Financial Support (Students)

Nicholas Dakin Excerpts

Wednesday 15th December 2010 Westminster Hall

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

I congratulate my hon. Friend the Member for Erith and Thamesmead (Teresa Pearce) on securing this important and timely debate. I also congratulate my hon. Friend the Member for Wigan (Lisa Nandy), who has had to leave. I know she has been trying for some time to secure the debate, together with our hon. Friend.

Both hon. Friends are proven great champions of young people from low-income backgrounds. I look forward to the Minister’s response to the strong arguments that we have heard today. My hon. Friend the Member for Wigan is also a prolific tabler of parliamentary questions, and I commend her for her persistence on this issue; I only wish that Ministers would get into the spirit of open democracy and answer some of the questions more promptly.

This has been a good-natured and high-quality debate, considering the passion that the subject evokes, especially in our party. The debate is not yet over, so perhaps I should not speak too soon. However, I will try to stay within that spirit. We have had some strong speeches, although probably not as many as we would have liked, as a number of hon. Members have not been able to speak. I hope the Minister will take that on board and perhaps ask whether this matter should be debated on the Floor of the House in Government time.

Those who have spoken include: the hon. Members for York Outer (Julian Sturdy), for Stourbridge (Margot James) and for North Cornwall (Dan Rogerson); my hon. Friends the Members for Kingston upon Hull East (Karl Turner) and for Hyndburn (Graham Jones); and the hon. Member for Totnes (Dr Wollaston), who was very brief, as was my right hon. Friend the Member for Wythenshawe and Sale East (Paul Goggins). There were some excellent contributions and I am sorry that I do not have time to go through them all in detail.

We have had a lot of debate on EMA this week, including the “Save EMA” national campaign day in Westminster and around the country, when 60,000 young people sent a clear message to the Government that this policy is unfair. Yesterday, we had an extremely embarrassing report from the Institute for Fiscal Studies—referred to by some hon. Friends—which laid bare the ridiculously weak evidence base the Government use to support their position.

[Nic Dakin (Scunthorpe) (Lab)]

In mentioning the IFS, my hon. Friend draws attention to the fact that the Government spent a lot of time insisting on the NFER study, which focuses only on participation. EMA, does she not agree, has four main purposes—participation, attendance, attainment and supporting the well-being of people from disadvantaged backgrounds in education? Those things have not been evaluated properly, though the IFS study reported yesterday started to do so.

[Mrs Hodgson]

My hon. Friend makes a valuable point, one which I hope the Minister and Government will consider before coming forward with an announcement in this regard.

This morning we had a very good seminar in the Boothroyd room, at which young people, teachers and administrators from across the country—including Becky, Codie, John and Jordan from Hylton skills campus in my constituency—talked to politicians about what scrapping EMA will mean to them. It was a shame that the Minister could not be there. With respect to all hon. Members who have contributed to this debate, it would have been much more valuable for the Minister to have heard first-hand what young people and those who work with them say to those of us willing to listen, about how much impact this choice will have on the lives of people from the poorest backgrounds.

School Sports (Colchester)

Nicholas Dakin Excerpts

Tuesday 14th December 2010 Westminster Hall

[Bob Russell]

Mr Chairman, I am fully aware of that, but I am quoting from a newspaper article, so those are not my words. They are the words of wisdom of Mr Patrick Collins, who continued:

“Yet the assault continues. I doubt it will be halted this side of the first Cabinet reshuffle.”

Other than giving the Secretary of State the courtesy of putting the title “Mr” before his name, I agree with every word of what Mr Collins said. I disapprove of the manner in which the Secretary of State was addressed in the article, Sir, but I was quoting from it.

It is also worth noting how the proposals to axe school sports funding are viewed by Wenda Donaldson, the director of community sport at the Australian Sports Commission, who observed:

“I am absolutely devastated to hear of the cuts to the School Sport Partnership models. I am astounded that such an amazing and world-leading initiative has been lost to the communities they serviced.”

Well, they have not yet been lost; hopefully, today’s debate will help to save them.

