Education

Nick Gibb Excerpts

Tuesday 19th March 2019 Ministerial Corrections

[Nick Gibb]

Everything about this Government is about closing that attainment gap, and we have closed the attainment gap between children from disadvantaged backgrounds and their more affluent peers by 13.5% in the primary sector—in early years and primary schools. The hon. Lady will know that we have awarded an extra £60 million funding to recognise the higher costs of maintained nursery schools. We are working with the sector as we prepare for the spending review.

[Official Report, 11 March 2019, Vol. 656, c. 13.]

Letter of correction from the Minister for School Standards:

An error has been identified in the response I gave to the hon. Member for Tooting (Dr Allin-Khan).

The correct response should have been:

[Nick Gibb]

Everything about this Government is about closing that attainment gap, and we have closed the attainment gap between children from disadvantaged backgrounds and their more affluent peers by 13.5% in primary schools. The hon. Lady will know that we have awarded an extra £60 million funding to recognise the higher costs of maintained nursery schools. We are working with the sector as we prepare for the spending review.

New Model in Technology and Engineering

Nick Gibb Excerpts

Tuesday 12th March 2019 Written Statements

[The Minister for School Standards (Nick Gibb)]

My noble Friend the Parliamentary Under-Secretary of State for the School System (Lord Agnew), has made the following written ministerial statement:

It is the normal practice when a Government Department proposes to make a gift of a value exceeding £300,000, for the Department concerned to present to the House of Commons a minute giving particulars of the gift and explaining the circumstances; and to refrain from making the gift until 14 parliamentary sitting days after the issue of the minute, except in cases of special urgency.

The Department for Education intends to provide a 50-year lease of the former Robert Owen Academy site (Blackfriars Street, Hereford) to the New Model in Technology and Engineering (NMiTE). The lease is valued at £900,000 and will be subject to a premium of only £1,000. The sub-lease therefore represents a gift to NMiTE worth £899,000.

The NMiTE aims to secure university status and is supported by national and local government, the University of Warwick, and industry, to transform engineering education in Britain. They are in receipt of grant funding from the Department for Education to support their start-up and development. NMiTE will invest substantially in the site to bring it back into use and deliver specialist higher education.

We believe this lease represents good value, supporting the development of the new organisation aiming to secure university status and avoiding the vacant site holding costs that the Department for Education would otherwise have to bear.

The Treasury has approved the proposal in principle. If, during the period of 14 parliamentary sitting days beginning on the date on which this minute was laid, a Member signifies an objection by giving notice of a parliamentary question or a motion relating to the minute, or by otherwise raising the matter in the House, final approval of the gift will be withheld pending an examination of the objection.

[HCWS1404]

Oral Answers to Questions

Nick Gibb Excerpts

Monday 11th March 2019 Commons Chamber

[Andrew Bridgen (North West Leicestershire) (Con)]

7. What steps his Department is taking to ensure that school funding is equitably distributed.

[The Minister for School Standards (Nick Gibb)]

In 2018, we introduced the national funding formula, which distributes funding based on schools’ and pupils’ needs and characteristics, not accidents of location or history. Since 2017, we have given every local authority more money for every pupil in every school, while allocating the biggest increases to the most underfunded schools.

[Andrew Bridgen]

I thank the Minister for that answer, but given that the national funding formula only reduces the funding disparity by some 5%, when does he think his Department is going to fulfil our manifesto promise of creating fair funding for all schoolchildren, and will he meet me and colleagues from Leicestershire to discuss these matters?

[Nick Gibb]

I will certainly meet my hon. Friend and his colleagues from Leicestershire. The national funding formula is delivering rapid gains for the most underfunded schools while also ensuring stability for all schools. By 2019-20, schools in Leicestershire will receive 5.5% more funding per pupil compared to 2017-18, or £31.5 million more in total. In 2019-20, 92% of schools in Leicestershire will already be attracting their full gains under the national funding formula.

[Dr Rosena Allin-Khan (Tooting) (Lab)]

I am here on behalf of Balham Nursery School and Children’s Centre in my constituency, which knows that it has guaranteed funding until 2020, but is deeply concerned about what will happen going forward. The people there do an incredible job bridging the attainment gap between disadvantaged children and their peers, so what assurances can the Minister provide them with today?

[Nick Gibb]

Everything about this Government is about closing that attainment gap, and we have closed the attainment gap between children from disadvantaged backgrounds and their more affluent peers by 13.5% in the primary sector—in early years and primary schools. The hon. Lady will know that we have awarded an extra £60 million funding to recognise the higher costs of maintained nursery schools. We are working with the sector as we prepare for the spending review.[Official Report, 19 March 2019, Vol. 656, c. 6MC.]

[Sir Geoffrey Clifton-Brown (The Cotswolds) (Con)]

I was at the Cotswold School in Bourton-on-the-Water in my constituency on Friday. It is not even going to reach the £4,800 per pupil under the national funding formula. How can it be fair that that school gets that sort of funding, yet schools in Hackney—with a range of pupil premium funding on top—get £6,800 per pupil?

[Nick Gibb]

The purpose of the national funding formula is not to give every school across the country the same amount of funding per pupil. It must be right that schools with lots of children with additional needs—for example, coming from disadvantaged backgrounds, with English as an additional language or with low prior attainment—do need to receive more money to help to ensure that those children’s needs are met. It is also right that schools in areas of high costs receive extra money to reflect those costs. That is what our fairer funding system delivers, and my hon. Friend’s county will have benefited from the national funding formula.

[Ann Coffey (Stockport) (Ind)]

Tithe Barn Primary School in my constituency is a low-funded school in a low-funded authority with an above average percentage of special educational needs children. The Minister has said that he will be gathering evidence on the adequacy of special educational needs funding. Is he able to give us any more information about when he will start to gather evidence, how he will gather it and who will be invited to contribute?

[Nick Gibb]

We understand the pressures on the high-needs budgets of local authorities up and down the country, including medical science and a whole range of other issues such as extending the age range for special educational needs provision up to 25. All those things have added pressure to high-needs budgets, which is why my right hon. Friend the Secretary of State towards the end of last year announced an extra £250 million between this financial year and the next financial year to recognise the pressures that local authorities are facing.

[Mike Kane (Wythenshawe and Sale East) (Lab)]

Figures show that our schools have 66,000 more pupils but 5,400 fewer teachers, 2,800 fewer teaching assistants, 1,400 fewer support staff, and 1,200 fewer auxiliary staff—a total workforce reduction of 10,800 from 2016-17. With weekend reports of headteachers having to clean the toilets, does the Minister still maintain that schools are not experiencing funding cuts from this Government?

[Nick Gibb]

As I said, since 2017 we have provided and are providing local authorities with more money for every pupil in every school. There are 10,000 more teachers in our school system today than there were when we came into office in 2010. In the recruitment cycle last year, we recruited 2,600 more teacher trainees into teacher training. It is an attractive and an honourable profession to work in. I wish the hon. Gentleman and Labour Front Benchers would support our schools and talk them up instead of talking them down.

[Paul Blomfield (Sheffield Central) (Lab)]

8. What recent assessment his Department has made of the adequacy of support in schools for children and young people’s mental health and wellbeing.

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[Imran Hussain (Bradford East) (Lab)]

11. What progress he has made on implementing the northern powerhouse schools strategy.

[The Minister for School Standards (Nick Gibb)]

As recommended in the northern powerhouse schools strategy, we are implementing a range of measures in the north to improve teaching and leadership capacity, to recruit and retain more teachers and to close the disadvantage gap. In 2018, 80% of children were in good or outstanding schools in the north, compared with 67% in 2010.

[Imran Hussain]

Many of the projects that the Minister has referred to today and previously have a national reach and are not solely catering for the north, which betrays the very purpose of the northern powerhouse schools strategy. Will he commit to creating a northern schools improvement board, drawing together local authorities and schools commissioners, and to extend funding beyond 2020, to deliver the regional strategy that we in Bradford need and were promised?

