Authorised Absence from School

Nick Gibb Excerpts

Wednesday 5th June 2019 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a great pleasure to serve under your chairmanship again, Mr Gray. I congratulate my hon. Friend the Member for St Austell and Newquay (Steve Double) on securing the debate. I know that this subject is of close interest to him. As he mentioned, it is one that we have debated on a number of occasions over the years.

We can all agree that children’s education should not be disrupted by preventable absences. Regular attendance at school is fundamental to ensuring that every pupil, no matter their background, can meet their full potential. It is about social mobility. That is why I welcome this opportunity to reiterate the Government’s commitment to improving school attendance and ensuring that schools tackle all forms of absence as part of our ambition to create a world-class education system. I will set out the Government’s overall policy on reducing school absence before turning to the issue of term-time holidays.

There is a correlation between time absent from school and attainment. Pupils with higher overall absence tend to do less well in their GCSEs, even after taking their prior attainment and some other characteristics into account, as set out in the report by the Department for Education, “Absence and attainment at key stages 2 and 4: 2013 to 2014”. A pupil who has been absent is also liable to interrupt the education of other pupils and to increase the workload on teachers, as schools seek to ensure that an absent pupil catches up with the work that he or she has missed.

The Government have made the rules clear: no child should be taken out of school without good reason. We have put headteachers back in control by supporting them, and local authorities, to use their powers to deal with absence. We secured changes to the Education (Pupil Registration) (England) Regulations 2006, to which my hon. Friend referred, to reduce overall absence.

The persistent absence threshold was changed from 15% to 10% in September 2015 to encourage schools to act earlier in dealing with patterns of poor attendance. Persistent absence from school remains a society-wide challenge. We recognise the need for further action in this area, following a small but consistent increase in the number of pupils missing 10% or more of sessions in recent years; that figure is up from 10.8% in 2016-17 to 11.2% in 2017-18.

In 2013, we also clarified the law to address the widespread misconception that parents were entitled to take their children on holiday during term time. No such entitlement has ever existed in law. In clarifying the law, the Government ensured that headteachers retained the discretion to authorise a leave of absence when they were confident that the request constituted an exceptional circumstance. The Department has not specified to schools what constitutes exceptional circumstances. Schools know their pupils better than the Department, and can consider the specific details and relevant context behind each request for a leave of absence.

My hon. Friend will agree that what constitutes exceptional circumstances will differ enormously depending on individual and local circumstances. That is why it would not be appropriate for the Government to dictate what exceptional circumstances would warrant authorised absence across the country. We are clear that children should not be absent from school unless the circumstances are genuinely exceptional.

I agree with my hon. Friend that a positive and constructive relationship between parents and schools is essential. That is why we encourage parents to talk to their child’s school to make their case when they require a leave of absence. If parents wish to take their child out of school, the onus is on them to apply to the school in advance for a leave of absence, demonstrating in their application why they believe that there are exceptional circumstances.

I disagree with my hon. Friend that the Department’s attendance policy is counterproductive. Despite a very small increase in overall absence from 4.7% in 2016-17 to 4.8% in 2017-18, overall absence has fallen significantly from 6% in 2009-10. Parents have a duty, under section 7 of the Education Act 1996, to ensure that if their child is of compulsory school age—five to 16—he or she receives an

“efficient full-time education…either by attendance at school or otherwise”.

We have ensured that schools and local authorities have a range of measures to support or sanction parents when their child’s absence from school becomes a problem. The law gives schools and local authorities powers to offer parenting contracts and obtain parenting orders in relation to attendance. The law is clear that if parents register their child at a school and the child fails to attend regularly, parents may be guilty of an offence under section 444 of the 1996 Act, and may be given a penalty notice unless statutory exceptions apply, including where leave has been granted by the headteacher.

The penalty notice offers parents the opportunity to avoid any conviction for the offence, if the penalty is paid in full and within the timescales. Prosecution of a parent is available to local authorities as the ultimate sanction under section 444 of the 1996 Act. Penalties are therefore a way of avoiding prosecution, although of course local authorities can go straight for a prosecution.

Since we last debated the issue, the Supreme Court has clarified that regular attendance in section 444(1) of the 1996 Act means attendance

“in accordance with attendance rules”.

The Court also recognised the disruptive effect of taking a child out of school during term time, both on the child and on the work and study of the other children at the school and in the class.

Turning to my hon. Friend’s point about term-time holidays, the Government recognise the value of family holidays in providing enriching experiences that can indeed have educational value. However, the school year is designed to give families the opportunity to enjoy breaks and holidays without disrupting their children’s education. Schools are in session for 190 out of 365 days, leaving 175 days in a year on which parents can take their children away on holiday. I recognise that the cost of holidays is a frustration for parents, and the Secretary of State and I encourage travel operators to do what they can to provide value for money to families.

The Government do not set term and holiday dates. Decisions around term dates are best taken locally, especially where the local industry—for example, tourism—creates a compelling reason to set term dates that differ from those of the rest of the country. Local authorities are responsible for setting term dates for community schools, community special schools, and voluntary-controlled schools.

Variation in school holiday dates between local authorities already exists. That was seen over the recent Easter holidays. Sheffield City Council, for example, has a fixed Easter break at the beginning of April, which this year fell outside the official Easter peak. Similarly, in 2017, Nottinghamshire County Council took the decision to shorten its summer break and extend its October half term to two weeks, following consultation with parents.

All academies and free schools, which account for about 36% of state-funded schools, have responsibility for setting their term and holiday dates. Other schools, where the governing body is the employer of staff, such as foundation or voluntary-aided schools, also have that power, which some have already used to adapt their term dates to suit the needs of their pupils and local areas. That is an important freedom that the Government have encouraged schools to use. If parents and schools want different term dates, so they can take their children on holidays outside the more expensive peak holiday season, they should discuss that with their local authority, or with their child’s school, if it is a foundation, voluntary-aided school or academy.

[Helen Goodman]

Will the Minister address the question of whether Ofsted is failing schools if attendance is below 96%? If 96% is the wrong number, will he tell us the right one?

[Nick Gibb]

I am about to come on to Ofsted, which was also raised by my hon. Friend the Member for St Austell and Newquay, and its role in influencing schools’ decisions.

Ofsted’s inspection framework makes it clear that it will consider an up-to-date attendance analysis for all groups of pupils. Inspectors will make a judgment about the behaviour and attitudes in a school. The inspection framework specifies that in doing so, they will look for a strong focus on attendance and punctuality, so that disruption is minimised. They will expect to see clear and effective behaviour and attendance policies, with clearly defined consequences that are applied consistently and fairly by all staff. They will also consider how well the school meets the needs of all pupils, including those with special educational needs and disabilities, and pupils’ spiritual, moral, social and cultural development.

I am grateful to my hon. Friend and other hon. Members for highlighting the issues around school attendance. To answer my hon. Friend’s question about how the money is spent, the requirement is for it to be reinvested in the attendance system in the local area. The system is intended to be cost-neutral. Many areas spend it on supporting projects to improve school attendance locally.[Official Report, 10 June 2019, Vol. 661, c. 3MC.]

The Government take the issue seriously and have put in place a number of measures to prioritise and incentivise school attendance. We will continue to monitor progress and encourage schools and local authorities to use their powers to stagger term dates where appropriate.

Question put and agreed to.

Education Funding

Nick Gibb Excerpts

Tuesday 4th June 2019 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a real pleasure to serve under your chairmanship, Mr Hollobone. I congratulate my hon. Friend the Member for Sittingbourne and Sheppey (Gordon Henderson) on securing this debate and on his excellent opening speech.

The Government are determined to create a world-class education system that offers opportunities to everyone, no matter their circumstances or where they live. That is why we are investing in our education system, to ensure that schools have the resources that they need to make that happen. The point of our investment is to help children to achieve, and I will first emphasise the significant progress we are already making towards creating a world-class education system.

Thanks in part to our reforms, the proportion of pupils in good or outstanding schools has increased from 66% in 2010 to 85% in 2018. My hon. Friend cited the figures in his local area as well. In primary schools, our more rigorous curriculum—now on a par with the highest-performing ones in the world—has been taught since September 2014. Since it was first tested in 2016, the proportion of primary school pupils reaching the expected standard in the maths test has risen from 70% to 76% in 2018; and in reading, which is dear to my hon. Friend’s heart, from 66% to 75% in 2018.

In secondary schools, the more rigorous academic curriculum and qualifications support social mobility by ensuring that disadvantaged children have the same opportunities for a knowledge-rich curriculum, and the same career and life opportunities as their peers. In primary schools, the attainment gap between the most disadvantaged pupils and their peers, measured by the disadvantage gap index, has narrowed by 13.2% since 2011.

