Budget Resolutions

Maria Eagle Excerpts

1st reading: House of Commons
Tuesday 14th March 2017 Commons Chamber

[Justine Greening]

Absolutely. Our current approach is not just outdated but, in places, extremely unfair. We want our schools to be able to achieve the same outcomes, but we are funding them fundamentally differently in different places. There are differences for children often for no other reason than where they are growing up. No one who wants social mobility to get better should accept that, so we have to move to a more equitable funding approach. That is what we are consulting on right now.

We have to make sure that school places are there for children as they move through the system, but this is not just about the extra school places and new schools that we need; it is also about investing in the schools and school places that we already have. My right hon. Friend the Chancellor has therefore put forward an additional £216 million to help to refurbish existing schools and make them fit for the 21st century. Of course, that is on top of our existing plans to invest more than £10 billion improving the condition of the school estate by 2021.

[Maria Eagle (Garston and Halewood) (Lab)]

Does the right hon. Lady accept that academic A-levels are one way in which young people can ensure that they get a good start in life, from which they can perhaps go on to great success through our university system? What will the proposals that she is outlining do for young people in Halewood and Knowsley, who have no option in the entire borough for doing academic A-levels and must leave the borough in order to study?

[Justine Greening]

The hon. Lady raises a profound and important point. There are parts of the country where, for far too long, young people’s educational attainment has simply not been good enough. I know that the situation she highlights is part of the much broader challenge that her local community faces in seeking to raise educational attainment steadily. It is important that alongside the investment in technical education that we have set out in the Budget, we make sure through approaches such as opportunity areas that we zone in on the places that most need additional support so that we can shift outcomes there.

The Government’s focus on opportunity does not end when someone leaves full-time education. In a dynamic, modern economy we need to foster a culture of lifelong learning, in which all of us—adults from every walk of life—are passionate about continuing to upskill ourselves.

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

I echo what has already been said about the fantastic maiden speech of my new hon. Friend the Member for Stoke-on-Trent Central (Gareth Snell). I went with him to visit a maintained nursery school in Stoke, and I know how committed he is to education and skills in the area. That brings me to the main thrust of my own speech.

After nearly seven years, the cumulative effect of Government policy on education and skills is now being felt by pupils, parents and teachers, and has given rise to a number of serious issues, each of which should demand the full attention of Ministers. School budgets are falling for the first time in 20 years. There is a teacher shortage crisis. There has been a huge rise in pupil numbers, requiring about 400,000 new school places. We are seeing the biggest changes in GCSEs and the curriculum for a generation, of which many people are unaware. Primary assessment is in absolute chaos: the pass rate in last year’s standard assessment tests fell from more than 80% to an appalling 53%. We have seen the introduction of more free childcare with insufficient funding, and serious failings in capacity and oversight in the schools system. Many of the Government’s previous “pet projects” have failed and closed. All that has come on top of what the Secretary of State described today as the biggest revolution for a decade in technical education.

Any one of those issues should command the undivided attention of Ministers, but they want to impose two huge further changes on the schools system: a new funding formula which seems to have left all sides unhappy, and the reintroduction of grammar schools without a shred of evidence, which has shone a light on the woeful record of existing grammar schools in supporting children from poorer backgrounds. The Budget had nothing to say about social mobility, closing the productivity gap, or creating the high-wage, high-skills economy that we need. Perhaps the Government would have done better to spend more of their time sorting out the last set of experiments that they said would create “more choice”. What has happened to them? Let us take a look.

Since 2010, when the Government introduced their previous gimmicks—university technical colleges, studio schools and free schools—there have been huge problems and a massive waste of resources. More than 1 in 10 UTCs has closed, and many more are now on the brink. While there are a few excellent UTCs, even the right hon. Member for Surrey Heath (Michael Gove)—who had introduced them—admitted that the experiment had failed, saying:

“the evidence has accumulated and the verdict is clear”.

Three in 10 studio schools have closed or are due to close, as Schools Week analysis has found, and many more are on the brink of closure. Only one has reached the 300-pupil mark that was set. The future is therefore looking bleak for those experimental institutions, yet the Government are hellbent on creating more. One in five free schools are in places where they are not needed. With the starving of capital funds to existing schools, and the failure to meet the places crisis by continuing to throw good money after bad, this Budget does nothing to deal with the real issues facing our schools.

