Oral Answers to Questions

Nick Gibb Excerpts

Monday 21st March 2011 Commons Chamber

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

We are delighted with the overwhelming response that have received from proposers wishing to set up free schools, and we are seeing no signs that the demand is subsiding. That is why we are introducing a new decision-making process for 2012. We have already notified all proposers who wish to open free schools in September 2011 of the outcome of their proposals, and the list of successful proposals is available on the Department’s website.

[Charlotte Leslie]

Constituents of mine who are members of the Oasis parents action group have been subjected to considerable angst because they have not been notified by the key bidders of the success or otherwise of their free school bid. They have been left very confused about the choices available for their children in September 2011. Will the Minister consider measures to ensure that that never happens again, and can he confirm that the Department is now working as fast and as strongly as it can on the only successful free school bid, from Bristol city council and local parents, to ensure that there is a school on the St Ursula’s site in September 2011?

[Mr Gibb]

I understand the concern felt by parents in my hon. Friend’s constituency. Our policy is to inform the lead proposers of the outcome of their proposals, and we expect them to inform all those involved. I assure my hon. Friend that we are actively engaged in discussions with all the parties involved with the aim of finding a solution in relation to the Bristol free school project. Indeed, the project’s lead official has been meeting and talking to officers from the city council.

[Lisa Nandy (Wigan) (Lab)]

Given that the Secretary of State seems to be unable to find money for schools that desperately need rebuilding, will the Minister tell us how much money his Government have promised or awarded to free schools?

[Mr Gibb]

We announced in December that the capital allocation for 2011-12 would be £800 million for basic need, £858 million for capital maintenance and £185 million for devolved capital, which amounts to £2 billion out of a £4.9 billion capital budget. The difference between those two figures covers the BSF commitments and an allocation for free schools.

[Mr David Ward (Bradford East) (LD)]

The proposed King’s Science Academy in Bradford—for which, miraculously, £10 million has been found—has described itself in its application as a “non-selective” school. Is the Secretary of State as surprised as I am that it has already started sifting applications for admission, and, according to its website, intends to use a “non-verbal reasoning test”?

[Mr Gibb]

I should be happy to take up that case. If my hon. Friend will write to me, I will respond immediately.

[Mr Iain Wright (Hartlepool) (Lab)]

The Secretary of State’s free schools policy seems to be shrouded in secrecy, rather like the whereabouts of 500 ministerial responses to Members’ unanswered parliamentary questions. At a time when mainstream schools face severe cuts in their budgets, local areas must be able to judge whether free schools offer the best use of public money. The Minister failed to answer the question posed by my hon. Friend the Member for Wigan (Lisa Nandy), so I shall give him another go. Will he tell us how much money has been promised to free schools for 2010-11 and 2011-12, and where that money is coming from?

[Mr Gibb]

I can tell the hon. Gentleman that £35 million has been allocated to free schools this year. We will be completely transparent about this. As soon as a free school opens, all the details of the funding agreement will be made public once all the figures relating to that school are known.

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

12. Whether he plans to review the eligibility criteria for free school meals.

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[Tracey Crouch (Chatham and Aylesford) (Con)]

15. What recent progress has been made by schools in Chatham and Aylesford constituency which are converting to academy status.

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

The Department has received three applications to convert to academy status from schools in the Chatham and Aylesford constituency. Of the three schools that have applied to convert, two have received academy orders and the Secretary of State will consider the third application for an academy order very soon.

[Tracey Crouch]

The Minister will be aware that several schools across my constituency are keen to explore the possibility of becoming partnership academies. Will the Minister meet me and representatives of the schools to discuss the viability and future progress of these exciting proposals?

[Mr Gibb]

Yes, I would be delighted to meet my hon. Friend and a delegation. Officials met officers at Medway council on Thursday and discussed proposals made by five of the schools in Medway. Officials propose to hold follow-up discussions with the five schools either individually or as a group. I look forward to meeting my hon. Friend and discussing this matter.

[Mr Mark Spencer (Sherwood) (Con)]

16. What his policy is on the provision of sporting facilities in schools.

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[Mr Dominic Raab (Esher and Walton) (Con)]

17. What steps he is taking to improve the quality of teaching in schools.

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

The single most important determinant of a good education for every child is having good teachers, which is why we have set out plans to raise the professional status and standards of the teaching profession in the White Paper, “The Importance of Teaching”. We will focus on recruiting the best candidates to become teachers. We will improve their training and give them more opportunities to learn from high performers in the profession.

[Mr Raab]

I thank the Minister for that answer. A YouGov survey found that for undergraduates the No. 1 deterrent to becoming a teacher is violence in the classroom; that is being compounded by fear of false and malicious allegations. What steps are the Government taking to protect the physical and reputational integrity of teachers, so that a career in the classroom attracts the best and the brightest talent?

[Mr Gibb]

Of course, my hon. Friend is right: violence in schools is completely unacceptable. The Education Bill, now in Committee, includes a wide range of reforms to increase teachers’ ability to challenge poor behaviour. It introduces reporting restrictions, giving anonymity to teachers when allegations are made by or on behalf of a pupil. The reforms are intended to shift the balance of authority back to the teachers and head teachers in our schools, to enable them to provide a safe environment in schools where children are free and able to learn.

[Ian Austin (Dudley North) (Lab)]

I am sure that Ministers will agree that the quality of teaching in schools is enhanced by the work of Saltmine, a fantastic charity based in my constituency that puts on plays for secondary school children to educate them about issues such as alcohol, drugs, racism and bullying. Will the Minister ask the Secretary of State to come and see one of these fantastic plays, and does he agree that despite the difficult decisions that schools have to make, reducing expenditure in that area would be very short-sighted indeed?

[Mr Gibb]

I do not know why the hon. Gentleman wants me to ask the Secretary of State to come along, and does not ask me to come along instead. I would be delighted to visit a school to see that work in action. The issues that the hon. Gentleman mentions are very important, and unless we get them right children will not be in the right place to access the curriculum and learn successfully.

[Elizabeth Truss (South West Norfolk) (Con)]

I am concerned that some schools in South West Norfolk are struggling to recruit teachers in short-supply subjects and head teachers. Will the Minister consider improving the quality of teaching in Norfolk by rolling out Teach First to the county, and by relaxing rules on national pay bargaining to allow us to recruit teachers in those short-supply schools?

[Mr Gibb]

I appreciate the recruitment difficulties experienced in west Norfolk, and I am encouraged by the work being undertaken by Norfolk county council, supported by the National College for Leadership of Schools and Children’s Services, to develop local solutions to meet the demand for head teachers. On pay, my hon. Friend will be interested to know that a further remit will be issued to the School Teachers Review Body later this year, asking for recommendations on how the pay and conditions system can be made less rigid. That work will build on the current extensive flexibilities, which will allow schools to pay, attract and retain teachers.

[Mr Gordon Marsden (Blackpool South) (Lab)]

18. What assessment he has made of the effects of reductions in local authority funding for education on the provision of information, advice and guidance for students at secondary level in Blackpool.

Secondary School Application/Offers 2011

Nick Gibb Excerpts

Thursday 17th March 2011 Written Statements

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

Today we are publishing validated data, based on returns from 151 local authorities showing that across the country 84.6% of families received an offer at their first-preference secondary school—compared with 83.2% last year. A further 8.1% of families were offered a place at their second-preference school and 95.6% were offered a place at one of their three preferred schools. In total, 97.2% of families were offered a place at one of their preferred schools. I am placing a copy of these data in the Library of the House.