To support such improvements, the Government prioritised education funding while having to take some difficult decisions in other areas of public spending. We have been able to do that because of our balanced approach to the public finances and our stewardship of the economy, which has reduced the annual deficit from an unsustainable 10% of GDP, or some £150 billion a year, to 2% by 2018. The economic stability that that has provided has resulted in employment rising to record levels and unemployment being at its lowest level since the 1970s, halving youth unemployment and giving young people leaving school more opportunities to have jobs and start their careers.

It is that balanced approach that allows us to invest in public services and education. Core funding for schools and high needs has risen from almost £41 billion in 2017-18 to £43.5 billion this year. That includes the extra £1.3 billion for schools and high needs announced in 2017, which we invested across 2018-19 and 2019-20, over and above plans set out in 2015. That means that, while we do recognise the budgeting challenges that schools have faced, funding remains high by historical standards. Figures from the Institute for Fiscal Studies show that real-terms per-pupil funding for five to 16-year-olds in 2020 will be more than 50% higher than it was in 2000. However, that does not mean that we do not understand the pressures that schools face.

We are committed to direct school funding where it is needed most. This is why, since April last year, we have started to distribute funding to schools through the national funding formula. The formula is a fairer way to distribute school funding because each area’s allocation takes into account the individual needs and characteristics of its schools and pupils. That means that, as indicated by my hon. Friend, Kent’s allocation will not be the same as that of an area where pupils have a greater amount of additional needs. It is right that schools with a higher proportion of pupils with additional needs, such as those indicated by deprivation or low prior attainment, should get extra funding.

My hon. Friend cited the overall average funding per pupil in Kent compared with Greenwich. Those figures are averages and reflect overall numbers of children with additional needs in those two local authority areas. In each authority, Greenwich and Kent, a child with particular additional needs will be funded on the same basis. The only difference between the funding that the pupils will attract will be the area cost adjustment, reflecting salary costs in the two areas. That represents about £831 million in overall funding out of the £34 billion school funding total. Areas will not receive the same amount, but they receive per pupil on the same basis.

I refer my hon. Friend and other hon. Members to the schedules that show how the national funding formula is made up. Local authorities will attract the same figure for every primary school pupil in 2019-20, regardless of where they are in the country, and the same figure for secondary and key stage 4. That represents about 73% of the total funding per pupil. The remaining 27% is made up of additional needs. For example, a pupil who has qualified for free school meals in the last six years will attract £540 in primary and £785 in secondary. If that secondary school pupil is in band D of the income deprivation affecting children index, they will attract another £515. If that secondary school pupil has low prior attainment based on primary school results, they will attract an additional £1,550. If that secondary school child has English as an additional language, they will attract an additional £1,385. That applies whether that pupil lives in Sheppey, Greenwich or York. The only difference will be that those figures are multiplied by the percentage area cost adjustment.[Official Report, 15 July 2019, Vol. 663, c. 6MC.]

Schools are already benefiting from the gains delivered by the national funding formula. Since 2017, we have given every local authority more money for every pupil in every school, while allocating the biggest increases to the schools that the previous system left most underfunded. This year, all schools have attracted an increase of at least 1% per pupil compared with their 2017-18 baselines and the most underfunded schools have attracted up to 6% more per pupil compared with 2017-18. A caveat to that is the point raised by my hon. Friend the Member for Henley (John Howell): the local authorities will receive that on the basis of the national funding formula, but we are still using the local formula to allocate that funding to schools. That is why there is a discrepancy between the national funding formula allocations and the actual amounts allocated to the schools. At the moment, we are allowing some discretion and flexibility in the system, so that local authorities can decide how that money is allocated to local authority areas.

Under the national formula, schools in the constituency of my hon. Friend the Member for Sittingbourne and Sheppey will attract an extra 4.8% per pupil in 2019-20 compared with 2017-18. That is what Kent will receive for schools in his constituency. In the constituency of the hon. Member for Stretford and Urmston (Kate Green), schools will attract 2.6% more per pupil in 2019-20 compared with 2017-18. In York Central, schools will attract 5.4% more per pupil in 2019-20 compared with the baseline of 2017-18. The hon. Member for York Central (Rachael Maskell) mentioned Tang Hall Primary School. I add my congratulations to that school, where last year 77% of pupils achieved the expected standard in reading, writing and maths, compared with 64% nationally. They are above average in reading and well above average in writing.

[Rachael Maskell]

I appreciate that the Minister praises the hard work of the teachers in supporting children’s learning in that school; however, it is the 23% that I am most concerned about. That we have the largest attainment gap in the country while our funding is the lowest is of great concern.

[Nick Gibb]

I am concerned about that too. I want that 64% nationally to be significantly higher. That is the drive of this Government. Since 2010, standards have been rising. I am particularly proud of what we have achieved in reading in primary schools. Our nine-year-olds have achieved their highest ever score in the progress in international reading literacy study test—we rose from joint 10th to joint eighth between 2011 and 2016. I hope that, in the long term, that will address the real concerns expressed by my hon. Friend the Member for Sittingbourne and Sheppey.

My hon. Friend raised the issue of capital funding. Government funding for school places is based on local authorities’ own data; we fund the places that they report are needed. Local authorities can use that grant funding to provide places in new schools or through expansions of existing schools, and can work with any school in their local area in doing so. Kent has been allocated £328 million to provide new school places between 2011 and 2021. It is for Kent County Council to decide how to allocate that capital. Nationally, the Government have already committed £7 billion to create new school places between 2015 and 2021, which is on top of investment in the free schools programme. We are on track to create 1 million more school places this decade—the largest increase in school capacity in at least two generations.

As important as the funding that schools receive is how they spend those resources. It is essential that we do all that we can to help schools to make the most of every pound. That is why we have set out a strategy to support schools to make savings on the more than £10 billion they spend each year on non-staffing costs. That strategy provides schools with practical advice on how to identify potential savings, including deals to buy energy, computers and so on.

[Mr Philip Hollobone (in the Chair)]

Order. I am afraid we have run out of time; this is the equivalent of the school bell having rung. The Minister may want to send his remarks to the Members present. I call Gordon Henderson to give his closing remarks.

[Gordon Henderson]

Thank you, Mr Hollobone. I intend to be brief, so the Minister could probably have finished his speech. I would like to thank all the Members who have taken the trouble to come along to the debate. Westminster Hall debates are often difficult if only the Minister is present. I am delighted that more people have shown an interest.

I thank the Minister for his response. He gave us a lot of statistics—I refer to my opening speech, in which I talked about lies, damned lies and statistics—and I will read Hansard with great interest to take them in more fully. I do not think there is anything he could have said or did say that will convince me that it is right that a secondary school in Greenwich should get so much more—£1,700 more—on average than secondary schools in my constituency.

[Nick Gibb]

I failed to mention that, in addition to the funding formula, there is a transition—a minimum floor standard whereby we protect schools that would have received less under the formula. That will be another reason for the discrepancy between Greenwich and my hon. Friend’s constituency.

[Gordon Henderson]

I appreciate that, and I hope that my schools will feel the benefit. I would be very surprised if they are as grateful as some might expect them to be. I reiterate that education is the most important gift that we can give people. Sadly, historically, too many people living in my constituency—I am talking about people in their 40s, 50s and 60s—are still unable to read the language of their nation. I think it is shameful that we are not able to find a way through our education system to enable those people to write and read the English language.

Ivybridge Community College: Examination Pressure

Nick Gibb Excerpts

Tuesday 7th May 2019 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Sir Graham. I congratulate my hon. Friend the Member for South West Devon (Sir Gary Streeter) on securing the debate, and the pupils at Ivybridge Community College—particularly Lucy, Amelia, Evie, Ela, Lilana, Izzy, Annabelle, Nell, Ella, Katy, Katie and Cameron—on providing such clear and articulate views on this important topic. I recall visiting the college some years ago and opening an excellent maths department. It is an outstanding school with a high proportion of pupils being entered for the EBacc combination of core academic GCSEs.

I agree with many of the points that the pupils made to my hon. Friend, including that mental health is about not just treatment, but prevention. There has been a lot of focus on the significant investment that the Government are making in increasing specialist children and young people’s mental health services. The NHS long-term plan announced that by 2023-24 an additional 345,000 children and young people aged up to 25 will receive mental health support via NHS-funded mental health services and new mental health support teams, as referred to by my hon. Friend. Mental health services will continue to receive a growing share of the NHS budget, with funding set to grow by at least £2.3 billion a year by 2023-24. Spending on children and young people’s mental health services will grow faster than adult services, and faster than other NHS spending. That investment will go a long way towards tackling the sort of waiting times highlighted by my hon. Friend.

The trailblazer areas testing our Green Paper proposals include some testing about how to achieve waiting times of a maximum of four weeks. But the trailblazers also focus on prevention. The mental health support teams that we are introducing will be linked to groups of schools and colleges, bringing expertise in dealing with milder and more moderate conditions, precisely to provide fast, local responses to issues as they arise. It is a huge undertaking. The teams will introduce a new, trained workforce, eventually numbering in its thousands, to provide support in the more preventive way envisaged by the young people of Ivybridge college.