[Nick Gibb]

We are absolutely committed to the northern powerhouse strategy. Indeed, my right hon. Friend the Secretary of State will be in Middlesbrough on Thursday to announce more plans for Opportunity North East. The northern powerhouse strategy involves a range of policies. For example, we are rolling out a three-year programme of tailored support for some of the schools facing the most significant recruitment and retention problems; around 100 schools in the north will benefit from that. Five opportunity areas in the north will receive a share of £72 million to improve social mobility. In the Bradford opportunity area, we are targeting up to £1.5 million of school improvement support, improving literacy through £600,000 of investment in Bradford primary schools, including nine schools in the hon. Gentleman’s constituency.

[Kevin Hollinrake (Thirsk and Malton) (Con)]

12. What steps his Department is taking to improve the delivery of technical and vocational education and training.

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[James Frith (Bury North) (Lab)]

The new times tables tests for year 4 come in soon. The test is taken using a machine. Martin, a dad of a boy with autism in Bury, is concerned that not enough provision is being made, or at least communicated to our schools as to what reasonable adjustment can be made. What provision is being made for our students who are anxious learners? Does the Minister agree that children with special educational needs and disabilities need the time and allowances to ensure that their circumstances can be managed?

[The Minister for School Standards (Nick Gibb)]

The Standards and Testing Agency has a protocol in place for adjustments to be made for children with special educational needs. We have piloted a roll-out of the multiplication tables check over the past couple of years. We are rolling it out voluntarily this year and it will be compulsory next year.

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[Neil O'Brien (Harborough) (Con)]

T9. Under the previous Government, schools often found it impossible to exclude even violent pupils because they were tied up by appeals panels, often with little knowledge of the situation. We were right to get rid of them. Does the Minister agree that it is better to invest in pupil referral units, rather than backtrack on that important reform, to keep people safe?

[Nick Gibb]

We support headteachers in using exclusion as a sanction where warranted. We also believe that independent review panels provide for a quick, fair and accessible process for reviewing exclusion decisions in a way that takes account of the rights of the pupil and of the wider school community, and the ability of the headteacher to maintain a safe and ordered environment.

[Ian Mearns (Gateshead) (Lab)]

As a former chair of governors, I am sad to report to the House that the Northern Education Trust has failed the children who attend and who have attended the Thomas Hepburn school. The Secretary of State’s Department has agreed with the trust to the closure of the school in Felling in my Gateshead constituency. The other schools in the borough have already accepted additional pupils and are above their plan for September. Will the Secretary of State meet me and my hon. Friend the Member for Blaydon (Liz Twist) to discuss how we are going to find places for the other 40 year 7 pupils who do not have places in Gateshead next September?

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[Paul Masterton (East Renfrewshire) (Con)]

A not insignificant number of parents feel compelled to take their children out of school and into home-schooling as a result of bullying. Will the Department’s call for evidence on home education look at the support being given to these children to try to get them back into mainstream schooling as soon as possible?

[Nick Gibb]

Yes, of course, and I will very happily meet my hon. Friend to discuss this further.

[Mr Speaker]

I feel I must respect the position of a former headteacher, no less—I call Thelma Walker.

--- Later in debate ---

[Nick Gibb]

Parents have a duty to ensure that their children who are registered at school attend regularly. We have not formally assessed the impact of penalty notices, but comparable data shows that overall absence rates have remained stable in recent years following a downward trend since 2006—a 6.5% absence rate in 2006 fell to 4.7% in 2016.

[Paula Sherriff (Dewsbury) (Lab)]

A number of schools in my constituency are facing severe financial pressures, with some having to merge year groups and rely on parental donations. The Minister says that more money is going into education, but these smaller, rural schools are really struggling. Will he meet me to discuss what we can do for these schools in my area?

[Nick Gibb]

As I say, we are spending record amounts on our schools and we have special provision within the national funding formula to help rural, small schools in particular. There is an extra £25 million to ensure that those schools can support themselves and there is a fixed sum for every school of £110,000, but I will meet the hon. Lady and her headteachers to discuss her schools’ particular concerns.

[Huw Merriman (Bexhill and Battle) (Con)]

On Friday, I was one of 3.5 million parents who received a letter from their school concerned that costs are outstripping funding. I was threatened with detention unless I asked the Secretary of State this: when it comes to more funding—and I hope that there will be more funding—will he ensure that it goes to those areas that are currently the lowest-funded counties?

Catholic Sixth-form Colleges

Nick Gibb Excerpts

Tuesday 5th March 2019 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Davies. It is not for the first time in my case, but I am not going to say that it is too often—it is never enough.

I congratulate the hon. Member for Harrow West (Gareth Thomas) on securing this debate. Catholic sixth-form colleges make an important contribution to education in this country and the Government recognise the distinctive role that they play. To address the important issue raised by the hon. Member for Wythenshawe and Sale East (Mike Kane), we value faith schools generally. I share the view of my hon. Friend the Member for Harrow East (Bob Blackman) that it is the right of parents to be able to bring up their children in their faith and that the state should provide faith schools to enable them to do that. The Government have provided capital through the voluntary-aided route to enable the Catholic Education Society to establish more Catholic faith schools in this country.

I am aware that the Minister for Apprenticeships and Skills has met the hon. Member for Harrow West to discuss the issues facing this group of colleges. The Minister has also recently seen at first hand the quality of the educational and wider opportunities provided to young people at St. Dominic’s Sixth Form College in Harrow. I welcome the opportunity to explore the issues further today.

I want to begin by paying tribute to all the hard-working staff, principals, heads and governors in those colleges. Sixth-form colleges at their best not only provide excellent academic education, but help provide direction to young people and help them to grow in maturity through those crucial years. They allow young people to develop outside a school environment, giving them the aspiration to achieve in whatever field, job or career they want to pursue. Catholic sixth-form colleges provide that within an atmosphere of moral guidance and pastoral support.

Catholic sixth-form colleges represent a significant proportion of sixth-form colleges in England—14 out of 60, not including those that have become academies—and 17% of sixth-form college students attend a Catholic college. Such colleges are focused on meeting the needs of local communities and are key to our drive to improve social mobility. A high proportion of students in sixth-form colleges and 16-to-19 academies are from disadvantaged backgrounds. Colleges provide excellent support to help those students achieve high results and progress to sustained education, apprenticeships or employment.

My hon. Friend the Member for Henley (John Howell) was right to point to the priority that Catholic sixth-form colleges give to social justice. My hon. Friend the Member for Walsall North (Eddie Hughes) pointed out that 12 of the 14 Catholic sixth-form colleges are rated “good” or “outstanding”. Academic excellence has always been, and remains, at the core. More than a third of sixth-form colleges are rated by Ofsted as “outstanding”. Looking at the 14 Catholic sixth-from colleges in England, the picture is even better, with seven out of the 14 rated “outstanding”, and five other colleges rated “good”. I recognise that that has been achieved in increasingly challenging financial circumstances.

Of course, an Ofsted rating is only a snapshot and I know that colleges are constantly reviewing their practices and procedures to see whether further improvements can be made. Two Catholic sixth-form colleges, for example, have benefited from support from the Government’s strategic college improvement fund. St Dominic’s Sixth Form College is partnering with St Francis Xavier Sixth Form College in south London. The fund supports colleges to improve the quality of provision and helps to mobilise and strengthen improvement capacity within the further education sector.

I congratulate sixth-form colleges on the successful implementation of the reforms to A-levels over the last few years, with the first wave of exams in 13 new subjects in 2017 and a further 12 last year. The reforms will continue to be rolled out over the next two years, with the first exams in a further 20 new A-levels in summer this year and another 13 next year. Exam reform is never easy. In the last 30 years, we have had four significant reforms to A-levels—the introduction of the advanced supplementaries, Curriculum 2000, which introduced the AS/A2 structure, the introduction of the A* grade a decade ago and now demodularisation.

In the run-up to the spending review that is expected later this year, we have been looking closely at the sustainability and funding of the FE sector, including sixth-form colleges. The Government understand that the sector faces significant challenges, and the Minister for Apprenticeships and Skills has made it a personal priority to address the constraints and their impact over the last year. Campaigns such as “Love our Colleges” and “Raise the Rate” have helped raise the profile of FE and sixth-form colleges and their important work.

My hon. Friend the Member for Harrow East raised the issue of 16-to-19 funding for colleges compared with sixth forms in schools. We have ended that unfair discrimination between colleges and schools. All institutions now receive funding according to the same base rate. The funding system aims to ensure a common entitlement. The same formula is applied to all students and different institutions now receive the same funding rate.