There is considerable variation in these figures nationally. Outside London, more than 87.8% of parents were offered a place at their first-preference school. The north-east had the highest percentage of first-preference offers with 94.3% and west midlands the lowest with 81.1%. For Greater London, this figure is 66.2%. However across London, 94% of families have been offered a place at one of their chosen schools.

Parents have the right of appeal against any application that has been turned down; and over the summer, local authorities and schools will be re-allocating places where others have moved address or chosen a different route of education for their child.

We are committed to improving the supply of high-quality school places, to put our trust back in schools and to support them in raising standards for all our children. Through the White Paper, “The Importance of Teaching”, we announced our intention to review the school admissions framework, with a view to delivering a simpler, more streamlined admissions and appeals code. We are determined to remove unnecessary burdens on schools while retaining accountability, transparency and fairness. We shall shortly be consulting on slimmer, less bureaucratic admission and appeals codes.

Our aim is to create an education system where every school is a good school, where discipline and attainment are principles for all; where teachers have the confidence to teach the knowledge and concepts that young people need to thrive in a global economy. Only when every school is a good school will we be able to remove the anxiety parents feel when selecting a school for their children. These figures show that too few parents, especially in London, have access to good school places, with one in six parents failing to secure their first preference.

We will continue our focus on improving performance in underperforming schools. The Secretary of State recently wrote to all local authorities asking them to develop school improvement plans for those schools below the floor standards. These plans will help identify the action needed to turn around those schools that are failing to provide a high quality of education. Schools will be supported to improve but if they do not do so quickly, we will look to transform them through conversion to academy status, under strong sponsors with a proven record in turning around underperformance. We will also continue our drive to increase the number of academies and to open more free schools to respond to demand.

This written ministerial statement contains Government and policy statements in relation to the statistical release “Secondary school applications and offers 2011” which can be viewed on the DFE research and statistics gateway. This statistical release was produced by officials working under the direction of Government statisticians in accordance with the code of practice for official statistics and was released at 9.30 am today.

The Information as to Provision of Education (England) Regulations 2008 require local authorities to submit data to the Department for Education on how many families received an offer of a place at one of their preferred secondary schools. This year on 1 March, almost 513,000 families were advised at which secondary school their child was being offered a place.

EU Education Council (14 February 2011)

Nick Gibb Excerpts

Wednesday 9th March 2011 Written Statements

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

Andy Lebrecht, Deputy Permanent Representative, represented the UK at the Education Council, on behalf of the Department for Education and the Department for Business, Innovation and Skills.

Ministers adopted conclusions on the role and contribution of education and training to the implementation of the Europe 2020 strategy. These conclusions are consistent with the European Council conclusions agreed by the Prime Minister in June and we were therefore able to support them.

There was also a policy debate between delegations on the contribution of education and training to the European semester and annual growth survey. Member states supported the overall annual growth survey messages but there was wide agreement that national targets in member states’ national reform programmes (as part of the Europe 2020 strategy) should be realistic as well as ambitious.

Member states outlined their national reform programmes, with basic skills, adult education, the professionalism of teachers, and prevention of early school leaving given as key areas for action. Mobility issues were also raised, in particular by Germany, France and Finland. Germany also stated that, in their view, education should not be subject to the same Europe 2020 monitoring as fiscal areas and they specifically opposed country-specific recommendations in education.

The UK intervention supported the annual growth survey and recognised the importance of education to jobs and growth, explaining the focus of reforms in the UK following the education White Paper. On national targets, the UK was clear that we were not mirroring the EU targets. Instead we were using nationally owned indicators to measure and drive change. These indicators would enable us to measure progress against the headline targets.

Pupil Premium

Nick Gibb Excerpts

Tuesday 15th February 2011 Westminster Hall

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

It is a pleasure to serve, I think for the second time, under your chairmanship, Mr Hollobone. I congratulate my hon. Friend the Member for Peterborough (Mr Jackson) on securing today’s important debate and on the way in which he presented his case. I know that my hon. Friend is a passionate advocate for his constituency and constituents, and also believes, as I do, in very high standards in our schools.

I understand his concern at the level of migration and the strain that it puts on his constituency, particularly in relation to the number of pupils who have English as an additional language. Between 2005 and 2010 there was a 59.6% rise in the number of pupils with English as an additional language in Peterborough. I can say immediately that I am very happy to meet my hon. Friend and a delegation from Peterborough city council to discuss the issues in more detail. Peterborough is, in fact, not one of the lowest-funded authorities in England. At £4,422 a pupil in 2010-11, the level of funding is slightly above the average figure in England of £4,398. That demonstrates, however, that even authorities with above-average funding can still have problems with the unfairness caused by the current system of school funding.

I certainly share my hon. Friend’s concern with the previous Government’s policy on migration. As a Government, we want to build a more integrated society, with greater equality of opportunity. That applies to adults as well as to children, and we are reviewing English language requirements across the immigration system to ensure that all those who come to the UK have the skills and language ability that they need to participate fully in society. We want to continue attracting and retaining the brightest and the best people who can make a real difference to economic growth. I agree, however, that unlimited migration places enormous pressures on public services, particularly schools, as my hon. Friend has outlined. The Government aim to reduce levels of net migration back to the levels of the 1990s and to achieve that we have already announced that we will introduce a limit on economic migration from April 2011.

My hon. Friend has set out the effect of migration on schools in Peterborough, the difficulties of coping with large number of pupils who do not have English as their first language, and the pressure on school places. It is important that children with English as an additional language should be given the support they need to improve their educational attainment and our policy is to encourage rapid English language acquisition to facilitate their integration. I know that the increase in pupil numbers, particularly in primary schools, is a major pressure in many areas of the country, and that the ethnic minority achievement grant has played an important part in recent years in helping to meet the additional needs of children with English as an additional language. Peterborough local authority received an EMAG allocation of £847,886 in 2009-10. The Department for Education is still finalising the figures for 2010-2011, but I can confirm that the final figures will be at least as much again. I understand the point that my hon. Friend made in his opening remarks, and the views of Peterborough city council, but it remains a key priority for the coalition Government that children with English as an additional language are supported.

As part of our school funding settlement for 2011-12, which we announced on 13 December 2010, we confirmed that to simplify the funding system we would be mainstreaming relevant grants, including EMAG, into the dedicated schools grant from April 2011. Under the new arrangements, schools will be able to continue targeting pupils with English as an additional language for additional support, but they will also have the freedom to target other underperforming groups if they wish to do so. Local authorities will be free to retain a portion of the funding to run centralised EAL services and, where allocations are small enough not to warrant devolving the sums to schools, they can choose to retain the whole amount centrally. It is important to stress that the mainstreaming of EMAG funding is not about cutting costs. For 2011-12, funding per pupil, including mainstreamed grants, is being maintained at 2010-11 cash levels. The grant will be included in the money that goes to Peterborough city council, albeit not separately identified. The quantum of the grant will still be there and will still go to the council.

I know that Peterborough has seen significant increases in recent years in the proportion of children with English as an additional language. That is why the authority was awarded an exceptional circumstances grant of £979,000 in 2009-10. I can confirm that the figure will rise to £1.5 million for 2010-11. We will be mainstreaming the grant in the 2011-12 financial year based on the 2009-10 figure rather than the 2010-11 figure. Funding for 2011-12 will also be based on schools’ actual pupil numbers in January 2011, which means that year-on-year increases in pupil numbers will be reflected in Peterborough’s final funding allocation.

