Oral Answers to Questions

Lucy Powell Excerpts

Monday 6th November 2017 Commons Chamber

[Nick Gibb]

We have to ensure that the assessment system is robust, so that students can be sure that their hard work is properly recognised and employers understand that the qualifications presented to them reflect the quality of their studying and the skills that they have acquired.

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

I wonder what the Minister’s reflection is on the fact that in the maths higher paper for this year’s GCSE, the pass mark was just 18 out of 100. Does he think that pupils sitting that exam would have been given the confidence to go on to do maths A-level? I can tell him that as a 16-year-old, I was the only girl in my sixth-form college to do further maths and maths A-level. Had I sat a GCSE paper that was impossible—not rigorous—I would not have chosen those subjects.

[Nick Gibb]

The new GCSE is significantly more demanding academically. That is to ensure that there is a better fit with maths A-level and more preparation for students to go on to study it. The comparable outcomes system ensures that roughly the same proportion of students achieve grades 1 to 9 as achieved A* to G last year. That is why students might get a lower mark for a C grade or grade 4 this year, but as the students and schools become used to the new curriculum, I expect that figure to rise in future years.

Oral Answers to Questions

Lucy Powell Excerpts

Monday 11th September 2017 Commons Chamber

[Nick Gibb]

I wrote an open letter to all local authorities about the issue, urging them to take the wishes of parents very seriously, to act in the best interests of children when considering which age group they should start with, and to enable them to start school outside their own age group if their parents have elected not to allow them to start in the year in which they turn five. I believe that local and admission authorities are taking notice of that letter.

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

As my summer-born son starts his first day in reception today, I am all too well aware that the big gaps in attainment among his classmates are related not to the time of year when they were born, but to whether they come from advantaged or disadvantaged backgrounds. That is still the biggest problem facing our education system. Does the Minister agree that it needs to be tackled? If so, how does he square that with findings that I published last week with the Social Market Foundation, showing that 75% of the extra money that the Government are pumping into the early years will go to better-off families and less than 3% will go to those who are disadvantaged?

[Nick Gibb]

We take the issue of social mobility very seriously. The attainment gap between advantaged and disadvantaged children has narrowed by 7% in key stage 4 and by 9.3% in key stage 2, in primary schools. However, we continue to work hard to ensure, and believe passionately in ensuring, that all children, regardless of background and regardless of where they live, are able to fulfil their potential in our education system, which is why the pupil premium provides an extra £2.5 billion a year for children with disadvantaged backgrounds.

Free Childcare Entitlement

Lucy Powell Excerpts

Wednesday 6th September 2017 Commons Chamber

[Mr Goodwill]

I thank my right hon. Friend for her question. This is indeed a manifesto pledge that is being delivered. It is no secret that there were some technical problems with the IT system and, indeed, my right hon. Friend the Financial Secretary is in his place listening to what we say. About 1% of cases that applied online were stuck—that is, for a technical reason those cases were not processed. Another group of cases could not have been processed online, and we refer to those as amber cases. Let me give an example: a person who applies for childcare on the basis of a job offer rather than a track record of earning in that job. If we were not to have a manual system as back-up, we would have a Catch-22 situation in which the person could not apply for childcare because they did not have a job but could not get the job because they did not have childcare. In such situations, there is a manual system.

When the Secretary of State wrote to my right hon. Friend, I think 2,200 cases were stuck. The figure I now have is 1,500, but they are many new cases, some of which have only been on the system for about a week. I am sure that the Financial Secretary to the Treasury will write to my right hon. Friend with regards to compensation. A small number of people were affected by the system. The system was operational 93% of the time during which people could apply.

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

Has the Minister read the report that I published last week with the Social Market Foundation? It shows that, of the extra money that the Government are pumping into early years over the course of this Parliament, 75% is being spent on the top 50% of earners and less than 3% will go towards the most disadvantaged. This comes at a time when the Government’s own evaluation of the two-year-old offer shows that good-quality early education is life-changing for the families who receive it. Is he happy with this distribution of expenditure? What more is he doing to ensure that low-income and disadvantaged families are accessing this high- quality education?

[Mr Goodwill]

I did read the hon. Lady’s report and some of the press coverage. She is absolutely right that the attainment gap needs to be closed between those from a disadvantaged background and those from other families. We are making progress in closing that gap, which is being closed at a faster rate in London than elsewhere. The 30 hours of childcare is for working families. However, many families cannot get into work because they cannot get childcare, so we will be pulling families out of poverty who currently cannot work because of the extortionate cost of childcare compared to their income. Of course, we still have the offering of 15 hours for the most disadvantaged two-year-olds and the early years pupil premium, which is specifically aimed at helping families most in need—the most disadvantaged families—because we need to close the attainment gap.

Free Childcare

Lucy Powell Excerpts

Tuesday 18th July 2017 Commons Chamber

[Mr Goodwill]

That is why we ran the scheme through 12 development areas. Indeed, 15,000 children are already enjoying it, including those in the families I met in York yesterday. It really is a good offer. Of course there is flexibility in the system: one can use a childminder, a pre-school playgroup, or a formalised nursery setting and mix and match the hours. So it is a great opportunity. Indeed, the hours can be spread over the holidays; currently, 30 hours a week for 38 weeks are available, but that can be spread over the year for those who wish to cover the holidays as well.

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

The Minister says that 120,000 codes have now been issued and that he expects that to rise to 200,000 by the end of the month, but given that the Government’s own estimate of the number of eligible families is in excess of 390,000, by my maths that means that only just over a quarter of those eligible have now got their codes. Given that we had warning after warning from providers that the scheme would be unaffordable to them and that they worried about there being sufficient places, how are they supposed to plan for September when only just over a quarter of families have registered for this scheme to date?

[Mr Goodwill]

I am afraid that the hon. Lady is making a fundamental error. The total number will come in three tranches: one in September, one in January and one after Easter, as children reach the eligible age. This will be an ongoing system, and therefore—[Interruption.] The children starting in September need to apply by the end of August. There is no rush for parents whose children turn three in time for starting in January. We are on track to deliver 200,000 by 1 September. Subsequent tranches of children will come in after Christmas and Easter.

A number of concerns have been raised about providers being able to deliver for the funding we have provided, and we have put additional funding in. I am pleased to say that in the city of York, where I was yesterday, despite the fact that some of the private sector providers expressed disquiet, 100% of providers are delivering on the scheme. Indeed, in contrast to the numbers projected, we have 117% delivery.

Schools Update

Lucy Powell Excerpts

Monday 17th July 2017 Commons Chamber

[Justine Greening]

We will now go through a process of looking across programmes to identify the £200 million. Across an entire departmental budget of £60 billion, it is reasonable to make sure that my Department and its civil servants have to make efficiency savings in the same way—my right hon. Friend set this out—as we are expecting schools to do. I believe that we can and should do that. The alternative response—simply to dip into taxpayers’ pockets every time we want to look at how we increase frontline school spending—is not only unsustainable but wrong when we can do a better job using the money we have got.