From the world stage, let me now concentrate at a truly grass-roots local level. There are 12 sport hubs in the area covered by the Colchester-Blackwater school partnership, involving 86 schools, the majority of them in my constituency of Colchester. I will concentrate on just one sport hub, the one centred on the Colchester academy under the inspirational leadership of school sport co-ordinator Zoe Ford, and the seven primary schools that it serves. They are: from the Greenstead estate, St Andrew’s Infants school and St Andrew’s Junior school, and Hazelmere Infants school and Hazelmere Junior school; from the St Anne’s estate, Willow Brook primary, a fresh-start school formerly known as St Anne’s primary; Parsons Heath primary; and Roach Vale primary.

Last month, I visited Roach Vale primary to meet some of those involved in the school sport programme and witnessed the wonderful sight of youngsters playing football after school with two sports coaches, assisted by volunteers. I sensed that I was watching the big society in action. What I saw clearly showed the success of school sport partnerships.

From Mrs Ford, Mr Tom Evans, who is the assistant partnership development manager of the Colchester-Blackwater school sport partnership, and Mr Barry Hersom, principal of Colchester academy, established in September this year from the former Sir Charles Lucas arts college, I have been provided with the following information: it is a record of success, success, success, and of achievement, achievement, achievement. It would be extreme folly—an own goal, no less—for the coalition Government to end funding for school sport partnerships.

Four years ago, the average time spent on high-quality physical education in the Colchester academy family of schools was 118 minutes, but it is now 147 minutes. Mrs Ford, as is the case with school sport co-ordinators working for the other sport hubs, has worked alongside teachers in primary schools to increase their subject knowledge and confidence in teaching sport and physical education. That is of great importance when looking at the holistic approach to education.

I am advised that, as a direct result of the higher quality of sport on offer and more time spent on PE, there have been large improvements in the quality of teaching; that pupils’ attainment has increased and the quality of their learning has improved; that they are more physically active; and that they are adopting healthier lifestyles. Those are four positive points.

[Nic Dakin (Scunthorpe) (Lab)]

I congratulate the hon. Gentleman on securing this timely and prescient debate. What he has described is, as he said at the beginning of his speech, a microcosm that reflects the macrocosm of what is happening across the country. I can speak from personal experience because in Scunthorpe I appointed a further education sports co-ordinator who was part of the network of school sports co-ordination that helped to move things forward. I applaud the hon. Gentleman for the way he is bringing the matter forward.

[Bob Russell]

I am grateful for the hon. Gentleman’s intervention, because he had personal experience of the issue before entering the House. He can see how the partnerships have been a great success story—not only in his constituency and mine, but across the country. They have brought the education family of different schools and different age groups together in a way that I have not witnessed previously.

Clearly, the point I made before the intervention has significance for the NHS. Could the Minister state what discussions were held with the Secretary of State for Health before it was announced that school sport funding was to be axed, and what discussions were held with the Secretary of State for Culture, Media and Sport?

In addition to what happens in schools, the leadership shown by school sport co-ordinators has led to improved links with local clubs. This follows on from the point made by the hon. Member for Scunthorpe (Nic Dakin). Coaches have been invited to provide taster sessions for pupils, and that has led to two-way improvement for the pupils and the clubs.

The notion that schools are not taking part in team games or inter-school competitions is wrong. The figures show that, four years ago, 56% of pupils in the Colchester academy family participated in inter-school competitions; the figure is now 100%, with 67% competing in at least three or more competitions each year.

The number of competitions and festivals has increased from six in 2005-06 to 18 in the current academic year. Every pupil in the Colchester academy family will attend the academy at least once for a tournament or festival in the course of the year. A virtual multi-skills athletics competition—that is how it was described to me—has been developed which allows schools and individual pupils to compete with each other without leaving their own school site, and with relatively little equipment. It has proved popular with all school years, from 1 to 6.

I am assured that greater competition has increased confidence and enjoyment in physical activity. Festivals have provided pupils with a broader and extended curriculum through the introduction of new sporting activities. I am further told that the extra competition has helped pupils develop their spiritual, moral, social and cultural development. I know that the Secretary of State for Education and the Prime Minister would approve of that.

With the 2012 Olympics less than 20 months away, the sports hub has enabled all schools to link their curriculum to that major world event. There are further statistics to prove the value, in every meaning of the word, of this school sport partnership—I am sure that this is true across the country. A big bonus has been the increase in the number of pupils in each year group who have participated in one or more community sports, dance or multi-skills clubs with links to the particular school. For the Colchester academy family, in 2006-07, it was 21% of pupils; last year, it was 51% of pupils. That would never have happened without the school sport partnership.

