Minimum School Week
Nick Gibb Excerpts(1 year, 5 months ago)
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The Minister for Schools (Nick Gibb)
In March 2022, the Government announced in the Schools White Paper ‘Opportunity for All’ that to give every pupil the opportunity to achieve their full academic potential, all mainstream, state-funded schools would be expected to deliver a minimum school week of 32.5 hours by September 2023.
Most schools already have a school week of at least this length, and others will have plans in hand to meet the minimum expectation by September 2023. However, in recognition of the pressures currently facing schools, the Government have decided to defer the deadline to September 2024. The Government are encouraging schools that are planning to increase their hours from this September to continue to do so.
The Government have today published guidance and case studies:
https://www.gov.uk/government/publications/length-of-the-school-week-minimum-expectation to support those schools that are not yet meeting the minimum expectation.
[HCWS948]
Teaching Assistant Pay
Nick Gibb Excerpts(1 year, 5 months ago)
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The Minister for Schools (Nick Gibb)
It is a pleasure to take part in the debate under your chairship, Sir Mark. I congratulate the hon. Member for Gower (Tonia Antoniazzi) on her well informed and passionate speech opening this debate on the petition relating to pay for teaching assistants. I would like to start by saying that the Government recognise teaching assistants as a valuable part of the school workforce. We appreciate the dedication of our teaching assistants and know the valuable contribution that they make, alongside excellent teachers, to pupils’ education.
The Department recently published data on the number of teaching assistants through the school workforce census, which showed that there are now 281,000 full-time equivalent teaching assistants in schools. That represents an increase of 5,300 since 2021. Teaching assistants now make up three in 10 of the school workforce overall, accounting for 37% of the nursery and primary workforce, 14% of the secondary workforce and 52% of the special school workforce.
We know that when teaching assistants are well trained and well deployed, they can improve pupil attainment. Evidence from the Education Endowment Foundation shows that teaching assistants can add up to four months’ improvement in pupil progress when delivering one-to-one or small group support using structured interventions, as the hon. Member pointed out in her opening speech. That is why we set out in the SEND and AP Green Paper our intention to develop a longer-term approach for teaching assistants, to ensure that their impact is more consistent across the system and that they can specialise in interventions that are proven to work.
Tonia Antoniazzi
I hope the Minister will indulge me. When I was teaching, I had a young man in my classroom called Jac Richards, who was a wheelchair user and non-verbal; he used an Eyegaze. He was well supported by his teaching assistants, Hayley and Joanne, and learnt French from year 7 to year 11. Unfortunately he was unable to sit the GCSE exam, but the gift they gave him in preparing and supporting me to prepare resources for an Eyegaze to teach a young man French was absolutely magic. Also, he participated fully, and this was a mainstream 11-to-16 school. When I say “fully”, I mean he was able to come on the trips to France and everything. That is how magic his experience was in school: he was able to be in my classroom and to participate. That is how wonderful teaching assistants are, and I hope that the Minister hears more examples like that, because it really was an honour and a privilege to be able to teach Jac thanks to them.
Nick Gibb
I am delighted that the hon. Member was able to put that on the record. I hope that the teaching assistants she mentioned will see that in Hansard. We want those examples to be more consistent right across the country, so the Department already provides support for teaching assistants through a number of programmes, including training to improve maths for teaching assistants through the maths hubs, and to support them to identify and meet the needs of children and young people with special educational needs and disabilities through the universal services programme. We are also pioneering innovative practice through the “Early Language and Support for Every Child” pilot to trial new ways of working to better identify and support children with speech, language and communication needs in early years and primary schools.
The Institute for Apprenticeships and Technical Education, IfATE, recently published a revised level 3 teaching assistant apprenticeship developed by employers, which became available for delivery from 6 May this year. Schools will be able to access up to £7,000 of levy funding to train and upskill teaching assistants. Of course, schools are free to set terms and conditions for teaching assistants and support staff according to their own circumstances. Local government employees, including school support staff, are covered by the National Joint Council terms and conditions, known as the green book. Most schools, including academies, use the local government pay scales in conjunction with the green book. Local government pay scales are set through negotiation between the Local Government Association, representing the employer, and local government trade unions, such as Unison, Unite and GMB, which represent the employee. Central Government have no formal role in those matters.
Currently, a generous offer is on the table for employees covered by local government pay scales. The offer for 2023-2024 is a flat cash uplift of £1,925 from 1 April 2023. That is the same uplift agreed for the 2022-23 pay deal. If accepted, it would equate to an increase of 9.42% this year for those on the lowest pay scale and an increase of £4,033, or 22%, over the two years since April 2021. We also know that schools can and do pay teaching assistants more than those on the lowest pay scale, currently earning £20,441 per annum. It is disappointing that the unions have rejected that offer, which would provide certainty for staff who are waiting to see an increase in the size of their pay packets. I hope that the pay award can be settled without the use of strike action, as we know that that will impact children’s education and cause disruption for parents.
The Government understand the pressures that people face with the cost of living, which is why we are providing £94 billion of support to households with higher costs across the 2022-23 and 2023-24 financial years—equivalent to £3,300 per household on average. Points have been raised in the debate about the ability of schools to pay for teaching assistants, particularly in the light of the recent pay award. The Government are committed to providing a world-class education for all children and have invested significantly in schools to achieve that. The 2022 autumn statement announced an additional £2 billion in each of the 2023-24 and 2024-25 financial years, over and above totals announced in the spending review in 2021.
In response to the issues raised by the hon. Member for Westmorland and Lonsdale (Tim Farron), let me say that the pay award announced last week is fully funded. Last week, we announced an additional £525 million this year to support schools with a teachers’ pay award, and with a further £900 million in 2024-25. That means that funding for mainstream schools and special needs is more than £3.9 billion higher this year compared with last year. That is on top of the £4 billion cash increase last year—an increase of 16% over those two years. We submitted detailed evidence of the schools cost to the pay body, the School Teachers’ Review Body, and set out that the first 3.5% of the pay award is already funded by a £3.5 billion increase in school funding, which also included a very pessimistic assumption about energy costs that the hon. Gentleman also mentioned. The extra 3%—between 3.5% and 6.5%—is the funding that I just announced of £525 million this year and £900 million next year. The unions have acknowledged that the pay award has been properly funded.
Next year, school funding will be more than £59.6 billion—the highest ever level of school funding and the highest ever level in real terms and in real terms per pupil, as measured by the Institute for Fiscal Studies. Schools are expected to use their core budgets to pay for staff, including teaching assistants, and they may use local government pay scales when setting pay. The Department’s affordability calculation for schools takes account of the latest pay offer to teaching assistants.
