Oral Answers to Questions
Nick Gibb Excerpts(5 months, 4 weeks ago)
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Mr Virendra Sharma (Ealing, Southall) (Lab)
The Minister for Schools (Nick Gibb)
Since 2010, we have reformed the maths curriculum, reflecting international best practice, and introduced a network of maths hubs to boost the quality of teaching. In 2019, primary pupils achieved their highest ever score in the latest TIMSS—trends in international mathematics and science study—international survey, and Ofsted recently found “a resounding, positive shift” in primary maths education.
Mr Sharma
When will the Government learn that early years matter? One in four children leave primary school without core maths skills and never catch up. Does the Minister agree that, instead of forcing everyone to study maths to 18, we should focus on early years and encourage a more positive attitude to learning maths, rather than leave it hanging over pupils?
Nick Gibb
In fact, we are focusing on both. We have reformed the early years foundation stage to ensure that there is more interaction between adults and pupils in that stage, with a focus on numeracy and English as well. In 2011, we took the Singapore primary curriculum as the basis of our primary maths, and we introduced the multiplication tables check for year 4 pupils. An increasing number of pupils are now fluent in their times tables, in a way that generations of children in the past have not been.
Bob Seely (Isle of Wight) (Con)
The hon. Member for Ealing, Southall (Mr Sharma) and the Minister are both right to stress the importance of maths, but what is vital to all good teaching is proper school place planning. On the Isle of Wight, councillors are proving unwilling to deliver, or incapable of delivering, a school place plan despite their legal duty. Will the Minister work with me to ensure that the Isle of Wight Council acts to fulfil its legal duties soon—
Nick Gibb
My hon. Friend is right to raise this issue. We are aware that the Isle of Wight is experiencing a decline in the number of primary school children, which is creating surplus places. The Department is monitoring the situation closely, and the south east regional director will be meeting the local authority next month to discuss this and other concerns that we have about the Isle of Wight.
Paul Maynard (Blackpool North and Cleveleys) (Con)
Barbara Keeley (Worsley and Eccles South) (Lab)
The Minister for Schools (Nick Gibb)
I congratulate the hon. Lady on her appointment as shadow Minister for music and tourism.
The Government expect every school to teach music for at least an hour a week, supported by our music hub network, including the Greater Manchester hub led by the Bolton Music Service, and backed by £25 million of capital for instruments and a new £10,000 bursary for trainee music teachers.
Barbara Keeley
Last month, Ofsted reported:
“There remains a divide between the opportunities for children and young people whose families can afford to pay for music tuition and for those who come from lower socio-economic backgrounds.”
It also said that
“half the primary schools visited did not…offer any instrumental or vocal lessons”,
and that what lessons existed were being taught by non-specialist teachers in two thirds of primary schools. This is a damning reflection of the substantial decline in the provision of music education in England over which Conservative-led Governments have presided. What urgent action will the Government take in response to these findings?
Nick Gibb
From September next year, every music hub will be required to support music tuition for disadvantaged pupils. We are investing £2 million in a music progression programme in education investment areas to support up to 1,000 pupils to learn an instrument. From 2018-19 to 2022-23, between 96.4% and 94.7% of all hours taught in music were taught by a teacher with a relevant post-A-level qualification. There are now 7,184 full-time music teachers in our secondary schools, which is up from 7,000 last year.
Greg Smith (Buckingham) (Con)
XYZ Music Academy teaches over 2,000 children across Buckinghamshire on a weekly basis, employing 18 tutors. Its online primary school music curriculum “XYZ Primary” helps primary schools with smaller budgets to deliver music provision to a high standard, adhering to the model music curriculum and Ofsted requirements. Will my right hon. Friend visit XYZ to learn more from this innovative small business that could be adopted more widely across the country?
Nick Gibb
I would be delighted to visit XYZ. Music in schools is a personal passion for me; I want to see more of it and a better quality of it. In 2021, we published the model music curriculum, which is designed to help primary and secondary schools to improve their music education. It took two years to produce and was written by a panel of music education practitioners, including Ed Watkins, head of music at the West London Free School, and Julian Lloyd Webber; the panel was chaired by Baroness Fleet. I would love to discuss that curriculum and learn more about XYZ.
Tim Farron (Westmorland and Lonsdale) (LD)
The Minister for Schools (Nick Gibb)
Well-maintained school buildings are a priority for this Government, and we will spend whatever it takes to keep children and staff safe. We have allocated £1.8 billion in 2023-24—£15 billion since 2015—to improve the condition of school buildings, and we are working to address reinforced autoclaved aerated concrete. We are transforming hundreds of schools across the country through our school rebuilding programme.
Tim Farron
The excellent Lakes School at Troutbeck Bridge serves the communities of Windermere and Ambleside and those further afield with 11-to-18 education, but it is widely acknowledged that the school needs a full rebuild because the buildings are well beyond their sell-by date. Because of the unique history of the site, on which I am happy to brief the Minister separately, it is very likely that we will have significant charitable and private funds to help towards a rebuild, as long as there is some Government support as well. Will he agree to meet me and the school leaders to talk about how we can make sure that a brilliant school has a bright future?
Nick Gibb
Absolutely; I will be delighted to meet the hon. Gentleman. We want all our schools, including excellent schools such as the Lakes School in the Lake district, to have the best-quality school buildings. That is our priority, and I will be delighted to meet him and teachers at the school to discuss how to make it happen in his constituency.
Simon Jupp (East Devon) (Con)
This Conservative Government will fund a new school to replace the flood-prone Tipton St John primary school. However, that can happen only once a suitable alternative site is found. Will my right hon. Friend do everything possible to speed up the process so that pupils have a safe new school as soon as possible?
Nick Gibb
We are working actively with the diocese of Exeter and with Devon County Council to identify suitable sites for the school. Site appraisals are due to be completed by the end of this year. Once a site is identified, we will work with the diocese and the council to expedite the acquisition of the site. I fully understand and share my hon. Friend’s desire for urgency in this matter.
Catherine McKinnell (Newcastle upon Tyne North) (Lab)
Last week, the Government added another 41 schools and colleges to the RAAC list, bringing the total to 214. The Education Secretary claims that children prefer to learn in portacabins, but it is far from a joke when some are still waiting for temporary classrooms, studying from home or in cramped sports halls and dining rooms. Can the Minister confirm the total number of pupils who are already impacted and are expected to be impacted by this chaos? When will all children receive undisrupted face-to-face learning? Surely that is the minimum that a parent can expect for their child.
Nick Gibb
I congratulate the hon. Lady on her first Education questions and her appointment as shadow Schools Minister, although this is not our first exchange since her appointment. She is right: there are 214 schools and colleges with confirmed RAAC, which is an increase from the 173 we announced in September. Of those 214 schools, the pupils at 202, or 94%, are in full-time, face-to-face education, and 12 schools or colleges are offering hybrid face-to-face and remote education. Our objective and our focus is to ensure that schools are supported to put in place immediate measures to enable face-to-face education to continue.
Caroline Ansell (Eastbourne) (Con)
The Minister for Schools (Nick Gibb)
I share my hon. Friend’s view about the importance of a broad curriculum, which is why the English Baccalaureate combination of core GCSEs is so important. English, maths, at least two sciences, a humanity and a foreign language are a key preparation for the Advanced British Standard at ages 16 to 19. The proportion of pupils entered for the EBacc has increased from 22% in 2010 to 39% in 2022.
Michael Fabricant
When I was a student—and a bit of a surfer dude—at the University of Southern California, I was struck by the fact that Americans, when they go to university, do not have to make the choice when they are 16 or 17 between arts and sciences. Will the initiative announced by the Secretary of State in Manchester mean that, in future, British students will not have to make that early choice?
Nick Gibb
Increasing the number of subjects under the Advanced British Standard means that students will have the benefits of the greater breadth of study that my hon. Friend references from his own experience as a surfing dude. The intention is that majors will have comparable depth and rigour to A-levels so that they can support progression, including to university.
Mrs Heather Wheeler (South Derbyshire) (Con)
Carol Monaghan (Glasgow North West) (SNP)
If the pay offer for teachers in England had matched the award for teachers in Scotland, the Secretary of State would have averted the current strike action. Paul Whiteman, the general secretary of the National Association of Head Teachers, has said that minimum service levels for teachers are
“nothing short of an overtly hostile act from the Government and an attack on the basic democratic freedoms of school leaders and teachers.”