It is also significant that non-sporty pupils, to coin a phrase, have become involved in an activity that they enjoy. There are greater links with community clubs, therefore helping to promote community cohesion—a further example of the big society in action. Another astonishing statistic—a direct result of the Colchester academy school sport partnership—is that currently 97% of pupils are actively involved in sports volunteering and leadership; five years ago, the figure was 28%.

My concluding observations, which were put to me in advance of today’s debate by the Colchester academy school sport partnership, are contained in the document, “Colchester Blackwater School Sport Partnership”. Pupils feel greater self-worth and make a positive contribution to the school and wider community. Classes are more cohesive as pupils work together as a motivational team. I am tempted to say that perhaps all political parties in the House of Commons might want to engage such services.

The leaders’ programme helps with the transition between infants and junior schools, as leaders provide excellent role models for younger children. There is better social cohesion as young pupils mix with old, pupil-organised activities result in improved behaviour at lunch time and pupils’ moral and social development improves.

Abandoning school sport partnerships would be a huge mistake and would affect today’s young people, including my two grandsons who are currently at primary school and my granddaughter who will be starting school in the year of the Olympics. I recognise the state of the nation’s economy, but I would argue that we should find ways of ensuring that we do not lose the highly successful school sport partnerships.

I opened this debate with a suggestion as to how funding could be provided in future years, and I urge the Minister to discuss that with colleagues across the Government.

School Sports Funding

Nicholas Dakin Excerpts

Tuesday 30th November 2010 Commons Chamber

[Annette Brooke (Mid Dorset and North Poole) (LD)]

I welcome the Secretary of State’s listening mode, and I assure him that I appreciate the need to evaluate school sport partnerships. It is important to be clear in that evaluation about the difference between inter-school sport and intra-school sport. It has been said that 80% of children do not take part in inter-school competition, but that is hardly surprising, as it is representative sport at that level. Very few schools will enter competitions with anything other than their best team. Clearly, it cannot be the case that everyone can take part in inter-school competition or that it will replace intra-school activity.

The Secretary of State said that he was concerned that schools were now advocating activities such as rock climbing and dance rather than rugby or football. It is important to find the right sport for the right person, whether it is a more traditional team game, an individual sport or two hours of aerobics every week. Nothing gives me more pleasure than visiting a school and witnessing pupils who would probably never want to participate in competitive sport, but who do participate in street dance, for example. As long as young people are active and are enjoying sport and learning all the lessons that come with it, it should not matter whether they are cross-country runners, table tennis players or stars of the first XV rugby team. That is where school sport partnerships have come in, helping to deliver a wider PE curriculum than a PE teacher could manage on their own.

In principle, I agree with non-ring-fenced budgets and with more decision taking by individual schools, so I ask myself: why do I have reservations about schools making their own decisions, especially if the £162 million really is distributed among schools? If all schools pooled their money—and if it is definitely in their budgets for that purpose—life would be perfectly straightforward, as long as the local authority can provide the leadership. However, as I pointed out earlier, that works only if everyone signs up in advance. The feedback that I am getting locally is that head teachers are so uncertain about their budgets that they will not commit in advance until they see their budgets. There is uncertainty about what the pupil premium actually means, about the ending of extra grants for specialist schools and about much more. I am aware that the Secretary of State has gone out of his way to reassure people, but sadly there is still uncertainty. That is why I feel that we should not just stop the initiative dead. We should evaluate and make improvements, but we also have to move at a timed pace and put steps in place, rather than just saying, “This scheme will come to an end by April 2011.”

I would like to refer briefly to some comments made by one of my constituents. In part, we have focused on some of the bad experiences with school sport partnerships, but I want to celebrate some of the good experiences. In east Dorset, school sport partnerships have given all school children access to high quality coaching in a number of sports and, by organising festivals and tournaments, have allowed children the opportunity to compete and co-operate with children from other schools, as well as giving them access to facilities at the larger venues. It is through such initiatives that children become enthused by sport and develop life-long habits and skills. In addition to the more traditional sports of football, netball and rugby, children have had the opportunity to discover sports such as karate, basketball, archery, badminton and athletics that might not otherwise have been on offer. Thus, all children have the opportunity to find a sport that will interest them.