The petition highlighted the importance of teaching assistants supporting children with special educational needs and disabilities. I reiterate the importance of teaching assistants’ support to those pupils, and outline our commitment to ensuring that such pupils receive the support they need. High needs funding for children and young people with complex special educational needs and disabilities will rise to £10.1 billion in this financial year, 2023-24; that is an increase of over 50% on the 2019-20 allocations. On top of that funding, special and alternative provision schools will receive an additional £50 million in 2023-24 through the teachers’ pay annual grant to support schools with their staffing costs.
Schools are expected to meet additional support costs of up to £6,000 per pupil with SEND from their core budgets. They can then seek additional funding from local authorities’ high needs budgets, and local authorities usually assess the need for extra funding through the education, health and care needs assessment process. If a pupil has an EHC plan, the local authority has a duty to secure their special educational provision, which will often include a teaching assistant. If the cost of that provision exceeds £6,000 per pupil, it will be paid for from the local authority’s high needs budget, which, as I have said, has increased considerably over the last few years. On 2 March, we published the SEND and AP improvement plan in response to the Green Paper. This outlines the Government’s mission for the special educational needs and alternative provision system to fulfil children’s potential, to build parents’ trust and to provide financial stability.
As I outlined earlier, we intend to develop a longer-term approach for teaching assistants to ensure that their impact is consistent across the system and the different responsibilities they take on. We want teaching assistants to be well trained and to be able to develop specific expertise —for example, in speech and language interventions. As a first step, we have commissioned a research project to develop our evidence base on current school approaches, demand and best practice. That research is being conducted by YouGov and CFE Research, with findings due by the end of the year.
The Government value teaching assistants and the role they play alongside excellent teachers. We recognise the positive impact they can have on pupil outcomes when they are well deployed and well trained. I have set out that we will be developing a longer-term approach to ensure that this is the case and that the impact of teaching assistants is more consistent across the system. The first step we are taking is to improve our evidence base through the research project that is currently in the field. Schools are best placed to recruit and pay teaching assistants according to their own needs, which is why central Government do not have a role in setting pay for teaching assistants or other school support staff. Many schools, including academies, pay teaching assistants according to local government pay scales, and if the pay offer for local government employees is accepted for 2023-24, it would see the lowest paid earning 22% more than they did in April 2021.
Oral Answers to Questions
Nick Gibb Excerpts(1 year, 5 months ago)
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Bob Blackman (Harrow East) (Con)
The Minister for Schools (Nick Gibb)
Ofsted’s report on school maths, published last week, stated:
“In the last few years, a resounding, positive shift in mathematics education has taken place in primary schools.”
In the 2019 TIMSS international survey of maths attainment for year 5 pupils, England achieved its highest ever score and rose from 10th out of 49 countries in 2015 to eighth out of 58 countries.
Bob Blackman
It is clearly good news that 73% of young people are achieving or exceeding the expected grades at the standard assessment tests. Measures have been taken to catch up after covid, which is really good news, but it is important that we lay the foundations in primary schools so that young people love mathematics and can continue to work on it until they are 18. What measures is my right hon. Friend taking to ensure that?
Nick Gibb
My hon. Friend is absolutely right. In addition to expanding the successful maths hubs programme to deliver teaching for mastery to 75% of primary schools by 2025, we are increasing delivery of the mastering number programme for reception to year 2, which helps students achieve fluency with number bonds, to 8,000 schools by 2024. We will also extend the programme into years 4 and 5 to bolster fluency in times tables.
The Minister for Schools (Nick Gibb)
The Progress in International Reading Literacy Study was published in May this year. England had come fourth among 43 countries that tested children of the same age, nine and 10-year-olds. In 2012 we introduced the phonics screening check, testing six-year-olds for their progress in reading and phonics. In that year, 58% of pupils reached the expected standard; by 2019, just before the pandemic, the proportion had risen to 82% following a transformation in the teaching of phonics in nearly all primary schools.
Sally-Ann Hart
Will my right hon. Friend join me in thanking the National Literacy Trust and Bloomsbury Publishing for including a number of schools in Hastings and St Leonards in their pioneering new reading programme, which is specifically aimed at persuading more children to read for pleasure, and will he encourage parents and carers to engage in a programme that is a vital part of their children’s development?
Nick Gibb
I recently met Jonathan Douglas of the National Literacy Trust, and I thank the trust for its enormous contribution to raising the profile of reading for pleasure in schools. Its new programme—which, as my hon. Friend said, it launched in partnership with Bloomsbury—involves working with seven Brighton Academies Trust schools throughout Hastings to encourage more children to read for pleasure.
Stephen Morgan (Portsmouth South) (Lab)
In its White Paper for schools, published last year, the Government’s headline ambition was for 90% of pupils leaving primary school to meet the expected standards in reading, writing and maths. Why does the Minister think that, since that pledge, tens of thousands more children have been leaving primary school without meeting those standards?
Nick Gibb
As the hon. Gentleman will know, owing to the pandemic we did see a fall in writing and maths standards. Reading standards rose, and then fell by two points this year. However, reading standards today are broadly similar to those before the pandemic, and since 2010 both reading and maths have improved enormously in primary schools throughout the country. I am confident that we will meet the 90% target by 2030.
Patricia Gibson (North Ayrshire and Arran) (SNP)
We cannot talk about attainment at any level without also taking into account child poverty. The link between undernourishment and lower reading standards and, therefore, attainment across the board is irrefutable. When children are hungry, they cannot focus on learning. The Scottish Government are currently rolling out free school meals for all primary school children. When will the Minister take decisive steps to combat child poverty and emulate the actions of the Scottish Government?
Nick Gibb
Under this Government, the number of children receiving free school meals has increased hugely. About a third of children are now eligible for either benefits-related free school meals or the universal infant free school meals introduced by our 2010 Government. However, the hon. Lady should be careful when talking about reading and education standards, because standards in this country have risen significantly, and I am not sure that the same can be said for Scotland.
Gordon Henderson (Sittingbourne and Sheppey) (Con)
The Minister for Schools (Nick Gibb)
My hon. Friend and I have discussed education provision on the Isle of Sheppey many times over the years. Given the inadequate Ofsted grading for Oasis Academy Isle of Sheppey, the school is now being removed from the Oasis Community Learning trust to a strong multi-academy trust.
Gordon Henderson
I welcome that response from my very right hon. Friend.
Currently, 1,000 children a day are bussed from the Isle of Sheppey to Sittingbourne schools because parents do not want to send their children to the Isle of Sheppey academy, which means that all Sittingbourne secondary schools are over-subscribed and many children in the town cannot get into their local schools. As my right hon. Friend said, the Department is in the process of transferring the academy to a new multi-academy trust, but with the end of the summer term fast approaching, island parents have no idea whether that transfer will happen, or, if it does, what form it will take. As my right hon. Friend knows, I have been working with the Department on secondary education problems on the Isle of Sheppey for many years, and I know that officials are doing their best, but what can he do to speed up the process and end the current uncertainties?