My hon. Friend suggested that we might use the pupil premium to address the issue of English as an additional language. We introduced the pupil premium to support the most disadvantaged pupils in schools, targeting extra funding specifically at those from the most deprived backgrounds to enable them to receive the support that they need to reach their potential, and to help schools reduce educational inequalities. For this year, as my hon. Friend said, the premium will be set at £625 million, which amounts to £430 of additional funding for every pupil from a deprived background. We have decided that the indicator used to reflect deprivation for 2011-12 will be known eligibility for free school meals. Poverty is the single biggest predictor of poor attainment at school, regardless of ethnicity or country of origin. I know that he believes free school meals to be a rather blunt tool for deciding eligibility, but the link between free school meal eligibility and underachievement is strong.

[Mr Jackson]

Does my hon. Friend concede, notwithstanding the laudable aim of using free school meals as an indicator for accessing money for children in the most need, that, in the case of east European migrants particularly and other migrant groups, there is a cultural predisposition against claiming free school meals? Therefore, some of the children who would most benefit from extra funding are not able to do so, and that obviously has an impact on the overall educational attainment in their school.

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[Mr Gibb]

I understand my hon. Friend’s point. Such points are made to us as we go through the consultation to assess what indicator to use. For example, some people argue that we should use “ever” free school meals, so that parents who have ever claimed free schools meals for their children within a period of six or so years should also be entitled, regardless of the fact that this year they no longer claim the benefit. We are considering what is the best indicator.

However, we believe that the best pupil level measure available for identifying and targeting underachievement is free school meals, or some component of it. We expect that more parents will apply for free school meals once it is made clear that pupils will attract additional funding for the school. Indeed, we are receiving reports even now that more parents are doing so, and we hope that that will help to solve the problem of under-claiming. The parents my hon. Friend referred to who do not claim for stigma reasons may well feel that they should claim because it helps the school more broadly if they do. It is our intention to extend the coverage of the pupil premium from 2012-13 onwards to pupils who have previously been known to be eligible for free school meals—as I just said, the ever free school meals indicator.

As my hon. Friend knows, we have concerns that the current funding system is unfair, illogical and opaque. The spend-plus system of allocating dedicated schools grant is currently based on historical accident and out-of-date assessments of need, and is inflexible in responding to change, as he knows from his constituency. That means that it is not able to adjust to reflect current needs in local authorities such as the high level of EAL needs in Peterborough. That is why we are committed to reviewing the underlying funding system so that schools with the same needs can receive similar levels of funding.

In our White Paper “The Importance of Teaching”, we said that we would consult on developing and introducing a clear, transparent and fairer national funding formula based on the needs of pupils. We are already working to develop options for the future funding of schools, with the aim of consulting in late spring, as my hon. Friend said. The consultation is likely to cover the merits of a national funding formula, transitional arrangements and the factors to be included in such a formula. English as an additional language will certainly be a factor in the review and consultation. We need to consider how best to provide the necessary additional financial support to schools with such pupils, taking into account how the additional need decreases—for example, as a pupil becomes more proficient in English. My hon. Friend will appreciate that I obviously do not know the outcome of the review, but I hope that he will take in good faith a commitment from me to study carefully the issues that he has raised in the context of the school funding review and in our consultation later in the year.

[Mr Philip Hollobone (in the Chair)]

I thank the hon. Member for Peterborough (Mr Jackson) and the Minister for taking part in the debate. We now move on to the next debate.

Education Bill

Nick Gibb Excerpts

Tuesday 8th February 2011 Commons Chamber

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

This has been an excellent debate, with speeches delivered with passion and expertise on a subject that could not be more important. In the words of the hon. Member for Vauxhall (Kate Hoey), who made a principled speech in support of the Bill, the debate is about the education of the next generation and a Bill that will determine the kind of society we have in 20 or 30 years’ time.

Between April 2009 and March 2010, 20,094 children rang ChildLine because they were being bullied at school. The median age of the children concerned was between 10 and 14, and 342 of those children were so traumatised that they were considering suicide. It is unacceptable that a child’s education and childhood should be blighted by such stress. The coalition Government are committed to tackling all forms of bullying in our schools, including homophobic bullying, and the Bill makes a start by tackling the root cause of bullying—poor behaviour in our schools.

Last year, 2,890 pupils were expelled from school for violent or abusive behaviour, and, as my hon. Friend the Member for Reading East (Mr Wilson) pointed out, 1,000 pupils were suspended every day for such behaviour. The Bill ensures that when such a pupil is expelled, the appeals panel will be unable to require a school to take them back against its wishes.

We want to tackle violent behaviour, but we also want to tackle the widespread and corrosive, low-level disruption that challenges teachers throughout the day, which serves to deter people from entering the profession and pushes many to leave it. According to the National Foundation for Educational Research, two thirds of teachers say that negative behaviour is driving teachers out of the profession. Dealing with that is about even more than tackling low level disruption. In some schools, children refuse to do their homework and teachers know that their pupils will not do their French vocabulary or read the next chapter of the set novel. Tackling that culture of low expectation and the school ethos by which it is not cool to study and work hard is central to our educational reforms, because that culture is at its strongest in the weakest schools in the most disadvantaged areas.

The attainment gap between those from wealthy and poor backgrounds is unacceptably wide. Fifty-nine per cent. of non-free school meal pupils last year achieved five or more good GCSEs, compared with 31% of pupils who qualify for free school meals. That 28-point gap has remained stubbornly constant over the years. Our objective is to shift the balance of authority in schools away from the pupil and towards the teachers and heads—away from the child to the adult.

My hon. Friend the Member for East Hampshire (Damian Hinds) is right that we need to tackle the I-know-my-rights attitude of the disruptive child and enforce the rights of the overwhelming majority of children in schools, who just want to get on and learn in a safe, happy and stress-free environment. Pupils in schools make it clear that they know when they are being let down by poor behaviour, an inadequate curriculum or poor teaching. Addressing those issues is at the core of the Bill.

That is also why we have launched a major review of the national curriculum—we want to ensure that our schools are teaching at least the core knowledge of the main academic disciplines—and why we have introduced the English baccalaureate to include GCSEs in English, maths, science, history or geography and a language. My hon. Friend the Member for Bristol North West (Charlotte Leslie) was right to argue in a powerful speech that this is not an elitist education. It is elitist to say that children from poorer backgrounds are not entitled to a broad academic education. That is elitist and backward looking. It is that attitude that has led to this country having wider equality gaps than most other countries in the OECD.

My hon. Friend the Member for Beverley and Holderness (Mr Stuart) asked whether the duties in the Bill on school provision of independent careers advice will apply to new academies. They will do so through their funding agreements. He also asked how we can prevent competition from damaging co-operation between schools. Our whole approach is to encourage the best professionals and schools to support the improvement of other schools. That is why outstanding and good schools converting to academies are required to support weaker schools, and why we are increasing the number of national and local education leaders. The hon. Member for Huddersfield (Mr Sheerman), the former Chairman of the then Select Committee on Children, Schools and Families, is right to say that we need to take the party battles out of the education debate, and to look at the evidence—an approach that he always took when I served under his excellent chairmanship of the Select Committee. I welcome his comments about the Bill.