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

While I welcome this announcement of extra money today, is not the fact that the Government got themselves into such a mess over schools funding an indication of the fact that they have not been straight with people all along—and I am not sure they are being entirely straight with people now? The Secretary of State talks about an increased schools budget but fails to mention that the number of pupils has increased significantly. Is it not the case that, even taking into account the money announced today, when considering per pupil funding the real-terms cuts that schools have faced since 2015 is £2.8 billion, with additional cuts of £8.9 billion, so there is still a massive shortfall? It is about time that the Government started being straight with the figures on the reality of what schools are facing on the frontline.

[Justine Greening]

I think we are setting out our figures very transparently. The numbers given on the website about school cuts have been worrying parents, but one thing I do not expect to happen as a result of today’s funding announcement is for those numbers to be updated because it is far easier just to continue to peddle out-of-date data. The hon. Lady asked about the numbers of pupils. She is of course quite right, and that is why I am sure she will welcome the fact that I am saying that real-terms per-pupil funding will be maintained.

Social Mobility

Lucy Powell Excerpts

Tuesday 11th July 2017 Westminster Hall

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

I beg to move,

That this House has considered Government policies on social mobility.

It is a pleasure to speak under your chairmanship, Mr Pritchard. This debate builds on debates that were called in the previous Parliament. I believe that social mobility—or the lack thereof for the many—is the big issue of our time. It is creating a divided Britain, which not only is bad for our economy and our future, but is the defining issue of our time, as we have seen in recent elections and referendums.

[Thelma Walker (Colne Valley) (Lab)]

The recent report on social mobility confirmed the points that have been raised about our divided nation. Over the past 20 years we have come to have a new geographical divide, an income divide and a generational divide. The geographical divide is between successful city regions and places such as my constituency of Colne Valley and Kirklees, which have seen a lack of regional investment, leading to cuts that are affecting the most vulnerable. This Government have failed to address social inequality in all three areas.

[Lucy Powell]

I thank my new hon. Friend for raising those important points, which I will elaborate on further.

[Mark Pritchard (in the Chair)]

Not that the hon. Lady needs any time to prepare her answer to that question, but may I just say that I think the gentlemen might be suffering a little with the heat? It is very warm, so colleagues should please feel free to remove their jackets.

[Lucy Powell]

That is why some of us wore dresses.

There is the intergenerational inequality and the lack of opportunity for today’s young people to progress, which I think was brought to the fore in the general election, and there is also the huge regional inequality that my hon. Friend the Member for Colne Valley (Thelma Walker) mentioned.

[Nick Thomas-Symonds (Torfaen) (Lab)]

I congratulate my hon. Friend on securing this debate on such an important topic. The Government are currently undertaking the youth full-time social action review, and last year I was lucky enough to visit City Year UK, which is a full-time social action programme. Does my hon. Friend agree that it is important to support such organisations and that the Government should listen to the review’s recommendations when they are published in December?

[Lucy Powell]

My hon. Friend makes a good point, and I sure that the Minister will listen to what he has to say.

We have huge regional inequality and many communities have been left behind, which I think was expressed in the Brexit vote. We have stubborn wealth inequality, with a growing divide between rich and poor. Our country’s failings on social mobility is the national challenge. As the Social Mobility Commission’s excellent report “Time For Change: An Assessment of Government Policies on Social Mobility 1997-2017” shows, despite some progress and well-intentioned policies, progress by successive Governments over the past 20 years has been painfully slow. The report by the commission, which is chaired by the right hon. Alan Milburn, states that

“successive governments have failed to make social mobility the cornerstone of domestic policy”.

That is the argument that I am putting forward today.

[Jeff Smith (Manchester, Withington) (Lab)]

My hon. Friend is right to refer to the report, because it is a powerful document. Much of it talks about the need for investment in early years and schools as the vehicle for social mobility. How does she think the Government can square that with the cuts to early years and schools? For example, Parrs Wood High School in my constituency—a school she knows well—faces losing the equivalent of 30 teachers between now and 2020.

[Lucy Powell]

My hon. Friend makes a powerful point. Parrs Wood High School, which I attended and which my son now attends, is an outstanding comprehensive school, but it will struggle to continue to be so if those cuts come forward.

[The Minister of State, Department for Education (Mr Robert Goodwill)]

rose—

[Lucy Powell]

Perhaps we will hear more from the Minister on that point.

[Mr Goodwill]

I thank the hon. Lady for calling the debate, which provides us with a good opportunity. Will she welcome the fact that in her constituency 29,686 more children are in good or outstanding schools than were in August 2010? Is not that great progress from this Government?

[Lucy Powell]

We have seen some great progress and I will come on to that. In my constituency most of that progress has come from local leadership as well, and I will mention that later.

[Mr Jim Cunningham (Coventry South) (Lab)]

What the Minister says is belied by the fact that in further education in Coventry there have been cuts of roughly 27% and in the youth service there will be no funding for youth leaders, which does not exactly help the situation. Does my hon. Friend agree that if we are not careful we will create another lost generation?

[Lucy Powell]

My hon. Friend makes a powerful point. Post-16 and youth service funding is critical to the debate and I will touch on that later.

I urge all colleagues to read the Social Mobility Commission’s powerful report. It highlights the fact that the challenges we faced in 1997 are very different from those we face in 2017. It rightly calls for social mobility to be at the heart of all Government policy, decisions and actions, because it is only through a prolonged, determined and comprehensive Government-wide strategy that we may actually start to change the entrenched inequalities and the lack of social mobility for the many. The social mobility agenda is about the many, not the tiny few we often hear about who manage to get themselves from the council estate to the boardroom or around the Cabinet table. The Prime Minister says that she is looking for a national purpose that brings all parties and the country together, and I say to her that if she made tackling social mobility her calling and the key test for her Government, against which all her actions were tested, she would get wide support from across the House.

Before looking at some of the policy areas where more needs to be done, let us remind ourselves why tackling the divides in Britain is so important. The Sutton Trust has found that failing to improve Britain’s low levels of social mobility will cost the UK economy a staggering £140 billion a year by 2050, or the equivalent of 4% of GDP. On current trends, by 2022 there will be 9 million low-skilled people chasing just 4 million low-skilled jobs, yet there will be a shortfall of 3 million higher-skilled people for the jobs of the future. The economic divides are even starker when we look at the regional disparities. Output per person in London is more than £43,000 a year, yet in the north-east of England it is less than £19,000. London and some of our renewed cities, such as my own city of Manchester, are increasingly the home of graduates and have vibrant growing economies.

[Gloria De Piero (Ashfield) (Lab)]

Getting kids from ordinary backgrounds to university is a key way of enabling them to move up and get on. Will my hon. Friend join me in congratulating the previous Labour Government on increasing student numbers, while acknowledging that there is still work to be done, particularly in post-industrial towns such as Ashfield, where we send only 21% of 18-year-olds to university, compared with an English national average of 32%?

[Lucy Powell]

My hon. Friend’s excellent point fits entirely with one of the main thrusts of the Social Mobility Commission’s report, which is that there are huge regional inequalities, particularly between our growing and vibrant cities, where many graduates live and work, and our heartland towns and former industrial places.