Will the Secretary of State explain how she expects to tackle the staffing crisis in teaching when she goes out of her way to alienate the profession?
The Minister for Schools (Nick Gibb)
We have a record number of teachers in schools in England: 468,000. That is 27,000 more teachers today than in 2010. We accepted the recommendations of the School Teachers’ Review Body for a 6.5% pay rise—the highest in 30 years —for teachers and headteachers in our school system.
Kate Kniveton (Burton) (Con)
Sarah Green (Chesham and Amersham) (LD)
Nick Gibb
Schools must have suitable drinking water facilities. Where responsible bodies, such as local authorities or academy trusts, discover lead piping in a school, they must take action, working as appropriate with water companies. Capital funding allocated to schools each year can be used to fund the removal of pipe work if required, but when a school has a particular concern, it can contact the Department for assistance.
Mrs Flick Drummond (Meon Valley) (Con)
Nick Gibb
No, it does not. The advanced British standard will offer a broad, balanced and knowledge-rich curriculum that builds on reforms of the last decade. Its curriculum will form a core part of the formal consultation in the coming months. GCSEs remain important, rigorous and highly regarded qualifications, providing preparation for the new advanced British standard.
Steve McCabe (Birmingham, Selly Oak) (Lab)
Andrew Gwynne (Denton and Reddish) (Lab)
Nick Gibb
The hon. Member is absolutely right: antisemitism has no place in education. It was an honour to join the Secretary of State’s visit to Menorah High School last week, together with the whole ministerial team, standing in solidarity with that school and with the Jewish community. We have written to all schools and colleges urging a swift response to hate-related incidents and active reassurance for their students and staff, and we continue to work with faith leaders, schools and Ofsted to monitor the response to those concerns.
Aaron Bell (Newcastle-under-Lyme) (Con)
Education
Nick Gibb Excerpts(5 months, 4 weeks ago)
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Mr Tanmanjeet Singh Dhesi (Slough) (Lab)
This is yet another error and case of incompetence under this Government. The average primary school is expected to be more than £12,000 worse off next academic year and the average secondary school £57,000 worse off than under the July publication. How will the Government help headteachers in Slough and across the country deal with the extra stress and pressure on account of this error, especially when they have to make difficult decisions on staffing and additional support for those pupils who need it?
Nick Gibb
The actual allocations to schools happen in December each year in the normal way, so this situation will not affect the figures that local authorities have informed schools they will be receiving. Those are based on the October census of pupil numbers and the application of the local formula. We then fund the local authorities on the basis of the national funding. The record funding of £59.6 billion equates to an average of £5,300 per primary school pupil and £6,830 per secondary school pupil.
[Official Report, 17 October 2023, Vol. 738, c. 174.]
Letter of correction from the Minister for Schools, the right hon. Member for Bognor Regis and Littlehampton (Nick Gibb):
An error has been identified in my response to the hon. Member for Slough (Mr Dhesi). The correct response should have been:
Nick Gibb
The actual allocations of school funding to local authorities are confirmed in December each year in the normal way, so this situation will not affect the figures that local authorities have informed schools they will be receiving. Those are based on the October census of pupil numbers and the application of the local formula. We then fund the local authorities on the basis of the national funding. The record funding of £59.6 billion equates to an average of £5,300 per primary school pupil and £6,830 per secondary school pupil.
Core School Budget Allocations
Nick Gibb Excerpts(6 months ago)
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Urgent Questions are proposed each morning by backbench MPs, and up to two may be selected each day by the Speaker. Chosen Urgent Questions are announced 30 minutes before Parliament sits each day.
Each Urgent Question requires a Government Minister to give a response on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
Bridget Phillipson (Houghton and Sunderland South) (Lab)
(Urgent Question): To ask the Secretary of State for Education if she will make a statement on the 2023-2024 core school budget allocations.
The Minister for Schools (Nick Gibb)
As the Government confirmed in a written ministerial statement yesterday, the Department for Education has corrected an error in the notional allocations of the schools national funding formula for 2024-2025. Those allocations were originally published and notified to the House on 17 July 2023. However, the Department has subsequently uncovered an error made by officials during the initial calculations of the national funding formula. Specifically, there was an error processing forecast pupil numbers, which meant that the overall cost of the core schools budget for 2024-25 would be 0.62% greater than allocated. The Department therefore issued new national funding formula allocations on 6 October to rectify that error as quickly as possible.
The permanent secretary has apologised for the error in writing to both the Chair of the Education Committee and the Secretary of State. The Secretary of State has instructed the permanent secretary to conduct a formal review of the quality assurance process surrounding the calculation and quality assurance of the NFF, with external and independent scrutiny. Peter Wyman CBE, the chair of the Institute of Charted Accountants in England and Wales, will lead the review. Improvements have already been identified to ensure that similar mistakes are not made.
I would like to reassure the House that the error does not affect the overall level of school funding, which remains at £59.6 billion for 2024-25. The Government continue to deliver, in full, the core schools budget, which includes funding for mainstream schools and for high needs. As I said, it will remain at £59.6 billion in 2024-25—its highest ever level in real terms and, of course, in cash terms. That is a percentage increase of 3.2% compared with the current year of 2023-24. Through the schools national funding formula, average funding is £5,300 per primary school pupil and £6,830 per secondary school pupil in 2024-25, up from £5,200 and £6,720 respectively in 2023-24.
Schools have not yet received their 2024-25 funding, so the correction of this error does not mean adjusting any funding that schools have already received. Likewise, the error will not impact on the publication of a dedicated schools grant in December, or on when schools will receive their final allocations for 2024-25. The 2024-25 high needs national funding formula allocations, which fund provisions for children with complex special educational needs and disabilities, are also unaffected by the error, as are other funding streams outside the NFF, including the teachers’ pay additional grant announced in the summer.
I also clarify that the recalculation of the NFF for 2024-25 does not affect the affordability of the 2023 teachers’ pay award. There has been no change to the funding that was promised as part of the pay settlement in July and which the unions agreed meant that the pay award is properly funded. The Government recognise that the correction of the NFF error will be difficult for local authorities and frustrating for some school leaders, which is why the Department has rectified the error as quickly as possible.
Mr Speaker
Order. The Minister has taken three, nearly four, minutes. I hope that he is coming to the end of his remarks.
Bridget Phillipson
Thank you for granting this urgent question, Mr Speaker. Since the House returned from the summer recess, Ministers have been forced to come here twice, first to explain how this Government left school buildings in such a parlous state that many are now at risk of collapse, and now to explain that the Conservatives are taking £370 million out of schools’ budget allocations for next year. It is shambolic, it is chaotic, and our children deserve a lot better. I am glad that Ministers have listened to Labour’s call for an independent investigation, but what is the timeline for this review? How will the review be reported to the House, and how will Members have a chance to scrutinise its findings?
We need to know much more, too. We need to know why, when the mistake was first identified in September, it was not until after the Conservative party conference in October that headteachers were finally notified. What support will schools now receive to ensure that children’s education does not suffer as a result of Conservative incompetence? Rather than blaming officials, will the Secretary of State—wherever she is today—finally take some responsibility?
We all know that mistakes happen, but this is not a one-off; this is part of a much bigger pattern of Conservative mismanagement right across the Department and right across Government for 13 long years, and it is our children who are paying the price. It is Conservative mismanagement that brought us the RAAC—reinforced autoclaved aerated concrete—crisis in our schools, that kept children at home as Ministers failed to resolve industrial action for months on end, and that is now seeing record numbers of teachers leaving the profession, attainment gaps widening and standards falling. It will fall to the next Labour Government to reset the relationship between Government, families and schools, to show once again that it is Labour that is the party of high and rising standards in our schools.
Nick Gibb
The hon. Lady refers to RAAC. We took the only decision that any responsible Government would take when the evidence changed on RAAC in school buildings that surveyors had previously assessed as not in a critical condition and we discovered it was not safe for pupils to stay in those schools. There are 174 schools so far confirmed with RAAC, which we have published details of, and we are taking urgent action to make sure that no child or member of staff in our school buildings will be at risk from this reinforced autoclaved aerated concrete—which, by the way, has been around through successive Administrations, both Labour and Conservative, since the 1950s and 1960s.