Nick Gibb
I pay tribute to my very hon. Friend for his passion for improving standards in schools in his constituency. The transfer of the Isle of Sheppey academy to a new multi-academy trust is a priority for the Department. A strong preferred sponsor has been found, and a proposal is being developed by them. Once those plans are completed, they will be put to parents before a final decision is taken by the trust and the Department on the academy transfer.
Joanna Cherry (Edinburgh South West) (SNP)
Patricia Gibson (North Ayrshire and Arran) (SNP)
Today, headteachers in England have spoken of an unprecedented struggle to recruit teachers, because teachers in England feel undervalued and underpaid. To combat this, when will the UK Government match the offer made by the Scottish Government, which will see most Scottish teachers’ pay rise by 14.6% by January 2024, delivering a starting salary of £39,000, which is much more than the £30,000 that the Secretary of State has boasted about today for teachers in England?
The Minister for Schools (Nick Gibb)
In England, standards are rising. We have a record number of teachers in our profession: 468,000 teachers, which is some 27,000 more than in 2010. We value education in this country, standards are rising and they will continue to rise, provided we have a Conservative Government.
Simon Jupp (East Devon) (Con)
Nick Gibb
I would be delighted to meet my hon. Friend. Progress is being made in identifying and securing a site on which to relocate the school. Officials continue to work with Devon County Council and the diocese of Exeter. I thank my hon. Friend for his support in progressing the discussions. The next step is for site appraisals to take place on potential new locations, and officials will continue to keep my hon. Friend informed.
Tahir Ali (Birmingham, Hall Green) (Lab)
Nick Gibb
We continue to raise standards in our schools, as the hon. Gentleman will know. He should not talk down the profession. This is an exciting time to join teaching. It is an honour to be able to work with children and to shape the next generation. This year, 47,000 people came into teaching, a number that is broadly similar year on year, because this is a good profession to join and there is a Government that will support the teaching profession.
Jason McCartney (Colne Valley) (Con)
Nick Gibb
I welcome my hon. Friend’s question. We have spent £15 billion since 2015 on repairs and maintenance of our school estate. We intend to announce any successful appeals from the latest condition improvement fund round this month, as CIF typically opens for applications each autumn. Eligible schools with an urgent condition need that cannot wait until the next round may of course apply for the urgent capital support.
Rachael Maskell (York Central) (Lab/Co-op)
Mike Amesbury (Weaver Vale) (Lab)
Despite statutory guidance to reduce the costs of school uniforms, far too many schools are requiring four and up to five branded items. What more will the Minister do to intervene to ensure that schools abide by the law?
Nick Gibb
I thank the hon. Member for his private Member’s Bill that, with the Government’s support, enabled us to put the guidance on a statutory footing. About 61% of headteachers are aware of that guidance and are taking action to implement it. If parents are still concerned that the school uniform is too expensive, they can raise it with the school and go through the school’s complaints process.
Chris Loder (West Dorset) (Con)
In the absence of any Ofsted oversight or regulation of multi-academy trusts, will my right hon. Friend tell me what mechanism is in place for a school to escalate concerns over the pooling of pupil grant funding, especially in a situation where a multi-academy trust gives a school considerably less money than the Education and Skills Funding Agency allowance for that school?
Nick Gibb
Academy trusts can pool their general annual grant to deliver key improvements and efficiencies across the academies in the trust. The academy trust handbook requires consideration of each school’s needs and an appeals mechanism, which can be escalated to the ESFA.
Christine Jardine (Edinburgh West) (LD)
In my constituency of Edinburgh West this week, students are graduating, some of them with unclassified results, because of a dispute involving marking. This is making it difficult for those wishing to do masters or PhDs, particularly foreign students who have been told that they will have to reapply for visas. Are the Department for Education and the Home Office looking at ways of facilitating those students taking up the places that they have been offered without the classification and avoiding that problem with the visas?
Douglas Chapman (Dunfermline and West Fife) (SNP)
The price of school meals has increased by more than a third in some parts of the UK, yet the Government, and indeed the Labour Front Benchers, will not commit to universal free school meals for primary school-age children. The Scottish Government are rolling out free school meals across all primary schools. The question is when this Government will take the lead from the Scottish Government and act decisively to help struggling families.
Nick Gibb
Record numbers of pupils in England are now eligible for a free school meal. Under universal infant free school meals, all infant pupils get a free meal. A third of children in our schools are receiving a free school meal. We believe very strongly, however, that we should focus the funding on the children in the greatest need. We keep the issue under review, but our focus is always on the most disadvantaged.
Mrs Flick Drummond (Meon Valley) (Con)
My hon. Friend the Member for Worcester (Mr Walker), the Chair of the Education Committee, mentioned my Children Not in School (Register) Bill, which passed its First Reading with support from colleagues across all parties and both Houses. The Schools Minister himself said before the Select Committee last month:
“It is important that we know where children are and can make sure that they are safe.”
Therefore, is it not critical that the Government work with me to expedite the Bill, as an existing and ongoing legislation vehicle that the Government can use without any further delay?
Saqib Bhatti (Meriden) (Con)
Last week, 14 officers from West Midlands police were recognised at the Police Bravery Awards for forming a human chain and breaking through the ice as Fin, Tom, Jack and Sam fell through in sub-zero temperatures at Babbs Mill lake in Kingshurst. I thank the Minister for his time on this previously. What progress has been made in revising the relationships, health and sex education curriculum guidelines specifically on understanding the implications of cold water shock on the body?
Nick Gibb
What happened to my hon. Friend’s constituents is tragic. Swimming and water safety are in the national curriculum, and the Government are updating the school sport and activity action plan, which will set out actions to help all pupils take part in sport and keep fit, including swimming and water safety. The plan will be published this year to align with the timing of the Government’s new school sport strategy.
Valerie Vaz (Walsall South) (Lab)
The Secretary of State told the media at the weekend that she had found the money for the pay settlement from an underspend in the Department. Can she tell the House exactly where she found the money and what policies have not been delivered?
Andrew Jones (Harrogate and Knaresborough) (Con)
I recently visited the impressive National STEM Learning Centre in York and was fortunate enough to be able to observe some of its work. I would be delighted if my right hon. Friend could visit, but in the interim, can she detail what professional support is available for teachers in their continuing professional development?
Nick Gibb
We have engaged in an extensive reform of teacher training, introducing what we call the golden thread: a higher level of requirements in initial teacher training and a two-year early career framework for teachers just starting off in their career. Those standards will mean that in science, technology, engineering and mathematics, and in all subjects, teachers are better prepared to enter the profession.