However, we recognise that funding per student in the 16-to-19 phase has not kept up with costs. We protected the base rate for funding for 16 to 19-year-olds at £4,000 until the end of this spending review period, but that is, of course, against the backdrop of previous reductions and the impact of inflation—reductions that happened because we had to tackle the historic and unsustainable deficit that we inherited in 2010, representing 10% of GDP. As my hon. Friend the Member of Harrow East pointed out, we prioritised protecting core school funding for five to 16-year-olds, because that is where the biggest influence on life outcomes happens.

The position has been made more difficult by reducing numbers of students. The number of 16 to 18-year-olds in the population has been falling for 10 years and it is now 10% lower than in 2008-09.

The hon. Member for Bristol East (Kerry McCarthy) raised the issue of the lower base funding rate for the third year of 16-to-19 education. She is right to do so, but that lower level does not apply to students with special educational needs.

As the hon. Members for Harrow West and for Coventry South (Mr Cunningham) pointed out, capital funding is a key concern for sixth-form colleges. Unlike general further education colleges, sixth-form colleges can bid for the condition improvement fund along with schools. Unlike academies, SFCs can borrow, and many have productive relationships with banks, although some of them have found it harder to borrow in recent years—a point that was made by my hon. Friend the Member for Harrow East.

We recognise that an important challenge facing sixth-form colleges in many areas over the coming years is to prepare for the anticipated increase in student numbers. That increase is, of course, an opportunity to recruit additional students and receive the associated increased funding, but in some cases it needs extra up-front investment—for example, to build new classrooms—so we will look carefully in the spending review at how we can help colleges to prepare for the increase in student numbers that many of them now anticipate.

It is true that we have made a teacher pay grant available to schools and academies to ensure that they can afford to implement the school teacher pay award this year, and that it did not extend to FE or sixth-form colleges. Compared with maintained schools and academies, colleges have a different legal status and relationship with Government, and they are not covered by the recommendations of the School Teachers Review Body. We concluded that we could therefore not extend the teacher pay grant to colleges. We are considering colleges’ needs separately ahead of the coming spending review, to help make the case for the best FE funding. The Government are concerned about ensuring that FE colleges can attract and retain the staff they need to deliver high quality education. Again, we welcome the input of Catholic sixth-form colleges.

[Gareth Thomas]

I am not sure I accept the argument the Minister is making for the last pay award, but let us put that to one side for now. Can he tell us whether he has sorted the issues, so that the next teachers’ pay award will be fully funded not only for colleges that are academies, but for those that are not, such as the Catholic sixth-form colleges that have been mentioned and all post-16 institutions?

[Nick Gibb]

That will be very much an issue for the next spending review, but perhaps a neater solution would be to address the issue of the conversion of Catholic sixth-form colleges to academy status. I am aware that the issue of academy conversion is very significant for this group of colleges. Indeed, each Catholic sixth-form college was asked to consider joining an academy in the reports of the further education area reviews covering their areas, but I understand that only three of the 14 made an immediate decision not to pursue that option.

I should explain—as other hon. Members have explained—that the Further and Higher Education Act 1992 includes specific freedoms, which permit Catholic sixth-form colleges to maintain and develop their religious character. Fully equivalent protections are not included in the legal framework for 16-to-19 academies, which are a distinctive type of institution compared with other academies established through the Education Act 2011. The provisions that allow sixth-form colleges to consider faith when appointing governors and staff, and that allow them to teach religious education and provide collective worship in line with tenets of the Catholic faith, do not currently exist for 16-to-19 academies.

When the legislative framework for 16-to-19 academies was first established, we did not envisage establishing them as faith-based 16-to-19 institutions. At the time, our view was that EU directive 2000/78/EC prevented the creation of new post-16 vocational institutions with a religious character. We had adopted a blanket approach, so that no post-16 provision could be established with a religious character. We are now exploring how to put in place the right conditions to enable Catholic sixth-form colleges to convert to academy status with their existing freedoms.

I know that my ministerial colleagues have met representatives of Catholic sixth-form colleges and the Catholic Education Service to discuss this issue. As the hon. Member for Harrow West pointed out, it would require primary legislation to make the necessary changes, but the Government’s legislative programme does not yet provide the scope for such legislation. We will of course keep this under review in future parliamentary Sessions, and we will continue to work with this group of colleges and with the hon. Gentleman to try to find a solution to this problem.

[Bob Blackman]

Clearly there is the issue of any potential legal impediment. Will the Minister confirm that, provided the United Kingdom leaves the European Union on 29 March, that legal impediment will fall way and it would be up to the Government to bring forward a change in the law—a private Member’s Bill could achieve the same—that would enable Catholic sixth-form colleges to academise if they chose to do so?

[Nick Gibb]

My hon. Friend raises an important point. I think later legal advice shows that the issue is more nuanced than that, and it might be possible to legislate even while we remain subject to the EU directive. I very much hope that we can take that forward when an opportunity arises.

Last year, sixth-form colleges raised concerns about the creation of new 16-to-19 free schools and the approvals process for academies to create new sixth-form provision. We have listened to those concerns and strengthened the criteria we use to assess new sixth-form proposals. For all schools that apply to open a sixth form, we have set a clear requirement that all local sixth-form and FE colleges must be consulted prior to a business case being submitted. Furthermore, during the last free school application wave, we were explicit that all applications for new 16-to-19 provision must provide evidence of need for additional places in the area, and that any request is likely to be approved by exception only. In the guidance for wave 14, which we published recently, this requirement was strengthened further.

I conclude as I began: by paying tribute to the excellent academic achievements of Catholic sixth-form colleges and their support for improving social mobility among students from disadvantaged backgrounds. I recognise that such colleges have particularly felt the tightening financial circumstances, despite our protection of the base rate of funding. The issue of academisation is significant for the sector.

I echo the sentiments of the Minister for Apprenticeships and Skills when she spoke at the winter conference of the Sixth Form Colleges Association in January. As we prepare for the spending review, explaining the issues through opportunities such as this debate will help provide strong arguments for the sector. More importantly, the continued delivery of excellent education and strong pastoral support and guidance will be the best advert for further investment in Catholic sixth-form colleges and all colleges in this important and high-performing sector.

School Funding

Nick Gibb Excerpts

Monday 4th March 2019 Westminster Hall

[Mike Kane (Wythenshawe and Sale East) (Lab)]

I thank my hon. Friend the Member for Blaydon (Liz Twist). I always want to sing “Blaydon Races” every time I think of her constituency. I thought she did her duty diligently as a member of the Petitions Committee, and despite a barrage of interventions, she was very composed when she made her speech.

I thank Mr Andy Ramanandi, the headteacher of St Joseph’s Roman Catholic Primary School, and the group of headteachers, staff and parents who launched the petition we are debating. Over the last few weeks, hundreds of thousands of people have watched their Facebook video, explaining the scale of the impact of the cuts on their school. Headteachers such as Mr Ramanandi, Mr Malik and others who have been involved in the campaign are here today. Their efforts have ensured that cuts to school funding are being debated in this place again, and I commend them for their work. Is it not ironic that the headteacher of a school named for St Joseph, the patron saint of workers, will have to go back to Gateshead tomorrow to start consulting on redundancies to make people unemployed?

This has been a fascinating debate. Normal practice as shadow spokesman is to thank all the hon. Members on my side for the excellent speeches they gave today—“You did really well, well done everybody,”—but that is not what I am going to do. I want to highlight a few hon. Members on the Government side who spoke today. It seems that nearly every MP from West Sussex is in the room: the hon. Members for East Worthing and Shoreham (Tim Loughton) and for Crawley (Henry Smith), the right hon. Member for Arundel and South Downs (Nick Herbert), and the Minister himself—

[The Minister for School Standards (Nick Gibb)]

And Worthing West.

[Mike Kane]

Forgive me; the hon. Member for Worthing West (Sir Peter Bottomley), too. We know that that authority is having to cut—let me get my figures accurate—£8.9 million from the schools in their patches between 2015 and 2020. The hon. Member for Southampton, Itchen (Royston Smith) spoke well about Southampton losing £4.9 million over the same period. The hon. Member for South Suffolk (James Cartlidge), my footballing partner, spoke of Suffolk losing £7.8 million over that period.

