Schools Update
Lord Nash Excerpts(8 years, 8 months ago)
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The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, My Lords, with the leave of the House I will now repeat a Statement being made in the other place by my right honourable friend Justine Greening, the Secretary of State for Education. The Statement is as follows:
“This Government believe that all children should have an education that unlocks their potential and allows them to go as far as their talent and hard work will take them. That is key to improving social mobility. We have made significant progress: nine out of 10 schools are now good or outstanding and the attainment gap is beginning to close. We have launched 12 opportunity areas to drive improvement in parts of the country which we know can do better. But all this has been against a backdrop of unfair funding. We know that the current funding system is unfair, opaque and out of date. This means that, while we hold schools to the same accountability structure, we fund them at very different levels. In addition, resources are not reaching the schools that need them most.
School funding is at a record high because of the choices we made to protect and increase school funding even as we faced difficult decisions elsewhere to restore our country’s finances, but we recognise that, at the election, people were concerned about the overall level of funding as well as its distribution. As the Prime Minister has said, we are determined to listen, so that is why today I am confirming our plans to get on with introducing a national funding formula in 2018-19. I can announce that this will now additionally be supported by significant extra investment into the core schools budget over the next two years.
The additional funding I am setting out today, together with the introduction of a national funding formula, will provide schools with the investment they need to offer a world-class education to every child. There will therefore be an additional £1.3 billion for schools and high needs across 2018-19 and 2019-20, in addition to the schools budget set at the 2015 spending review. This funding is across the next two years as we transition to the national funding formula. Spending plans for the years beyond 2019-20 will be set out in a future spending review.
As a result of this investment, core funding for schools and high needs will rise from almost £41 billion in 2017-18 to £42.4 billion in 2018-19. In 2019-20 this will rise again to £43.5 billion. This represents £1.3 billion in additional investment: £416 million more than was set aside at the last spending review for the core schools budget in 2018-19 and £884 million more in 2019-20. It will mean that the total schools budget will increase by £2.6 billion between this year and 2019-20, and funding per pupil will now be maintained in real terms for the remaining two years of the spending review period to 2019-20.
For this Government, social mobility and education are a priority. Introducing the national funding formula—something shied away from by previous Governments—backed by the additional investment in schools we are confirming today will be the biggest improvement to the school funding system for well over a decade. I said when I launched the consultation last December that I was keen to hear as many views as possible on this vital reform. I am grateful for the engagement on the issue of fairer funding and the national funding formula. We received more than 25,000 responses to our consultation, including from Members from across the House. We have listened carefully to the feedback we have received.
We will respond to the consultation in full in September, but I can tell the House today that the additional investment we are able to make in our schools will allow us to: increase the basic amount that every pupil will attract in 2018-19 and 2019-20; for the next two years provide for up to 3% gains a year per pupil for underfunded schools and a 0.5% a year per pupil cash increase for every school; and continue to protect funding for pupils with additional needs, as we proposed in December. Given this additional investment, we are able to increase the percentage allocated to pupil-led factors, and this formula settlement for 2019-20 will provide at least £4,800 per pupil for every secondary school—something which I know Members in some areas in particular will welcome.
The national funding formula will therefore deliver higher per-pupil funding in respect of every school and in every local area. I believe that these changes, building on the proposals we set out in December, will provide a firm foundation as we make historic reforms to the funding system, balancing fairness and stability for schools. It remains our intention that a school’s budget should be set on the basis of a single, national formula, but a longer transition makes sense to provide stability for schools. In 2018-19 and 2019-20, the national funding formula will set indicative budgets for each school and the total schools funding received by each local authority will be allocated according to our national fair funding formula, and transparently for the first time.
Local authorities will continue to set a local formula, as they do now, for determining individual schools’ budgets in 2018-19 and 2019-20, in consultation with schools in the area. I will shortly publish the operational guide to allow them to begin that process. To support their planning, I am also confirming now that in 2018-19, all local authorities will receive some increase over the amount they plan to spend on schools and high needs in 2017-18. We will confirm gains for local authorities, based on the final formula, in September.
The guide will set out some important areas that are fundamental to supporting a fairer distribution through the national funding formula. For example, we will ring-fence the vast majority of funding provided for primary and secondary schools, although local authorities, in agreement with their local schools forum, will be able to move limited amounts of funding to other areas, such as special schools, where this better matches local need.
As well as this additional investment through the national funding formula, I am today also confirming our commitment to double the PE and sports premium for primary schools. All primary schools will receive an increase in their PE and sports premium funding in the next academic year.
The £1.3 billion additional investment in core schools funding that I am announcing today will be funded in full from efficiencies and savings I have identified from within my department’s existing budget, rather than through higher taxes or more debt. This has required some difficult decisions, but I believe that it is right to prioritise core schools funding, even as we continue the vital task of repairing the public finances.