Munira Wilson (Twickenham) (LD)
The chairs of the governing bodies of 19 primary and secondary schools across the London Boroughs of Richmond and Kingston upon Thames have today written to the Education Secretary, requesting an urgent meeting to discuss the crippling funding and recruitment challenges they face. Will she agree to meet them?
Nick Gibb
Of course the Secretary of State will agree, as she has just said to me. We are spending record amounts of funding on schools. The Secretary of State achieved an extra £2 billion in the autumn statement last year and we are now spending £59.6 billion on school funding. We have recruited 2,800 more teachers this year than last year and we have a record number of teachers in the profession, at 468,000, but of course I am happy to talk to the hon. Lady and the teachers in her constituency to discuss their particular concerns.
Several hon. Members rose—
Key Stage 2 Attainment
Nick Gibb Excerpts(1 year, 5 months ago)
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The Minister for Schools (Nick Gibb)
The key stage 2 (KS2) statistics released today show an increase in this year’s mathematics and writing attainment compared with 2022. More pupils met the expected standard in mathematics—73% in 2023, up from 71% in 2022—and writing—71% in 2023, up from 69% in 2022—than last year. The percentage of pupils meeting the expected standard in all of reading, writing and mathematics— combined—at age 11 was 59% in 2023. This is unchanged from last year. The percentage of pupils meeting the expected standard in science has also risen—80% in 2023, up from 79% in 2022—and those meeting the expected standard in grammar, punctuation and spelling remains unchanged from 2022—72%.
While those meeting the expected standard in reading is down from 2022 from 75% to 73%, it remains higher compared with 2016—66%—and is in line with pre-pandemic standards—73% met the expected standard in reading in 2019. This stability compared with pre-pandemic results was also reflected in the Progress in international reading literacy study (PIRLS) results released in May. Despite the disruption of the pandemic, England’s score remained stable, following significant improvements in 2011 and 2016, coming fourth out of the 43 countries that tested children of the same age. England’s score of 558 was well above the international average of 520 and the European average of 524.
This is the second publication of KS2 attainment since the beginning of the pandemic, as there were no KS2 assessments taken in 2020 and 2021. Following the impact of the pandemic, it was expected that there may be lower levels of attainment while children caught up on lost learning. The progress that has been made in recovering from the pandemic is testament to the hard work of teachers and teaching assistants across the country.
The Government are determined to build on the significant progress that has been made over the past decade in raising standards in reading through the tried and tested approach of phonics. It places great focus on ensuring early reading is taught well because children can only begin to articulate their thoughts in writing when they have a good grounding in early reading and spoken language. This is why today, we are announcing an updated version of our reading framework. This will provide teachers and school leaders with evidence-informed guidance on good practice in reading in primary schools and for those key stage 2 and secondary school pupils who still need support. We are also announcing today our intention to launch an evidence review of best practice in the teaching of writing. This will be a valuable resource for schools and will inform further research and guidance.
The Department also continues to invest in English hubs and Maths hubs. These programmes enable high-performing primary schools to spread their exemplary practice in the teaching of reading and mathematics across more primary schools. Furthermore, the Government are investing an extra £2 billion into our core schools funding this year and the year after, meaning school funding will be at its highest level in history next year, as measured by the IFS. This increase builds on our continued efforts to embed tutoring and provide targeted support for schools and children in need.
There will be a further statistical release in September setting out a more granular breakdown of the KS2 results and that will include statistics at regional and local authority levels and for pupil characteristics such as disadvantage.
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Academies: Financial Oversight
Nick Gibb Excerpts(1 year, 5 months ago)
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The Minister for Schools (Nick Gibb)
Today, my noble Friend, The Parliamentary Under-Secretary of State for the School System and Student Finance (Baroness Barran) has made the following statement:
The 2023 Academy Trust Handbook (ATH), published today and applicable from 1 September 2023, will introduce improvements to the financial oversight framework for academy trusts.
These improvements will maintain the rigour of the current framework, while achieving a better balance for academy trusts, including:
A more streamlined and concise ATH that more clearly describes the framework for Academy Trusts, removing unnecessary detail/prescription, with links to additional guidance for more detailed support where appropriate.
A change in the approval requirements for related party transactions (RPTs) means that from 1 September 2023 RPTs between an academy trust and a college/university, or a school which is a sponsor of the academy trust, or with other state funded schools/colleges will be required to be declared only. In addition, the approval threshold is increased from £20,000 to £40,000 and this will only apply to singular transactions of this value or above.
A range of other improvements such as cutting out duplication across financial returns; prepopulating collection tools; extending the Budget Forecast Return deadline; clarifying requirements through improved guidance are currently being prepared and delivered over the course of this year. There are then areas for action that will be delivered over a longer timescale, and we will continue to engage the sector in this process.
The changes form part of the departmental response to the commitments in the academies regulatory and commissioning review, published in March this year.
The existing framework is robust and thorough with academy trusts—as companies, charities and public sector bodies—subject to high levels of scrutiny. Standards of financial management and governance are high across the sector. In 2020-21, 99.5% of academy trust accounts received unqualified opinions and independent reporting accountants concluded that there were no regularity exceptions in trust financial statements for 92% of trusts.
The framework exists to safeguard taxpayers’ money and ensure it is being used for its intended purpose. This supports the department’s ambition to ensure every pupil is receiving an excellent education and that all young people can realise their potential.
However, we also want to ensure that the framework is appropriately balanced so that it places proportionate requirements on the sector, as well as enabling the Education and Skills Funding Agency (ESFA) and Department for Education (DfE) to fulfil their responsibilities, including the provision of assurance on its stewardship of public funds to Parliament.
In developing these changes, ESFA and DfE have worked closely with a range of representatives of the academy sector. Advisory groups were established, made up of sector experts, representative organisations and academy trusts CEOs and CFOs. The groups provided in-depth feedback on the current ATH requirements. While there was agreement about the core of the financial oversight framework and the key principles that underpin it, we heard that aspects of the current framework are either hard to understand, overly complex or excessively prescriptive.
These changes are possible because of the capability of trusts across the academy sector which has matured significantly in recent years. As the sector continues to develop, we can continue this conversation with sector representatives about the financial oversight framework, identifying further opportunities to improve and streamline.
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Academies: Commissioning Guidance
Nick Gibb Excerpts(1 year, 5 months ago)
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The Minister for Schools (Nick Gibb)
Today my noble Friend, the Parliamentary Under-Secretary of State for the School System and Student Finance (Baroness Barran), has made the following statement:
Today, 6 July, the Department for Education has published the guidance document, “Commissioning High-Quality Trusts: How the Department for Education’s Regions Group takes decisions about the creation, consolidation and growth of academy trusts”.
