Schools: Funding

Lord Knight of Weymouth Excerpts

Thursday 29th November 2018 Lords Chamber

[Lord Knight of Weymouth (Lab)]

My Lords, let me start by reminding your Lordships of my education interests in the register, particularly as one of the chief officers of TES. I thank my noble friend Lady Morris not only for instigating this debate, but for the passion and clarity with which she opened it.

Our schools are struggling, particularly our secondary schools. Four statistics tell the story. We have heard the Institute for Fiscal Studies statistic about an 8% real-terms cut over the last eight years. At TES we have done the calculations as a result of the surge in pupil numbers coming through secondary, and predict that in 2024, this country will be 47,000 secondary school teachers short of what it needs to maintain current pupil-teacher ratios. This week, NHS Digital published statistics which tell us that one in five of 17 to 19 year-old girls in this country self-harm or attempt suicide. An Opinium survey for the All-Party Parliamentary Group on Inclusive Growth found that 56% of teachers believe that our school system is no longer fit for purpose. I happen to agree.

What is going on? I commend to your Lordships the BBC2 series “School”, which you can catch up with on iPlayer. It is slightly depressing but insightful. In it we see a head teacher, James Pope, struggling to improve standards at Marlwood secondary school, a rural comprehensive in south Gloucestershire that has been put into special measures by Ofsted, while simultaneously being expected to cut nearly £1 million from his annual budget.

Austerity is biting. Funding reductions mean that schools, as the OECD tells us, are employing younger, cheaper teachers, who are often less resilient. More are now leaving the profession than are joining it; I see from today’s statistical first release that initial teacher training recruitment targets at secondary level were missed again for the sixth consecutive year. What then happens is that reduced local authority support, especially for special educational needs, as the noble Lord, Lord Addington, talked about, creates more problems. Those problems often start with an increase in low-level disruption in the classroom, which grows. Teacher stress then grows and, with that, illness; the Education Support Partnership reports that one-third of teachers in this country have mental health problems. That increases the numbers off sick and the need for more expensive short-term supply teachers and, as a result, behaviour gets worse and learning falls. Teachers start to leave as their workload increases because they are left to do the planning and paperwork that supply teachers do not have to do, and as they struggle, the behaviour management problems grow.

As teachers leave, the school tries to recruit in the normal way to fill the vacancies, using the usual vacancy service, but finds that the candidates looking for jobs are not there. The school then re-advertises if there is time, or it may have to go to an expensive headhunter. In 2016, PwC reported that the cost of recruiting teachers is rising as recruitment agencies capitalise on the perceived shortage of candidates. Their market share has risen to 25%, at a cost of 65% of school recruitment budgets. If the headhunter fails, the school may ultimately have to get a long-term supply teacher at great cost, and often poor quality. This creates further pressure on budgets, with the promise of free recruitment services delivering a bitter reality, because the candidates are not looking. As a result, the school suffers declining teacher quality, results suffer, the high-stakes accountability system kicks in, followed by parental choice and a collapse in budgets, and the end of the head teacher’s career. This is the spiral of decline, and school and local authority funding cuts are often at the heart of that story.

We currently see a burning platform of rising pupil rolls coming out of primary into secondary—there will be 500,000 extra secondary school pupils by 2025. There will be fewer secondary teachers; if we are to fill all the maths teacher vacancies with people studying maths at university, we would need to persuade 40% of all maths undergraduates to become teachers, which is impossible. We have a narrowing curriculum, with less subject choice. The 20% cut in sixth-form funding, which my noble friend Lady Morris talked about, is cutting the number of subjects available at sixth form, but I am increasingly worried about this fetishisation of the academic over the applied, because we are training young people to be outperformed by machines.

If we train young people just to recall knowledge in tests—machines do that better; they are really good at it—computers will take their jobs. We have to remember what it is like for a young person growing up in this country. They are over-tested; they are looking forward to a debt of £50,000 if they choose to go to university, just at a time when employers such as AXA—an insurance company I was talking to someone about today—have done away with graduate recruitment. AXA prefers to source people earlier and train and develop them to meet its individual needs. It is not alone: Apple, Google, Cosco, Starbucks—all these companies, according to Glassdoor, are phasing out graduate-only recruitment because they want more diversity in their workforce.