By making savings and efficiencies, I am maximising the proportion of my department’s budget which is allocated directly to front-line head teachers, who can use their professional expertise to ensure that it is spent where it will have the greatest possible impact. I have challenged my civil servants to find efficiencies, as schools are.
I want to set out briefly the savings and efficiencies that I will secure. Efficiencies and savings across our main capital budget can release £420 million. The majority of this will be from healthy pupils capital funding, from which we will make savings of £315 million. This reflects reductions in forecast revenue from the soft drinks industry levy. Every £1 of England’s share of spending from the levy will continue to be invested in improving child health, including £100 million in 2018-19 for healthy pupils capital.
We remain committed to an ambitious free schools programme that delivers choice, innovation and higher standards for parents. In delivering the programme, and the plans for a further 140 free schools announced at the last Budget, we will work more efficiently to release savings of £280 million up to 2019-20. This will include delivering 30 of the 140 schools through the local authority route rather than the central free schools route.
Across the rest of the DfE resource budget—more than £60 billion per year—I will also reprioritise £250 million in 2018-19 and £350 million in 2019-20 to fund the increase in spending that I am announcing today. I plan to redirect £200 million from the department’s central programmes towards front-line funding for schools. While these projects are useful, I believe strongly that this funding is most valuable in the hands of head teachers.
Finally, alongside this extra investment in our core schools budget, it is vital that school leaders strive to maximise the efficient use of their resources to achieve the best outcomes for all their pupils and best promote social mobility. We already provide schools with support to do this, but we will now go further to ensure that support is effectively used by schools.
We will continue our commitment to securing substantial efficiency gains over the coming years. Good-value national deals that procure better-value goods and services on areas all schools purchase are available: for example, under the deals, based on our existing work, schools can save on average 10% on their energy bills. We will expect schools to be clear if they do not make use of these deals and have higher costs. Across school spending as a whole, we will improve the transparency and usability of data so that parents and governors can more easily see the way in which funding is spent and understand not just educational standards but financial effectiveness, too. We have just launched a new online efficiency benchmarking service which will enable schools to analyse their own performance much more effectively.
We recognise that many schools have worked hard up to this point to manage cost-base pressures on their budgets, and we will take action this year to provide targeted support to those schools where financial health is at risk, deploying efficiency experts to give direct support to them.
The significant investment that we are making in schools and the reforms we are introducing underpin our ambition for a world-class education system. Together, they will give schools a firm foundation that will enable them to continue to raise standards, promote social mobility and give every child the best possible education and the best opportunities for the future”.
My Lords, that concludes the Statement.
Baroness Kramer (LD)
My Lords, I agree that this is a sleight of hand. Perhaps the Minister will confirm that there is not one single new penny coming into education for our young people in the Statement. I agree that it is robbing Peter to pay Paul and I hope he will tell us a lot more about Peter and the losses to programmes that schools have been relying on. More importantly, will he confirm that in the Statement there is actually a cut in funding for education—£315 million—which will be cut from the healthy pupils capital funding,
“to reflect reductions in forecast revenues from the soft drinks industry levy”?
So in fact this is an announcement of a £315 million cut in the budget for education and schools.
The Statement refers to 30 schools that will be removed from the free schools programme and delivered through the local authority route. Is the Minister expecting local authorities to provide substantial funding to support these 30 schools and, if so, can he tell us which local authorities are now so flush with money that they are in a position to provide significant numbers of additional schools if there is not a single penny coming from the central budget to support them?
As the Minister talks about efficiency for schools, I join many others in saying that, looking at schools today, you can see remarkable efficiencies introduced by one head teacher after another, but it looks as though a significant amount of the savings is meant to come from new energy efficiencies: a 10% cut in energy bills overall. The Minister will be well aware that the largest component of an energy bill is the cost of energy. Will he tell us how he will prevent volatility and price rises in the energy bills that are presumed within the Statement?
I actually think it is beneath the Government to come up with this announcement when after a moment’s reading it becomes apparent that there is sleight of hand and a difference between the announcement and its implications and the reality that is contained within the Statement. I suggest that if we are to encourage the British people to recognise the importance of politics and to respect any party in this House, it is time for that to stop.
Lord Nash
My Lords, the noble Lord, Lord Watson, asked why the Statement was being made today. It is so that schools can go away for their summer break knowing that we will be introducing a national funding formula. No doubt that will be welcome to them.
All schools have to run themselves more efficiently and we as a Government have to make efficiency savings. We have already predicted that our scheme to self-insure academies will save £600 million by 2020. We have introduced LocatED, an organisation set up specifically to find free school sites. It is already showing that it is buying sites very effectively and we believe there will be significant savings from that. Our efficiency advisers are not an insult to head teachers. They are a support. I invited the noble Lord, Lord Watson, to look at the efficiency tools on our website. I am disappointed to hear that he obviously has not done so, particularly given the Labour Party’s appalling record of spending money in the past.