The preventive aspects of our reforms do not stop there. The Department is providing up to £95 million between 2019 and 2024 to support the delivery of the Green Paper proposals, including the costs of a significant training programme for senior mental health leads, to help schools to put whole-school approaches to mental health in place.

The Ivybridge pupils emphasised the importance of PSHE to my hon. Friend. Our reforms in that area, making a new relationships and health education curriculum compulsory in all state-funded schools from September 2020, are probably the most significant preventive step of all. Health education includes a new requirement for all pupils to be taught about mental health. The aim of making the subject compulsory is to bring the quality and consistency that the pupils are calling for, ensuring that pupils are taught the right framework of knowledge to help them to lead a mentally healthy lifestyle and deal with the challenges they face.

The new subject will include content such as understanding emotions, identifying where someone is experiencing signs of poor mental health, simple self-care, and how and when to seek support. Schools will be required to teach the new subjects from September 2020, but we are encouraging schools to get under way sooner. We already have hundreds of schools signed up as early adopters, with more schools registering every day. To help schools to teach the new subjects effectively, we recently announced an additional £6 million in 2019-20 to design and develop the training and resources that schools need.

We are also building the evidence on what other support for wellbeing works in schools. Our children and young people’s mental health and wellbeing research programme is one of the largest studies of its kind in the world. Thousands of children and young people will learn how to use a range of innovative techniques to promote good mental health and wellbeing.

I was not surprised to hear the views of young people that social media can be a force for good in relation to mental health—although I was impressed by the range of apps that my hon. Friend is familiar with. Social media is part of life and relationships for young people, but for it to be helpful we need to make sure that the online environment is as safe as possible. The Government’s recent online harms White Paper set out a range of measures, detailing how we will tackle online harms and setting clear responsibilities for technology companies to keep UK citizens, and especially children, safe.

We also need to equip young people with the knowledge to use the internet and social media safely, understanding how to deal with the different behaviours they will encounter online. That is why, to support the teaching of the relationships and health education content, we are developing detailed guidance on teaching about all aspects of internet safety, to help schools deliver the new subjects in a co-ordinated and coherent way.

We know that all kinds of bullying, whether in school or online, can have long-term effects on mental health as well as immediate impacts on pupils. The Government have sent a clear message to schools that bullying for any reason is unacceptable. All schools are legally required to have a behaviour policy with measures to prevent all forms of bullying. Relationships education will also include content on tackling bullying. To support schools further, we are providing more than £2.8 million to projects run by anti-bullying organisations such as the Anti-Bullying Alliance and the Diana Award.

My hon. Friend also talked about exam stress, which obviously is a particular issue at this time of year, with hundreds of thousands of teenagers up and down the country preparing to sit their GCSEs, A-levels and other exams. I take this opportunity to wish all those students, including those at Ivybridge, all the very best with their exams.

I would beg to differ from my hon. Friend on one point, when he says that exam stress was not much of an issue in the 1960s and 1970s. I think that exams are inherently stressful, for any generation. Perhaps my hon. Friend has forgotten, but certainly my own experience in the 1970s was that sitting my O-levels and A-levels was a challenging time. I know that for some students that pressure can get too much and can tip over into real mental health problems. Clearly that is a matter for concern, and the support that I have described is there to help those young people.

However, for very many young people the level of stress created by exams is manageable, so long as they are well supported by their schools, families and peers. Research shows that there is a clear difference between exam stress and exam anxiety, which is a cause for concern. Recent research found that young people recognise that exams can be a time of pressure and want their school to support them, especially on how best to revise and prepare for those exams. We trust schools to provide that guidance, and there is help to support them to do so. Ofqual support includes a blog aimed at teachers and a guide for students on coping with exam pressure, produced with Professor Dave Putwain from Liverpool John Moores University.

My hon. Friend mentioned that two of the students at Ivybridge had talked about not wanting to feel that they are in competition with their classmates. He also invited me to comment on the fact that there are many successful people who did not do well in their exams. He is quite right; no student should be made to feel that their life chances are over because they did badly in an exam. However, as my right hon. Friend the Secretary of State said in his recent article on the subject, not many of those people

“would say that it isn’t important to do as well as you can.”

Few people succeed without preparing and working hard. All anyone can expect of our young people over the next few weeks is that they do their best.

Doing as well as you can does not necessarily come at the expense of others, and certainly not your classmates. It is fundamental to any qualification that it tests individual performance. Each young person will take that qualification forward with them into later life as evidence of what they know and can do. I also believe that it is right to expose young people to a certain level of competition, to help build the resilience that will help them to make a success of their adult lives, but that does not mean that schools should not foster a collaborative spirit and encourage team working during the school year. Indeed, I would hope that all schools are doing exactly that.

That brings me to an element of our preventive work that is especially pertinent, given that this debate has been inspired by young people taking an interest in mental health and helping each other out. We know that young people turn to their friends and peers first when they have concerns about mental health. Peer support programmes can be an effective part of a whole-school approach to mental wellbeing, as well as in tackling bullying and supporting each other with their exams. We are working with the Anna Freud National Centre for Children and Families to pilot different approaches to peer support, to help more schools to develop or improve their own programmes.

I am grateful to my hon. Friend and the pupils of Ivybridge Community College for giving me the opportunity to set out just how much we are doing to promote mental wellbeing, as well as to increase access to specialist services. I hope they are reassured that what we are doing will go a long way to help schools and young people themselves play their part in meeting the challenge of improving the nation’s mental health.

Question put and agreed to.

Education

Nick Gibb Excerpts

Wednesday 1st May 2019 Ministerial Corrections

The following is an extract from the Back-Bench debate on School Funding on Thursday 25 April 2019.

[Nick Gibb]

I listened carefully to my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton); as a neighbouring MP, I find I always do. He will be aware that funding in his constituency has risen by 5.5% per pupil compared with 2017. That is one of the highest increases and reflects the historical underfunding of West Sussex schools—something the national funding formula was introduced to address. He referred to teachers’ pay, which is due to rise by 3.5% for teachers on the main pay scale and by 2% for those on the upper pay scale.

[Official Report, 25 April 2019, Vol. 658, c. 971.]

Letter of correction from the Minister for School Standards:

An error has been identified in my response to the debate.

The correct information should have been:

[Nick Gibb]

I listened carefully to my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton); as a neighbouring MP, I find I always do. He will be aware that funding in his constituency has risen by 5.5% per pupil compared with 2017. That is one of the highest increases and reflects the historical underfunding of West Sussex schools—something the national funding formula was introduced to address. He referred to teachers’ pay, which has risen by 3.5% for teachers on the main pay scale and by 2% for those on the upper pay scale.

Oral Answers to Questions

Nick Gibb Excerpts

Monday 29th April 2019 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

It was Labour’s decision in 2004 to make languages at key stage 4 non-compulsory that led to the dramatic drop in the numbers taking GCSE foreign languages. Thanks to our introduction of the EBacc, the percentage of pupils in state-funded schools taking a language GCSE has increased, from 40% in 2010 to 46% now. Our target is 75% studying a foreign language GCSE by 2022 and 90% by 2025.

[Sir Nicholas Soames]

Given that catastrophic mistake by the Labour party, I commend my right hon. Friend and his colleagues for the proportion of pupils taking a language GCSE increasing from 40% to 47% since 2010. Does he agree that, given the—so far, unicorn—desire to develop a really global Britain project, it will become more and more important that our students are properly equipped for a fully global world, in which Britain will have to make a new way for itself?

[Nick Gibb]

I agree with my right hon. Friend completely. As we enter a new global economy, we want to be able to trade with our European partners and need to speak European languages, as well as languages throughout the world, which is why we believe in the EBacc. I wish the Labour party would support our ambition to have 75% of students taking the EBacc combination of GCSEs by 2022.

[Nic Dakin (Scunthorpe) (Lab)]

The provision of languages post-16 has shrunk since 2010. This is largely due—or partly due at least—to the continually growing 16-to-18 funding gap on the Government’s watch. Is it not time to raise the rates so that, among other things, languages can prosper again post-16?

[Nick Gibb]

Actually, that is not the reason. The numbers taking A-level maths and further maths are at all-time highs. Languages have suffered because of the decision in 2004 on GCSEs. It is difficult for someone to take an A-level in a language if they have not studied it at GCSE.

[Greg Hands (Chelsea and Fulham) (Con)]

Speaking a language greatly increases one’s employability. According to Business Insider, the No. 1 language for getting a good job is German—going by the number of job ads and the quality and pay of the jobs—yet only 3,000 pupils sat German A-level last year. The exam could be held in Westminster Hall so few are the pupils. I appreciate that the Government have an excellent record on GCSEs. Can we do more to encourage language learning at A-level?

[Nick Gibb]

My right hon. Friend is absolutely correct. Germany is the fourth largest economy and not far away—a few hundred miles—from this country, and we need more young people studying German GCSE, which is why we have the target of having 75% taking a modern language by 2022.