The guidance will improve the consistency and transparency with which the Department works with the sector. It delivers the commitment made in the academies regulatory and commissioning review to publish clearer, consolidated commissioning guidance, along with finalised descriptions of trust quality.
“Commissioning High-Quality Trusts” sets out how the Department for Education’s regions group will take decisions about academy trust creation, consolidation, and growth. The guidance responds directly to calls from the sector, heard through the academies regulatory and commissioning review, for more transparency about how the department commissions trusts, including the evidence that informs decisions. The approach outlined in the guidance makes clear that the department will prioritise the quality of education offered by trusts, whilst also reflecting the priorities and needs of the local area.
The guidance will encourage and support trusts to direct their own self-improvement activity. This supports our objective to grow capacity, capability, and choice across the system so that each school can be matched with the right high-quality trust to support the needs of its pupils and students.
The guidance consolidates existing documents relating to commissioning, so trust and school leaders will be able to understand the Department’s strategic approach to commissioning and the key processes more easily.
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Local Government Pension Scheme: Academy Guarantee Extension
Nick Gibb Excerpts(1 year, 5 months ago)
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The Minister for Schools (Nick Gibb)
The Department for Education has extended the local government pension scheme academy guarantee to include academy trust outsourced contracts—for example, outsourced catering services.
This extension will help academy trusts by reducing the costs of their outsourced contracts—for example, by lowering set-up costs, simplifying administrative processes and removing the requirement for a bond.
Detailed guidance on the extension has been published on gov.uk:
https://www.gov.uk/government/publications/academies-and-local-government-pension-scheme-liabilities/dfe-local-government-pension-scheme-guarantee-for-academy-trusts-pensions-policy-for-outsourcing-arrangements
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School Inspection
Nick Gibb Excerpts(1 year, 6 months ago)
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The Minister for Schools (Nick Gibb)
The Office for Standards in Education, Children’s Services and Skills (Ofsted) has today announced a number of changes to its inspection process in England.
Ofsted will be clear that, following the completion of a school inspection, it is for the head teacher to decide which colleagues, or others, they share their provisional inspection outcome with, prior to the publication of the inspection report. As provisional outcomes can sometimes change these should not be published or shared with parents until finalised.
From September, when discussing a school’s areas of weakness, inspection reports will normally refer to “the school”, rather than to individuals. Contextual information at the end of reports will list all those with responsibility for the school.
Ofsted has today set out more information for schools on the broad timing of their next inspection. Schools will continue to receive one day’s notice of an inspection, but will now have more clarity about the year in which they are likely to be inspected. This will be of particular benefit to outstanding schools that were previously exempt from routine inspection.
Inspectors will now return more quickly—within three months—to schools graded inadequate overall due to ineffective safeguarding, but where all other judgements were good or better. If a school has been able to resolve the safeguarding concerns it is likely to see its overall grade improve. The Secretary of State will then be able to decide whether to revoke any academy order applying to the school, or withdraw any warning notice issued to an academy Where inspectors are due to return to a school in these circumstances, the timeframe for the implementation of an academy order will allow for reinspection and for the Secretary of State to revoke the order where the grade improves.
From September, Ofsted will provide schools with greater clarity about the threshold for what constitutes ineffective safeguarding through its inspection handbook and a range of other mechanisms. Inspectors will also describe ineffective safeguarding more clearly in inspection reports.
Ofsted has today launched a formal consultation on changes to its complaints system.
The Government are today confirming a significant expansion of their wellbeing support programme for school leaders. This will see a doubling of places available for this year, and will enable an additional 500 school leaders to access expert supervision and counselling.
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Oral Answers to Questions
Nick Gibb Excerpts(1 year, 6 months ago)
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Bob Seely (Isle of Wight) (Con)
The Minister for Schools (Nick Gibb)
There is overwhelming evidence that systematic phonics is the most effective method for teaching early reading. The English hubs programme is made up of 34 high-performing primary schools with exemplary practice in the teaching of synthetic phonics and reading. They are using their expertise to spread best practice to nearby schools, and have now reached over 1,600 primary schools. The English hub supporting the Isle of Wight has been helping 11 primary schools on the Island with their teaching of reading.
Bob Seely
I thank Ministers, first for the new special educational needs school for the Island—it is much appreciated—and secondly for agreeing to a phonics conference in June. The recent Islands Forum held on the Isle of Wight showed the link between education, jobs and the skills agenda and getting better opportunities for islanders, whether they are in Scotland or down on the Isle of Wight in my patch. On the phonics conference, is the Minister willing to pledge that we will get a centre of excellence for the teaching of phonics on the Island? Our nearest one, however good it is, is on the mainland in Southampton.
Nick Gibb
My hon. Friend and I have discussed education standards on the Isle of Wight on a number of occasions, and I pay tribute to him for the support he gives his schools and his determination to see standards rise in those schools. The Springhill English hub that he referred to is supporting primary schools on the Island to improve their teaching of phonics. As I said, it is already working with 11 primary schools, five of which have received intensive support, with the intention of ultimately finding a school on the Isle of Wight itself that has sufficient expertise to spread practice within the Island. That conference is taking place at the end of the month, and I hope all primary schools will be able to attend.
Rob Butler (Aylesbury) (Con)
Mr Tanmanjeet Singh Dhesi (Slough) (Lab)
The Minister for Schools (Nick Gibb)
The school workforce census published last week shows that the number of teachers has increased by a further 2,800 this year. There are now more than 468,000 teachers in the state system in England. We have invested £181 million in recruitment this year, including training bursaries and scholarships worth up to £29,000, and we are delivering £30,000 starting salaries, reforming teacher training, delivering half a million training opportunities and working with the sector to address teacher workload and wellbeing.
Kate Osborne
The Minister mentions the data released last week, but it also highlights the unacceptable consequences of real-terms cuts to teachers’ pay and unmanageable workloads. It shows that posts without a teacher have more than doubled in the past two years. Last week, I met with NASUWT North East and the South Tyneside branch of the National Education Union, which raised concerns about the impact of the recruitment and retention crisis. When will the Minister take action to tackle this crisis by increasing teachers’ pay and reducing their workload?
Nick Gibb
In terms of teachers’ pay, we are waiting for the Government’s response. We have received and are looking at the School Teachers Review Body’s recommendations now, and we will respond in the normal way and on the normal timing. In terms of workload, we set up three important workload working groups, and over the years that has resulted in the working hours of teachers coming down by five hours a week, and we have pledged to do more to reduce that further.