So far as free schools are concerned, since 2014 90% of them have been located in areas where there is a recognised need for places, which of course is many areas, given that despite a massive increase in immigration, the Labour Party actually reduced the number of school places in this country. As for listening to its proposals across the board, doing so would result in bringing us back to the edge of bankruptcy, as it did the last time that it was in government. As I said, we have increased the core school funding. In answer to the point about local authorities, we are working extremely collaboratively now with them on free schools. We believe that we can do so more collaboratively, and that energy is only one part among many of the savings we can make.
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.
Baroness Farrington of Ribbleton (Lab)
My Lords, the answer from the Minister to the question about whether local authorities will get more money for embarking on this project was, in short, no. They will not get more money but will have to find the money though doing things more efficiently, according to the Minister. Will he please accept that his repeated assertions about the Government’s commitment to social mobility can be answered by all the research which shows that good, early childhood education involving parents is the best way to help children who underachieve, and that Ministers repeatedly referring to childcare are ignoring the educational issues? Will the Minister please answer the questions that he is being asked and not the ones he prefers?
Lord Nash
The answer to the question on where the money will come from is that local authorities are funded substantially to provide their basic need budgets. We will look to them to use those budgets to fund some of these places through new schools and the free schools programme. I agree entirely with the noble Baroness that the early years are a vital part and that the younger we can support all our children, the better.
Lord Elystan-Morgan (CB)
My Lords, the Statement makes it clear, does it not, that the award is entirely conditional upon savings? So that there be no shred of ambiguity left, can the Minister confirm that if in fact there is no saving, there will be no award and that if there is but a percentage of saving, there will be a percentage of that award? Furthermore, if it be the case that there would appear to be an achievement of saving which does not fit neatly into the timetable, will there be credit for a notional saving and what will happen if it turns out to be a smaller sum than that which was first anticipated?
Lord Nash
No—it is not conditional on savings. We have a firm intention to bring in a national funding formula. We are the first Government for many years to tackle this point. We consulted on it. Schools want a fair funding formula, and I am disappointed that noble Lords are not pleased that we are going ahead with these plans. I am sure schools will be. They are all asking for it. It is not a condition. This is our plan. This will happen. The department has a budget of £60 billion per annum. We have shown over the past few years that the Government can run things efficiently, and we are determined to do so in the future.
Lord Addington (LD)
My Lords, the Statement talks about those with additional needs. Will there be good, in-service improvement of skills for those dealing with those with special educational needs in the mainstream classroom? There have already been some changes made for new people training, and I thank the Minister for that, but there will be considerable savings if people are better trained to handle the pupils in their classrooms and to recognise the most commonly occurring conditions such as dyslexia and dyspraxia and to tell the difference between the two. Are we going to do this? If we do, we will take some of the pressure off expensive things such as special schools.
Lord Nash
The noble Lord makes an extremely good point. We all acknowledge the importance of continuous professional development. We must remember that teachers are initially trained for only nine months, most of which is in the classroom. We are looking at reforming initial teacher training. In multi-academy trusts, we are increasingly seeing much greater emphasis on continuous professional development throughout a teacher’s entire life, particularly in the first three to five years of their engagement in the profession.
Baroness Massey of Darwen (Lab)
The Minister talks about a world-class education. I am glad that at last the word “teacher” has been mentioned because teachers create world-class education. I go into schools and find head teachers desperate about losing teachers. Can the Minister say how this can be prevented?
Lord Nash
I think I have a Question tomorrow on teacher retention. Teacher retention is looking a lot better this year. I was referring to multi-academy trusts. We have seen a transformation in the past few years in career development opportunities for young teachers. Historically, a young teacher coming into the teaching profession in their early 20s could look forward to perhaps being a head teacher in 20 years. I can just about remember what it feels like to be in one’s early 20s, and 20 years is light years away. Now we are seeing young teachers becoming a head of subject in their mid 20s, a head of school responsible for teaching and learning, behaviour and safeguarding and parent relationships in their late 20s with all the rest of the administration, accounting and HR done by the MAT centrally, and becoming a head in their 30s, so the career development opportunities for teachers are much greater than they were. I am hearing consistently from people who work in multi-academy trusts that this is having a very good impact on teacher retention. We have an economy in which we are experiencing full employment in many areas in the country. The issue in relation to teacher recruitment and retention is not unique to this country, and it is not unique to the teaching profession. It is one of the consequences of having such a strong economy. The early signs are that teacher retention is improving.
Lord Evans of Weardale (CB)
My Lords, I draw attention to my declared interest as a governor of a multi-academy trust. I broadly welcome the thrust of the Minister’s Statement, although as a former public servant I am always slightly suspicious of spending commitments that are going to be funded through efficiencies because sometimes what you take with one hand disappears in another. Nevertheless, it would be helpful if the Minister could let us know what efficiencies there are from running schools within a multi-academy trust system because a number of common services which otherwise have to be run separately in each school can be shared between schools, and that is an area where potential efficiencies have not yet wholly been captured.