The hon. Member for Hazel Grove (Mr Wragg) spoke passionately about his schools in Stockport. Stockport, my neighbouring authority, is losing £6.4 million and a special school in Stockport has said just this week that it will have to cut Friday afternoons from its curriculum. The hon. Member for Tewkesbury (Mr Robertson), who like my hon. Friend the Member for Stroud (Dr Drew) represents Gloucestershire, spoke of cuts of £11.1 million. The hon. Member for Colchester (Will Quince) spoke about Essex—I was at St Dominic’s just the other week, and what a fantastic school it is—and the £29.8 million cuts faced there. Finally, there was a really powerful speech from the hon. Member for St Albans (Mrs Main), speaking about Hertfordshire having to cut £33.2 million from the budget. I will end my speech with what she said about the cake.

We can be in no doubt after what we have heard today about the impact of continued Government austerity on education. In fact, it is not austerity anymore; the Secretary of State has already said he wants to reduce spending on education and that he thinks it is too high. The policy is ideologically motivated. Education urgently needs investment across the board, and the Government must finally begin reversing the devastating cuts. Just look at how many right hon. and hon. Members have turned out today.

The Chancellor of the Exchequer and the Education Secretary have both stated in the House of Commons that every school in England would see a cash-terms increase in its funding, but that flies in the face of the reality we have heard about today, what parents and teachers are telling us and what is happening on the ground. The Institute of Fiscal Studies has stated that it is simply not accurate, and the UK Statistics Authority has even rebuked the Education Secretary for his statistical inaccuracy. There has been a concerted effort by the Secretary of State and the Minister to fudge the figures and to deflect attention away from the school funding cuts that they have presided over. To add insult to injury, we have had a one-off £400 million for “little extras”, when schools cannot even afford glue sticks at the moment, as we have heard. The fact is that, across the country, schools are having to write to parents to ask for money.

If funding per pupil had been maintained in value since 2015, there would be £1.7 billion more in the system now. That means that 91% of schools still face real-terms budget cuts per pupil. Those in this Chamber know all too well the impact on the ground already. The average shortfall in primary school budgets is more than £67,000, and more than £273,000 in secondary school budgets. Our schools have 137,000 more pupils but 5,400 fewer teachers, 2,800 fewer teaching assistants, 1,400 fewer support staff and 1,200 fewer auxiliary staff.

I have spent far too many hours in this Chamber and the main Chamber, trying with my shadow Front-Bench colleagues and Members from across the House to get the Government to face facts and act. It beggars belief that the Government have ignored the School Teachers Review Body’s pay recommendations—the first time that has happened in 28 years. To make matters worse, the Government expect schools to meet the cost of the first 1% of the pay award from existing budgets.

As a former primary school teacher, I know the difference that a good teacher can make, with the right support and resources, to a child’s attainment and aspiration. We go into teaching because we believe in the value of education, we believe in its power to create social mobility and we believe in its ability to create ambition for all. This is about our children’s future and that of our country.

I will close with the words of teachers and teaching assistants from across the country:

“Last year the school I work at had to lose many of its teaching assistants due to lack of money.”

“I have to buy equipment and supplies for my job.”

“We do not have budget for staff training, resources or opportunities for children.”

“I am a qualified teacher now working and being paid as a teaching assistant, but I am being used to cover classes as the school cannot afford to employ supply teachers.”

“The Minister’s claim that more money is going into schools than ever before is pure sophistry.”

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[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Sir Christopher. I congratulate the hon. Member for Blaydon (Liz Twist) on her opening speech, which was very good indeed.

There have been several very good speakers, including my hon. Friend the Member for South Suffolk (James Cartlidge), who pointed to rising standards in our schools. He is of course absolutely right: thanks in part to our reforms, the proportion of pupils in good or outstanding schools has increased from 66% in 2010 to 84% today. Our more rigorous primary school curriculum—on a par with the highest performing 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 maths has risen from 70% to 76% in 2018, and in reading from 66% to 75%.

Our primary school children have achieved their highest ever scores on international reading tests. When we introduced a phonic check in 2012, just 58% of six-year-olds taking it reached the expected standard. That figure is now 82%. More children are now on track to read more effectively than when we came into office in 2010. The attainment gap in the primary phase between the most disadvantaged pupils and their peers, as measured by the attainment gap index, has narrowed by 13.2% since 2011. 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, 21 March 2019, Vol. 656, c. 10MC.]

That balanced approach allows us to invest in public services across Government. Core funding for schools and high needs will rise from almost £41 billion in 2017-18 to £43.5 billion in 2019-20. That includes an extra £1.3 billion for schools and high needs, announced in 2017, that we invested across 2018-19 and 2019-20, over and above plans set out in the spending review.

Since 2010, 825,000 new school places have been created in our schools. One of the first decisions we took on coming to office in 2010 was to double basic-need capital spending, reversing the cuts of 100,000 school places that we saw under the last Labour Government.

[Mrs Main]

Will the Minister give way?

[Nick Gibb]

Not right now, if my hon. Friend will forgive me. I want to make sure that I respond to the points from as many hon. Members as I can.

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 in 2000. We compare favourably with other countries. The UK spends as much per pupil on primary and secondary state education as any country in the G7 apart from America—a point made by my right hon. Friend the Member for Arundel and South Downs (Nick Herbert).

While more money is going into our schools than ever before, we recognise the budgeting challenges that schools face as we ask them to achieve more for children and to absorb cost increases, such as employer’s national insurance and higher pension contributions to teachers’ pension funds, that have arisen as a result of our determination to bear down on the unsustainable deficit. That means that it is essential to do all we can to help schools make the most of every pound.

In addition to providing additional funding for schools, we changed the way funding is distributed, to make the system fairer. Last April, we started to distribute funding through the national funding formula, with each area’s allocation taking into account the individual needs and characteristics of its schools. That replaced the unfair and outdated previous system, under which schools with similar characteristics received very different levels of funding, with little or no justification. These disparities existed for far too long, as my right hon. and hon. Friends from West Sussex pointed out, leaving some schools trying to achieve with fewer resources the same as other, better-funded schools in similar situations. That is why we committed to reform the system, and I am proud to say that our introduction of the national funding formula delivers that commitment.

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 have been most underfunded. By 2019-20, all schools will attract an increase of at least 1% per pupil, compared with their 2017-18 baselines. The most underfunded schools will attract up to 6% more per pupil by 2019-20, compared with 2017-18.

The hon. Member for Blaydon will be aware that funding for schools in her constituency has risen from £52.6 million in 2017-18 to £54.9 million in 2019-20—a 4.5% increase in cash terms. In Blaydon, per-pupil funding has risen from £4,468 per pupil in 2017-18 to £4,635 in 2019-20, which is a 3.7% increase over that period.

The hon. Lady cited a figure from the School Cuts website, which incidentally has been criticised by the UK Statistics Authority. It said:

“We believe the headline statement”,

which the hon. Lady cited in this debate,

“that ‘91% of schools face funding cuts’ risks giving a misleading impression of future changes in school budgets. The method of calculation may also give a misleading impression of the scale of change for some particular schools.”

My hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) made important points about the over-politicisation of this issue. I understand the points that he made about the historical inequities in school funding in West Sussex.

[Alex Sobel]

Will the Minister give way?

[Nick Gibb]

I will not give way for the moment. The inequities are precisely why we introduced the national funding formula. A similar point was made by my hon. Friend the Member for Crawley (Henry Smith). My hon. Friends will be aware that funding in West Sussex will increase from £425.8 million in 2017-18 to £459.3 million by 2019-20. That is an increase of £33.5 million or 7.9%. It is an increase of 4.9% per pupil. The argument is made that there are more pupils, but we are also increasing funding on a per-pupil basis.

[Laura Smith]

Will the Minister give way?

[Nick Gibb]

I will not give way just now.

The hon. Member for Bristol East (Kerry McCarthy) should be aware that, in her constituency, funding has risen from £45.9 million in 2017-18 to £50.6 million in 2019-20. That is an increase of 10.3% overall and of 9.5% on a per-pupil basis. The hon. Member for Edmonton (Kate Osamor)—

[Mr Wragg]

Will my right hon. Friend give way?

