School Funding

Lilian Greenwood Excerpts

Wednesday 24th October 2018 Westminster Hall

[Mrs Main]

I completely agree. I will touch on that issue later in my speech. Links Academy in St Albans says that it is mopping up the very pupils that the hon. Gentleman says are being cold shouldered or refused positions elsewhere.

The National Association of Head Teachers carried out a survey on SEN funding, and a mere 2% of those surveyed said that the top-up funding received was sufficient to meet the growing needs of SEN pupils. That was recognised by both teachers and parents in St Albans. Inevitably, that will have an impact on the way that schools look after SEN pupils. Department for Education figures say we have 2,800 fewer teaching assistants and 2,600 fewer support staff in our schools. That puts even more pressure on teachers and can be especially challenging for teachers dealing with SEN pupils. The increased amount of money paid to some of those who are lower paid and work as assistants or support staff was welcome, but it puts an additional pressure on school resources. We welcome the additional funds for people paid lower wages but we must recognise the true impact.

To return to the remarks of the hon. Member for Westmorland and Lonsdale (Tim Farron), I have been in contact with David Allen, headmaster of Links Academy, which I recently visited, and he welcomes pupils with special needs. He described his despair at the rising number of SEN pupils being permanently excluded from mainstream schools. In fact, I was due to meet him there on Thursday with parents and the SEN group, but as soon as the SEN group heard that I was coming, it said it would pull out. Unfortunately, I have had to pull out in order to ensure a fair hearing for the pupil in that school. I was concerned to hear that SEN children are regularly subjected to bullying at school and have resorted to either drugs or knife crime as a result—that is anecdotal and not in my schools in St Albans, but the teacher has backed that up.

[Lilian Greenwood (Nottingham South) (Lab)]

The hon. Lady is making some very important points on behalf of pupils with special educational needs. The Department for Education’s statistics show that at the start of this year 4,500 pupils with a statutory right to special educational needs support were not in school at all; they were awaiting a suitable place, and a lot of them were being home schooled because they could not get a place. That is only the tip of the iceberg, because those are only the pupils with a special education need statement or an education, health and care plan. The actual number of young people with special educational needs who are not in school is even higher.

--- Later in debate ---

[Rachael Maskell (York Central) (Lab/Co-op)]

It is a pleasure to serve under your chairmanship, Mr Betts. I congratulate the hon. Member for St Albans (Mrs Main) on securing this timely debate.

This is not a boast I want to make, but when I came into this place York was the seventh worst funded authority, and today it is the very worst funded authority. We have exchanged places in the league tables. That is why I am speaking in this debate. Some 18 out of 23 primary schools and two thirds of secondary schools in my constituency have had their funding cut. Like most MPs, I meet with my schools on a regular basis. The crisis in funding has come to the fore. I want the Minister to take away the point that when schools are struggling, the outcomes of those schools are affected.

York has one of the biggest attainment gaps in the country, particularly around early years, and we have seen severe cuts to our primary schools. We are therefore seeing a significant minority underachieving by 10%. The Minister needs to focus on those figures, which correlate with funding.

[Lilian Greenwood]

My hon. Friend is quite right to draw attention to what is happening in primary and secondary schools, but does she share my concern that sixth forms have been hardest hit? I was shocked by the Institute for Fiscal Studies submission to the Education Committee on school and college funding, which found that per-pupil funding in post-16 education will be the same in real terms in 2019-20 as it was 30 years ago. Does that not show that the Government are failing to address the needs of young people in the future?

[Rachael Maskell]

My hon. Friend raises an important point. I meet with colleges in my constituency, which are absolutely on their knees with regard to funding. We know that this is an issue right across the education system. It has a real impact on outcomes, which is what I want to focus on.

While our schools have excellent outcomes, in the areas in my constituency where the cuts have been the greatest in real terms, the attainment is the worst. We can easily see the correlation between money and outcomes. If we make those cuts, we must expect those children to be short-changed, perhaps for the rest of their lives.

We are also seeing a change in class sizes. York has the second biggest increase in the teacher-classroom ratio in its primary schools and the fourth biggest fall in staffing numbers in primary schools, with 20 teachers leaving between 2014 and 2017—that has an impact. We have seen the biggest increase in class sizes in secondary schools across the country—the relevant figure is 2.9, with the next biggest being 1.8. In secondary schools, York has the joint biggest teacher-classroom ratio. Pupil numbers are increasing. I know at least one school in my constituency that is really struggling and does not know how it will accommodate its children next year.

We have also experienced a real turnover of teaching staff, as hon. Members have mentioned. Experienced teachers are leaving and being replaced. In one school around 60 teachers have moved and newly qualified teachers have been brought in. That has an impact on the experience of staff and therefore on the teaching of students. We are also seeing the impact on vital support staff. When the pay increase was announced, schools had to find the resource to pay their support staff, which resulted in many having to leave. We must focus on them as well.

The excellent head teacher of Millthorpe School in my constituency, Trevor Burton, had to write to parents to inform them of the reality and what they can expect. The school is unfunded by £169,000, for four years of 1% pay increases, £56,000 for increased employer pension contributions, £78,000 for national insurance, and £21,000 for the apprenticeship levy. The school’s expenditure has increased by £324,000. The school had an 8% real-terms cut, but it received increased funding of only 3.6%, so it has had a 4.4% cut. Of course, that has had a real impact on children through increasing class sizes, cutting events, doing without teacher posts, stopping all year 10 and 11 vocational courses—as we just heard, that has a real impact on children—and not replacing staff when they leave. On top of that, the school, like many others, has had maintenance issues. It has had to spend £900,000 on double glazing in classrooms, to keep them warm and dry, and to replace school roofs in the dining hall, sports hall, gym, language lab and one of the classrooms.

