Capital Funding Allocations
Nick Gibb Excerpts(13 years, 8 months ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
My hon. Friend the Under-Secretary of State with responsibility for schools, Lord Hill of Oareford, has made the following statement:
“Today I am announcing capital funding allocations for 2011-12 to address sixth-form college (SFC) priority building condition needs; SFC devolved formula capital (DFC); and basic-need funding for 16 to 19-year-old student places.
The capital settlement for the Department for Education (DFE) was extremely tight, with a 60% reduction in 2014-15 compared with the historic high of 2010-11. We have therefore had to consider very carefully how the balance of capital funding is allocated in order to ensure that it is targeted to the areas of greatest need.
I know that there are sixth-form colleges with building needs which have missed out on previous capital programmes. I have therefore allocated more than £57 million to address priority building condition needs within the sixth-form college sector.
Even where funding is tight, it is essential that buildings and equipment are properly maintained, to ensure that health and safety standards are met, and to prevent a backlog of decay building up which is very expensive to address. I am therefore also pleased to announce that in 2011-12 all sixth-form colleges will become eligible for devolved formula capital at a rate of £4,000 per college plus £22.50 per student. This means the average allocation to a sixth-form college will be in the region of £40,000. This funding is primarily for planned maintenance and is in addition to the £57 million for building condition needs.
The Government are committed to ensuring that all young people have the opportunity to continue in education and training after the age of 16. I therefore want to ensure that funding is available to meet the need for additional places where there are demographic pressures in schools, academies and sixth-form colleges: £30 million will be made available in the coming financial year for basic need funding for 16 to 19-year-old student places in these institutions.
The YPLA is currently working with officials in my Department on the criteria and process for distributing funds for 2011-12 and we expect to be able to make further details available shortly so that institutions can access funds as soon as possible in the new financial year. We will involve representatives from the sector as we develop the detail of the allocations process.
Capital funding for 2012-13 onwards will take into account the outcome of the review of DFE capital programmes, which the Secretary of State for Education has commissioned, and which is expected to report shortly.”
Education Maintenance Allowance (Walsall North)
Nick Gibb Excerpts(13 years, 8 months ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
I congratulate the hon. Member for Walsall North (Mr Winnick) on securing the debate. I know that he cares passionately about supporting young people in continuing their education, as he said in his closing remarks, and we on the Government side share that passion, as do I personally.
The context to this debate is the state of the public finances, with spending outstripping income to the tune of £156 billion a year. Capital markets no longer regard sovereign debt as being risk-free, particularly for countries such as Ireland and Greece that have huge structural deficits. It is to avoid that fate that the Government have had to take difficult decisions to tackle our structural deficit, which is the highest in the G20. We pay £120 million in interest charges and the independent Office for Budget Responsibility reports that if no further action to tackle the deficit were taken, interest payments would rise to a staggering £67 billion a year by 2014-15. That is almost two years’ worth of the total spending on all the schools in England—twice what we spend on the salaries of all the teachers in England and twice what we spend on running all the state schools in the country—just to pay interest on the debt.
That is all assuming that the capital markets would be willing to lend us those huge sums, but the experience of Greece and Ireland demonstrates that they might not, and that if they did it would be at significant cost.
Mr Winnick
Am I to take it that our economic survival depends on the abolition of EMA?
Mr Gibb
I shall explain how it fits in with tackling the deficit. The longer our economy languishes in crisis, the later the economic recovery and the later we have the jobs that are so desperately needed, particularly for young people, including the young people about whom the hon. Gentleman is concerned in his constituency. It is young people who bear the brunt of a stagnant economy as companies freeze recruitment. We do not want to be in the position of the economies of Ireland and Greece, which stumble and teeter from crisis to crisis, so that their economies are not revived and their young people bear the brunt of their economic crises.
Our starting point was that this £560 million spending programme had to be in the scope of spending review decisions. The research of the National Foundation for Educational Research that was commissioned and published by the Labour Administration showed that about 90% of EMA recipients would have stayed on after the age of 16 even if they had not received EMA. In making changes to EMA, we were determined that the 10% or 12% of students who might be prevented from staying on in education because of financial difficulties should be helped.
I understand the concerns of the hon. Gentleman and the college principals whom he quoted. He mentioned Walsall college, at which 2,136 students receive EMA—58% of the students there. That percentage is significantly above the national figure for EMA recipients, which is 45% of the national cohort. In Walsall as a whole, 4,182 students are receiving EMA in this academic year. We share his concern about those students, which is why we have decided to use a portion of the EMA budget to increase funding to the discretionary learner support fund, which is used to support those who have financial difficulties. Final decisions about the quantum of that extra funding have still to be taken, but we have spoken of a value of up to three times the current value of the fund, which is now at £25.4 million.
Mr Winnick
Let me ask two questions. First, what will be the position of those who continue to receive EMA who have not finished their studies and who would have continued to receive it as their studies continued? Secondly, will schools be involved in deciding who should receive the funding the Minister just mentioned?
Mr Gibb
The decision is being consulted on right now—I shall come to that in a moment. This will be decided before the end of the academic year; indeed, before the end of this financial year.
A fund of the size I was talking about would enable 100,000 young people to receive £760 a year—about 15% of the number of students currently receiving EMA. That £760 is more than the average annual EMA paid in 2009-10 of £730, and only slightly less than the £813 paid to 16-year-olds receiving the full £30 a week or the £796 paid to 17-year-olds receiving the full £30 a week.
The Government will not set expectations for how much young people should receive from the enhanced discretionary fund. It will be up to schools and colleges themselves to determine which young people will receive support under the new arrangements, and what form that support should take. We are currently consulting on how the fund will be administered and disbursed, with the National Union of Students, the Association of Colleges, students from Northamptonshire college and a whole range of other stakeholders—head teachers and colleges involved with the original trial areas for raising the participation age in education or training. We are working with my right hon. Friend the Member for Bermondsey and Old Southwark (Simon Hughes) in his role as advocate for access to education for the most disadvantaged young people.
We shall not dictate to schools and colleges how they should use the fund. It is discretionary, and schools and colleges will have the flexibility to allocate it in ways that best meet the needs of their students—for example, on how much young people will receive. [Interruption.] I do not think that is invidious.
Mr Winnick
It is invidious to the extent that schools do not decide about EMA, but now they will apparently need to make a judgment. As one of the heads replied to me, it is not the role of heads to decide whether A, B, C or D or X, Y or Z should receive financial support. I am sure my hon. Friend the Member for Walsall South (Valerie Vaz) agrees. That should be outside the professional role of a teacher or head teacher. The way that the whole scheme is being planned is unfortunate, to say the least.