The hon. Lady refers to £370 million being taken out of the school budget. No money has been taken out of the school budget. It is £59.6 billion next year, and it will remain at £59.6 billion. What would be irresponsible would be to increase funding for schools by 0.62% solely as a result of an error by officials. That is not how Government spending systems work. It has to go through the proper value for money procedures, and that is how we always conduct our allocation of taxpayers’ money.
The hon. Lady talks about standards in schools. We are rising in the international tables. We are fourth in the world for the reading ability of nine-year-olds, according to the recent progress in international reading literacy study, or PIRLS, of pupils of that age. We are rising in TIMSS, the trends in mathematics and science study, and we are rising in PISA, the programme for international student assessment. That is in direct contrast with what happened under the last Labour Government, when we were falling in those PISA tables.
Mr Robin Walker (Worcester) (Con)
I am grateful for the apology and the letter that the Select Committee received on this issue, which we have published today. Clearly, it is deeply unfortunate that this error took place. It is a result of a complex and very difficult to understand funding system that provides schools with a lack of transparency as to how their funding works in the long run.
We were elected on a manifesto to deliver a fair national funding formula. There were plans in place to legislate for the direct funding of schools. While I welcome my right hon. Friend’s confirmation that this does not in any way affect the high needs block or take money out of the overall school budget, can he update the House on plans to deliver that direct funding formula, which, along with multi-year funding settlements, the Select Committee and the sector have been calling for over many years?
Nick Gibb
Yes, it is unfortunate, for which officials and Ministers have apologised. It is frustrating, particularly for local authorities that have to conduct their calculations—it was an error based on the coding of the pupil numbers.
My hon. Friend mentioned moving to the direct funding formula. That is the intention of the Government, and the latest edition of the national funding formula and high needs technical briefing does say that we want ultimately to get to direct funding. Many local authorities are moving their local funding formula ever closer to the approach taken in the national funding formula.
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
I saw a tweet to the Minister earlier this morning saying that one man’s error is another man’s total cock-up—I do not know whether that is technical language, Mr Speaker. The fact of the matter is that he is the longest-serving Minister in any Department in any Government for many years, and on his watch we have seen the demoralisation of the education sector in our country, with good people leaving. It is the Gibb factor. Why does he not resign and talk to people?
Nick Gibb
If I may say so, Mr Speaker, that was an extraordinary outburst. Today, we have the highest number of teachers in the profession—some 468,000—which is, by the way, 27,000 more than when we came to office in 2010. In Labour-run Wales, we are not seeing that rise in the number of teachers.
Sir David Evennett (Bexleyheath and Crayford) (Con)
Naturally, this error is very disappointing, but I welcome that the Department has rectified it speedily. What steps is my right hon. Friend taking to work with school stakeholders to communicate the change and to support schools and local authorities?
Nick Gibb
My right hon. Friend is absolutely right: it was unfortunate. As a Minister, when officials gather outside my office to tell me great news about an error that has been made, my instinct is always to find out what the error is and rectify it as quickly as possible. That took about four weeks, compared with the normal six weeks to calculate the NFF, and we then published the figures as rapidly as possible. That is the approach that the Department and I have taken.
Barbara Keeley (Worsley and Eccles South) (Lab)
Earlier this year, the Sutton Trust reported that half of school leaders said that they had already been forced to cut back on trips and outings. That includes cultural trips to concerts and plays, which often have a profound effect on young people who would not otherwise be able to attend those events. The average secondary school is now being told that it will have around £58,000 less to spend than was announced in July—whatever the Minister says, those schools will have planned on the basis of that money. I am concerned that even fewer young people will now be able to access the benefits of cultural trips. What is the Minister doing to make sure that young people in state-funded schools still have access to cultural experiences that enrich their education?
Nick Gibb
The figures published in July were indicative figures. They are used by local authorities. Once the October census comes out with the pupil numbers, they then apply their local formula to those figures. That is the allocation that schools use for their budgeting, and that happens around December.
Over the period between 2021-22 and 2024-25, school funding has increased by 20%, so there has been a very significant increase. I agree with the hon. Member about the importance of cultural activities in schools, which is why we have a cultural education plan that is being worked on at the moment.
Sir Julian Lewis (New Forest East) (Con)
One reason why this Minister has been in his post so long is that successive Prime Ministers have judged him to be rather good at his job. For the benefit of the House, can he confirm that the civil servants who discovered the mistake made it known to Ministers at the first possible opportunity, and that Ministers made it known to the public at the first possible opportunity? Does that not reflect credit on our parliamentary democratic system?
Nick Gibb
I am grateful to my right hon. Friend for his kind comments. He is absolutely right: as soon as we knew about the error, I wanted to make sure that we were doing everything we could to rectify it and find a solution to the problem that officials and the Department had caused. That was my approach, and that is why we recalculated the whole of the national funding formula notional allocations as soon as we could and published that detail on 6 October.
Daisy Cooper (St Albans) (LD)
For far too long, the Department for Education has been plagued by a litany of failures that have had a devastating impact on children, their parents and teachers. We have had the mutant algorithm and the RAAC roofs, we have a crisis in our SEND system, and now we have a bit of good old-fashioned incompetence. Does the Minister agree that it is high time that the Secretary of State offered an apology to the British public for all this, or does he think that—in her words—we should thank her for doing a flipping good job?
Nick Gibb
The last flippant comment was not necessary; these are all serious issues. Issues such as RAAC have been around in our school system since the 1950s and 1960s. When we discovered new facts and new evidence, we took swift action. There will always be almost no notice; when we have evidence, we cannot just sit on it until a more convenient time to announce it. We had to announce it straightaway. Every school with confirmed RAAC has a caseworker allocated to make sure that we are keeping children safe and keeping them in face-to-face education. So far, we have identified 174 schools with RAAC and in the vast majority of those—all but 23 schools—all the children are still in face-to-face education.
In terms of special educational needs, we published a Green Paper and an implementation plan to improve the experience of parents and children with special educational needs in our school system.
Bob Blackman (Harrow East) (Con)
I thank my right hon. Friend for the update. Clearly, when formulas such as this are being used, it is important that they are tested first to see the results, before those are issued to the schools and other people are involved. Will he confirm that the position is that, even after this error has been corrected, all schools in this country will have enough money to fund the teachers’ pay award agreed by the Government?
Nick Gibb
My hon. Friend is right. I have to say that my experience of this particular team in the Department is that they are one of the best teams I have dealt with. This was an error made by officials. They have owned up to it and we have corrected it. It does not affect school funding at all, and it relates to the next financial year, 2024-25. It certainly does not affect this financial year, 2023-24, and the funding of the pay award. Incidentally, it is the highest pay award for 30 years. The 6.5% pay award for teachers is fully funded, with an extra teachers’ pay grant of £525 million this year and £900 million next year. It is totally unaffected by this error.
Daniel Zeichner (Cambridge) (Lab)
Cambridgeshire schools are some of the lowest funded in England, and they will now receive £4.4 million less than they expected. The Minister will know that local authority officials and schools will now have to spend time recalculating their budgets. What will he do to compensate them for the time they are spending on that?
Nick Gibb
The situation is unfortunate for local authorities, which will have been spending time calculating their school budgets on a local authority basis. That is why we wanted to get the recalculation of the figures done as soon as possible and out to local authorities. Cambridgeshire is funded in the way it is because we base funding on the level of deprivation in our communities. We have targeted a greater proportion of the schools national funding formula towards deprived pupils than ever before. In total, about £4.4 billion, or 10% of the formula, will be allocated according to deprivation factors in 2024-25. If an area has fewer children from disadvantaged backgrounds than other areas, that will of course be reflected in its overall ranking for local authority funding.
Vicky Ford (Chelmsford) (Con)
Last week I visited Meadgate Primary School, which is one of the many good and outstanding schools in my constituency. I am sure the Minister will recall precisely how many good and outstanding schools there are today, compared with 13 years ago. Meadgate Primary School is part of an academy trust of seven schools, and across the schools this situation could account for a £70,000 difference between what they had calculated they might expect and what they will receive.