Tang Hall Primary School also faces the pressure of maintaining its building—a matter I have raised since being elected. The school, which has had one of the largest cuts in the constituency, was top of the Building Schools for the Future list to have a new school built. However, that programme was cut, and the school is still struggling and desperately needs a new building. The school is so cold, because it is such an old building, that they have had to change the school uniform so that the children can wear hoodies to school. It is a disgrace that in 2018, after eight years, they are still waiting for their new school. Children cannot study when they are cold. This has an impact on children throughout their time at the school. The head teacher has pleaded for a new school.

Westfield Primary Community School, in perhaps the most deprived area of my constituency, has had the largest cut in my constituency. How can that be the case when children and families desperately need the support? The school does extraordinary work in the face of such cuts. That needs to be looked at, because we are failing some of the most needy children in our communities.

My final point is about budgets and where we need to go.

--- Later in debate ---

[Lilian Greenwood]

Does my hon. Friend agree that the Government’s disingenuous attempts to override the statistics are failing, because parents, pupils and teachers know precisely what is happening? That is why I welcomed children and parents from SOS East Midlands to Parliament a fortnight ago. They know that 82 out of 84 schools in Nottingham city face cuts, including every single school in my constituency, they know that their children’s schools are losing an average of £296 per pupil, and they say that that is not good enough. It has to be addressed in the forthcoming Budget.

[Mike Kane]

My hon. Friend articulates the point for Nottingham city brilliantly, as my hon. Friend the Member for York Central (Rachael Maskell) did for York, where 32 schools are facing cuts.

The hon. Member for St Albans also talked about special educational needs and disability—SEND—which is vital. Last year alone, 20,000 children were off-rolled because of it. She talked about a school in her constituency, the Links Academy, which takes in many off-rolled children, but we lost 20,000 to the system. My hon. Friend the Member for Plymouth, Sutton and Devonport (Luke Pollard) highlighted that problem with regard to mental health too—we do not know where 10,000 of those children are in the system. In an age when we have criminal child exploitation going through the roof and the running of county lines, the school system does not know where 10,000 children are.

The Institute for Fiscal Studies has stated that the stats that we have heard used are simply not accurate, and the UK Statistics Authority has rebuked the Education Secretary for his inaccuracy. The figures quoted by Education Ministers attempting to defend their pitiful record on state school funding included money spent by parents on private school fees. There has been a concerted effort by the Secretary of State and the Minister to fudge the figures and deflect attention away from the cuts to school funding that they have presided over.

Let us assess the facts. Some £2.8 billion has been cut from school budgets since 2015, and we will find out in a couple of weeks that that will be a lot more. That means that 91% of schools are facing real-terms budget cuts per pupil. For the average primary school, that will be a loss of about £50,000 a year. For the average secondary school, it will be a loss of about £178,000 a year. But those figures are based on last year’s data. When can we expect the Department to release the schools block funding data for 2018-19? With the inclusion of those figures, it is likely that the outlook for our schools will be even bleaker.

Perhaps the Minister will try to deflect the House’s attention away from the reality of the impact of his Government’s cuts to school funding again, but hon. Members already know the impact on the ground all too well, as headteachers and parents are telling us about it. It is right that we are well represented by the hon. Members from West Sussex, the hon. Members for East Worthing and Shoreham (Tim Loughton) and for Chichester (Gillian Keegan). The hon. Member for East Worthing and Shoreham said that schools are x millions of pounds down in that borough in his constituency. I have the statistic: they are £8.9 million down based on last year’s data. It will be interesting to see what next year’s data will be when the Minister releases the block funding grants. The Minister’s own schools are threatening a four-day week because of the funding cuts.

We know that the £1.3 billion of additional funding announced by the Secretary of State is nowhere near enough to reverse the £2.8 billion that has been cut since 2015. We also know that none of the money announced so far is actually new money for education. While I, of course, support the principle that all schools should receive fair funding, the answer is not to take money away from existing schools and redistribute it. A fair approach would be to apply the lessons of the best-performing areas in the country to schools everywhere. A fair approach would look objectively at the level of funding required to deliver in the best-performing schools, particularly in areas of high deprivation, as my hon. Friend the Member for York Central pointed out, and use that as the basis for a formula to be applied across the whole country.

The F40 group, which includes my constituency of Trafford, has told us that school funding requires an injection of £2 billion to meet the needs of all schools, and that an early indication is that the shortfall for 2019-20 will be £3.8 billion. Schools need to see plans for the funding formula beyond 2020. They need a three to four-year rolling budget settlement so that they can plan for the future with confidence, and any settlement should take into account inflation, the cost of living increases and the wage and national insurance increases that have been pointed out by several hon. Members.

When will the Secretary of State and the Minister remove their heads from the sand and begin to truly hear the voices of schools, teachers, parents and Back Benchers from across the country? If that does not happen soon, our children’s education in St Albans, Harrow, Plymouth, York and West Sussex will continue to lose out.

Deaf Children’s Services

Lilian Greenwood Excerpts

Thursday 13th September 2018 Westminster Hall

[Lilian Greenwood (Nottingham South) (Lab)]

It is always a pleasure to serve under your chairmanship, Mr Stringer, my Select Committee colleague.

