Education Maintenance Allowance

Karen Buck Excerpts

Wednesday 19th January 2011 Commons Chamber

[Andy Burnham]

Either that is a school sixth form or the answer that the Secretary of State’s Department issued was wrong, but it is an appalling state of affairs if he has barely ever managed to take himself along to a sixth-form college to speak to the staff and students who will be affected. [Interruption.] Yes, he has been to one in his own constituency but no one else’s. That is very helpful of him. I might remind him that he is responsible for everyone’s constituents. At a stroke he is axing a £500 million scheme, which will have a profound effect on 650,000 young lives and on the viability of 230 FE colleges and 95 sixth-form colleges, for which he has policy responsibility, without so much as troubling himself to go along and hear at first hand what the decision will mean.

The Secretary of State needs to climb down from his ivory tower once in a while and get out in the real world. How many students has he met who will be directly affected by the changes? Has he met any? I am not sure whether he is nodding, but if he had met some I am absolutely sure that, if nothing else, he would long since have asked his Ministers to stop implying that those high-achieving and talented young people can be described as “dead weight”.

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

Through my right hon. Friend, may I issue an invitation to the Secretary of State to come with me to City of Westminster college? Its principal has written to me to say that 1,500 of his students will lose their EMA, which in his experience has transformed attendance and achievement at the college.

[Andy Burnham]

I will do so, but I cannot answer for the Secretary of State. I have been to sixth-form colleges in London, and that brings me to my case about social mobility. If he visits a sixth-form college while he is in the job, may I suggest that he could do worse than visit the one that my hon. Friend mentions, or indeed Newham sixth-form college, which I visited yesterday? If he does, he might meet the young man who told me about the practical effect of losing EMA. He feels that he will have to lower his ambitions in the universities to which he applies, because he thinks his exam grades will undoubtedly suffer.

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[Michael Gove]

Not yet. That was a choice and it costs, so does the right hon. Gentleman support it? We do not know. Does he back our expansion of Future Leaders? That is an investment, it costs, and we chose. Does he back it? Our expansion in the number of national and local leaders of education costs, and we invested, so does he back it or oppose it? On all those policies, we hear silence. On policies to tackle underperformance, we are extending academy freedoms to 400 new schools. Does he support that extension of opportunity? Does he support, or would he reverse, our policies to get stronger schools to help weaker schools? Does he support, or would he reverse, our policy on getting the schools commissioner back in place to turn failing schools around? Those are all policies being introduced by this coalition Government to extend social mobility and opportunity, but on every one the right hon. Gentleman is silent. He has only one policy: to spend money that we do not have.

[Ms Buck]

The right hon. Gentleman visited Westminster academy, in my constituency, which was established by the previous Government and which introduced and piloted Teach First. Some 80% of sixth-formers at that school receive EMA, but how many will receive a version of EMA when he withdraws 90% of it?

[Michael Gove]

I did have the great pleasure of visiting Westminster academy, and I am delighted to have the opportunity to do so again later this month. I hope that the hon. Lady will join me then, when we will have a seminar on how we can extend school autonomy and freedom in order to drive up standards for the poorest. The number of children who will receive support, which may be enhanced support in some cases, depends precisely on their circumstances. The point was made in research commissioned by the previous Government—not by us—that the current arrangements for EMA are poorly targeted. Some who need more support do not receive it, and some who receive support should not be receiving the amount that they do.

--- Later in debate ---

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

The decision to abolish EMA is an act of educational and social vandalism. It has caused huge distress and anger among young people, who do not see, as I do not see and the Opposition do not see, why they should carry a disproportionate burden of the deficit reduction strategy.

We have heard from some speakers about early intervention, particularly in respect of young people. We all believe in the importance of making further progress on early intervention in the early years to pay off in 16 years’ time. To abolish EMA is to do away with an early intervention that will pay off in two years, because EMA is a means of preventing young people from leaving school and failing to obtain the qualifications that will enable them to get jobs and go on into higher education. That will cost money. We know it will cost money, and we know from the IFS that there is research to confirm that measures that leave more young people unemployed and without qualifications will cost us in the short term—this year, next year and the year after. There is no economic case for the abolition of the education maintenance allowance.

Has EMA worked? We hear from Ministers so often, “Let’s devolve the responsibility to heads. Let’s hear what is being said at a local level.” Listen to my heads and to the principals of my further education colleges. They are saying, “Don’t do this.” Jo Shuter, the principal of Quintin Kynaston school, is an award-winning head teacher who has transformed a school that was extremely challenging a few years ago. She said to me that at a school where 84% of young people are on the education maintenance allowance in the sixth form, abolishing it will be extraordinarily damaging and will wreak havoc on her sixth form. She is not alone in saying that.

The City of Westminster college, which I mentioned earlier, quoted the figure of 250 students this year, every year, who are obtaining qualifications, who were not staying on in school and obtaining qualifications without EMA. Those 250 pupils alone justify the expenditure on EMA. But EMA is not just about staying on into the sixth form, as we heard from many other speakers; it is about giving head teachers a tool to manage attendance and progress at school, and it is much valued for that. It is also about reducing the need for part-time employment. I agree with the hon. Member for Nuneaton (Mr Jones) that part-time work can be a valuable thing. I did it; many of us did it. I also know that in the school that my child attends, which took over from a failing secondary school where just 18% of pupils were obtaining 5 A to C GCSEs, that figure has now increased to 63%. The school did that with Saturday schools and sessions in the school holidays. It is a similar picture at Paddington academy and Westminster academy—some of the most deprived schools in the country.

If we encourage pupils to lose their focus on their studies—another point emphasised by the principal of Quintin Kynaston—they will not work. It is all very well in the high-achieving schools, all very well for the pupils who do not need to be worrying about transforming their educational results, but it is not satisfactory in those schools that are on a journey, and which we know most need the improvements. We have heard from other speakers about how this impacts most severely on large families, on black and minority ethnic families, and on lone-parent families. The removal of EMA is not fair and it is not proportionate in its impact.

I want to spend my last couple of minutes on a particular concern. The reduction of funding for a more targeted programme poses a real question about what we seek to achieve. Are we looking for that money to maintain the staying on at school rates in those groups of people who currently do not, or are we looking to provide additional financial assistance for those pupils who are most challenged? Two into one will not go. There are schools in my constituency where 80%-plus of pupils are on EMA. At City of Westminster college, 75% are on EMA.

Last week, the principal of Westminster academy, which has been so transformed in recent years, told me that 60% of students who have been through the school—almost two thirds—have had multi-agency involvement from the mental health trust and social services because they are children in need and at risk. That figure is extraordinary. How are we targeting resources to that school, and how will we leave that responsibility without imposing a cost and a burden on the head teachers and principals who will be deciding between all those competing claims—the students who are under financial pressure and that overwhelming number of school students who have challenging circumstances, such as mental health problems, children who are themselves homeless, children in families who are homeless, and children from families where the parents are in prison or have drug or alcohol or mental health problems? An invidious pressure is being put on those schools. It will increase costs and increase the burden, and without doubt it will result in fewer children obtaining educational qualifications, fewer children staying on and great hardship for the families who most need help.