That is obviously concerning, but also concerning is the number of children now coming in who would have had an education, health and care plan done when they were at pre-school, but did not get one because of the pandemic and now face delays. Given that high needs funding has doubled, will the Minister raise this backlog in assessments with the children’s Minister, my hon. Friend the Member for Wantage (David Johnston), to try to make sure that our primary schools are getting the support they need today for those children with SEND?
Nick Gibb
I pay tribute to my right hon. Friend for the great work that she did as children’s Minister in the Department for Education. She is right that the proportion of schools judged good or outstanding has increased. In 2010, it was 68%, and today that figure is 88%. We are not happy with that—our focus is on the remaining 12%. Every local school in our country should be a good or outstanding school.
My right hon. Friend makes an important point about education, health and care plans. She is right that the funding of the high needs budget has increased considerably over the past few years, and I will raise the issue of the backlog in EHCPs with my hon. Friend the children’s Minister. I should say that we are building significant numbers of new free special schools, so that there are more places available for children with severe special educational needs.
Tony Lloyd (Rochdale) (Lab)
We know that a child growing up in an area of deprivation is on average likely to do less well through our school system. I take the point that the Minister made about extra funding for deprivation, but will he accept from me that we know that money makes a difference? When will this Government get a grip on the problem of deprivation?
Nick Gibb
Deprivation and disadvantaged children have been the core driving force of all our reforms since 2010. We are spending record amounts of money on school funding—£59.6 billion is the highest ever in cash terms, in real terms and in real terms per pupil. Before the pandemic, we had closed the attainment gap between disadvantaged children and other children by 13% in primary schools and by 9% in secondary schools. That has been undone by the pandemic, but we are determined to close that gap again. All the reforms that led to that closure are still in place, and we are confident, particularly with the £5 billion of recovery funding and the tutoring programme, that we will close that gap once again.
Aaron Bell (Newcastle-under-Lyme) (Con)
I welcome my right hon. Friend’s answers today, and I thank him for his leadership and his ownership of this issue, which is not his fault. He has approached it in exactly the right manner, as my right hon. Friend the Member for New Forest East (Sir Julian Lewis) said. I welcome that we are continuing to deliver the core schools budget in full, not just for mainstream schools, but for high needs. Will my right hon. Friend the Minister set out what the percentage increase for those areas will be in 2024-25, compared with this year?
Nick Gibb
On the increases in funding last year and this year, funding is increasing by £3.9 billion in 2022-23 and by £1.8 billion in 2024-25. When we combine that with the £4 billion increase we had between 2021-22 and 2022-23, that is a 20% increase in cash terms over that period.
Gareth Thomas (Harrow West) (Lab/Co-op)
I wrote to the Secretary of State at the beginning of August, asking for a meeting to discuss a series of special educational needs funding issues in Harrow. The Minister will be aware that special educational needs are one of the many pressures on school budgets across the country. They certainly are a significant issue in Harrow. Can he explain specifically how much schools in Harrow will now not receive, compared with what they had expected to receive? Will he encourage the Secretary of State to respond to my letter, and to do so with generosity?
Nick Gibb
I say first to the hon. Member that no funding is being reduced in Harrow. All areas will be receiving significant increases in school funding. The error is about the allocation figures—the notional figures—for 2024-25, and those have been corrected. On special educational needs, we have increased special educational needs funding significantly over the past several years, because of the pressures that local authorities are facing with increased numbers of EHCPs. We are taking a number of measures to help address that, and I will of course ensure that the hon. Member has his meeting in the Department as soon as possible.
Mr Tanmanjeet Singh Dhesi (Slough) (Lab)
This is yet another error and case of incompetence under this Government. The average primary school is expected to be more than £12,000 worse off next academic year and the average secondary school £57,000 worse off than under the July publication. How will the Government help headteachers in Slough and across the country deal with the extra stress and pressure on account of this error, especially when they have to make difficult decisions on staffing and additional support for those pupils who need it?
Nick Gibb
The actual allocations to schools happen in December each year in the normal way, so this situation will not affect the figures that local authorities have informed schools they will be receiving. Those are based on the October census of pupil numbers and the application of the local formula. We then fund the local authorities on the basis of the national funding. The record funding of £59.6 billion equates to an average of £5,300 per primary school pupil and £6,830 per secondary school pupil.
Andrew Gwynne (Denton and Reddish) (Lab)
The Minister’s argument in a nutshell is, “You didn’t have the money, so you’ve not lost it.” But the point is that local authorities received the notional funding allocation and were beginning to plan based on that figure given by the Government. In places such as Stockport, Tameside and Manchester, the figures that are going to be withdrawn from those areas are not insubstantial. I politely say to the Minister that his argument is incoherent—I will grade him D-minus. And his maths is appalling—I will grade him U. Can I suggest he goes into detention and fixes this matter, because schools in Tameside, Stockport and Manchester desperately need that cash?
Nick Gibb
The funding allocated for local authorities is ringfenced. This is an allocation and calculation issue—it is not that they have received the money—and we corrected it as soon as the error was made. Any Labour Members in the same position would have reacted in precisely the same way that I have.
Rachael Maskell (York Central) (Lab/Co-op)
This blunder is going to cost schools in York dear. We are already in the bottom 20 in the country for school funding and in the bottom third for high needs. I had a meeting with parents on Friday night, and 150 of them were in tears and on their knees about the SEN funding. The formulas are just not working in areas where there is low funding. Will the Minister bring forward the fair funding formula to ensure that children in my constituency with SEND have fair funding allocated to them?
Nick Gibb
I understand the hon. Lady’s points, and I share the concern of parents with children with special educational needs and disabilities. We do want to make sure that local authorities are properly funded for children with those special needs, which is why we have increased funding for high needs very significantly over the past few years. Over £10 billion is now allocated to local authorities for those children. If we look at the national funding formula, we see that 10.2% of the formula—£4.4 billion—is on the basis of deprivation factors, and 17.8% is allocated on the basis of additional needs. These are very significant sums both in the national funding formula for mainstream schools and the extra money we are giving to local authorities for high needs.
Schools National Funding Formula: Correction of Error
Nick Gibb Excerpts(6 months ago)
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The Minister for Schools (Nick Gibb)
Today I am confirming that the Department for Education has corrected an error in the notional allocations of the schools national funding formula (NFF) for 2024-25.
These allocations were originally published, and notified to the House, on 17 July 2023. However, the Department has subsequently uncovered an error made by officials during the initial calculations of the NFF. Specifically, there was an error processing forecast pupil numbers, which meant that the overall cost of the core schools budget in 2024-25 would be 0.62% greater than allocated. The Department therefore issued new NFF allocations on 6th October 2023 to correct that error. The Department rectified this error as quickly as possible and—because the republication of the NFF allocations took place during parliamentary recess—I am now providing this statement at the earliest opportunity.
The Department has apologised for this error in writing to both the Chair of the Select Committee on Education and the Secretary of State. The Education Secretary has asked the permanent secretary to conduct a formal review of the quality assurance process surrounding the calculation of the NFF, with external and independent scrutiny. Peter Wyman CBE will lead this review. Improvements have already been identified to ensure that similar mistakes are not repeated.
The Government are continuing to deliver, in full, the core schools budget, which includes funding for mainstream schools and funding for high needs. It will remain at £59.6 billion in 2024-25, the highest ever in history in real terms. This is a percentage increase of 3.2% compared to 2023-24.
Through the schools NFF, average funding is £5,300 per primary school pupil and £6,830 per secondary school pupil in 2024-25, up from £5,200 and £6,720 respectively in 2023-24.
Schools have not yet received their 2024-25 funding and so the correction of this error does not mean adjusting any funding that schools have already received. Likewise, the error will not impact on the publication of the dedicated schools grant (DSG) in December, or when schools will receive their final allocations for 2024-25. The 2024-25 high needs NFF allocations (which fund provision for children with complex SEND) are also unaffected by this error, as are other funding streams outside the NFF, including the teachers’ pay additional grant (TPAG) announced in the summer.
I would also like to clarify that the recalculation of the NFF for 2024-25 does not affect the affordability of the 2023 teachers’ pay award. There has been no change to the funding that was promised as part of the pay settlement in July, and which the unions agreed meant that the pay award is properly funded.