I congratulate my hon. Friend the Member for Poplar and Limehouse (Jim Fitzpatrick) on securing this debate and for so comprehensively and effectively setting out the issues facing deaf children. I know how passionate he is about the issue, and he is a great advocate for the deaf community in this place.

It is important that the focus of today’s debate is services for deaf children. Children’s voices are not heard often enough in this place, and it is right for us to talk about them. I am also absolutely delighted that Parliament is making the debate accessible for all those who might want to follow it live. I hope that will be rolled out more widely.

There are 282 deaf children in the city of Nottingham. The majority attend their local mainstream school, supported by the sensory team at Nottingham City Council. Firbeck Academy in Nottingham, a mainstream primary school in the north of the city, has specialist provision for 12 deaf children—the school is actually in the constituency of my hon. Friend the Member for Nottingham North (Alex Norris)—but all the children in the school are surrounded by British Sign Language in classrooms and assemblies, and many of the hearing children grow up signing and can communicate with their deaf classmates using BSL.

In addition to ensuring that deaf children get an excellent education at school, many parents require support from outside agencies, whether that is the BSL teacher, speech and language therapists, doctors, social care or audiology services, to name but a few. Managing those relationships adds to the increasing extra workload of the two full-time teachers of the deaf at Firbeck Academy. They increasingly spend more time out of the classroom, juggling budgets and timetables, because the school’s overall budget has been reduced. Those at the school told me that

“it is the same old story, if the Government want an outstanding education system, there needs to be more funding for schools.”

They are concerned that many SEN children’s needs are not being met due to lack of funding. Firbeck has been set up with specialist deaf provision and it is struggling. I am concerned for those schools that do not have the same set-up but provide education for a deaf child. How can the Minister be confident that such children and their families are getting the support that they need to thrive?

Looking to the future of deaf children’s education, as my hon. Friend said, 57% of peripatetic teachers of the deaf are over the age of 50, and insufficient new trainees are being brought through. The training itself to become a teacher of the deaf has been reduced from one year full-time or two years part-time, which is less than in many other countries. As a result, some topics cannot be covered in detail and others not at all. There is no requirement for continuing professional development and very little budget to support it. I hope that the Minister tells us in his response what is being done to recruit more teachers of the deaf and to ensure the quality of their training. Also, will he reassure us about the mainstream training of all teachers; that it properly alerts them to the needs of deaf children and how to meet those needs?

Some children cope well in mainstream education, but others struggle in that setting. Nottinghamshire Deaf Society tells me that, in its experience, too many children do not get the specialist support that they need, find communication difficult and, of course, then leave school with lower attainment. The society told me that those children can lack a sense of identity, so missing out on the support and richness of deaf culture. That is worth addressing.

Deaf children do not need access just to deaf services; they rely on health services too. The NICE—National Institute for Health and Care Excellence—guidelines on acceptable criteria for cochlear implants are now out of date and out of step with those in most other developed countries, such as the USA and Australia. Lots of parents are understandably frustrated by that. The children might not be reaching their potential with a hearing aid, but they do not meet the UK criteria for implants. Over the past year the Ear Foundation, a charity in my constituency, has lobbied NICE to review the guidance so that clinical discretion may be applied in the best interests of the children. I hope that the Minister will liaise with his colleagues in the Department of Health and Social Care about what benefits access to that technology could bring for deaf children.

I am conscious of the time, but I hope that the Minister will also tell us a little about what is happening to ensure that deaf children and young people get access to proper careers information, advice and guidance, to help them as they enter the world of work. As we know, poorer educational opportunities mean poorer opportunities for life, and that impacts on things such as mental health and isolation, as my hon. Friend said. I look forward to the Minister’s response.

Oral Answers to Questions

Lilian Greenwood Excerpts

Monday 6th November 2017 Commons Chamber

The Secretary of State was asked—

[Lilian Greenwood (Nottingham South) (Lab)]

2. What steps she is taking to increase the number of foster carers.

[The Minister for Children and Families (Mr Robert Goodwill)]

The national fostering stocktake is currently under way, and it will report to Ministers with recommendations by the end of the year. It is exploring a wide range of issues, including the recruitment and retention of foster carers, giving us a better understanding of the current situation. The House should be aware that we have invested £900,000 supporting local authorities to develop new and innovative ways to recruit and train foster carers.

[Lilian Greenwood]

I have had the privilege of meeting some of our Nottingham foster carers, and I know what an amazing job they do, often for very little monetary reward. However, local authority children’s services departments are under immense pressure—we have record numbers of young people in care, yet some departments have been forced to cut specialist support staff—and potential foster families are also under pressure, including from Government policies such as the bedroom tax. I welcome the national stocktake, but it is long overdue. What steps will the Government take to address the urgent need to recruit additional carers?

[Mr Goodwill]

I certainly echo everything the hon. Lady says about the value of foster carers. Indeed, 74% of looked-after children are in foster care, and the stocktake will give us more information on which to base our future policy. I met foster carers last week to discuss some of the problems they face and, indeed, the support we can give them following the stocktake.

Higher Education (England) Regulations

Lilian Greenwood Excerpts

Wednesday 13th September 2017 Commons Chamber

[Justine Greening]

I give way to the hon. Member for Nottingham South (Lilian Greenwood).

[Lilian Greenwood (Nottingham South) (Lab)]

We already know that 75% of students will not pay back their loans, or will not be able to do so. How can the Secretary of State say that the system is sustainable? And what about the young people from disadvantaged backgrounds who increasingly drop out of university because they cannot afford to stay? Is not the removal of maintenance grants part of what is disadvantaging those young people, and they cannot maintain their places at university even if they are fortunate enough to win one?