[Siobhain McDonagh (Mitcham and Morden) (Lab)]

My hon. Friend is being very generous in giving way. Does she agree that it is not just geography but ethnicity that makes a difference? We sing long about the successes of London, but if we look at who is doing well in our schools, we see that it tends to be young people from black and Asian backgrounds, with white working-class kids still not making progress.

[Lucy Powell]

That is another excellent point. My hon. Friend will know about that issue from her own constituency.

[Rishi Sunak (Richmond (Yorks)) (Con)]

Will the hon. Lady give way?

[Lucy Powell]

Yes, but then I will have to make some progress.

[Rishi Sunak]

I thank the hon. Lady for giving way, and I commend her for securing this debate on a topic I know she is passionate about, and about which she has spoken passionately in the past. She was just talking about access to higher education. Will she welcome the fact that access for working-class families is at an all-time high, with students from working-class backgrounds now 70% more likely to apply to university than 10 years ago? Indeed, that was one of the areas on which the Milburn report gave a green light when evaluating the Government’s progress.

[Lucy Powell]

I am happy to accept that point, which the report talks about more broadly, but challenges remain. There are some warning signs on the horizon and we should be careful that we do not end up taking a backward step in this important area.

The Social Mobility Commission has found that the generational divide is yawning. Over the past 20 years, poverty among pensioners has halved and their income today, on average, exceeds that of working adults. Meanwhile, young people’s earnings have fallen. That cannot continue. It is no wonder that we saw a huge upsurge of anger, activism and engagement from younger voters at the general election. The wealth and income divide has also become much wider over the past 20 years, with top pay increasing much faster than the incomes of lower earners. In 1998 the highest earners were paid 47 times that of the lowest. By 2015 the highest earners were paid 128 times more than the lowest. Gaps in wealth have also grown exponentially, with home ownership and house price inflation benefiting the lucky few who already own their home. It is not just about the economic price we pay for these failings; as a society, these divisions are causing unrest, anger and resentment. That is leading to political volatility and, arguably, the rise of populism.

Those are just some of the reasons why the social mobility agenda is so important. It needs to be not only at the heart of all Government policy, but a national mission for our country. Successive Prime Ministers—Tony Blair, Gordon Brown, David Cameron and our current Prime Minister—have spoken a great deal about social mobility. Most recently, the current Prime Minister spoke about the “burning injustices” of our society. However, the Government’s approach, while making progress in some areas, has not matched the rhetoric and has been piecemeal and disconnected.

Let us look at what could be done about social mobility. There are many recommendations in the Social Mobility Commission report and from the Sutton Trust, Teach First and many others. Recommendations should not be limited to education policy—far from it. Every Budget, every Bill and every policy should be judged against whether it tackles inequalities and boosts social mobility for everybody, everywhere. There needs to be a single cross-departmental plan to deliver social mobility.

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

I congratulate my hon. Friend on securing the debate and making an excellent opening speech. We know that the challenge with social mobility begins in childhood. An estimated 3,300 children in my constituency are living in households with problem debt. One suggestion has been to give a breathing space to families facing problem debt by giving them 12 months to try to get back on their feet. Does she agree that that is one step the Government could take to make a big difference to families getting themselves out of problem debt?

--- Later in debate ---

[Lucy Powell]

My hon. Friend makes an excellent point. That is another great idea that I hope the Minister will respond to, and it shows the extent to which these policy areas need to be looked at across the piece.

Tackling social mobility also means looking at difficult issues such as inheritance tax, transport spending and social care. All those policies need to be looked at through the lens of social mobility. However, today I will focus on a few areas for which the Minister has responsibility, and for which the evidence and action needed are known and relatively straightforward. The first is early years, which colleagues and the Minister will know is a bug bear of mine, so I hope they will allow me to expand on that for a moment. It is well documented that by the time children reach the age of five there is already a big gap in school readiness or development between those from disadvantaged backgrounds and their peers. Action for Children found that more than half of children from low-income families do not reach the expected milestones by the age of five. Often that gap is never fully closed during a child’s schooling.

Given that we know some of what works, why are we not doing more? Over the past 20 years we have made some progress through family support services, Sure Start centres, quality early education and targeted approaches, such as the offer for two-year-olds. However, in recent times and with what is upcoming, the agenda seems to be moving backwards.

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

My hon. Friend is making a powerful speech. Does she agree that one of the Departments that needs to be brought into this conversation is the Home Office? I am thinking specifically about incidents of domestic violence, which have been increasing in my constituency. Experiencing and being a victim of domestic violence impacts on children, particularly very young children, and their educational attainment.

[Lucy Powell]

My hon. Friend makes an excellent point. Being in a domestic violence setting at home can have the most profound impact on the outcome of any child. We need to link that with children’s services and other family support services. She is absolutely right.

The Government’s emphasis is now almost entirely on childcare support for working families. That is a laudable aim in itself, but it perhaps focuses huge resources away from social mobility outcomes. Almost all the money for the 30 hours of free childcare for working families and tax-free childcare will go towards better-off families. Those policies are taking the Government’s focus away from other issues. By definition, the most disadvantaged do not get the extra support, and the delivery of the new policies is also having a real impact on quality institutions

[Mr Goodwill]

The hon. Lady must understand that people working 16 hours on the minimum wage qualify for the additional 15 hours of funded childcare. Indeed, many people who cannot get into the workplace because of the cost of childcare will take the opportunity of 30 hours of childcare from September. That policy is a great achievement and will improve social mobility among people on low wages.

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[Lucy Powell]

By definition, the most disadvantaged will not benefit from the policy. What we are seeing in some places, certainly in Manchester and other local authority areas, is that free childcare was given to the most disadvantaged, but that is now having to be switched from them to deliver the 30 hours for working families, and that surely is not what the Government intended. The Minister needs to have a look at that. Another unintended consequence of the new offer is the impact on our maintained nursery schools, which are an outstanding resource. Every single one—100%—of our maintained nursery schools are good or outstanding. Nearly all of them are in areas of high deprivation and disadvantage, but due to the new funding formula and the changes to funding, they are now under threat. Ministers need to look at the policies they are delivering and ensure that they meet the social mobility test and are not simply about getting people back into work.

Action for Children, the Social Mobility Commission and many others are calling for a clear plan to boost social mobility in the early years. That must include quality teaching, family support, children centres getting the resources they need and boosting the early years pupil premium. What happened to the life chances strategy that the Government spent two or three years working towards? It seems to have evaporated overnight.

Next, I want to turn my attention to schools. I do not want to take up too much time, although I have taken lots of interventions. As Teach First has shown, the social mobility challenge in our schools remains. While much progress has been made at primary, progress remains slow at key stage 4. One in three teenagers from poor families achieves basic GCSEs, compared with two thirds overall. As my hon. Friend the Member for Ashfield (Gloria De Piero) highlighted, if bright children from poor families had the same support as others, four in 10 would go to a top university. Today, only one in 10 does.