Lord Nash
I am grateful to the noble Lord for his comments. What we are seeing through the multi-academy trust system is that a group of schools working together can employ one much more highly qualified accountant rather than each individual school having someone who often really struggles with the accounts, takes a very long time and would rather not do it. We are seeing a huge number of MATs achieving substantial savings in purchasing. One study said that primary schools working together in MATs was resulting in a saving of £146 per annum per pupil. I think it is self-evident that this is working, and we have plenty of examples. I would be happy for any noble Lord who is interested in this to attend a teach-in to hear about it in much greater detail.
Lord Lexden (Con)
I would like to ask my noble friend about the more than 25,000 responses that have come in to the consultation exercise. Have they come from all parts of the country to provide an indication of how people feel in different areas? Have comments come from all those most closely involved in and concerned about education—namely head teachers, teachers, governors and parents themselves? Is the Minister able to give any indication at this stage whether there is clear evidence that, overall, a positive view was being taken in the country of the principle of the basic idea of a national funding formula?
Lord Nash
My noble friend makes a very good point. We have had a very wide response from all areas of the country. It is clear, particularly in those areas of the country that historically feel that they have been underfunded—we have discussed here before the vast differences in funding per pupil that can occur between two schools not that far apart—that this news will be welcomed by schools, despite what some Peers have said. It will be very welcome to move to a system that is not a postcode lottery and not based on very out-of-date information. I am certain that this will be welcomed by schools.
Lord Paddick (LD)
My Lords, will the Minister kindly answer the question asked by my noble friend Lady Kramer regarding the efficiencies and savings mentioned in the Statement? Some £315 million is going to be saved from the healthy pupils capital fund. Will the Minister confirm that that is actually a £315 million cut, as suggested in the Statement, which says:
“This reflects reductions in forecast revenue from the soft drinks industry levy”?
Lord Nash
Well, that has only recently been announced and I have to say that our plans on it were not very far advanced, so I think describing it as a cut is rather unfair. As I have said, we are making sure that resources are focused more on core school funding and in the hands of head teachers.
Lord Young of Norwood Green (Lab)
My Lords, I am assuming that £50 million of this saving is because we have not mentioned the expansion of grammar schools. I hope that is the case and I would welcome confirmation of that because, if we are focusing on areas of real need, if ever there was a waste of money it was that. I would also welcome some indication that we are going to continue with the expansion of the university technical college programme.
Lord Nash
The noble Lord is quite right that as a result of the fact that, as I have already said, we will not be removing the ban on new selective schools, there will undoubtedly be some saving there. We intend to continue with the UTC programme, selectively and carefully. There are a lot of lessons to be learned from the early years of the programme but we are confident that it can become very successful, and we have some very good examples of that. I see that my noble friend Lord Baker is not in his place; I am sure that if he were here he would be on his feet very quickly to mention some of them. We certainly intend to continue with the programme.
Baroness Tonge (Non-Afl)
My Lords, have the Government considered ending the charitable status of private schools, which some people see as of rather dubious benefit to the community and state schools? If so, how much money would be released, which could then go to state schools for their direct benefit?
Lord Nash
We have not considered that because we do not plan to do it. Were we to lean heavily on the independent sector, it would probably result in a much greater burden on the state sector, because there is no doubt that the country saves a huge amount of money on state education by the number of people who go to private schools. We have, however, made it absolutely clear that although the independent sector does a great deal to support state schools in terms of both bursaryships and school partnerships up and down the country—I was recently in York, where there is a strong school partnership—we think that some independent schools can do more. We are in active discussions with the Independent Schools Council and the other independent school organisations. They are very willing to help and we will be working with them so that they can help the state sector much more. There is a lot that they can do to help the state sector—particularly in teaching, the use of sports facilities and sports personnel and preparing pupils for applications to university.
Baroness Morris of Yardley (Lab)
My Lords, part of the problem is that it is such an unclear Statement. There are so many questions, but we are not getting particularly clear answers in response, so I return to two issues that have already been raised to seek further clarification. The wording of the Statement,
“deploying efficiency experts to give direct support to”
schools, reads to me like real people going to schools to give advice. In his response to my noble friend on the Front Bench, the Minister implied that it is an online tool. Can he clarify exactly what is meant by those words? If they are real people, how much will that initiative cost? I also return to the part of the Statement which talked about 30 of the 140 new schools coming through the local authority route. It would help me to know whether local authorities will be able to say that they do not want to spend their money in that way.