I felt that the shadow Secretary of State, the right hon. Member for Leigh (Andy Burnham), overstated his case, perhaps for internal Labour party reasons and the need to be seen to oppose. However, he was also wrong on a number of issues. Local authorities will continue to be responsible for co-ordinating admissions, parents will continue to be able to complain to the school governing body and then to the Secretary of State, and, on exclusions, parents will have the right to appeal to an independent review panel. My hon. Friends the Members for North Cornwall (Dan Rogerson) and for Bedford (Richard Fuller) will be pleased to learn that we are considering the expertise on the panel, including that on special educational needs. The adjudicator will continue to investigate complaints, and we are extending his role to academies, which I hope will reassure my hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke). The shadow Secretary of State was also wrong about apprenticeships. Under the Bill, every 16 to 18-year-old who secures an apprenticeship place will have their training funded. Next year’s budget will be more than £1.4 billion, funding more than 350,000 apprenticeships.

The key objectives of the Bill are to raise standards of behaviour in our schools, to return authority to teachers and head teachers, and to send a message to schools that this is a Government who will support teachers. If teachers tell us that we are not doing enough on discipline, we will do more: clarifying and strengthening the rights of teachers, anonymity when facing damaging false accusations and abolishing the statutory requirement for 24 hours’ written notice of detentions. We are sweeping away swathes of bureaucratic burdens from the desks and staff rooms of the teaching profession in order to send the message that we trust teachers as professionals. We are abolishing five quangos while strengthening accountability and increasing choice for parents. The White Paper, “The Importance of Teaching”, set out a programme of reform designed to close the attainment gap between those from the poorest and wealthiest backgrounds, and to reverse this country’s decline in international performance tables so that all who are educated in our state schools have the opportunity to compete with the school leavers and graduates of countries with the best performing education systems.

We want an education system in which left-leaning journalists no longer feel they have no choice but to send their children to the independent sector. We want an education system where high performing schools such as Durand primary school, Mossbourne academy in Hackney and Twyford Church of England school are no longer regarded as extraordinary. This is a Government serious about education reform. The White Paper sets out our path, and this Education Bill marks a further stride towards delivering high-quality education for all. I commend the Bill to the House.

Question put, That the Bill be now read a Second time.

The House proceeded to a Division.

[Mr Speaker]

I ask the Serjeant at Arms to investigate the delay in the No Lobby.

Oral Answers to Questions

Nick Gibb Excerpts

Monday 7th February 2011 Commons Chamber

[Andrew Selous (South West Bedfordshire) (Con)]

5. What qualifications he expects to be required for pupils to gain entry to university technical colleges.

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

University technical colleges will be 14-to-19 institutions, with 14 being the normal age of entry. We do not expect pupils to be required to have any qualifications to gain entry to a university technical college.

[Andrew Selous]

I share the hope that university technical colleges will indeed bring poverty-busting structural change, and I look forward to the establishment of one in Houghton Regis in my constituency. I hope my hon. Friend can reassure me that university technical colleges will not seek to exclude those who are not predicted to get brilliant GCSEs, who may well have just the right attitude to shine in a university technical college.

[Mr Gibb]

I am happy to provide that reassurance, and to pay tribute to my hon. Friend for his active support for the central Bedfordshire UTC proposals. UTCs will be required to adopt fair and open admission arrangements. They will give priority to the same statutory groups as maintained schools, children with a statement of special educational needs and children in care, and they will not be able to require that children have reached certain levels of attainment or that they have specific qualifications in order to qualify for admission. UTCs are for young people of all abilities.

[Mr Denis MacShane (Rotherham) (Lab)]

I welcome the proposal, because we have in this country almost a contempt for technical qualifications and for engineering. Turning that around will require giving orders to the professional organisations and increasing the role and status of people coming out of those courses. Perhaps we might have one or two members of the Cabinet who are thus qualified, even if their only engineering qualification is engineering their financial blind trust to hide where their money is.

[Mr Gibb]

The right hon. Gentleman is right to support this development. We intend to have 12 UTCs up and running by the end of the spending review period. He is also right to emphasise the importance of science, technology, engineering and maths, which the Government are committed to.

[Mr Graham Stuart (Beverley and Holderness) (Con)]

I share my hon. Friend’s enthusiasm for UTCs, but is he confident that the English baccalaureate will not have a cramping impact on the power of innovation in institutions such as UTCs, so that we can ensure the most appropriate education for all their pupils?

[Mr Gibb]

I am grateful to my hon. Friend for that question. The English baccalaureate is designed to leave ample time in the curriculum for other subjects, including vocational subjects. In the countries around the world that have the best technical education systems, core academic subjects are taught alongside, not instead of, technical or vocational subjects until their students reach the age of 15 or 16. Subjects such as modern languages are critical for the technical and vocational success of young people.

[Ann Coffey (Stockport) (Lab)]

6. What steps he plans to take to reduce the incidence of children going missing from children’s homes.

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[Nicky Morgan (Loughborough) (Con)]

11. What recent assessment he has made of school standards in Loughborough constituency.

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

In 2010, at key stage 2, 72% of pupils in Loughborough achieved level 4 or above in English and maths combined, compared with 73% in England as a whole. In 2010, at key stage 4, 56% of pupils in maintained schools in Loughborough achieved five or more GCSEs at grade A* to C, including English and maths, compared with 55% in maintained schools in England as a whole.

[Nicky Morgan]

I thank the Minister for that reply. The GCSE results in Loughborough for the past few years have consistently been below the English average. Locally, many people attribute that to the fact that pupils change school at 14 in Leicestershire, which unsettles pupils and is difficult for teachers. Is he aware that many people in my constituency would like that system to change? Will the Department listen to head teachers on that issue?

[Mr Gibb]

I pay tribute to my hon. Friend’s work in Loughborough. When she and I visited Humphrey Perkins high school and Loughborough Church of England primary school together before the election, it was clear that she was passionate about education and raising standards. I know that there is a widely held view in Loughborough that changing school at 14 can have a negative impact on GCSE results at 16. Improving standards must be the driver for local restructuring. I know that that is my hon. Friend’s rationale for seeking to change the system in Loughborough. Lord Hill has a meeting with her and some teachers from Loughborough tomorrow—I mean literally tomorrow, not the parliamentary tomorrow—and I know that he will be keen to explore these issues in as helpful a way as possible.

[Richard Harrington (Watford) (Con)]

12. What steps he plans to take to strengthen the teaching of core subjects in schools.

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

The White Paper “The Importance of Teaching” emphasises the importance of high quality teaching in the core subjects. We are introducing the English baccalaureate, which recognises achievement in the core subjects of English, maths, science, a humanity and a foreign language. It is intended to ensure that children receive a broad and balanced education, with time in the curriculum for vocational and creative subjects. We are taking steps to strengthen the teaching of reading through the use of systematic synthetic phonics.

[Richard Harrington]

I am sure the Minister is aware that in 2009, fewer than one in 25 children who were on free school meals took chemistry or physics, one in five took history, and fewer than 15% took geography or French. What plans does he have to ensure that children from poorer backgrounds get access to a proper academic education?

[Mr Gibb]

I share my hon. Friend’s concern. That is why we have introduced the English baccalaureate. We are concerned that the number of pupils who currently receive a broad education in core academic subjects is far too small. That is particularly the case for pupils in disadvantaged areas. The English baccalaureate is designed to recognise the success of pupils who gain GCSEs or International GCSEs at grades A* to C across a core of academic subjects: English, maths, a humanity, the sciences and a language. We want to encourage more people to study those core subjects and to give all pupils the opportunity to study them, regardless of the school.

