Pupil Premium

Lord Jackson of Peterborough Excerpts

Tuesday 15th February 2011 Westminster Hall

[Mr Stewart Jackson (Peterborough) (Con)]

It is a delight to serve under your chairmanship for the first time, Mr Hollobone. I welcome the Minister to his place. I know from experience that he is absolutely committed to driving up educational standards and to rigour in all that we do in our schools.

This is an excellent opportunity to raise a hugely important issue that not only affects my constituency, but has national purchase. I am indebted to the officers of Peterborough city council—particularly Gary Perkins, head of school improvement, and Jonathan Lewis, assistant director of children’s services—for the assistance they have given me in preparing for the debate. I am also indebted to the officers of Westminster city council for their assistance, research and comprehensive briefings.

For the avoidance of doubt, I would like to make it absolutely clear that my remarks are not a criticism of the pupil premium policy. I strongly welcome and endorse the policy and the fact that the coalition Government will be spending £625 million on free school meals for children in the next financial year. That is particularly aimed at children from lower socio-economic backgrounds, and such a policy is absolutely right. There will be £430 spent per pupil. The amount concerned will rise to £2.5 billion by 2014-15. Naturally, that will benefit my constituents who are in receipt of free school meals, as it will people across the country. That will be new funding on top of existing funding contained within the dedicated schools grant. This debate is not about criticising the pupil premium; it is about suggesting how it can be improved and enhanced to meet the challenges of particular circumstances in my constituency.

The free school meals indicator is a blunt instrument. I welcome the commitment given in the White Paper “The Importance of Teaching”, which was published in November, to ensure that schools funding is transparent, logical and equitable. I also welcome the commitment to ensuring that a new national funding formula is “fair and managed properly”. I am pleased that the Minister is undertaking to revisit the school funding formula and the fact a consultation will begin later this year, not least because the funding formula currently used is not based on current data. The formula is historical and misses some very acute issues in a relatively small number of local education authorities, including my own at Peterborough city council. I concede that the ethnic minority achievement grant, which is worth more than £200 million this year, has helped some local education authorities to cope with children who have English as an additional language and with minority ethnic new arrivals. However, as I will discuss later, I am concerned about the decision to incorporate that and other discrete funding streams into the dedicated schools grant.

I have read carefully the Department for Education consultation document published last year entitled “School funding settlement for 2011-12: the pupil premium and Dedicated Schools Grant”, and I have to tell the Minister that I am not entirely convinced that

“Known eligibility for free school meals is the only pupil-level indicator…that we currently have.”

Ministers should be rightly wary of including things such as tax credit receipts or social deprivation indices into the premium. However, the small number of LEAs with significant numbers of English as an additional language pupils, particularly at primary level, should be taken into consideration in designing the post-2011-12 architecture of the pupil premium for reasons that I will now move on to.

It would be inappropriate to rehearse all the historical issues around large-scale migration from eastern Europe that my constituency has experienced during the past seven years since 2004. Suffice it to say that we have had to tailor our public services—housing, policing, health and education—to fit 20,000 new EU migrants who have come to Peterborough as a result of the 2004 European Union directive on free movement. That has obviously put some strain on the delivery of public services. In addition, there is a significant cohort of Pakistani heritage children in our schools who, for cultural reasons, come to primary school speaking largely Urdu, after being brought up by mothers, sisters and aunts. That is the cultural reality. If we combine that situation with the fact there are also low-skill, low-wage, indigenous white British families, there is a perfect storm of very difficult circumstances for primary schools to deal with.

In Peterborough, 30.5% of primary school pupils do not have English as their first language, which is 4,767 pupils. Almost 3,000 pupils in the secondary phase do not have English as their first language, which is around 22%. Overall, 26.5% of pupils on the school roll in the local education authority do not have English as their first language. Let us consider some significant examples. I pay tribute to Tim Smith, who is the head teacher at Beeches primary school in Craig street—the central ward of Peterborough—where six out of 528 pupils speak English as their first language. That is an enormous challenge—I will come on to this later—in terms of tailoring lessons and delivering a national curriculum, particularly key stage 2 of the standard assessment tests. Indeed, what alerted me to the seriousness of the matter in a concrete form was the fact that underachievement and poor education attainment were occurring not because our governors or teachers are below par or our children are particularly dense, which they are not, or our parents do not care, but simply because of the demographics—the social and economic profile—of my constituency and local education authority.

In December 2010, Peterborough was placed sixth from bottom in the key stage 2 results for SATs. That is not acceptable, because we are not a city that is particularly socially deprived when compared with many other parts of the country, for example, the north-west, Yorkshire and Humberside, and the north-east. Some 15% of our children have special educational needs compared with the national average of 1.4%, and Peterborough has an extremely high turnover rate of pupils—almost double the national average. Of the 2,103 pupils with key stage 2 results in 2010, 21% were not in the city at the start of their school life. A further 22%, or 455 pupils, who had foundation stage were no longer in the city to take their key stage 2 tests. Therefore, we have a massive problem with churn and children coming in and out of school. Often those are the same children who have English as an additional language. Hon. Members might be surprised to learn that almost 900,000 children in England have English as an additional language. That lays bare the significant challenge we all have in dealing with the issue.

