Education Funding (South Liverpool)

Debate between Louise Ellman and Nick Gibb

Tuesday 10th October 2017 Westminster Hall

[Nick Gibb]

Under the recent adjustments, according to the national funding formula, all schools will gain funding: no school will lose money or face a cut in funding, despite what has been claimed by the National Education Union, and despite what hon. Members have said during the debate. In fact, funding for schools across Knowsley will increase on average by 7.1%. I did not hear the right hon. Gentleman mention that in either of his interventions.

[Mrs Ellman]

Will the Minister give way?

[Nick Gibb]

I will not give way because there is a very short amount of time left, but I will come to the hon. Lady’s comments shortly.

It cannot be right that local authorities with similar needs and characteristics receive very different levels of funding from central Government. Across the country, schools teaching children with the same needs get markedly different amounts of money for no good reason. At the heart of the problem is the fact that the data used to allocate funding to local authorities are over a decade out of date, leading to manifest unfairness in how funding is distributed. This year, Nottingham, for example, will receive £555 more per pupil than Halton, despite having equal proportions of pupils eligible for free school meals.

Funding for each area has been determined by simply rolling forward the previous year’s allocation, adjusting only for changes in the total number of pupils in each area and ignoring everything else. The proportion of secondary pupils eligible for free school meals in London, for example, fell from 22.4% in 2007 to 17% in 2017, compared with a decline nationally from 13.1% to 12.9%, but the funding system has paid no attention to that significant shift. That is not a rational, fair or efficient system for distributing money to our schools.

That is why the Government are reforming the existing system with the introduction of a national funding formula for schools and high needs. Informed by the consultation that we undertook, with 26,000 responses, we will introduce a national funding formula from April 2018, ending the current unfair postcode lottery system. For the first time, the funding system will deliver resources on a consistent and transparent basis, right across the country, reflecting local needs.

Last month, we published full details of both the school and high-needs national funding formulae and the impact they will have for every local authority. We have also published notional school-level allocations showing what each school would attract through the formula. It means that everyone can see what the national funding formula will mean for them and understand why. It is notional because we are taking the national funding formula as though it had been fully implemented in this financial year, 2017 to 2018, so that people and schools can see what the effects of that formula would be on their schools with those particular pupils this year. It is a very effective way of describing what will happen under the formula. The actual funding will depend on the actual pupils at that school next year, and we will make announcements nearer the time in the usual way.

To provide stability for schools through the transition to the national funding formula, for the next two years local authorities will continue to set their own local formulae in consultation with local schools and the schools forum. That element of flexibility will allow them to respond to changes as they come through and take account of local issues.

As well as a fairer distribution of funding, the total quantum available is also important. We want schools to have the resources they need to deliver a world-class education for their pupils. We understand that, just like other public services, schools are facing cost pressures. In recognition of those facts, the Secretary of State announced in July an additional £1.3 billion for schools and high needs across 2018-19 and 2019-20, in addition to the funding confirmed at the 2015 spending review.

The additional funding will be distributed across the next two years as we implement the national funding formula. Core funding for schools and high needs will rise from nearly £41 billion this financial year—itself a record high in school funding—to £42.4 billion in 2018-19 and to £43.5 billion in 2019-20. Overall, that means that the total schools budget will increase by over 6% between this year and 2019-20. That will mean that funding per pupil for schools and high needs will now be maintained in real terms for the remaining two years of the spending review.

The additional funding that we have announced means that we can provide a cash increase in respect of every school and every local authority area from April 2018. In the hon. Member for Garston and Halewood’s constituency, once the new formula is implemented in full, there will be an extra £1.3 million for block funding—an increase of 2.4%. Belle Vale Community Primary School will not face a cut in funding; it will have a 3% increase. Enterprise South Liverpool Academy will not face a cut in spending; it will have a 5.2% increase of £179,000. Gateacre School will not face a cut; it will have a 3.5% increase. Halewood Academy will not face a cut; it will have an 8.2% increase. Middlefield Community Primary School will have a 1.2% increase. St Francis Xavier’s College will have a 1% increase and Yew Tree Community Primary School will have a 5% increase in funding. None of the schools that I have not mentioned in the hon. Lady’s constituency will lose money; they will all gain about 1% or more.

The hon. Member for Liverpool, Walton (Dan Carden) said that there will be cuts of £390 per pupil. In fact, in his constituency there will be a £1.1 million increase in funding, equal to 1.6%.

