Children: School Attendance

Lord Storey Excerpts

Wednesday 24th January 2018 Lords Chamber

Asked by

[Lord Storey]

To ask Her Majesty’s Government what steps they are taking to safeguard children who are not attending school.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, it is very important that all children are properly safeguarded, and local authorities have a wide variety of powers in the Children Act to achieve this. Those powers apply to all children, whether attending school or not. In addition, local authorities are required by the Education Act 2002 to ensure that their education functions are exercised with a view to safeguarding children. My department issues statutory guidance relevant to these functions.

[Lord Storey (LD)]

I thank the noble Lord. I am sure he agrees that the majority of parents who home-educate do an excellent job and work with their local authorities. I appreciate that the new Minister has barely got his feet under the desk, but could he assure us that he will work with us to put in place robust procedures which will ensure that all children are safeguarded and that children are not taught a narrow religious curriculum at home or indeed radicalised at home, so that we know that the millions of children who go missing from our school system will be safe?

[Lord Agnew of Oulton]

I agree with the noble Lord. Much home education is very good, and we welcome the dedication of parents who take on that responsibility and do it well. However, we have concerns about unregistered schools. We have provided additional resources to Ofsted, including by creating a new team of dedicated inspectors to inspect suspected unregistered independent schools. They and the DfE have been taking action to make sure that these settings cease to operate unlawfully. We are also creating guidance for local authorities on how to tackle unsuitable out-of-school settings and unregistered independent schools, including on how to use their existing powers. We hope to publish this guidance as soon as possible.

Children: Mental Health Assessments

Lord Storey Excerpts

Monday 18th December 2017 Lords Chamber

[Lord Agnew of Oulton]

I reassure the noble Lord that we will be looking at all the recommendations of the expert working group, some of which included the points that he made. These include things such as establishing a virtual mental health lead, based on the success of the virtual school head process, and improving the strengths and difficulties questionnaires, which we discovered are not always being carried out as well as they should be. In the debate on 23 November last year, the noble Baroness made a point about the importance of assessing mental health at the same time as a young person’s general health assessment is carried out, so reducing stigmatisation. I hope this offers some reassurance to the noble Lord. It is quite right that he holds us to account, even in the Christmas period.

[Lord Storey (LD)]

My Lords, what happens if children are identified, through the pilot assessment, as having mental health needs but there is no capacity to meet those needs in the local area?

[Lord Agnew of Oulton]

My Lords, the pilots will be looking very much for the potential to join up with other government programmes that support the mental health and well-being of looked-after children. This will include the scope to link with the Green Paper proposals, which I have mentioned, and other related work such as NHS England’s testing of personal mental health budgets for looked-after children. There will be an up-front commitment to try to meet any needs that are identified during this assessment process.

Education and Society

Lord Storey Excerpts

Friday 8th December 2017 Lords Chamber

[Lord Storey (LD)]

My Lords, I add my thanks to the most reverend Primate for introducing this debate. I was not around when the 1902 Balfour Education Act became law given that it was passed more than 100 years ago, but that radical Conservative education Act tried and succeeded in transforming the entire system of education in England and Wales. It ended the divide between board schools and those run by the church, principally the Church of England. A century ago Herbert Fisher, the Liberal MP for Sheffield Hallam, introduced the 1918 Fisher Education Act, which made education compulsory up to the age of 14 as well as making it the responsibility of local education authorities.

In preparing for this debate I reflected on how far we have come over the past 100 years and what compulsory education now means. We have made progress in that many children start school at the age of four and most have the benefit of at least 15 hours of free nursery education. The school leaving age is now 16, but the expectation is that every young person will continue their full-time education until they are 18 and that most will study either at college to go on to university, or be part of an apprenticeship course.

The notion of a broad and balanced curriculum was put into statute when in 1988 the noble Lord, Lord Baker, introduced his Education Reform Act. Now the introduction of the English Baccalaureate and Progress 8 are the Government’s current notion of what is a broad and balanced curriculum. However, many of us do not think that they allow the creative and soft skills to find space in the curriculum.

I want to focus on the fact that increasingly for a large group of children and young people, school means an unregistered and illegal place. These schools are often run in appalling and unsafe accommodation. There is a narrow focus on religious tracts with doctrine driving out the development of inquiring minds. Three years ago, Sir Michael Wilshaw—Her Majesty’s chief inspector at the time—wrote two “advice letters” on unregistered schools to the then Secretary of State, Nicky Morgan. He wrote in November 2014, and again in the December, pointing out that unregistered illegal schools were often squalid, staff had not been vetted for child safeguarding, pupils were being taught a narrow curriculum that was failing to prepare them for life in modern Britain, and boys and girls were segregated. He said:

“It is vital, therefore, that when we do identify such illegal activity, the full force of the law is brought to bear on these institutions”.