The problems are high levels of pupils with English as an additional language, minority ethnic new arrivals, non-standard entry and churn among those pupils and, of course, significant pockets of social deprivation in my constituency across all racial, religious and cultural groups. It would be unfair to place the blame on Peterborough city council. I have had my differences with the council from time to time and it has not always taken the issue on board with the alacrity and seriousness of purpose that it could have, for example, many years ago when I was raising the matter. However, the council is now trying to do its best to ameliorate a very difficult situation that is having an impact on my constituents and their children.

The council is doing its best to cope with the circumstances. An exemplar school in that respect is one of the largest in Peterborough: Fulbridge primary school. That school has a superb head teacher, Iain Erskine, who is coping with a school in which dozens of languages are spoken. Indeed, in the whole of the city of Peterborough, 94 separate languages are spoken across our schools. An Ofsted inspector recently stated:

“the local authority has been relentless in its pursuit of improvement.”

We have a stark issue with attainment, as has been proven by the specific figures on English and maths. At the end of key stage 2, the proportion of English as an additional language pupils attaining national average levels in English is 19.3% lower than for those who speak English and, for maths, the figure is 11.9% lower. If anything, that situation got worse between 2009-10.

I will not go into minute detail about how resource-intensive those children are in terms of lesson planning, teacher training, and interfacing with pupils’ parents, many of whom do not speak English. Culturally, those parents do not need to speak English—many are in low-wage, low-skill occupations where the need to speak English is not apparent. For example, even if Polish children, who are extremely good at science and mathematics and are generally very gifted, are up to speed in English and mathematics, when they go home there is no cultural pre-disposition to speak English. It is very difficult for them. Other children, whose parents are less skilled, from, say, Lithuania or the Czech Republic, are in a situation where their parents’ contract for packaging fruit or picking vegetables in the fields of south Lincolnshire, Cambridgeshire or Northamptonshire finishes after six months. They then leave their rented accommodation and withdraw the children from school, or they may go to another part of the UK. It is debilitating and resource-intensive to train teachers and to have the capacity to deliver real improvements and added value for those particular families.

I will return specifically to the pupil premium and to work by Westminster city council, in a very helpful briefing paper it prepared recently for the Minister for Immigration, my hon. Friend the Member for Ashford (Damian Green). The briefing paper makes it clear that the focus on the pupil premium is

“too narrow and that multiple pressures caused by the needs of migrants (including deprivation, EAL and mobility factors) ought to be included for the Pupil Premium basis in the future.”

Furthermore, the National Association for Language Development in the Curriculum, in response to the recent White Paper, argues:

“the Ethnic Minority Achievement Grant, should not be merged with the Direct Schools Grant (DSG) and that any changes should be postponed at least until the government has completed its review of the system of funding beyond 2011-12.”

What are the solutions? As a loyal Conservative, I might be expected to say that money is not necessarily the only issue that solves every problem, but it will really help a local education authority such as Peterborough. Ministers need to think about the impact of the ethnic minority achievement grant, what it achieved, and how rolling it up with the dedicated schools grant could be a retrograde step in making sure that the people who need the most help—governors, teachers, parents and children, and a specific number of schools in a specific number of authorities—continue to receive that fiscal incentive to try to improve results and educational attainment. To give a few examples, a local education authority, such as Peterborough, that is facing such problems could recruit more qualified and experienced bilingual staff; run more English as a second language classes after school; engage with parents to encourage them to speak English and improve their own English to help their children; employ more teachers, as opposed to teaching assistants, with those skills; and develop specific language programmes, such as holiday boosters and catch-up programmes.

I support Westminster city council’s advocacy—or at least I support the idea that it should be debated and discussed by Ministers—of a specific fund held in the Department for Education for new arrivals to the UK. It calls it a “cash passport” and makes the case that it is recognised that non-standard admissions and English as an additional language will not be reflected in the existing pupil premium funding. We need to look carefully at that.

In conclusion, I ask the Minister to look carefully and specifically at how the pupil premium regime can be ameliorated to assist children with English as an additional language when he looks at all the representations he receives from different organisations in the course of the consultation. It was important to have this debate to raise this issue. With all due respect to the Minister, he and colleagues have a lot on their plate with free schools and academy schools, and with taking on, to an extent, the vested interest of the producer and the teachers’ unions. I am not entirely convinced that the issue that I have raised was necessarily on the political and administrative radar, so it was important to do so. I hope that either the Minister or our noble Friend Lord Hill will be able to meet a delegation from Peterborough local education authority in the near future to understand the key challenges facing our children in the city.

The Minister has made an excellent start in his post at the Department for Education. This is an issue of great significance and importance, and of pressing need. I hope that the Ministers will listen and will take forward policy that reflects the very difficult and acute circumstances in Peterborough and in other places. I look forward very much to the Minister’s reply.