Mr Gibb
We are consulting on the issues right now. At present, a £25 million discretionary support fund is being distributed by college principals and head teachers with sixth forms. Principals who do that work do not regard it as invidious.
The enhanced discretionary funding will not be an EMA and it will not necessarily be paid in the form of a weekly allowance. Current discretionary support is often provided in the form of books or equipment, or payment for field trips. We know that discretionary support works because discretionary learner support funds are already used very successfully in schools and colleges. They allow the professionals who actually work with students to decide what type of support the young person needs to stay in education. Colleges value the fund because they can provide support to the young people they consider to be most in need.
The hon. Gentleman did not mention transport, but it is a concern of students in many areas. I emphasise that local authorities have a statutory duty to ensure that no young person in their area is prevented from attending education post-16 because of a lack of transport or support for it. If that duty is not being met, young people and families should raise that matter with local authorities, but they were never expected to use a significant proportion of their EMA to pay for transport costs. Under the current arrangements for discretionary support funding, EMA cannot be used routinely for transport to and from college, because local authorities have that responsibility, but we will consider flexibility in that restriction as we develop the arrangements for the enhanced discretionary learner support fund.
In today’s economic climate, we have a duty to ensure that we continue to invest where investment is needed and to get the best possible value for taxpayers’ money. We cannot justify spending more than £560 million a year on an allowance when 90% of its recipients would have stayed on in education even if they did not receive it. Of course, we want all young people to benefit from post-16 education. We are committed to full participation for all young people up to the age of 18 by 2015, but a payment designed as an incentive to participate is no longer the right way to ensure that those who face real financial hardship and barriers to participation get the support that they need. That is why we have looked again at the most effective way to support the most vulnerable young people to stay on in education.
Question put and agreed to.
Education
Nick Gibb Excerpts(13 years, 9 months ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
Let me start by congratulating my hon. Friend the Member for Birmingham, Yardley (John Hemming) on getting so much into such a short speech. I know that he has a long-standing commitment to family justice, and it was clear from his speech that he shares the coalition’s commitment to ensuring that children in this country are able to enjoy safe, happy and carefree childhoods—an ambition that is shared across the House, as is our desire to give every child the chance to achieve to the very best of his or her abilities. In responding to my hon. Friend’s excellent speech, I want first to make the point that this Government recognise the importance of keeping families together. The law is clear: children should live with their parents wherever possible and, where necessary, families should be given extra support to help keep them together.
John Hemming
The difficulty is that it does not appear that the law is being followed. Will the Department establish an ombudsman scheme to review individual cases and see why the law is not being followed?
Mr Gibb
I know that my hon. Friend is meeting our hon. Friend the Under-Secretary of State for Education on 12 January, and I am sure that he can raise that with him at that meeting.
In most cases—indeed, the vast majority of cases—the extra support enables children to remain with their families. However, we are equally clear that there has to be balance in the system, so that where a child is suffering or at risk of suffering significant harm, the local authority has a statutory duty to take action to safeguard and promote the child’s welfare. However, it is important to remember that local authorities cannot remove children from their parents’ care—unless it is with the parents’ consent, of course—without first referring the matter to a court. Similarly, local authorities cannot—again, without the parents’ consent—place a child for adoption with prospective adopters without a placement order made by a court. Needless to say, adoption can be a highly emotional time for the child, the parents and those adopting, but we know that outcomes—certainly in educational attainment and health—are as good for children who are adopted as they are for children growing up with their birth parents.
John Hemming
Given that about a quarter of adoptions are disrupted, and the children are returned to care, does my hon. Friend take on board the point that any statistical test of the effect of adoption should include the effect on those for whom it fails?
Mr Gibb
The figures are based on comparing the overall statistics for children in care with those for children who are adopted.
Although we recognise that adoption will be suitable for only a relatively small number of children, it is none the less important that we get things right and help more children who need adoption to find secure and happy homes with adoptive parents. We believe that one of the best ways of achieving that is through more collaborative working with voluntary adoption agencies, so that adoption services are enhanced and families are found for the most difficult-to-place children. We also want to see improvements in adoption practice, particularly in the matching of black and minority ethnic children with prospective adopters. Race should not be a barrier to a successful placement. What matters is a loving and stable family environment. That is why my hon. Friend the Under-Secretary has written to all directors of children’s services and lead members to ask them to do everything possible to increase the number of children appropriately placed for adoption, and to improve the speed with which decisions are made.
John Hemming
The Minister said that adoption is suitable only for a small number of children. The difficulty is that a majority of under-fives in care are adopted.
Mr Gibb
I am not sure whether those statistics are right, but, again my hon. Friend can take that up with the Under-Secretary at his meeting. My hon. Friend the Under-Secretary has set up a ministerial advisory group on adoption, to provide expert advice on a range of practical proposals to remove barriers to adoption and reduce delay, but I understand the concerns that my hon. Friend the Member for Birmingham, Yardley has raised.
Bill Esterson
The Minister made an important point about the involvement of voluntary sector agencies in adoption—indeed, I have been pleased with all his comments on the subject. However, does he accept that it is important to ensure both that proper financial resources are in place for the adoption process and that no short cuts are taken? That is where things can go horribly wrong.
Mr Gibb
Of course financial resources are always important, but the hon. Gentleman must appreciate the financial circumstances in which we find ourselves. That was noticeably lacking both from his speech and those of his hon. Friends.
I understand the concerns of my hon. Friend the Member for Birmingham, Yardley. We need to ask hard questions about child-protection arrangements and court processes. That is why we have the review by Professor Munro, which is looking at safeguarding, front-line practice and transparency. I listened to my hon. Friend’s speech carefully. We are concerned that the number of children in care adopted in the past year has decreased by 4%, to 3,200. The real question that we should be asking is not whether too many children or, indeed, too few are in care, but simply whether the right children are in care. I know that my hon. Friend the Under-Secretary is extremely concerned that, by not understanding that point, we risk undermining the work of the many excellent professionals on whom we rely to keep vulnerable children safe—or, worst of all, that we risk damaging the chances of many children who would greatly benefit from a second chance of a stable family upbringing.
I would like to turn to the points raised by the hon. Members for Liverpool, Wavertree (Luciana Berger), for Sefton Central (Bill Esterson) and for Nottingham South (Lilian Greenwood). The speech by the hon. Member for Nottingham South took the theme of “A Christmas Carol”, and perhaps if the previous Government had learned a little from the accounting techniques of Ebenezer Scrooge, this country might not now have the worst budget deficit of all the G20 countries. I listened carefully to the hon. Members, but not one suggested how we should try to find £0.5 billion of savings from the public sector, let alone the £81 billion for the structural deficit that we have to close.
