National Tutoring Programme and Adult Education

Marcus Fysh Excerpts

Wednesday 9th March 2022 Commons Chamber

[Miriam Cates]

I absolutely agree with my right hon. Friend. If children are not in the emotional and mental state to be able to learn, all the tutoring in the world will not get them to the place where they need to be. We do have a crisis in child mental health. Lockdown is one reason for that, but there are other reasons, too. We should not fool ourselves that any amount of catch-up spending will solve this crisis in mental health.

[Mr Marcus Fysh (Yeovil) (Con)]

Does my hon. Friend agree that part of getting children in the right space to be able to learn well is about looking after them in the classroom, too? Even simple things such as making sure that they have had enough water to drink and that they get enough exercise during the day are a massively important part of that picture. It is not just about catch-up spending, but about how we treat them.

[Miriam Cates]

I completely agree with my hon. Friend. We need to distinguish between wellbeing and serious mental issues. The vast majority of teachers and schools do an incredible job at looking after our children’s wellbeing. I know that my own children probably drink far more water at school than they do at home. There are also programmes such as a Mile a Day. Many children in school also take part in regular mind exercises and mindfulness, which contribute to their wellbeing. However, some of the more sticky mental health issues cannot be easily solved by schools, which leads us into the wider issues. There has been a lack of effective family policy for many years now. There are severe financial pressures on many families not only because we have quite an unfavourable taxation system here, but because we have very high housing costs. There are financial pressures on families.

[Miriam Cates]

As a south Yorkshire MP, I grudgingly welcome my hon. Friend’s freeport, but I am afraid I do not agree that education is the answer to everything. It is incredibly valuable, and it is frustrating that the education budget has stalled while the health budget has exploded over recent years. That is an issue. However, I do not think education is the answer to everything.

Great education for everybody is clearly a target, but there are more important foundational issues, such as family life. Some of the work of my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom), who is no longer in her place, has shown that those first two years of life are crucial in determining the outcomes of the rest of someone’s life. Academic education plays very little role in those first two years, although development does.

We should recognise the importance of education, but we certainly should not expect our schools to solve every social issue in our country, especially the mental health crisis. We must be realistic about what education spending alone can achieve and not expect Ministers, the Department or schools to be able to solve those deep, structural social issues, which we must address, but which are not the subject of this debate.

We must also look at our overall education budget and how it is weighted across different stages of a child’s life. According to the House of Commons Library, our higher education spend is £11.6 billion a year, but our early years spend is £1.6 billion a year. To me, that seems back to front. When is the best time to invest in a child’s life? It is at the beginning, in the early years, when those foundations are being laid. As my right hon. Friend the Member for Harlow has said, 40% of the attainment gap that develops between the best-off and worst-off children develops by the age of two. I am not suggesting that we invert those two budgets, but we should certainly think about whether we should front-load our educational spend in the early years, when it could potentially have more impact.

We must also ask whether the higher education budget of £11.6 billion is money well spent. Some 50% of our young people now go to university, but five years after graduation 30% to 50% of graduates are in non-graduate jobs, and 77% never earn enough to repay their student loans. I welcome the recent reforms to make higher education spending fairer to the taxpayer and to students, but we need to go further. The cost to the taxpayer is £11.6 billion—I think it is more when we add in the local authority contributions—but only half our young people see the benefit of that enormous taxpayer spending.

We should ask whether we should more fairly distribute that £11.6 billion or more. I welcome the move to spend more on technical and vocational education, but that is not a fraction of the expenditure on higher education. Imagine if the schools budget was spent on only half the population: it would be a deep inequality, but that is what is happening in our higher education budget.

Many of our universities are phenomenal, world-leading assets to this country, but we must ask whether the massive expansion we have seen in the sector in recent years is helpful to either individuals or society. I certainly cannot find any evidence of increased social mobility as a result of the massive increase in higher education spending. I welcome the direction the Government are moving in by raising the priority, the status and the budget of vocational and technical education, because that is important, but we must go further. If we are really going to level up education and the education budget, we must look at distributing the post-18 education spending far more fairly and equitably between academic, technical and vocational routes.

[Mr Fysh]

Does my hon. Friend know about the wonderful work being done in Somerset around Yeovil College to bring forward new T-levels and different vocational education paths, which are making a huge difference to local businesses and providing local opportunities to develop those skills? It is amazing, and I thank the Minister for how much focus there has been on that. A central plank of my election pitch last time around was getting that skills development put at the heart of Government, and this work is absolutely delivering on that.

[Miriam Cates]

I thank my hon. Friend for that intervention. I am not aware of what goes on in Somerset—it is quite a long way from South Yorkshire—but I agree that T-levels are a really important development. Indeed, my right hon. Friend the Member for Harlow and I recently met to discuss some of the amazing work that university technical colleges are doing to roll out T-levels. I do think that we are raising the status of technical education, which is key, because half the battle is getting middle-class parents to see that there are alternatives to university. I really welcome that change in direction, but I think we need to go further.

In conclusion, I welcome the national tutoring programme, which I think has the potential to be transformational, but there are some key questions about its deliverability. I welcome the increase in the adult education budget and applaud Ministers for some of their spending decisions. But we must go further. We need real reform of our post-18 education spending if we are really to level up.