[The Minister of State, Department for Education (Mr Nick Gibb)]

It is a pleasure to serve, I think for the second time, under your chairmanship, Mr Hollobone. I congratulate my hon. Friend the Member for Peterborough (Mr Jackson) on securing today’s important debate and on the way in which he presented his case. I know that my hon. Friend is a passionate advocate for his constituency and constituents, and also believes, as I do, in very high standards in our schools.

I understand his concern at the level of migration and the strain that it puts on his constituency, particularly in relation to the number of pupils who have English as an additional language. Between 2005 and 2010 there was a 59.6% rise in the number of pupils with English as an additional language in Peterborough. I can say immediately that I am very happy to meet my hon. Friend and a delegation from Peterborough city council to discuss the issues in more detail. Peterborough is, in fact, not one of the lowest-funded authorities in England. At £4,422 a pupil in 2010-11, the level of funding is slightly above the average figure in England of £4,398. That demonstrates, however, that even authorities with above-average funding can still have problems with the unfairness caused by the current system of school funding.

I certainly share my hon. Friend’s concern with the previous Government’s policy on migration. As a Government, we want to build a more integrated society, with greater equality of opportunity. That applies to adults as well as to children, and we are reviewing English language requirements across the immigration system to ensure that all those who come to the UK have the skills and language ability that they need to participate fully in society. We want to continue attracting and retaining the brightest and the best people who can make a real difference to economic growth. I agree, however, that unlimited migration places enormous pressures on public services, particularly schools, as my hon. Friend has outlined. The Government aim to reduce levels of net migration back to the levels of the 1990s and to achieve that we have already announced that we will introduce a limit on economic migration from April 2011.

My hon. Friend has set out the effect of migration on schools in Peterborough, the difficulties of coping with large number of pupils who do not have English as their first language, and the pressure on school places. It is important that children with English as an additional language should be given the support they need to improve their educational attainment and our policy is to encourage rapid English language acquisition to facilitate their integration. I know that the increase in pupil numbers, particularly in primary schools, is a major pressure in many areas of the country, and that the ethnic minority achievement grant has played an important part in recent years in helping to meet the additional needs of children with English as an additional language. Peterborough local authority received an EMAG allocation of £847,886 in 2009-10. The Department for Education is still finalising the figures for 2010-2011, but I can confirm that the final figures will be at least as much again. I understand the point that my hon. Friend made in his opening remarks, and the views of Peterborough city council, but it remains a key priority for the coalition Government that children with English as an additional language are supported.

As part of our school funding settlement for 2011-12, which we announced on 13 December 2010, we confirmed that to simplify the funding system we would be mainstreaming relevant grants, including EMAG, into the dedicated schools grant from April 2011. Under the new arrangements, schools will be able to continue targeting pupils with English as an additional language for additional support, but they will also have the freedom to target other underperforming groups if they wish to do so. Local authorities will be free to retain a portion of the funding to run centralised EAL services and, where allocations are small enough not to warrant devolving the sums to schools, they can choose to retain the whole amount centrally. It is important to stress that the mainstreaming of EMAG funding is not about cutting costs. For 2011-12, funding per pupil, including mainstreamed grants, is being maintained at 2010-11 cash levels. The grant will be included in the money that goes to Peterborough city council, albeit not separately identified. The quantum of the grant will still be there and will still go to the council.

I know that Peterborough has seen significant increases in recent years in the proportion of children with English as an additional language. That is why the authority was awarded an exceptional circumstances grant of £979,000 in 2009-10. I can confirm that the figure will rise to £1.5 million for 2010-11. We will be mainstreaming the grant in the 2011-12 financial year based on the 2009-10 figure rather than the 2010-11 figure. Funding for 2011-12 will also be based on schools’ actual pupil numbers in January 2011, which means that year-on-year increases in pupil numbers will be reflected in Peterborough’s final funding allocation.

My hon. Friend suggested that we might use the pupil premium to address the issue of English as an additional language. We introduced the pupil premium to support the most disadvantaged pupils in schools, targeting extra funding specifically at those from the most deprived backgrounds to enable them to receive the support that they need to reach their potential, and to help schools reduce educational inequalities. For this year, as my hon. Friend said, the premium will be set at £625 million, which amounts to £430 of additional funding for every pupil from a deprived background. We have decided that the indicator used to reflect deprivation for 2011-12 will be known eligibility for free school meals. Poverty is the single biggest predictor of poor attainment at school, regardless of ethnicity or country of origin. I know that he believes free school meals to be a rather blunt tool for deciding eligibility, but the link between free school meal eligibility and underachievement is strong.

[Mr Jackson]

Does my hon. Friend concede, notwithstanding the laudable aim of using free school meals as an indicator for accessing money for children in the most need, that, in the case of east European migrants particularly and other migrant groups, there is a cultural predisposition against claiming free school meals? Therefore, some of the children who would most benefit from extra funding are not able to do so, and that obviously has an impact on the overall educational attainment in their school.