[Nick Gibb]

I will not for the moment, if my hon. Friend will forgive me. I want to respond to the very serious points made by hon. Members during the debate. If there is time at the end of that, I will of course give way to my hon. Friend the Member for Hazel Grove (Mr Wragg), who always has important issues to raise. I am always very cognisant of his expertise as a former teacher and as a member of the Select Committee on Education.

The hon. Member for Edmonton should be aware that funding for schools in her constituency has risen from £89.2 million in 2017-18 to £91.3 million. That is an increase of £2.2 million. It is an increase of 2.5% overall and of 3% on a per-pupil basis.

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, 21 March 2019, Vol. 656, c. 10MC.] We propose to provide funding to meet the additional teachers’ pension scheme pressures in 2019-20 for maintained schools, academies and FE colleges whose staff are part of the teachers’ pension scheme. That proposal includes centrally employed teachers and teachers at music education hubs. We have recently closed a public consultation on the proposal. We will now assess the replies and publish a formal response alongside announcing funding in due course.

My hon. Friend the Member for Southampton, Itchen (Royston Smith) made similar points about taking a serious approach to the debate. He would acknowledge that in Southampton, Itchen funding has increased from £60 million in 2017-18 to £62 million in 2019-20. That is an increase of 3.3%, and 2.3% on a per-pupil basis.

The hon. Member for Bath (Wera Hobhouse) should be aware that funding in her constituency has risen from £44.2 million in 2017-18 to £47.68 million in 2019-20. That is an increase of 7.6% and of 6.3% on a per-pupil basis. The hon. Member for Bury North (James Frith) should be aware that funding in his constituency has risen from £61 million in 2017-18 to £64.8 million in 2019-20. That is an increase of £3.8 million or 6.2%, and of 4.7% on a per-pupil basis.

My hon. Friend the Member for Colchester (Will Quince) will be aware of course—he always is on these issues—that, in his constituency, schools are being funded to the tune of £72.7 million in 2017-18 and that that is rising to £76.4 million. That is an increase of 5.1% and of 3.1% on a per-pupil basis. He raised the issue of FE —[Interruption.]

[Sir Christopher Chope (in the Chair)]

Order. It is disgraceful that there are Members sitting in this Chamber who are not listening to the Minister. They have taken advantage of participating in a debate and they are setting a very bad example to people up and down the country who believe that this should be a democracy in which people are able to listen to the arguments. The Minister is on his feet, and I order people not to interrupt any more.

[Nick Gibb]

Thank you very much, Sir Christopher.

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, 21 March 2019, Vol. 656, c. 10MC.] We plan to invest nearly £7 billion during the current academic year. However, we are aware of the financial pressures on school sixth forms and other providers of education for 16 to 19-year-olds and will continue to look carefully at funding for that age group in preparation for the spending review.

I point out to the hon. Member for Brentford and Isleworth (Ruth Cadbury) that in her constituency we are spending £82.3 million in 2017-18 and that is rising to £85.4 million in 2019-20. That is an increase of 3.8% and of 2.5% on a per-pupil basis. I could not miss out the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) of course. Funding in her constituency is rising from £42.9 million in 2017-18 to £46.2 million in 2019-20. That is an increase of 7.9% and of 4% on a per-pupil basis.

My hon. Friend the Member for Crawley raised the important issue of special needs education. When we state our commitment to supporting every child to succeed, it is important to be clear that that applies, without reservation, to children with special educational needs and disabilities. That is why we have reformed the funding system to take particular account of children and young people with additional needs, and introduced a new formula. 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. We have also recently announced that we will provide £250 million of additional funding for high needs across England over this financial year and the next. High-needs funding is now over £6 billion, having risen by £1 billion since 2013.

We have also announced other measures to do with capital: a £100 million top-up to the special provision capital fund for local authorities in 2019-20 for new places and improved facilities.

Of course, we recognise that schools have faced cost pressures in recent years. That is why we have announced a strategy setting out the support, current and planned, that we will provide to help schools to make savings on the £10 billion of non-staffing spend across England. It provides schools with practical advice about identifying potential savings that they can put back into teaching. That includes deals to help schools to save money on the products and services that they buy. Schools spend £75 million on advertising their vacancies, so we are also launching a free teacher vacancy listing website to help schools to recruit excellent teachers and drive down recruitment costs. We have created a benchmarking website for schools that allows them to compare their own spending with that of similar schools elsewhere in the country. That will help them to identify whether and where changes can be made to direct more resources into high-quality teaching.

To give the hon. Member for Blaydon time to wind up the debate, I will finally just thank hon. Members for their contributions to this important debate. We are determined to have a world-class education system that allows every child to achieve their potential, regardless of who they are or where they live.

Education

Nick Gibb Excerpts

Thursday 28th February 2019 Ministerial Corrections

The following is an extract from the Adjournment debate on 25 February 2019.

[Nick Gibb]

We are also providing £2 million for national youth music organisations such as the National Youth Orchestra and £2 million for In Harmony.

[Official Report, 25 February 2019, Vol. 655, c. 140.]

Letter from the Minister for School Standards:

An error has been identified in my contribution.

The correct information should have been:

[Nick Gibb]

We are also providing nearly £2 million for national youth music organisations such as the National Youth Orchestra and £2 million for In Harmony.

Instrumental Music Tuition

Nick Gibb Excerpts

Monday 25th February 2019 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

I congratulate my hon. Friend the Member for Moray (Douglas Ross) on securing this debate. He is right that music can transform lives and introduce young people to a huge range of opportunities and skills, but we have heard today how Moray Council is increasing the cost of instrumental music tuition by 85%, which risks depriving many pupils of the pleasure of learning to play a musical instrument—something that we must strive to avoid. I look forward to one day hearing my hon. Friend playing a triangle, or perhaps we could listen to my hon. Friend the Member for Morecambe and Lunesdale (David Morris), who is sitting behind me and who played sessions for Whitesnake and Duran Duran in the 1980s.

In November 2011, we published the national plan for music education, which sets out our vision for music education. The vision is to enable children from all backgrounds and every part of England to have the opportunity to learn a musical instrument, to make music with others, to learn to sing, and to have the opportunity to progress to the next level of excellence. The national plan runs until 2020, and we confirmed last month that we would refresh it.

The Government are committed to ensuring that every child receives a high-quality music education. That is why music is an important part of a broad and balanced curriculum and is statutory for all pupils aged five to 14 in state maintained schools. Instrumental tuition is a key part of a music education, and that is reflected in the national curriculum. For example, at key stage 1, pupils should be taught to play tuned and untuned instruments musically and, at key stage 2, they should be taught to play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.

Schools are responsible for delivering the music curriculum, in exactly the same way that they are responsible for delivering the curriculum in other subjects, but we recognise that they cannot do that alone. Our network of music education hubs can support schools to provide high-quality music tuition. Between 2016 and 2020, we are providing over £300 million of ring-fenced funding for music education hubs in addition to the funding that goes to schools to deliver the curriculum.

England has 120 music education hubs that were set up in 2012 to drive up the quality and consistency of music education across the country. We have given the hubs four core roles, with instrumental tuition at their heart. The four roles are to ensure that every child aged five to 18 has the opportunity to learn a musical instrument through whole-class ensemble teaching, to provide opportunities for pupils to play in ensembles and to perform from an early stage, to ensure that clear progression routes are available and affordable to all young people, and to develop a singing strategy to ensure that every pupil sings regularly and that choirs and other vocal ensembles are available in the area.

[Jeremy Lefroy (Stafford) (Con)]

I am grateful to the Minister for giving way, and I congratulate my hon. Friend the Member for Moray (Douglas Ross) on securing this debate. Do the hubs also cover paths to composition? I was struck this morning upon hearing the brilliant composer Sir James MacMillan, who I believe is 60 this year, talk on the radio about how important his musical education at a state school had been to the development of his career.

[Nick Gibb]

My hon. Friend is right that composition is included in the national curriculum, and it is of course important that children learn how to read and write music so that they can actually compose music of their own.

A report by Birmingham City University published last year showed that in 2016-17, hubs worked with 89% of schools on at least one core role and helped more than 700,000 pupils learn to play a musical instrument in whole-class ensemble teaching. In 2013-14—the first year for which like-for-like figures are available—the number was just under 600,000, so that is an increase of 19%. In addition to their work with whole classes, hubs taught hundreds of thousands more children to play instruments or sing. They provided individual lessons for more than 157,000 children, lessons in small groups for more than 238,000 children and lessons in larger groups for more than 145,000 children. We have recently increased their funding by £1.3 million.