We face an unprecedented budget deficit, under which we are spending £156 billion a year more than we receive in tax revenue, and a global economic environment in which the sovereign debt of nations running unsustainable deficits is leading to major financial crises for those countries. Those crises are preventing and delaying economic recovery, and we do not want this country to be in that position. Every element of public spending is therefore subject to scrutiny, and programmes that cost £0.5 billion a year cannot be exempt from that scrutiny.
We need to ensure that the young people who need support to continue their education receive it. In the current climate, however, those who need it cannot be regarded as 45% of the whole cohort, and the money needs to be better targeted. That is why we are introducing a different system of student support that will allow schools and colleges to provide help to those young people who genuinely need it in order to stay in education.
The education maintenance allowance has been in existence for about six years, having been rolled out nationally in 2004 following a pilot. In its early years, it was successful in raising participation rates among 16-year-olds from 87% in 2004 to 96% this year. As a consequence, attitudes among 16-year-olds to staying on in education have changed. When the National Foundation for Educational Research questioned recipients of EMA, it found that 90% would have stayed on in education regardless of whether they received the allowance, although the £30 a week received by the majority of EMA recipients is a helpful sum for a young person.
Lilian Greenwood
Does the Minister accept that, even if 88% of young people would have stayed on in education anyway, the EMA encourages better attendance and allows learners to enjoy more study time, because they do not need to take on part-time work? It has therefore been important in improving the success rates for that disadvantaged group.
Barbara Keeley
I made a point earlier about young carers. I fail to see how a discretionary fund can help when young carers are so hidden. College principals and head teachers often do not know when their students are also carers, so how will they know how to target the funding? They will not.
Mr Gibb
The hon. Lady raises a wider issue about young carers. The coalition Government are concerned about young carers generally, not just in sixth forms and in colleges but in schools, and we are identifying those young people to ensure that they have the support and help that they need. When they attend college and seek help, however, the funds should be targeted at those who are in genuine need, including young carers.
In reaching the decision to reform the system, we were concerned that the 10% of recipients who according to the evidence would be put off from staying in education but for the money from the EMA might then drop out of education. We felt that a payment designed as an incentive to participate was no longer the right way to ensure that those facing real financial barriers to participation got the support they needed. So we decided to use a proportion of the £560 million to increase the value of the discretionary learner support fund. Final decisions about the quantum of that fund have still to be taken, but we have spoken of up to three times the current value of the fund, which now stands at £25.4 million.
A fund of that size would, for example, enable 100,000 young people to receive £760 each year, and 100,000 students is about 15% of the number of young people currently receiving EMA, which is more than the 10% about whom we are particularly concerned might not stay on in education. The £760 is more than the average annual EMA of £730 paid in 2009-10, and only slightly less than the £813 paid to 16-year-olds receiving the full £30 per week. We have not yet decided, because we are still consulting on it, how the money will be paid, to whom and for what purposes.
Luciana Berger
Liverpool community college currently pays out £1.7 million in education maintenance allowance to 90% of its students, who are in receipt of the full £30 a week because their household incomes are less than £20,800. In addition, the college disbursed £192,000. If the Minister is saying that he will multiply the current figure by three, that is still only a fraction of what goes to those most deprived households at the moment. How on earth is that going to help those students who desperately need help to get to college, to eat and to pay for the materials that they need to do their courses?
Mr Gibb
By definition, if students at that college constitute the 15% most deprived young people, in terms of their access to income, they will receive more than the amount the hon. Lady says is currently being received by the discretionary learner support fund.
To help schools and colleges to administer the fund, and to ensure that those young people who really need support to enable them to continue their education or training post-16 get access to the new fund, we are working with schools and colleges, and with other key organisations such as the Association of Colleges, Centrepoint, the Sutton Trust, the Association of School and College Leaders, the National Union of Students and the Local Government Association to develop a model approach that schools and colleges can choose to adopt or adapt, to inform them how to distribute the funds, and to whom.
Bill Esterson
The Institute for Fiscal Studies is clear that, even taking into account the deadweight effect of the 12% who might carry on attending without EMA, the costs of the scheme are outweighed by the benefits. I quoted a college principal in my speech, and colleges are clear that they will be unable to work out who would stop attending if EMA were withdrawn. I would therefore be interested to hear from the Minister how the new system is going to work. He says that he is talking to the colleges, but how will he ensure that the new fund reaches the right students?
Mr Gibb
On that last point, the colleges are already experienced in administering the learner support fund. We are simply increasing the value of that fund, and the same college principals and head teachers will be administering it. We are talking about a significantly higher sum, however, and we will allow more discretion in the disbursement of the money, which is why we are talking to the Association of Colleges and others about how to administer it more fairly. Also, 5% of the fund will be available to cover the cost of administration.
The hon. Member for Sefton Central talked about the IFS research, as did other hon. Members. The IFS study says that the cost of the EMA scheme would have been recouped in the long run by helping to raise wage levels as a result of higher staying-on rates. I understand that argument, and I do not disagree with it. However, the IFS, in evaluations carried out with the Centre for Research in Social Policy, has previously said that EMA would increase participation by 4 percentage points, and up to 9 percentage points for young people from the poorest backgrounds. So the IFS’s own findings are consistent with the Department’s findings, and with the NFER’s conclusion that 90% of young people receiving EMA would have continued in education regardless of the payments. For those who really do need help to participate in post-16 education—
Mr Deputy Speaker (Mr Lindsay Hoyle)
The House is well aware that we have tried to keep Ministers to 10 minutes, but we have now drifted over the 15-minute mark. I am sure that the Minister will have taken that on board, as he now comes to the end of his speech .
Mr Gibb
I apologise to my hon. Friend the Member for Wellingborough (Mr Bone) and to the House. I have probably taken too many interventions. I just want to cover one more point before I finish, and that is the point raised by the hon. Member for Liverpool, Wavertree about transport.
Local authorities have a statutory duty to ensure that no young person in their area is prevented from attending education post-16 because of a lack of transport, or support for it. If that duty is not being met, young people and families need to raise it with the local authority. Young people were never expected to use a significant proportion of their EMA to cover transport costs. Under the current arrangements for discretionary support funding, it cannot be used routinely for transport to and from college because local authorities have that statutory duty. However, we will consider introducing flexibility to that restriction as we develop the arrangements for enhanced discretionary learner support funding.
In today’s economic climate, we have a particular duty to ensure that we continue to invest where investment is needed and to obtain the best possible value for taxpayers’ money. In those circumstances, it is difficult to justify spending over £560 million a year on an allowance when 90% of its recipients would have stayed in education without it. That is why we have thought again about the most effective way of helping the most vulnerable young people to stay in education.
