Children’s Education Recovery and Childcare Costs

Matt Rodda Excerpts

Tuesday 7th June 2022 Commons Chamber

[Mr Walker]

My hon. Friend is right. It may have been during his time in the Department that it ceased to focus purely on recruitment, and pivoted to focus on retention as well. That was an important intervention and an important change. While the levelling-up premium is indeed a valuable tool in targeting support at the areas where it is most needed, we also need to look at our approach to teachers’ workloads, given that the work done before the pandemic managed to reduce unnecessary workloads. We need to look at our wellbeing charter, and we need to look across the board at how we can support teachers. The investment in national professional qualifications, supporting teachers who are mid-career and on their way towards leadership, is a new initiative which the Government have pioneered to ensure that we are investing in members of the workforce not just at the start of their careers, but throughout them.

[Matt Rodda (Reading East) (Lab)]

Will the Minister give way?

[Mr Walker]

I will, but then I must make a bit of progress.

[Matt Rodda]

The Minister is being very generous with his time.

The hon. Member for Eastleigh (Paul Holmes) made a good point about recruitment and retention. Can the Minister tell us a bit more about what he is doing specifically to support the retention of these vital public servants, and, in particular, what he is doing to deal with the loss of teachers in high-cost areas? In the area that I represent, in Berkshire, housing and rental prices are very high, but teachers do not receive any extra compensation for that, certainly in Reading, and many heads are concerned about the drift of teachers away from our area.

[Mr Walker]

The hon. Gentleman has raised an important issue. Our reforms of the funding formula to ensure that schools are funded according to the cohorts that they serve and according to their activity are an important element in responding to it, although of course they will take time to come through. However, it is also important that we look at retention more broadly. As I have said, the Department has recognised that in its move towards a recruitment and retention strategy rather than just focusing on recruitment as it traditionally did. I hope that the funds that we are putting into schools this year—a £4 billion, or 7%, increase—will allow them to deliver good pay rises, and will help with teacher retention. Work with the School Teachers’ Review Body is ongoing on that front.

Extra time is part of our strategy, and we are increasing the number of hours in 16-to-19 education by 40 per student per year from September 2022. In our schools White Paper we set an expectation that all mainstream state-funded schools should deliver at least a 32.5-hour week, supporting our ambition for 90% of primary school children to achieve the expected standard in reading, writing and maths by 2030, and in secondary schools for the national GCSE average grade in both English language and maths to rise from 4.5 in 2019 to 5 in 2030. The parent pledge set out in the schools White Paper further supports these aims by making clear the Government’s vision that any child who falls behind in English or maths will receive the right evidence-based, targeted support to get them back on track.

I am sure the House will agree that the earliest years are the most crucial stage of child development. We know that attending early education supports children’s social and emotional development and lays the foundation for lifelong learning, as well as supporting their long-term prospects. That is why it is so important that we address the impact that covid-19 has had on the youngest children’s social and personal skills as well as on their literacy and numeracy. On top of spending £3.5 billion in each of the past three years on early education entitlements, we are investing up to £180 million of recovery support in the early years sector.

We will build a stronger, more expert workforce, enabling settings to deliver high-quality teaching and helping to address the impact of the pandemic. This includes up to £153 million in evidence-based professional development for early years practitioners—for example, supporting up to 5,000 staff and child minders to become special educational needs co-ordinators and training up to 10,000 more staff to support children in language and communication, maths, and personal, social and emotional development. That includes up to £17 million for the Nuffield early language intervention to improve the speech and language skills of children in reception classes.

Over 11,000 primary schools, representing two thirds of all primary schools, have signed up, reaching an estimated 90,000 children and up to £10 million is included for a second phase of the early years professional development programme in the current academic year, supporting early years staff in settings to work with disadvantaged children.

--- Later in debate ---

[Mr Walker]

I have a lot to say, so I am going to make a bit of progress now. I have taken an intervention from the hon. Lady already.