Even though we are awaiting the outcome of the Government’s consultation, we heard this week that the Government are hellbent on going ahead with their grammar schools programme, which they are now calling “selective free schools.” I note that the Secretary of State is so ashamed of that policy that she did not even mention it in her speech today. I reiterate that there are very few Conservative Members in the Chamber to defend that policy.

[Maria Eagle]

Does my hon. Friend agree that the Secretary of State probably did not mention the policy because she does not agree with it?

[Lucy Powell]

Yes. We can infer that. The evidence is clear on selective education. Those systems do not boost social mobility. In fact, in many cases they widen the gap. As we all know in the House, the big challenge facing our education system is the long tail of under- achievement. It is not about how we can better support the already high-achieving. The only argument advanced by Conservative Members is that the tiny number of children on free school meals who get into grammar schools, who by definition are already high-achieving, do better than all the other children on free school meals. What a joke of an argument that is to base the entire policy on. There is a huge amount of evidence going the other way.

Perhaps that is why, when the Secretary of State addressed the usually mild-mannered and pragmatic Association of School and College Leaders at the weekend, she got booed, which has never happened at that conference before. It may also be why the Sutton Trust, the Government’s own Social Mobility Commission, the Education Policy Institute, the former chief inspector of schools, all the secondary heads in Surrey and many, many others and many Conservative Members have come out against those proposals.

There are plenty of things that the Government should be doing, and we have mentioned a few of them. Perhaps they should get to those core issues, rather than creating yet more uncertainty and instability in the system. They should get on with doing something about the major funding challenge. This is not about fair funding—it is about funding levels being maintained at the levels they are now. The belts are being tightened even more for some schools, but all schools are losing out from those funding measures.

The Government should do something about teacher shortages. For five years in a row, they have missed their retention and recruitment challenges. They should do something about the school places crisis and work with local authorities, rather than plonking free schools where they are not needed. And get a grip on what is happening with the new GCSEs and curriculum. There is absolute chaos there.

If the Government really want to do something about social mobility, they could do a lot worse than look at investing properly in quality provision in the early years, rather than trying to deliver child care on the cheap. There is plenty of evidence to support it, and I am happy to discuss that with Ministers if they want to have a real agenda for social mobility.

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[Maria Eagle (Garston and Halewood) (Lab)]

The Budget was more about what the Chancellor did not say than what he did. It is incredible that the consequences of us leaving the EU—the biggest cause of uncertainty and the biggest threat to our economic wellbeing in a generation—got no significant mention at all in the Budget. That fact alone is enough to render the Budget a failure, but it was not the only failure. Most Chancellors at least get to see good headlines the next morning, but not so “Spreadsheet Phil”, as the right hon. Gentleman likes to be known. However, the way in which the Prime Minister, her Chancellor, their close allies, ministerial aides and senior sources have been denouncing each other over the weekend—in the most vituperative terms—show just what his own colleagues think of him breaching a manifesto promise in his Budget.

Apart from the considerable entertainment value of all this briefing and counter-briefing, which shows the dysfunction at the heart of this blundering, fractious and divided Government, I find it astonishing that no one in the entire Cabinet spotted the howling, broken election promise at the heart of the Budget when the Chancellor briefed them on his plans. They have all been whinging to the newspapers that the Chancellor did not flag it up, but they all stood on a manifesto that promised no increase in income tax, national insurance contributions or VAT for the entire five years of this Parliament. They all repeated that ad nauseam during the election campaign, yet none of them noticed. I would not have expected that they had all forgotten about it, but apparently they all managed to put it right out of their minds. It shows just how cynical this Tory Government really are that the entire Cabinet failed to remember their main election tax promise within two years of winning that election. Some 5,400 people in my constituency, some of whom earn less than £17,000, will now have to pay more, and not all of them are self-employed by choice.