[Kelvin Hopkins (Luton North) (Lab)]

Many youngsters achieve good grades in GCSE maths without ever having studied algebra. That puts them at a disadvantage when they want to pursue mathematics beyond GCSE. Should algebra not be a vital part of GCSE maths?

[Mr Gibb]

Yet again, the hon. Gentleman says something with which I wholeheartedly agree. He is passionate about raising standards in our schools, as are we. That is why we recently announced the setting up of a review of the national curriculum. An expert advisory panel of head teachers from around the country will consider English, maths and science as the first part of the review.

[Stuart Andrew (Pudsey) (Con)]

13. How many applications his Department has received to establish free schools for children with special educational needs.

--- Later in debate ---

[Mr Philip Hollobone (Kettering) (Con)]

15. What steps he is taking to improve school discipline in (a) Kettering constituency, (b) Northamptonshire and (c) England.

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

Raising standards of behaviour in our schools is a key priority for the coalition Government. It goes to the root of how we raise standards, and it lies at the heart of our determination to close the attainment gap between those from poor and wealthier backgrounds. The Education Bill, which we will debate tomorrow, sets out reforms to tackle poor behaviour, making it easier to impose no-notice detentions, extending search powers for items that disrupt teachers and making it easier for heads to expel violent and persistently disruptive pupils.

[Mr Hollobone]

Will my hon. Friend ensure that, under this Government, badly behaved pupils who do not want to learn cannot damage the education of hard-working pupils who do?

[Mr Gibb]

My hon. Friend makes a good point. It is not just the rights of the pupils who disrupt the class that are important—although they are—but those of the overwhelming majority of students in class, which we must also protect.

[Hugh Bayley (York Central) (Lab)]

16. What estimate he has made of the savings to accrue from terminating education maintenance allowance payments in September 2011 for students who are already part of the way through a two-year programme of study.

School Governance

Nick Gibb Excerpts

Tuesday 1st February 2011 Westminster Hall

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

It is a pleasure to serve under your chairmanship, Mr Dobbin. I congratulate my hon. Friend the Member for South Swindon (Mr Buckland) on securing this important debate on school governance. I know that the subject is close to his heart because he served as a school governor for four years prior to his election to the House. I join the hon. Member for Hartlepool (Mr Wright) in pointing out the high quality of the debate and of the contributions of my hon. Friends the Members for Hexham (Guy Opperman), for North Swindon (Justin Tomlinson), for Brigg and Goole (Andrew Percy) and for Wirral West (Esther McVey).

There are some 300,000 school governors, which makes them one of the largest volunteer forces in the country. School governors work in their spare time to promote school improvement and to support head teachers and teachers in their work. They are an important part of the big society agenda and play a vital civic role. In the words of my hon. Friends the Members for South Swindon and for Wirral West, they play a pivotal role in our schools system. Every one of the 300,000 school governors deserves our thanks for their work and time and, more importantly, for taking on such important responsibilities. We all know how difficult it is to find people locally to take on such responsibilities. It is easy to get volunteers, but there is often a poor show of hands when it comes to taking on responsibilities. We owe a huge debt of thanks to those who are prepared to take on such a role.

My hon. Friend the Member for Brigg and Goole is right to question whether we are doing things in the right way. Our White Paper, “The Importance of Teaching”, which was referred to by the hon. Member for Hartlepool, was published in November and sets out the coalition Government’s intention to increase freedom and autonomy for schools and to remove unnecessary duties and burdens. It also states that we should allow schools to choose for themselves how best to develop, whether by acquiring academy status, by becoming multi-school trusts and federations—again, those were referred to by the hon. Gentleman—or by continued development as a maintained school. All that is to be underpinned by clear accountability and strong and effective governance.

As we work through our programme of reform, those freedoms need to be extended to school governors, so that they are given the flexibilities, support and recognition they deserve. We know that the quality of school governance has a significant impact on how well schools perform. Good governance and leadership at school level are key drivers in achieving better educational outcomes. Academies provide examples of smaller, high-powered governing bodies that have demonstrated rapid improvements in standards. The arrangements for academy governance allow for greater flexibility in the number and category of governors than in maintained schools, while ensuring that essential groups, such as parents, are always represented. They are charities, so it would not be appropriate or right for us to prescribe the exact composition and size of their governing body. That flexibility is a popular concept and there are many differing governance arrangements in converting schools. They are now able to constitute their governing body to suit their school and local needs.

As my hon. Friend the Member for South Swindon will recall, maintained school governing bodies, which include foundation schools, are constituted under the stakeholder model. That model prescribes representation from groups with an interest in the school: for example, parents, staff—including the head teacher—the community, the local authority and the foundation or trust, where schools have one. The model goes on to prescribe the representation from each group.

We want to make it easier for schools to adopt governance models that work for them and which clearly hold the school to account. That is why the Education Bill, introduced by my right hon. Friend the Secretary of State for Education last Wednesday, includes provision to free up the constitution of maintained school governing bodies. We are legislating to provide that governing bodies will mirror the academies model and be required to have at least two elected parent governors and the head teacher, unless the head teacher chooses not to take up his position as a governor. Then, as the hon. Member for Hartlepool mentioned, they should be able to attend the governing body as the head teacher, but not as a full member of the governing body.

The church or foundation will still be able to appoint the majority of the governing body in voluntary aided and foundation schools. Other governors, such as authority governors, community governors, staff governors, partnership governors and associate members will be appointed at the discretion of the governing body, and in numbers determined by them. Academy governing bodies have built-in safeguards to prevent particular categories of governor from dominating the governing body; for example, staff governors cannot exceed one third of the total membership, and charity law prevents those connected with local authorities from having more than 20% of the membership. We will consider the effect of such restrictions in maintained schools, but we want to move to a less prescriptive model overall.

[Mr Iain Wright]

I apologise to the Minister if he is coming on to this point, but will he respond to an issue raised about the constitution of the governing body? The hon. Member for Wirral West (Esther McVey) made important points about how to identify failure in school governance and what will constitute failure. What will be the mechanisms by which a local authority or some other body—perhaps the Secretary of State—can determine change within the governing body?

--- Later in debate ---

[Mr Gibb]

If the hon. Gentleman will be patient, I will come to the detailed questions raised by my hon. Friend the Member for Wirral West shortly.

We do not intend to prescribe any particular model, which is the overarching policy direction, as we believe that governing bodies are best placed to determine what will work best for them locally. It is important to point out that the changes will be permissive rather than mandatory, and that there is no intention to force any change on governing bodies. We will therefore encourage governing bodies to recruit more governors on a skills basis and carry out skills audits to inform that task. Those were also the conclusions of the working group on governance referred to by my hon. Friend the Member for South Swindon and the hon. Member for Hartlepool. Its report recommended clear accountability and felt that size was not the key issue for a governing body; a more important issue for the report was the skills of the governing body. It recommended that governing bodies should be free to recruit by relaxing the stakeholder model, which is precisely what the Government are introducing in the Education Bill.