[Luke Pollard (Plymouth, Sutton and Devonport) (Lab/Co-op)]

To teach more foreign languages in schools we need to recruit and retain the very best teachers. What is the Minister doing to help us retain the very best modern languages teachers, who are feeling the pressure under increased workloads and increased stress?

[Nick Gibb]

That is why we have introduced a recruitment and retention strategy and why we have £26,000 tax-free bursaries and £28,000 tax-free scholarships for the best foreign language graduates coming into teaching. Teaching is a very worthwhile profession. I hope the hon. Gentleman will talk it up, as we do on the Conservative Benches.

[Vicky Ford (Chelmsford) (Con)]

9. What steps his Department is taking to help ensure the adequate provision of school places in Essex and other areas of high growth.

[The Minister for School Standards (Nick Gibb)]

One of the first decisions the Government took on coming to office in 2010 was to double the capital expenditure on creating new school places, after the previous Labour Government cut 100,000 school places. Since 2010, some 921,000 new school places have been created, including 450 new free schools. More than £12 billion has been committed since 2011 to delivering those new schools and new school places.

[Vicky Ford]

My constituency is growing very fast and we need more school places. We have a new all-through school opening, but many of the other schools are expanding their places and then struggling because the funding comes with a lag. Come the spending review, will my right hon. Friend and the Education team support a campaign for fairer funding for schools in areas of very high growth?

[Nick Gibb]

The national funding formula allocates £287 million nationally in growth funding and local authorities also have the ability to top-slice their wider schools block funding if necessary to supplement growth funding. In 2018-19, Essex has been allocated £6.8 million in growth funding through the national funding formula growth factor, but we will, as my hon. Friend requests, make a strong case at the spending review for the right education funding for all areas.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

From some of the answers from Ministers today, anyone would think they had not been in government for nearly a decade.

School places are really important for parents, but often at this time of the year many of them find it is not they who choose the school their sons and daughters will go to but the school that chooses which pupils to accept. Can I remind Ministers of the pledges they made before the last general election? Parents in Essex and across the country were promised a review of school admissions in the Conservative party manifesto. Will the Minister keep to that promise?

[Nick Gibb]

What I will tell the hon. Lady is that last year—which is the latest for which we have figures— 97.7% of families achieved one of their top three primary school choices, 91% achieved their first choice of primary school, and 93.8% achieved one of their top three choices of secondary school. In 2010, when we came to office, just 66% of pupils attended a good or outstanding school; today the figure is 86%.

[Robert Halfon (Harlow) (Con)]

When Aspire alternative provision Academy in Harlow was taken over by the TBAP Multi-Academy Trust in 2017, it had a healthy balance and a strong business plan. Since then, it has been revealed on the BBC’s “Panorama” programme that TBAP had been in serious debt, and its public accounts were found to be inaccurate. Aspire has been dragged down with it. Does the Minister agree that it is absolutely necessary for Ofsted to inspect multi-academy trusts to prevent that situation from occurring again? How will he support Aspire, whose headteacher is here today, and which wants to be brokered to another MAT?

[Nick Gibb]

As my right hon. Friend will know, we issued a financial notice to improve to the TBAP trust in August 2018, long before the “Panorama” programme was broadcast, because we were concerned about poor financial management and controls. That notice will remain in place until we are satisfied that the trust has taken effective action to address our concerns. We always act swiftly in such circumstances, and our primary concern has been to preserve the education of children and limit the impact on the taxpayer.

[Tom Pursglove (Corby) (Con)]

rose—

[Tom Pursglove]

Thank you, Mr Speaker. That is very kind. All the pain is worth it for two great causes.

Corby is the fastest growing town in the country, and it is essential for school places to keep up with that housing growth. What reassurance can the Minister give parents in my constituency that both the policy and the resources are in place to achieve exactly that?

[Nick Gibb]

Let me add my congratulations to my hon. Friend on his achievement in the London marathon. He will be pleased to know that in 2019-20 we have introduced a new formulaic approach to the allocation of growth funding to local authorities in the NFF. It is a fairer system, because it is based not just on what the authorities spent in the past but on the actual growth in the number of pupils. We will, of course, always keep this issue under review.

[Phil Wilson (Sedgefield) (Lab)]

10. What recent assessment he has made of the adequacy of education funding in England.

--- Later in debate ---

[Jeremy Lefroy (Stafford) (Con)]

15. What steps his Department is taking to ensure that schools provide a broad curriculum.

[The Minister for School Standards (Nick Gibb)]

State-funded schools in England must offer a broad and balanced curriculum, which for maintained schools includes the national curriculum. Subject to the consultation outcome, Ofsted’s new framework will place the curriculum at the heart of inspection, with an emphasis on schools providing a broad, balanced and ambitious curriculum for all pupils, together with an emphasis on the EBacc for secondary schools.

[Jeremy Lefroy]

I thank the Minister for that answer. Across the House this afternoon, colleagues have mentioned the importance to a broad-based curriculum of music, drama, sport, public speaking, outdoor pursuits and many other things. I am delighted to hear that Ofsted will need to look at this, but does he agree that it is vital that these activities should be offered by all schools in all areas, not just by the schools in which parents and others can provide contributions to ensure that these activities happen?

[Nick Gibb]

I completely agree with my hon. Friend. All the areas that he has cited are vital for children in schools. Art and music are compulsory in the national curriculum up to age 14, and the Government have provided almost £500 million between 2016 and 2018 for arts education programmes. As he pointed out, Ofsted’s proposed framework increases the emphasis on schools’ provision of a broad curriculum, and inspectors will also expect to see rich extracurricular activities for pupils.

[Mr Speaker]

Mr Fysh? Let us hear from you on this—the curriculum, T-levels, etc.

[Mr Marcus Fysh (Yeovil) (Con)]

17. The breadth of the curriculum is important, particularly when it comes to colleges. Will my right hon. Friend join me in congratulating Yeovil College on its successful institute of technology bid, which will enable the delivery of a much broader curriculum? Will he also meet me to discuss course funding? There is some concern about whether the capital funding made available for the initial T-level pilots will be available for subsequent ones, and in the further roll-out.

[Nick Gibb]

I congratulate Yeovil College on its achievement. I can tell my hon. Friend that £38 million of capital will be made available for T-level development and that an extra £500 million a year will be allocated to that sector of our education system once the courses are up and running.

[Several hon. Members rose—]

--- Later in debate ---

[Chris Green (Bolton West) (Con)]

T5. Does my right hon. Friend the Minister for School Standards agree that when Bolton Council oversees a huge level of house building, it should provide additional school places in new schools at the heart of those new communities, rather than doubling the size of existing schools, which causes traffic problems and prevents children from walking to school?

[The Minister for School Standards (Nick Gibb)]

I agree with my hon. Friend that in many instances, it may be better to build a new primary school than to expand an existing school, and a variety of factors will need to be weighed up in making such decisions: the quality of existing provision; the impact on existing schools and the community; and the overall costs and value for money.

[Daniel Zeichner (Cambridge) (Lab)]

T2. Tony Davies, the headteacher of St Matthew’s Primary School in Cambridge, recently told a national newspaper of his fury when he learned of a £60,000 budget cut to his school next year. The school is much loved by pupils and parents, but it will now have to cut its core education services. Does the Minister share Mr Davies’s fury?

[Nick Gibb]

As we have said a number of times during this Question Time, under the national funding formula, every local authority is being funded with more money for every pupil in every school—a minimum of 1% more, and up to 6% more for schools that have been historically underfunded.

[Maria Caulfield (Lewes) (Con)]

If a school receives a pupil after the census cut-off date, it does not receive the per-pupil funding for the rest of that financial year. This is costing schools in my Lewes constituency around £4,000 per pupil. What is the Minister going to do to look again at the issue of the census cut-off date?

[Nick Gibb]

Lagged funding, of course, has an advantage in providing stability for the school system. Particularly where pupil numbers fall, for example, a school will know that it will not see an immediate drop in its funding. We keep the growth factor funding issue under review for those schools that are experiencing exceptionally high increases in pupil numbers, and we also keep this factor of the national funding formula under review.

[Dr Roberta Blackman-Woods (City of Durham) (Lab)]

T6.   Can the Minister tell the House when the Augar review of post-18 education and student funding is likely to report? I hope he does not just say, “Soon.” Will he outline the steps the Department is taking to ensure that Augar’s proposals do not adversely affect or reduce university funding, or create a more uncertain financial environment for universities?

--- Later in debate ---

[Maggie Throup (Erewash) (Con)]

Although I welcome the focus on phonics, recent research suggests that that method of teaching is less effective for children who have a specific learning disability, such as dyslexia. Will my right hon. Friend reassure me that resources will be allocated to provide teachers with the specialist training needed to support those pupils who find it hard to learn using phonics? Will he ensure that this research is taken into account when assessing the literacy levels of dyslexic children?