Sport plays a vital role, and it should be an integral part of a child’s education. It has obvious health benefits, but it is also important for personal development, communication skills and giving children self-confidence. It is impressive to see young sports leaders from middle and upper schools who have been given the chance to organise events, referee matches and do coaching, giving them skills that will be useful in any chosen career. With that responsibility comes more mature attitudes, and older children become role models for the younger children they lead. I am concerned that, without the work of the partnerships, the current level of participation in sport will not be maintained. The smaller schools will have difficulty offering the variety and quality of sporting activities possible at present, and the provision of sport could become patchy and piecemeal. I make my remarks in a constructive manner, and I urge the Secretary of State to give the issue a thorough review.

[Nic Dakin (Scunthorpe) (Lab)]

Will the hon. Lady give way?

[Charlie Elphicke]

Will my hon. Friend give way?

Schools White Paper

Nicholas Dakin Excerpts

Wednesday 24th November 2010 Commons Chamber

[Michael Gove]

I am grateful to my hon. Friend. We are removing bureaucracy at every point. Not only are we slimming down the national curriculum, but we have got rid of the self-evaluation form, which could run to more than 100 pages. We have also got rid of financial management standards in schools, which was another burden that head teachers said that they did not want. We are doing this because we believe in trusting heads to do their best for the children whom it is their mission to educate.

[Nic Dakin (Scunthorpe) (Lab)]

I fear that the Secretary of State knows as much about schools as he does about punctuation. Will he look again at the evidence that was given to the Select Committee about the 24-hour notice provision? Great teachers and great head teachers have given evidence, and they have consistently said that the removal of that provision would have a negative effect and risk safeguarding issues. No sensible head teacher would go down that route anyway.

[Michael Gove]

A great many sensible teachers and head teachers have applauded precisely that move. There is a philosophical difference between the hon. Gentleman’s approach and my approach. When I say that we are no longer going to require something, that does not mean that we are saying to everyone, “Under no circumstances do it.” We believe in something called freedom, which means that it is up to individual teachers or head teachers to decide for themselves. It is called “treating people like adults.”

Funding and Schools Reform

Nicholas Dakin Excerpts

Wednesday 17th November 2010 Commons Chamber

[Andy Burnham]

Not at all, and the report also showed specific improvement among groups who have traditionally under-achieved in post-16 education. The Government seem to be saying that this evidence is simply to be disregarded because a political decision has been made. At times, I get the feeling from this Government that if a reform was introduced by Labour, they just want to wipe it away, even if it was successful. They want to do something different. [Interruption.] Well, we shall talk about school sport in a minute, and I think they are also guilty of the charge on that issue.

[Nic Dakin (Scunthorpe) (Lab)]

Evidence from the IFS and the CfBT Education Trust clearly demonstrates that the EMA has benefited students. As a former principal of a sixth-form college, I have seen the impact on students. We did our own evaluation, which showed higher attendance among students on the EMA than among those who were not, and a direct correlation between their attendance and attainment.

[Andy Burnham]

My hon. Friend makes an important point. His experience matches exactly that of my brother, the vice-principal of a sixth-form college in St Helens. The change to EMA needs to be looked at alongside potential changes to the funding of post-16 education—the funding available to sixth-form and FE colleges—because it could have a very damaging effect. There is also a rumour—I do not know whether it is true—that people will no longer get free A-levels beyond the age of 18. Will the Minister for Further Education, Skills and Lifelong Learning address that point today? All those proposals will combine to take away opportunities.

--- Later in debate ---

[Nic Dakin (Scunthorpe) (Lab)]

It is a pleasure to follow the hon. Member for Lancaster and Fleetwood (Eric Ollerenshaw), who drew on his experience at the chalk face to make his points. I agree with him that every child ought to have the best.

I have been privileged to spend my life in education, working with the most fantastic young people in schools and colleges as well as with wonderful fellow professionals. Professionals have not always got it right, nor have politicians. However, when the former Prime Minister, Tony Blair, said that his priorities were “education, education, education” he at least put his money where his mouth was. We saw investment in education at all levels—from Sure Start to higher education—the like of which I had not seen in my lifetime.