We know that volunteers from a business background bring a valuable range of skills from the workplace to governing bodies, and are more likely to take on important responsibilities such as chairing committees or, indeed, chairing the governing body. To that end, we will continue to support the School Governors’ One-Stop Shop to recruit and place governor volunteers from the business world in schools with vacancies. That has been very successful: by the end of December it had recruited nearly 11,000 governors and placed them on to governing bodies with vacancies. In addition, the Education and Employers Taskforce is working with CEOs of large businesses to develop partnerships between schools, colleges and employers. It encourages senior business leaders to visit schools, and encourages staff with the right skills and experience to become school governors. In fact, I recently joined Sir Terry Leahy in a school in Hertfordshire during the “visit our schools and colleges” week.

Research tells us that where governing bodies are effective, they take a strategic role, as my hon. Friend the Member for South Swindon pointed out, in guiding and supporting the school’s work and challenging further improvement. They should not get drawn into the day-to-day management that is rightly the province of the head teacher and senior leadership team. In the White Paper, “The Importance of Teaching”, we set out a series of 10 key questions for governors to ask to assist them in setting their schools’ strategic direction and holding them to account, such as, “How are we going to raise standards? Have we got the right staff and the right development and reward arrangements? Do we have a sound financial strategy to get good value for money, and robust procurement and financial systems? Does the curriculum provide for and stretch all pupils?” My hon. Friend is right to say that the committee-based decision-making structure is appropriate for our governing bodies. Governing bodies already have the freedom to bring people with particular expertise on to committees as associate members, and they can commission work from people outside the governing bodies.

My hon. Friend referred to the issue of complaints, on which I want briefly to touch. Parents should be able to send their child to school confident that they are receiving the highest possible standard of education. Any problems should be dealt with by professionals in an appropriate and timely manner. There must be mechanisms in place for parents to express their concerns, secure in the knowledge that they will be dealt with quickly, effectively and fairly by all involved. Since September 2003, all schools have been required to have a complaints procedure, and that procedure has to be published. Generally, schools follow a three-part complaints procedure: investigation of a complaint by a staff member; investigation by the head teacher, or by the chair of the governors if it is about the head teacher; and a meeting of a panel of governors where the complaint has still not been resolved. Governing bodies must act in the interests of the children in their school and must rigorously ensure that those who serve on complaints panels conduct a fair and unprejudiced investigation. Challenge is part of the governor’s role, and a pattern of complaints can inform them of incipient problems in the school’s operation, in the same way that correspondence with an MP can alert us to an impending big political issue concerning how our country is run.

As my hon. Friend the Member for Brigg and Goole brought out in his speech, in recent years schools have increasingly chosen to collaborate with other schools to achieve more for children and young people. Partnerships have taken a variety of forms, including local area clusters, as well as more formalised arrangements involving shared governance through federation, shared trusts and shared leadership, with heads taking responsibility for leading more than one school. The benefits of those partnerships are clear in extending the breadth and quality of provision; responding better to pupils’ wider needs; widening the impact of the strongest school leaders, teachers and governors; widening opportunities for collaborative professional development; and delivering greater value for money. There is not a single, best collaborative model; instead, schools can consider a variety of models and adapt them to suit local needs and circumstances.

[Mr Wright]

On that point and my earlier remarks about a move away from partnership and collaboration in the school family towards schools going it alone, how does the Minister reconcile his comments with the provisions in the Education Bill, most notably clauses 30 and 31, where the duty to co-operate with the local authority and the duty to have regard to the children and young people’s plan are abolished?

[Mr Gibb]

Legislation is not necessary to require people to co-operate. The best co-operation is engaged in because professionals feel it is the best approach for their school. We need to move away—the Government are moving away—from that tick-box, prescriptive and centralised approach to such issues. We believe that the best partnerships and collaborative arrangements are those that head teachers and governing bodies enter into voluntarily because they know they are in the best interests of their school. We do not want a school to feel bound to find a partner—in a behaviour partnership, for example—simply to fulfil a statutory requirement and to ensure that it has a box ticked when the Ofsted inspection comes.

My right hon. Friend the Secretary of State is always talking about collaboration between professional peers in our school system as a key to school improvement, which is why we are tripling the number of national and local leaders in education. Peer-to-peer mentoring is the key. Professionals working together and spreading best practice is the better way to ensure improvement in our school system, rather than a series of prescriptive statutory requirements for schools and bodies to enter into partnerships with other bodies.

I turn to the general context surrounding the important points that my hon. Friend the Member for Wirral West raised about Calday Grange grammar school. She asked about resolving disputes between head teachers and the governors. All governing bodies have grievance procedures which they must follow to resolve complaints. She then asked how the situation can be resolved if the head teacher is ill, which is the case in this instance. The governing body is the employer, and it has to follow grievance procedures in cases of challenge over employment law. It needs to allow the head teacher to present his case, but he cannot do that, of course, if he is ill. That does not provide a solution but presents the legal framework around the current position.

My hon. Friend asked whether parents should be kept fully informed about what is happening during a dispute. Unfortunately, that is not always possible due to the need for confidentiality in some disputes. She asked whether parents should be allowed to decide the way forward. The answer to that is no, unfortunately. Parental views are represented on the governing body, but the governing body itself is responsible for the school. Of course, a responsible governing body should take parents’ views into account and expedite the resolution of matters, particularly when they are of enormous concern to the parents.

My hon. Friend asked when a governing body can be removed. There are three circumstances in which that can happen: when Ofsted has put the school in special measures; when Ofsted has found that the school requires significant improvement; or when the local authority has issued a warning notice and the governing body has failed to comply with it, or failed to comply satisfactorily. I know that she is concerned about the issue. Lord Hill of Oareford and I have corresponded with the governing body and the local authority about the matter, and we would be happy to discuss it with her further, if she would find that helpful.

In conclusion, I want to take the opportunity once again to pay tribute to our school governors, who are the unsung heroes and heroines of our education system. We should thank them for their work, and I am pleased to do that. I am sure that the increased freedom and autonomy for governing bodies, allied with our reduction of burdens and bureaucracy, will make a huge difference to their work as they seek to raise standards in schools, and will enable better deployment of their time and expertise.

Schools Funding (Worcestershire)

Nick Gibb Excerpts

Tuesday 1st February 2011 Westminster Hall

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

I congratulate my hon. Friend the Member for Redditch (Karen Lumley) on securing today’s debate. I welcome the opportunity to discuss school funding issues in Worcestershire with her and my other hon. Friends. I recognise her concern about the level of school funding in Worcestershire. Despite what my hon. Friend the Member for Worcester (Mr Walker) said, I think that this is a glamorous subject to debate, and I am delighted to be doing so.

Worcestershire is one of the lowest funded authorities in the country. In funding allocations per pupil, Worcestershire is ranked 142nd out of 151 authorities, receiving, as my hon. Friend the Member for Redditch said, £4,028 per pupil compared with an average of £4,398. To put that in context, in neighbouring Birmingham, the figure is £4,790, which is £762 more per pupil, and in Tower Hamlets it is £6,792—a staggering £2,764 more per pupil per year.

I know that my hon. Friend’s concern is shared by my hon. Friend the Member for Worcester, who tabled an early-day motion last June calling for a fairer funding system for schools and raised the issue in the House at business questions last week. I also know that the F40 group, which represents many of the lower funded local authorities in England and of which Worcestershire is a member, has met my noble Friend Lord Hill and raised those issues with him. I know that all these concerns are also shared by my hon. Friends the Members for Wyre Forest (Mark Garnier) and for West Worcestershire (Harriett Baldwin).