I will say a little bit about education because there are real challenges in my constituency. Schools are facing a real squeeze. There are some figures that the Secretary of State did not give us in her opening remarks. According to the Institute for Fiscal Studies, thanks to the Lib Dem-Tory coalition Government and the current Tory Government, spending per pupil fell by 14% in real terms between 2010-11 and 2015-16, and is due to fall by a further 6.5% between 2015-16 and 2019-20. That is before the new schools funding formula hits many schools with more cuts. In the Liverpool part of my constituency, another £3.6 million will be lost as a result. According to the National Union of Teachers, there will, on average, be a further 10% funding cut by 2020 for schools in my constituency. That is threatening the future of many schools.

A letter I have received from the head and governing body of St Francis Xavier’s College in my constituency spells out the reality of the financial pressures it is under. It cites increases in the salary bill because of unfunded public sector pay awards; higher pensions and higher national insurance contributions; the removal of the education support grant in September this year; the apprenticeship levy, which is payable from April; and losses in per capita sixth-form funding. As a consequence, the college has reduced its leadership team and their salaries and lost 13 staff to voluntary severance, and it has six teaching posts unfilled. It says:

“We are extremely concerned about the potential impact of the forthcoming national funding formula. The impact of this is likely to make it impossible that the college can remain financially stable and this will have a detrimental effect upon the educational provision for pupils in a city which has amongst the highest levels of deprivation in the UK”.

This is a popular, over-subscribed school. I have written to the Secretary of State about the issue, but I have yet to receive a reply. I can assure her that SFX is not the only school in my constituency with these problems.

This situation is a disaster for our schools, but the Budget has made it worse, when it could have made it better. In divisive and unfair measures, the Government have set aside £1 billion to fund new free schools and the Prime Minister’s back-to-the-1950s grammar schools vanity project. They have also agreed to pay school transport costs for poorer pupils, but only those who attend selective schools. Young people who live in Halewood, in my constituency, who can no longer study for academic A-levels without leaving the borough are to get no such help, even though they are from some of the most deprived families in the country, and even though education could help to give them better life chances.

When I asked the Minister responsible for the school system, Lord Nash, what assistance the Government could offer to ensure that Halewood kids can get transport to study A-levels, he said in a recent letter:

“It would be unfair to offer free transport to young people in one area of the Country and not to others.”

Quite, but that is precisely what the Chancellor has just done in his Budget—although only if pupils are attending a divisive selective grammar school. How typically Tory. The Chancellor has offered Halewood kids who want to study A-levels precisely nothing, because he is spending all the money on recreating the Prime Minister’s 1950s grammar school myth.

That is why Labour, in office, banned grammars, put money into rebuilding all our schools, doubled funding per pupil, and employed 36,000 more teachers and 250,000 teaching assistants. After seven years of the Lib Dem-Tories and the Tories, our schools are in crisis again, with class sizes going up, GCSE pass rates going down and teachers fleeing the profession. This Budget has done nothing to stop the rot; instead, it has set about doing even more damage and causing even more division.

Education: Knowsley

Maria Eagle Excerpts

Tuesday 13th December 2016 Westminster Hall

[Maria Eagle (Garston and Halewood) (Lab)]

Does my hon. Friend agree that for a borough such as Knowsley, which has a substantial population, the idea of having no academic A-level provision is embarrassing for all the schools and education institutes? It does not bode well for the future of the borough if our young people cannot get the education they need—of whatever variety—in the place that they live.

[Mr Howarth]

My hon. Friend puts that very well. I agree with her entirely and was just going on to add a word about the impact of the negative publicity and comment.

Before setting out some ideas that I believe will help improve secondary education, I want to note some positive things that are already happening. Hard-working heads and teachers are understandably demoralised at the continual denigration that they experience in the media and from the Government; parents and school students are understandably upset that their hard work and achievements are continually rubbished. Yet there is so much good work going on that never gets a mention.

Ten days ago, for example, I visited the Lord Derby Academy, part of the Dean Trust, and met head of school Vicky Gowan and assistant headteacher, Josette Arnold. On a tour of the school, it was obvious that they were doing a lot right. The sense of discipline and the rigorous approach to teaching were obvious and commendable, and promise to bring about big improvements. Much the same could be said for the other secondary schools in Knowsley. Similarly, I recently had the privilege of opening the new Northern Logistics Academy in Kirkby, a joint undertaking between St Helens College and Knowsley Community College. It provides logistics training for those seeking to work in that industry, which is a real growth industry in our city region.