I recognise that the correction of the NFF error will be difficult for local authorities and frustrating for some school leaders, which is why the Department has rectified the error as quickly as possible. The Department are working closely with school stakeholders, including unions, to communicate this change and support schools and local authorities.
The following key documents that have been updated and replaced with new versions on 6th October 2023 are:
The policy document for the 2024-25 NFF, which is published at: https://www.gov.uk/government/publications/national-funding-formula-for-schools-and-high-needs'>https://www.gov.uk/government/publications/national-funding-formula-for-schools-and-high-needs
The “national funding formula: summary table”, and the “impact of the schools NFF” allocation tables, which are published at: https://www.gov.uk/government/publications/national-funding-formula-for-schools-and-high-needs'>https://www.gov.uk/government/publications/national-funding-formula-for-schools-and-high-needs
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Support for Bereaved Children
Nick Gibb Excerpts(7 months, 1 week ago)
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The Minister for Schools (Nick Gibb)
May I congratulate the hon. Member for Edinburgh West (Christine Jardine) on securing this debate on an important subject, and on her very poignant opening speech, informed as it was by her personal experiences? She made the important point that children need support to navigate life after bereavement, during and beyond the immediate period of their loss. As she said, losing a loved one is a lifelong challenge for a child, or indeed for any person.
The Government are committed to ensuring that bereaved children get the help that they need. We are always looking for ways to improve support and access to it, and to ensure that families are aware of such help. A family bereavement is devastating for anyone, but especially for children. Bereavement turns a child’s life upside down and can have profound and far-reaching consequences that may affect their mental health, their wellbeing and their academic performance, meaning that they require additional support.
I listened carefully to the powerful and moving speech by the hon. Member for Coventry North West (Taiwo Owatemi), who I know is currently attending a Westminster Hall debate on kinship carers. Losing her father as a young child was clearly devastating for her. The lack of empathetic support at school clearly compounded that hurt, but her family, her friends and the Church were her salvation. To lose her brother in her late teens, at the time of her A-level exams, was clearly overwhelming for her. In those circumstances, exam boards will use special consideration to reflect the impact of bereavement on a candidate’s performance in exams.
The hon. Members for Coventry North West and for North Ayrshire and Arran (Patricia Gibson) mentioned the financial consequences of losing a parent. Bereavement support payments provide short-term financial support to working-age people with dependent children whose spouse, civil partner or partner is deceased. As the hon. Member for North Ayrshire and Arran pointed out, it consists of an initial lump sum and then up to 18 instalments, with higher amounts paid for those with children.
No one experiences grief in the same way, and children are no different in this respect. Not all children will need access to services when they experience bereavement, due to the support they may receive through their family and wider community, but where support from early help services is required, the Government are committed to ensuring that it is provided.
The hon. Member for Strangford (Jim Shannon), in a speech again based on personal experience, helpfully highlighted the role of the voluntary sector. It plays a vital role in supporting schools, children’s social care and other services that can signpost children to support and help them find it. We are always looking for ways to support all children, and the support provided by Government is complemented by the tremendous work of the voluntary sector, some of which has been inspired by personal experience of bereavement. For instance, I am incredibly grateful to the Childhood Bereavement Network and Papyrus for working with us on the review of the relationships, sex and health education statutory guidance. Recently, the Minister for the School System and Student Finance met Andrew Strauss to discuss the important work of the Ruth Strauss Foundation. The foundation does valuable work in preparing children and families for the bereavement of a parent, particularly families with a parent who has a terminal condition.
As the former Minister for Children, Families and Wellbeing, my right hon. Friend the Member for East Surrey (Claire Coutinho), set out in the Westminster Hall debate on this subject in March, there are no official statistics on the number of bereaved children in the UK. The Childhood Bereavement Network estimates that 26,900 parents die each year in the UK, leaving approximately 46,000 dependent children under the age of 17. Those figures are based on sources such as the census and mortality statistics, in the absence of any other data, so they are only an estimate, as Members have pointed out. However, as the hon. Member for Edinburgh West said, it is not just the loss of a parent; the loss of any loved one—a sibling or a close friend, for example—can have a deep and lasting impact on a child.
Families provide the love and support that we all know children need, and Government are committed to supporting families, including through the most difficult times. Early help services—a key plank of our reforms announced in “Stable Homes, Built on Love” earlier this year—play an important role in supporting families, and they can be used in some cases to help children through bereavement. Central to the Government’s ambitious plans to reform children’s social care is family help, which will provide effective and meaningful support for families. Multidisciplinary teams will work with local partners to meet the whole needs of a family.
As set out when we published “Stable Homes, Built on Love”, the Government are providing over £45 million of additional funding to pathfind family help and build on the strengths of existing early help services. We recently announced Dorset, Lincolnshire and Wolverhampton as the three local authorities that will be involved in the first wave of the Families First for Children pathfinder.
Our work to reform children’s social care builds on our wider work to support families, including the £695 million Supporting Families programme, which this year sees its 10th anniversary. Through that programme, we have supported over 650,000 vulnerable families through whole-family working to achieve positive and, we hope, sustainable outcomes. The programme has put whole-family working and early help at the heart of the local offer for families.
Key to our strategy for supporting families is the £300 million to establish family hubs and transform Start for Life services in 75 local authorities. Family hubs join up services locally to improve access to services, improve the connections between families, professionals, services and providers, and strengthen the relationships that provide the foundation for happy and productive lives. Family hubs will bring together services for children from conception to adulthood, with a great Start for Life offer at their heart. Family hubs are now opening, with the majority having opened by the summer, and they will be delivering all the programme’s expectations by the end of the funding period in March 2025. We have published guidance for participating local authorities.
As was referred to a number of times during the debate, we know that bereavement can have a significant impact on mental health, requiring specialist support. We are expanding specialist mental health support by spending an additional £2.3 billion a year—we are putting that into mental health services—by March 2024, which will mean 345,000 more children and young people accessing mental health support per year. We are also introducing mental health support teams to support schools and students across the country. Those teams offer support to children experiencing common mental health issues such as anxiety and low mood, and facilitate smoother access to external specialist support. As of April 2023, mental health support teams covered 35% of pupils in schools, and we are extending the coverage of those teams to an estimated 44% by the end of this financial year and at least 50% by the end of March 2025.
Schools and teachers are often a first source of support for children in tough times, as the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) mentioned. I am grateful for what they do to provide effective and sensitive pastoral care, although it is important to remember that they cannot be expected to provide specialist support: as she pointed out, they are not mental health, bereavement or trauma specialists. However, teachers know their pupils best, so they are in a position to decide on the pastoral support that they might need. We are offering all schools and colleges a grant to train a senior mental health lead to help schools to put informed support in place, drawing on specialists and working with families where needed. More than 13,800 schools and colleges have now received a senior mental health lead training grant, including more than seven in 10 state-funded secondary schools.
In addition, over 14,000 schools and colleges in England have benefited from the wellbeing for education recovery and wellbeing for education return programmes. Those programmes provide free, expert training support and resources for staff dealing with children and young people who are dealing with additional pressures from covid-19, including a focus on supporting pupils with bereavement. During the covid-19 pandemic, we provided a list of resources for schools to draw on to support children’s mental health, including the Childhood Bereavement Network, Hope Again, and resources from the Anna Freud Centre on supporting children dealing with loss and bereavement.
Health education—taught as part of relationships, sex and health education—became statutory in schools in 2020, and through the mental wellbeing topic, pupils are taught a range of content relevant to dealing with bereavement. That includes recognising and talking about emotions and how to judge whether what they are feeling and how they are behaving is appropriate and proportionate. It is important that children know where and how to seek support, including whom in school they should speak to if they are worried about their own mental health or someone else’s. We also know how important regular attendance at school is for the development and wellbeing of children and young people. Schools should speak with pupils and families to understand what support bereaved children will need in order to be integrated back into school following a bereavement absence so that they can re-engage with their education and social development.
In conclusion, I again thank the hon. Member for Edinburgh West for continuing to draw attention to what is an important subject: the needs of bereaved children. As we have heard, the impact of losing a parent or close family member is profound. The Government remain committed to supporting families in difficult times in a number of ways, including those I have set out today. Grief and loss are deeply personal, and where additional support is needed, I pay tribute to the organisations and individuals who provide that support to bereaved children and their families.
