education Bill before Parliament on Second Reading later today. It matches the fact that we have aspirations to drive up standards in further education in the same way as we have done in academic education routes.

[Lucy Allan (Telford) (Con)]

Does the Secretary of State agree that lifting the ban on selective schools can create greater opportunity for the least advantaged, and that doing so would enable more children in Telford to realise their full potential and enter top professions such as medicine and law?

[Justine Greening]

I do, and what we should not do is to allow ideology to get in the way of giving parents greater choice. The reality is that boys on free school meal provision who go to grammars have got three times more chance of getting into Russell Group universities than their other counterparts.

[Mary Creagh (Wakefield) (Lab)]

Nurseries and childcare providers in Wakefield are at breaking point, and over 50 have closed their doors since 2010. Will the Secretary of State set out how she will meet her manifesto commitment to provide 30 hours of free childcare a week for three and four-year-olds, given that the average increase for childcare providers next year will be just 21p an hour?

[Justine Greening]

I am sure that the hon. Lady welcomes the Government’s ambition to double the amount of childcare from 15 to 30 hours during this Parliament, which is why we are putting in more funding. We have consulted on that, and we will respond to the consultation shortly.

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

One of the social mobility issues is about encouraging teachers to get pupils from disadvantaged backgrounds to apply to Russell Group universities. What are the Government doing to encourage young people, particularly those from disadvantaged backgrounds, to apply to the top universities?

[Justine Greening]

I met the vice-chancellor of Exeter University only last week to talk about some of the work that he and, indeed, the broader Russell Group are doing. It is important that we push this even more in the future than we have in the past. Alongside the proposals on selective education, some of the work we are doing in specific areas, such as on areas of opportunity, will make a massive difference over time.

[Dan Jarvis (Barnsley Central) (Lab)]

If the Government were serious about improving social mobility, they would have a plan to reduce child poverty. With 3.9 million children living in poverty and the Institute for Fiscal Studies projecting that poverty among children will increase by 50% during this Parliament, what is the Secretary of State doing to reduce the appalling levels of child poverty we are experiencing in our country?

[Justine Greening]

First, we should all recognise that social mobility is a long-standing generational challenge that will not be fixed overnight. It has been present in our country for many decades. In the end, the route out of poverty is to have a strong economy, coupled with strong productivity. That is why the education agenda is not just about allowing people to reach their potential, but about enabling our country and our economy to do the same.

[Charlie Elphicke (Dover) (Con)]

Parents in Dover and Deal want the choice of social mobility, with new grammar schools and new faith-based schools. They also want to thank the Minister for Apprenticeships and Skills for his dogged support of higher and further education in east Kent.

[Justine Greening]

I am sure that my right hon. Friend will be very pleased to receive that compliment. I know that my hon. Friend has been a strong champion for his local community. Alongside all the other work we are doing, including in introducing the Technical and Further Education Bill later today, 3 million apprenticeships during this Parliament will be a step change in providing opportunities for young people in our country.

[Robert Neill (Bromley and Chislehurst) (Con)]

7. What steps she is taking to improve funding provision for schools in London.

--- Later in debate ---

[Rushanara Ali (Bethnal Green and Bow) (Lab)]

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

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

This Government want to ensure that all children and young people in our country, whatever their background, can go as far as their talents will take them. We set out plans to deliver more good school places in more parts of the country, and I am pleased to say that work on the first opportunity areas is under way. We are already legislating to strengthen our world-leading university sector even further, and now we have introduced a Bill to help deliver consistently high-quality technical and further education. Together with the Government’s commitment to create 3 million apprenticeship starts by 2020, these are part of our drive to improve dramatically the skills base in our country, and make it work for everyone—not just the privileged few.

[Rushanara Ali]

I thank the Secretary of State for her response. The Government’s proposed apprenticeship funding changes for young people in deprived areas is of great concern across the House. Given that some 625,000 young people between 16 and 24 remain unemployed, can the Secretary of State explain what is going to happen to the disadvantaged uplift after one year, and provide an assurance that it will be maintained in the long term?

[Justine Greening]

As the hon. Lady has pointed out, we are making sure that the funding is there to maintain the investment that is going into 16-to-18 apprenticeships, particularly in disadvantaged areas. I simply say to her that this is the first time our country has had a broad-based strategy on apprenticeships that is about not just Government investment, but employers investing too. I think the whole House should welcome that.