[Justine Greening]

The facts simply do not support the point that the hon. Lady has made. The facts are that more disadvantaged young people are making the decision to go to university, which I think is hugely welcomed and hugely important.

If Labour is able to pursue its catastrophic policy, our higher education system will be much more broadly at risk. It will not be just a case of students missing out. We have universities that are among the best in the world, but being the best in the world requires continued investment, and a no-fees policy would undo all that success. Funds for universities would dry up, and within a few years there would be a big funding crisis all over again.

Oral Answers to Questions

Lilian Greenwood Excerpts

Monday 11th September 2017 Commons Chamber

[Anne Milton]

I met my hon. Friend last week, and he raises an important point about the skills that will be needed at Hinkley Point. I look forward to having a meeting, which I think he will attend, on the future steps we can take.

[Lilian Greenwood (Nottingham South) (Lab)]

T6. Nottingham faces at least a decade of growing demand for secondary school places. Although the local authority has a duty to provide places, it has no power to direct the city’s 16 secondary schools, all of which will soon be academies, to expand provision or even to admit to their full capacity. Will she act now and require all publicly funded providers to engage and work with their local authority on place planning, or is she simply determined to put her ideological faith in free schools before the needs of our city’s young people?

[Justine Greening]

It is important to see local authorities working with schools effectively and working with them to expand if they are popular. The bottom line is that through the free schools programme we have brought forward thousands of badly needed school places and extra choice for parents, and overwhelmingly these schools are doing a great job at educating our children.

Schools: Nottingham

Lilian Greenwood Excerpts

Wednesday 12th July 2017 Westminster Hall

[Lilian Greenwood (Nottingham South) (Lab)]

I beg to move,

That this House has considered support for Nottingham schools.

It is a pleasure to serve under your chairmanship, Mr Gray. Today’s motion is very deliberate; I want to talk about the support that Nottingham schools need, not just the funding they receive. Too often Ministers have talked our city down. We must be frank about the challenges we face in raising educational attainment, especially at key stage 4, but we must also recognise progress, innovation and success. Failing to do so is demoralising and counterproductive.

I hope the Minister will welcome the fact that 83% of children in Nottingham are now taught in good and outstanding schools, up from 61% just three years ago. Some 22% of our schools are now rated outstanding—that is the second highest local authority level in the east midlands, and above the national average. I hope he will also welcome the improvement in key stage 2 results. The progress made by children in Nottingham’s primary schools last year matched the national average in reading and outstripped national averages in writing and maths. Children come to those primaries with low levels of school readiness and low speech and communication levels. Many require additional language support and pupil mobility is very high.

Nottingham is rightly proud of its “Maths Mastery” programme, developed in collaboration with the two regional maths hubs. Drawing on learning from Singapore and other leading international practice, Nottingham is developing a maths teaching culture that is already delivering enhanced outcomes, with the approach now being rolled out from the early years through to KS4.

The city’s five special schools are all rated good or outstanding, and Oak Field School is recognised internationally as a model of excellence in working with children and young people with profound and multiple disabilities. We also have an outstanding hospital school at the Queen’s Medical Centre.

More than 8,000 Nottingham children are learning a musical instrument in school, up an incredible 1,652% in the past 12 years. In 78% of Nottingham primary schools, every child is learning an instrument, compared with a figure of 58% nationally. Some 48% of pupils continue with instrumental teaching after the first year, compared with 27% nationally. There has been a 385% increase in the numbers of pupils gaining a nationally recognised music qualification in the past three years alone.

[Mr Chris Leslie (Nottingham East) (Lab/Co-op)]

I am grateful that my hon. Friend has secured this debate. She will know my constituent, Sheku Kanneh-Mason, who last year won the BBC young musician of the year contest, as he went to Trinity School, a secondary school in her constituency. He is a great example of the sort of specialism and expertise that young people in our city can achieve. My concern more broadly is that all those specialisms may be sacrificed if the speculated cuts to the funding formula and the changes hit Nottingham schools particularly hard. Can my hon. Friend say a word about why some of those specialist skills among the teaching staff and beyond are so important in our city?

[Lilian Greenwood]

Sheku Kanneh-Mason is indeed an acclaimed cellist, and Trinity School and all of us are rightly very proud of him. I will say more about the importance of music and other enrichment activities and why they are under threat.

Students from across the city not only enjoy playing or singing in an ensemble, but are equipping themselves with perseverance, self-belief and a lifelong love of music. It is particularly pleasing to note that Nottingham is in the top quintile for those on pupil premium learning a musical instrument. However, while the Nottingham Music Hub is always exploring new ways to generate income, I am concerned that the local authority and individual schools may find it more difficult to fund the service in the future.

Schools provide other opportunities. The number of children able to swim 25 metres at the end of key stage 2 has more than doubled to 45% in the past four years. Some 6,000 primary and 5,300 secondary students are involved in competitive school games and sports.

I began the debate by saying that I wanted the Minister to recognise that there is much to be proud of in Nottingham schools, but I would be failing my constituents if I did not also acknowledge that we need to do much better in ensuring that every child leaves school with the skills and knowledge they need to lead successful adult lives. Formal qualifications are an important measure, but they are not the only one. I hope the Minister will recognise that good schools also ensure that students are resilient, kind, reflective, motivated, confident, and have respect for themselves and others. Character development is vital and should be valued.