The reason for the situation is the unfair and illogical funding system that we inherited from the previous Administration and that we are committed to reviewing. Indeed, we are doing so, as my hon. Friends will be pleased to know, with some of the finest minds in the Department for Education, who are sitting behind me—not directly behind me, but behind my hon. Friend the Member for Grantham and Stamford (Nick Boles), although he also has a fine mind and will, I am sure, contribute to the debate.

To be fair to the previous Government, they had been reviewing the system as well. The method of distributing school funding is based on a formula created in 2003. That was subsumed into the dedicated schools grant using the spend plus method, which took the funding spent by local authorities in the financial year 2005-06 and moved it forward by uplifting it by a set percentage each year for every authority and adding funding for ministerial priorities. That means that the inequalities in the system that existed in 2005-06 have been amplified by the percentage increases in subsequent years. In the words of my hon. Friend the Member for Worcester, the grant has ossified and it repeats and amplifies the unfairness. The effect is that schools facing similar challenges can receive vastly different funding. Two schools with the same needs should receive the same funding; it should not depend on an historical allocation made for a different set or a different generation of children.

Therefore, in our White Paper, “The Importance of Teaching”, we said that we would consult on developing and introducing a clear, transparent and fairer national funding formula based on the needs of pupils. We recognise that not all schools are the same and that their funding should reflect the needs and characteristics of their pupils. Worcestershire, for instance, receives funding for sparsity of nearly £2.5 million a year. However, the system no longer reflects needs adequately, depending more on what schools received in the past than on the characteristics and needs of pupils in their schools now. We want all schools to be funded transparently, so that schools and parents can see why there are differences.

We are already working with partners—such as the Local Government Association, the Association of Directors of Children’s Services, teacher and governor associations, and the Independent Academies Association—to develop options for the future funding of schools, with the aim of consulting in late spring. No doubt my hon. Friends will contribute to that consultation process. It is likely to cover the merits of a national funding formula, transitional arrangements and the factors that should be included in such a formula.

I know that my hon. Friends will be disappointed that we have not been able to go further in our first year. We inherited a perilous economic state from the previous Administration, and the Government have made it clear that deficit reduction and continuing to ensure economic recovery are the most urgent issues facing Britain. Our budget deficit in the last financial year was £156 billion—the highest among the G20 countries. The interest on the accumulated Government debt to date is £42.7 billion a year, which is significantly more than the total schools budget. Unless we take serious measures to tackle the deficit, we will face a higher cost of borrowing as capital markets demand greater compensation for the heightened risk. Ultimately, without the action that the Government are taking, we would now face an economic crisis.

As with other public services and Government spending, we have had to make difficult decisions about funding for schools. I hope that my hon. Friend the Member for Wyre Forest will understand that, given that we do debate the difficult issues that he raised in his remarks. We have had to make very difficult decisions in relation to the spending review period. In reaching those decisions, we needed to balance taking urgent action to manage the public finances with protecting the most vulnerable and recognising that education faces particular pressures.

I am pleased that we are protecting funding in the system at flat cash per pupil, before adding the new pupil premium. Flat cash per pupil means that as pupil numbers go up, the overall budget increases in line with those numbers. The pupil premium is in addition to that and will be worth £2.5 billion by 2014-15.

In that context, I hope that my hon. Friends will see this as a good settlement for schools, in the circumstances. As ever, the budget for each individual school will vary; it will depend on each school’s particular circumstances and the decisions made by local authorities and school forums about how best to allocate funds.

[Harriett Baldwin]

Will the Minister address my point about free school meals in rural constituencies, where many schools no longer offer a dining room?

[Mr Gibb]

Yes, I am happy to respond to my hon. Friend’s question. I recognise the concerns about using free school meals as a measure, but they are the only available method that can correlate deprivation at pupil level, rather than at postcode or area level, so they are the most accurate reflection of deprivation. There is quite a lot of academic evidence that free school meals accurately reflect the levels of deprivation in an area. However, we will continue to look at the issue, and we might in future include a measure of, for instance, whether pupils ever qualified for free school meals during a period of, say, six or three years. In that way, those who qualify for free school meals for just one year, then no longer qualify, will be eligible for the pupil premium.

The other thing that is happening as a consequence of policy on free school meals is that local authorities are pressing schools and parents to apply for free school meals, which they might not have done in the past. That will have a double benefit, in that more pupils will qualify for the pupil premium, as well as being able to have a meal at school.

The flat-cash settlement means, of course, that it will take time to move to the fairer funding system that I have been talking about. However, funding reform will be introduced in such a way as to minimise disruption and ensure that schools’ resources are not subject to sudden and dramatic change.

Our priority for 2011-12 is the introduction of the pupil premium. I have said before, and make no apology for repeating, that closing the attainment gap between those from the wealthiest and the poorest backgrounds is central to our education policy, and that was reflected in the speech by my hon. Friend the Member for Redditch.

[Mr Robin Walker]

Does the Minister agree that a key issue in closing the attainment gap is early intervention to give people the best chances and the best start in their education? Another issue that needs to be prioritised, therefore, is the early intervention grant. Disappointingly, however, it is likely to go down in Worcestershire over the next couple of years. Will the Minister look into that to see how we can concentrate resources in the right places to prioritise early intervention as the Government address these issues?

[Mr Gibb]

My hon. Friend makes a good point. That is why we have allocated £2.2 billion to the early intervention grant. It is vital to intervene early to catch problems before they become more systemic in a child’s life. My hon. Friend is right, and I will look into the issues he raises to ensure that there is not some undue unfairness in the allocation of the grant in Worcestershire. I will write to him shortly.

Although the exact amount of the pupil premium will depend on the number of children known to be eligible for free school meals, as recorded in the January 2011 census, which is not yet finalised, the numbers recorded in 2010 give an indication of the numbers for Worcestershire. On that basis, schools in my hon. Friends’ local education authority area will receive about £3.8 million of additional funding from April 2011 to help them tackle deprivation.

The pupil premium will be worth £625 million in 2011-12 and build to £2.5 billion in 2014-15. That is significant spending to help the most disadvantaged children in society. To ensure that the premium is introduced as smoothly as possible, we have made the indicator for next year known eligibility for free school meals, which my hon. Friend the Member for West Worcestershire mentioned. In future, we aim to include those who have previously been eligible for free school meals so that not only the value of the premium but the number of children eligible for it will rise year on year. Overall funding for the pupil premium will rise from £625 million this year to £2.5 billion in three years’ time.

My hon. Friend the Member for Redditch will appreciate that I am unable to pre-empt the findings of the funding review, and I know that she will be disappointed about that. However, I hope that she and my hon. Friends will take in good faith a commitment from me carefully to study the issues that they have raised in the context of the school funding review and in our consultation later this year.

Question put and agreed to.

Free Schools

Nick Gibb Excerpts

Monday 31st January 2011 Ministerial Corrections

[Lisa Nandy]

To ask the Secretary of State for Education if he will put in place mechanisms for public scrutiny of the financial backing of individuals and organisations who are involved in setting up free schools.

[Official Report, 13 December 2010, Vol. 520, c. 567W.]

Letter of correction from Mr Nick Gibb:

An error has been identified in the written answer given to the hon. Member for Wigan (Lisa Nandy) on 13 December 2010.

Unfortunately, we incorrectly believed that Academy Trust annual accounts were published on the Charity Commission's website, when in fact they are published on the Trust's website and the Companies House website.