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

T6. East Cambridgeshire ranks as the 14th worst area in the country for social mobility. Given its location so close to Cambridgeshire businesses that can help to improve aspiration and standards, does the Secretary of State agree that the area would benefit hugely from the opportunity fund so rightly being promoted by her Department?

[Justine Greening]

As my hon. and learned Friend points out, one of the underlying principles behind opportunity areas is getting businesses to work with schools and provide opportunities that are good not only for developing the life skills of young people but for setting higher aspirations. I have no doubt that it could work most effectively in East Cambridgeshire, which, as she set out, was recently ranked very low on the Social Mobility Commission index.

--- Later in debate ---

[Justine Greening]

We are bringing more transparency to academies’ financing. As my hon. Friend will know from a recent Education Committee session, we are also improving our annual accounts to increase transparency. They will appear alongside the “Academies annual report” that we published previously.

[Martyn Day (Linlithgow and East Falkirk) (SNP)]

T3. None of the amendments to the Higher Education and Research Bill that were tabled by my hon. Friends the Members for Glasgow North West (Carol Monaghan) and for Kirkcaldy and Cowdenbeath (Roger Mullin) were accepted by the Government in Committee. What guarantees can the Minister give members of the Scottish research community that they will be fully represented in UK Research and Innovation?

[Alex Chalk (Cheltenham) (Con)]

Some parents and teachers in my constituency find it frustrating that if Cheltenham’s schools simply received average funding per head, funding pressure could be dramatically alleviated. Can the Secretary of State assure me that fair funding is on the way?

[Justine Greening]

Yes, I can. As my hon. Friend knows, we are going to launch the second stage of our consultation. Ensuring that we have a fair formula which makes our funding follow need involves an incredibly complex calculation, but that is what we are doing. I know that he will look forward to and, no doubt, respond to that second stage of consultation.

[Peter Kyle (Hove) (Lab)]

T4. When it comes to school improvements, Ministers talk least about what works best, which is getting the best teachers into the schools that need them the most. When will schools in coastal towns be able to count on having the same proportion of outstanding teachers as those in London?

--- Later in debate ---

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

T10. The Secretary of State has talked about the fair funding formula she wishes to introduce. Analysis by the National Union of Teachers says the Government’s proposals will mean that Hull schools will lose £13 million and 370 jobs by 2020. Is that correct: yes or no?

[Justine Greening]

No, it is not, and indeed we have not set out the second stage of the consultation, so there are no figures to base that analysis on.

[Tracy Brabin (Batley and Spen) (Lab)]

I have just spoken to a headteacher in my constituency who has already had to let four teachers go and not replace them, whose budget is already in the red and who has told me that further cuts will impact on their ability to deliver top quality education. Can the Minister assure me and that headteacher that fair funding will not come at the expense of schools in Batley and Spen?

[Justine Greening]

As I have said, we have protected the core schools budget and, in addition, we are bringing forward a new national funding formula that will ensure that the funding is spread fairly across schools in England.

[Ms Karen Buck (Westminster North) (Lab)]

Parents and children at the Minerva free school in Westminster were horrified to discover that the temporary lease on their building will expire at Easter next year, and that their new building will not be ready until the autumn of 2018. That means that the children will have to be educated in three separate school buildings over the course of 15 months. Is that acceptable?

[Justine Greening]

The hon. Lady has set out those challenges and I would be very happy to meet her directly to see what we can do to ensure that they will be dealt with effectively.

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

Encouraging children to take an interest in current affairs can also boost literacy. Will the right hon. Lady welcome the Let’s Read: Leeds initiative organised by the News Foundation and supported by the Yorkshire Evening Post?

[Justine Greening]

Yes, I do welcome that initiative. Whatever works to get children into reading should be encouraged. For some, it will be fantastic novels and books; for others, it will be an interest in what is happening around the world.

Technical and Further Education

Justine Greening Excerpts

Thursday 27th October 2016 Written Statements

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

We have today introduced the Technical and Further Education Bill.

My ambition is to drive long needed improvements in the quality of technical education in this country—mirroring the impact of this Government’s reforms to the quality of academic education. The reforms in this Bill are fundamental to the Government’s vision of ensuring that all people, irrespective of their background, have a level playing field to fulfil their potential and have high quality routes to secure not only their own futures but also the skills that British business needs.