Many Nottingham families live in poverty and some have low aspirations. Too many live in inadequate or overcrowded housing and have very low incomes and poor health, both mental and physical. Some children face additional challenges because English is not their first language, and we know that white working-class children, especially boys, are often the hardest to reach. Even where children are making good progress at primary school and are achieving at the end of year 6, that is too often not maintained to GCSE level. We clearly need to improve the transition from primary to secondary education, but there is concern that the Government’s emphasis on a limited range of academic subjects up to age 16 is off-putting to those pupils, including the academically able, who would be enthused by a more vocational route. That view is expressed not only by teachers and heads, but by the former Conservative Education Secretary, Lord Baker, who has championed high-quality technical education for more than two decades.

Nottingham is working hard to provide sufficient primary school places by expanding existing good schools. We know that the bulge in pupil numbers will mean a shortfall in secondary school places if action is not taken now. A reliance on the emergence of new free schools is not enough. Nottingham needs extra capital resources to expand existing schools or to open new ones. The high level of in-year admissions is a further challenge, particularly for our maintained schools. The current system is not transparent and there is concern that some academies are reluctant to admit pupils with additional needs, placing some of the most vulnerable children at risk of missing time in school. The White Paper, “Educational Excellence Everywhere”, called for local authorities to have a co-ordinating role in dealing with such admissions. Will the Minister say whether he will be returning to that proposal?

A further concern is the high level of permanent exclusions at key stages 3 and 4. Last year, 108 city children were permanently excluded, and this year the number is set to be even higher. It is deeply concerning that a high proportion of those students have special educational needs. The pupil referral unit now has more than 300 students on its books, and those young people are placed with a number of alternative providers across the city, but the cost is very high and outcomes are poor. Funding for such provision falls on the local authority and diverts resources away from other high-needs children. What action will the Government take to incentivise schools to tackle poor behaviour, rather than using exclusion too widely to shift responsibility?

As the Minister is well aware, school funding—already a hot topic—rightly became the focus of debate during the general election. I have listened carefully to the Minister’s responses since then, and I do not believe he has adequately addressed my voters’ concerns. He says that the schools budget has been protected in real terms since 2010, but he knows that pupil numbers are rising. The cake may be bigger, but it has to be shared between more people. Will he come clean and admit that the increase in the budget has not been sufficient to protect per pupil funding in real terms? He knows that all schools face higher national insurance contributions, pension contributions, unfunded national pay rises and now the apprenticeship levy.

The Institute for Fiscal Studies reported that spending per pupil would fall in real terms by 8% and the National Audit Office confirmed that,

“funding per pupil will, on average, rise only from £5,447 in 2015-16 to £5,519 in 2019-20, a real-terms reduction once inflation is taken into account.”

The Minister says he will support schools to offset these pressures, but I can find little evidence of such support in delivering the savings required. One head at a primary academy told me:

“We have already renegotiated every single contract both as one school and as part of a Multi-Academy Trust. We have lost and not replaced three teaching assistants, a sports coach, a music teacher and an art teacher. Our pupils walk to their Swimming lessons for 12 sessions rather than travelling by bus for 36. If a teacher is ill, we don’t use qualified teachers to stand in front of classes until day four of their absence because insurance for teacher absence that starts after the third day is considerably cheaper than insurance that starts on the first day.”

It really is that bleak. Schools in Nottingham are making cuts that have a direct and damaging impact on the quality of education.

The head of an outstanding primary school told me that they had cut the number of teaching assistants, teachers and learning mentors, increasing pressure on remaining staff and providing less support for children with additional needs. As he said:

“All of this is also taking place within the context of an increase in the numbers of families who need extra support, due to benefit changes, higher levels of domestic violence, more families being evicted...and the rise of the number of families seeking support from food banks.”

Secondary schools paint a similar picture: fewer teachers, larger classes, less subject choice, and cuts to after-school activities.

I note that the Minister has sometimes resorted to blaming his Government’s choices on the budget deficit in 2010. That is simply not good enough. His party has been in power for seven years. They promised that as a result of their austerity plans, the deficit would be eliminated by 2015. Any shred of economic credibility is long gone and their decision to spend £1 billion on buying a parliamentary majority underlines that point.

A head told me what inadequate funding means to his school: “Am I able to replace the 18 failing interactive whiteboards in our classrooms? No. Am I able to purchase library books to inspire a love for reading in the next generation? No. Can the disabled child’s carer have overtime to accompany her for a full day’s educational visit? Of course, yes. As a result of that carer’s overtime, can the five-year-olds have another set of glue sticks for the summer term? No.” He said:

“As the Headteacher I am not bemoaning the lack of capacity for investing in education at a level that will make a significant difference to the life chances of my pupils; I am genuinely struggling to see how I can squeeze basic school provisions out of the funding available.”

On top of the existing level of real terms cuts we also face the prospect of a new national funding formula that will take money away from every single school in my constituency. I welcome the Minister’s promise that,

“there will be no cut in per pupil funding as a consequence of moving to the national fair funding formula”,

but, as he knows, protecting a budget in cash terms is no protection at all. With rising inflation and increasing demands—for example, the introduction of much needed mental health support—school leaders simply feel unable to deliver what is asked of them. I could fill hours with the testimony of dedicated school staff who feel that the Government are not giving them the support they need. Adequate funding, especially for schools serving areas of high deprivation, is essential. Schools cannot keep doing more with less. They are at breaking point.

I hope the Minister will not simply dismiss my concerns and those of my hon. Friends, including my hon. Friend the Member for Nottingham North (Alex Norris), who will speak shortly. I want the Minister to commit to, at the very least, maintaining school funding in real terms for Nottingham schools. If he cannot, I will not stop asking. I also want him to come and see why I am asking.