[Nick Gibb]

My hon. Friend is right; quality teaching with a differentiated approach ensures that pupils with special educational needs and disabilities, including dyslexia, develop key skills, such as spelling. We are funding the Whole School SEND Consortium, in order to bring together practitioners and networks, so that they can build a community of practice, identify school SEND improvements, and exchange knowledge and expertise.

[Preet Kaur Gill (Birmingham, Edgbaston) (Lab/Co-op)]

T7. A recent survey I sent to schools in my constituency found that 82% have had their budget cut in real terms for the current academic year, and 88% were pessimistic about their funding over the next three years. Will the Minister meet me and headteachers from my constituency to discuss these findings in more detail, including the implications of the Government’s cuts for our children and young people?

[Nick Gibb]

The national funding formula came into effect in 2018-19, the last financial year, and it is in effect in this financial year, 2019-20. We are maintaining per-pupil spending in real terms in both those financial years. As I have said, since 2017 we have been allocating to local authorities more money for every pupil in every school.

[Mr William Wragg (Hazel Grove) (Con)]

rose—

--- Later in debate ---

[Robert Courts (Witney) (Con)]

Will Ministers join me in congratulating Queen Emma’s Primary School in Witney on its recent Ofsted success, and will they join me in noting that it is the school’s use of phonics combined with a broad, attractive curriculum that is providing an outstanding education for the children of Witney at primary, secondary and beyond?

[Nick Gibb]

rose—

[Mr Speaker]

The mention of phonics is usually a magnet for the right hon. Member for Bognor Regis and Littlehampton (Nick Gibb).

[Nick Gibb]

I was determined that no one else would answer this question, Mr Speaker. I send my congratulations to Queen Emma’s Primary School on a wonderful set of results in its Ofsted inspection. Phonics is the most effective way of teaching young children to read, and 82% are now reaching the expected standard. There is a direct link between reaching the expected standard in a phonics check and reaching the expected standard in the key stage 2 reading test: 88% of those who reach the expected standard in a phonics check go on to reach the expected standard in reading at key stage 2.

[Deidre Brock (Edinburgh North and Leith) (SNP)]

The Minister previously spoke warmly of his desire to maintain good relations with Europe after Brexit. Is he aware of the very recent comments by Guy Verhofstadt, the EU Parliament’s Brexit negotiator, that students should not be “victims of Brexit”, and that he intends to write to the Prime Minister to say that the EU will never accept the Government’s hike in tuition fees for EU students? How does the Minister think that the PM will answer?

School Funding

Nick Gibb Excerpts

Thursday 25th April 2019 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

Let me start by saying that I share the sentiments expressed by the hon. Member for Wythenshawe and Sale East (Mike Kane) about Stephen Yaxley-Lennon’s visit to his constituency today, and I am sure they are shared right across this House.

I congratulate my hon. Friend the Member for St Albans (Mrs Main) on securing and opening this important debate. The Government are determined to create a world-class education system that offers opportunity to every child, no matter their circumstances or where they live. I share the views of many in this debate that schools must have the resources they need to make that happen. That is why we are investing in our schools, delivering on our promise to make funding fairer so that the investment is going to the right places, and helping schools to make the most out of every pound they receive.

[Julian Knight (Solihull) (Con)]

Does the Minister agree with my analysis, based on one-to-one meetings with headteachers in Solihull, that much of the long-term financial challenge relates to teachers’ pensions and that we must put those on a sustainable long-term footing, as well as dealing with the real challenges we face in the here and now?

[Nick Gibb]

My hon. Friend makes an important point about the teachers’ pension scheme. The employer contribution rate will increase from 16% to 23% in September 2019 but, as confirmed earlier in April, we will be providing funding for this increase in 2019-20 for all state-funded schools, further education and sixth-form colleges, and adult community learning providers. My hon. Friend the Member for Saffron Walden (Mrs Badenoch) asked about that funding in future years, and it will of course be a matter for the spending review.

The hon. Member for Enfield, Southgate (Bambos Charalambous) asked whether I could meet his local headteachers to discuss funding, and I would be delighted to do so. The Secretary of State and I meet headteachers regularly, almost on a weekly basis, to discuss not only school funding, but other issues such as standards in our schools, and we would be happy to do that with the hon. Gentleman’s local headteachers as well.

Standards are rising in our schools. Thanks in part to our reforms, the proportion of pupils in good or outstanding schools has increased from 66% in 2010 to 85%. I listened carefully to the excellent opening speech by my hon. Friend the Member for St Albans, who has raised the issue of school funding, both for her constituency’s schools and nationally, on many occasions, including in Westminster Hall debates recently and again today. I am sure that the Treasury will also have heard what she had to say today. I can give her the assurances she seeks that the Secretary of State and I are both working hard to prepare our spending review bid for when that process starts later in the year to ensure that we have the best bid possible for schools, high-needs and post-16 funding.

As I was saying, standards are rising in our schools. In primary schools, our more rigorous curriculum is on a par with the highest-performing in the world and it has been taught since September 2014. Since it was first tested in 2016, we have seen the proportion of primary school pupils reaching the expected standard in the maths test rise from 70% to 76% in 2018, and in the reading test the figure has risen from 66% to 75%. Of course we would not know that if we adopted the Labour party’s policy of scrapping SATs, which of course we will not do.

[Mike Kane]

Will the Minister give way?

[Nick Gibb]

I will not give way.

Since the introduction of the phonics check in 2012, the proportion of six-year-olds reaching the expected standards in the phonics decoding check has risen from 58% in 2012 to 82% last year. We have risen from joint 10th to joint eighth in the PIRLS—the Progress in International Reading Literacy Study—of the reading ability of nine-year-olds, achieving our highest ever score in that survey. In secondary schools, our more rigorous academic curriculum and qualifications support social mobility by giving disadvantaged children the knowledge they need to have the same career and life opportunities as their peers. The attainment gap between the most disadvantaged pupils and their peers, measured by the disadvantage gap index, has narrowed by nearly 10% since 2011.

To support these improvements, the Government have prioritised school spending, while having to take difficult decisions in other areas of public spending. We have been able to do that because of our balanced approach to the public finances and to our stewardship of the economy, reducing the annual deficit from an unsustainable 10% of GDP in 2010—some £150 billion a year—to 2% in 2018. The economic stability that that provided has resulted in employment rising to record levels and unemployment being at its lowest level since the 1970s, giving young people leaving school more opportunities to have jobs and start their careers. Youth unemployment is at half the rate it was when we came into office in 2010, taking over from Labour.

It is our balanced approach that allows us to invest in public services. Core funding for schools and high needs has risen from almost £41 billion in 2017-18 to £43.5 billion this year. That includes the extra £1.3 billion for schools and high needs that was announced in 2017 and that we have invested across 2018-19 and 2019-20, over and above the plans set out in the spending review.

Figures from the Institute for Fiscal Studies show that in 2020 real-terms per pupil funding for five to 16-year-olds in schools will be more than 50% higher than it was in 2000. We do recognise, though, the budgeting challenges that schools face as we ask them to achieve more for children. One element of it is about making sure that money is directed to where it is needed most. Since April last year, we have started to distribute funding through the new national funding formula, with each area’s allocation taking into account the individual needs and characteristics of its pupils and schools. Schools are already benefiting from the gains delivered by the national funding formula.

Since 2017, we have given every local authority more money for every pupil in every school, while allocating the biggest increases to the schools that the previous system had left most underfunded. By 2019-20, all schools will attract an increase of at least 1% per pupil compared with 2017-18 baselines, and the most underfunded schools will attract up to 6% more per pupil by 2019-20, compared with 2017-18.

[Robert Halfon]

I welcome what my right hon. Friend said about phonics and SATs, which it is important we keep, but does he agree that if the national health service can have a 10-year plan and a five-year funding settlement, education should have a 10-year plan and a minimum of a five-year funding settlement?

[Nick Gibb]

As I have said to the Education Committee, which my right hon. Friend chairs, I do not disagree with that view. We will say more about our approach to the spending review in due course.

In Hertfordshire, where the constituency of my hon. Friend the Member for St Albans is located, funding for schools has increased this year under the national funding formula by 2.4% per pupil compared with 2017. That is equivalent to an extra £32.1 million in total, when rising pupil numbers are taken into account.

My hon. Friend the Member for Saffron Walden made a measured and therefore persuasive speech about the funding of schools in her constituency. As a consequence, her words will undoubtedly carry weight with the Treasury. She made the important point that 90% of pupils in her constituency now attend good or outstanding schools, compared with just 67% in 2010.

I listened carefully to my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton); as a neighbouring MP, I find I always do. He will be aware that funding in his constituency has risen by 5.5% per pupil compared with 2017. That is one of the highest increases and reflects the historical underfunding of West Sussex schools—something the national funding formula was introduced to address. He referred to teachers’ pay, which is due to rise by 3.5% for teachers on the main pay scale and by 2% for those on the upper pay scale.[Official Report, 1 May 2019, Vol. 659, c. 3MC.] We are funding both those pay rises, except for the first 1%, which schools will have budgeted for already.

