Catch-up Premium

Debate between Karin Smyth and Nick Gibb

Tuesday 15th June 2021 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

Well, here we are again. As I said last week, once again we have heard nothing from Opposition Front Benchers but

“warm words and hot indignation”,

with no serious plan, while

“the Government are getting on with the challenging job of tackling the pandemic, keeping our economy alive, supporting people’s incomes, supporting the NHS and our doctors and nurses, vaccinating the nation, and providing education and support to 8 million children and young people.”—[Official Report, 9 June 2021; Vol. 696, c. 967.]

However, once again I welcome the debate and the opportunity that it provides to set out clearly our commitment and action to ensure that no child will suffer damage to their long-term prospects because of the pandemic.

The motion’s title on the Order Paper is “Allocation of funding for the catch-up premium”. The catch-up premium—£650 million of additional funding for schools—was announced by the Prime Minister in June 2020. It provided £80 per pupil in mainstream schools, both primary and secondary, and three times that rate—£240—for each place in special schools, special units and alternative provision. Even in the early days of the pandemic, the Government knew that closing schools to most pupils would have an impact on children’s education, so alongside the action that we took to secure jobs, support the economy and back the NHS, the catch-up premium ensured that schools could respond to the challenges that children and young people faced.

At the same time, in June last year, we also announced the £350 million national tutoring programme and, with the support of the Education Endowment Foundation, evaluated and procured 33 tutoring organisations to provide one-to-one and small group tuition to disadvantaged and other children who were in need of the kind of support that we know from the evidence is highly effective in helping children to catch up. Establishing the national tutoring programme was a major undertaking and is on track to have helped 250,000 pupils by the end of this academic year. The plans that we announced two weeks ago will extend that to up to 6 million courses of 15 hours of tutoring over the next three years.

I turn to the motion itself, which calls for

“all papers, correspondence and advice”

given to Ministers to be disclosed to the Public Accounts Committee. The Government recognise and respect the fact that this House has rights regarding the publication of any papers, but effective government also relies on some key principles, such as the need for confidential and frank discussions among Ministers, Cabinet Committees and any advisers that the Government appoint to help to improve the quality of policy making.

This is not a partisan issue. It has been the long-standing position of previous Governments, including Labour Governments, that any papers or analyses created for the Cabinet or for Ministers are, rightly, confidential. The motion fundamentally undermines that principle. Tony Blair, in his autobiography “A Journey”, in the section on the Freedom of Information Act, sets out in clear terms that

“governments, like any other organisations, need to be able to debate, discuss and decide issues with a reasonable level of confidentiality. This is not mildly important. It is of the essence. Without the confidentiality, people are inhibited and the consideration of options is limited in a way that isn’t conducive to good decision-making.”

To repeat:

“This is not mildly important. It is of the essence.”

That is why we oppose the motion tabled by the Opposition today. We believe in good government and good decision making.

[Karin Smyth (Bristol South) (Lab)]

I am grateful for the plug for the former Prime Minister, who made “education, education, education” a mantra. I was and remain very proud of the difference it made to kids in Bristol South. I accept the Minister’s point about confidentiality, but will address the key questions in the motion? What do the Government think is not good about Sir Kevan’s recommendations, why do the Government not think they need to be funded, and what would be the impact of that decision? If the Government do not want to disclose the documents, we would be happy if we understood what they think about not taking that action.

[Nick Gibb]

We did take the advice of Sir Kevan Collins, who supported our introduction of more funding for the national tutoring programme and the £400 million to improve the continuing professional development and training of teachers. We set up a review into the time element of the advice that Sir Kevan gave Ministers, which will report later this year in time to inform the spending review.

The House has a number of opportunities to scrutinise the work of the Treasury in oral questions, and the annual supply and appropriation legislation will be debated before the summer recess. There are also regular appearances by Treasury Ministers and officials before the Public Accounts Committee and the Treasury Committee.

Since the Government came into office in 2010, we have been focused on our mission of raising school standards for all pupils. Successive Prime Ministers and Education Secretaries have put in place ambitious plans to make sure that, no matter where you are born or where in the country you live, you will receive a world-class education. That is not a programme for a single term of Government; nor is it an initiative to get headlines. It is generational reform—long, steady, painstaking and difficult. We have much still to achieve, but we are making progress.