Following implementation of the current Government programme of area reviews for the FE sector—which are designed to give institutions the opportunity to put themselves on a secure and sustainable financial footing—the Bill will also reflect the important principle of student protection, already set out in the Higher Education and Research Bill currently before Parliament, through the introduction of an effective insolvency regime for further education and sixth form colleges. The Bill we are introducing today ensures that, for the first time, suitable protections are available for students in further education, and this follows a public consultation, during July and August 2016, on introducing such a regime which saw broad support.

Beyond the measures in the Bill, this Government have a fundamental mission of social reform to deliver our vision of an education system that works for everyone. Education is at the heart of our ambition to make Britain a true meritocracy. That is why we have put responsibility for early years, schools, Further and Higher Education, adult skills and apprenticeships in one single Department. In light of these changes and the Department for Education’s existing two Bills in Parliament—the Children and Social Work Bill and the Higher Education and Research Bill—we have rightly reflected on our strategic priorities and the proposals for education legislation put forward at the time of the Queen’s Speech. I am clear that the Technical and Further Education Bill will enable us to get on with transforming technical education in this country while we continue to develop proposals for a school system that works for everyone.

The “Schools that work for everyone” consultation, which I announced in an oral statement to the House on 12 September, remains ongoing. This consultation asks how we can create more great school places in more parts of the country—including selective places for local areas that want them—and asks our independent schools, universities and faith schools to play their part in improving the quality of our state-funded schools. In addition, my Department has renewed its focus on ensuring everything we do drives towards improving social mobility with an emphasis on not just the most disadvantaged families but also on those that are just about managing. Our ambition remains that all schools should benefit from the freedom and autonomy that academy status brings. Our focus, however, is on building capacity in the system and encouraging schools to convert voluntarily. No changes to legislation are required for these purposes and therefore we do not require wider education legislation in this Session to make progress on our ambitious education agenda.

The Technical and Further Education Bill takes forward the Government’s ambition to streamline technical education to ensure clear routes into skilled employment. These reforms will put employers at the heart of the skills system, enabling them to drive the skills they need and value the most. Supporting individuals to a lifetime of sustained skilled employment will not only help to boost productivity and the growth of our economy in line with our industrial strategy but it will also deliver on the Government’s vision for an economy that works for all, not just the privileged few. The measures in the Bill build on the progress the Government have already made by investing in high quality apprenticeships and they deliver against the commitments the Government made in the Post-16 Skills Plan published earlier this year.

[HCWS223]

Oral Answers to Questions

Justine Greening Excerpts

Thursday 27th October 2016 Commons Chamber

[Vicky Foxcroft (Lewisham, Deptford) (Lab)]

1. Whether the Government plan to update its guidelines to schools on the provision of sex and relationship education to include (a) LGBT relationship issues and (b) sexual harassment in schools.

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

We want to provide all young people with a curriculum that prepares them to succeed in modern Britain. That is why I want to make sure that sex and relationship education really is fit for the world that children live in today. I agree that we need to look again at how schools deliver high-quality and age-appropriate sex and relationship education. We are carefully considering all the options, including updating our guidance, and I shall provide an update shortly.

[Vicky Foxcroft]

The Women and Equalities Committee has recommended that the Government amend the “Keeping children safe in education” guidance to include the issue of sexual harassment and sexual violence in schools. When do the Government plan to release the updated guidance, and will they consult the specialists working in the field of sexual harassment and violence against women and girls?

[Justine Greening]

I agree that we need look at ensuring how this guidance is brought up to date. From my perspective, the key is making sure that our young people have the right information and get the right advice, and that through this guidance and the quality of teaching in schools we produce the right attitudes for the young generation growing up in our country. The hon. Lady is absolutely right to highlight the need to get that done effectively; that is precisely what I intend to do.

[Mrs Maria Miller (Basingstoke) (Con)]

The Select Committee report to which the hon. Member for Lewisham, Deptford (Vicky Foxcroft) referred uncovered a shocking truth—that most girls in secondary education have experienced physical or verbal sexual abuse. Four Select Committees are now calling for sex and relationship education to be made compulsory. What more evidence is the Minister looking for?