Unfortunately, the full force of the law is neither full nor forceful enough to bring a successful prosecution.

Perhaps as a result of the chief inspector’s letters, and the concerns of many others, in November 2015 the Department for Education issued a consultation called Out-of-School Education Settings: Call for Evidence. On the Government’s website this morning, I read:

“We are analysing your feedback”,


and the reader is invited to,

“visit this page soon to download the outcome of this public feedback”.

That invitation was put on the website in January 2016 and I understand that this consultation holds the record for the length of time without any feedback. Perhaps two years is stretching the definition of “soon” to breaking point.

One of the reasons, perhaps, for the deafening silence on this consultation is that the threshold for out-of-school settings, including attendance at a centre for more than six hours a week or school holiday settings, would have captured many activities undertaken by churches, including the Church of England. Perhaps the most reverend Primate might reflect on the opposition of the Church of England to any regulation of out-of-school education. Agreeing to the registration and light-touch inspection of out-of-school education settings is surely a small price to pay for ensuring that young people are safe and given an education that will enable them to flourish and develop both skills and understanding.

Let me turn to another matter. Our higher education sector is the envy of the world, and although the commitment and hard work that students invest to obtain their qualifications is wholly laudable, we need to guarantee the integrity and honesty of the qualifications that our students obtain. The vast majority of undergraduates spend at least three years at university, work hard at their studies, work part-time to pay the bills and are finally awarded a degree—of course, all while racking up a huge personal debt. Just think how must they feel when they see other young people, encouraged by ruthless individuals, who have their essays and dissertations written for them, buy fake degrees online and are signed up for a higher education course with no real expectation of completing it, so that the students obtain cash and the institution collects a hefty fee. During the passage of what is now the Higher Education and Research Act, which received Royal Assent in April this year, I was assured by the Government that essay mills and plagiarism were not a significant problem. Perhaps the Minister might like to reflect on that assurance in the light of recent events. What does he believe these activities will do for the reputation and integrity of our higher education system?

In conclusion, I want to go back to basics and talk a little about the early years, where the foundations of a flourishing and skilled society are laid. Yesterday, the OECD published Educational Opportunity for All, a major report that states unequivocally the importance of access to quality early childhood education. It goes on to talk about the “accumulation of disadvantage”, which starts at birth for too many children. Early childhood education in England has been the envy of the world. Every early years settings needs strong leadership by a graduate teacher and staff with the appropriate training and skills, as well as opportunities for excellent continuing professional development. If we are serious about social mobility, our early years settings should not be about childminding but about offering an excellent education to every young child and excellent support to parents. The Government must not allow our early years provision to decline from the magnificent to the mediocre.

It has been a fascinating and remarkable debate with excellent contributions. It was interesting to hear the noble Lord, Lord Adonis, particularly his views on the pay of those who lead our universities. I was surprised, or perhaps not, that he did not rail against the hundreds of thousands of pounds paid to the chief executives of multi-academy trusts, many of whom receive more pay than vice-chancellors of our universities. Perhaps the noble Lord might like to talk to Jo Johnson and come to some kind of accommodation with him so that the same independent body recommended for vice-chancellors will also look at the leadership of multi-academy trusts.

In today’s speeches the Minister has been provided with an agenda that would transform our education system, were the Government to adopt it. Of course, education in England depends on the high quality of leadership in our schools, colleges and universities, and the dedication and commitment of our teachers. It is the work that they do day in, day out, often in very difficult and challenging circumstances, that changes the lives of our children and young people for good.

Social Mobility Commission

Lord Storey Excerpts

Monday 4th December 2017 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I reassure the noble Lord that we are committed to the Social Mobility Commission and it will remain an important force in encouraging the Government to improve social mobility. He asked specific questions around the recommendations that have been made by the commission in the past. One which I am familiar with is the opportunity area concept, which came from the commission’s recommendations, including the use of the social mobility index. As the noble Lord will be aware, and as I mentioned in the remarks from my honourable friend, we have created 12 opportunity areas, six of which have already released their plans for tackling some of the deprivation in those areas.