[Dr Dan Poulter (Central Suffolk and North Ipswich) (Con)]

I congratulate the hon. Lady on securing an important debate. She is making some excellent points, but in improving the life chances of pupils from disadvantaged backgrounds, is there not a case for putting money behind university outreach programmes to identify young people with ability and talent, as happened under the previous Labour Government? That would make opportunities for those people so that they can be helped into careers that they otherwise might not have thought were even possible, such as healthcare, where there is a real lack of people from working class and disadvantaged backgrounds.

[Lucy Powell]

I agree with the hon. Gentleman. The widening participation agenda has been successful in places and is important, but other barriers to getting those jobs remain for kids who perhaps do not have the same social networks or support at home, even if they have the same qualifications as some of their peers.

[Nicky Morgan (Loughborough) (Con)]

The hon. Lady is making an excellent speech in this important debate. I think we can build a cross-party consensus, based on the report, about access to social and emotional learning. I might call it character education—I think one of her predecessors as shadow Secretary of State for Education and I debated that issue. Persistence, resilience and grit skills, as well as self-confidence and self-belief, are very important. They are often not given the same weight and therefore those who come from disadvantaged backgrounds do not get that access; access to extra-curricular activities is picked up in a similar way. Would the hon. Lady agree that that is something from the debate that could benefit from cross-party working?

[Lucy Powell]

I strongly agree with the right hon. Lady. I thank her for the joint working we have done on some of the issues in the past, and I hope that that will continue. When she was Secretary of State for Education, she was a strong champion for character education and extra-curricular education. I hope that that is something we can all work on going forward.

[Jim McMahon (Oldham West and Royton) (Lab/Co-op)]

All the additions are absolutely right, but the foundation has got to be strong as well; the funding for our school places is important. If my son Jack decides to go to university, he will be the first in our family to do that, but the school that he is attending faces losing 19 teachers. The sixth-form college that he would almost certainly go to faces losing 22 teachers. At the same time, the Government have wasted more than £10 million on a failed university technical college and a failed free school. How can that make sense?

[Lucy Powell]

My hon. Friend raises a very important point. I know that he has been championing the issues in Oldham, and I hope to work with him to continue to do that. I will say something on school funding in a moment, if I could make some progress.

Of all the measures and policies of the last 20 years, one that stands out as transformational for our schools is the London Challenge. London went from having some of the worst schools to now achieving the narrowest attainment gap of anywhere in the country. It is a key part of the overall London effect; 30 of the top 50 constituencies for social mobility are in London.

There are two key learnings from the London Challenge, which are now seriously at risk. The first is the supply of great teachers. The Minister’s colleague in the Department for Education has finally started to recognise that recruitment and retention are major issues. Figures obtained by my hon. Friend the Member for Ashton-under-Lyne (Angela Rayner) show that a quarter of teachers who have qualified since 2011 have left the profession. Statistic after statistic backs that up, and we know that it is the poorest children and the struggling schools that suffer most when teacher numbers drop.

Teachers deserve a pay rise. Yesterday’s pay settlement is a huge disappointment. Real wages of teachers are down by more than 10%. But it is not just about pay; it is about workload and the constant changes to curriculums and expectations. Ministers really must get a grip of the issue and do it fast.

The second learning from the London Challenge is about funding, which my hon. Friend the Member for Oldham West and Royton (Jim McMahon) mentioned. The increase in school budgets over many years, coupled with targeted support such as the pupil premium, has had a real impact on the attainment gap, which was narrowing until very recently. It has narrowed significantly in London, where funding was boosted the most. The real terms cuts to schools’ budgets that schools are now having to make—before we even get to the national funding formula—will, again, hit the poorest hardest. Interventions, extra support and supported activities all benefit the poorest most. Recent teacher polling has shown that a third of school leaders are now using the pupil premium to plug the gaps in general funding, that almost two thirds of secondary heads had had to cut back on teaching staff and that schools with more disadvantaged intakes were the most likely to report cuts to staffing.

The Government are totally kidding themselves if they think that the real terms cuts to school budgets, together with the teacher supply crisis, are not going to show in a widening of the attainment gap and a major step back in social mobility in our schools.

[Gloria De Piero]

I met with the headteacher of Ashfield Comprehensive yesterday. The school faces a budget cut of almost £1 million from last September to this September, and he is facing a choice between bigger class sizes and fewer subjects. Does my hon. Friend agree that that is the sort of thing that hinders social mobility?

[Lucy Powell]

My hon. Friend is absolutely right. Those are some of the unpalatable decisions that headteachers are having to make. There is no question but that those decisions will have a real impact on outcomes, so I am sure we would all support the Minister going back to the Treasury to say that the real-terms cuts need addressing, and quickly.

Social mobility should be at the heart of education policy; every part of the system should work to unleash the talents of all young people. That means that existing grammar schools must do more to tackle the issues, rather than entrenching advantage and damaging wider social mobility. I am very pleased that the Government have dropped their plans to open new grammar schools. However, they said that they would tackle social mobility in existing grammar schools. Figures that I have released today show that since 2016, the number of children on free school meals in grammar schools has hardly shifted at all—it has gone up by just 0.1 percentage point—despite calls from Ministers that existing grammar schools should increase their intake of low-income children.

In the “Schools that work for Everyone” consultation, Ministers said that existing grammar schools needed to do more. They are now saying that they feel that they have fulfilled that objective and so are dropping plans to require existing grammar schools to address the issue. If existing grammar schools do not reform their admissions and play their part in boosting social mobility, they should cease to receive public funding. We should be rewarding the schools that do the most for pupil progress for the majority of pupils, and that narrow the attainment gap, which is why we should reform league tables so that they show not just attainment but pupil progress, and progress in narrowing the attainment gap.

I cannot cover everything in the short time we have. Needless to say, huge gaps remain in post-16 education. I hope that the new T-levels and quality apprenticeships will help to address that, but that will happen only if they remain focused entirely on social mobility outcomes and people do not get distracted by other agendas. As others have said, and as the Sixth Form Colleges Association and others have shown, post-16 funding in Britain is still among the lowest in the OECD. We need to address that too.

As we have discussed previously, access to university and, crucially, outcomes and access to work beyond university remain a huge concern. Too few graduates are working in graduate jobs; in fact, we have the third lowest level of graduates working in graduate jobs of all OECD countries. The only countries behind us in that league table are Greece and Estonia. That is a travesty and it brings into question whether the debt, and the exercise, is worth it. Destinations of graduates and others are still most determined not by qualification and ability but by networks and social connections.

We could have a whole other debate about regional inequalities and how we boost social mobility everywhere. The devolution agenda that we all support must also have social mobility at its heart.

I know that the Minister will want to tell us why we cannot afford any of these plans. I would say that we cannot afford not to do them. Our economy and society pays a heavy price for people working below their ability and for wasted talent and wasted communities. The Minister’s economics are false economics and will end up costing us dear in the long run. Achieving a step-change in social mobility for the many, not just the lucky few, is the challenge of our time. Opportunity and progress for the young, a new deal for left-behind communities and a radical rethink on tax and spend policies all need reshaping around a new national mission to make Britain a world leader in social mobility, not a country that sits towards the bottom of the pack, as we do today. Although Brexit will dominate and define, I am sure that we across the House will all come together around that national mission.