Lord Nash
We have done a great deal of work in the department on efficiency in schools. There is no doubt, despite what people say, that some schools have grown their budget a bit like Topsy. I see that the noble Baroness is nodding. Interestingly, our most successful education providers are also our most efficient financially, because, as any organisation has to when it faces financial pressures, they go back to a bottom-up approach to budgeting. Schools that do that spend their resources where they are needed and think about where they want to spend them rather than, as has happened in a number of schools, through consistent increases in funding over many years, where their budgets have grown like Topsy. There are significant efficiency savings. Many schools have grasped that, but there is no doubt that some have not, and we now have a number of experts—we currently work with about 20—who are well versed in this. We will be making them available to schools that need them.
We have no intention of forcing free schools down the throats of local authorities. It is a collaborative approach. We have been working collaboratively with local authorities on free schools and see much greater scope to do so in future.
Baroness Farrington of Ribbleton
My Lords, will the Minister take advice from somebody who has chaired an education authority and knows the sorts of questions that arise? He is talking about a national funding formula. Parents, teachers and governors will ask how the calculation has been made as to what is appropriate. They will make comparisons—I am not doing so—between Scotland, Wales, Northern Ireland and English regions. We will have to refer them to him. Can he assure me that in calculating the amounts per pupil, all pupils in all countries and in all areas have been treated fairly, equally and on the same assumptions about need?
Lord Nash
Well, the whole purpose of the funding formula, which is for England only, is to treat everybody much more fairly. As for comparisons with Wales and Scotland, I hope that parents will make them, because they will be able to see that what has been happening in the Welsh education system is no lesson for the future and that what has recently been happening in the Scottish education system is deeply disturbing.
Baroness Watkins of Tavistock (CB)
My Lords, will the Minister clarify that additional CPD—continuing professional development—required for teachers, school nurses and health visitors in relation to the manifesto commitment on child and adolescent mental health improvement will be funded separately and will not have to come out of the standard formula?
Lord Nash
I do not think that I can confirm that, but we are investing £1.4 billion in child and adolescent mental health. We will produce a Green Paper on mental health later this year, and we have worked closely on a number of pilot projects between mental health and schools. I shall look at this and write to the noble Baroness.
Education: Funding
Lord Nash Excerpts(8 years, 8 months ago)
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The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, with the leave of the House I shall now repeat a Statement made in the other place earlier today by my right honourable friend the Minister for School Standards and for Equalities. The Statement is as follows:
“Mr Speaker, this Government are determined to ensure that all pupils, regardless of where they live, receive a world-class education. Over the past seven years we have made significant progress. There are now 1.8 million more children in schools that are rated good or outstanding than there were in 2010, and today we saw an 8% rise in key stage 2 results, as pupils and teachers rise to meet the challenge of the new, more demanding curriculum and assessments.
Looking beyond schools, the Government have prioritised funding for all phases of education. At the spending review, we announced that we would be investing an additional £1 billion a year in early education entitlements, including funding for the new 30 hours entitlement and funding to increase the per-child rate that providers receive. We protected the national base rate per pupil for 16 to 19 year-olds in sixth forms, sixth-form colleges and further education colleges in England and, in his spring Budget, my right honourable friend the Chancellor announced new investment in technical education for 16 to 19 year-olds, rising to an additional £500 million per year. We have maintained funding for the adult education budget, which supports adult skills participation in cash terms at £1.5 billion per year. We have implemented reforms to higher education to drive greater competition and teaching standards. Together, this adds up to a comprehensive package of support for education at all stages of life.
We want to ensure that every school has the resources that it needs, which is why we have protected the schools budget in real terms since 2010. We set out our intention to increase funding further in our manifesto, as well as continuing to protect the pupil premium to support the most disadvantaged pupils.
We recognise that schools are facing cost pressures. Beyond the total amount of funding going to our schools, we know that there are two crucial questions. First, we know that how schools use their money is important in delivering the best outcomes for pupils. We will continue to provide support to help schools use their funding effectively. Secondly, we know that how funding is distributed across the country is anachronistic and unfair, and that the current system is in desperate need of urgent reform.
We have gone further than any previous Government in reforming school funding. The second stage of our consultation on a national funding formula for schools closed in March, and I am grateful to all 25,000 people who responded, as well as to honourable Members who contributed in the more than 10 hours of parliamentary debates on school funding, and many face-to-face meetings, during the period. It is important that we now consider carefully how to proceed. As outlined in our manifesto, we will make sure that no school has its budget cut as a result of the new formula. We remain committed to working with Parliament and bringing forward proposals that will command a consensus. We will set out our plans shortly”.
Lord Hunt of Kings Heath (Lab)
My Lords, the House will be grateful to the Minister for repeating that Answer—but whatever gloss he puts on school funding, the fact is that the amount of money per pupil is due to go down between now and 2022. As a result, class sizes will grow and schools will replace qualified teachers with unqualified staff. The Minister had nothing to say about this, yet it is worrying parents up and down the country—except, perhaps, in Northern Ireland. Can he confirm that there is now to be an increase in school funding of £150 per pupil in the Province?