[Lord Storey (LD)]

My Lords, the Joseph Rowntree Foundation report that was alluded to found that 3.7 million in work are now classified as poor compared with 2.2 million a decade ago. As we see the economy of London and the south-east pulling away from the rest of the country, it is strange that we should do things such as stopping the regional growth fund, which seemed to me to be a good mechanism that was trying to rebalance funds at a time when over half the money for infrastructure projects goes to London and the south-east.

As for the co-ordination of such matters, a number of staffing vacancies in the Social Mobility Commission were of course left unfilled. Does the Minister not think it is time to appoint a Minister whose department could co-ordinate the various activities that are now taking place—or not taking place?

[Lord Agnew of Oulton]

My Lords, the process of appointing a new chair of the Social Mobility Commission will be run from the Department for Education, and internal discussions have already started to begin that process. It is a public appointment and so will receive the scrutiny that that requires. In terms of regional growth, the social mobility fund of £140 million that we have established in the last year is very much aimed at helping education in the areas of need which go beyond the opportunity areas referred to by the Social Mobility Commission.

Education: Early Years

Lord Storey Excerpts

Wednesday 29th November 2017 Lords Chamber

Asked by

[Lord Storey]

To ask Her Majesty’s Government what measures they are taking to provide high-quality early years education in England.

[Lord Storey (LD)]

My Lords, I thank all noble Lords who will speak in this debate. I very much look forward to their contributions and to the Minister’s response.

There is no doubt that early years education is one of the best possible investments that any society can make, and that every pound spent well delivers returns that will last a lifetime. A young child who is equipped with the experiences and skills to make the most of their life will not only live a much happier life, he or she will make a much more positive contribution to our society and will be a net contributor to their own life and the community in which they live. A young child whose parents have not had the advantage of good parenting or have grown up in poverty will almost inevitably need support to make sure that their own children realise their potential.

At this point I need to draw a distinction between childcare and education. In coalition, we were proud to push the introduction of free childcare and increase it to 30 hours to enable both parents to get jobs and contribute to the family economy. There are, of course, huge problems for childcare providers in delivering the childcare for the money that the Government are willing to provide, but that is a debate for another day.

Many early years providers strive to provide more than just childcare and begin to educate children naturally in ways that many parents do through conversation, learning simple nursery rhymes, simple counting games and a range of practical activities—that is, learning through play. They also try to ensure that parents who need support are encouraged in good parenting habits. However, even at the earliest ages, children will gain most benefit if their nursery can afford to train, develop and pay staff well. Staffing is the largest single cost for childcare providers and the single largest cost as children move into early years education settings.

There is no sharp distinction between childcare and education. Good childcare also develops the child in all sorts of ways and early years education picks up from where the child is and continues to maximise the child’s development socially, emotionally and educationally. But—this is a big “but”—as children develop, they need highly trained staff to enable them to be taken on an educational journey that will equip them to succeed at primary school, secondary school and beyond.

We hear a lot about “narrowing the gap” but high-quality childcare, followed by high-quality early years education, is about not letting the gap widen in the early years and beyond. What we had in England—and, to some extent, still have—is early years provision that, as Andreas Schleicher of the OECD says, is the envy of many other countries. However, the Government seem determined to see our provision decline from the outstanding to the mediocre, with funding to local authorities being cut, not to the bone—it is worse than that. By 2020, some authorities will have lost half their revenue income: they will be forced to spend all their funding on statutory services, with the vast majority being taken by adult social care.

One of the earliest casualties of austerity were the libraries, a valuable free resource for parents of young children. Tragically for education, one-third of Sure Start centres have been lost since 2010, with more than 40% of centres closing in London and the north-east, where many of the most vulnerable families live. Young children in Swindon and Solihull, for example, have no designated centre any longer. Vulnerable children across the country will have a much less sure start than their older siblings.

Yesterday, the State of the Nation report by the Social Mobility Commission reported that there are many areas where less than half of disadvantaged five year-olds reach a good level of all-round development. Only half of local authorities have a clear strategy for improving disadvantaged children’s outcomes. Could it be that clear strategies cost money? I am led to understand that Bold Beginnings, to be published by Ofsted tomorrow, will reinforce the findings of the commission.

Neil Leitch, chief executive of the Pre-school Learning Alliance, said:

“The Commission is completely right to highlight the importance of the early years in improving social mobility … Worse still, the eligibility criteria for the 30-hour policy excludes the poorest families altogether, while offering financial support to households earning as much as £199,000 a year”.