Mr Dhesi
There were 44,000 leavers from the teaching profession last year. That is 9.7% of the total workforce, and the leaver rate is the highest it has been since 2018. The Government have missed their secondary teacher recruitment targets every year for the past 10 years bar one. All that is yet more evidence of how the incompetent Conservative Government have created the recruitment and retention crisis among teachers, and schools in Slough and across our country are lamenting the detrimental impact on our children’s education. Minister, what are the Government doing to urgently fix the recruitment and retention crisis?
Nick Gibb
If the hon. Member looks at the tables attached to the school workforce census, he will see that we have returned to pre-pandemic levels of recruitment. If he looks over a period of years, he will see that the number of teachers coming into state-funded schools and the number leaving are broadly similar.
Sir Desmond Swayne (New Forest West) (Con)
The abandonment of respectful address, such as “sir”, will not help, will it? Apparently it is because the female equivalent, “Miss”, is considered demeaning. Might I suggest the substitution of “ma’am”? It was good enough for Her late Majesty.
Nick Gibb
My right hon. Friend should not believe everything he reads in the newspapers. Behaviour in our schools is improving. We have set up behaviour hubs around the country to ensure that best practice is spread throughout the school system.
Stephen Morgan (Portsmouth South) (Lab)
Last week, the Minister’s Department celebrated the latest teacher recruitment and retention figures, with the numbers showing that 40,000 teachers left the profession last year—the highest number since records began. Does he really think that is worth celebrating?
Nick Gibb
As I said earlier, if the hon. Member were to look at the tables attached to the school workforce census, he would see that the number of teachers coming into the state sector and those leaving are broadly similar, and they have a broadly similar pattern across the years. For example, the number of teachers leaving last year—44,000—compares with the 42,500 who left the profession in 2010-11. The challenge we have faced over the last 13 or 14 years is that we have created an extra 1 million school places in our schools. However, over that period, the pupil-teacher ratio in secondary schools, particularly in the last few years, has been broadly similar—it has risen slightly, but it has been broadly similar—despite the fact that we have increased the number of school places by over 1 million.
The Minister for Schools (Nick Gibb)
Well-maintained, safe school buildings are essential. The Department has supported local authorities and academy trusts to keep their schools in good condition by providing over £15 billion in condition funding since 2015. Our school rebuilding programme will also transform buildings at 500 schools, prioritising those in the poorest condition.
Helen Morgan
I recently visited the Corbet School in my constituency, a small, rural, academy trust secondary school. It is very well run, but 25% of its teaching space is in old demountable buildings. How can small rural schools with only 750 pupils on the roll better access funding to improve the buildings the pupils are taught in, to give them the same opportunities as pupils in more urban areas?
Nick Gibb
We take into account the condition of any school’s buildings in the capital funding we give either to the local authority or to the trust or diocesan group, and it is up to those bodies to decide how best to distribute that funding to meet local needs. All schools, including rural schools, have the opportunity to be nominated for the latest round of the school rebuilding programme, which is rebuilding and refurbishing school buildings across the country.
Sir Jake Berry (Rossendale and Darwen) (Con)
It would be remiss of me not to thank the Department for the huge rebuilding programme it is undertaking, particularly in Rossendale—not least the brand-new school in Whitworth and huge investment in Haslingden High and All Saints’ schools. However, a school I was previously a governor at, the Valley Leadership Academy, which is part of the Star chain of academies, is suffering terribly from under-investment. The estate is not fit for purpose, and I hope that when the next round of funding happens, my right hon. Friend will look favourably on the Valley Leadership Academy, and also the other Star Academies schools which are delivering brilliant quality education against the state of their school buildings.
Nick Gibb
I take on board what my right hon. Friend is saying. The condition data collection is a thorough nationwide assessment of the condition of every school in the country, and that is the data on which decisions are based when deciding how to fund capital funding.
Dame Meg Hillier (Hackney South and Shoreditch) (Lab/Co-op)
Many schools up and down the country still have asbestos in them and are getting to a dangerous state. It is all very well telling governing bodies to identify the asbestos, but there is not much incentive if there is no special or directed funding available to remove it and that is beyond the budget of an individual school. What is the Minister going to do to make sure asbestos is removed from our school buildings?
Nick Gibb
Asbestos management in school buildings is, as the hon. Lady will know, regulated by the Health and Safety Executive. The Department follows its advice and works closely with it. The DFE published detailed guidance on asbestos management for schools in 2020. When asbestos is a problem in a school, that is a major factor taken into account when deciding to rebuild schools under the school rebuilding programme.
Simon Jupp (East Devon) (Con)
Children and staff at Tipton St John Primary School had to be rescued by the fire service after it flooded recently. The safety of children and staff must come first as sites for a new school are assessed by the Department in the coming weeks. Will my right hon. Friend meet me to discuss the urgent need to build a school in a safe location?
Nick Gibb
Yes, I will. I was sorry to hear about the flash flooding and its impact on the school and the local community. Tipton St John Primary School was selected in December for the school rebuilding programme, which will ensure a long-term solution for the school, protecting children and staff from flooding in the future. Officials are working with the diocese of Exeter, Devon County Council and my hon. Friend to identify and secure a new site for the school. I thank him for his support to help make that happen as quickly as possible.
Darren Henry (Broxtowe) (Con)
Mohammad Yasin (Bedford) (Lab)
The Minister for Schools (Nick Gibb)
We are committed to providing world-class schools. Total funding for both mainstream schools and special schools and alternative provision will total £58.8 billion by 2024-25: the highest ever level per pupil in real terms. That assessment has been confirmed by the Institute for Fiscal Studies.
Mohammad Yasin
Liam, a teacher in my constituency, described the Government’s pay offer as akin to
“a mouldy carrot dangled in front of us to lead us back to the despair of the classroom.”
He works in a school that has had to make redundancies due to insufficient budgets. Does the Minister understand the impact that Government cuts to school budgets are having on children’s futures? Can he honestly say that he is giving all children equal opportunities?
Nick Gibb
The hon. Member will have seen that, in recent international surveys, standards are rising in our schools. We increased school funding by £4 billion last year, and this year it has increased by £3.5 billion. Taken over those two years, that is a 15% increase in school funding. Those of us on the Government side of the House want to have a well rewarded, well motivated teaching profession, because that is how we will ensure that standards continue to rise in our schools.
Cat Smith (Lancaster and Fleetwood) (Lab)
Gareth Bacon (Orpington) (Con)
The Minister for Schools (Nick Gibb)
As my hon. Friend knows, the Secretary of State has written to all schools to emphasise that schools can and should share RSHE teaching materials with parents. The Department will consider, as part of the review of the statutory guidance, whether any further changes are needed to reinforce that and to ensure that all resources that teachers use to teach RSHE are age-appropriate.