Last Friday I visited the city schools exhibition at Nottingham Contemporary. The gallery’s head of learning told me,

“what we are hearing from teachers again and again is that coming to a gallery, working with artists, really helps their children think differently, think creatively, question, be critical and reflective...particularly it builds confidence in those children who are told too often they are wrong, to keep quiet and not question. The gallery offers those children a place to thrive.”

While I was there, students from Southwold Primary enjoyed telling me about their work. Southwold is a good school, but it serves one of the most disadvantaged parts of my constituency: 46.1% of pupils have English as an additional language and 47.6% are eligible for free school meals. I have seen for myself the creative ways in which the school works to give their children a great start in life.

The head said,

“we are giving our city children the experiences that more affluent counterparts can afford. Our pupils find it hard to make connections due to limited experiences and we need to provide these experiences so they can better access the curriculum and understand contexts for learning.”

She explained that in last year’s SATs reading test, one text was about a safari park; some children did not know what a safari park was, let alone visited one. As she says:

“All this needs funding and at the moment we are trying to do it on a shoestring.”

Nottingham’s schools need our support. They need the resources to do their vital job of investing in the next generation. I hope the Minister will come and see our schools for himself and commit to supporting them, enabling every Nottingham child to thrive.

[James Gray (in the Chair)]

Unusually, and for good constituency reasons, I call the hon. Member for Nottingham North (Alex Norris) for no more than four or five minutes.

--- Later in debate ---

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Gray. I congratulate the hon. Member for Nottingham South (Lilian Greenwood) on securing this important debate, and I congratulate her and the hon. Member for Nottingham North (Alex Norris) on their contributions to it. I acknowledge the successes in school improvement in Nottingham that the hon. Lady highlighted. If we look at the data, we see that there have clearly been improvements in phonics results, EBacc results and in key stage 2 results.

The Government want to ensure that every pupil receives a world-class education, regardless of their background or where they live. We have made significant progress. England outperformed the rest of the United Kingdom in the OECD’s most recent PISA science assessments. The attainment gap between disadvantaged pupils and their more affluent peers has shrunk by 7% at key stage 4 and by 9.3% at key stage 2 since 2011. There are now 1.8 million more children in schools that are rated good or outstanding than there were in 2010. In Nottingham, that translates into nearly 8,000 more children in good or outstanding schools than in 2010.

However, the pace of improvement in some parts of the country, including Nottingham, is still not good enough. Only 80% of schools in Nottingham are rated as good or outstanding, compared with the national position of 89%. There is still underperformance in some schools in Nottingham compared with the rest of the country.

For example, in 2016, 75% of Nottingham’s pupils reached the expected standard in phonics, compared with 81% nationally and 87% in Newham—one of the most deprived parts of the country—but I am pleased that the phonics results in Nottingham have increased year on year, with 48% passing that check in 2012. In Nottingham, 50% of primary school children in key stage 2 achieved the expected level in reading, writing and mathematics, compared with 53% nationally and 62% in Newham. At key stage 4, 16.8% of secondary school pupils in Nottingham achieved the EBacc combination of GCSEs, compared with 24.7% nationally and 31% in Newham.

I remain as concerned about school standards in Nottingham as I was when I met the directors of education for Nottingham City Council and the regional schools commissioner in November 2015 to discuss how they intended to raise standards. Our ambition is for a school system that prevents underperformance, helps all schools to improve and extends the reach of high-performing schools and headteachers. That is the key to delivering more high-quality school places across the country and accelerating the pace of improvements throughout the country, including in Nottingham.

To succeed in that, we have targeted investment in the school system to support those schools most in need, and to support the development of teachers and school leaders, particularly in the most challenging parts of the country. For example, we have established a new fund, the strategic school improvement fund, which provides £280 million over two years to target resources at those schools most in need of support. That will help those schools that are struggling to improve to drive up standards and improve pupil attainment. Working at a local level, key partners will bring together local intelligence to help inform applications and ensure that funds are directed at identified improvement priorities that meet local needs.

Working with schools at a local level is also an important part of our strategy to deliver more good and outstanding school places. Our eight regional schools commissioners are pivotal to driving up standards locally, brokering schools into strong multi-academy trusts, and challenging and supporting those trusts to raise standards where they are not performing effectively.

Multi-academy trusts play a key role in harnessing the support of our system leaders and are helping to turn around some of the more challenging schools right across the country. Bluecoat Beechdale Academy, which serves a deprived community in the Bilborough part of Nottingham, was judged good by Ofsted in February this year. Ofsted noted that pupil progress is now improving rapidly. Djanogly Strelley Academy in Nottingham was also judged good by Ofsted in February this year, which is a significant turnaround from 2013, when its predecessor school was judged inadequate.

When we are not satisfied that the progress an academy is making is good enough, we will take decisive action, including re-brokering it to a new sponsor.

[Lilian Greenwood]

One of the things that causes me great concern is the time that it can take to re-broker a school and the difficulties that then creates when a new academy comes into place. That was certainly the experience at Victoria Primary School. It has now been re-brokered, and I am very supportive of the headteacher and the multi-academy trust, but the truth is that for a long time—I discussed this with the previous regional schools commissioner—that school was left without good leadership. That is not good enough. I know that in some cases there is a struggle to find academy chains to take on schools in order for them to make that sort of progress.