For families where, for whatever reason, both parents are not—or, in the case of one-parent families, the single parent is not—employed, the 30 hours of free childcare is not available. How do the least well-off pay for their children? What has this to do with the needs of the child? Poor children are being penalised on the altar of austerity. Leitch went on to say:

“Add to this the fact that the early years pupil premium is still less than a quarter of what primary schools receive, and it’s clear that the Government has its priorities all wrong when it comes to the early years”.


High-quality early years education depends on the quality and qualifications of the staff in these settings. We are a long way from having graduate-led settings, for which we on these Benches have consistently argued. Each early years setting needs to be led by staff who have been trained in child development. That will enable them to offer children a rich and varied experience, using a wide range of play activities. The training will also enable staff to identify, at a very early stage, any signs that a young child may be more likely to develop, for example, mental health problems. If this is achieved, the savings to the community and to the personal costs to the child will be immeasurable.

On Monday, Liz Bayram, chief executive of PACEY, said:

“Graduate leadership is strongly associated with narrowing the gap between our most and least disadvantaged children. However, we are hearing increasing reports of Early Years Teacher training courses closing, and a rapid decline in the number of qualified Early Years Teachers, as fewer and fewer students choose the early years sector for their teaching career”.


The more we learn about how children develop and grow, the more it reinforces the benefits of investing in the early years. Resources spent on high-quality early years education are repaid in the later years as confident, well-rounded children take full advantage of their education. High-quality early years education is an investment that pays dividends for the rest of that child’s life. An investment in every child’s future is an investment in all of our futures.

Young People: Digital Resilience

Lord Storey Excerpts

Tuesday 7th November 2017 Lords Chamber

[Lord Agnew of Oulton]

Between September 2016 and March 2019, the Government Equalities Office is providing £3 million for six projects that will support schools in England in preventing and responding to homophobic, biphobic and transphobic bullying.

[Lord Storey (LD)]

My Lords, that is an important part of education and PSHE. Can the Minister tell us when the consultation on PSHE will be concluded? Does he not agree that PSHE should be taught in all schools: maintained schools, academies and free schools?

[Lord Agnew of Oulton]

Recent changes to regulations have allowed the Secretary of State to require the teaching of PSHE in academies.

Schools Update: National Funding Formula

Lord Storey Excerpts

Thursday 14th September 2017 Lords Chamber

[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.

[Lord Storey (LD)]

I think we all welcome this, and the Government are to be congratulated on bringing a fair funding formula forward—four Fs, such alliteration. I have a number of questions. Schools will still face financial difficulties because the problem for school budgeting has been oncosts, such as national insurance and the costs of buying in services, which vary dramatically, and we will not know the full financial impact until we see the figures working in schools. In terms of primary schools and £3,500 per pupil, will that be the same for each key stage—that is, foundation, key stage 1 and key stage 2—or will it vary between the stages? I am fascinated by the fact that we are gradually bringing local authorities back into the frame. Who would have thought that the archenemies, local authorities, are now going to have a little role in terms of the distribution of funds in their areas? In terms of schools in remote areas, what is the definition of a small school which would be eligible for this extra funding?

[Lord Nash]

The noble Lord is absolutely right about the oncosts, which is what I was referring to, and them actually being cost pressures rather than cuts. But as I say, we have very sophisticated work under way in the department looking at school finances. We have something called a RAT—a risk assessment tool, which is slightly easier to say than a fair funding formula. We are working with local authorities and with academy trusts to ensure that their financial planning is good. I do not really recognise the expression “archenemy” as applied to local authorities. We are working very closely with local authorities on a number of fronts, including the free schools programme and our basic needs school place planning. We have increased the number of school places by three-quarters of a million in the last six years. We now have the strategic improvement boards, on which local authority representatives and regional schools commissioners sit, among others. I am confident that this will improve relationships even further. But, as I think I have said, the relationships with local authorities are generally extremely good. The noble Lord may be very pleased to hear that.

Schools: Children in Care

Lord Storey Excerpts

Thursday 7th September 2017 Lords Chamber

[Lord Nash]

I will look at this and I am happy to discuss it with the right reverend Prelate in more detail. I am not briefed on it, but I am fully aware of the situation with military families and I will look at the point he makes.

[Lord Storey (LD)]

My Lords, the appropriate word is “appropriate”, and we must do what is right for the individual child in care. It might be that boarding school provision is correct, but would the Minister agree that, where boarding school provision is provided, we must have the most vigorous safeguarding assessment of that provision?

