Budget Resolutions

Lucy Powell Excerpts

1st reading: House of Commons
Tuesday 28th November 2017 Commons Chamber

[Rebecca Long Bailey]

I thank the hon. Gentleman for his extremely long comment. He made some valid and interesting points, and we can all agree that the Government’s shambolic handling of Brexit undermines our industrial strategy going forward. Labour’s industrial strategy, however, is committed to achieving 3% of GDP spent on research and development by 2030 and reviewing Government channels for disbursing public R and D funding, with a view to encouraging greater regional equality.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

My hon. Friend and neighbour is making an excellent speech. On research funding, is she aware that more than two thirds of health innovation research money goes to the “golden triangle”, despite the fact that Greater Manchester has a cutting edge in life sciences? Would that not be a good place to start?

[Rebecca Long Bailey]

I thank my hon. Friend and neighbour for her contribution, and she is correct in what she says. I do not think we saw anything in the industrial strategy that goes any way towards rebalancing the regional divides in investment spending in R and D. Critically, a Labour Government would also ensure that the UK maintains our leading research role by seeking to stay part of Horizon 2020 and its successor programmes after we leave the EU. As with so many areas outlined in the White Paper, the UK’s research role is compromised by the Government’s reckless and cliff-edge approach to Brexit.

Let me turn to the second foundation: people. Key policies include establishing a technical education system, investing £406 million in maths, digital and technical education, and creating a national retraining scheme with an investment of £64 million. Again, the intent is good, but let us remember that the Government cut £1.15 billion from the adult skills budget from 2010 to 2015. Similarly, on first analysis the £406 million appears to be the sum of the amounts the Government have already spent on maths, computing and digital skills. The reality is that the Chancellor has overseen the steepest cuts to school funding in a generation, at £2.7 billion since 2015, according to the National Audit Office, and a cap on public sector pay that has seen the average teacher lose £5,000 since 2010. [Interruption.] Unfortunately, the long term results of that are clear, and I do not know why Government Members are protesting. The Government have missed their recruitment targets five years running, and for two years in a row more teachers have left the profession than joined. The policies contained in the White Paper are a start, but they are not even enough to undo the damage since 2010, let alone form part of a decent industrial strategy.

--- Later in debate ---

[Lucy Powell (Manchester Central) (Lab/Co-op)]

It is a pleasure to follow the hon. Member for Mid Norfolk (George Freeman). Perhaps he could take the Prime Minister to the public sector leadership academy now that he has a bit of time on his hands.

The key issue of the Budget is productivity, but that is nothing new at all. The productivity gap is now widening. An average worker in Germany produces the same output in four days as we produce in five. The issue is not how we can stretch those who are operating at the high end, although that is a good thing, but that we have an extremely long tail of low skills, with too many people working below their potential and, often, their skill set. That is set to get even worse with automation, with many more millions of low-skilled workers chasing fewer and fewer jobs. There is very little in the Budget to address this issue, which really does need to be the key driver of Government policy.

[Lucy Frazer]

The hon. Lady says that there is nothing in the Budget about that, but what about T-levels, maths and computer science training, and adult learning? There is a whole raft of measures to upskill our workers.

[Lucy Powell]

I will come back to those issues later in my speech. There are some advances, but they are not backed by resources. We have seen huge cuts in post-16 education over the past seven years, which has meant that the gap has widened further and further.

As the Social Mobility Commission again stated today, we do know how to pull up this long tail because we are doing so in London. It requires a pool of talented teachers, resources, and a clear local and national strategy. There was nothing in the Budget on the key issue of teacher retention and recruitment, which is now reaching a crisis point, and nothing on teacher pay or teacher workload. I could not believe it, but nothing was said on school budgets.

[Lucy Frazer]

Will the hon. Lady give way.

[Lucy Powell]

Very quickly—

[Mr Deputy Speaker (Mr Lindsay Hoyle)]

Order. Everybody wishes to speak and that is not a problem, but the hon. and learned Member for South East Cambridgeshire (Lucy Frazer) must understand that this would be her second intervention. I will keep moving her down the list, because that is the way that we will move forward.

[Lucy Powell]

I will not take any more interventions, Mr Deputy Speaker.

There was nothing at all about school budgets, which was one of the key issues in the general election, and they are still falling in real terms. The Institute for Fiscal Studies said that, after the Secretary of State’s announcement in the summer, there was still a 5% cut in real terms, because the number of pupils is going up. We need a much bigger conversation about what education and skills are for in this country. They need to be about delivering for the economy and the society of the future.

Nearly 60% of graduates are working in non-graduate jobs. That is the third highest level among OECD countries, exceeded only by Greece and Estonia. I know that we have many debates in this place about tuition fees, but it is no wonder that they are not being repaid when so many people are not working at the level at which they are qualified to work.

We are in the bottom four of the OECD countries for literacy and numeracy to 18. T-levels are welcome, but with the huge cuts to further education, they will be difficult to deliver. Given that the maths GCSE contains more A-level content, we must ask about the desirability of prioritising compulsory and ongoing GCSE resits over looking at the curriculum and functional skills.

The Government are right to identify maths as the future. The future is about algorithms, matrices, digitisation and automation. Even for the most able, however, our curriculum is going in the wrong direction, which is why the OECD has said that it is

“a mile wide and an inch deep”.

By going down a route of rote learning rather than conceptual understanding, we are moving in the opposite direction to all our competitor countries.

There was absolutely nothing about social mobility in the Budget—in fact, the Chancellor did not even mention that in his statement. Social mobility is especially crucial in the early years if we are looking to close the productivity gap. Development at the age of five is still the biggest indicator of how a person will do in their GCSEs and beyond, yet we are also going in the wrong direction there. As others have said, these are political choices. Of the £9 billion the Government are spending over this Parliament on the early years, 75% will be for the top half of earners, with less than 3% going to the lowest. That is just wrong. This ticking time bomb entrenches social advantage.

Childcare is, yes, about increasing productivity, but the design of the current system under this Government means that we will fail to deliver some of the productivity gains that can come with childcare. We really need a social mobility strategy right across Government to tackle these issues.

Finally, let me talk about regional inequalities and disparities within regions, which are all connected to the points that I have raised. It is even more urgent that we get our fairer share of spending on infrastructure outside London and the south-east, and that we develop even stronger place-based solutions to deal with local job markets and skills. For example, if the Government wanted to be ambitious—this is not a difficult thing to do—they could devolve post-16 further education to places such as Greater Manchester. They could do a lot more to devolve early years solutions for transforming school readiness, as we are attempting to do in Greater Manchester. It is high time that places outside London got their fair share of transport infrastructure expenditure. We absolutely need to see the northern powerhouse rail connecting Liverpool to Hull via Leeds and Manchester. Critical to that is ensuring that we have a future-proofed Manchester Piccadilly station.