[Justine Greening]

I do not disagree with my right hon. Friend’s point. The Women and Equalities Committee report was an excellent one, to which we shall shortly respond. I have spoken about the nature of what we need to look at, and there are also questions such as what sex and relationship education comprises and how it can be taught at a high quality. As my right hon. Friend suggests, where it is taught and the breadth of schools in which we expect it to be taught are also relevant questions. About nine out of 10 secondary school teachers say that they have seen children bullied on sexual harassment grounds, which is totally unacceptable. We need to make sure that we take the next steps forward through a thoughtful and measured approach that responds to today’s world.

[Sarah Champion (Rotherham) (Lab)]

I would like to thank all the women, parliamentarians and campaigners who come before us to get equality and justice in this country. I am sure that we all want to take that forward.

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[Justine Greening]

I welcome the hon. Lady to her new role, particularly as she is the MP who represents my home town of Rotherham. The different ages at which children need to start understanding relationships means that what we teach in schools must be age-appropriate. Of course, SRE is mandatory in all secondary schools. Primary schools have more flexibility, but the hon. Lady is right to emphasise that if we want to get this right, we need to start at an early age so that children can understand relationships with one another.

[Philip Davies (Shipley) (Con)]

2. What plans she has to commemorate International Men’s Day.

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[Bob Blackman (Harrow East) (Con)]

4. What progress the Government have made on the publication of its caste discrimination consultation.

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

We have said we will issue a public consultation on how best to provide legal protection against caste discrimination later this year. My hon. Friend takes this issue very seriously and represents his local communities views and concerns in respect of it.

[Bob Blackman]

I thank my right hon. Friend for her answer. In excess of 85% of British Hindus consider having caste as a protected characteristic in equality legislation unnecessary, ill-considered and divisive. Will my right hon. Friend confirm that in the forthcoming consultation she will look at all measures, including the abolition of caste as a protected characteristic in the legislation?

[Justine Greening]

This will be an open consultation. We know and understand how sensitive and emotive this subject is, and that there are very strong opinions on both sides of it. We need to look at the best and necessary level of legal protection against caste discrimination, and the findings of that consultation will help inform us on what to do to provide the appropriate legal protection.

[Jim Shannon (Strangford) (DUP)]

In the consultation process, will the Minister outline what steps have been taken by diplomats, ambassadors and embassies to combat caste discrimination, and is there an estimate of the success of these steps?

[Justine Greening]

My old Department, the Department for International Development, working hand in hand with the Foreign Office does huge work not only to advocate but to take action on the ground to help groups fighting for equality, including fighting against caste discrimination. We do that in the countries where it is most prevalent. As the hon. Gentleman will be aware, these are generational issues that take time steadily to shift, but we believe we need to keep pushing on them to move things forward.

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

Increasing the number of women in STEM industries is not only vital for our economic growth but part of how we can support our ambition to eliminate the gender pay gap. We are supporting girls to choose STEM subjects and careers by improving the quality of teaching in STEM subjects and increasing the proportion of girls’ A-level entries in maths and science. We are also raising awareness of just how exciting and valuable STEM careers can be for our young people through STEM ambassadors and through publishing online guidance called “Your Daughter’s Future”.

[Peter Aldous]

I am most grateful to the Secretary of State for that answer. The east coast energy internship is a new scheme supported by the Royal Academy of Engineering and the Ogden Trust. As a result of undertaking one of the internships, Felicity Levett, a student at Lowestoft sixth-form college, is now pursuing a career in offshore renewables. Does my right hon. Friend agree that such schemes should be promoted more widely so that everyone, regardless of gender or background, can realise their career ambitions?

[Justine Greening]

I strongly support what my hon. Friend has just said. I am well aware of all the work that has been going on in his local community to encourage girls to get into STEM. His constituent is a shining example of the great steps that girls can take once they follow this path, and we will be promoting a whole range of fantastic opportunities to encourage more young people, particularly young girls, to follow her example.

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

Men continue to dominate apprenticeships in the fields with the best earning potential. In 2013, nearly 13,000 men started engineering apprenticeships, but only 400 women did so. Will the Minister commit to ensuring 50:50 recruitment in STEM-focused apprenticeships?

[Justine Greening]

The hon. Lady makes a really important point. At the moment, we are seeing success in getting girls to take STEM subjects at GCSE, where the rates for girls and boys are broadly comparable. It is when we get to A-levels that we see more boys than girls doing maths, for example, although the rate for girls has risen. We need to ensure that we improve those statistics and strengthen the careers advice that can encourage girls to follow these paths.

[Chris Law (Dundee West) (SNP)]

7. What assessment the Government have made of the effect on equality for disabled people of the Government’s policies on welfare.