I wish all Members, and officials from the Department, a very good Christmas and a successful new year.
Oral Answers to Questions
Nick Gibb Excerpts(13 years, 9 months ago)
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Dr Thérèse Coffey (Suffolk Coastal) (Con)
4. What plans he has to review the curriculum for science and mathematics A-levels.
The Minister of State, Department for Education (Mr Nick Gibb)
We will ensure that A-levels assess the knowledge that universities demand from candidates. We have asked the regulator, Ofqual, to examine how to ensure that re-sits and modularity are not damaging in-depth study and we are working with it to develop a process for involving universities and learned societies in the design and development of A-levels, which commands wide support. Mathematics and science A-levels will be reviewed through the new arrangements in due course.
Dr Thérèse Coffey
I thank my hon. Friend for that answer. I am sure that he shares my concern that we have slipped down the international competitiveness ratings for educational attainment, especially in maths and science. My personal experience of A-levels and my more recent experience of speaking to examiners show that the number of topics that students have to cover to get exactly the same A-level has contracted. That is a worrying trend; will my hon. Friend look into it with Ofqual?
Mr Gibb
My hon. Friend is right to raise those concerns. That is why it is so important to involve universities and learned societies in A-level development and to ensure that qualifications in this country are on a par with those in the highest performing jurisdictions in the world. That is why we have asked Ofqual to review the impact of the recent changes to A-levels, to which my hon. Friend referred. We are talking to universities about how we can ensure their effective involvement in determining the knowledge and aptitude expected in A-levels, not only in science subjects and maths but in other academic subjects, too.
Tristram Hunt (Stoke-on-Trent Central) (Lab)
We welcome the review of the science and maths curriculum, but why are this Government so obsessed with science, technology, engineering and maths—the STEM subjects? Will this Government’s war on the humanities in the universities not affect the balance of teaching in our schools? Why are this Government quite so philistine?
Mr Gibb
I think that that is an unnecessary comment. We have made it very clear—my right hon. Friend the Secretary of State is on record countless times talking about the importance of history, and I have talked about the importance of geography. The international baccalaureate, which we have introduced, sets out a key minimum that we expect schools to teach: English, maths, a modern foreign language and history or geography as a humanity. That demonstrates the importance that we attach not only to STEM subjects but to the humanities.
Esther McVey (Wirral West) (Con)
The Institution of Mechanical Engineers has produced a report noting that broad choices about STEM subjects are taken between the ages of 11 and 14. I agree with looking at A-level science subjects, but should we not concentrate particularly on helping younger children progress into science and maths?
Mr Gibb
My hon. Friend is absolutely right and it is disappointing that too few young people study the three separate sciences—biology, chemistry and physics—through to GCSE. That is why we have introduced the concept of an English baccalaureate: to encourage a broad range of academic subjects to be taught and taken up to the age of 16, particularly in maths and the other STEM subjects.
Phil Wilson (Sedgefield) (Lab)
5. What plans he has to ensure the availability of high-quality, affordable child care in all areas.
Stephen Phillips (Sleaford and North Hykeham) (Con)
11. What steps his Department is taking to increase the ranking of schools in England in international league tables of educational attainment.
The Minister of State, Department for Education (Mr Nick Gibb)
The OECD’s programme for international student assessment—PISA—report, published on 7 December, shows that this country fell from fourth to 16th in science, from seventh to 25th in reading and from eighth to 28th in maths. The lessons from PISA on the hallmarks of high-performing systems are clear, and they are reflected in the direction of policy in our White Paper, “The Importance of Teaching.”
Stephen Phillips
I am grateful to my hon. Friend for that answer. According to the OECD report that he mentions, UK teenagers in full-time education were outscored by their peers from, among other countries, Estonia, Liechtenstein and Slovenia. Does he agree that, if the previous Government’s watchword was supposed to be education, education, education, the record that they left for this Government and for far too many of our young people was one of failure, failure, failure?
Mr Gibb
My hon. Friend raises a very good point. However one wants to describe the previous Labour Government’s record, it is clear that we have fallen in the international educational attainment rankings, and that is why our White Paper focuses on reducing the bureaucracy that confronts our schools. We want to trust professionals and to increase the autonomy of schools. In our White Paper, we have a real focus on behaviour, on raising standards of reading, on raising the quality of the curriculum and on reviewing the national curriculum—should I go on Mr Speaker?—in all the policy areas that we intend to implement over the coming years in order to improve the quality of education in this country and to see a rise in our international rankings.
Clive Efford (Eltham) (Lab)
12. What discussions he had with Baroness Campbell and the Youth Sport Trust during his review of school sports policy.
Christopher Pincher (Tamworth) (Con)
13. What recent progress has been made on his Department's academies programme in (a) Tamworth constituency and (b) England.
The Minister of State, Department for Education (Mr Nick Gibb)
Ministers have recently agreed proposals for two new academies to replace four Tamworth schools to be taken to the next stage of development, subject to the approval of the governing bodies. In addition, Landau Forte academy in Tamworth opened in September for 11 to 16-year-old pupils, and its new sixth-form centre will open in September 2011. Across England, there are now well over 350 academies, of which 158 have opened during this academic year.
Christopher Pincher
I am grateful to my hon. Friend for that answer. Will he, with me, congratulate all the other secondary schools in Tamworth that are now pursuing academy status beyond the dead hand of the LEA? Will he agree to support, to the best of his ability, those potential academies and academies sponsored by E-ACT that may wish to offer sixth-form provision if there is demand for it in the town?
Mr Gibb
I congratulate Queen Elizabeth’s Mercian school, Belgrave high school, Rawlett community sports college and Wilnecote high school on seeking academy status. The OECD research is clear that autonomy at school level, combined with objective external assessment, is the key to success. We are keen to improve the quality of sixth-form provision and to look at all proposals. In the case of Tamworth, that would mean considering this in the light of the new sixth-form centre that is currently being built and due to open next year.
Dr Daniel Poulter (Central Suffolk and North Ipswich) (Con)
14. What funding his Department provides through local authorities for the education of children with chronic medical conditions who spend significant periods of time in hospital.
Mel Stride (Central Devon) (Con)
17. What recent representations he has received on school standards in (a) Central Devon constituency and (b) England.
The Minister of State, Department for Education (Mr Nick Gibb)
No representations have been received on school standards in Central Devon. We have, of course, received many representations about standards in schools nationally. In 2010, at key stage 2, 78% of pupils in Central Devon achieved level 4 or above in English and maths combined, compared with 73% in England. In 2009, at key stage 4, 55.5% of pupils in Central Devon achieved five or more GCSEs at grade A* to C, including English and maths, compared with 50.9% in England as a whole.