--- Later in debate ---

[Mr Goodwill]

My hon. Friend makes a valid point. When I was first elected, I visited a school in one of the most deprived areas of my constituency. The head, who had come from another part of the country, said, “If we were in the middle of Rotherham, Bradford or Hull, we would be getting about 30% more money because of the school funding formula.” People in North Yorkshire certainly look forward to that being addressed.

As well as increasing school quality, we are strengthening the teaching profession, opening up access to higher education, transforming technical education, delivering 3 million apprenticeship places and investing in careers education. Beyond that progress, the Department is delivering against its social mobility priorities in several specific ways. We are tackling geographic disadvantage by focusing efforts on supporting specific areas that face the greatest challenges and have the fewest opportunities. We are investing £72 million in 12 opportunity areas—social mobility “cold spots” where the Department is working with a range of local partners to break the link between a person’s background and their destination. Those areas face some of the most entrenched challenges, as described in the Social Mobility Commission’s index last year.

Our approach goes beyond what the Department for Education and central Government can do alone; it extends to local authorities, schools, academy sponsors, local and national businesses, local enterprise partnerships, further education colleges, universities and the voluntary sector. Through that process, we will not just build opportunity now but lay the foundations for future generations. I was in Oldham on Thursday, and I was particularly impressed by the ambition and motivation in that opportunity area. Indeed, I am no stranger to some of the challenges in such areas—one of them is in my constituency. Hon. Members will note that that opportunity area had already been designated when I took on my current role.

Tackling geographic disadvantage is important, but so is investing in the long-term capacity of the education system. We are absolutely clear that some of the biggest improvements in social mobility can be achieved by deploying high-quality teaching. Contrary to what the hon. Member for Manchester Central said in her opening remarks, we have more teachers in our schools than ever before. There are now more than 457,000 teachers in state-funded schools throughout England, which is 15,500 more than in 2010.

[Lucy Powell]

I know that I will have a moment to sum up at the end, but just for the record, although we may have more teachers than ever before, there are also many more pupils than ever before. In relative terms, there is a chronic teacher supply issue.

[Mark Pritchard (in the Chair)]

Order. Just for the record, there is no guarantee that the hon. Lady will have time at the end. The Minister might wish to give her two minutes to wind up, but it is entirely in his gift.

--- Later in debate ---

[Lucy Powell]

I thank the Minister for his wind-up speech and for allowing me a short moment to thank those who have spoken in the debate. There have been some really thoughtful speeches and much agreement across the Chamber. I hope that that spirit can continue in these debates.

As ever, there were fantastic and important speeches from my hon. Friend the Member for Gedling (Vernon Coaker), from my hon. Friend the Member for Ellesmere Port and Neston (Justin Madders) as the chair of the all-party parliamentary group on social mobility, and from my hon. Friend the Member for Mitcham and Morden (Siobhain McDonagh), who raised some important points. I could also agree with almost the entire speeches of the hon. Members for East Renfrewshire (Paul Masterton) and for North Swindon (Justin Tomlinson). I thank them for their contributions.

The turnout for the debate shows that there is a huge appetite to get cross-party agreement on these issues. I hope that that continues over the coming months, and that social mobility becomes part of a national mission we can all get behind so that we can really create the equal and fair society we all aspire to.

Question put and agreed to.

Resolved,

That this House has considered Government policies on social mobility.

Education: Public Funding

Lucy Powell Excerpts

Tuesday 4th July 2017 Commons Chamber

[Nick Gibb]

I am grateful to my hon. Friend for his kind comments. I hope the same response will come from Opposition Members. [Interruption.] Perhaps in due course. He is right that we have to deal with growth in pupil numbers, and there are provisions in the new funding formula for growth, but we will take his views into account when we respond to the national funding formula.

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

I congratulate my hon. Friend the Member for Ashton-under-Lyne (Angela Rayner) on tabling this urgent question. Once again, we are seeing delusion from Ministers and Conservative Members. This discussion, and the warnings from headteachers this morning, are not about the way in which the cake is being cut, but about the size of the cake per pupil. The size of the cake is being reduced year on year because of increased costs. When will Ministers actually meet the shortfall from the real-terms cuts in schools so that headteachers do not have to cut back on teachers and teacher support staff?

Education and Local Services

Lucy Powell Excerpts

Tuesday 27th June 2017 Commons Chamber

[Angela Rayner]

Again, it is clear that Conservative Members like to talk more about the Labour party than about their own record book. [Interruption.] Let me answer the question. Let us just be clear about the position. Where are we now in the programme for international student assessment tables? We are slipping again. It was the previous Secretary of State who said that the Government would be judged according to their standing in the PISA tables, but its status is falling continually, so I will take no more lectures. When the Government talk about, for instance, their free school programmes although they cannot even get the buildings up and running and are spending billions, I think we are seeing a record of shameful waste under the Conservatives.

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

My hon. Friend is making a powerful speech. The hon. Member for East Worthing and Shoreham (Tim Loughton) and others have mentioned standards. Perhaps it slipped some Tory Back Benchers’ notice last summer that the number of pupils at key stage 2—those who were leaving primary school—who met the requirements in the standard assessment tests had fallen from more than 80% to just 53%. That was absolutely shocking. It was not because the standard of teaching had fallen, or because pupils had become less capable, or because head teachers were not performing well; it was because the Government have been meddling with every bit of curriculum that they can their hands on. That is making standards fall and setting children up to fail.

[Angela Rayner]

rose—

--- Later in debate ---

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

I welcome all colleagues, including many new colleagues, to the House—many of those new colleagues will want to give their maiden speech today. I also welcome the Secretary of State, who was re-elected only by the skin of her teeth.

The Prime Minister called the election to offer the country strong and stable leadership, and what has been left is a complete and utter mess for the country. It is an indictment of a terrible general election campaign but also a reflection of the Conservative party’s time in government. School funding was undoubtedly a key issue in the election, as was, latterly, funding for the police and security services. Those issues highlighted a similar concern, which is that the public are fed up to the back teeth with cuts to vital public services—services that are precious to the public—with the same rhetoric coming from this Government.

The school gates campaign was a particularly successful and effective part of the general election campaign, and I pay tribute to the headteachers, the unions, the staff and others for their work in highlighting these issues over many months. It is pretty pathetic of Conservative MPs to blame headteachers for their loss of seats at this election.

[Mrs Miller]

Does the hon. Lady regret that parents were inadvertently left with the impression that funding for schools might be cut, particularly in my constituency, where we were going to see an overall increase in school funding? That was not necessarily always the message that her party gave.

[Lucy Powell]

I do not, because the exchanges we saw earlier today reflect the ones in the election, which showed that Conservative Members had their fingers in their ears about the facts of the matter. Let us just go through some of those facts: before we even get into the fair funding formula, every school in this country will lose between 8% and 9% of its budgets over the course of this Parliament—or this new Parliament and two years of the previous one—because costs have gone up. Although the Government say they are protecting budgets in cash terms, they are not protecting them in real terms, so even the winners from the fair funding formula will still lose 3% of their budgets, whereas the losers will lose more than 11%. Every school in the country is a loser, and Conservative Members still have their fingers in their ears, even after the general election disaster they have just overseen. Those are the facts, and I do not blame any headteacher for telling them to parents.