Knowsley Council, having disowned the ResPublica report, has now established an education commission, chaired by Christine Gilbert, previously chief inspector of schools in England and head of Ofsted, and supported by other distinguished commissioners, which is charged with producing an improvement plan. That approach should be supported and I would ask the Minister to commit the Government to that. It is worth noting that the commission has the potential to signpost ways in which other deprived areas such as Knowsley can also make appropriate improvements.

Two developments which could lift achievement are the Shakespeare North and Bio-Inspire projects. Both implicitly offer opportunities to raise aspiration for school students in Knowsley, and I hope that the Government will continue to support both initiatives.

If we are to improve social mobility in areas such as Knowsley, the single most powerful engine for doing so is education. That being so, and given Knowsley’s high level of deprivation, it came as a surprise that Knowsley was not one of the six opportunity areas recently announced by the Government. I feel that the methodology used to identify those areas was flawed. Will the Minister undertake to review the methodology? Will she undertake to look at how Knowsley could be included in any further strategies to improve social mobility?

I want to make a suggestion about how educational attainment could be improved. Before doing so, I should say a word about how attainment is measured. Attainment 8 measures a student’s average grade across eight subjects, which are the same subjects that count for progress 8. Those new metrics are a significant change to education reporting; performance measurement is spread across a wider range of subjects and is no longer based solely on attainment, and there is an emphasis on progress.

Knowsley ranks bottom in the north-west, with an overall attainment 8 score of 39, compared with Liverpool on 47 and Trafford, which is top, on 57. It also has the worst progress 8 score in the north-west, with a score of minus 0.88 compared with Liverpool on minus 0.35. Those figures illustrate the scale of the challenge in Knowsley.

I expect that the commission established by Knowsley Council will look at how post-14 education could be radically reorganised. There is, in my view, a case to be made for creating a choice post-14, but not through a grammar school. Many students in their later years do not regard the sort of education on offer as suited to their future aspirations. Sir Michael Wilshaw has, on a number of occasions, called for a skills revolution in the UK, arguing that every multi-academy trust should run a vocational university technology college for youngsters aged 14 to 19. He said:

“We need to say to youngsters, ‘there are other paths than university’. If you’re going to make a success of Brexit, this should be the number one priority of government. Not grammar schools ... Otherwise we won’t have the skills. And the prospects for growth in the economy and productivity in the economy will suffer.”

[Maria Eagle]

Does my right hon. Friend accept that Halewood Academy closed its sixth form not because it no longer wished to teach A-levels but because, and I do not blame the head and the governors for their decision, financially it is obliged to balance its budget and it simply no longer had enough pupils wanting to go into the sixth form—for various reasons—to enable it financially to continue? As a consequence, there is now no academic A-level provision in the entire borough. Does my right hon. Friend agree that it is commendable that Knowsley, which has no longer has any levers to provide education in its own borough and gets blamed when it goes wrong, has done what it can in establishing the commission? We hope that the Government will do what they can, in supporting that process, for all the young people and families in Knowsley.

[Mr Howarth]

I agree entirely with my hon. Friend. She is right to point out the limited scope of Knowsley Council, which is the local authority that has suffered the greatest cuts in the country while also being among those with the highest need. As I said earlier—it is an extension of my hon. Friend’s point—it is no longer viable to offer sixth-form provision in Knowsley, and if we do not do something urgently it will become unviable to offer any kind of secondary education at all. I agree with my hon. Friend, and I also agree with Sir Michael Wilshaw.

In many cases it would be more effective if the opportunity for vocational education were available post-14, offering pupils a programme of GCSEs, technical and professional qualifications and work experience. That is not to say that those who aspire to a more academic education should not have that choice but, rather, that it should be a choice and not the only option.

Time does not allow me to give a detailed account of how such a reorganisation would need to be carried out. Who would offer the more vocational post-14 option and could the existing secondary system be adapted to provide the more academic option? Those are examples of tough questions that need to be worked through. It is also essential that the vocational and technical education courses on offer are of a high quality and of equal status to the conventional curriculum.