[Lord Nash]

I agree with the noble Lord that that is essential, but we have moved a long way from the 1960s. It may have been, as a reaction to some of the points the noble Lord, Lord Laming, made, that we have moved too far in the other direction and there is a certain overreluctance by some local authorities. We have definitely seen that local authorities are now better informed and visit schools. If noble Lords visit the Boarding School Partnerships website— at boardingschoolpartnerships.org.uk—they will be impressed, as there is a lot of information there to help local authorities on which schools are providing this and how they might assess whether it is appropriate for a particular child.

Free Childcare Entitlements

Lord Storey Excerpts

Wednesday 6th September 2017 Lords Chamber

[Lord Nash]

I am grateful to the noble Lord for his comments. I think it is fair to say that no Government have done as much as this one to develop childcare. We have delivered a massive increase in childcare provision and the sector has handled that well. Our evidence from the 12 live pilot projects—not surveys but live projects—is that they are handling this implementation well. As I said, this is a complicated project, which the noble Lord also referred to, but overall it is going well. Of course there are teething problems, as there always are with a new provision, and we apologise to those parents who may have experienced them. We will do all we can to help them.

The evidence from the 12 pilots, however, is that the vast majority of providers are engaging, parents are happy and, for many of them, this project has had a life-changing impact. We have heard some moving stories of parents who have experienced this. Almost a quarter of mothers have reported that they have been able to increase their working hours, along with a 10th of fathers. The fact that some 150,000 or so places have been taken up reflects that these are very early days. It is inevitable when one has a deadline that there is always quite a rush up to it, and the fact that 70% of these children have already had their codes validated by nurseries is pretty good, given that only a few days have elapsed since the deadline and obviously not all parents will want to take up the offer immediately.

We have no desire to preside over a two-tier system. The Government have done all they can to support less privileged children. We have the early years pupil premium, the free entitlement for two year-olds and tax-free childcare. It is certainly not our intention to preside over that kind of system.

[Lord Storey (LD)]

My Lords, I welcome the Minister’s Statement. As he rightly said, getting these extra free hours—the 30 hours and the 15 hours—is life changing for many families, particularly working families who perhaps could not afford the extra costs of childcare or did not have the family networks to support them.

I am pleased that the Government have apologised for the problems—the website crashing and the difficulties of the eligibility codes, et cetera. The fact is, mistakes will occur in any new system. The fact that they have resorted to doing some of the eligibility codes by manual means shows the determination to sort this out and ensure that every parent gets the financial support they need.

I have two other issues to raise. The first is not the financial aspect or the application, but whether the places are there to provide for families. I raise the impact of the introduction of free childcare for three and four year-olds on availability of places for one and two year-olds. Two year-olds from the most disadvantaged backgrounds are already struggling to access places in many areas. If we are to create more places for three and four year-olds there is a danger that the places for two and three year-olds will be reduced.

There is also concern about the sector facing quite serious financial problems. The number of nurseries forced to close has almost doubled. The parliamentary Public Accounts Committee found that many private and voluntary providers were finding that the funding they receive does not cover the costs. Are there plans for government to meet with local authorities and the private sector to see what extra support can be provided?

Finally, I would be interested to know what proportion of children eligible for the 30-hour week of free childcare received the eligibility code by 31 August. The Minister might have given that in his reply, but if he could repeat it I would be grateful.

[Lord Nash]

I am grateful to the noble Lord, Lord Storey, for his realistic comments on this complicated but important new provision. As far as availability is concerned, as I said, in the 12 live pilot schemes 80% of existing providers have engaged and another 10% say that they are considering it. Obviously there will be some areas where there may be gaps in provision and we will work with the sector to see that they are filled.

We did a detailed study of the amount of money that should be paid, which the National Audit Office described as thorough and wide-ranging. The recent independent survey from Frontier Economics said that we were more than covering the costs of the extra provision.

So far as support for providers is concerned, the noble Lord makes a very good point that we need to do all we can to help providers develop their businesses. We have a package of support to help providers to ensure that their business remains stable. This includes a document of key insights from successful providers, guidance on marketing, managing finances and business planning, and an online directory of organisations that can provide business and finance support. We have also awarded grants to the National Day Nurseries Association and the Professional Association of Childcare and Early Years to develop new business sustainability resources. We will do whatever else we need to do.

On the percentage, we anticipated on the basis of a 75% take-up that we would get 200,000 applicants at this time. We have had 216,000.

Education: Funding

Lord Storey Excerpts

Tuesday 4th July 2017 Lords Chamber

[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.