The Conservatives should blame themselves, because those cuts mean that headteachers are having to make some of the most unpalatable cuts to school budgets. They are having to cut back on teachers, teaching assistants, school trips and extra-curricular activities. Those are the unpalatable cuts that the Government have overseen, which is why at the general election parents around the country said, “Enough is enough.” Perhaps that is why the polling has shown that since the election nearly 750,000 people have said they changed the way they voted in that election because of cuts to school funding. Perhaps it is time now that the Government actually started to listen. Persisting with the failed lines they used during the general election campaign will not cut it, so it is about time that the Secretary of State used her reappointment to go to the Chancellor and the Prime Minister and say that she needs to find the money to meet that shortfall. This is a funding crisis and she needs to deal with it quickly.

Having dug themselves in on school funding, the Government found themselves in the same rhetorical malaise on police resources as they also took centre stage in this election. I wish to take this opportunity to pay tribute to Greater Manchester police and their response to the Manchester terror attacks; to Manchester City Council, whose response was exemplary; to the whole city; and, as the Secretary of State said, to the teachers, headteachers and the staff in our schools who supported the many, many children who, having been at that concert that evening, went and did their GCSE exams the very next day. They all did a great job.

However, the current plans for cuts in police numbers are just too much for Greater Manchester police to bear—they are unsustainable—which is why our chief constable has asked the Government urgently for extra resources for 800 police officers. I hope the Government can find the money from somewhere for that extra resource, because the new threats our country now faces mean that we need them. Again, the Tories’ arrogance and inflexibility during the campaign meant that police cuts were undoubtedly another vote loser for them. What an irony it is, then, that they have now managed to find £1 billion from their magic money tree for their grubby deal with the DUP. Had they found that money a few weeks ago for schools and the police, perhaps they would have had a majority here today—a bigger majority even. Perhaps they will finally learn some of the lessons of the election.

Finally, let me say that it is not all bad news, because one good thing to come out of this election—I know the Secretary of State will share my view on this—is the end to the bringing back of grammar schools. I know it was a policy she was not all that keen on. We are glad to see the back of it and I am sure she will welcome that. However, I urge her and her Government to learn the right lessons of this election and make sure that our public services and education system have the funding they need.

--- Later in debate ---

[The Parliamentary Under-Secretary of State for Communities and Local Government (Mr Marcus Jones)]

This has been a good and wide-ranging debate. I am delighted to have listened to so many fantastic maiden speeches—we have been on a tour of the UK. The hon. Members for Colne Valley (Thelma Walker), for Coatbridge, Chryston and Bellshill (Hugh Gaffney), for Kirkcaldy and Cowdenbeath (Lesley Laird), for Oxford West and Abingdon (Layla Moran), for North West Durham (Laura Pidcock), for Belfast South (Emma Little Pengelly), for Glasgow East (David Linden), for Brighton, Kemptown (Mr Russell-Moyle), for East Lothian (Martin Whitfield), for High Peak (Ruth George), and for Nottingham North (Alex Norris) all made passionate contributions from the Opposition Benches.

I would like to take this opportunity to welcome my new colleagues: my hon. Friends the Members for Aberdeen South (Ross Thomson), for Ochil and South Perthshire (Luke Graham) and for Southport (Damien Moore). Those two new colleagues from Scotland are just two of our 12 new Scottish Conservative Members, which is great news. It was fantastic to hear the maiden speeches of my hon. Friends. They made serious but entertaining contributions to the debate and showed that they will be excellent Members of Parliament. All the new Members who have contributed to today’s debate have shown, in their own way, that they will bring a range of expertise and views to this House over the coming Parliament.

A strong education offer is essential to unlock talent, to create opportunities for our young people and to equip them with the skills they will need to help us build and maintain a strong economy that generates prosperity for all. Last year, we consulted widely on how to create more good school places and how to ensure that our schools work for everyone. We will continue to build on the constructive conversations we had with higher education institutions during the consultation, so that we can agree what more they can do to raise attainment and increase the number of good school places.

To meet the needs of our growing and rapidly changing economy, employers need access to a workforce with the skills they require. Our reforms to technical education will help businesses, young people and adults to achieve their potential, as T-levels will become a gold standard for technical excellence.

I will go through some of the points that hon. Members have raised about education. Members on both sides of the House raised the issue of school funding, so it is important to start by reiterating what the Secretary of State for Education said earlier. As she said very clearly, the Queen’s Speech was clear that the Government are determined to introduce a fairer distribution of funding for schools. We will set out our plans shortly and, as was outlined in our manifesto, we will ensure that no school has its budget cut as a result of the new formula. My right hon. Friend was extremely clear on that point.

[Lucy Powell]

Will the Minister give way?

[Mr Jones]

Let me make some progress and then I will give way.

The hon. Member for Denton and Reddish (Andrew Gwynne) mentioned the number of teaching staff being made redundant from our schools. I say to him that there are 15,000 more teachers in our schools today than when his Government left office in 2010.

[Lucy Powell]

rose—

[Tracy Brabin (Batley and Spen) (Lab/Co-op)]

rose—

[Mr Jones]

I will make some more progress before I give way.

In responding to several Opposition Members on nursery school funding, I would like to say how important our nursery schools are. They are a vital part of our childcare sector. We have already committed to an additional £55 million a year to maintain their current funding levels to at least 2020, in recognition that they deal with some of the children from the most deprived backgrounds in our country. I point out to Opposition Members that our manifesto committed us to immediately instituting a capital fund to help primary schools develop nurseries where they currently do not have the facilities for one.

The shadow Secretary of State for Education raised the pertinent matter of school fire safety in her speech. Sprinklers must be installed in new school buildings if a risk assessment means that they are necessary or if they are required under a local authority planning policy. There are no plans whatsoever to introduce any changes that would make fire safety laws for schools less strict than they are already.

[Lucy Powell]

I want to go back to the Minister’s comments about funding, because he seems to be missing the point. The redundancies that are being made in schools now are a result not of the national funding formula but of increased costs and real-terms cuts happening to schools now. The national funding formula is on top that, and schools will continue to lose out. Can the Minister give a guarantee from the Dispatch Box that no school will lose funding as a result of those real-terms cuts?

[Mr Jones]

I can, as a result of the formula that has been put forward. My right hon. Friend the Secretary of State has made that very clear today.

My right hon. Friend the Member for Basingstoke (Mrs Miller) mentioned social mobility and the importance of education in our primary schools. She said that we now have more good and outstanding primary school places than we did seven years ago. My hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) mentioned the importance of tackling domestic violence and welcomed the measures in the Queen’s Speech to do so.

My hon. Friends the Members for Hertford and Stortford (Mr Prisk) and for Cannock Chase (Amanda Milling) made important speeches in which they referred to the opportunities that we have as we leave the European Union. In particular, they said that those opportunities are about not just the trade in goods but the trade in services, which is also critical.