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[Philip Davies (Shipley) (Con)]

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

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

This Government have been clear that we want to build a country that works for everyone, which is why we are so determined to close the gender pay gap. I am therefore pleased that the Office for National Statistics recently released figures showing that the gap has narrowed significantly from 19.3% to 18.2%, reflecting the hard work of so many, not least the business community. That also reminds us that if we are to keep closing the gap, and close it completely, we must keep driving progress forward. That is why we extended the right to request flexible working and introduced a new system of flexible parental leave. We are also introducing mandatory gender pay gap reporting for large employers from April next year.

[Philip Davies]

Baroness Cox has long campaigned in the other place for the abolition of sharia councils, largely because of the unfair way in which they treat many women. Will the Government support Baroness Cox’s private Member’s Bill on the issue and ensure that Muslim women enjoy the same protections under the law as everyone else and do not feel pressured into having their cases determined by a sharia council rather than a British court?

[Justine Greening]

I assure my hon. Friend that that issue is of utmost importance. We know of concerns about sharia councils, including those raised in Baroness Cox’s Bill, and take them extremely seriously. The Government will respond to the Bill on Second Reading and will continue to consider the issue in the light of the findings of the independent sharia review, which was launched in May by the previous Home Secretary, now Prime Minister.

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

T5. Figures just out from NHS Digital show that 28% of women aged 16 to 24 have a mental health condition. Alarmingly, reports of self-harm among that age group trebled to 20% between 2007 and 2014. Despite that, a survey of 35 mental health trusts carried out by Agenda, the alliance for women and girls at risk, showed that just one had a specific women-only mental health strategy. What action is the Minister taking to address that serious issue which is affecting women in our country?

[Justine Greening]

As constituency MPs, we all see such issues locally, and the House is holding a worthwhile Backbench Business debate later on the broader topic of young people and mental health. This country has a long way to go to deliver on our ambition to ensure that mental health provision is on a par with the rest of our healthcare provision. As the hon. Lady highlights, that should include understanding the different levels of mental health challenges faced by different parts of our community, of which women and girls make up 50%.

[Jo Churchill (Bury St Edmunds) (Con)]

T2. Reports this week indicate that female entrepreneurs, such as Clover Lewis of Clover Lewis Swimwear, struggle to access start-up capital. Male entrepreneurs often receive up to 90% of all available start-up funding, but the return on investment with female entrepreneurs is on average much better than with men. What steps is the Minister taking to stimulate lending to address that anomaly?

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

T6. Will the Secretary of State welcome the Women into Tech initiative, which just goes to show how many women can get into business in tech? Will she help our campaign to improve the numeracy of girls and young women, as that is the key link between success in management later and everything else?

[Justine Greening]

We had a question earlier about STEM subjects—science, technology, engineering and maths—and the importance of ensuring that girls are taking those. It is important not just for those wishing to pursue a career in engineering, for example; these subjects, and maths in particular, open up all sorts of doors for our young girls. That is why it is so important that the kinds of initiatives the hon. Gentleman has just talked about are in place to help deliver on those aspirations.

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

T3. A recurring theme for the Science and Technology Committee is the lack of progress being made in achieving gender balance across the scientific community, both in business and academia. What work are my right hon. Friend and her Department doing to remove barriers faced by women? What steps are being taken to ensure that work is integrated with ongoing efforts in the universities sector, particularly Athena SWAN?

[Justine Greening]

My hon. Friend is right to say that business needs to work hand in hand with the Government on this, and the Women’s Business Council has been enhanced by this Government to now include representatives of and membership from the science, engineering and construction industries. That is very much linked in with not only my Department, but the Department for Business, Energy and Industrial Strategy. We have particularly welcomed initiatives such as Athena SWAN, which are doing so much to move this agenda steadily and progressively forward.

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

Gypsies and Travellers suffer particularly poor outcomes across a range of measures, but too many Government Departments and agencies are still not recognising them as distinct ethnic groups in accordance with the 2011 census categorisation. What can the Secretary of State do to encourage the use of that categorisation right across government—national and local?

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[Hannah Bardell (Livingston) (SNP)]

The Secretary of State may be aware of the closure of the only UK lesbian, gay, bisexual and transgender charity, Broken Rainbow, in August. Sadly, this very much mirrored what happened to Kids Company, with the closure being reported by Patrick Strudwick of BuzzFeed. Will she work with me, him and others who are interested in this to put pressure on the Public Administration and Constitutional Affairs Committee and the Charity Commission to have a full review of this and make sure that LGBT people in this country have access to domestic abuse support?