The Minister said that no school would have its budget cut as a result of the new funding formula. Can he confirm that that is in real terms and not just in cash terms? His party’s manifesto promised £4 billion of additional money; £650 million of that was to be obtained by scrapping infant school meals. The Minister in the other place has said that that policy has now been scrapped, so where will that money come from? Is it still the Government’s intention to provide universal free breakfast in primary schools—and, if so, does he now have a proper costing of that manifesto offer? Furthermore, is the Government planning to fund new and expanded grammar schools, or has that also been abandoned?
Lord Nash
I am grateful to the noble Lord for his questions. To be clear, first of all, on grammar schools, as the noble Lord will know there is no education Bill in the Queen’s Speech and the ban will remain in place, although we will keep working with the Grammar School Heads’ Association and good grammar schools to see how their excellent practice can be spread more widely.
As far as breakfast is concerned, we do not plan to introduce free breakfasts, although we will continue to work on a number of schemes for breakfast clubs, such as Magic Breakfast.
There has been a lot of talk about the expansion of class sizes. Despite the fact that, by this September, schools will already have experienced an increase of more than 3% in their cost base, the actual increase in class sizes in the last six years has been very marginal indeed. This is at a time when we have 1.8 million more pupils in good and outstanding schools and have created nearly 750,000 new places. I have already said that there will be no cuts in per-pupil funding as a result of the national funding formula. We will be responding in full to the consultation shortly and I am afraid that the noble Lord will have to wait until then for the answers to the rest of his questions.
Lord Storey (LD)
My Lords, I am grateful to the Minister for his Statement. He is right to say that funding is anachronistic in England. I was pleased to hear that there will be no cuts to any school budgets. Presumably with the fair funding system there would be winners and losers, so he is clearly saying that the losers—in other words, those whose budgets will not go up—will not be cut at all. However, there is a problem now. When I asked an Oral Question back in March, I pointed out that audit figures showed that, on average, over the next four years, every primary school will be £74,000 worse off and every secondary school will be £291,000 worse off. In his reply, the Minister said it was about organising things differently and that better deployment of staff, efficiency savings and redeployment of non-teaching staff in schools could save £1 billion. He has never said how and where that is going to happen.
My main question is in regard to sixth-form colleges. The Minister believes in fair funding for all secondary and primary schools, but he clearly does not believe in it for sixth-form colleges—because only those which have become academies are VAT exempt. Those that choose to remain maintained have to pay VAT. That is surely grossly unfair. Why is the Minister not prepared to allow the same advantage to all sixth-form colleges? If he did, it would mean an immediate amount of money for the maintained ones. At the same time, why has the full amount of funding for sixth-form colleges—£200 million—been held back? That could be released to them as well.
Lord Nash
I am grateful to the noble Lord for recognising that we have been the first Government for some time to grasp the issue of the anachronistic state of school funding. It was never going to be easy —that is quite obvious from the debates we have had. However, we are determined to press on and make school funding fair. As I have said, there will be no cuts per pupil as a result of the national funding formula.
I would invite the noble Lord to come into the department and see the extensive work we are doing on school efficiency and organisation to make sure that schools fully understand how to make the resources available in a more efficient way so that there are many more resources for the front line. I recognise the pressures that schools are facing, but it is a fact that under the Labour Government schools received a 5.1% per annum increase in their funding in real terms and that during that time we slumped down the international league tables in the performance of our schools. So it is not just about money; it is about the efficient deployment of resources.
Baroness Andrews (Lab)
My Lords, the Minister has been insistent on fairness in both the Statement and in what he has just said. I am sure that he is familiar with the work of the Education Policy Institute, which said in a recent report that:
“The most disadvantaged primary and secondary schools in London are expected to see an overall loss of around £16.1 million by 2019-20 ... In addition, the distribution of funding based on area deprivation … shows that pupils who live in the least deprived areas experience the highest relative gains”.
What is fair about that?
Lord Nash
The noble Baroness refers to the Education Policy Institute, with which I am very familiar as I attended its one-year anniversary event only a couple of weeks ago. It is a very excellent organisation, ably chaired by my ex-colleague David Laws. As I have said, we are determined to make the funding formula fair. As the noble Lord, Lord Storey, said, it is clear from what we have said that we have looked at the issue of losers. We will redress that in the fact that no school will have its budget cut on a per-pupil basis as a result of these changes. Certainly, as part of the consultation—the 25,000 responses we have had—the point made by the noble Baroness has been made.
Lord Alton of Liverpool (CB)
My Lords, the Minister probably shares the concern of other noble Lords about the number of teachers who are leaving the profession prematurely—especially young teachers, some of whom have told me recently about the unbearable pressures and stress that they have had to endure, which is why they are pulling out of teaching. Given the great cost involved in training teachers to work in our classrooms, does the noble Lord share that concern? Can he tell us how many teachers have left the profession over the course of the last 12 months?