[Nick Gibb]

I share the hon. Lady’s impatience. We need to find more good school sponsors to take on underperforming schools. It is an iterative process; we are seeing more and more academy chains being formed and more stand-alone academies taking on underperforming schools and helping them to improve. For example, Riverside Primary School in Nottingham was not performing well. In 2016, it was transferred to the NOVA academy trust, which is a strong sponsor operating in the city. We need more strong sponsors in Nottingham and throughout the country to drive up standards. We are seeing that the system of using leaders in the education system—a school-led system—is driving up standards. It has resulted in 1.8 million more pupils in good and outstanding schools than there were seven years ago.

The local examples I have cited demonstrate that the combined effects of targeted funding to the system to drive school improvement and action taken at a local level are continuing to deliver more good and outstanding places for children. However, underpinning all the support we are putting in to the system to help drive school improvement is the need to ensure that we have fair distribution of funding to schools, which properly reflects need.

I listened to the contributions from the hon. Members for Nottingham South and for Nottingham North, as well as the intervention from the hon. Member for Nottingham East (Mr Leslie), on school funding. I have spent a lot of time in the past few months, during the election and during the extensive consultation, meeting schoolteachers, parents and governors from across the country. From those conversations, I have never been more convinced that our current funding system is broken.

The data that we use to allocate funding to local authorities are more than a decade out of date. For example, over that period the free school meals rate has almost halved in Southwark and more than doubled in Dorset, but the funding each local authority receives has not responded to that change. It is not right that local authorities with similar needs and characteristics receive very different levels of funding from central Government. That unfairness is exacerbated at individual school level, because local authorities make very different decisions in designing their local formulae. For example, a school in Barnsley would have 50% more funding if there were no other change to its circumstances but that it was situated in Hackney instead. The system by which we distribute money to schools is unfair and anachronistic.

That is why the Government have gone further than previous Governments in reforming school funding. Our manifesto committed to making funding fairer and we will do that by introducing a single national funding formula, so that all schools in England are funded on a consistent and transparent basis that properly reflects needs. In March 2016 we launched our first stage of consultation on the formula. We asked for views on the principles that should underpin it and its overall design. The principles included using robust data to ensure that funding is matched to pupil characteristics, such as deprivation, and the importance of transparency in the formula. More than 6,000 people responded and there was widespread support for our proposals.

In December last year we launched the second stage of our consultation on the detailed design of the formula. As part of that consultation, and to ensure maximum transparency, we published detailed illustrative impact data for all schools and local authorities, which enabled us to hold a truly national debate for more than three months. The Government response will address all the issues and concerns raised throughout the consultation and by hon. Members in debates such as this—we have had several over the past few weeks and months. We will respond to the consultation in due course.

Not only do we want the system for distribution to be fair; we also want to ensure that every school has the resources it needs to deliver a world-class education for every child. In order to achieve that, we have protected the schools budget in real terms since 2010, and the Government have committed to increase the school budget further, as well as to continue to protect the pupil premium to support those who need it. The Queen’s Speech was clear that the Government are determined to introduce a fairer distribution of funding for schools. We will set out our plans shortly and, as outlined in our manifesto,

“we will make sure that no school has its budget cut as a result of the new formula.”

We know that how schools use their money is also important in delivering the best outcomes for pupils, so we will continue to provide support to help them use their funding cost-effectively. The Government have produced tools, information and guidance to support improved financial health and efficiency in schools, which is available in one collection on the gov.uk website.

[Lilian Greenwood]

Will the Minister confirm whether he is saying that no school will lose, in real terms, per-pupil funding? That is a really important point. Protection of cash is not a protection given the current level of inflation and the cost pressures. Will he protect per-pupil funding for schools in Nottingham?

[Nick Gibb]

What I have said is that no school will lose per-pupil funding under that new national funding formula. The issue is that once the money has been allocated to the local authority, what the local formula can do—as advised by the school forum—is to redistribute that money in a different way. What I can say is that the commitment in our manifesto was that no school will lose money as a consequence of moving to a national funding formula.

I conclude by thanking the hon. Member for Nottingham South on securing this important debate. Accelerating the pace of school improvement across the country is a shared priority and we are committed to ensuring that, regardless of where they live, all young people have equal access to a high-quality education. Targeted support at a local level, as I have outlined, will help us to deliver that, and a national funding formula also underpins it. For the first time we would have a clear, simple and transparent system that matches funding to children’s needs and the schools they attend. It will enable all schools to provide a high-quality, knowledge-rich education for their pupils.

Question put and agreed to.

Oral Answers to Questions

Lilian Greenwood Excerpts

Monday 6th February 2017 Commons Chamber

[Mr Gibb]

I thank my hon. Friend for bringing the work of the Army training camps at Catterick and Pirbright to the attention of the House. The Army has a strong track record of delivering high-quality education and training. I would be delighted to discuss these issues further with him.

[Lilian Greenwood (Nottingham South) (Lab)]

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

[Justine Greening]

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

School Funding

Lilian Greenwood Excerpts

Wednesday 25th January 2017 Commons Chamber

[Lilian Greenwood (Nottingham South) (Lab)]

Schools already face real-terms cuts to their budgets, and now, for every single one of the 26 schools in my constituency, the new national funding formula represents a further blow of the axe. For every pupil in the city of Nottingham, funding is being cut by an average of £650, while more affluent areas are expected to gain. This is not just bad for children in Nottingham; it is bad for our country and our society. According to Ofsted’s latest annual report, there are now twice as many inadequate secondary schools in the midlands and the north as in the south and the east. Sir Michael Wilshaw has rightly warned:

“Regions that are already less prosperous…are in danger of adding a learning deficit to their economic one.”

