National Tutoring Programme and Adult Education

Matt Vickers Excerpts

Wednesday 9th March 2022 Commons Chamber

[Miriam Cates (Penistone and Stocksbridge) (Con)]

I congratulate my right hon. Friend the Member for Harlow (Robert Halfon) on securing this debate and on his excellent speech. I also congratulate the hon. Member for Twickenham (Munira Wilson), with whom I agree about the impact of school closures. The biggest challenge facing our children is recovering from the pandemic. In the context of this debate, we are talking about lost learning in reading, writing and maths. My right hon. Friend has already spoken about the number of months—six, seven or eight—that some children are behind, but of course our children face a much wider issue, as they have lost social development and confidence, with many struggling with anxiety placed on them by adults over the course of the pandemic. These children have been forced to spend so much time online—six or seven hours a day—often unaccompanied, as they are doing work. Understandably, we have seen a rise in online harms and serious situations for many of our children. So there are huge challenges for our children at this point.

However, this debate is on the Department for Education’s spending, and I know the Minister will be relieved that I will focus my remarks on educational recovery. As has been mentioned, the Government’s flagship programme for academic recovery is the NTP, for which the plan is to deliver 100 million tutoring hours for five to 19-year-olds by 2024. I am pleased that it is a long-term strategy, acknowledging that we are not going to catch up overnight or even in one or two years. I understand that in the first year of the programme we have already launched 311,000 tutoring courses, and we are hoping to offer access to up to 2 million more this year. I very much support this approach in principle, because I have no doubt that tutoring works and has the potential to turbocharge progress.

I have been both a classroom teacher and a private tutor, and I have to say that the roles are extremely different. A teacher who has 30 year 8s in their chemistry class and is trying to do a practical, where there are 30 Bunsen burners and perhaps some scalpels out—and perhaps some lads want to start a fire in the bin when they are not looking—is multitasking. They are prioritising children’s safety, trying to get them logistically to get the right equipment out and trying to keep to the lesson plan. Of course, they are making formal and informal assessments of what the children know, what progress they are making, who is not paying attention and who is not understanding, but they are very much focusing on bringing the class along as a whole as much as they can. Of course, they do not have that much time to invest in individual students who may be struggling, and their ability to know what each student is struggling with at any particular moment is limited. That is the role of a classroom teacher, and that is how it should be.

One-to-one tutoring is completely different—it is child-led. A good tutor can quickly establish the child’s strengths and weaknesses, and what they do and do not know. They can use intensive questioning to build a child’s knowledge and confidence. Tutoring is especially good for children with low confidence, who perhaps do not have the ability to contribute in a large class. So I have no doubt that a tutoring programme is a really positive way forward and could have truly transformational results. Of course, it also gives the opportunities to disadvantaged children that many advantaged children have been using for many years; private tutoring has become the staple of many middle-class educational aspirations. So the idea of being able to give disadvantaged children access to a truly transformational tool is a very positive development, and I applaud the Government’s decision to allocate resources to this. However, I agree that we need to look carefully at how this money is spent, whether this approach is working and whether we are getting value for money.

One issue we need to address is supply. There are not hundreds of skilled tutors in every part of the country ready to deliver this scheme. If there were, we would be in a completely different scenario. We have to hope that if this programme is going to run for a number of years, those skills will come, people will move into tutoring and they will become the supply we perhaps do not have now. We need to be careful, because tutoring is a skill and teaching is a skill. Just because someone has A-level maths, it does not mean they can tutor somebody for GCSE maths. The skills of teaching and the way of assessing a child’s knowledge are not something just anyone can do. We need to have skilled and trained practitioners.

Schools do not always need to look for external tutors. There are advantages in that approach, particularly for disadvantaged children in meeting new adults and learning to form new relationships, but for many schools the best thing will be to use internal providers and train up existing staff. So I welcome the £579 million for schools to develop localised, school-led tutoring provision, as that is an excellent option for schools. We need to be careful about small schools, which may not have the resource, personnel-wise, to allocate to that, but it is certainly a good development.

There are serious issues with Randstad, as we have heard on the Education Committee. The Government urgently need to reassess its ability to deliver the NTP, because if this is going to be our flagship programme and we are relying on it to deliver results on catching children up on academic education, we have to be sure that it is working and it is money well spent, and that in four or five years’ time we can look back and see that it has achieved results.

We also need to consider the fact that some schools would prefer to have their catch-up funding as a lump sum so that they can decide how best to spend it. They know what their children need most, and many will have more pressing concerns than academic catch-up, as we know from the evidence to the Select Committee about the wellbeing and mental health issues that many children face. There is some great practice out there. For example, Horizon Community College in Barnsley in my constituency appeared on the local news last week. It has set up a wellbeing centre and invited the charity Mind into the school. Children can drop into the wellbeing centre at any point; it is having a huge impact on the mental health of children at the school and they very much welcome it. There are some great examples of good practice out there, although it tends to be found among the bigger schools, which have bigger budgets so can be more flexible. Nevertheless, it is definitely something to learn from.