I should perhaps declare an interest at this point. I was one of the generation who left secondary school at 15 but went to technical college. I studied engineering and then went on to do an engineering apprenticeship. Later, in my 20s, I did a degree. Those were options I had, and options I could take, and my worry is that such options are no longer available for young people, other than through the apprenticeship system. The problem with some apprenticeships is that they are too narrowly focused on the needs of the employer and, therefore, the young people who go through them do not acquire the transferable skills that might be needed when they are ready to move on to another employer. Post-14 opportunities in vocational education offer the prospect of their gaining those skills.

I am clear, as is Knowsley Council and my hon. Friend the Member for Garston and Halewood, that improvement is essential, and that a great deal of responsibility sits on the shoulders of the commissioners to come up with a way forward. Again, I ask the Minister to endorse that approach. Finally, it is important to point out that I have first-hand knowledge that young people in Knowsley are no less capable and no less ambitious than young people from better-off families. They deserve the same opportunities as young people from other parts of the country and from more prosperous areas. I hope that the Government will work with Knowsley Council, the commission, my hon. Friends the Members for Garston and Halewood and for St Helens South and Whiston, and me to ensure that that is exactly what happens.

[The Parliamentary Under-Secretary of State for Education (Caroline Dinenage)]

It is a great pleasure to serve under your chairmanship, Sir Alan. I congratulate the right hon. Member for Knowsley (Mr Howarth) on securing this really important debate and on the obvious passion and understanding with which he speaks about the challenges in his constituency. I also thank the hon. Member for Garston and Halewood (Maria Eagle) for her support today, and I add my voice to those wishing the hon. Member for St Helens South and Whiston (Marie Rimmer) a speedy recovery.

I know that we all share the Government’s ambition to build a country that works for everyone, and that means providing a good school place for every child, one that caters to their individual talents and abilities and, indeed, their needs. Thanks to the incredible hard work of teachers and the action we have taken over the past six years, there are now more pupils in “good” or “outstanding” schools than in 2010. But if just one child in England is not able to access a good school, that is, of course, one too many, and that is a particular issue in Knowsley, where none of the six secondary schools is “good” or “outstanding”.

Provisional 2016 results for secondary schools in the borough show that pupils, on average, make half a grade less progress than other pupils nationally with the same prior attainment. Knowsley has been the lowest-performing local authority at secondary level for a number of years. I absolutely understand, therefore, why the right hon. Gentleman has raised this really important issue. We are working in partnership with Knowsley Council and other key stakeholders in the region to improve and extend the reach of high-performing schools and leaders, to provide the best possible outcomes for Knowsley’s young people, which is, of course, absolutely nothing less than they deserve.

[Maria Eagle]

Will the Minister put on the record today the fact that she and her Government will work with the local authority and local MPs to ensure that academic A-level provision is available from next September when Halewood Academy’s sixth form unfortunately ceases? We must not send a signal to all young people of an academic bent in Knowsley that they have to leave the borough to continue their education.

[Caroline Dinenage]

The hon. Lady is absolutely right to raise that issue. I understand that the regional schools commissioner is meeting Lord Nash and local MPs in early January to discuss options for A-level provision in the area. Those options are being explored by the Department for Education as we speak. I also know that the educational issue across the board in Knowsley is one on which people are working very collaboratively. We have a number of strong multi-academy trusts in the north-west that are now supporting schools within Knowsley; and the regional schools commissioner, in conjunction with the education commission, is bringing them together for a roundtable discussion next week to consider some of the challenges around school performance in the borough and other issues.

The leader of Knowsley Council, Andy Moorhead, has acknowledged that educational performance in the local authority needs to improve. He recognises that although over the years a number of actions have been put in place to address the issue, a different approach is now needed. That is why we very much welcome the launch of the Education Commission for Knowsley, which I hope will provide that new approach. The commission will work closely with the Department for Education and national and local leaders in education, as well as with business partners, to address the underlying causes of educational under-performance in the area. The commission will draw on the expertise and knowledge of its members who are key leaders in education at a local, regional and national level, including Christine Gilbert, the former chief inspector of schools, Vicky Beer, the regional schools commissioner for Lancashire and West Yorkshire, and Sir Kevan Collins, chief executive of the Education Endowment Foundation.