Anna Firth (Southend West) (Con)
Nick Gibb
I am sure that my right hon. Friend the Secretary of State will visit, but if she cannot then I certainly will. Teacher retention is key to ensuring effective teacher supply and quality. We are taking action to support teachers so that they can stay in the profession and succeed. The Department has published a range of resources to help schools address teacher workload issues, prioritise staff wellbeing and introduce flexible working.
Mike Amesbury (Weaver Vale) (Lab)
Despite the introduction of my private Member’s Bill to help reduce the cost of school uniforms, which is now law, far too many schools still require a plethora of branding and logos. What will Ministers do to ensure that those schools apply the law?
Nick Gibb
It was a pleasure to work with the hon. Member on that important legislation to put the guidance on the cost of school uniform into statutory form. I congratulate him on the Act. Ultimately, these are matters for headteachers but the guidance is there, and if parents are concerned that schools are not abiding by the guidance, each one has a formal complaints procedure.
Mark Pawsey (Rugby) (Con)
I often hear from parents whose children remain in mainstream education despite their school not being able to meet the child's special educational needs. Despite Rugby having received some additional SEN places recently, I have had such an email from a constituent in the last few hours. What is being done to make certain that more such spaces are made available?
Sir Julian Lewis (New Forest East) (Con)
If and when parents get sight of what their children are being taught about relationships and sex education, will they have the right to withdraw their children from such lessons if they deem the materials to be inappropriate?
Nick Gibb
My right hon. Friend raises an important point about the appropriateness of materials being used in schools to teach relationships, health and sex education. We have been concerned about reports on that, which is why my right hon. Friend the Secretary of State wrote to all schools to remind them of their duty to share teaching materials with parents, and why we brought forward the review of the RHSE guidance. There is no right to withdraw children from relationships education, but there is a right for parents to withdraw their children from sex education in the RHSE curriculum.
Dr Rupa Huq (Ealing Central and Acton) (Lab)
Since 1985, girls and boys from nursery age to right up to pre-university have been educated at the King Fahad Academy in East Acton. Imagine the shock of parents, pupils and staff to be told last month that none of them are coming back in September because the Saudi Government, who fund it, are pulling the plug. Could the Secretary of State urgently intervene, at least to provide some basic certainty to a stunned community? Even the road layouts around there were conceived around the school. It could mean 500 kids left in the lurch after summer.
Nick Gibb
I am happy to meet the hon. Lady to discuss this issue in more detail.
Lia Nici (Great Grimsby) (Con)
I have constituents who have been studying at the University of Lincoln for the last three years, but the classification of their degree and their graduation are being prevented because lecturers who are union members are boycotting marking their final dissertations. Can my right hon. Friend advise me and my constituents of what they should do to push through and get the qualifications that they have worked so hard for?
Rachael Maskell (York Central) (Lab/Co-op)
On Saturday, I attended an inspiring conference hosted by Bootham Quaker School, where about 120 year 12 students from across the world had come together to determine the purpose and future of education. Does the Secretary of State agree with them that we need a renewed vision for education, taking into account what education achieves for communities, countries and the planet we share, rather than just its personal benefits?
Nick Gibb
The hon. Lady raises a number of important points. First, sustainability is an important part of the curriculum. Secondly, we want our young people to be able to succeed. In a global jobs market—a global trading market—they need to have the best education possible. Our schools are rising in the international league tables for maths and reading standards in PISA, PIRLS and TIMMS—the programme for international student assessment, the programme in international reading literacy study and the trends in international mathematics and science study.
Steve Brine (Winchester) (Con)
I met a group of headteachers in Chandler’s Ford, in my constituency, on Friday, and it is clear that they feel they are currently subsidising the surplus in places from falling school rolls, and particularly in universal infant free school meals. The Minister and I discussed this in my recent Westminster Hall debate, and he said he was “actively looking” at the issue. Since then, the Hampshire school meals provider has put up the price again. Will the Minister give me an update?
Nick Gibb
I am happy to discuss this further with my hon. Friend. As I said in the Westminster Hall debate, we have been looking at this issue carefully and have increased the price per pupil of the universal infant free school meal, backdated to April. We understand the cost pressures that schools and suppliers of catering to schools are facing because of higher food prices.
Jonathan Gullis (Stoke-on-Trent North) (Con)
Improving educational outcomes in places like Stoke-on-Trent North, Kidsgrove and Talke relies on retaining the skills of highly qualified teachers. One way we can go about doing that is by changing levelling-up bonus payments in education investment areas, so that money can be given to teachers regardless of how many years of service they have. Will the Minister consider that action?
Nick Gibb
Having served as Schools Minister at the Department for Education for a period of time, my hon. Friend will be aware that we have levelling-up premium payments for teachers to teach maths, physics and computer science in disadvantaged schools, in order to encourage teachers in those subjects into the schools that need them the most.
Pupil Roll Numbers and School Closures: London
Nick Gibb Excerpts(1 year, 6 months ago)
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The Minister for Schools (Nick Gibb)
It is a pleasure to participate in yet another debate that you are chairing, Mr Hollobone. I congratulate the hon. Member for Vauxhall (Florence Eshalomi) on securing a debate on this important subject, and for opening it so clearly.
I am aware of the recent report by London Councils on managing surplus places, which highlights the key challenges facing London boroughs. Since the baby boom at the turn of the millennium, we have seen substantial growth in pupil numbers. The Government responded to that by supporting the creation of almost 1.2 million new school places since 2010. In addition to our investment in the free schools programme, the Government have committed over £14 billion of capital grant funding to support local authorities in building new mainstream school places between 2011 and 2026. It is the largest investment in school capacity in at least two generations, and includes £3.5 billion for London alone.
I can recall many debates on the “Today” programme with my hon. Friend the Member for Ruislip, Northwood and Pinner (David Simmonds), back when he represented the Local Government Association, about whether there were enough school places in London; it was almost an annual event for us—and here we are today. As we have seen, population trends do change. In London, the number of young people is falling faster than elsewhere. This is for several reasons, including decreasing birth rates, changes in international migration patterns since the UK’s exit from the EU, and more families relocating outside of London since the pandemic, as my hon. Friend explained so well.
The Government recognise the crucial role that local authorities play in planning local services for their community and championing the interests of children. Local authorities are legally responsible for ensuring that there are enough school places in their area. It is for local authorities, working with academy trusts and other local partners, to balance the supply and demand of school places in line with changing demographics. They have done so for many years. The uncertainty regarding future demographic changes means it is even more prudent for local authorities to remain flexible.
Ruth Cadbury
I am grateful for the Minister’s remarks about the role of local authorities. Will he admit that the free schools programme over the last 10 or so years made it very difficult for local authorities to plan school numbers? Back then, during a time of growth, we desperately needed a mixed, non-faith school between Chiswick and Hounslow for the whole of the Isleworth and Brentford area, yet the resources were taken by a free faith school, and a large proportion of its catchment came from a long distance away. Had the local authority been able to broker that decision, we might have had a more locally approached solution. Now we have declining numbers, and I am raising the contrary issue.