I also listened carefully to the speech by my right hon. Friend the Member for New Forest West (Sir Desmond Swayne). I congratulate him on the fact that 96% of pupils in schools in his constituency are attending good or outstanding schools. He will be aware that under the national funding formula per pupil funding in his constituency is rising by 4.5% compared with 2017-18.

I welcome the contribution to the debate by my hon. Friend the Member for Filton and Bradley Stoke (Jack Lopresti) and his acknowledgement that, as a result of the fairer national funding formula, schools in his constituency will attract a 5.9% per pupil increase. In a compelling speech, my hon. Friend the Member for Cheltenham (Alex Chalk) raised the issue of special needs funding. Our commitment to helping every child to reach their full potential applies just as strongly to children with special educational needs and disabilities as it does to any other child, and we know that schools share that commitment. We recognise the concerns that have been raised about the costs of making provision for children and young people with complex special educational needs. We have increased overall funding allocations to local authorities for high needs year on year, and we announced in December that we will provide an additional £250 million over these last two financial years.

[Jim McMahon]

Will the Minister give way?

[Nick Gibb]

I will not, because I am running out of time; I do apologise to the hon. Gentleman.

In Hertfordshire, for example, that means that the authority will receive an additional £5.7 million between these two financial years, taking its high-needs funding to £114.7 million. High-needs funding nationally is now over £6 billion, having risen by £1 billion since 2013. We will ensure in the coming spending review that we keep a firm focus on identifying the resources required to ensure that the most vulnerable children are receiving the support they need. Of course, the response to pressures on high-needs budgets cannot be about just funding. It must also be about ensuring that we are spending the money effectively.

My hon. Friend the Member for St Albans also raised the issue of post-16 funding. We recognise the pressures that post-16 funding has been under—my right hon. Friend the Minister for Apprenticeships and Skills is also listening to this debate. We have protected the base rate of funding for all 16 to 19-year-old students until 2020, and our commitment to the 16-to-19 sector has contributed to what is the highest proportion of 16 to 17-year-olds participating in education or apprenticeships since records began. We are also providing additional funding to support colleges and schools to grow participation in level 3 maths. Institutions will receive an extra £600 for every additional student for the next academic year, 2019-20.

I have listened carefully to hon. and right hon. Members’ speeches today. The Government recognise the pressure on schools as we seek to balance the public finances. While bringing down the budget deficit, we have protected funding for the NHS, international development and schools for five to 16-year-olds. We are now preparing the best spending review bid that we can for schools, for high needs and for post-16 funding, and today’s debate will undoubtedly have an influence on the Treasury. Standards are rising in our schools. The attainment gap between children from disadvantaged backgrounds has closed by 13.5% since 2011 for primary schools and 9.5% for secondary schools. Reading standards are rising, maths standards are rising and the proportion of pupils being taught in good or outstanding schools has risen significantly. I am grateful to all Members who have contributed to today’s debate and I know that they will have been heard in all the right places.

Teacher Training Skills Test

Nick Gibb Excerpts

Thursday 11th April 2019 Written Statements

[The Minister for School Standards (Nick Gibb)]

I would like to set out for the House some actions my Department is taking to resolve an error we have identified in the marking scheme of one of the professional skills tests for prospective teachers.

The skills tests assess the core skills that teachers need to fulfil their professional role in schools. This is to ensure all teachers are competent in numeracy and literacy, regardless of their specialism.

All current and prospective trainee teachers must pass the skills tests in numeracy and literacy before they can be recommended for the award of qualified teacher status (QTS). Trainee teachers must pass the skills tests before they start their course of initial teacher training.

Since February 2018, candidates have been able to take unlimited test attempts, with the first three attempts offered free of charge.

The design of the skills tests is the responsibility of the Standards and Testing Agency (STA). The agency recently reviewed all marking schemes in operation for the skills tests and discovered an error in one test. This test was immediately taken out of use and the STA have confirmed that there are no errors in the remaining marking schemes that are in operation.

The error applies to a marking scheme for one of the literacy skills tests and has resulted in a small number of candidates failing their literacy test when they should have passed. The incorrect marking scheme for this test has been in operation for at least 10 years. We know that just over 200 candidates were affected by the error between September 2017 and November 2018, approximately 150 of whom went on to pass their literacy test.

We will offer a payment to compensate candidates affected for any expenses they may have incurred in having to retake the test. My Department will make best endeavours to contact candidates affected by the marking scheme error. Any candidates who think they may have been affected can also contact the skills test helpline by emailing [e-mail].

It is regrettable that this error has prevented some candidates from progressing their applications to teacher training. My Department is taking swift action to make sure that those affected are supported to progress their applications.

The chief executive of the STA has assured me that there are no remaining marking scheme errors and that the schemes will be quality assured on a regular basis to prevent further errors.

[HCWS1511]

School Condition Funding

Nick Gibb Excerpts

Thursday 4th April 2019 Written Statements

[The Minister for School Standards (Nick Gibb)]

Today, I am announcing the allocation of over £1.4 billion of capital funding in the financial year 2019-20 to maintain and improve the condition of the school estate.

This funding is provided to ensure schools have well maintained facilities to provide students with safe environments that support a high-quality education. It is part of £23 billion committed over 2016-21 to deliver new school places, rebuild or refurbish buildings in the worst condition and deliver thousands of condition projects across the school estate.

For the financial year 2019-20, the £1.4 billion of capital funding includes:

Almost £800 million for local authorities, voluntary aided partnerships, larger multi-academy trusts and academy sponsors, to invest in maintaining and improving the condition of their schools.

Over £400 million available through the condition improvement fund for essential maintenance projects at small and stand-alone academy trusts and sixth-form colleges.

Over £200 million of devolved formula capital allocated directly for schools to spend on small capital projects to meet their own priorities.

Details of successful applications to the condition improvement fund have also been published today, covering 1,413 projects at 1,210 schools and sixth-form colleges.

Details of today’s announcement will be published on the Department for Education section on the gov.uk website. Announcement notifications are also being sent electronically to responsible bodies’ chief executive officers.

[HCWS1482]

Education

Nick Gibb Excerpts

Thursday 21st March 2019 Ministerial Corrections

[Nadhim Zahawi]

To my knowledge, two local authorities have done the similar things in England, and I urge other local authorities to look into what they can do to help childcare providers to cope with business rates.

School Funding

The following is an extract from the winding-up speech by the Minister for School Standards (Nick Gibb) in the e-petition debate on School Funding:

[Nick Gibb]

In secondary schools, our more rigorous academic curriculum and qualifications support social mobility by giving disadvantaged children the knowledge they need to have the same career and life opportunities as their peers. I thank the 452,000 teachers—10,000 more than in 2010—who have delivered these higher standards in our schools. I also thank the 263,000 teaching assistants, of which there are 49,000 more than in 2011, and the 263,000 support staff, of which there are 129,000 more than in 2011.

To support these improvements, the Government have prioritised school spending while having to take difficult decisions in other areas of public spending. We have been enabled to do that by our balanced approach to the public finances and to our stewardship of the economy, reducing the unsustainable annual deficit of £150 billion, which was 10% of GDP in 2010, but 2% in 2018. The economic stability that that provided has resulted in employment rising to a record 32.6 million and unemployment being at its lowest level since the 1970s, giving young people leaving school more opportunities to have jobs and start their careers.

[Official Report, 4 March 2019, Vol. 655, c. 298WH.]

Letter of correction from the Minister for School Standards:

Errors have been identified in the response I gave to the e-petition debate on School Funding.

The correct statements should have been:

[Nick Gibb]

In secondary schools, our more rigorous academic curriculum and qualifications support social mobility by giving disadvantaged children the knowledge they need to have the same career and life opportunities as their peers. I thank the 452,000 teachers—10,000 more than in 2010—who have delivered these higher standards in our schools. I also thank the 263,000 teaching assistants, of which there are 49,000 more than in 2011, and the 145,000 support staff, of which there are 14,000 more than in 2011.

To support these improvements, the Government have prioritised school spending while having to take difficult decisions in other areas of public spending. We have been enabled to do that by our balanced approach to the public finances and to our stewardship of the economy, reducing the unsustainable annual deficit of £150 billion, which was 10% of GDP in 2010, but 2% in 2018. The economic stability that that provided has resulted in employment rising to a record 32.6 million and unemployment being at its joint lowest level since 1975, giving young people leaving school more opportunities to have jobs and start their careers.

The following are extracts from the winding-up speech by the Minister for School Standards (Nick Gibb) in the e-petition debate on school Funding.

[Nick Gibb]

My hon. Friend the Member for Hazel Grove asked about funding for the increase in the employer contribution to teachers’ pensions. That will rise to 23.6%, so 23.6% of the salary will be paid by the employer into the teacher pension scheme.