I know that the commission will want to work closely with those who work in local schools; they are the real experts, who have clear views on how to get the much-needed improvement. The right hon. Member for Knowsley is right that we should be championing the dedication and commitment of the hard-working teaching professionals in our local schools, seeking to support, not denigrate, and seeking to encourage, not undermine. The commission will want to focus not only on immediate interventions to make visible improvements, but on long-term measures to ensure that all pupils achieve their full potential and leave school with confidence and ambition.

On A-level provision, we are working in partnership with Knowsley Council and other key stakeholders in the region, such as Learn and Lead and the Liverpool city region combined authority, to improve and extend the reach of high-performing schools and leaders to look for that solution and provide high-quality A-levels. I have already spoken about the meeting in January with the regional schools commissioner and Lord Nash.

To clear up the confusion that the right hon. Gentleman rightly raised about the ResPublica report, the version that was seen in May was a very early draft. The final report, “Achieving Educational Excellence in Knowsley”, did not come out until October. That is the one that acknowledges the transformative impact that grammar schools can have on the life chances of less well-off pupils. The Prime Minister has been clear that every child should be allowed to rise as far as their talents will take them, and that their background should not be a barrier. We want all pupils to have access to a good local school, which is why we are consulting on reforms to a number of different schools, including not only grammar schools, but independent and faith schools.

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[Caroline Dinenage]

I am grateful to the right hon. Gentleman for raising that point, which we will look into. My understanding is that the very early draft in May did not refer to grammar schools, but that the final report, which came out in October, did. However, I will pass his comments back to the Department.

[Maria Eagle]

rose—

[Caroline Dinenage]

I am very aware of the time—it will have to be quick.

[Maria Eagle]

Is the Minister saying that a new grammar school in Knowsley is the solution that the Government might come up with?

[Caroline Dinenage]

No, what I am saying is that it is all about choice, flexibility, keeping our options open and listening to people’s views. That is what the consultation is all about. It is not about writing anything off, because we do not want to write off our children’s future. We want to consider any changes that will bring about the best possible social mobility for all those in our schools. We want every child to be able to fulfil their potential.

I will briefly talk about the opportunity areas for social mobility, as the right hon. Member for Knowsley was concerned about that issue. I understand his frustration that Knowsley was not included in that, because it is the lowest-performing authority at secondary level. However, it is not the weakest in the social mobility index, so it is not currently considered an opportunity area. Opportunity areas have been selected as social mobility “cold spots”, where we will trial new ways of addressing entrenched problems. However, we will use the learning from those areas to spread excellence to other areas, which will, of course, include areas such as Knowsley, where we want outcomes in schools to improve. We also want to go beyond schools and make sure that all programmes, from early years to accessing employment, help to break the link between a person’s background and what they achieve as adults. That is fundamentally very important.

I am very pleased that the right hon. Gentleman has raised these issues today. He is absolutely right that we must ensure that this country works for everyone, not just the privileged few. It is so essential to create a socially just and socially mobile society, in partnership with fantastic teachers, strong schools and college leaders. We must all work together to ensure that the Government’s education reforms will be successful in raising educational standards for all.

Question put and agreed to.

Building Schools for the Future (Liverpool)

Maria Eagle Excerpts

Wednesday 30th June 2010 Westminster Hall

[Stephen Twigg]

I thank my hon. Friend and hope that in the course of my speech all my colleagues will have the opportunity to intervene, so that all the schools benefiting from Building Schools for the Future in Liverpool can be mentioned in the debate. The programme is about education transformation, led by the schools themselves; it is not some central Government initiative being handed down from on high. Many of the schools in the programme are already high achievers, but they are being constrained by their buildings.

Wave 6, the next wave of Building Schools for the Future, involves 26 Liverpool schools, with a promised investment of £350 million. The council has identified two sample schools: Archbishop Beck school, which is in the constituency of the my hon. Friend the Member for Liverpool, Walton (Steve Rotheram); and St John Bosco school. Five years ago, Archbishop Beck school was in special measures, but it has made huge progress since then and its results are now above the national average. Ofsted has judged the school to be “good, with many outstanding features”. St John Bosco school, which is in Croxteth in my constituency, was last month judged by Ofsted to be “outstanding”. I visited the school last month and was hugely impressed by the focus on standards, the high proportion of the girls who are going on to university in what is a very deprived community and the active involvement of the students themselves in the development of the Building Schools for the Future plans.