It is, of course, too soon to tell whether the national tutoring programme is working—it needs to run for longer—but evaluation is key and we have to find a way to assess it over time and, obviously, to make sure it works to start with. If the outcomes are good, I would like to see tutoring become an established part of our education system. It provides a brilliant opportunity to level up. There will of course be an element of trial and error to start with, but if we find a way to make it work, particularly for our most disadvantaged children but perhaps for those who show the most academic promise as well as those who are struggling, it could become a key part of our education strategy, so I very much welcome it.

[Matt Vickers (Stockton South) (Con)]

We are talking about the big challenge of catch-up across the nation, but does my hon. Friend agree that it is also about the vulnerability of young people? There is a complete contrast in the way people have been affected—for example, there were youngsters who did not have access to the internet at home or to an iPad. It is not a consistent catch-up programme for everybody because some did not have the tech and there were children with special educational needs and so on. It is all about empowering local leaders in local schools to deliver a tailor-made solution.

[Miriam Cates]

My hon. Friend is absolutely right and I completely agree. All children have been affected by the pandemic—of course, certain demographics and ages have been affected more, but all children have suffered—so he is right that we need to give headteachers in particular the autonomy to decide how budgets are spent in their schools in the best interests of their children.

Let me move on to the adult education budget. We have had a chronic skills gap in this country for some time. The last census showed that in Stocksbridge in my constituency less than 50% of adults had a level 3 skill or above. The fact that there are 1.3 million job vacancies in the UK shows that our population must have a skills gap. In England, just one in 10 adults has a technical qualification; in Germany, the proportion is one in five. We have clearly fallen behind many of our developed-nation competitors when it comes to skills, so I welcome the extra investment of £3.8 billion in further education and skills over this Parliament. The £1.6 billion for the national skills fund and the funding for the lifelong learning entitlement indicate a positive change of direction by this Government that will have a huge impact on levelling up and adult skills.

I wish to focus on a particular type of adult education provider. In my constituency we have Northern College, which is one of just four residential adult education colleges in the country. Its Wentworth Castle setting is amazingly inspirational. I do not know why they built it by the motorway—it is a bit noisy—but it is a fantastic setting: the grounds are managed by the National Trust and students have access to the best Italian staircase in Europe and the longest suspended ceiling. It is an amazing setting for adults who need a second chance at education, for whatever reason.

The college offers short and long course, GCSEs, A-levels, access courses, vocational qualifications, technical qualifications and higher education courses. The residential element is so important for people who need to step out of the normal run of their lives—perhaps they do not live in supportive households—and need the space to develop their learning skills. Many of the adults at Northern College, which I have visited a number of times, have been in prison or have been victims of domestic violence. For all sorts of reasons, they need an intensive second chance in education. The students themselves speak of the transformational impact of residential education on their lives, and the outcomes—in terms of people getting good jobs and staying in work for the rest of their lives—are truly outstanding.

Residential adult education colleges are a very small aspect of adult education provision—as I said, there are only four of them in the entire country—but they are really important. Some adults want to get another chance at education and to upskill, but if someone is 35 and has been in prison, is it really appropriate for them to go to their local further education college and sit with a load of 16-year-olds with completely different life experience and priorities? Northern College and the three other colleges across the country offer a unique and successful opportunity for people who need a second chance. I must mention the inspirational leadership of the principal of Northern College, Yultan Mellor, who has seen the college go from strength to strength to the point at which it is truly transforming lives.

I very much welcome the devolution of the adult education budget; it is a good step forward. Northern College is now jointly funded by the West Yorkshire Combined Authority and the South Yorkshire Combined Authority, which is an understandable move given that that is where the majority of students are drawn from. However, as a result of this devolution, the residential uplift—the element of funding that provides residential support to the adults who need it—is now under threat. That is a problem because there is good evidence to show that this period of intensive learning, with the counselling and the study skills support that is available for these adults, can be life changing. It is also the case that Northern College is not just a local institution; it is a national provider, so there should be some sort of understanding that this residential uplift needs to continue.

The Under-Secretary of State for Education, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart) is due to meet me and the principal shortly to talk about this matter, but may I ask Ministers urgently to take a decision on this uplift so that Northern College and the other three colleges can continue to be an important part of our national education strategy? I know that it is small, but it is key provision for many adults who would not otherwise have the access, the opportunity and the success in learning both academically and in skills.

I want to make two broader points about education spending. First, we must recognise the limits of our education system and what it can achieve. We often think that any issues or policies around children have to be fixed by our education system, particularly by our schools. Certainly the social demands on schools have increased in recent years. It is not just post pandemic, when, yes, children have regressed in terms of basic skills, but was an issue even before then. There are increased reports of children going to school without having been potty trained, and increased incidences of parents not being able to cope and needing the school’s support. We saw that particularly at the beginning of the pandemic when we realised how many families were completely reliant on schools not just for academic provision, but for the surrounding services that schools provide.

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[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.

[Matt Vickers]

I am sure my hon. Friend will agree that education is the answer to nearly every problem, including the impact on our local economy. In Teesside we have our fantastic new freeport with 18,000 jobs and now, thanks to devolved funding through the combined authority, the Tees Valley Mayor will hopefully be able to generate those skills among local people so we can take on those great jobs.

[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.