Mel Stride
I thank my hon. Friend for that answer. Historically, Devon has suffered from a lower dedicated schools grant than other parts of the country. Will he confirm that he is looking closely at per pupil funding, and that schools in my constituency can expect a fairer deal in the future?
Mr Gibb
My hon. Friend will be aware that last Monday we announced the school funding settlement for 2011-12. The overall schools budget is being maintained at a flat cash per pupil rate so that as pupil numbers rise, the overall budget rises. In addition, we are introducing a pupil premium, which will be worth £625 million next year, and will provide schools with £430 for every pupil who is known to be eligible for free school meals. In Devon, the dedicated schools grant is £4,602 per pupil and the capital amount is £24.6 million for 2011-12. We recognise that the school funding system is currently unfair, opaque and illogical. A number of local authorities, particularly those in the F40 group, believe that they are not funded correctly. We will consider that over the longer term to address that unfairness.
Margot James (Stourbridge) (Con)
T4. I am currently representing two families in my constituency who have been unable to get their children into a primary school along with their older siblings, owing to infant class size legislation. That has caused considerable distress to the families involved. Will my hon. Friend review the impact that infant class size legislation is having on families who wish their children to attend the same primary school?
The Minister of State, Department for Education (Mr Nick Gibb)
As my hon. Friend knows, the School Standards and Framework Act 1998 places a duty on local authorities and schools to limit the size of infant classes taught by one teacher to 30 pupils. It makes exceptions for exceptional circumstances, such as when a child moves into an area outside the normal admissions round and there is no other school within a reasonable distance. Under current legislation, however, siblings are not included in the list of permitted exception criteria. We announced in the White Paper a review of the school admissions framework so that it will be clearer for parents, and that review will consider the over-subscription criteria, including siblings and the important issue of twins and children from multiple births. In other words, yes.
Julie Hilling (Bolton West) (Lab)
T7. Young people may be forgiven for thinking that the Government do not like them very much following their decisions on EMA, tuition fees and the future jobs fund, and the destruction of the youth service. Can we assume that they have abandoned “Aiming High for Young People”, the 10-year strategy for positive activities? As many local authorities are not now fulfilling their statutory duties under the Education Act 2005, will the Secretary of State intervene?
Mr Gibb
It is still too often the case that a child’s background will determine educational outcome and opportunities in life, which is something that the coalition Government are determined to tackle. That is why we have introduced a pupil premium starting at £430 per child qualifying for free school meals, rising to a total of £2.5 billion by 2014-15, and it is why we are focusing on raising standards of behaviour in schools and supporting teachers and head teachers to take a zero-tolerance approach to poor behaviour. It is also why we are putting such an emphasis on children learning to read and using systematic synthetic phonics.
Financial Support (Students)
Nick Gibb Excerpts(13 years, 9 months ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
It is a pleasure to serve under your chairmanship, Ms Clark. I congratulate the hon. Member for Erith and Thamesmead (Teresa Pearce) on securing today’s debate. I know that she cares passionately about supporting young people in their continuing education, a passion that I share.
One of the Government’s objectives is full participation in education, training, or employment with training, for all young people up to the age of 18. I listened to the hon. Lady carefully, and I understand the concerns of students at Bexley further education college, where 43% of students qualify for education maintenance allowance, and those at Greenwich community college, where 38% of students qualify. Nationally, 45% of students qualify for EMA, so I am aware that the decisions that we have taken affect a large number of 16 to 18-year-olds.
We need to set the debate in the context of the budget deficit. It is £156 billion this year, the highest among G20 countries.
Mr Gibb
I shall give way once I have finished this point.
The interest on accumulated Government debt to date is £42.7 billion per year, which represents 70% of the entire Department for Education 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. Without the action that the Government are taking, we would ultimately face the economic crises that now confront Ireland, Greece, Spain and Portugal. This country was on the brink of financial crisis.
Mr Gibb
I will give way once I have finished the point.
This country took action in the emergency Budget and the spending review. As a result, that crisis has been averted. I listened to the 14 or 15 Opposition Members who spoke during the debate, and I did not hear one alternative suggestion of how to find a saving of £500 million elsewhere in the Budget. They had no answer on how to avoid financial meltdown, or how to tackle the record budget deficit that the Labour Government left for this Government to clear up. They had no answer on how to bring our economy back from the brink.
Labour’s stewardship of the economy has left young people struggling to find jobs, as employers freeze recruitment. Unless we get the economy moving again, that tragedy will persist. Not tackling the deficit will put that recovery in jeopardy. I give way to the hon. Member for Hyndburn (Graham Jones), to see whether he can tell us how to find £500 million of savings elsewhere in the Budget.
Graham Jones
Is it not the case that it was the Government’s choice to cut so deep? Is it not the case that, before the election and afterwards, the Government accused Labour Members of not cutting deep enough? Is it not the case, therefore, that the Government chose to remove the EMA for the economic decisions that the Minister has outlined? The Opposition would not have needed to do that, nor go as far, because, as the Minister says, we would not have cut the deficit so fast.
Mr Gibb
The economy would have suffered as a result.
EMA costs £560 million a year. As we heard, it has been in existence for about six years; it was rolled out nationally in 2004, following a pilot. It was successful in raising participation rates among 16-year-olds from 87% in 2004 to 96% this year. As a consequence, attitudes among 16-year-olds to staying on in education have changed. When the National Foundation for Educational Research questioned recipients of EMA, it found that 90% would have stayed on in education regardless of whether they received EMA.
Dr Julian Lewis (New Forest East) (Con)
I am grateful to my hon. Friend for giving way. Does he accept that the two strands of the allowance are becoming intermixed? There is the role of the allowance in persuading people to stay on, and there is the role of the allowance in enabling people to stay on who might otherwise not be able to afford to do so.
A briefing from the Conservative Councillors’ Association points out that the staying-on age will be raised, but that will not happen until 2015. What worries people such as the principal of Brockenhurst college in my constituency is that the EMA will stop in September 2011. In the limited time that remains, I hope that my hon. Friend will focus on the transition arrangements, which are of great concern to us all.
Katy Clark (in the Chair)
I remind Members that interventions should be short.
Mr Gibb
I shall come to that point in a moment.
The fact is that 90% of recipients of EMA would have stayed on in education regardless. Given that evidence, the fact that we have a major budget deficit crisis and the fact that the programme costs so much each year, it was clearly going to be a candidate for major reform.
Mr Gibb
I am sorry, but I cannot give way as I have only four minutes left.