Five other schools in my constituency are in wave 6, two of which are special schools: Clifford Holroyde school, a wonderful school for children with severe behavioural difficulties; and Sandfield Park school, which has plans under Building Schools for the Future to increase the school roll from 70 to 100, which will mean fewer Liverpool children with disabilities having to leave the city for their education. De La Salle school in Croxteth is also an outstanding school, and it is due to become an academy as part of the programme. Holly Lodge school in West Derby is a fantastic school that desperately needs that investment. It has exciting plans that it has worked on for four years, and the head teacher has told me that they will be devastated if the investment falls through. St Edward’s college, a well-known, highly renowned and popular local school, is also in wave 6.

For all those schools, Building Schools for the Future brings benefits to the schools and also to the wider community, such as better sports and arts facilities—the Holly Lodge school proposal includes plans to open a local cinema, in partnership with FACT cinema in the city centre—adult learning opportunities and extended schools services. The programme will bring high-quality education to many of the communities in Liverpool that we represent, which provides the best hope for social mobility. That is an argument of social justice, but it is also an argument of hard economics. Liverpool’s Building Schools for the Future proposals offer a systematic and structured new set of relationships between every secondary school and an identified business partner. That builds upon existing links between a range of Liverpool businesses, such as Jaguar, Everton football club and Merseytravel, and schools, first, to support learning and teaching in the schools and, secondly, to help shape the skills of the future work force.

[Maria Eagle (Garston and Halewood) (Lab)]

I congratulate my hon. Friend on securing the debate, and we all fully support what he is saying. I will not give a litany of schools in my constituency, but does he agree that in deprived communities such as Speke, which I represent, building new schools has played a key part in decreasing disadvantage and increasing attainment and that not continuing with the programme would put us at risk of becoming incapable of enabling our children to fulfil their true potential and to contribute in adult life as we would wish them to do?

[Stephen Twigg]

My hon. Friend is absolutely right. The progress I mentioned when I gave the statistics at the beginning of my speech is testament to all sorts of things, not least the hard work and professionalism of the teachers, the teaching assistants, the young people and their parents. It is also testament to the extra investment that has come into schools in Liverpool, which has provided new facilities in schools and new members of staff through the support work force. I am confident that the schools to which I have referred that are already coming through as part of Building Schools for the Future will deliver real change. We are a quarter of the way there, so it would be a great shame if the schools that are due to come in though wave 6 do not get that opportunity.

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[Mr Gibb]

The hon. Gentleman will just have to wait until I finish my comments.

It should also be borne in mind that, in the previous Government’s final Budget, it was clear that if Labour won the general election, they would cut capital spending across Departments by more than 50% over the following three years. Some of those cuts inevitably would have fallen on schools. Indeed, the right hon. Member for Morley and Outwood (Ed Balls), who is now the shadow Secretary of State for Education, admitted in the House that school capital spending was not protected under Labour’s plans.

As the hon. Member for Liverpool, West Derby said, Liverpool was one of the first local authorities to enter the BSF programme: it has one school open and another 34 in the programme. We are acutely aware that a great number of parents, pupils and school staff are affected by decisions about school building projects, and we have no wish to keep anyone—not even the hon. Gentleman—waiting longer than is absolutely necessary. The wave 2 projects in his constituency are already under construction. As such, it is unlikely that any changes in the BSF programme would impact on projects that are so far advanced.

I hope that that will go some way to reassure the hon. Gentleman about the projects in his constituency, but we cannot yet confirm the future of individual projects. I am afraid that I cannot offer him or any other hon. Member present today any further reassurance, but I would be happy to keep in touch with all those who have taken part in the debate.

[Maria Eagle]

rose—

[Stephen Twigg]

rose—

[Mr Gibb]

I will happily give way to the hon. Lady and then to the hon. Gentleman.

[Maria Eagle]

I am grateful to the Minister. We heard from the Leader of the House last week that there might be a statement this week about BSF—he said so clearly. Are we still to get that statement this week, or has it slipped back until next week?

[Mr Gibb]

I can assure the hon. Lady that there will be an announcement shortly.