Nick Gibb
I understand the point the hon. Member is making, but free schools have been crucial in raising standards in our school system. The issue was not just numbers, but what we could do to deliver standards. I can think of a school in the constituency of the hon. Member for Ealing, Southall (Mr Sharma) that opened in 2018 and was in January judged as outstanding. These are important factors to take into account. This is about quality as well as numbers.
Some spare capacity should be retained in the system to manage shifting demand, provide for parental choice and support the effective management of the admissions system. Local factors should be carefully assessed, along with considerations of quality, diversity and accessibility of local provision, and the forecast demand for places, in determining the most appropriate approach in each area. Local authorities are well placed to do that. They have seen periods of decline, bulges and shifts in local patterns before, and have shown they are adept at managing them.
The Department expects local authorities to work collaboratively with their partners to ensure that they are managing the local school estate efficiently and reducing or re-purposing high levels of spare capacity, to avoid undermining the educational offer or financial viability of schools in their area. I know that local authorities, together with trusts, are already considering a range of options for the reutilisation of space. That includes, for example, co-locating nursery provision, as well as options for reconfiguration, including via remodelling, amalgamations and closures where this is the best course of action. Lambeth has rightly been proactive in addressing this issue and is consulting on reducing the capacity of eight primary schools.
The Department continues to engage with local authorities on a regular basis to discuss their plans and potential solutions. One solution is the support and benefits obtained from being part of a strong and established multi-academy trust. The Department believes that all schools should be in strong families of schools, benefiting from the resilience that that brings and the support of the best in the group. That is why, over time, the Department would like all schools to be in a strong multi-academy trusts. By centralising operational and administrative functions, schools within a MAT can save time and money, which can be reinvested directly into areas that have the greatest impact.
The hon. Member for Vauxhall referred to housing issues, as did a number of other Members, including the hon. Member for Brentford and Isleworth (Ruth Cadbury), who has just intervened. The provision of affordable housing is part of the Government’s plan to build more homes and provide aspiring homeowners with a step on to the housing ladder. Our £11.5 billion affordable homes programme will deliver thousands of affordable homes for both rent and to buy across the country. For London, £4 billion has been allocated, to deliver much-needed affordable and social housing in the capital. Since 2010, we have delivered over 632,000 new affordable homes, including over 440,000 affordable homes for rent, of which over 162,000 are for social rent. In fact, more than a fifth of overall delivery between April 2010 and March 2022 was in London, with over 89,000 homes for rent.
Bell Ribeiro-Addy
Can the Minister please outline how he defines “affordable” and why, if the homes are “affordable”, so many of my constituents find themselves unable to afford them?
Nick Gibb
That question is for another debate, I suspect, especially as I have only six minutes left; I would love to debate that issue with the hon. Member on another occasion. However, we are absolutely aware of the concern and the problem, which is why we are investing, as I said, £4 billion in affordable housing in London alone.
Although the challenge facing mainstream schools is evident, it is important to recognise that there is still a need to increase the supply of places, particularly for children with special educational needs and disabilities—a point made by the hon. Members for Richmond Park (Sarah Olney) and for Strangford (Jim Shannon) during this debate.
The number of children with SEND continues to increase in London, providing local authorities with an opportunity to think creatively about how to organise and structure high-needs provision alongside or within mainstream schools. Some £400 million of the £2 billion in additional funding for schools announced in the autumn statement will go to local authorities’ high-needs budgets and we are investing £2.6 billion in capital funding between 2022 and 2025 to help to deliver new school places for children with special educational needs.
Across London boroughs, councils will work with schools and the wider community to find alternative solutions to closure wherever possible. However, the school estate needs to be managed efficiently, which sometimes means reducing or repurposing high levels of spare capacity, including through closure, where places are not needed in the long term.
I know that the hon. Member for Vauxhall is particularly concerned about two schools in Lambeth that are in different stages on the path to closure: Archbishop Tenison’s School and St Martin-in-the-Fields High School for Girls. Both have a rich history going back hundreds of years. Their trustees explored all the options available and came to the difficult decision to seek a closure, through mutual consent with the Department. I understand how troubling that will be for pupils and their families. School closures are always a last resort. When a school closure is proposed, the regional director will work in consultation with the local authority and trust to gather information and assess the options, with the Secretary of State taking the final decision on the closure of academies. Minimising disruption for children at these schools will always be the Department’s top priority.
The hon. Member for Twickenham (Munira Wilson) raised the important point about empty places when pupil numbers fall and the impact that has on school budgets. To support local authorities to meet their sufficiency duty, the Department for Education provides them with revenue funding for growth and falling rolls, through the dedicated school grant. From 2024-25, the Government will additionally give local authorities more flexibilities to support schools seeing a significant decline in pupil numbers, where these places will still be needed within the next three to five years. Local authorities will be able to use their growth and falling rolls funding allocations to meet the revenue costs of repurposing school places.
My hon. Friend the Member for Ruislip, Northwood and Pinner requested a ban on academy trusts disposing of school land. Land and buildings are in fact held in trust, and the most common result of a closure is for the land and building to revert back either to the local authority or to the diocese if it was a Church school.
The hon. Member for Eltham (Clive Efford) raised Avery Hill, which I would be very happy to discuss with him. The free schools programme has been pivotal in meeting the demand for places since 2010, and has provided thousands of good new places across the country. In 2022, pupils in primary and secondary free schools made more progress on average than pupils in other schools. I have already referred to the outstanding free school in Ealing, the Ada Lovelace Church of England High School, which recently received a very good Ofsted report.
The performance of schools within the Harris Federation is even more impressive. Harris is one of the strongest and most successful multi-academy trusts. It educates more than 40,000 children in 52 schools across London, and 98% of its schools have been judged either good or outstanding by Ofsted. The Department continuously reviews the viability of all schools in the free schools pipeline, and we are looking closely at all the arguments for and against the free school at Avery Hill. We will open the school only when we are confident that it will be good, viable, sustainable and successful.
I am proud of the work that the Government have done since 2010 to ensure that we have school places where and when they are needed. As population trends change in London and across the country, we will keep supporting local authorities and trusts to ensure that any changes to local schools come with minimal disruption to our children and young people.
Florence Eshalomi
I am happy to end the debate now. I thank the Minister. I note that he has not answered any of my questions, so will he meet me?
Mr Philip Hollobone (in the Chair)
Order. I believe that there are two votes, so the sitting will be resumed at 4.27 pm. I am ending the debate without the question being put.