That is why the Secretary of State was right to begin his speech by celebrating successful school leaders who prospered under the previous Government. That does not mean the previous Government got everything right, because they could have done some things better, but, sadly, this Government, rather than learning from and building on the success of their predecessor, are doing what politicians too often do: gambling on organisational change. They are starting again with structures, but that is a distraction from the core issues of quality and teaching and learning, and the capacity and quality of leadership in schools and colleges, which the hon. Member for Beverley and Holderness (Mr Stuart) rightly emphasised.

Nationally, schools with the highest number of children who receive free school meals have seen the biggest rise in educational attainment. There has been phenomenal investment in information technology and other modern equipment in our schools, and the role of support staff has been transformed so that the focus is more effectively on the needs of our young people. Teachers are now specialised in teaching and learning, and the outcomes that they have achieved at all levels of our education system have improved year on year. Exciting and innovative things are happening in our comprehensive classrooms, yet, at the very moment when there is a momentum towards greater success, what do this new Government do? With no electoral mandate, they decide to turn everything upside down and gamble with our children’s future.

We need look no further than the Government’s approach to EMA to see how they have strayed from their mandate and gambled with our young people’s futures. Over the past few years, EMAs have been a spur to widen achievement and raise aspiration. My right hon. Friend the Member for Leigh (Andy Burnham) quite rightly quoted the Secretary of State when, putting our right hon. Friend the Member for Morley and Outwood (Ed Balls) in his place, he said, “I have never said we are scrapping EMAs. We won’t.” It was pleasing to see that the Minister of State, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb) said as recently as June:

“The Government are committed to retaining the educational maintenance allowance”.—[Official Report, 14 June 2010; Vol. 511, c. 307W.]

Sadly, we now know that not only is a pledge not a pledge, but a commitment is nothing more than a throwaway line.

Research conducted by CfBT—the Centre for British Teachers—gives robust evidence that EMAs have increased participation and achievement among 16 and 17-year-olds and contributed to improved motivation and performance. As the hon. Member for Beverley and Holderness recognised, when effectively focused on the target groups, EMAs are restricted to low-income households and disproportionately taken up by those with low achievement at school, those from ethnic minorities and those from single-parent families. Research by the Institute for Fiscal Studies shows that attainment at GCSE and A-level by recipients of EMAs has risen by 5 to 7 percentage points since their introduction.

I know all that from my own experience as the principal of a sixth-form college. Indeed, only this week the principal of North Lindsey college in my constituency wrote to me expressing alarm at the impact of the Government’s plans to scrap EMAs on young people’s aspirations. He urged me to raise the matter in Parliament and to argue the case for retaining EMAs, so that is what I am doing this evening. I am appalled by the way in which the Government have abandoned EMAs, breaking the promises that they made to young people as recently as June, as well as before the election. As my right hon. Friend the Member for Leigh pointed out, this Government are taking a reckless gamble with our children’s futures.

Sure Start is being reduced and diminished. The pupil premium appears to mean no more than raiding money from other pots and distributing it in a different way—a way that may turn out to be more unfair. That is why a Liberal Democrat colleague—the hon. Member for Bradford East (Mr Ward)—left the Chamber so peremptorily earlier on. He was not satisfied with the answer that the Secretary of State gave to his quite proper question. There will be a real-terms cut per pupil in the schools budget. BSF is a shambles, with schools, communities and students being let down. Support for school sport is being dismantled, thereby betraying our commitment to an Olympic legacy. EMAs are being cancelled and tuition fees trebled. So much for aspiration.

This is a casino Government, gambling with the economy, gambling with our nation’s health service and gambling with our children’s future. It is a gamble that is uncosted, unhelpful and unnecessary. I urge all hon. Members to support the motion before the House this evening.

Higher Education

Nicholas Dakin Excerpts

Wednesday 3rd November 2010 Westminster Hall

[Mr Lammy]

I hope that the Minister will explain in his response to the debate the detail of that access. As I listened to the Minister for Universities and Science a few moments ago, there did not appear to be the teeth required to ensure that level of access. I did not hear anything about the programme of effort—the punishment or fine—that we will need to ensure that higher education meets the necessary access levels.