The payback on going to university, in exchange for that debt, is starting to diminish. Young people are worried about robots taking the jobs they hope to get if they are successful at university. Their qualifications are starting to be dismissed by employers. No wonder we are facing a mental health crisis among our young people. What most parents want from schools is for their children to achieve according to the cultural norm, to be happy—parents do not want a battle to get them out from under the duvet every morning—and to be able to make a meaningful contribution at the end of the educational journey. That vision for parents is being rapidly eroded by a school system that is not fit for purpose. We have a funding crisis but, as my noble friend Lady Morris said, there is also a lack of hope about that on the horizon. But this is an opportunity for us to build consensus for change in our school system, and for a new paradigm for education. We could even call it a national education service.

We could cut testing. It is estimated that in this country we spend around £2 billion per year on testing in our schools. Let us just say we halve that: £1 billion could go a long way in helping with some of these problems. We should trust teachers more to shape a curriculum that engages young people and uses testing for formative rather than summative purposes as assessment for learning. More applied learning could be inserted on top of a foundation of knowledge and core skills in the curriculum. A more diverse 14 to 19 curriculum could be created, perhaps by abolishing GCSEs at 16 and ending the national curriculum at 14 to free up the years from 14 to 19 for a much more engaging curriculum experience. We should welcome back teachers in creative and applied subjects, so that they can properly develop the whole child; we should reconnect teachers with their vocation, so that they stay in and, at the same time, equip learners to find their vocation in time.

All this should be underpinned by proper resources, focused on learning and child development, not on testing and accountability. I look forward to the Minister’s reply. I look forward also to hearing from the noble Baroness, Lady Eaton, and I salute her for having made sure that the Minister is not quite so lonely on his Bench.

English Baccalaureate: Creative and Technical Subjects

Lord Knight of Weymouth Excerpts

Thursday 14th September 2017 Lords Chamber

[Lord Knight of Weymouth (Lab)]

My Lords, I congratulate the noble Viscount on his maths. I also congratulate the noble Baroness on securing this important debate and on the excellent way in which she has introduced it. I remind your Lordships of my interests in respect of my employment as the chief education adviser at TES.

This debate goes right to the heart of what we think the vision for schooling in this country and the curriculum should be. I have ringing in my ears the voices of a discussion that I hosted this morning. Andreas Schleicher, the head of education at the OECD, led that stimulation for us. He talked about the exponential change going on across sectors throughout the world, particularly in the world of work, largely driven by technology. There is massive change everywhere except in education, where not a lot changes generation by generation. He said he thought that there was a risk of schooling becoming obsolescent in our digital age.

This debate goes to the heart of whether we think that schooling is about churning out children whom we define as “educated”—as being familiar with a canon of knowledge that they have an ability to recall at will at small desks in large sports halls in June, and whether, in turn, their ability to perform in those exams can work as a sort of academic sift. We have a system designed around sifting, rather than developing, people so that they can then go to university—probably 40% of them and, if we were ambitious in my day, perhaps 50%.

However, I question whether that is still valid. The person who will be babysitting in our home on Sunday is a very bright 20 year-old with excellent A-levels. She is now in the Civil Service and has worked in the private office of a Cabinet Minister and, post the Brexit referendum, she worked for the Department for International Trade on trade negotiations. She now has another excellent job, while her friends from school are saddling themselves with huge amounts of debt and are looking jealously at her career progression. The assumptions about a sifting system to get us into a university system that is starting to creak need to be challenged.

At the same time, that system obviously fails around 40% of young people who miss the sift. They do not get the five A* to C equivalents at GCSE. They are pushed through an accountability system that is getting tighter and tighter around test recall, and they are turned off learning in the way that the noble Baroness described. Yet what they really need for their future in the workforce is a love of learning, because they will be cycling through multiple careers.

The person who has just refitted our bathroom is an excellent plasterer, electrician and plumber, and his tiling is superb. He is a Bulgarian who fully qualified as a veterinary surgeon. He is not going to continue with his building skills because his wife, who is a lawyer in Moscow, is not allowed a visa to come to live in this country, so he is moving to Moscow to set up two internet businesses with a Chinese partner. That will be his third career, and he is not unusual in this world. We do not have an education system that prepares people to reinvent themselves in the way that we need them to do.

Instead, that 40% who are turned off by the system are channelled into work-related learning. Why is not everybody channelled into work-related learning? We have heard how important the creative sector, the manufacturing sector and the technical sectors are to around a third of our economy, yet the higher-performing people have no learning relevant to work; it is all about relevance to going to university.