[Official Report, 4 March 2019, Vol. 655, c. 300WH.]

[Nick Gibb]

My hon. Friend the Member for Colchester raised the issue of FE funding. We have protected the base rate of funding for 16 to 19-year-olds until 2020 at £4,000 per pupil and we continue to provide extra funding to add to that base rate; an example is the £500 million of funding for T-levels.

[Official Report, 4 March 2019, Vol. 655, c. 301WH.]

Letter of correction from The Minister for School Standards.

Errors have been identified in the responses I gave to the e-petition debate on School Funding.

The correct statements would have been:

[Nick Gibb]

My hon. Friend the Member for Hazel Grove asked about funding for the increase in the employer contribution to teachers’ pensions. That will rise to around 23.6%, so 23.6% of the salary will be paid by the employer into the teacher pension scheme.

[Nick Gibb]

My hon. Friend the Member for Colchester raised the issue of FE funding. We have protected the base rate of funding for 16 to 19-year-olds until 2020 at £4,000 for 16 to 17-year-olds and we continue to provide extra funding to add to that base rate; an example is the £500 million of funding for T-levels.

Education

Nick Gibb Excerpts

Wednesday 20th March 2019 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

I beg to move,

That the draft Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019, which were laid before this House on 25 February, be approved.

The regulations represent an historic step that will equip children and young people with the knowledge they need to lead safe, healthy and happy lives.

The world children are growing up in has changed considerably since the sex and relationship guidance for schools was last updated in 2000. Thanks to the internet, children are encountering a more interconnected and interdependent world. That presents opportunities and advantages, but also risks, as children have greater exposure to information, content and people that can and do cause harm. That is why, during the passage of the Children and Social Work Act 2017, thanks to the work of my right hon. Friend the Member for Basingstoke (Mrs Miller), my hon. Friend the Member for Congleton (Fiona Bruce) and other hon. Members, the Government introduced an amendment to that measure requiring the introduction of compulsory relationships education for all primary school pupils and compulsory relationships and sex education for all secondary school pupils.

Having listened to concerns about mental health, the impact of the online world and long-standing risks related to unhealthy lifestyles, we also decided to make health education compulsory in all state-funded schools.

[Dr Matthew Offord (Hendon) (Con)]

Although I accept that the proposal is necessary in this day and age, does the Minister accept that, in politics, we have to take people with us, otherwise it causes a great deal of resentment among our constituents? Many of my constituents do not go along with the proposal and there is a great deal of concern in the Muslim community and among those of Christian faith.

[Nick Gibb]

I do understand my hon. Friend’s concerns. We worked very hard during and after the consultation process to ensure that we could assemble the widest possible consensus on the new draft guidance. We accept that it contains some very sensitive issues and I understand that some parents have legitimate concerns about their involvement in their child’s education, particularly in primary schools. We have considered that very carefully.

[Mr Jim Cunningham (Coventry South) (Lab)]

I thank the Minister for giving way. I think he knows what I am going to ask him, because he has been very helpful prior to this debate. What can he say to reassure, for example, the Muslim community in relation to these proposals? Can he provide some reassurance to them?

[Nick Gibb]

I can give the hon. Gentleman, the Muslim community and other communities who share those concerns outside this House the assurance that schools will be required, for example, to consult with parents on their relationships education, and on relationships and sex education policies. One key purpose is to help to minimise any misconception about the subjects and what might be taught, and to enable parents to decide whether to request, for example, that their child is withdrawn from sex education. We encourage schools to engage proactively with parents to set out how and when they plan to cover topics included in relationships education and RSE, so that parents can understand what is going to be taught. This means ensuring that parents know what they can and cannot withdraw their children from, that they can have an input into policies, and have sufficient time and notice to make an informed decision about whether to withdraw their children from sex education.

[Sir Edward Leigh (Gainsborough) (Con)]

Traditionally, Conservative Governments have held the line that parents have an unfettered right to withdraw their children from sex education. Under the proposals, it will for the first time be possible at certain ages for that parental veto to be overridden. What I want from the Minister, if I may ask for this, is a commitment that it will be used very rarely, that the headteacher will have to justify his actions, that it will only be used in certain circumstances where it is definitely in the interests of the child, perhaps because of some behavioural issue, and that it will not be taken as a matter of course that the veto of parents is being overridden.

[Nick Gibb]

I will come on to that specific point later in my opening remarks, but I can give my right hon. Friend the reassurance that only in exceptional circumstances will the school not respect parents’ request to withdraw their child from sex education in secondary school. There is an absolute right for parents to withdraw their child from sex education in primary school.

[Ms Angela Eagle (Wallasey) (Lab)]

This is always a sensitive subject, but we are talking about giving information to children about the daily reality of some of their contemporaries. Does the Minister not agree that we are talking about doing this in an atmosphere where we have seen what happens when being LGBT is somehow hidden and ashamed? It leads to bullying, high levels of self-hatred and mental health issues, self-harm and sometimes even suicide. Will he not just listen to those who wish completely to separate their children from basic human knowledge about the reality for LGBT pupils in schools?

[Nick Gibb]

That is, of course, one of the purposes of introducing the regulations today and the guidance is very clear about the importance of LGBT issues. However, we also want to make sure that we have a wide consensus on these issues. They are ultimately a matter for teachers in schools to decide. I will come on to that point in a little more detail.

[Jim Shannon (Strangford) (DUP)]

Minister, like others in this Chamber I have a real concern over the rights of parents. I hope the right hon. Gentleman will be able to help me on a specific point relating to the regulations that I know many others cannot understand. Given that RSE is to be taught in secondary school, how will it be possible to withdraw a child from sex education but not relationships education? Logically, a withdrawal from sex education must surely also be a withdrawal from relationship education unless the two subjects are taught separately. What is it to be: teaching RSE as an integrated subject with the right of withdrawal from RSE as a whole; or splitting the subjects in two, so that one can apply the right of withdrawal to just sex education? It is either one or the other.

[Madam Deputy Speaker (Dame Rosie Winterton)]

Order. Before the Minister replies, I remind the Chamber that a lot of hon. Members wish to speak, so interventions need to be brief.

[Nick Gibb]

The right is for parents to withdraw their child from the sex education element of relationships and sex education. When it passed the Children and Social Work Act 2017, the House made it very clear that there would be no right for parents to seek their children’s withdrawal from the relationships element of this new compulsory part of the curriculum, either at primary or secondary level.

[John Spellar (Warley) (Lab)]

The Minister will be aware—not only from comments made in this Chamber, but from his mailbag—of the very considerable concerns of many people in the community. He said that teachers will decide; does that not sum up one of the fundamental issues? There seems to be no external reference mechanism able to arbitrate if discussions break down between the parents and the heads and teachers. How will we resolve that? We need to resolve it before we impose the policy on schools, do we not?

[Nick Gibb]

The purpose of requiring consultation between the school and parental groups is to dispel the myths that build up about the content. If parents have concerns about the content that is being taught, schools should take them very seriously. We worked very carefully on the wording of the draft guidance, to bring as many people as possible on board, and we are giving schools discretion over when to teach some of the more sensitive subjects. The compulsion is to ensure that those issues are covered at some point during the children’s education, but when that happens will be a matter for the schools to decide. Schools also have to take into account the faith backgrounds of the pupils and their parents.

[Liam Byrne (Birmingham, Hodge Hill) (Lab)]

rose—

[Nick Gibb]

I will give way to the right hon. Gentleman and then make some progress.

[Liam Byrne]

I am grateful. As the Minister knows, I have worked with his officials every day for the past month on one of the issues in one of my schools. The parents at that school believe that the Equality Act 2010 and every single protected characteristic in it should be taught, but as a result of the breakdown in consultation, the regional schools commissioner, an independent arbitrator appointed by the Department and I have had to come in and spend a month on the matter. Surely that situation cannot be replicated in thousands of primary schools if there is a breakdown of trust, so we need more prescriptive guidance to ensure that there is no retreat from the aims of this proposal.

[Nick Gibb]

The policy makes it very clear that there should be consultation between the schools and parents; that the schools should publish on their websites the details of what is to be taught; and that parents should be given plenty of notice, so that there is time for their input into the development of that policy. They need to know that if the school takes a different decision, they can, ultimately, withdraw their child from the sex element of RSE in secondary schools.

The new subjects will put in place the building blocks that children need to develop healthy, positive, respectful and safe relationships of all kinds, starting with lessons at primary school about family and friends. At secondary school, what is taught in relationships and sex education will expand to reflect the person as a potential partner and parent; for example, teaching will include the characteristics of healthy and unhealthy intimate relationships, the roles and responsibilities of parents with respect to raising children, and the positive effect that good relationships can have on mental wellbeing. These subjects give us the opportunity to help to protect children and promote personal development and positive character attributes such as honesty, integrity, kindness, resilience and courtesy.