Lord Nash
I completely share the noble Lord’s concern about teacher retention. In fact, the news recently has been quite good. I will write to him with precise details but we are seeing more multiacademy trusts having much better teacher retention programmes because they have much better career development programmes for their teachers. I think it was the case until quite recently that a young teacher coming into the profession could look forward to perhaps becoming a head in about 20 years, but it was very difficult to have any visible career structure in the meantime. As a result of schools coming together in teaching school alliances and multiacademy trusts, teachers can now look forward to perhaps being head of a subject in their mid-20s and even being head of a primary school in their late 20s or 30s. There is a much clearer teacher hierarchy and career development structure, which bodes well for teacher retention in the future. It is also fair to say that we have a much more fluid workforce, and in many professions people leave their chosen line of work and change jobs.
Baroness Manzoor (Con)
My Lords, due to changes in universal credit, local authorities are no longer routinely advising schools on which students are entitled to pupil premium and free school meals. That means that head teachers are having to contact the local authority to find out this information for themselves, if parents are not able to do so or are unaware that they need to give the information. Therefore, some schools in very disadvantaged areas are losing quite significant sums of money. Can the Minister say how the Government can help to ensure that local authorities are carrying out this duty diligently and are not charging for what was originally free?
Education: English Baccalaureate
Lord Nash Excerpts(8 years, 8 months ago)
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The Earl of Clancarty
To ask Her Majesty’s Government when they will respond to the public consultation Implementing the English Baccalaureate which closed on 29 January 2016.
The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, the results of the consultation on implementing the English baccalaureate and the Government’s response will be published in due course—I hope soon.
The Earl of Clancarty (CB)
My Lords, is this long delay because the overwhelming public response voices the concern that the EBacc excludes art and design subjects? I ask the Minister not to continue to justify the EBacc with the New Schools Network stats on the percentage of pupils taking one arts GCSE, which represented a shift away from other qualifications, but instead to look at the latest Ofqual figures revealing—two years in a row—a hugely alarming 8% decline in the take-up of arts GCSEs. The EBacc must be scrapped.
Lord Nash
I can tell the noble Earl that it is not a result of the points he has made. We have been considering carefully a great many responses, and there have been a few political issues in the meantime. I am certainly encouraged to see that we have been improving the quality of these subjects with help from the Royal Academy of Engineering and the James Dyson Foundation. The decline in the subjects to which the noble Earl refers has been more than made up for in the substantial increase in the number of pupils taking IT and the now almost 70,000 pupils taking computing.
Lord Baker of Dorking (Con)
My Lords, is the Minister aware that the GCSEs which are just now finishing this term have seen a drop in every technical subject and every creative and artistic subject? If this trend continues, there will be no technical education or creative education in schools for those aged under 16. This is a disgrace and really is unacceptable. Changes must be made to the EBacc, otherwise the Government will not meet their objective to improve technical education.
Lord Nash
I refer to my previous remarks about the take-up of computer science and the dramatic increase in the number of pupils taking IT. Of course, we must always remember the very low base that we had in 2010 when only one in five pupils was taking a core suite of academic subjects, which we know are so essential particularly for those from a disadvantaged background. I think that we should all be extremely pleased that we have actually doubled the percentage, which is rendering our education provision much more fit for pupils, particularly for pupils from a disadvantaged background.
Baroness McIntosh of Hudnall (Lab)
My Lords, can the Minister please explain the remarks he made in answer to the noble Earl, Lord Clancarty? I believe he said that the loss of entries into the creative subjects is more than made up for by an increased number of entries for IT and computer science. Can he explain in what way those things compensate for one another?
Lord Nash
Numerically. I think we all know that the quality of some of these subjects was not what it might be, and that quite a few people were taking some of them not because they suited them but because they were easier. Of course all schools teach many of these subjects, although it may not necessarily lead to exams, and of course all schools have to provide a broad and balanced curriculum—something which the new chief inspector seems to be particularly focused on, which I am very pleased to see.
Lord Addington (LD)
My Lords, does the Minister agree that a GCSE is a good basis for starting study? As there has been a drop of 50,000 in the number of those taking design and technology GCSE, how do we get a good basis for those going on to study creative and technical subjects if we cut a subject such as that?
Lord Nash
I agree that a GCSE is an extremely good basis. In fact, the drop in take-up of design and technology over the last six years has been less than the drop over the previous four years to 2010. We are keen to improve the quality of those subjects and to give our pupils a wider choice of subjects.
Lord Berkeley of Knighton (CB)
My Lords, given that the Government frequently salute the creative industries for what they bring into the Exchequer and the tourists they bring to this country, is the Minister not concerned about the next generation of creative artists, who are not getting the necessary inspiration they need while at school?