In reaching the decision to end EMA, we were of course concerned that the 10% of recipients whom the evidence said would have been put off from staying in education but for the money might then drop out of education. We believe that a payment designed as an incentive to participate—a point hinted at by my hon. Friend—is no longer the way to ensure that those facing real financial barriers to participation get the support that they need. That point was made well by my hon. Friends the Members for Brighton, Kemptown (Simon Kirby) and for York Outer (Julian Sturdy).
We therefore decided to use a proportion of that £560 million to increase the value of the discretionary learner support fund. Final decisions about the quantum of that extra funding still have to be taken, but we have already spoken of increasing the value of that fund by up to three times its current value, which stands at £25.4 million. A fund of that size would enable 100,000 young people to receive £760 each year. Those 100,000 students represent about 15% of those young people who receive EMA, which is more than the 10% about whom we are particularly concerned who might not stay on in education. The figure of £760 is more than the average annual EMA paid in 2009-10 of £730, and only slightly less than the £813 paid to 16-year-olds who received the full £30 a week, or the £796 paid to 17-year-olds receiving the full £30 per week.
We are erring on the side of doing all that we can to assist the poorest, as sought by my hon. Friend the Member for Stourbridge (Margot James). However, the Government will not set expectations on how much young people should receive from the enhanced discretionary fund. It will be up to schools and colleges to determine which young people should receive support under the new arrangements, and what form that support should take. In answer to a question, I can tell the House that colleges can use 5% of the fund for administration.
To help schools and colleges administer the fund, and to ensure that those young people who really need support to enable them to continue their education or training have access to the new fund, we are working with schools and colleges, and other key organisations such as the Association of Colleges, Centrepoint and the Sutton Trust, to develop a model approach that schools and colleges can choose to adopt or adapt.
In the remaining minute, I shall try to answer some of the questions raised during the debate. Many hon. Members asked about transport. Under current arrangements, discretionary support funding cannot be routinely used for transport to and from college. It is local authorities that have the statutory responsibility for making the necessary transport arrangements. However, we will consider that restriction as we develop the arrangements for enhanced discretionary learner support funding. The House can be assured on that point.
I have dealt with the question about administration. The hon. Member for Erith and Thamesmead asked about the sum of £174 million. That is the estimate of what will be spent on EMA in the 2011-12 financial year, the payments being made during the 2010-11 academic year. However, it will not be available in the next academic year.
Schools Admissions Policies
Nick Gibb Excerpts(13 years, 9 months ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
I start by congratulating my hon. Friend the Member for Milton Keynes North (Mark Lancaster) on securing this debate. I understand the importance he attaches to education, and it was he who introduced me to Peter Barnes, an inspiring head teacher of the Oakgrove school in his constituency.
My hon. Friend is right to say that admissions policy is a sore subject. I would go a step further, and say that for many parents admissions are a cause of huge stress as they fight to secure a place in a good school when the education system provides insufficient good places. We have some of the best schools in the world, but we also have too many that are still struggling. According to Ofsted’s annual report, published on 23 November, 39% of secondary schools and 36% of primary schools are judged to be inadequate or merely satisfactory. If the admissions system is to be fair, all parents must have the opportunity to choose a good school, not just a satisfactory school. It is not good enough that nearly four in 10 secondary schools and over a third of primary schools do not yet reach that level.
Although 83% of parents secured their first-preference school in this year’s admissions round—in Milton Keynes the figure was 88%—that still means that, nationally, nearly one in five parents failed to achieve their first choice of school. It is worse in cities, with one in three missing out on their first choice in London and Birmingham. In some local authority areas, only 50% of parents manage to get their children into their first-preference schools. In 2008-09, more than 88,000 appeals were made by parents who were unhappy with the schools that had been allocated to them, and in 22% of cases the appeals were allowed.
That is the scale of the problem that the Government are charged with tackling. They must establish how to increase the number of good school places, and how to reduce the stress and unhappiness that arise every year during the admissions process. That problem is compounded by the fact that, according to the latest report by the Programme for International Student Assessment, this country’s educational ranking has fallen from seventh to 25th in reading, from eighth to 28th in science, and from fourth to 16th in maths.
We need to learn from the best-performing countries, which have been successful in closing the attainment gap between those from wealthier and poorer backgrounds while raising standards for all students. Many have drawn up comprehensive plans for school improvement that involve improving teacher quality, granting greater autonomy to the front line, modernising curriculums, making schools more accountable to their communities, harnessing detailed performance data, and encouraging professional collaboration.
Only through such whole-system reform can education be transformed to make our nation one of the world’s top performers, and that is what our White Paper “The Importance of Teaching”—which was mentioned by my hon. Friend—will allow us to do. It will provide greater autonomy for schools, an enhanced teaching profession with renewed professional status, a war on the bureaucratic burdens and red tape that sap motivation and energy, a real focus on raising standards in reading and arithmetic in primary schools, and a revised and slimmed-down national curriculum focused on core knowledge.
We also want to ease the burden on local authorities. Rather than their having to engage in activities such as setting up admissions forums or providing the schools adjudicator with an annual report because central Government says that they must, we want them to concentrate on making the admissions process as fair and straightforward as possible. As my hon. Friend intimated, we intend to simplify the admissions code, while still ensuring fair access to schools for all children.
As my hon. Friend said, local authorities have a critical role to play. My right hon. Friend the Secretary of State describes them as our indispensable partners, and nowhere is that truer than in the co-ordination of fair admissions. Decisions about the allocation of school places can only be made locally. When schools are over-subscribed, the current system allows admission authorities to set their own criteria to decide place allocations, provided that they comply with the school admissions code and admissions legislation.
The use of catchment areas is a popular method, but there are others, including prioritisation based on travel distance, siblings—that too was mentioned by my hon. Friend—and feeder primary schools. The admissions code states explicitly that when catchment areas are used, they must always reflect the community served by the school and must never disadvantage particular social groups by, for example, excluding certain housing estates or addresses.
Those arrangements—as well as the timetable governing when parents apply for their children to start primary school or transfer to secondary school—have been in place for a number of years, but, as my hon. Friend pointed out, local authorities have been required to co-ordinate all in-year applications and offers only from this September as a result of changes made by the previous Government. On the one hand, this means that parents have to complete only a single application form to the local authority where they live, instead of having to go through the often disheartening process of contacting schools direct. It also allows local authorities to help more vulnerable families. On the other hand, it also makes for the kind of slow and bureaucratic process that my hon. Friend North described and delays the allocation of places. In recent months, the Department has had a steady flow of correspondence from local authorities and schools echoing those same concerns—which were also echoed by my hon. Friend the Member for Stockton South (James Wharton)—and arguing that schools should be able to offer or refuse a place directly. Admissions processes are an imprecise science, but having heard from my hon. Friend the Member for Milton Keynes North and having received representations from admissions authorities and members of the public, I am convinced that we have to look again at this issue. It will be considered as part of the review and the simplification of the admissions code that we are currently undertaking.