Before we came into Government in 2010, the correlation between parental wealth and pupil achievement was stubbornly entrenched. Children from poorer homes, who were already behind in their development when they started school, were falling further behind their peers. Rather than being an engine of social mobility, our school system was calcifying inequality. For Conservatives, for whom education is the gateway to opportunity, this was unacceptable.

We took bold, decisive action that was opposed all the way by the Opposition, but which has led to better schools and better life chances for young people. We overhauled Labour’s national curriculum, which was unnecessarily bureaucratic and too focused on a range of generic skills rather than rich, subject-based content, and replaced it with a new national curriculum, which provides pupils with an introduction to the essential knowledge they need to be educated citizens, immersing them in the best that has been thought and said. We took action to make sure that teachers got better training, and we introduced the pupil premium to give schools the funding they need to support disadvantaged pupils.

Our reforms are turning the tide, rebuffing the fatalistic assumptions of too many who seemed to accept that the gap between rich and poor is inevitable—the soft bigotry of low expectations, which for years was writing off pupil’s lives rather than striving to give them the education needed to influence their own destiny. Academic standards have been rising and the attainment gap between advantaged and disadvantaged pupils has been closing. Thanks to our reforms, more pupils are taking core academic GCSEs, more children are reading fluently and more children are attending good and outstanding schools.

We have taken action throughout this pandemic to ensure that children are supported, but our commitment to provide a good education for every child pre-dates covid-19 reaching our shores. We produced the best schools budget settlement for many years at the 2019 spending review. Totalling £14.4 billion, that is the largest cash boost for schools in a decade.

Core school funding increased by £2.6 billion in 2020-21, and is increasing by £4.8 billion and £7.1 billion in 2021-22 and 2022-23 respectively compared with 2019-20, including significant additional funding for children with special educational needs and disabilities. That unrelenting drive to give children and young people the best start in life meant that we were in a better place to handle the unprecedented challenges that the pandemic posed.

We know that the pandemic, as the hon. Member for Houghton and Sunderland South (Bridget Phillipson) said, has disproportionately affected children, with most missing at least 115 days of school. That is precisely why we took immediate action to provide education remotely, delivering more than 1.3 million laptops or tablets alongside wireless routers and access to free mobile data for disadvantaged families.

Teacher Recruitment and Retention Strategy

Debate between Karin Smyth and Nick Gibb

Monday 28th January 2019 Commons Chamber

[Nick Gibb]

I am happy to discuss funding issues relating to particular schools with my hon. Friend. Small schools receive a fixed sum that helps to deal with some of the fixed costs appropriate to such schools, and there is also the sparsity funding element of the national funding formula. The formula is geared towards helping small or rural schools, but I appreciate that they will face cost pressures, and we are helping schools to tackle them with a range of measures.

[Karin Smyth (Bristol South) (Lab)]

After talking to school leaders in Bristol South, I challenge the Minister on whether the money is sufficient to support them in delivering on the commitment. Given the existing large burdens on headteachers, what will he do to support the middle tier of teachers into becoming headteachers and future leaders?

[Nick Gibb]

We are investing in new and existing leadership qualifications and will do so disproportionately in more challenging areas of the country. As I said before, we are also developing our new national teacher development professional qualification for teachers who want to rise but do not necessarily want to go into leadership positions.

Oral Answers to Questions

Debate between Karin Smyth and Nick Gibb

Monday 6th February 2017 Commons Chamber

[Mr Gibb]

I share my hon. Friend’s view about the primacy of reading and writing, which are fundamental to education and to social justice. That is why ensuring that children are taught to read using the method of systematic synthetic phonics—evidence from this country and around the world shows that it works—has been at the heart of our education reforms. As a result, the proportion of six-year-olds reaching the expected standard in the phonics check has risen from 58% in 2012 to 81% in 2016.

[Karin Smyth (Bristol South) (Lab)]

What does the Secretary of State say to my constituent Catherine Foster, who received funding in April 2015 for a health and social care diploma with a provider that has now gone into administration? She has no access to her portfolio and no qualification, but a mountain of debt. Will the Secretary of State look into this case and meet me to help Catherine and thousands of other students in this situation?