Between 2016 and 2020, we are providing almost £120 million to the music and dance scheme, to support exceptionally talented young musicians, dancers and choristers to attend specialist schools such as the Yehudi Menuhin School, Chetham’s School in Manchester and the Purcell School.

[Paul Masterton (East Renfrewshire) (Con)]

Will my right hon. Friend join me in congratulating my constituent Jamie King, who is 15 and won a place on the National Youth Orchestra playing the bassoon and was awarded a place at Chetham’s, having learned to play at a primary school in Netherlee? Does that not demonstrate that getting young children into music early in their local primary schools can lead them on to a national stage at such a young age?

[Nick Gibb]

Yes, I offer Jamie King my warm congratulations on achieving membership of the National Youth Orchestra and on attending Chetham’s, which is not an easy school to secure a place in? We help to fund those places through the music and dance scheme. We are also providing £2 million for national youth music organisations such as the National Youth Orchestra and £2 million for In Harmony.[Official Report, 28 February 2019, Vol. 655, c. 4MC.]

While instrumental tuition is important, it is not the only aspect of the curriculum. Earlier this year, I announced that in order to help schools deliver high-quality music education, we were developing a non-statutory model music curriculum for teachers to use in key stages 1 to 3. That will expand on the statutory programmes of study and act as a benchmark for all schools. As well as ensuring that pupils can benefit from knowledge-rich and diverse lessons, the curriculum will make it easier for teachers to plan lessons and help to reduce workload. We have appointed an expert advisory group, chaired by Veronica Wadley, which will oversee the drafting of the curriculum. She is a former chair of Arts Council London and is a governor of the Yehudi Menuhin School.

[Douglas Ross]

On that point, will my right hon. Friend reiterate the thanks I gave in my speech to teachers such as John Mustard and everyone involved in music instruction in Moray? The talent they pass on stays with young people for life, and the effort they put in is unquestionable. It would be extremely nice if a Minister at the Dispatch Box of the House of Commons could say that to John and everyone involved in music tuition.

[Nick Gibb]

My hon. Friend beats me to my point. I was going to mention John Mustard and thank him on behalf of the rest of the House of Commons for all the work he has put in and his dedication to teaching, helping hundreds or thousands of young people to acquire a real love of music. I thank John Mustard, and I thank my hon. Friend for raising that.

One of the aims of the national curriculum is for children to perform, listen to, review and evaluate music across a whole range of historical genres, periods, styles and traditions, including the works of the great composers and musicians. I was introduced to classical music at primary school, and I want other children to have the same opportunity, so I was delighted to support and help develop the Classical 100, a free online resource for primary schools, to help teachers introduce their pupils to classical music. It was developed by experts in music education at the Associated Board of the Royal Schools of Music, Classic FM and Decca. More than 5,500 schools in England, 7,500 teachers and an estimated 180,000 pupils have engaged with it since it launched in 2015. The 100 pieces were selected to encourage pupils to explore composers such as J. S. Bach, Beethoven, Brahms, Mozart and Tchaikovsky. The most frequently played pieces are “Dido’s Lament”, “Nimrod”, “Londonderry Air”, the “Moonlight” sonata and “Air on the G String”. The online site offers schools a range of flexible resources to support teachers, and I hope more schools will sign up to it. Last October, I was delighted to visit Park Lane Primary School in Wembley and present it with a Yamaha Clavinova digital piano for coming first in the Classical 100 challenge.

I think we can all agree that having the opportunity to study and explore music and to learn to play an instrument is not a privilege; it is part of a broad and balanced curriculum, and it is something we must all continue to champion. A strong and rigorous music education is as important a part of a child’s education as science, history and literature. I hope our commitment to music education is clear. The new model curriculum, the new money for our successful music hubs and a refreshed national plan for music education will ensure that the next generation of Adeles, Nigel Kennedys and Alex Turners have all the support they need in and out of school.

Question put and agreed to.

Relationships and Sex Education

Nick Gibb Excerpts

Monday 25th February 2019 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship yet again, Sir David. I welcome today’s debate on the right to withdraw from relationships and sex education, and the opportunity to set out clearly the rationale for the very significant reforms and to support all pupils’ social, personal and academic development. I congratulate the hon. Member for Warrington North (Helen Jones) on her excellent introduction to the debate, and I thank her for her support for the draft guidance and the regulation.

It has been a debate of powerful speeches that reflect the wide range of views on what can be a controversial subject. The array of views in the Chamber reflects the array of views in society more widely. The Government have sought to distil those views in the statutory guidance to reflect those disparate viewpoints. It has been carefully crafted and has received widespread support.

The hon. Member for Wythenshawe and Sale East (Mike Kane) asked whether the subject will be compulsory in all schools. The answer is yes, both in local authority maintained schools and in academies and free schools. It has not been introduced through the national curriculum but through the basic curriculum, which means it applies to all schools. We are committed to supporting schools through training and further advice, to share best practice. We are allocating £6 million in 2019-20 to develop a support programme for schools. It will be compulsory from September 2020, which gives time for schools to prepare, although we are encouraging early adopters to introduce it from this September.

The Children and Social Work Act 2017 placed a duty on the Secretary of State for Education to make relationships education compulsory for all primary schools, and relationships and sex education compulsory for all secondary schools. It also provided a power to carefully consider the status of personal, social, health and economic education, or elements thereof. Following a call for evidence, and having listened to concerns about equipping children for life in modern Britain—particularly concerns about safeguarding, mental health and online safety—we decided to make health education compulsory in all state-funded schools.

The focus of health education in primary schools is on teaching the characteristics of good physical health and mental wellbeing. That starts with pupils being taught about the benefits of daily exercise, good nutrition and sufficient sleep. It includes teaching about simple self-care techniques, about personal hygiene, bacteria and viruses, about good dental health and flossing, and about basic first aid. Emphasis is given to the positive relationship between good physical health and mental wellbeing, and to the benefits of spending time outdoors.

It was clear from responses to the call for evidence that many people wanted pupils to be better equipped to manage the online world. That has been reflected in the debate, including in the last couple of speeches. Pupils therefore will be taught about the benefits of rationing time online and the risks of excessive use of electronic devices. Schools should also consider how these subjects collectively can support the development of important attributes in pupils, such as honesty and truthfulness, kindness, consideration and respect, permission seeking and giving, and the concept of personal privacy.

I hope hon. Members will acknowledge the very clear and carefully crafted guidance we are providing to teachers for these subjects, including how we determined the required content for relationships education in primary schools and for relationships and sex education in secondary schools. We have listened to the breadth of views that have been expressed and ensured that any developments, including on the right to withdraw, remain consistent with the guiding principles for these subjects, which Parliament endorsed during the passage of the Children and Social Work Act.

Our guiding principle, therefore, is that these subjects should help keep children safe, which includes knowing the law on relationships, sex and health. Of course, that includes age-appropriate teaching about relationships that primary-age pupils need to understand—about building caring friendships and dealing with the ups and downs of friendships, for example. We have set out how schools can acknowledge respectfully that some pupils sitting in their classrooms may have same-sex parents or, indeed, a different family model. That is why the guidance states that pupils should be taught that

“others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care.”

We worked closely with a wide range of stakeholders to carefully craft the guidance in a way that is sensitive. The guidance states:

“In teaching Relationships Education and RSE, schools should ensure that the needs of all pupils are appropriately met, and that all pupils understand the importance of equality and respect. Schools must ensure that they comply with the relevant provisions of the Equality Act 2010…under which sexual orientation and gender reassignment are amongst the protected characteristics.”

It continues:

“Schools should ensure that all of their teaching is…age appropriate in approach and content. At the point at which schools consider it appropriate to teach their pupils about LGBT, they should ensure that this content is fully integrated into their programmes of study for this area of the curriculum rather than delivered as a standalone unit or lesson. Schools are free to determine how they do this, and we expect all pupils to have been taught LGBT content at a timely point as part of this area of the curriculum.”

That guidance was carefully crafted to create a coalition of the widest support, and I have been pleased to see a range of stakeholders acknowledge that today.

[Liam Byrne]

I am listening to the Minister very carefully. What will be the mechanism for resolving disputes where parents disagree with the judgment a school has come to?