All children will be taught about online relationships and about how behaviour should be the same online as in other contexts. At age-appropriate points, they will be taught about specific online issues, such as who and what to trust, or sharing information. In secondary schools, they will be taught about the dangers and the potential impact of sexually explicit content.

Health education will give us the opportunity to drive up the consistency and quality of pupils’ knowledge about physical and mental health. Physical health and mental wellbeing are interlinked. It is important that pupils understand that good physical health contributes to good mental wellbeing, and this starts with pupils being taught about the benefits of daily exercise, good nutrition and sufficient sleep, and about the positive impact that self-care techniques can have on their health and wellbeing.

Effective teaching will give children the knowledge to recognise and seek help for poor mental and physical health and support them to promote positive mental and physical wellbeing and to thrive both at and beyond school.

[Norman Lamb (North Norfolk) (LD)]

I welcome the inclusion of mental health and wellbeing in the compulsory curriculum, but how it is taught—ensuring that teachers are properly trained and that the training is sufficiently resourced—will be critical. Does the Minister have an expectation of how many staff will be trained to teach mental health and wellbeing in schools?

[Nick Gibb]

The right hon. Gentleman, a former Health Minister, raises an important point. We want to make sure that the training material is available—we are allocating £6 million in the relevant financial year to prepare and produce essential resources—and that training, both online and face to face, is available so that our teachers are well equipped to teach this subject properly.

[Chris Elmore (Ogmore) (Lab)]

The Minister may be aware that on Monday the all-party group on social media and young people’s mental health and wellbeing, which I co-chair, published its report, “#NewFilters: to manage the impact of social media on young people’s mental health and wellbeing”. The report makes recommendations on improving digital education. Will he consider looking at the report and meeting me and the hon. Member for Hazel Grove (Mr Wragg), the co-chair, to discuss the recommendations and see if they could be implemented across the English education system? I will be doing the same with Welsh and Scottish Education Ministers.

[Nick Gibb]

Yes, and my right hon. Friend the Secretary of State has just told me that he and I would be keen to meet the hon. Gentleman and the other members of the all-party group to discuss these really important issues. The guidance refers to the importance of teaching children about the importance of rationing time spent online, given that it detracts from other aspects of life, such as sleeping, friends, talking to parents and doing homework.

I acknowledge the significant input we had from external organisations and educational professionals, from the tens of thousands of individuals who contributed to the call for evidence and public consultation, and indeed from right hon. and hon. Members on both sides of the House who contributed constructively.

[Chris Bryant (Rhondda) (Lab)]

One reason I support the Government’s move is that all the evidence shows that good sex and relationships education enables youngsters to delay their first experience of sex, make healthier decisions about their sexual relationships and to enter into healthier sexual relationships throughout their whole lives. Does the Minister not find it utterly depressing that the one bit that people seem to object to is that pupils might be “exposed”—not my word, but other people’s—to the fact that there are homosexuals in society, and is that not deeply painful to gay parents, to children who might be gay or have gay uncles, aunts or other family members and to gay teachers?

[Nick Gibb]

One of the key elements of relationships education is ensuring that children are aware, including in primary schools, that loving families can be made up of two mothers, two fathers or one mother and one father. Children are being taught that other family structures are just as loving and caring as their own. There is a consensus on that among all right hon. and hon. Members.

The responses and submissions have helped to finalise the statutory guidance and regulations. It is clear, as was reflected in the Government consultation response, that there are understandable and legitimate areas of contention, but it is also clear that for many people the subjects and their content are important to help equip children and young people to manage the challenges they face. It is important to provide clear and concise guidance for schools. In reviewing responses and determining the final content, we have retained a focus on the core principles for the new subjects that Parliament endorsed through the Children and Social Work Act 2017.



Those principles are that the subjects should help to keep children safe, help to prepare them for the world in which they are growing up, including its laws, and help to foster respect for others and for difference. The content included must be developmentally and age-appropriate, and it must be taught in a sensitive and inclusive way that respects the backgrounds and beliefs of pupils. We believe that in developing the accompanying statutory guidance and required content for these subjects, we have struck the right balance between prescribing the core knowledge that all pupils should be taught and allowing flexibility for schools to design a curriculum that is relevant to their pupils.

Parents and carers are the prime teachers for children, and schools complement and reinforce that role by building on what pupils learn at home. That is why we decided to strengthen the requirement for schools to consult parents on their relationships and relationships and sex education policy by enshrining it in the regulations as well as the guidance.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

Will the Minister give way?

[Nick Gibb]

I will not, if the hon. Lady will forgive me.

Schools must consult parents on their proposed policy and any subsequent reviews; giving them the time and the opportunity to influence the curriculum and discuss their views on age-appropriate content. We have also retained the long-standing ability for parents to request that their children be withdrawn from sex education. When a primary school chooses to teach sex education, parents will have the right to request that their children be withdrawn, and that must be granted by the headteacher. At secondary schools, in the case of sex education within RSE, the school should respect the parents’ request to withdraw the child, unless there are very exceptional circumstances, up to and until three terms before the child turns 16. At that point, if the child wishes to take part in sex education, the headteacher should ensure that they receive it in one of those terms.

[George Freeman (Mid Norfolk) (Con)]

I welcome the intention behind this move. As a parent, I see the pressure to which our children are subjected today and the extraordinary anxiety that is caused by many of the influences that they are under. It must be right to help them, particularly in relation to health. However, may I ask my right hon. Friend a question about parental opt-out? It has always been our party’s view, and the view of the House, that we should tread very gently when we step, as a state, between parent and child. Will he reassure me that there is some protection when it comes to the basis on which the state will decide that there are exceptional circumstances in which a parent can be overruled?

[Nick Gibb]

My hon. Friend should be reassured that they will be very exceptional circumstances. For example, if a child has experienced a sexual incident, perhaps with another child, or inappropriate touching, a headteacher may decide not to grant the request. The key point is, however, that it will be the circumstances of the child and not the views of the headteacher that will lead to that decision.

We could not have retained the right to withdraw as it currently stands, because an absolute parental right up to the point when the child is 18 years old is no longer compatible with English case law and the European convention on human rights. However, we have delivered on our commitment to maintain a right for parents to withdraw their children from sex education that is also compatible with the law.

We are committed to ensuring that every school will have the support that it needs to deliver these subjects to a high and consistent quality. We will therefore be investing in tools that will improve schools’ practice, such as a supplementary guide to support the delivery of the content set out in the guidance, targeted support on materials and training. As I said to the right hon. Member for North Norfolk (Norman Lamb), we have up to £6 million to invest in the development of those tools this year. We are also encouraging as many schools as possible to start teaching the subjects from September 2019, so that we can learn lessons and share good practice ahead of compulsory teaching.

[Catherine West (Hornsey and Wood Green) (Lab)]

Will the Minister give way?

[Nick Gibb]

I will not, because I am about to finish my speech.

We believe that our proposals are a landmark step. They will bring existing guidance into the 21st century, and will introduce new content that will help to equip children and young people with the knowledge that they need to form healthy relationships, lead healthy lives and be happy and safe in the world. I commend them to the House.

[Several hon. Members rose—]

--- Later in debate ---

[Nick Gibb]

With the leave of the House, I will conclude this debate.

We have listened to some superb and heartfelt speeches right across the House, from my right hon. Friend the Member for Basingstoke (Mrs Miller), the hon. Members for Ilford North (Wes Streeting) and for Rotherham (Sarah Champion), my hon. Friends the Members for Congleton (Fiona Bruce) and for Bexhill and Battle (Huw Merriman), the right hon. Member for East Ham (Stephen Timms)—yes to his invitation; officials would be pleased to attend the roundtable he is holding in his role as the chair of the all-party group—the hon. Members for Birmingham, Ladywood (Shabana Mahmood), for Bury North (James Frith), for Great Grimsby (Melanie Onn), for Plymouth, Sutton and Devonport (Luke Pollard) and for Birmingham, Yardley (Jess Phillips) and the right hon. Members for Birmingham, Hodge Hill (Liam Byrne) and for North Norfolk (Norman Lamb). I am grateful for the support that hon. Members right across the House have given to the regulations.

The regulations have also had support from beyond the House, from the Catholic Education Service, the Church of England, the PSHE Association, the National Children’s Bureau, Mencap, the End Violence Against Women Coalition and the Board of Deputies. The director of the Catholic Education Service has said:

“We welcome this commitment by the Government to improve relationships and sex education”.

I apologise that in the two minutes left I cannot respond to the many important issues raised by right hon. and hon. Members, but I will write to them with my comments.

I believe that we all share the ambition to ensure that children and young people have the knowledge to help keep themselves safe, to be prepared for the world in which they are growing up and to respect others and to respect difference. The regulations give us the opportunity to build a consistent foundation across all schools, and I commend them to the House.

[Mr Deputy Speaker (Sir Lindsay Hoyle)]

The question is that motion 3 as on the Order Paper be agreed to. As many of that opinion say Aye.