Regular attendance at school is also vital for children’s education, wellbeing and long-term development. Our priority is to maximise the number of children regularly attending school. We recognise that the lessons learned during the pandemic must help us to strengthen and improve the overall system, which is why we recently published guidance for schools, trusts and local authorities, setting out how we expect them to work together to improve attendance.

The Secretary of State has also established an alliance of national leaders from education, children’s social care and allied services, who have taken pledges to raise school attendance. That includes work by Rob Tarn, the chief executive officer of the Northern Education Trust, a multi-academy trust serving areas with high levels of disadvantage, to work with other trust leaders to identify and disseminate best practice. Alongside that, we are running a series of effective practice attendance training webinars, which have been accessed by more than 12,000 school staff so far. Our team of expert attendance advisers also continues to work closely with a number of multi-academy trusts and local authorities with high levels of persistent absence to review their current practice and develop plans to improve.

I am pleased to confirm that legislative measures to establish a registration system for children not in school were included as part of the Schools Bill introduced by Parliament on 11 May 2022, which is currently in the other place. These measures will help local authorities to ensure that all children are safe and receive a suitable education. Through our attendance action alliance, the Children’s Commissioner has also begun a review to understand more about children missing education, and where and why they may be falling through the gaps. She has consulted the alliance on her initial findings, but her review is ongoing.

We know that the worries that children and young people may have about their progress at school and how this affects their future are important factors in their wider wellbeing, and subject learning is part of what children and young people enjoy most about school. That is why the additional support we have put in place to ensure that children feel supported in their education, and on track with their learning and wider development, is so vital and integral to their mental wellbeing.

I wish to be clear that children and young people are not alone on this journey and the onus is not on them to catch up; it is something that the whole school and the whole education system is looking to achieve together. It is our priority to support education settings to do so. The things we are doing to support schools are reflected more widely in our schools White Paper.

We have provided specific support for teaching about mental health and wellbeing as part of health education. Taking part in enrichment and extra-curricular activities is well known to support children’s wellbeing, but we know that participation fell during the pandemic. The longer, richer school week that we are securing through the White Paper will help to ensure that all pupils have the chance to have a wide range of experiences, including in sport, music and the arts, and we are supporting the expansion of opportunities to take part in specific schemes such as the cadets and the Duke of Edinburgh award.

We are also updating our behaviour in schools guidance to support schools to create calm, safe and supportive environments, which are important to pupil mental health and wellbeing. The guidance recognises that reasonable and appropriate adjustments may need to be made for pupils and that schools may wish to ensure that their staff are trained on matters that may affect pupils’ behaviour, including special education needs, disability or mental health needs. The guidance also makes it clear that following a behaviour incident staff should take into account any contributing factors and whether a pupil has mental health needs, and consider what support is required.

[Matt Rodda]

I am grateful to the Minister for his time. In a very difficult incident in my constituency, a young boy was brutally stabbed—the Minister may well have come across the case some time ago. I have received from a retired teacher who used to be a local education authority adviser a fascinating suggestion that I wish to put the Minister: is it possible to include in personal, social, health and economic education warnings about knife crime, and education about its dangers and the combination of the threat of knife crime with social media, which happened in the tragic case in my constituency? It seems to me to be a worthy and important idea to explore. It is complicated so I would not expect the Minister to give an answer right now, but is he willing to write to me on this important matter?

[Mr Walker]

I am happy to do that, and if it would be helpful, I would be happy to meet the hon. Gentleman to follow up and talk through that case in a separate discussion, because it sounds like an important case.

To ensure that schools are able to put in place whole-school approaches to mental health and wellbeing, we are providing £10 million to extend senior mental health lead training to even more schools and colleges. That training will be available to two thirds of eligible settings by March 2023 and to all state schools and colleges by 2025.