[Nick Gibb]

I will come to that in a moment.

The Church of England’s chief education officer, Rev. Nigel Genders, said:

“If adopted, these guidelines will equip schools and teachers to help children and young people gain the skills and knowledge to understand and value one another within a pluralistic society.”

We have had similar support from the Catholic Education Service.

All schools, whether religious or not, will be required to take the religious beliefs of their pupils into account when they decide to deliver certain content, to ensure that topics are appropriately handled. However, it is of course vital that, by the time they become adults and participate in British society, pupils understand, respect and value all the protected characteristics in the Equality Act 2010. The Department trusts schools to make the right decisions about what and when they teach their pupils about topics, including equalities.

[Mr Ivan Lewis]

I thank the Minister for giving way. He is one of the Ministers that I think many of us in the Chamber massively respect due to the way he tries to do his job. I warmly welcome what he said about health education in our schools. We have had two tragedies involving young people in my constituency recently, and there is a growing awareness of how vital it is to teach mental wellbeing, particularly among young people, given the challenges they face.

However, who in the Government is responsible for assessing the cumulative impact on religious freedom of relationships and sex education, the regulation of private schools, and Ministry of Housing, Communities and Local Government guidance on schools’ integration duties? Religious freedom is cast aside all too often in our society. That question is particularly important in circumstances where Ofsted takes a different view from a school. The guidance states that schools should be able to teach these things in a way that is consistent with their religious ethos, but who does a school consult when making decisions about what it is able to do in a way that is consistent with its religious ethos, without Ofsted intervening and making—certainly in some cases—inappropriate decisions?

[Nick Gibb]

The hon. Gentleman raises some very good points. We take these issues extremely seriously. We continually meet religious groups from right across the spectrum to discuss these very sensitive issues. He raised the issue of Ofsted. In common with other curriculum areas, Ofsted will not make a discrete judgment on the delivery of relationships education or RSE, but the proposed new Ofsted framework continues to set out the expectation that inspectors will consider the spiritual, moral and cultural development of pupils as well as a broad and balanced curriculum when informing the judgment of a school. We are of course in discussion with Ofsted the whole time to ensure that it enforces these rules in a sensitive way that reflects the religious background of the schools it inspects.

We have been clear that parents and carers are the primary teachers of these topics, and that these subjects are designed to complement and reinforce the role of parents by building on what children learn at home. That is why we have retained parents’ ability to request that their child be withdrawn from the sex education elements of RSE should they wish. I assure my hon. Friends the Members for Congleton (Fiona Bruce) and for Bolton West (Chris Green) that the draft guidance preserves that parental right but also reflects the rights of a young person who is competent to make their own decision.

[Fiona Bruce]

I repeat that the guidelines indicate that, in exceptional circumstances, a headteacher may refuse such a request. I would be grateful if the Minister addressed that. The guidelines also state:

“Schools should ensure that parents know what will be taught and when”.

There is concern about how parents will be informed when relationships education becomes relationships and sex education, and the right of withdrawal becomes effective. How will that be monitored? Is that going to be left to Ofsted, or is there going to be more sensitive monitoring? In the light of the concerns that have been expressed, perhaps such monitoring would be appropriate.

[Nick Gibb]

I understand my hon. Friend’s point, which was also made passionately by the right hon. Member for East Antrim (Sammy Wilson) and the hon. Member for Strangford (Jim Shannon). I reiterate and refer all hon. Members, including my hon. Friend, to paragraph 47 of the guidance, which clearly says—and I acknowledge what she quoted—that

“except in exceptional circumstances, the school should respect the parents’ request to withdraw the child.”

That is clearly set out and schools have to have regard to those requirements.

Going further, the school has to set out its policy on its website—I will come to that in my comments—and it has to consult parents. There are sections in the guidance that clearly set out that schools should be consulting and working with parents when they are developing their policies for relationships and sex education, and when the right to withdraw will apply, so that parents are aware of what their child’s school will be teaching and when. When schools are introducing the curriculum they should be consulting parents.

I reflect the point made by the right hon. Member for Birmingham, Hodge Hill (Liam Byrne). As new generations and cohorts of parents and children go through, the school will want to continue to re-consult on the same curriculum, even if they are not changing it. The school needs to consult current parents, not just the parents from five or six years ago.

[Jim Shannon]

The hon. Member for Bury South (Mr Lewis) is right that the Minister responds very well to comments that are put forward. I remind the Minister that, in my contribution, I referred to the regulation that states:

“If the parent of any pupil in attendance at a maintained school in England requests that the pupil may be wholly or partly excused from sex education provided as part of statutory relationships and sex education, the pupil must be so excused until the request is withdrawn, unless or to the extent that the head teacher considers that the pupil should not be so excused.”

Despite what the Minister says, it seems to me that the end result is that headmaster or the principal can overrule the parent, which I think is wrong.

[Nick Gibb]

I understand the hon. Gentleman’s point. We have to take into account a range of views. Headteachers will want to respect the views of parents, but there may be exceptional circumstances. I do not want to iterate them in the debate, nor do we want to set them out, but there may be exceptional circumstances with a particular child when it is necessary to refuse the right the withdraw them. They will be very exceptional circumstances.

The previous position was that parents had the right to withdraw their child from sex education until the age of 18. That cut-off point for the right to withdraw is now untenable, as it is incompatible with developments in English case law and with the European convention on human rights. Therefore, we have sought to deliver a sensible new position that suitably balances the rights of parents with the rights of young people. We believe that we have done that sensitively and effectively. Parents will be able to request that their child be withdrawn from sex education and that request should—unless there are exceptional circumstances—be granted, up until three terms before the child becomes 16, at which point the child can decide to opt in. If a child takes that decision, the school should ensure that they receive teaching in one of those three terms.

As with other aspects of the regulations and guidance, we have tested this position with expert organisations, including teaching unions, a wide range of faith groups and subject associations, including the Association of Muslim Schools, the Board of Deputies of British Jews, the United Synagogue, Parentkind, the National Police Chief's Council, the NSPCC, Barnardo’s, Mumsnet, Mencap, the Centre of expertise on child sexual abuse, the Council for Disabled Children and many others. They are listed in the response to the consultation.

We have seen huge support today for the incredible step we are taking with the new guidance and regulations. The guidance further stipulates the need for parental engagement during the development of the RSE policies. Good practice should include demonstrating to parents the type of age-appropriate resources that will be used in teaching. The regulations stipulate schools must have an up to date written statement of their policy, which must be published and available free of charge to anyone. We continue to be clear that parents should understand the content of all three subjects, and that schools should work to understand and allay parental concerns where possible. To respond to the point made by the right hon. Member for Birmingham, Hodge Hill, we have been working with Parkfield Community School and the council to try to resolve the issue in a supportive manner. The regional schools commissioner has been closely involved in the situation and in meetings that have happened since the problem first arose.

[Shabana Mahmood]

Will the Minister give way?

[Nick Gibb]

I am so sorry, but I will not as there is only five minutes to go. The hon. Lady referred to consultation with parents. The draft regulations and guidance outlining this content are the fruition of an extensive public engagement process and call for evidence that received over 23,000 submissions. That evidence was used to develop the draft regulations, statutory guidance and regulatory impact assessment, and was the subject of a public consultation that ran from July to November 2018. There were over 40,000 engagements, over 11,000 submissions and 29,000 signatures on two petitions.

[Shabana Mahmood]

I appreciate the Minister’s comments about how schools are expected to behave as a result of the new guidance, but he has still not addressed the material point about what happens when schools and parents disagree. What is the mechanism for resolving that dispute? What rights will parents have in that process? The process he outlined in relation to Parkfield was made up as he went along, and is not a process that parents can rely on as the guidance is rolled out.

[Nick Gibb]

Ultimately, decisions have to be taken about what the policy is for a school, but the school has to consult. If there are concerns that the school has not consulted properly, then there are a raft of complaints processes for academies and local authority schools that ultimately escalate to the school complaints unit in the Department for Education and the Secretary of State will take a decision, although that will usually be delegated to officials. There are processes for complaints—they will go through academies and the regional schools commissioner. The Department works closely with schools that are facing these challenging circumstances.