The full answer given was as follows:

[Mr Gibb]

Once a Free School proposal is approved to progress to business case and plan stage, the main elements of the proposal forms will be put on the Department's website. We will redact personal information to comply with obligations under the Data Protection Act, and other information where we have judged that commercial interests would be prejudiced should we publish the proposal in full.

The Department will conduct due diligence checks, including financial checks, on companies and individuals associated with a proposed Free School. The vast majority of proposers to date are not associated with or supported by third party organisations.

Once a Free School is established, the Academy Trust will be required to publish annual accounts in accordance with the Companies Act 2006. These accounts will be available on the Charity Commission website.

The correct answer should have been:

[Mr Gibb]

Once a Free School proposal is approved to progress to business case and plan stage, the main elements of the proposal forms will be put on the Department's website. We will redact personal information to comply with obligations under the Data Protection Act, and other information where we have judged that commercial interests would be prejudiced should we publish the proposal in full.

The Department will conduct due diligence checks, including financial checks, on companies and individuals associated with a proposed Free School. The vast majority of proposers to date are not associated with or supported by third party organisations.

Once a Free School is established, the Academy Trust will be required to file their annual accounts with the registrar at Companies House (under sections 441-447 of the Companies Act 2006) and to publish them on the Academy Trust's website.

Education Maintenance Allowance

Nick Gibb Excerpts

Wednesday 19th January 2011 Commons Chamber

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

We have had a good debate on EMA, and by and large—there were one or two exceptions—a well-tempered one. There were excellent speeches by my hon. Friends the Members for Wycombe (Steve Baker), for Blackpool North and Cleveleys (Paul Maynard), for Nuneaton (Mr Jones), for Morecambe and Lunesdale (David Morris), for Stratford-on-Avon (Nadhim Zahawi), for Wells (Tessa Munt), for South West Norfolk (Elizabeth Truss), for Croydon Central (Gavin Barwell) and for Beverley and Holderness (Mr Stuart). There were also passionate but temperate speeches by the hon. Members for Wigan (Lisa Nandy) and for Westminster North (Ms Buck) and the right hon. Member for Sheffield, Brightside and Hillsborough (Mr Blunkett).

I listened carefully to the speeches of the right hon. Gentleman and the hon. Member for Hartlepool (Mr Wright). It is easy to oppose a cut in spending programmes. I was in opposition for 13 years and know that it is always tempting for an Opposition to back a campaign and jump on the proverbial bandwagon, but as every accountant knows, wherever there is a credit there has to be a debit. If hon. Members oppose the ending of a half-a-billion pound spending programme, they would have to find that money from elsewhere, but not a single one of the 20 Labour Members who spoke said which cuts they would make to fund that spending commitment.

[Mr Blunkett]

As a matter of fact, I did make an alternative proposition, which might not be universally welcomed by my party colleagues, which was that post-16 child benefit should be assessable for tax purposes.

[Mr Gibb]

That is the first of Labour’s policies to be put on to its blank sheet of paper; no doubt it will be one element in its debate.

The question for the Opposition is this: would they take this money from the schools budget?

[Tom Blenkinsop (Middlesbrough South and East Cleveland) (Lab)]

rose—

[Mr Gibb]

I will not give way now, as the speech by the hon. Gentleman’s Front-Bench colleague, the hon. Member for Hartlepool, went over time slightly.

We have been determined to protect the money that goes to schools and the front line, and we have managed to ensure that school funding is protected in cash terms and will rise to cover increases in pupil numbers.

Perhaps the Opposition are arguing that there should be no cuts elsewhere, however. Perhaps they are arguing that they would cut the deficit more slowly, and allow it to remain a little longer—another half a billion pounds here, another billion there—so ensuring that we continue to pay enormous interest charges, which now stand at £120 million every day. That could be the Labour party’s approach: challenging the capital markets and calling the bluff of the people who invest the pension funds in sovereign debt to pull the plug or downgrade Britain’s credit rating.

That is not a risk that the coalition Government are prepared to take. Greece provides an example from not too far away, and Ireland is nearer still. We are not prepared to risk this country’s future. We are not prepared to plunge Britain into a currency and debt crisis, and we are not prepared to delay our economic recovery by failing to take the action that is necessary to get the public finances back under control. If we were to do so, young people—the people whom the Opposition purport to be representing today—would bear the brunt of the consequences of this failure. It is young people who suffer when companies freeze recruitment, and it is ensuring that our recovery happens sooner rather than later that lies at the heart of every difficult decision on spending taken by every Minister in this Government.

The overriding tenet of the coalition Government is to close the attainment gap between those from the poorest backgrounds and those from the wealthiest, so in making these changes to EMA we have been determined to ensure that no student is prevented from staying on in education because of genuine financial hardship. The hon. Member for Wigan made a passionate and thoughtful speech, but all her arguments can and will be addressed by the replacement support that we intend to put in place. It is wrong to undermine the research that was commissioned by the last Labour Government and carried out by the highly respectable National Foundation for Educational Research. It had a representative sample size of more than 2,000.

[Nic Dakin (Scunthorpe) (Lab)]

rose—

[Mr Gibb]

I will not give way.

We are targeting some of the savings from EMA to those young people who the NFER survey showed might not have stayed in education but for EMA.

[Jim Fitzpatrick (Poplar and Limehouse) (Lab)]

Will the Minister give way?

[Mr Gibb]

I will not.

At the moment, EMA is paid to 45% of all 16 to 18-year-olds who stay on in education. That is not a properly targeted system and it is an inefficient use of taxpayers’ money in the current economic climate. Our intention is to focus resources on those in real financial hardship to ensure that every young person can continue their education. We are consulting the Association of Colleges, the National Union of Students, the Sutton Trust, my right hon. Friend the Member for Bermondsey and Old Southwark (Simon Hughes), and college principals and others to work out the best way to use those funds.

We are putting in place measures to ensure that the least well-off receive the support they need to stay in education, and the determination of the coalition Government to close the attainment gap between those from the wealthiest backgrounds and those from the poorest lies at the heart of all our education policies. That is why we are focusing on raising standards of behaviour in our schools; it is why we are tackling reading and literacy in primary schools; it is why we have introduced the baccalaureate to ensure that more children receive a broad education; it is why we are expanding the academies programme and free schools, particularly in deprived areas; and it is why we have introduced the pupil premium.

[Tom Blenkinsop]

rose—

[Mr Gibb]

I will not give way.

My hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke) made a thoughtful and constructive speech, reflecting her expertise and passion. Her comments about the most vulnerable and disadvantaged students were right. She said that some groups have to be protected come what may, and they will be. It is precisely those groups that we intend to target with our support fund.

My hon. Friend the Member for North Cornwall (Dan Rogerson) was right when he called for support for poorer students and said that we need to work with local authorities on their transport duties. He asked a number of questions, and I can tell him that we are working with other Departments, particularly the Department for Business, Innovation and Skills and the Department for Transport. I take on board his point about the lack of timely scheduled transport in rural areas. He is also right to ask about young carers, looked-after children and young people, because they are some of the very vulnerable groups that we are particularly concerned about. Many other hon. Members also raised the issue of student transport costs, and we are going to build those into the discretionary part of the support fund.

The Government have a duty to tackle this country’s record budget deficit, which is the largest in the G20.

[Ms Rosie Winterton (Doncaster Central) (Lab)]

claimed to move the closure (Standing Order No. 36).

Question put forthwith, That the Question be now put.

Question agreed to.

Question put accordingly (Standing Order No. 31(2)), That the original words stand part of the Question.