Safety of School Buildings
Nick Gibb Excerpts(7 months, 2 weeks ago)
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The Minister for Schools (Nick Gibb)
Let me start by welcoming the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) to her new post and congratulating her once again on her—in my view—promotion to that position.
This has been a debate on an important subject, but behind all the understandable concern is one key piece of information that the House and the country need. Until last week, the advice and guidance that the Department for Education issued to schools was that if RAAC was present in a building, structural surveyors should assess it, and that if it was graded as being in a critical condition, the building should be taken out of use. Where RAAC was assessed as non-critical, the advice was to continue monitoring it, but not to take the building out of use. What happened over the summer was that the Department was made aware of three cases—one commercial and two in schools, one of which was outside England—in which RAAC that had been graded as non-critical collapsed or failed. It had become clear that visual assessment alone would not definitively identify a cracked panel that was on the verge of failure.
Given that evidence, I say this to every Member of the House: “How would your decision differ from that of the Secretary of State and Ministers at the Department for Education on the question of whether to change the guidance to require all buildings with critical and non-critical RAAC to be taken out of use? What would your decision have been, given that evidence?”. Professional advice from technical experts on RAAC has evolved over time; indeed, the question of how to manage its risks across all sectors has spanned successive Governments since 1994.
The Department for Education systematically made the sector aware of the latest guidance from technical engineers in 2018, following a sudden roof collapse at a primary school. We published a warning note, with the Local Government Association, that asked all responsible bodies to identify any properties constructed using RAAC and to ensure that RAAC properties were regularly inspected by a structural engineer. In February 2021, we issued a guide on identifying RAAC. Concerned that not all responsible bodies were acting quickly enough, in 2022 we decided to take a more direct approach. We issued a questionnaire to the responsible bodies for all 22,000 schools to ask them to identify whether they had, or suspected they had, RAAC. Responsible bodies have submitted responses to those questionnaires for 95% of schools with blocks built in the target era and we actively chased the remaining responses.
In September 2022, we started a significant programme of technical surveys, with the DfE sending a professional surveyor to assess whether RAAC was present in those schools where the responsible body had responded to the questionnaire saying that there was suspected RAAC. There are more than 22,000 schools and colleges in England, and the vast majority of them are unaffected by RAAC. To date, 52 schools and colleges have put mitigations in place. Of the 156 schools in the list we published today, 104 are providing continued face-to-face teaching for all pupils. A further 20 schools have some pupils learning off-site and 19 have delayed the start of term by a few days to ensure that pupils can start of the term in face-to-face teaching safely on site. Only a very small number—four—have needed to move to remote education. They include St Leonard’s Catholic School in Durham, which was mentioned by the hon. Member for City of Durham (Mary Kelly Foy).
Every school and college that is impacted has a dedicated caseworker to help implement a mitigation plan. This will include using other spaces on the school site, in nearby schools or elsewhere in the local area until structural supports or temporary buildings are installed. We have increased the supply of temporary buildings, working with three contractors, and we have accelerated the installation of these. We have the support of leading utility companies to ensure that those temporary classrooms can be connected to the utilities and opened. In the small number of schools with confirmed RAAC that have disruption to face-to-face teaching, this has lasted only a matter of days in the past. We have also set up an operational hotline to ensure that Members of this House and other interested parties can, if appropriate, fast-track issues to caseworkers.
Since 2010, we have invested billions of pounds in school capital. We have created over 1 million more school places and opened over 650 new free schools, helping to drive up academic standards in some of the most disadvantaged parts of the country. We launched the priority school building programme, rebuilding or refurbishing 260 schools between 2012 and 2017. In 2015, we launched the priority school building programme 2, rebuilding or refurbishing 272 schools between 2015 and 2020. In 2020, the Prime Minister, when he was Chancellor, announced the school rebuilding programme to invest in 500 projects over the next decade for new and refurbished school buildings, prioritising buildings in the poorest condition. It is only this Government who have conducted surveys of the whole school estate, starting with the property data survey in 2012. We had the condition data collection in 2017 and now we are partway through the third survey of all our schools. It is only because of this work that we can target capital spending on rebuilding schools in the worst condition.
There have been questions from hon. Members on the details of the funding arrangements to support affected schools and colleges. To reiterate the words of the Chancellor, we will “spend what it takes” to keep children safe. That includes paying for the emergency mitigation work needed to make buildings safe, including alterations and alternative classroom space on school and college sites where necessary. Where schools need additional help with revenue costs, such as transport to other locations, we are actively engaging with every school affected to put appropriate support in place. We will also fund the longer-term refurbishment or rebuilding projects where these are needed to rectify RAAC in the longer term.
The hon. Member for Sunderland Central (Julie Elliott) complained about schools closing because of RAAC but, as I have said, only four of the 156 listed schools have actually closed. My hon. Friend the Member for Worcester (Mr Walker) is right to say that it is clear this Government are taking a zero-risk approach to the safety of buildings where new evidence emerges.
The hon. Member for Sheffield, Hallam (Olivia Blake) and the shadow Education Secretary, the hon. Member for Houghton and Sunderland South (Bridget Phillipson), both raised the issue of asbestos. All schools have an asbestos register and, if asbestos needs to be removed to put in place RAAC mitigation works, it will be removed.
My hon. Friend the Member for Harwich and North Essex (Sir Bernard Jenkin) correctly challenged the Opposition to say whether they think the Secretary of State has taken the right decision, and they could not answer because they know it is the right decision. He asked important and serious questions about how RAAC was allowed to be used in the first place.
The hon. Member for Liverpool, Walton (Dan Carden) seemed very cross on behalf of his constituents but, of course, none of the 156 schools on the list we published today is in his constituency or in Liverpool. My right hon. Friend the Member for Witham (Priti Patel) raised the issue of costs, and we will cover all capital costs and, subject to need, revenue costs. Schools should discuss this with the DfE.
My hon. Friend the Member for Newbury (Laura Farris), in a brilliant speech, was right to quote Philip Collins’s article in The Times this week, setting out how standards have risen in our schools because of Conservative policies on the curriculum and on phonics since 2010, and because of all the work done by Education Secretaries since 2010, including my right hon. Friends the Members for Surrey Heath (Michael Gove) and for Chichester (Gillian Keegan). My hon. Friend the Member for Newbury rightly cited all the new school buildings in her constituency, as we can also see throughout the country.
My hon. Friend the Member for West Bromwich West (Shaun Bailey), in a passionate speech, was right to criticise the PFI arrangements under Labour’s Building Schools for the Future programme, which we are all paying for today. In their brilliant speeches, my hon. Friends the Members for Mansfield (Ben Bradley) and for Newcastle-under-Lyme (Aaron Bell) were both right to say that the Secretary of State has taken the right decision in the interest of safety.
My hon. Friend the Member for Clwyd South (Simon Baynes) was right to contrast the swift action by this Government with the approach taken by Wales. That point was also made by the former Secretary of State for Wales, my right hon. Friend the Member for Vale of Glamorgan (Alun Cairns). My hon. Friend the Member for North West Norfolk (James Wild) was prescient, as always on so many things, in raising in this House, on a number of occasions, the issue of RAAC in the NHS. My hon. Friend the Member for Southend West (Anna Firth) spoke about Kingsdown School, and I will raise the three issues she mentioned.
Under Conservative Governments since 2010, despite the challenges of managing the aftermath of the 2007 to 2009 banking crash and the state of the public finances we inherited from the previous Government, despite the huge financial challenges of supporting the economy and household incomes during covid, and despite the energy price hike as a result of Russia’s illegal invasion of Ukraine—despite the massive financial implications of all these challenges—we have created 1 million more school places and invested heavily in improving the quality of the school estate. We are spending record amounts on schools: £59.6 billion next year, the highest on record in cash terms, in real terms and in real terms per pupil. Standards are rising, with 88% of schools judged good or outstanding today, compared with 68% in 2010. Maths standards are rising, with England excelling in international league tables, and the reading ability of our nine-year-olds is now the fourth best of the 43 countries that test children of the same age.