The role that local government plays in providing services is also essential to the smooth running of our society. Despite challenging financial conditions, councils continue to deliver, and council tax is expected to be lower in real terms in 2019-20 than it was in 2010-11. Councils have embraced innovation and transformed the way they work to deliver services for their local areas.

Social Mobility Commission: State of the Nation Report

Lucy Powell Excerpts

Thursday 23rd March 2017 Commons Chamber

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

I beg to move,

That this House notes the contents and recommendations of the annual State of the Nation report from the Social Mobility Commission; notes that despite welcome measures by successive governments to improve social mobility the Commission warns that social mobility is getting worse, the reasons for which are deep-seated and multi-faceted; and calls on the Government to lead a renewed approach in the early years, in education, skills and housing, to improve social mobility.

This motion stands in my name and those of the right hon. Members for Loughborough (Nicky Morgan) and for Sheffield, Hallam (Mr Clegg).

May I start by putting it on record that my thoughts are with the victims of the terror attack yesterday? I thank the emergency services for their dedication, bravery and service, and the House staff who looked after us so well yesterday. That we are meeting today shows that we can carry on with our democracy and debates in such times. It also shows that we often come together in this House, as we are doing today in the spirit of this important debate on social mobility.

This debate, with Members on both sides of the House joining together to champion social mobility, is welcome and timely. I have been delighted to work closely with the right hon. Members for Loughborough and for Sheffield, Hallam over recent weeks, and it is our hope and intention that we continue that work beyond today to truly build a cross-party consensus for a strategy to tackle social mobility. I also thank the Government’s Social Mobility Commission for all its important work. As it has consistently warned, by all measures social mobility is getting worse, not better. It recently said:

“Low levels of social mobility are impeding the progress”

of many in our society, “not only the poorest”. That is the context for our debate.

We need a better understanding of what we mean by increasing social mobility in the modern economy. Too often, social mobility is thought of in terms of plucking the one or two lucky ones out of disadvantage and taking them to the top—the so-called “council house to the Cabinet table” journey. That understanding is really unhelpful when we are looking at the challenges and opportunities that our country faces, and the strategy required to deal with them. In today’s context, social mobility is about everyone being able to make economic and social progress, unconfined by the disadvantages they begin with. With Brexit, automation, digitaisation and huge changes to work, that process is going to get harder and ever more squeezed. No longer can this just be about those who go to university, as everyone needs to gain a rich, stretching education and the skills to succeed.

To put it another way, if we look ahead to the needs of the economy in, say, 2022, forecasts by the Social Mobility Commission show that there will be 9 million low-skilled people chasing just 4 million jobs, yet a shortfall of 3 million workers for the higher-skilled jobs. That is before the effects of Brexit. The biggest barrier to dealing with this issue is known as the long tail of underachievement. At the same time, companies such as Google say that we are not producing enough of the right engineering graduates for their growth. Britain has the third highest proportion of graduates in non-graduate jobs in Europe, with only Greece and Estonia behind us. No wonder our productivity is so poor compared with that of other OECD countries. In fact, it takes a British worker five days to produce the same amount of work that a German worker can do in four days—that is the stark challenge we face. Any social mobility strategy must therefore also be inextricably linked to our industrial strategy.

These huge challenges require a new national mission built on consensus and evidence to turn them into real opportunities for the country, and that is what we hope to address with this debate and our work. But, let us be honest, although much progress has been made by successive Governments, the political cycle means that every party is guilty of looking for a quick fix or a new wheeze that might appeal to voters, rather than the more difficult job of putting in place a clear and determined strategy. Let us look at the evidence and stick with it, even if at times that means giving praise to our opponents, as we will be doing today.

We know from the Social Mobility Commission and others that when it comes to education, some areas are absolutely key. I will focus on a few of those now and I know that Members will pick up others in their speeches. First, I want to look at the facts on early years, which will not come as a surprise to those who know me well, because it is a personal passion of mine. By the age of five, children from disadvantaged backgrounds are already far behind their peers, with a developmental gap of as much as 15 months between those from advantaged and disadvantaged backgrounds. One study found that children in low-income households hear up to 30 million fewer words by the age of three than their better-off peers. The levels achieved by the time a child is five are still the biggest predictors of outcomes at GCSE.

What happens in the first few years of life is massively critical, yet that still does not demand nearly enough Government and policy attention. We have made some progress under successive Governments. The Labour Government did so through the extension of maternity leave, Sure Start centres, the integration and expansion of health visitors—that was continued by the Conservative Government—and the introduction of quality early education for three and four-year-olds. The introduction of the two-year-olds offer was much championed by the right hon. Member for Sheffield, Hallam, and the right hon. Member for Loughborough developed the beginnings of a real life chances strategy. However, I worry that the recent focus has been on childcare and the demand of maternal employment rates alone, and less on social mobility reasons for investing in the early years.

A greater focus on what works and on joined-up working does not actually need to cost more money. For example, the quality and outcomes in Ofsted ratings do not match. After looking at this recently, I found that 91% of early years providers are rated good or outstanding, yet a third of children are not leaving those settings school-ready—that does not match up. There are other ways in which we could incentivise quality providers to work with—not in competition with—others in their locality. There could be more support for parents through regular contact, as well as things such as the ages and stages requirements. We have been doing some interesting work on this in Manchester. Remarkably, some of the most deprived communities in many parts of the country have some of the highest quality early years provision—this is often what we think of as the silver bullet in education—through maintained nursery schools and some of the nursery places attached to schools. Let us cherish those and not put them under threat. A proper focus on narrowing the gap before the age of five would have a real impact on social mobility.

Let us now consider slightly older children. By the age of 16, just one in three disadvantaged children gained five good GCSEs including English and maths, and that figure has remained stubborn over the past few years. We know what works in schools and we have seen it happen. It was epitomised by the London challenge, when leadership, collaboration, resources, the attraction and retention of outstanding teachers, and the development of Teach First all came together.

[Siobhain McDonagh (Mitcham and Morden) (Lab)]

Would my hon. Friend like to thank Lord Adonis for all the work that he did on the London Challenge? Throughout all my time during the Labour Government, I found him to be the most effective and passionate Minister when it came to improving schools. He has a truly brilliant record.

[Lucy Powell]

I very much thank Lord Adonis for all his work and, indeed, my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg), who was a Minister at the time of the London initiative.

The London challenge was one of those Government initiatives that achieved real change, including the biggest rise in attainment we have seen in an area. The opportunity areas developed by the right hon. Member for Loughborough during her time in office are good successors, but they need to be matched by resources and the ability to attract and retain the best teachers. The pupil premium has been a remarkable development that has allowed those who are behind to begin to catch up during their time in school. Let us follow these learnings and not get distracted by things that do not work.

By the age of 25, many of these children will be in low-skilled, low-paid jobs. Only one in 10 low-paid workers will ever escape low pay. That is a pretty terrible outcome for them and our country and, as I said, those jobs are disappearing, too. Our skills strategy for post-16 and in-work training needs strengthening. I welcome the Government’s moves in this area. Proposals such as T-levels, the apprenticeship levy and the skills plan linked to the industrial plan are all very much to be welcomed. Although I have some criticisms of the way in which initiatives such as university technical colleges are working, they are a good idea, but they do need more focus and work.