[Justine Greening]

I am happy to talk to the hon. Lady further about the specific issue she has just raised, which is of concern. Only last night, I was at the PinkNews awards, which celebrates a huge amount of the work that is happening on the ground to push forward on LGBT rights. It is important that this work can continue.

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

T7. The new head of John Lewis, the head of the National Crime Agency, the Prime Minister and, with any luck, the next President of the United States of America are all women at the top of their fields. Does the Minister agree that having strong women at the head of organisations is one of the best ways to encourage women into professions, and what is she doing to promote that?

[Sue Hayman (Workington) (Lab)]

I come back to the issue of STEM subjects. We do fantastic work in west Cumbria in encouraging women into the nuclear industry, and it would be great if the Minister could recognise that and look at how we can work it. However, often when I go to meetings at a senior level I find that I am the only woman in the room or, if I am not, that there are only one or two of us. What can we do to encourage women to come right the way up through to the senior level?

[Justine Greening]

It is about building the ladder at all levels. We have talked about the importance of STEM subjects, and there will be a national college that will focus on skills for the nuclear industry, which is the next stage. As the hon. Lady says, many of us have been to meetings where we are the only woman at the table, and we need to play our part as role models to encourage the next generation to aim high.

The Leader of the House was asked—

Supporting Apprenticeships

Justine Greening Excerpts

Tuesday 25th October 2016 Written Statements

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

Apprenticeships transform lives and are vital in making this a country that works for everyone. As well as giving young people the chance to build a better future by taking their first step on the employment ladder, they give those already in work the opportunity to progress further. And for those just about managing, they can unlock a brighter future. That is why we are committed to 3 million new apprenticeships by 2020, spending £2.5 billion to transform this country’s investment in skills, in our people.

For employers, apprenticeships bring great benefits too, by boosting the skills of the workforce and helping to increase economic productivity. Yet for too long far too many employers have under-invested in the skills of their employees compared to other countries. It is time to change that and ensure all employers play their part in improving productivity and social mobility. So we are working in partnership with employers to implement major reforms.

The new apprenticeship levy, which we are introducing in April 2017, will put the funding of apprenticeships on a sustainable long-term footing so we can support opportunities for all. The levy will be set at 0.5% of pay bill and only employers with a pay bill of more than £3 million will have to pay the levy. Employers that are not eligible to pay the levy will continue to receive Government support towards the costs of apprenticeship training and assessment.

The levy applies to all UK employers but apprenticeship funding policy is devolved. It is for the devolved administrations to decide how they use their levy income. This statement sets out how we will fund apprenticeships in England to help build an economy that works for everyone.

To do that we are not only introducing the levy but also reforming the way we fund apprenticeships, introducing a dedicated register of approved apprenticeship training providers and launching the employer-led institute for apprenticeships. These changes will ensure apprenticeships are high quality, meet the needs of employers and provide opportunities for millions more people.

After extensive discussions with employers and training providers we are today publishing the final funding policy for May 2017 onwards and details of the new register of apprenticeship training providers. The adjustments we have made to the funding policy since our proposals in August will help ensure that the reforms benefit more employers, providers and apprentices.

Today we are confirming the final funding policy. Key features are:

Higher funding for STEM apprenticeship frameworks and higher pricing of apprenticeship standards to support improved quality, and greater flexibility to train those with prior qualifications;

Longer period of time for employers to spend funds in their digital account, now with 24 months before they expire, an increase from our original proposal of just 18 months;

A commitment to introducing the ability for employers to transfer digital funds to other employers in their supply chains, sector or to apprenticeship training agencies in 2018, with a new employer group including the Confederation of British Industry, Federation of Small Businesses, British Chambers of Commerce, Charity Finance Group and EEF—the Manufacturers’ Organisation—to help Government develop this system so that it works for employers.