I support the principle of fair funding, but that cannot be at the expense of children in cities such as Nottingham, where there are high levels of need and poverty and where we already face the challenge of closing the gap in educational outcomes between children from poorer homes and those in wealthier ones.

[Anna Soubry (Broxtowe) (Con)]

Will the hon. Lady confirm that Nottingham schools have failed for decades under Labour-run councils?

[Lilian Greenwood]

Secondary schools in my constituency are not the responsibility of Nottingham City Council; they are academies, and sadly some of them are still not improving. We already face intense funding pressures. The Institute for Fiscal Studies tells us that all schools face an 8% real-terms cut to their budgets as a result of higher national insurance contributions, increases in employer pension contributions and unfunded national pay rises. The National Audit Office has provided evidence of growing financial pressures, particularly in secondary schools: 59% of maintained schools and 61% of academies were in deficit last year.

The NAO also concluded that the Department’s approach meant that schools

“could make spending choices that put educational outcomes at risk”.

Local headteachers have told me what that will mean: fewer teachers, less pastoral support, bigger classes, more contact time for teachers, less choice at key stages 4 and 5. The added enrichment—the breakfast clubs, the school trips, the reading sessions for parents, the extra-curricular sports, culture and arts activities—will be the first to go, yet these are the very things that can make all the difference to children growing up in poverty.

[Rebecca Pow]

Will the hon. Lady give way?

[Lilian Greenwood]

I am afraid not.

I know that Nottingham has schools that need to do better, but it is some of these very schools that are losing out under the Government’s new national funding formula. Learning is not a matter of chance. The quality of school leadership and teaching is critical, yet there is a national headteacher shortage and a teacher recruitment crisis. As the Social Market Foundation found, schools in deprived areas are more likely to have fewer experienced teachers, teachers without formal teaching qualifications or degrees in relevant subjects—[Interruption.] I cannot hear what the Secretary of State is chuntering about—and a higher teacher turnover than schools elsewhere.

These latest funding changes will make school improvement harder not easier. The Secretary of State and Minister say they want more good and outstanding schools. It is a noble ambition. It is what I want for every child in my constituency, and I am proud of the work that Nottingham’s educational improvement board is doing to try to make it a reality, but creating more good schools requires more than ambition; actions speak louder than words, and right now actions must mean adequate funding.

--- Later in debate ---

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

I am lucky to represent a constituency in one of the best—if not the best—boroughs in the country for school results and Ofsted ratings. Having visited every school in my constituency at least once, I can safely say that that is due to the exceptional teaching and school leadership on offer. My comments are informed by the many meetings I have had with headteachers from across the constituency, including in a delegation that I brought to see the schools Minister last year.

Overall funding is now at its highest level, but there is additional demand. When we discuss how public spending should be divided, I will make no apology for asking for more money for schools, but that must be set against the demands made by Government and Opposition Members for more funding for everything from the NHS to national infrastructure—the money has to be divided up somehow. That brings me on to the national funding formula.

The existing formula was plainly unfair, and a cross-party group of MPs said that it had to be made fairer. Under the existing formula, Kingston has the third worst-funded schools in London. Pupils in Kingston get £2,406 less than pupils in Tower Hamlets, which is in the same city, just 14 miles away. How can that be fair? I campaigned for a fairer funding formula along with parents in my constituency. I am pleased that we have seen a marginal increase in our funding and that, importantly, mobility is being taken into account.

[Lilian Greenwood]

Does the hon. Gentleman accept that the social circumstances in the area of London that he represents are quite different from those in Tower Hamlets? Schools in places that are affected by high levels of deprivation require more funding per pupil.

[James Berry]

I ask the hon. Lady to come and repeat that in the poorer parts of my constituency, where some people are just as deprived as those in Tower Hamlets. In addition, a high proportion of children receive the pupil premium. I do not disagree that deprivation should be one of the most important factors or that schools in boroughs such as Kingston will always get less because deprivation is a key factor, but that level of disparity is simply not fair. There will be winners and losers whenever a funding formula is reorganised unless there is a massive increase in funding to level things up rather than down, but no party committed to such funding in its manifesto.

Sex and Relationship Education

Lilian Greenwood Excerpts

Monday 23rd January 2017 Commons Chamber

[Lilian Greenwood (Nottingham South) (Lab)]

The Minister is rightly setting out the useful advice, guidance, toolkits, resources and campaigns that are available, but does she agree that all those things, valuable as they are, are not an alternative to ensuring that every single school in this country provides high-quality SRE to all our children and young people?

[Caroline Dinenage]

Absolutely. I agree that we need to equip all our young people to face the challenges of the modern world and everything that it throws at them. We know that SRE is an evolving and vital area of education, so we need to ensure that we have guidance that is fit for children growing up in modern Britain.

Our aim is to secure the very best teaching and learning in our schools on these issues, as a matter of priority, alongside providing the clarity for schools on what should be delivered that I know Members wish to see. We recognise that this is a really important issue, and will continue to explore all effective means to remove sexual harassment and sexual violence from young people’s lives. My hon. Friend the Minister for Vulnerable Children and Families has committed to update Parliament further during the passage of the Children and Social Work Bill. I know that he will do his utmost to achieve outcomes that keep young people safe and supported to gain the skills they need to develop healthy and positive relationships.

Question put and agreed to.

Oral Answers to Questions

Lilian Greenwood Excerpts

Monday 19th December 2016 Commons Chamber

[Justine Greening]

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

[Lilian Greenwood (Nottingham South) (Lab)]

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

[Justine Greening]

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