The Government are expanding and transforming mental health services for all, with additional investment of £2.3 billion a year through the NHS long-term plan. As part of that work, we are funding mental health support teams to provide specific support, to make links to other health provision and to help to support school staff to deal with issues. Because of the £79 million boost to children and young people’s mental health support that was announced in 2021, some 2.4 million children and young people now have access to a mental health support team, and more teams are on the way, with numbers set to increase from 287 teams today to more than 500 by 2024.

I recognise that people throughout the country are worried about the impact of rising prices, with many households struggling to make their income stretch to cover the basics. Although we cannot insulate people from every part of cost rises, we are stepping up to provide support, as we did during the pandemic. This year alone, we are increasing core schools funding by £4 billion compared with 2021-22. That is a 7% per-pupil boost in cash terms that will help schools to meet the pressures that we know they face, especially in respect of energy costs and pay.

I recognise the strength of feeling when it comes to our childcare system. We want families to benefit from the childcare support they are entitled to, thereby saving them money and helping them to give their children the best start in life. I am proud to be part of a Government who have extended access to early education and childcare to millions of children and parents over the past decade.

In 2013, the Conservative-led coalition Government introduced 15 hours of free childcare for disadvantaged two-year-olds. So far, this has helped more than 1 million children to get a much-needed boost to their early education. To ensure that all children are ready for school, all three and four-year-old children continue to be eligible for 15 hours of free early education a week, and nine out of 10 took up the entitlement last year.

In 2017, the Conservative Government announced 30 hours of free childcare for working families, to save families up to £6,000 a year. Because of that, thousands of parents have been able to return to paid work or increase their hours, while saving thousands of pounds a year. We have also introduced tax-free childcare, which provides working parents with up to £2,000 of support to help with childcare costs for children under the age of 12. With universal credit, parents can claim back 85% of eligible childcare costs, compared with 70% under the old system.

We invest a significant amount of funding in early education and childcare, including more than £3.5 billion in each of the past three years on early education entitlements for two, three and four-year-olds. In 2022-23, we have increased the hourly funding rates for all local authorities—by 21p per hour for the two-year-old entitlement and, for the vast majority of areas, by 17p per hour for the three and four-year-old entitlement.

--- Later in debate ---

[Matt Rodda (Reading East) (Lab)]

It is an absolute pleasure to follow the hon. Member for Bolton North East (Mark Logan). That was a lovely story about his daughter, and I wish her a happy birthday. I hope the whole family enjoys a wonderful day out in central London.

It is also an absolute pleasure to speak today in this important debate and I hope that we will have further opportunities to debate education, which is such a central issue for our country. I would like to speak in support of the motion, but before I start I would like to take this opportunity to thank all the education professionals in the country, including teachers, support staff and people working in colleges, higher education and the childcare sector, as well as those, like some in my own family, who work in delivering apprenticeships.

I am keen to focus on a few key points because I realise that time is pressing. The first is the fundamental importance for any country of investing in education. The second is the scale of the issues we face following the pandemic. Some of these have been addressed by other colleagues, but I would like to address them a little further. The third is the need for the Government to raise their sense of ambition in this important area, and the fourth is the need for a much more robust and deliverable strategy.

First, turning to the overall importance of education, it is great to see cross-party agreement on this important and central area of Government work. In my opinion, it is an absolute first-order necessity for any Government, in any country in the world, to invest in the future of their people. While it is acknowledged across the House that that is fundamental, I believe we need to think quite deeply about what that actually means, based on our own experience in this country and on international comparisons, because some of it is a little bit challenging for some of our colleagues.

The evidence base from around the world and from recent British history shows clearly that investment over time ultimately means better-paid teachers—whether people are in favour of that or not, the evidence shows that to be the case—and it also means investing in resources such as better school buildings and better labs for teaching science, as well as better provision of other forms of resource to help teaching, whether that is technology or other forms of resource such as school trips or school sports. These things all add up. Unfortunately, they are all expensive, but they are investments and they should be seen not as short-term costs to the public but as a long-term investment in our future as a country, in our economy, in our people and in our aspirations as a society.