90% contribution from Government to the cost of training for employers that will not pay the levy;

100% contribution from Government to the cost of training for small employers that will not pay the levy and who take on apprentices who are 16 to 18 years old, 19 to 24 year old care leavers or 19 to 24 year olds with an Education and Health Care Plan;

£1,000 each from Government to employers and training providers when they take on 16 to 18 year olds, 19 to 24 year olds who were in care or who have an Education and Health Care Plan;

Help for training providers to adapt to the new, simpler funding model through an additional cash payment equal to 20% of the funding band maximum where they train 16 to 18 year olds on frameworks; and

A simplified version of the current system of support for people from disadvantaged areas to ensure the opportunity to undertake an apprenticeship is open to everyone, no matter where in England they live, their background or family circumstances.

We will continue to work in close partnership with employers and providers in the implementation of these reforms. We know they are major changes and we want to work together to ensure we transform our country’s skills for the benefit of all.

[HCWS214]

Primary Education

Justine Greening Excerpts

Wednesday 19th October 2016 Written Statements

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

The Government are committed to building a country that works for everyone and that means having the highest aspirations for all children. But we know that when it comes to their education, if a child starts behind other children, all too often they stay behind. When children leave primary school they should have acquired a firm grasp of the basics of literacy and numeracy. I know that all parents and teachers want this for our children too.

Summer 2016 saw the first pupils taking the new assessments in English and mathematics at the end of primary school. They were set against the new national curriculum which has been benchmarked against what the highest-performing countries around the world are teaching their children. As a result, the new assessments rightly raised the bar on what we expect pupils to have been taught by the age of 11, better preparing them for secondary school and beyond. In the past, although we saw high proportions of children meeting the previous lower standard at the end of primary school, too often it did not translate into good qualifications at the end of secondary school.

Although the new assessments this summer were rightly more challenging, teachers and pupils rose to that challenge. Sixty-six per cent. of pupils met or exceeded the new “expected standard” in reading, 70% did so in mathematics and 74% did so in writing.

The pace and scale of these changes has been stretching. Our objective is to make sure that children are ready for the next stage of their education. We know, and Ofsted inspectors understand, that the 2016 assessments and results mark a break with the past and are not comparable with the preceding years. In recognition of this, I am reaffirming the commitment that no more than 6% of primary schools will be below the floor standard in 2016.

It is right that we do more to identify schools where pupils are not fulfilling their potential and 2016 saw a greater emphasis on pupil progress in the accountability system. To take the next step, we are laying regulations around “coasting”, so that schools not making enough progress get the focus and support that they need to improve. We expect a small proportion of primary schools to be defined as coasting this year.

Because of the changes to primary assessment, I want to be clear that no decisions on intervention will be made on the basis of the 2016 data alone. Regional schools commissioners and local authorities will work together with the current leaders of the small minority of primary schools below the floor or coasting to help and support the schools to move forward in a positive direction.

It is important that we now set out a clear path to a settled system where our collective focus can be on achieving strong educational outcomes for all children. There has been significant change in recent years, but the timeline from this point will bring greater stability, with no new national tests or assessments introduced before the 2018-19 academic year.

As part of this I am setting out steps to improve and simplify assessment arrangements. First, we have worked closely with the profession to improve the guidance for the moderation of teacher assessment. It is important that we have a consistent and reliable approach across England. This new guidance will be accompanied by mandatory training for local authority moderators. Secondly, the key stage 1 grammar, punctuation and spelling test will remain non-statutory for schools this year, with tests available for teachers to use if they choose. Thirdly, we will not introduce statutory mathematics and reading resits on children’s arrival in year 7. Rather, we will focus on the steps needed to ensure a child catches up lost ground. High-quality resit papers will be made available for teachers to use if they wish, as part of their ongoing assessments. In addition, we will introduce a targeted package of support to make sure that struggling pupils are supported by teachers to catch up in year 7.

While the steps set out above will make improvements in the current academic year, we also need to now set out a longer-term, sustainable approach. Early in the new year we will launch a consultation on primary assessment and the implications for accountability. This will cover key issues, including the best starting point to measure the progress that children make in primary school, and the role and operation of teacher assessment. While we take time to consult on assessment arrangements, the early years foundation stage profile will remain in place for the 2017-18 academic year.

Last year, the Government commissioned Diane Rochford to lead an expert review into the assessment of pupils working below the standard of the national curriculum tests and to make recommendations that ensure they have the opportunity to demonstrate attainment and progress at primary school. I am grateful for the work of Diane Rochford and her team and we are publishing their report today. Its recommendations will also form part of the consultation.

I look forward to engaging with parents, teachers and unions on these issues in the coming months.

[HCWS203]