Education: Public Funding

Layla Moran Excerpts

Tuesday 4th July 2017 Commons Chamber

[Nick Gibb]

I am happy to give my hon. Friend that confirmation. As we said in the manifesto, and as I have confirmed today, no school will lose funding as a consequence of moving to the new fairer national funding system. We are helping schools to tackle the cost pressures they face. We are helping them with how to manage their budgets. We are introducing national buying schemes to help schools to spend their non-staff spend in a more efficient way. We expect to save about £1 billion across the school system as a consequence of the national buying schemes we are introducing.

[Layla Moran (Oxford West and Abingdon) (LD)]

No doubt the Minister agrees that given the financial pressures, all policy decisions should represent clear-cut value for money, and I therefore welcome the reported U-turn on grammar schools. Given that the financial case for free schools is iffy, at best, will the Government put a stop to their expansion, especially in areas with surplus places?

[Nick Gibb]

The free schools programme has been hugely successful, with 29% of those inspected rated “outstanding” by Ofsted. Of the mainstream free schools approved since 2014, 86% have been in areas where there was a need for more schools, and the remaining 14% in places where parents are unhappy with the quality of the school places.

School Funding Formula (London)

Layla Moran Excerpts

Wednesday 28th June 2017 Commons Chamber

[Nick Gibb]

I will not.

We recognise that schools are facing cost pressures and we will reflect on the message that people sent at the election about the funding of our schools. We also know that how schools use their money is important in delivering the best outcomes for pupils. We will continue to provide support to help schools to use their funding in cost-effective ways. The Government have produced tools, information and guidance to support improved financial health and efficiency in schools. Those tools are available in one area of the gov.uk website.

[Layla Moran (Oxford West and Abingdon) (LD)]

I am a school governor at a local primary school in my constituency. You say that we need help to find efficient ways of spending the money in the school. I have to tell you, from personal experience, that, as a group of experienced governors, we have done absolutely everything we can to be as efficient as we possibly can. The next thing to go will be teaching assistants and teachers. I have respect for what you say but—I am sorry—I just do not think that any more tools will help. What would help is more money. That is what we need.

[Mr Speaker]

Order. May I just say very gently to the hon. Lady, who is already well and truly making her mark, that the word “you” implies the Chair, and I have not made any statements about any of these matters? The hon. Lady is new, but extremely articulate, and I know that she will get to grips with these things very quickly.

Education and Local Services

Layla Moran Excerpts

Tuesday 27th June 2017 Commons Chamber

[Layla Moran (Oxford West and Abingdon) (LD)]

It is a great honour to make my maiden speech following so many eloquent and passionate speakers across the House. It is an even greater honour to do so in an education debate, as a teacher and educationalist and my party’s spokesperson on this issue.

I was reminded by Mr Speaker himself at my swearing-in that some very clever people indeed have represented Oxford West and Abingdon before me. Nicola Blackwood is a capable, generous advocate, and while we disagreed on much, there is one point on which we agree absolutely—that the people of Oxford West and Abingdon deserve and demand the highest level of constituency representation. I pay tribute to the former Member for her genuine, heartfelt commitment to the area, and I promise my constituents that they will always be at the centre of my heart while I am here.

I am sure that Members all remember, before Nicola, the inimitable Dr Evan Harris, who inspired me through his fearless advocacy of progressive, evidence-based arguments, which many others would have avoided. I am now proud to call him my friend. Both of those predecessors were also enthusiastic proponents of science, and as a maths and physics teacher I intend to be just the same.

I may just be the luckiest woman in the world, representing the beautiful, historically important constituency of Oxford West and Abingdon. To the north sit Kidlington and the surrounding villages. Indeed, Kidlington is one of the largest villages in England and proud of this status. Then we have the stunning North Oxford, the home of 10 Oxford colleges and the haunt of many Oxford Brookes students as well. The community there is passionate and active, and I very much look forward to receiving numerous emails and letters replete with footnoted references.

Then we go to the villages further south, large and small, each with its charm and strong community spirit, and last but not least to the ancient market town of Abingdon—some say a contender for the oldest town in England. “Rubbish!” I say. It is the oldest town. Colchester, go away and try harder.

My constituency is a very special area, full of remarkable, talented people, but like all communities we face our fair share of challenges. Flooding, unaffordable housing and under-investment in public transport, notably cycling and buses, feature frequently, but none features more than the A34. Many here will know of the cross-party fight to secure the funding for the Lodge Hill junction. I promise that I will never let up on these local issues or any other. The most recent grassroots campaigns were on the children’s centres in the constituency and the crisis in schools funding, led by parents in the Oxfordshire fairer funding group, which brings me neatly back to the theme of this debate.

I am here because I have a burning passion: that every child, no matter their background, should have a fair chance of making the best of this world. This passion was ignited when I was shocked and ashamed to learn that in this country—this great nation, a member of the G7—that is not the case. I have lived in countries such as Ethiopia, Jamaica and Jordan, where such inequalities might be more understandable, but here we have no excuse. Such inequality is simply wrong, which is why I am so concerned by the Government’s interpretation of fairer funding. I have been a primary school governor for the last two years and have seen the figures for myself. There is a funding crisis—make no mistake—and unless more real-terms funding is found, the next thing to go will be teachers. With fewer teachers there will be fewer of the one-to-one interactions with that struggling student that we all know will make all the difference to them.

I end by asking the House this: is there anything more important than the support and the love that we give to the youngest in our society? After all, one day they may well be sitting here looking after us. I beseech the Government: in this time of great uncertainty, let us make sure we give them everything we possibly can to help them—and by extension all of us—succeed.