We can see this in some of the achievements in recent times. Programmes such as the London Challenge are an example. At one point, London schools were seen by many commentators as being in a really difficult place, but determined investment, with central Government funding the resources, working in close partnership with schools, teachers, parents and local communities, drove up standards in London despite all the challenges. There are numerous other examples. Some time ago, we saw the literacy and numeracy strategy introduced by David Blunkett when he was the new Secretary of State for Education.

The investment in science, technology, engineering and maths—STEM—subjects is another example. The way that STEM has been championed and the growing number of young people studying A-levels in maths, science and technology is a national success that predates the current Government. It is something we should all be proud of, and it should be seen as a long-term investment in this country’s future. It should not be a party political issue, but we should be honest about the resources needed. These examples are seen in jurisdictions around the world—in US states, in individual cities and in European and Asian countries—where exactly the same process is under way. Governments are determined to invest in education because they believe in their country’s children and their country’s future.

Sadly we have faced the most awful setback to those aspirations because of the pandemic, and it is worth reflecting on how awful it was. It has been wonderful, a real pleasure, to see people out in the streets again over the past few days, yet things were so different only a few months ago. These are anecdotes, but I still find it hard to think back to the Zoom meetings in which parents had to scurry off to offer a rudimentary education to their children, with the support of online resources. We should remember the difficulties experienced by young people who had to sit public exams for the first time. That is the scale of the challenge we face. It is not an insignificant challenge, and we should not underestimate how difficult it is for our schools and universities.

We need a focused strategy that is up to the scale of the challenge. Kevan Collins is a respected educationist who worked with the Government and their Liberal Democrat and Conservative predecessors for years when he was at the Education Endowment Foundation. He has a very strong academic background and is respected across the education profession, but a year ago, sadly, the only thing he was able to do was resign, because he felt so strongly about the lack of resources targeted at the problem I have described. I hope there is all-party appreciation of what it means for a senior public servant to take such action. I am sure he would have loved not to resign. He wanted to lead programmes to improve the quality of education in this country, but he was left with no choice.

We need a proper strategy, and we need to think about why Kevan Collins left. The Under-Secretary of State for Education, the hon. Member for Colchester (Will Quince), is a committed chap, and I hope he will look at this again. The Government need to think about the strategy, invest significant amounts of money—far more than currently planned—and focus on what actually works. My hon. Friend the Member for Houghton and Sunderland South (Bridget Phillipson) clearly illustrated the principles that should be considered but sadly are not.

To make matters worse, it is appalling when we contrast and compare the Government’s spending on education with their spending on other things, such as the poor-quality spending on PPE, which was often not procured effectively or in line with Government procurement rules, or the Chancellor’s recent failure to focus money where it is most needed to fully address to cost of living crisis. He gave handouts to people with second homes, which I am sure they welcome but is not an effective use of public money.

I would like Ministers to look at this again and to think carefully about what a good strategy might look like. I would argue that a good strategy has the appropriate funding, is school-led and is built on best practice. We have heard a lot of talk about best practice, but international success is based on best practice. There is widespread agreement and consensus on what that might be.

We also need to work with parents. We have heard about the importance of breakfast clubs, early years education and other forms of support—the success of the education maintenance allowance has been mentioned —in providing practical support to families who are currently squeezed. There is emerging evidence on things like targeted funding, continuing professional development for teachers, small-group tutoring and oracy, which my hon. Friend the Member for Kingston upon Hull West and Hessle (Emma Hardy) mentioned. All of this should be in the Government’s strategy, but sadly it is not.

I appreciate time is at a premium, so I will sum up. It has been a pleasure to speak today, and it is wonderful that we are debating such an important issue. I hope the House will find more time for debate, and I hope the Government will address this issue and offer education greater priority in their thinking. Education seems to be a big gap in Government policy at the moment. It is almost as if education has been forgotten, but it is vital and should be the first duty of any Government.

[Several hon. Members rose—]