Let us not implement some of these good initiatives badly, however, and lose what we know works. For example, on T-levels, we need to make sure that we continue to have the blend of technical and academic that will be so important for the jobs of the future. If we look at all our OECD competitor countries, it clear that it is critical that children continue to work on maths and English to a high level right to the age of 18. The post-16 reforms also need matching with other reforms, such as pathways out of university. As I said earlier, the underperformance and under-skilled jobs of many of our graduates fundamentally need addressing. Access to the professions is key, and other Members will talk about that.

Those are just three of the key areas that can drive social mobility—the early years, what happens in schools, and post-16—but we also know what does not work in terms of social mobility, and I want to talk about that for a minute. One thing that does not work is grammar schools. Unfortunately, under the current Prime Minister, grammar schools and selection seem to take centre stage in her vision for dealing with social mobility. They are sucking up all the oxygen in the debate, yet the evidence is clear: they do nothing for social mobility; in fact, they make it worse.

[Kate Green (Stretford and Urmston) (Lab)]

I compliment my hon. Friend and the right hon. Members for Loughborough (Nicky Morgan) and for Sheffield, Hallam (Mr Clegg) for securing the debate. In Trafford, as she knows, we already have a selective system, and although our schools perform very well overall in the national rankings—that is despite selection, not because of it—one group that does not benefit are children with special educational needs and disabilities. Only a tiny proportion get into grammar schools in Trafford, and it is believed that that is in part because those schools have no incentive to take them. Does my hon. Friend agree that any selective system is bound to lead to children being brushed aside when it comes to opportunities to get the best education?

[Lucy Powell]

I absolutely agree, and my hon. Friend has campaigned on this issue for many years. While Trafford has many good and outstanding schools, recent data show that the top 25% and the bottom 25% of pupils do worse than those in neighbouring Manchester, so there are questions about attainment gaps to address.

The list of organisations that are against more selection in schools is ever growing. The OECD says that countries with selective education perform less well on average than those with comprehensive systems. The previous and the current chief inspector of schools do not agree with more grammars. The Government’s own Social Mobility Commission, the Education Policy Institute, the Fair Education Alliance, Teach First, the teaching unions, multi-academy trust leaders and all the headteachers in Surrey are among those who have come out against selection. Perhaps that is because grammar schools contain such tiny, tiny numbers of poorer pupils—just 2.6% across the piece.

[Nic Dakin (Scunthorpe) (Lab)]

Some 11% of students at sixth-form colleges are on free school meals, compared with 3% at selective grammar schools, yet sixth-form colleges perform so well. There needs to be more focus on the success of these engines of social mobility than we have perhaps had recently.

[Lucy Powell]

My hon. Friend is absolutely right to draw attention to sixth-form colleges. All the data show what great outcomes they deliver for a comprehensive intake of pupils. Indeed, Loreto sixth-form college in my constituency is one of the top 5% in the country in terms of outcomes for its pupils, and it is in the heart of inner-city Manchester.

New analysis by Professor Simon Burgess and a team of academics shows that poor, bright children are much less likely to attend grammar schools than more affluent children who are not as bright. In England, the best performing boroughs are comprehensive. For example, London, which I have mentioned, outperforms selective areas and the national average in its top GCSE results. In contrast, the attainment gap is worse than the national average in eight out of nine fully selective areas, so the evidence is pretty overwhelming.

I am sure that when he rises to speak later, the Minister will repeat the one fact that he is particularly keen on —of course, there is another one that he likes about modern foreign languages—which is that in grammar schools, the tiny number of children on free school meals do better than all the other children in the country on free school meals. What the Government fail to tell us is that the children who get into grammar schools are already highly able, by definition, so the Government are not comparing like with like. In fact, highly able children do just as well in good and outstanding comprehensive schools as their counterparts do in grammar schools.

The grammar school policy is wrong in itself when it comes to social mobility, but it is also a huge distraction. I am setting out an agenda, which is shared by the Social Mobility Commission and other hon. Members, around the early years, schools, post-16 and other areas. That agenda would keep any Minister or Department extremely busy, but the Government have also embarked on other major overhauls, including the new national fair funding formula—that has caused much consternation on both sides of the House—the biggest reform of GCSEs in a generation, new SATs, the creation of hundreds of thousands of new school places to deal with the massive increase in demand, and a reduction in the amount of funding and number of teachers per pupil. The divisive pursuit of more selection in grammars will require huge political capital and a great deal of officials’ attention, and it will mean that all the other really important work, some of which the Government have already embarked on, will fail.

I do not think that we would be having this debate about grammars and selection if we had done more in recent years to create a cross-party consensus on what needs to be done to tackle the lack of social mobility. Our intention in this debate is to look at and develop an understanding of what works, and to build a broad consensus.

[Mr David Burrowes (Enfield, Southgate) (Con)]

I apologise for not being around for the beginning of the hon. Lady’s speech. When it comes to building consensus, if she were willing to cross the Rubicon in terms of more selective education, would it not be a good idea to focus it on the opportunity areas and coldspots that the Social Mobility Commission has highlighted?

[Lucy Powell]

I am not sure whether the hon. Gentleman is saying that he thinks that selection would work in such areas. There is no evidence for that at all, especially when I look at the fantastic schools in my constituency. My constituency has some of the highest levels of deprivation in the country—I think it is the second ranking constituency for child poverty in the whole country—but I have some outstanding schools that get amazing results in a comprehensive setting. I do not understand how selection will help them; it will simply make their job all the more difficult.

[Mr Burrowes]

We may well disagree on some of the principles and practice, but if there is to be increased opportunity for selective education, would not the best place to focus it be in the areas of most need—those opportunity areas coldspots highlighted by the Social Mobility Commission?

[Lucy Powell]

No, I disagree fundamentally. As we have seen historically and evidentially, opportunity areas such as the London challenge work when we bring schools together and encourage them to collaborate, rather than creating an environment of competition. Such areas work when we ensure that they have the best teachers, the right resources and strong, collective leadership. Bringing a selective agenda into that ecosystem will work against all those core principles.

I think that there is a broad consensus about what needs to be done, and I hope that we can devote political time, and the time of Ministers and officials, to that. The important things are: quality in the early years; targeting resources; creating and developing opportunity areas; getting the best teachers where they are needed; developing a skills strategy focused on jobs; creating job opportunities and access to the best jobs; and securing progress through those jobs for the many, not the few.

Oral Answers to Questions

Lucy Powell Excerpts

Monday 20th March 2017 Commons Chamber

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

When will the Secretary of State publish her much briefed White Paper, given that purdah begins on Thursday? Will that White Paper contain requirements on existing grammar schools to increase the number of free school meal children? Will she clarify to the House why the words “selection” or “grammar” did not pass her lips in her 30-minute opening speech on education in the Budget debate?

[Justine Greening]

The hon. Lady tries to get me to pre-empt my White Paper, which will come out in the coming weeks. I am pleased that Labour Front Benchers are finally engaging in the fact that there is a real chance to ensure that we have an approach to selection that works in the 21st century and for our education system as it is today.