The noble Baroness talked about design and technology and the fact that in the last seven years there has been a 43% drop in GCSE entries in those subjects. The device on which I have the notes for my speech was designed, along with all the other Apple products, by a British hero, Sir Jony Ive. His dad was a design and technology Ofsted inspector. A Christmas treat for Jony was to work in the labs in his dad’s school during the holidays, and Jony did a degree at what was Newcastle Polytechnic. He has changed the world through design and technology. This country has a rich tradition in design and technology, yet we do not have room for it in the curriculum in many of our schools. We need young people to be confident in the human skills of empathy and of getting wisdom from reflection through the creative subjects in particular, and they need to have the resilience to deal with the changes that are coming thick and fast in our society.

Today, Andreas Schleicher talked about a curriculum that is a mile wide and an inch deep. I worry about just extending the EBacc into some more subjects, because I worry about the level of prescription to which we already require our teachers to adhere. Then, at 16, we go all of a sudden from width into great depth, which, compared with what happens internationally, is very unusual.

We will also be creating a binary choice for children when the T-levels come in in 2020. They will have to decide at the age of 16 whether they are going to be academic or technical. Incidentally, I do not know how the T-levels will work against apprenticeships, with employers being asked to take on work experience people for T-levels or for more directly vocational qualifications. I would love the Minister to tell us how that middle route will be any better than or different from the diplomas which I was responsible for steering through and which ended up not really taking off because of a change of Government. I do not know whether, having got their kids into a great school at 11, parents will be aspirational to allow them to leave at the age of 16 to go to college to pursue a middle-level qualification that is not quite vocational and not quite academic.

Instead, I would love to see us collapse a lot of the curriculum, free up the 14 to 19 phase, get rid of GCSEs at 16 altogether and have a free run at it, embracing UTCs and studio schools. I would love us to have some public examinations at 14 to test the recall of a broad and balanced curriculum, but then to free up and trust teachers to build their professionalism and collaborate, as we see them doing in Shanghai and Singapore. Teachers there are trying to learn from what we used to do with creativity. Then, we can not only give employers, with their increasing frustrations, what they want from a schooling system but we can give our young people the best possible chance to live fulfilling lives and make a meaningful contribution to our society.

Schools Update: National Funding Formula

Lord Knight of Weymouth Excerpts

Thursday 14th September 2017 Lords Chamber

[Lord Nash]

Well, it is true that we are the first Government who have actually done this. It is not easy and I pay tribute to the officials in the Department for Education. They tell me that they have been working on this for at least 10 years, as I am sure the noble Lord, Lord Knight, knows, and are personally delighted that it has happened.

[Lord Knight of Weymouth (Lab)]

My Lords, I congratulate the Government and particularly the officials on bringing this forward. I certainly remember commissioning a review of the funding formula back when I announced one, about 10 years ago. Unfortunately it felt as if politics, with things such as general elections and changes in government, got in the way of implementing the outcome of that review. These things happen. I am particularly pleased to see sparsity issues recognised in this announcement.

My question relates to a welcome guarantee, if I heard the Minister correctly, of a real-terms, per-head increase of at least 0.5% next year and 1% the year after. That is important. However, I am also mindful of this week’s report from the National Audit Office regarding the recruitment and retention of teachers—and I remind the House of my interest in respect of my work at TES. At paragraph 2.2, the report states:

“To meet the increasing need for teachers, particularly in secondary schools, the Department for Education … and schools will need to improve teacher recruitment and retention. We reported in February 2016 that the Department has not met its overall target for filling teacher training places in each of the past four years. It has since missed the target for a fifth year”.


As the department reflects on that, particularly given that this week we have seen the pay cap go for the police, is it possible that it might reflect that the pay cap for teachers needs to be lifted? If so, will the department then ensure that the Treasury funds that rather than it coming out of the money announced in this funding formula? I would hate to campaign to raise the pay cap for teachers but then see the ensuing problems as schools scramble to try to fund 0.5% from what, certainly in some of the urban areas, will be quite a limited extra amount of money.

[Lord Nash]

The noble Lord makes some very good points about teacher recruitment and retention. Of course we have a strong economy with very high levels of employment and very low levels of unemployment which impacts on the ability to recruit teachers. We are doing a huge amount of work on improving our recruitment approach, which is a much more regionally focused approach to look at where we particularly need to recruit teachers. There is no doubt that the work of a number of our multi-academy trusts in career development, CPD and teacher retention will help teacher retention.