These subjects now present an incredible opportunity through updated regulations and guidance. The guidance on these issues had not been updated since 2000, since when we have had significant development in terms of the internet, and all the new risks and problems facing this generation of children. I trust that I have demonstrated the value that relationships education, as well as sex education and health education, offers children growing up in an increasingly complex and diverse world. Importantly, I hope that I have reassured that the position on the right to withdraw from sex education reflects our clear respect for the value and rights of parents.

Education

Nick Gibb Excerpts

Tuesday 19th February 2019 Ministerial Corrections

The following is an extract from a debate in Westminster Hall on Education Funding: Cheshire on Wednesday 13 February 2019.

[Nick Gibb]

The sparsity factor in the formula allocates additional funding of £25 million specifically to schools that are both small and remote. This year, seven schools in my right hon. Friend’s constituency attracted a combined total of £133,000 in sparsity funding.

[Official Report, 13 February 2019, Vol. 654, c. 363WH.]

Letter of correction from the Minister for School Standards.

An error has been identified in the response I gave to my right hon. Friend the Member for Tatton (Ms McVey).

The correct response should have been:

[Nick Gibb]

The sparsity factor in the formula allocates additional funding of £25 million specifically to schools that are both small and remote. This year, seven schools in my right hon. Friend’s local authority attracted a combined total of £133,000 in sparsity funding.

Free Childcare: Costs and Benefits

Nick Gibb Excerpts

Tuesday 19th February 2019 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure, as always, to serve under your chairmanship, Mr Davies, and I congratulate the hon. Member for Bristol North West (Darren Jones) on securing this debate and his welcome news—and the interesting way he introduced it.

I am grateful for the opportunity to set out the Government’s position on childcare support. It is a pleasure to stand in for the Under-Secretary of State for Education, my hon. Friend the Member for Stratford-on-Avon (Nadhim Zahawi), who I understand is seeing family in Washington DC, which is appropriate, given the debate on families that we are having.

I think the truth is that Members here violently agree on the importance of high quality childcare. Evidence shows that high quality childcare supports young children’s development and helps to prepare them for school. Affordable and convenient childcare gives parents the ability to balance work and family life, allowing them to enjoy the benefits of a job, safe in the knowledge that their children are in good hands.

When the Labour party left office in 2010, only 15 hours of free childcare was available for three and four-year-olds. It was the Conservative-led coalition Government that introduced free childcare for two-year-olds from disadvantaged families. Early education from the age of two has long-lasting benefits for children, and we believe that it helps to promote a child’s emotional, cognitive and social development.

However, evidence shows that, on average, disadvantaged families are less likely to use formal childcare provision than more advantaged families, which is why the Government introduced 15 hours of funded early years education for disadvantaged two-year-olds in September 2013. Eligibility was expanded in September 2014 to include children with a disability or special educational needs from low-income working families, or who have left care. Our balanced approach to managing the public finances enabled us to do that. The extended learning programme for two-year-olds has been popular with parents. Local authorities reported in January last year that 72% of eligible parents nationally took up their entitlement to a place. That is a significant increase from 2015, when the figure was 58%.

A year and a half ago, we also doubled the childcare entitlement of working parents of three and four-year-olds to 30 hours a week. On the point made by the hon. Member for Batley and Spen (Tracy Brabin), only working parents are eligible for those additional 15 hours; the first 15 hours are universally available for parents of all three and four-year-olds. In its first year, the 30 hours of free childcare, alongside the Childcare Choices website and the childcare calculator, helped more than 340,000 children to take advantage of more high quality childcare, with savings for parents of up to £5,000 a year. Again, the Government’s balanced approach to the management of the public finances and the economy enabled us to do that and to provide that benefit to parents.

Independent evaluation of the first year of the 30-hours entitlement found more than a quarter of parents reporting that they had increased their working hours as result, with 15% of parents saying that they would not be working at all without the extended hours. Those effects were stronger for families on lower incomes, helping to fulfil our commitment to help disadvantaged families and to boost social mobility. Furthermore, surveys of parents highlight the impact that the 30 hours can have on parents’ working patterns, with a majority of parents reporting that the 30 hours have given them more flexibility in the hours that they can work, and a small but significant proportion of mothers reporting that the 30 hours had led them to enter work or to increase their hours.

The evaluation report quoted one parent as saying:

“By doing four days now instead of three…my company looks at my development and progression in a way that they wouldn’t if I was only doing three days.”

Some 86% of parents reported that they thought that their child was better prepared for school as a result, and 79% felt that their family’s quality of life had improved. The latest study of early education and development—SEED—report, published last year, also points to the clear evidence of the benefits of high quality early education for the cognitive and emotion development of all children aged two to four.

My hon. Friend the Member for Mansfield (Ben Bradley) asked for a commitment to support the most disadvantaged children, but that has been the driving force behind all our education reforms since 2010. On early years education, more than a quarter of children finish their reception year without the early communication and literacy skills that they need to thrive. The Government have ambitious plans to halve that proportion over the next 10 years. The Department is working closely with the sector to deliver on our commitment to reform the early years foundation stage profile. The reforms are an important opportunity to improve outcomes for all children, but especially to close the word gap between disadvantaged children and their peers. We know that the gaps can emerge much earlier in a child’s life, well before they enter reception. That is why we recently launched a capital bidding round of £30 million to invite leading schools to come forward with projects to create new high quality nursery places for two, three and four-year-olds. Those are the reasons why the Government are investing more than any other in childcare. We will spend around £6 billion a year on childcare support in 2019-20—a record amount.

[Jim Shannon]

In my contribution, I referred to the take-up figure of 91,000. The number that could take up the scheme is 417,000. I asked what the Government are doing to bridge that gap and ensure that people take up the scheme.

[Nick Gibb]

I will come to that point in a moment. We believe that the take-up of all the different schemes has been very high, but we always want to do more to ensure that it continues to increase.

The introduction of 30 hours has been a large-scale transformational programme, and such change can be challenging, but tens of thousands of providers have none the less responded to make it a success, because of their ongoing commitment to helping families. The evaluation of the introduction of the 30-hour entitlement found that three quarters of providers delivering free entitlement places were willing and able to deliver the extended hours with no negative effects on other provision or the sufficiency of childcare places. Almost two thirds of providers offered full flexibility with free choice to parents on when they could take the extended hours. Overall, we are already starting to see how the 30-hour entitlement is making a difference to families across the country.

The childcare market in England consists of a diverse range of provider types, allowing parents real choice in their childcare provision. The supply of childcare in England is generally high quality, with more than nine in 10 providers rated good or outstanding by Ofsted. There are strong indications that supply can meet parent demand for Government-funded entitlements. Nearly 79,000 private childcare providers were registered with Ofsted in August 2018 and more than 7,500 school-based providers, including maintained nursery schools, were offering early years childcare.

While there are some examples of providers closing, as the hon. Member for Stockton North (Alex Cunningham) pointed out, there is no evidence of widespread closures in the private and voluntary childcare market. The latest official Ofsted data, published in December 2018, showed that the numbers of childcare providers on non-domestic premises is fairly stable over time, showing a marginal 2% decrease compared with 2012. Providers joining and leaving the Ofsted register is normal in a private market and can be due to a variety of reasons. In fact, more non-domestic providers joined the register between 31 March 2018 and 31 August 2018 than left.

[Tracy Brabin]

Will the Minister accept that in order to keep the lights on, some smaller nurseries have had to ask parents for top-ups, such as baking birthday cakes and selling them, or even taking in ironing in order to keep their business going?

[Nick Gibb]

These issues are always raised. While there are some examples of providers closing, there is no evidence of widespread closures in the private or voluntary childcare sector. As important as the availability of places is, I am pleased that the quality of childcare providers remains high, with more than nine in 10 rated good or outstanding by Ofsted. In January 2018, more than 1.2 million children under five were receiving funded early education in settings rated good or outstanding. We continue to support growth in the childcare sector. As part of that, we have allocated £100 million in capital funding to create extra high quality childcare places.

Maintained nursery schools were mentioned in the debate. They provide high quality early education and support some of our disadvantaged children. I have seen that for myself in my constituency. In order to allow the hon. Member for Bristol North West to make some final remarks, I take the opportunity to again thank him for securing this debate. High quality childcare provides crucial support for children’s development and prepares children for school. The free childcare entitlements being provided by so many impressive providers are backed by record levels of Government spending.