Education: Public Funding

Debate between Louise Ellman and Nick Gibb

Tuesday 4th July 2017 Commons Chamber

[Nick Gibb]

My hon. Friend is absolutely right. Academic standards are key in our schools, and standards of behaviour are hugely important in underpinning a rise in academic standards. That is why we have focused on improving the curriculum in both the primary and secondary sectors.

[Mrs Louise Ellman (Liverpool, Riverside) (Lab/Co-op)]

The Government’s current plans mean cuts of over £600 per head for students in Liverpool’s schools. Is the Minister now saying that schools will face no cuts at all, in real terms, in any aspect of Government funding?

[Nick Gibb]

What we have said is that there will be no cut in per-pupil funding as a consequence of moving to the national fair funding formula. I have acknowledged that cost pressures—equivalent to 3.1% of the total schools budget in 2016-17, and to between 1.5% and 1.6% of that budget over this year and the subsequent two years—will affect schools in the hon. Lady’s area and in other parts of the country over a four-year period, as a result of higher employers’ national insurance contributions and teacher pension contributions. Those cost pressures, which are replicated across the public sector, exist because we are having to deal with the budget deficit. It is imperative that we do so if we are to continue to have a strong economy. [Interruption.] The shadow Education Secretary suggests from a sedentary position that we have had seven years to deal with that deficit. It was an historic deficit, and it will take as many years as it takes to get it down to zero.

Lidice Massacre

Debate between Louise Ellman and Nick Gibb

Monday 30th January 2012 Commons Chamber

[Mr Gibb]

I am grateful to my hon. Friend for bringing his own personal history, and that book, to the attention of the House. I shall look into what he has said.

The new national curriculum will be based on a body of essential knowledge that children should be expected to acquire in key subjects during their school careers. It will embody, for all children, their cultural and scientific inheritance, will enhance their understanding of the world around them, and will expose them to the best that has been thought and written.

Our commitment to the importance of history is clear from its inclusion in the English baccalaureate. The national curriculum review will consider the extent to which history should be compulsory, and at which key stages. We are considering the recommendations of the expert panel, and will also listen to the views of others before making final decisions. If we conclude that history should remain a national curriculum subject, we will expect the programme of study to continue to include teaching about the second world war and the holocaust. Every young person needs to understand it, along with the lessons that it teaches and how it shaped the modern world.

It is of concern that some subjects, such as history, have been less popular choices at GCSE in recent years. For example, in 1995 more than 223,000 students, representing nearly 40% of pupils in schools, were taking history GCSE. By 2010 the figure had dropped by over 25,000, and only 31% of pupils—just under a third—are now taking the subject. The Government want to encourage more children to take up history beyond the age of 14. We introduced the English baccalaureate—which recognises the work of pupils who achieve a GCSE grade between A* and C GCSE in history or geography, as well as maths, English, science and a language—to encourage a more widespread take-up of a core of subjects that provide a sound basis for academic progress. The baccalaureate has already had a significant impact on the take-up of history. According to an independent survey of nearly 700 schools, 39% of pupils sitting GCSEs in 2013 will be taking history. That represents a rise of eight percentage points, and a return to the 1995 level. If more children study history for longer, that can only be a good thing, as it will give them a good grasp of the narrative of history.

[Mrs Louise Ellman (Liverpool, Riverside) (Lab/Co-op)]

I, too, congratulate my hon. Friend the Member for Stoke-on-Trent South (Robert Flello) on securing the debate. Does the Minister agree that it is all-important for pupils to hear the personal testimony of holocaust survivors, and that everything possible should be done to preserve that testimony even when survivors are no longer with us in person?

[Mr Gibb]

Of course I agree with the hon. Lady. That is why the visits to Auschwitz are so important. As part of those visits, pupils will meet a survivor. As she points out, however, as time passes fewer survivors will remain alive, so we need to do all that we can to record their experience. That is important, because it dispels and puts to rest the views of those who seek to say that these things did not occur, and provides a helpful personal history to record the events of the holocaust.

I hope that the hon. Member for Stoke-on-Trent South, and indeed all Members, agree that the Government’s continued commitment to holocaust education will ensure that future generations learn the important lessons of the holocaust and that no one in the country, or indeed the world, forgets the evil events of that awful period of world history.

Question put and agreed to.