[Nic Dakin (Scunthorpe) (Lab)]

I congratulate my right hon. Friend on bringing such a timely and pertinent debate to Westminster Hall. Is he not making the point that students historically have been able to choose their higher education destination based on the course they want to do and where they want to do it? They will now have to look at the course, the where and the price. That radically changes how the market will operate to the detriment of students, and both universities and higher education establishments.

[Mr Lammy]

My hon. Friend is absolutely right. The proposals are a huge departure. The Minister for Universities and Science indicated that there will be different price levels for different subjects and across the family of our universities. We also know that there will be a different state contribution to courses. That is a huge and profound change, which is far bigger than the change made to higher education in 2004.

--- Later in debate ---

[Luciana Berger]

I thank my hon. Friend for that intervention; she raises some valuable points about the fantastic work that Aimhigher has done not only with young people in further education, but in schools, and I will go on to mention some of the wide range of activities that it is involved in. Most specifically, Aimhigher helps young people from families with no other members who went to university to consider higher education. For many of them just going on to further education is a massive step.

I want to expand on the list of Aimhigher’s activities, because it does so many things. It has made more than 1 million interventions to encourage young people to think about university—an incredible amount of activity. That extends to more than 2,500 schools in the UK, and 300 colleges. We have heard about its summer school, which gives young people a three to five-day taster experience of what it means to go to university. It offers one-day master classes, given by university staff, in all subject areas. It also offers continuing professional development for teachers in school and staff in further education colleges, to make them aware of changes in higher education and the opportunities that are available.

Aimhigher offers impartial workshops on university life, finance, choice and how to make an application—because for many young people filling in the UCAS form is a massive step forward. It also offers bespoke programmes for those with disabilities, and for people who were looked-after children. In Liverpool we try to do a lot of work to help looked-after children to take that step, because so many do not go to university. Aimhigher also offers additional support for vocational learners—especially apprentices, as there is no reason why they should not go on to university if they want to.

I was therefore incredibly alarmed to learn from the Universities Minister a few hours ago, when I asked him about the Aimhigher programme, that responsibility for the activities that it currently pursues will fall to universities. I am incredibly concerned about that, because there is not enough detail, and a massive vacuum will be created during the transition. There will be a £150 million national scholarship fund. I welcome that, but it is only a fraction of the investment that the Labour Government made in the widening of participation—and it assists only the brightest, as we can see from today’s statement, to the exclusion of those who may still be good enough to apply to university, but who will not qualify for a scholarship.

My hon. Friend the Member for Washington and Sunderland West (Mrs Hodgson) quoted something that the Deputy Prime Minister said the week before the election, and I want to return to that, because the next line is very pertinent to the debate. He said:

“If fees rise to £7,000 a year, as many rumours suggest they would, within five years some students will be leaving university up to £44,000 in debt. That would be a disaster.”

Then he added:

“If we have learnt one thing from the economic crisis, it is that you can’t build a future on debt.”

[Nic Dakin]

Does my hon. Friend think it is ironic that the Deputy Prime Minister, who was so correct when he said that, should now use the excuse of the debt caused by the bankers to transfer the problems of and payments for that debt to the young people of today and tomorrow? It seems completely wrong.

Education Maintenance Allowance

Nicholas Dakin Excerpts

Tuesday 2nd November 2010 Westminster Hall

[The Minister of State, Department for Education (Mr Nick Gibb)]

May I start by congratulating the hon. Member for Glasgow North West (John Robertson) on securing the debate? I know that he is passionate about the issue—as he said in his opening remarks, education maintenance allowances are close to his heart.

I share the hon. Gentleman’s desire to see more young people, from lower income households in particular, staying on in education and gaining the qualifications they need to contribute to and enjoy the culture of our country and to obtain good employment. I assure the hon. Gentleman that one of the main priorities for the Government is to ensure that our education system is on a par with the best in the world. We want our schools and colleges to prepare their students for success. We will continue to provide support for the most vulnerable young people, so that they can stay on in education.