My hon. Friend also raised the important issue of travel to and from school. In common, I am sure, with all Members of this House, we want as many children as possible to be able to walk or cycle to school wherever they can. It is healthier and reduces traffic congestion. I know from the Milton Keynes “Walk’n’Roll” scheme, launched in October as part of walk to school month, and the “cycle train” interventions, that the authority is committed to working with schools to achieve precisely that.
It is far from ideal for children to have to travel long distances. Parents want their local school to be a good school that they are happy for their child to attend, which goes back to my original point that we have to do more to create more good school places and to raise standards in underperforming schools. The statutory walking distance is currently 2 miles for pupils below the age of eight and 3 miles for those aged eight and over. Where a pupil is attending the nearest suitable school and it is further than the walking distances, free home to school transport has to be provided by the local authority. I am pleased to be able to say that today’s local government funding settlement announcement included the proposal to conduct a root-and-branch review of home-to-school transport policy in the new year. The current arrangements have remained largely unchanged since the Education Act 1944 and the Government believe they are no longer appropriate for today’s modern education system. In the meantime, I know that there are specific issues in Milton Keynes and that a number of pupils face long and difficult journeys, and I have listened carefully to the points made so effectively by my hon. Friend.
In summary, we have to improve our education system and we have to improve our admissions system. Fair and inclusive admissions are a vital component of a world-class education system, and I will ensure that our review of admissions addresses all the points my hon. Friend raised today.
Question put and agreed to.
Education Policies (Warrington North)
Nick Gibb Excerpts(13 years, 10 months ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
It is a pleasure to serve under your chairmanship, Mr Rosindell.
I congratulate the hon. Member for Warrington North (Helen Jones) on securing the debate. I know that she has been a tremendous champion of education, not only in Warrington but nationally, having served for many years on the Select Committee on Education. As she kindly said, for some of those years we served on the Committee together. I always enjoyed working with her on the various reports that the Committee produced and I have listened very carefully to her comments today.
In Warrington, the attainment of children and young people across each key stage is consistently above, or well above, the national average. For example, the proportion of 16-year-olds in Warrington achieving five or more GCSEs at grades A* to C was 10% higher than the national level or the level in similar local authority areas.
Helen Jones
I am sorry to interrupt the Minister before he gets into his stride—he is very generous in giving way. However, does he accept that those figures mask huge disparities within the borough and that, although schools in deprived areas have taken tremendous strides, there is still a disparity between the more affluent areas and the poorer areas?
Mr Gibb
Yes—I was coming on to that point. I was not citing those figures as a reason not to take action; I merely wanted to point out what has been achieved in Warrington already.
In 2009, the proportion of 11-year-olds in Warrington achieving expected levels of attainment in both English and maths was 77%, compared to 72% in all schools in England. However, as the hon. Lady intimated, within Warrington, as in many other areas of the country, performance varies significantly from school to school. There are excellent schools in Warrington, as there are many excellent schools nationally, but it is also the case that too many schools are still struggling or coasting. The results at national level and the large gaps in performance between different groups of pupils are why we believe urgent reform is needed.
It is the Government’s ambition to raise academic standards in all this country’s schools to ensure a high-quality education for all children, particularly those from poorer backgrounds. The Government’s key objective is to close that attainment gap between those from the wealthiest backgrounds and those from the poorest backgrounds. We therefore share the hon. Lady’s aim that she set out in her remarks. Education is key to social mobility—indeed, in my opinion it is the only route to social mobility. That is why we announced yesterday our focus on ensuring that every child has mastered the basic skill of decoding and reading words by the end of the second year of primary school, through a light-touch screening check.
That is why we also sought to put onto the statute book the Academies Act 2010, to enable us to expand the academies programme, with 144 new academies having opened since the start of the academic year. That Act for the first time enables primary and special schools to become academies and to enjoy the greater freedoms that academy status brings.
David Mowat
I am interested in what the Minister is saying about social mobility. Does he recognise that in the past decade, we as a nation have slipped from fourth to 14th in science teaching and from eighth to 24th in mathematics teaching? The impact of that will have been felt in Warrington. Those statistics are a damning indictment of our ability to be socially mobile. Science, technology, engineering and maths, more than anything else, will provide jobs and skills for the future.
Mr Gibb
My hon. Friend makes a good point. I know that he has been campaigning in Warrington for his schools, and I congratulate him on his work, as I congratulate the hon. Lady on hers. On his point, that is why we are considering the national curriculum with the intention of restoring it to its intended purpose of providing a minimum core entitlement built around subject discipline. It is also why we are enabling parents, teachers and other education providers to set up free schools, so parents have a real choice for their children.
Good school buildings, though, are part of that package. School buildings need continuing investment, but it is vital that future spending represents the best possible value for money. Building Schools for the Future was an important programme of the previous Administration, which aimed to rebuild or refurbish every one of our 3,500 secondary schools by 2023. That was a bold and impressive ambition, but unfortunately the programme has failed spectacularly to live up to the hype. During five years of the programme, just 263 schools have benefited. The number of schools completely rebuilt under the programme is even smaller: just 136. That is a very small number for such a grand ambition.
Where BSF has delivered, it has been at exorbitant cost. As has been pointed out, rebuilding a school under BSF has turned out to be three times more expensive than constructing a commercial building and twice as expensive as building a school in Ireland, while the BSF budget has grown from £45 billion to £55 billion and the time scale has increased from 10 years to a projected 18. Some of the reasons for the additional cost and delay are understandable, but the fact remains that BSF had become a vast and confusing morass of process and cost by the time it was ended, and it represented extremely poor value for money. Some £60 million of the £250 million spent on BSF was frittered away on consultants and advisory costs before a brick had even been laid.
David Mowat
The Minister might be aware that the average cost of bidding for a BSF project was about £1 million, which is approximately the cost of a new primary school. Does that not say all that there is to be said about the waste implicit in the programme? Everybody wants more and better schools. Two schools in my constituency, Sir Thomas Boteler and Penketh high schools, desperately need refurbishment, but that must be done cost-effectively, not while frittering away money as BSF did.
Mr Gibb
That is where we want the money to go: not on consultants, but on refurbishment and bricks.
Nobody comes into politics to cut funding, least of all a new Government who have inherited a school system that we are worried lets down too many of its pupils. However, we are faced with a £156 billion budget deficit, and it is our responsibility—difficult and painful though it might be—to tackle that problem. Although we have announced the end of the BSF programme, that does not mean the end of capital spending on schools.