Lord Nash
Again, this assumes quite a lot. As I said, it is clear to us that a number of pupils taking these subjects in the past were not the next generation of creative artists; they were people that suited, for instance, the Labour Government’s equivalence structure, whereby they were helping the statistics. Heads will respond only to the incentives set for them. We have set them an incentive to have many more pupils doing a core academic suite of subjects. That seems to be working and we should celebrate that. But we are investing considerably in the creative subjects, and we have a number of free schools and technical colleges focused specifically on that.
Lord Watson of Invergowrie (Lab)
I very much note the concerns expressed by noble Lords on the teaching of creative and technical subjects, but, perhaps offering the Minister some welcome respite, I will look at another aspect of this Question: the rather worrying trend developing in the Department for Education and its Ministers of the inordinate amount of time it takes them to respond to consultations. In January this year, I asked in a Written Question how many DfE consultations that had a closing date between January 2015 and September 2016 had still not been responded to, including the one in the Question asked by the noble Earl, Lord Clancarty. The Minister replied, saying that there were seven—one of which, incidentally, was the revision of fire safety for buildings in schools. That cavalier approach may have been something the Government felt they could get away with when they enjoyed a majority. Now that the Tories are merely the largest of the minority parties down the Corridor, will the Minister commit to noble Lords that he will ensure his department replies to consultations in a much timelier manner?
Lord Cormack (Con)
My Lords, is my noble friend truly satisfied that we are exposing our young people to the beauties of art and music, and giving them a proper opportunity to participate, in what is becoming an increasingly depersonalised age where young people spend more time with their machines and hand-held devices than they do with their fellows?
Lord Nash
I certainly agree with my noble friend’s comment about the amount of time our young people spend gazing at screens of one sort or another and the balance that subjects such as music, dance and drama can provide. Of course, all good schools do this, not necessarily aiming at exams—music and dance are compulsory in key stages 2 and 3, as is drama up to key stage 4. As I said, the chief inspector is very focused on this. I am sure that noble Lords will see the fruits of that work in due course.
Fire Safety: Schools
Lord Nash Excerpts(8 years, 8 months ago)
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Baroness Walmsley
To ask Her Majesty’s Government, in the light of the Grenfell Tower fire, what plans they have to review their guidance Fire safety in new and existing school buildings.
The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, our thoughts and prayers are with the relatives, friends and families, and all those people affected by the Grenfell tragedy. The department certainly has no plans to introduce any changes to its guidance that would make fire safety laws for schools less strict. Alongside the rest of government, we will review and act appropriately on any findings from the tragic events at Grenfell Tower. We are undertaking an analysis of all school buildings to identify any at a fire risk from cladding.
Baroness Walmsley (LD)
I thank the Minister for his reply and share his concerns about the victims of Grenfell. Is he aware that last year the London Fire Brigade did 184 school fire safety consultations and that, despite it feeling that all new and refurbished schools should have sprinklers fitted, only 2% of such schools were fitted with them? This indicates that the current guidance is not being followed. Given that sprinklers can save lives and reduce the rising cost of property damage, will the Government commit to making sprinklers mandatory in new and refurbished schools and producing up-to-date and robust information about the cost of school fires in lives, cash and educational disruption?
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.
Lord Brookman (Lab)
My Lords, with many other Peers of the realm, I sit on the All-Party Group for Fire Safety and Rescue and sprinklers and the Fire Brigades Union and so and so forth. I have to tell the House that the most frustrating of meetings take place because these people who are really keen on having sprinklers all over the country, not in Scotland or Wales but excluding England, are very frustrated that the Government of the day are not acting accordingly.
Lord Nash
As I mentioned, the recent rather technical consultation we had on the precise wording upset a few people who thought we were reducing the expectation, which we certainly were not. I thought I had pretty much reached an agreement with the APPG on this—but I am very happy to have further discussions.
Baroness Brinton (LD)
My Lords, I am also a member of the APPG for Fire Safety and Rescue, which I joined when I came into your Lordships’ House because the primary school where I was chair of governors burned down in 2004. Because one and a half classrooms survived, it was deemed to be a refurbishment, and under the guidance there was no requirement to increase the level of safety to that required in new schools. The key thing for both new and refurbished schools is that the Government’s advice is advice—it is not statutory. Will the Minister ensure that it becomes mandatory to have the highest standard of safety protection, including sprinklers, in all schools, new and refurbished?
Lord Naseby (Con)
I, too, am a member of the all-party fire group. Is it not right that Members of this House and others who comment from outside should now take a deep breath and hold back a little and allow those who are competent in this world to tell us what action is needed? These actions should flow from proper, deep investigation—and hopefully we as a House will be told as soon as possible what changes are to be made.
Lord Foulkes of Cumnock (Lab)
My Lords, what discussions has the Minister or any of his colleagues had with his counterparts in Scotland to exchange experiences north and south of the border and advice? Here is another sensible suggestion: if he has not had any meetings so far, will he do so now?
Baroness Deech (CB)
My Lords, closer to home, given the long delay to the refurbishment of this building, is the Minister satisfied about fire precautions in the Palace of Westminster?