I acknowledge that the evidence from the EMA pilots shows that the EMA was successful in its early days at encouraging young people to stay on in education. The decision to end the scheme will be disappointing to many young people, in particular to those from the website whom the hon. Gentleman cited in his opening remarks: Nick; Alex, who said that without it he would have “no education” and “no future”; and Cassie Campbell, whom he cited towards the end of his speech and who said that without the EMA she would have to drop out. I will come to that point later in my comments, when I say that they will not have to drop out of education as a consequence of this decision.

We are, today, in a different world. Already, 96% of 16-year-olds and 94% of 17-year-olds participate in education, employment or training. Attitudes to staying on in education post-16 have changed. We are committed to going further still, to full participation for all young people up to the age of 18 by 2015. However, a payment designed as an incentive to stay on is no longer the right way to ensure that those facing real financial barriers to continuing their education get the support that they need. We need to look again at the most effective way of supporting the most vulnerable young people to stay on in education.

[Nic Dakin (Scunthorpe) (Lab)]

As the Minister might well know, I was the principal of a sixth-form college until fairly recently. I can say from personal experience that the EMA has supported widening participation, the raising of aspiration and greater attainment among young people from a wide range of backgrounds. The EMA has certainly underpinned those developments—it is not an incentive, but an underpinning of continuing in further education. The Minister would be foolish to move away from his statements of only June this year, when he gave assurances that EMAs would continue into the future.

[Mr Gibb]

I take the hon. Gentleman’s point. There is evidence that EMAs have helped a small number of young people to stay on in education. However, that same evidence suggests that the scheme has a significant deadweight cost. Indeed, pilot evidence throughout the scheme, and more recent research, to which the hon. Member for Glasgow North West referred, from the National Foundation for Educational Research, found that almost 90% of young people receiving the EMA believed that they would still have participated in the courses they were doing if they had not received it.

The fact is, the EMA is a hugely expensive programme, costing more than £560 million a year, with costs of administration amounting to £36 million, but impacting on the participation of only around 10% of the young people who receive support. In effect, the taxpayer has been paying £9,300 for every extra young person who has stayed in education due to EMA. Most of the young people who receive the EMA would have made the same choices and achieved the same qualifications without it.

Education Psychology

Nicholas Dakin Excerpts

Monday 18th October 2010 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

The current freeze is giving a very unhelpful message, although the reasons for it have been explained in the debate. The hon. Member for Mid Dorset and North Poole (Annette Brooke) has pointed out the problem with the age profile and the need for a sustainable approach, and I welcome the Minister’s saying that there will be an answer to the sustainability issue. She talked about an adequate number of educational psychologists: can she give us an idea of an adequate number? That would be helpful.

[Sarah Teather]

What is an adequate number will depend a little on the Green Paper. The role of educational psychologists might change depending on what we do with the assessment system. I would like them to play a greater role in offering therapeutic advice rather than just being used by local authorities as a gatekeeper to services, as happens all too often. Much work needs to be done with the Green Paper.

Oral Answers to Questions

Nicholas Dakin Excerpts

Monday 11th October 2010 Commons Chamber

[Michael Gove]

I thank my hon. Friend for her question. She joins a growing cross-party consensus, led by the hon. Member for Stoke-on-Trent Central (Tristram Hunt), that we need to ensure that children up to the age of 16 follow a stretching academic curriculum, as they do in many other European countries. As a passionate pro-European, I would like to see us emulate those countries in that regard, and in many others.

[Nic Dakin (Scunthorpe) (Lab)]

14. What estimate his Department has made of the number of children who will be eligible for free school meals in September 2010; and if he will make a statement.

[The Minister of State, Department for Education (Mr Nick Gibb)]

The number of pupils of compulsory school age in maintained schools eligible for free school meals was 1,179,880 in January 2010. The Department has not produced an estimate of the number of pupils eligible for free school meals in September 2010; the figures are produced annually as part of the annual school census, completed by local authorities in January each year. Leaving time for compilation, the next set of figures will be available in May 2011.

[Nic Dakin]

I thank the Minister for his answer. He will note my interest as a former principal. Does he think it is fair that 16 to 18-year-olds attending colleges are ineligible for free school meals, when 16% in FE colleges and 10% in sixth-form colleges are from disadvantaged backgrounds, compared with only 7% in maintained schools?

[Mr Gibb]

I take on board the hon. Gentleman’s comments. I share his view. We have committed to maintaining spending on free school meals this year. Further announcements will be made after the spending review.