The independent School Teachers’ Review Body has recommended teacher pay increases. We have listened carefully to what it recommended and accepted the recommendations. We continue to work closely with schools to help them manage their finances.

Schools: Recruitment and Retention

Lord Knight of Weymouth Excerpts

Tuesday 18th July 2017 Lords Chamber

[Lord Nash]

As we have discussed before, there is no doubt that initially pupils who either do not speak English or have poor English do make life difficult for teachers, but the evidence is clear that those pupils, once they can speak the language—which many of them do relatively quickly—can be, to put it bluntly, much more aspirational. As we now all know, although we spend a lot of time compiling statistics on what we call English as additional language pupils, it is in fact white working-class pupils who are falling behind dramatically in our schools. That is why we are making such a substantial investment in coastal towns, former mining villages and other such communities to improve education.

[Lord Knight of Weymouth (Lab)]

My Lords, I refer the House to my interests relating to teacher recruitment through my work at TES Global. The Minister says that he is not complacent. When I look at the statistics for teacher retention and take out retirement because the number of those retiring has been reducing, I can see that the number leaving the service prematurely has been increasingly significantly every year since 2012. The figure rose from 28,630 in that year to 39,980 in 2016. To repeat the question: is this because of workload pressure or because of pay?

[Lord Nash]

I know that the noble Lord is very experienced in this area, but he has picked one particular statistic. The fact is that returners to education employment have increased by 8% since 2011 and, as noble Lords will know, this year our recruitment programme has run substantially ahead of last year. We have again recruited 100% of primary teachers and 89%, as opposed to 82%, of secondary teachers.

Schools Update

Lord Knight of Weymouth Excerpts

Monday 17th July 2017 Lords Chamber

[Lord Knight of Weymouth (Lab)]

My Lords, further to the question asked by the noble Baroness, Lady Kramer, I too was drawn to the announcement of the further 140 free schools, which said that 30 would go through the local authority route. I am interested to know exactly how that works, given that this is the Minister’s responsibility, and how much more efficient that is than going through the department. Will he answer her question as to whether the local authorities concerned will get any money to pursue that route?

[Lord Nash]

Yes. As I said, we have been working very collaboratively with local authorities to plan much more accurately with them precisely where they want free schools. Local authorities obviously often produce free school sites on a peppercorn for no money. It is also clear to us that some local authorities have perhaps not been spending their basic need money, as they should have been, but relying on the central programme. I believe that this can be done efficiently. The local authorities that we work with certainly seem keen to provide many more of these schools. We go through a process whereby they decide where they want the schools to be and, effectively, an open process is then gone through whereby school providers can approach them and be approved, initially by the local authority and then by the department.

Fire Safety: Schools

Lord Knight of Weymouth Excerpts

Monday 3rd July 2017 Lords Chamber

[Lord Nash]

My Lords, all new schools must comply with fire safety guidance before they are allowed to open and only in those assessed as low risk are sprinklers not expected to be installed. The number of fires in schools has halved in the past 10 years. The department is not aware of the claims that the noble Baroness makes. Our recent consultation involved discussions with experts from across the fire sector, including the Chief Fire Officers Association and the London Fire Brigade. We would welcome any intelligence that they or she have to offer in relation to this.

[Lord Knight of Weymouth (Lab)]

My Lords, the Minister will be aware that the school immediately adjacent to Grenfell Tower is the Kensington Aldridge Academy. It has sprinklers installed, thanks to the regulations that I pushed through when I was a Minister, with the presumption that all new schools should have fire sprinklers fitted. Has the Minister seen the figures from the London Fire Brigade that show that, in the nine years since those regulations came in, there have been 717 fires in schools in London and in only 15 of those schools were sprinklers installed? I support what the noble Baroness, Lady Walmsley, said. Now is the time to go further than the regulations I agreed, to listen to the London Fire Brigade and to make sprinklers mandatory in all refurbishments as well as all new schools.

[Lord Nash]

I am fully aware of the situation in Kensington Aldridge Academy, which is right next door to Grenfell Tower, and that a number of its pupils have died. Of course we will look at this further. We have not changed the regulations. The regulations that the noble Lord introduced are still extant. Although we thought they were absolutely on the right lines, we thought that in some ways they were a little long and potentially confusing. We have been discussing some changes, but we have no intention of changing those regulations and we would welcome discussions with anybody about any further changes and improvements they think are necessary.