We put the safety of children and staff above all else. We have proactively sought out RAAC in our schools, more comprehensively than any other jurisdiction. We have monitored the growing evidence on RAAC, and we acted swiftly and with caution for the safety of children and staff at every step. When the evidence changed, we changed our advice to schools. We are supported and funding the repairs and temporary remedies that we need to put in place in the tiny minority of schools that have been affected. That is our approach, and I urge hon. Members to back that caution and concern about the safety of our children and school staff by voting overwhelmingly against this motion tonight.
Question put.
Financial Education in Schools
Nick Gibb Excerpts(7 months, 2 weeks ago)
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The Minister for Schools (Nick Gibb)
It is a pleasure to serve under your chairmanship, Dame Angela. I congratulate the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) on her appointment as shadow Minister for Schools. I look forward to working with her and debating all these important subjects with her. I also congratulate my hon. Friend the Member for Broadland (Jerome Mayhew) on securing the debate and on the important points that he made in his opening speech. I thank him and the all-party group on financial education for young people for their work on this important issue.
My hon. Friend the Member for Warrington South (Andy Carter), also known as Jo Malone, gave an instructive example of young enterprise and how he gouged his school’s finances. As my hon. Friend the Member for Broadland said, evidence shows that the knowledge, attitudes and behaviour that help people to manage money and achieve good financial wellbeing begin to develop from an early age and continue throughout childhood and the teenage years.
Good maths is the gateway to lifelong financial stability. Evidence from the 2018 programme for international student assessment—PISA—shows that there is a strong correlation between performance in financial literacy and performance in mathematics. The correlation was observed in every participating country. There was also a positive correlation between financial literacy and learning finance-related terms at school.
Since 2010 we have made significant progress in ensuring that pupils have a strong grasp of the basics by transforming the way that maths is taught in schools. To ensure the curriculum is taught effectively, we introduced teaching methods used by top performing countries, particularly in east Asia. The concept of maths mastery aims to ensure that all pupils secure a deep knowledge and understanding of mathematics.
The results of international surveys show that England performs above the international averages for maths in all international studies of school-age pupils. In particular, analysis of PISA 2018 results showed that the performance of 15-year-olds improved significantly in maths, and the trends in international mathematics and science study, known as TIMSS, showed that the performance of England’s year 5 pupils was significantly higher in 2019 than in any previous TIMSS survey. The 2023 Ofsted maths subject report also highlights “notable improvements” at secondary, with a “resounding, positive shift” taking place in primary mathematics over recent years.
Our national network of 40 maths hubs also supports schools to improve their maths teaching, including financial content in the mathematics curriculum, based on best practice from east Asia. To build on progress, the Secretary of State recently announced that we will increase the number of schools supported by the maths hubs’ teaching for mastery programme so that we reach 75% of primary schools and 65% of secondary schools by 2025.
We want pupils to leave school prepared in the widest sense for adult life. From early years onwards, all children should be taught a broad, ambitious, knowledge-rich curriculum, of which quality financial education is an important component. That ensures that all young people are prepared to manage money and make sound financial decisions. Financial knowledge already forms a compulsory part of the national curriculum for maths at key stages 1 to 4 and citizenship at key stages 3 and 4.
I was delighted to hear from the hon. Member for Feltham and Heston (Seema Malhotra) about the success of Martin Lewis’s textbook in schools. It is a knowledge-rich textbook and is a primer to the introduction of financial education and the vocabulary of finance.
In the primary maths curriculum there is a strong emphasis on the essential maths that is vital to underpin pupils’ ability to manage budgets and money, including, for example, calculations with percentages. The secondary maths curriculum develops students’ use of formal maths knowledge to interpret and solve problems such as interest rates and compound interest.
The primary citizenship programme of study equips pupils to understand the sources and purpose of money and the benefits of saving. It makes it clear that financial contexts are useful for learning about making choices and exploring social and moral dilemmas. The secondary citizenship curriculum prepares students to manage their money well and plan for future financial needs, and key stage 3 covers the functions and uses of money, day-to-day money management, budgeting and managing risk. Key stage 4 covers income and expenditure, credit and debt, insurance, savings, pensions, and financial products and services.
My hon. Friend the Member for Penistone and Stocksbridge (Miriam Cates) raised concerns about online issues. Using technology safely and responsibly is now taught at all key stages of the computing curriculum, which provides pupils with the e-safety knowledge that they need to make informed decisions while online or using other digital applications and technologies, including in financial contexts. Through statutory relationships, sex and health education, or RSHE, pupils are taught about internet safety and online harms, such as the risks associated with online gambling and the accumulation of debt. The RSHE curriculum is currently being reviewed, and revised guidance will be published next year.
The 2020 UK strategy for financial wellbeing set a national goal of 2 million more children and young people receiving a meaningful financial education by 2030. The Money and Pensions Service has a statutory duty to co-ordinate the work of the numerous organisations involved in delivering that goal. The service recently published the UK children and young people’s financial wellbeing survey, which provides an initial analysis of the progress made towards that national goal. The report found that in 2022 just under half of children and young people aged seven to 17 were receiving a meaningful financial education as defined by the strategy. That is a similar proportion to 2019, which suggests that progress towards the national goal remains static, as my hon. Friend the Member for Broadland mentioned.
There are positive signs that some of the organisations working towards the national goal have delivered financial education lessons to more young people. For example, the work of UK Finance members, which include banks and other financial services, provided 4,300—sorry, 4 million; I think I need some financial education myself. Some 4,307,000 children received a financial education in a school or community setting in 2022, an increase of 63% on 2021. Other evidence from the Money and Pensions Service shows that too many young people are entering adulthood without the knowledge and understanding they need to manage money well. For example, just over half of young people aged 16 and 17 are unable to read a payslip correctly, almost three in 10 are unable to correctly identify the terms for interest and balance, and around a fifth report feeling anxious when thinking about their money, which rises to 50% for 18 to 24-year-olds.
My hon. Friend the Member for Broadland mentioned the APPG report and the fact that 41% of participating secondary school teachers did not know that financial education was required to be taught under the national curriculum. The Department’s survey found that 69% of secondary schools taught money management to pupils last year, but that suggests that more needs to be done. That is why the work of the Money and Pensions Service, through its data collection, national strategy and delivery plans, is so important, and why we continue to work closely with the service and other Government Departments. We are also using Oak National Academy; it will be producing materials for citizenship and expects to launch the procurement for that next year.
My hon. Friend also raised the issue of teacher training. Of course, recruiting and retaining teachers is crucial to every curriculum subject, and the Department is driving an ambitious transformation programme to overhaul the process of training to be a teacher. That includes stimulating initial interest through the teaching and marketing campaign, one-to-one support and advice for prospective trainees, and the use of more real-time data on applications. The Department has also made a financial incentive package, which is worth up to £181 million, to encourage people to come into teaching. Recruitment to citizenship teacher training courses is unrestricted—there are no caps on it—which means that initial teacher training providers are free to recruit as many future citizenship teachers as they can teach.
The Money and Pensions Service is investing over £1 million through a grant programme that includes testing approaches to embedding and scaling teacher training in financial education. These projects will run until March next year, with evaluation findings for the programme expected in that year. The Prime Minister and the Secretary of State recently announced the launch of a new fully-funded national professional qualification to be available from February next year that will focus on leadership and teach participants how to embed mastery approaches to the teaching of mathematics throughout a school.
Finally—so that I can give my hon. Friend the Member for Broadland a moment to summarise the debate— I reiterate the Government’s commitment to ensuring that all children should be taught a broad, ambitious and knowledge-rich curriculum. Financial education already forms a mandatory part of the national curriculum for mathematics and for citizenship, and rooting financial education in these subjects ensures that the curriculum remains focused on the important knowledge that pupils need to manage their money with confidence.
We have made positive progress in improving attainment in mathematics, which underpins financial application. It is important, though, to build on that success, which is why we are striving to improve financial capability, including through the maths to 18 programme launched by the Prime Minister recently, Oak Academy resources, and the recruitment and retention of excellent teachers. To do this, we need to continue to work closely across Government and in partnership with others. It is right that we approach this in a co-ordinated and joined up way through the work of the Money and Pensions Service’s UK strategy and delivery plan for England.
Education
Nick Gibb Excerpts(9 months ago)
Ministerial CorrectionsRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Sally-Ann Hart (Hastings and Rye) (Con)
The Minister for Schools (Nick Gibb)
The Progress in International Reading Literacy Study was published in May this year. England had come fourth among 43 countries that tested children of the same age, nine and 10-year-olds. In 2012 we introduced the phonics screening check, testing six-year-olds for their progress in reading and phonics.
[Official Report, 17 July 2023, Vol. 736, c. 608.]
Letter of correction from the Minister for Schools:
An error has been identified in the response given to my hon. Friend the Member for Hastings and Rye (Sally-Ann Hart).
The correct response should have been:
Nick Gibb
The Progress in International Reading Literacy Study was published in May this year. England had come fourth among 43 countries that tested children of the same age, nine and 10-year-olds. In 2012 we introduced the phonics screening check, testing year 1 pupils for their progress in reading and phonics.
Topical Questions
Munira Wilson (Twickenham) (LD)
The chairs of the governing bodies of 19 primary and secondary schools across the London Boroughs of Richmond and Kingston upon Thames have today written to the Education Secretary, requesting an urgent meeting to discuss the crippling funding and recruitment challenges they face. Will she agree to meet them?
Nick Gibb
Of course the Secretary of State will agree, as she has just said to me. We are spending record amounts of funding on schools. The Secretary of State achieved an extra £2 billion in the autumn statement last year and we are now spending £59.6 billion on school funding.
[Official Report, 17 July 2023, Vol. 736, c. 620.]
Letter of correction from the Minister for Schools:
An error has been identified in the response given to the hon. Member for Twickenham (Munira Wilson).
The correct response should have been:
Nick Gibb
Of course the Secretary of State will agree, as she has just said to me. We are spending record amounts of funding on schools. The Secretary of State achieved an extra £2 billion in the autumn statement last year and by 2024-25, we will be spending £59.6 billion on school funding.
PE and School Sport
Nick Gibb Excerpts(9 months ago)
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The Minister for Schools (Nick Gibb)
Today the Government are publishing an update to the school sport and activity action plan to set out the next steps on a range of policies relating to increasing the amount of PE, sport and physical activity in schools and securing equal access to sporting opportunities for girls.
The school sport and activity action plan is a cross-government policy statement from the Department for Education, the Department of Health and Social Care and the Department for Culture, Media and Sport. The action plan update has been developed alongside DCMS’s new sport strategy which will set the long-term strategy for sport in the UK and outline plans to achieve a step change in activity levels, particularly in children and young people. The action plan supports that aim by helping more children to have increased opportunities to play sport and take physical exercise during their time in school.
On 8 March 2023, the Government announced continued funding to support schools to provide high quality PE and sport to pupils and action to ensure girls and boys have equal access to sport in school. The action plan update builds on this announcement with further detail for school leaders and teachers on how Government will support them to improve the quality of PE and school sport, including:
Working with sector organisations to publish new non-statutory guidance by the end of 2023, with a particular focus on supporting schools to deliver two hours of PE a week and ensuring equal access to sport for boys and girls.
Publishing updated guidance for primary schools on the PE and sport premium in summer 2023, including the new digital reporting tool, which will be piloted in 2024 and become mandatory in 2025.
Refreshing the School Games kitemark to be made available to schools in autumn 2023 with new equality criteria included for girls’ access to sport. Schools’ successes will recognised each year through national school sport week.
[HCWS975]
School Funding: Provisional 2024-25 Allocations
Nick Gibb Excerpts(9 months, 1 week ago)
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The Minister for Schools (Nick Gibb)
Today I am confirming provisional funding allocations for 2024-25 through the schools, high needs and central school services national funding formulae (NFFs). Core schools funding includes funding for both mainstream schools and high needs. This is increasing by over £1.8 billion in 2024-25—from over £57.7 billion in 2023-24 to over £59.6 billion in 2024-25. This is on top of the over £3.9 billion increase in the core schools budget in 2023-24.
The core schools funding increase for both this year and next year includes the additional funding for schools’ teacher pay costs, through the teachers’ pay additional grant (TPAG). On 13 July, we announced this funding to support schools with the September 2023 teachers’ pay award. The funding is being split between mainstream schools, special schools and alternative provision (AP), early years, and 16 to 19 provision. The part of the additional funding that goes to mainstream schools, special schools and alternative provision is worth £482.5 million in 2023-24 and £827.5 million in 2024-25. This funding will be paid on top of NFF funding in both 2023-24 and 2024- 25. Further information on the TPAG is published here:
https://www.gov.uk/government/publications/teachers-pay-additional-grant-2023-to-2024.
Funding for mainstream schools through the schools NFF is increasing by 2.7% per pupil compared to 2023-24. Taken together with the funding increases seen in 2023-24, this means that funding through the schools NFF will be 8.5% higher per pupil in 2024-25, compared to 2022-23.
The minimum per pupil funding levels (MPPLs) will increase by 2.4% compared to 2023-24. This will mean that, next year, every primary school will receive at least £4,655 per pupil, and every secondary school at least £6,050. Academy trusts continue to have flexibilities over how they allocate funding across academies in their trust. This means, in some cases, an individual academy could receive a lower or higher per-pupil funding amount than the MPPL value. This may reflect, for example, activities that are paid for by the trust centrally, rather than by individual academies.
The NFF will distribute this funding based on schools’ and pupils’ needs and characteristics. The main features in 2024-25 are:
We are introducing a formulaic approach to allocating split sites funding. This ensures that funding for schools which operate across more than one site will be provided on a consistent basis across the country.
The core factors in the schools NFF—such as basic per-pupil funding, and the lump sum that all schools attract—will increase by 2.4%.
The funding floor will ensure that every school attracts at least 0.5% more pupil-led funding per pupil compared to its 2023-24 allocation.
The 2023-24 mainstream schools additional grant (MSAG) has been rolled into the schools NFF for 2024-25. This is to ensure that the additional funding schools attract through the NFF is as close as possible to the funding they would have received if the funding was continuing as a separate grant in 2024-25, without adding significant complexity to the formula. Adding the grant funding to the NFF provides reassurance to schools that this funding forms part of schools’ core budgets and will continue to be provided.
For the first time, in 2024-25 we will allocate funding to local authorities on the basis of falling rolls, as well as growth. Local authorities can use this funding to support schools which see a short-term fall in the number of pupils on roll.
The 2023-24 was the first year of transition to the direct schools NFF, with our end point being a system in which, to ensure full fairness and consistency in funding, every mainstream school in England is funded through a single national formula without adjustment through local funding formulae. Following a successful first year of transition, we will continue with the same approach to transition in 2024-25. As in 2023-24, local authorities will only be allowed to use NFF factors in their local formulae, and must use all NFF factors, except any locally determined premises factors. Local authorities will also be required to move their local formulae factors a further 10% closer to the NFF values, compared to where they were in 2023-24, unless they are classed as already “mirroring” the NFF.
Today we are also publishing local authority funding formula data for 2023-24. Following the first year of transition, the number of local authorities that mirror the schools NFF increased significantly from just over half in 2022-23, to just over two-thirds in 2023-24. Of the 72 local authorities that were not mirroring the NFF in 2022-23, 61 chose to move their local formula closer to the NFF than required.
In 2024-25, high needs funding through the NFF is increasing by a further £440 million, or 4.3%—following the £970 million increase in 2023-24 and £1 billion increase in 2022-23. This brings the total high needs budget to over £10.5 billion. All local authorities will receive at least a 3% increase per head of their age two to 18 population, compared to their 2023-24 allocations, with some authorities seeing gains of up to 5%.
The £10.5 billion funding includes the continuation of the £400 million high needs funding allocated to local authorities following the 2022 autumn statement, and the £440 million increase is provided on top of that. All special and alternative provision schools will continue to receive their share of that funding in 2024-25.
Central school services funding is provided to local authorities for the ongoing responsibilities they have for all schools. The total provisional funding for ongoing responsibilities is £304 million in 2024-25. In line with the process introduced for 2020-21, to withdraw funding over time for the historic commitments local authorities entered into before 2013-14, funding for historic commitments will decrease by a further 20% in 2024-25.
Updated allocations of schools, high needs and central schools services funding for 2024-25 will be published in December, taking account of the latest pupil data at that point.
[HCWS958]