The hon. Lady will be aware that my hon. Friend the Member for Warrington South (David Mowat) has organised a meeting with my noble Friend Lord Hill at the Department for Education to make the case for Warrington schools. Also present will be the leader of the council and the head teachers of several schools that have been affected. I know that she is to attend that meeting as well, to represent the schools in her constituency.
In determining which projects would go ahead and which would cease, the Government developed a single set of criteria and applied it nationally. The three types of school project allowed to continue were: those projects that were part of their area’s initial BSF schemes and had reached financial close; the so-called sample projects that were part of their area’s initial BSF schemes, where financial close had not been reached but a preferred bidder had been appointed at close of dialogue; and some planned school projects in addition to a local authority’s initial scheme.
As the hon. Lady will know, Warrington formally entered the BSF programme in February 2010. As Warrington did not have any sample schemes or an outline business case approved before 1 January 2010, the Warrington scheme was stopped. I recognise that those areas close to the cut-off point for BSF, including the hon. Lady’s constituency, might find that extremely frustrating and upsetting, and I am acutely aware that stopping the BSF programmes for schools in her constituency has, understandably, caused dismay among students, teachers and parents. However, it is important to remember that the end of BSF does not mean the end of capital spending on schools. Money will still be spent on school buildings, but it is imperative, as my hon. Friend pointed out, that that money is spent on school infrastructure and buildings, not on the process, especially if we are to meet increasing demand for school places over the coming years as the birth rate rises.
To correct the hon. Lady, cash per pupil is per-pupil cash. Funding for schools will be maintained at the same amount of cash per pupil, so schools’ expanding pupil population will not affect it. On top of that, the pupil premium will come from outside the schools budget, meaning that over four years, spending on schools will rise in real terms.
Helen Jones
Will the Minister confirm that the pupil premium is included in the 0.1% increase and is not extra money? That is what the figures say that I have seen.
Mr Gibb
Yes. The £2.5 billion is what enables us to deliver real-terms increases across the schools budget.
We appointed a review to consider how capital spending will be allocated in future. The hon. Lady discussed the Green Book allocation process; we will be considering the new basis on which scarce resources will be allocated. We appointed Sebastian James to conduct a root-and-branch review of all capital investment in schools, sixth-form colleges and other services for which the Department is responsible. The review is due to report back at the end of December. It will consider how best to meet parental demand, make design and procurement cost-effective and efficient, and overhaul the allocation and targeting of capital. That will give us the means to ensure that future decisions on capital spending are based on actual need and that all schools provide an environment that supports high-quality education.
Given the fact that the review is still in progress, I am sure that the hon. Lady and my hon. Friend will understand that I cannot make any specific commitments today on how much money will be allocated or exactly when. However, I assure them that the Department will continue to make capital allocations on the basis of need, in particular on dilapidation and deprivation, and that the end of BSF does not therefore mean the end of school building.
David Mowat
Does the Minister agree that this week’s announcement by Councillor Woodyatt, who has been mentioned extensively in this debate, of a new primary school in Warrington North, Oakwood avenue, is an example of the fact that capital spending is continuing? Not everything has been stopped by the hiatus in BSF.
Mr Gibb
Again, my hon. Friend makes a worthwhile intervention, for which I am grateful. Capital spending is being conducted, and several hundred schools are continuing work under the BSF programme.
The hon. Lady spoke about the education maintenance allowance. I acknowledge that evidence from the pilots shows that the EMA was successful, in its early days, in encouraging young people to stay in education. The decision to end the scheme will be disappointing to many young people, but I do not believe that anyone will have to drop out of education as a consequence. Already, 96% of 16-year-olds and 94% of 17-year-olds participate in education, employment or training. Attitudes to staying in education post-16 have changed. We are committed to going further still and attaining full participation by all young people up to the age of 18 by 2015.
However, a payment designed as an incentive to stay on is no longer the right way to ensure that those facing real financial barriers to continuing their education get the support that they need. We must reconsider the most effective way to support the most vulnerable young people to stay on in education. There is evidence that the EMA has helped a small number of young people stay on, but the same evidence suggests that the scheme has a significant dead-weight cost. Pilot evidence throughout the scheme and more recent research from the National Foundation for Educational Research found that almost 90% of young people receiving the EMA believe that they still would have participated in their courses if they had not received it.
The EMA is a hugely expensive programme, costing more than £560 million a year, £36 million of which is administration. Of course we do not want any young person to drop out of education due to financial difficulty, but we cannot justify continuing to fund a programme so expensive and poorly targeted. Currently, a discretionary learner support fund gives £25 million a year to schools, colleges and training providers to enable payments to be made to young people to help them meet the cost of their education. Colleges value the fund and are happy to play Lady Bountiful, as the hon. Lady said, by handing out the money to the young people whom they consider to be most in need. They can also respond to changes in students’ household income during the year. After the EMA is abolished, the fund will be increased significantly over the spending review period. The detail of future arrangements is still being considered.
Year 1 Phonics Screening Check
Nick Gibb Excerpts(13 years, 10 months ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
I am announcing today that the Government will introduce a phonics screening check for children in year 1. This will be a short, light-touch screening check based on phonic decoding designed to confirm that children have grasped the basics of phonic decoding and identify those pupils who need extra help at an early stage, so that schools can provide support. The results of the test will provide valuable information to parents.
This screening check will play a significant role in improving reading standards in our schools. Despite the hard work of teachers and pupils, a significant minority of pupils persistently under-achieve—in 2010, 15% of seven-year-olds failed to achieve the expected level in reading. Early literacy is crucial so that children can access the whole curriculum, and are able to read for enjoyment and understanding.
The evidence shows that systematic synthetic phonics, taught in the first years of a child’s education, is a highly effective way of teaching children to read. A year 1 phonics screening check will enable us to pinpoint those who are struggling with phonics at an early age so they can receive the help they need to progress.
The Department is launching a public consultation today asking teachers, parents and the public to submit views on how the test should be structured and administered. The screening check will be piloted in summer 2011 and rolled out nationally in the 2011-12 academic year.
Oral Answers to Questions
Nick Gibb Excerpts(13 years, 10 months ago)
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Gareth Johnson (Dartford) (Con)
3. What recent assessment he has made of academic standards in primary schools in (a) Dartford constituency and (b) England; and if he will make a statement.
The Minister of State, Department for Education (Mr Nick Gibb)
In 2009, 71% of pupils in maintained schools in Dartford achieved level 4 or above in English and maths combined at key stage 2, compared with 72% in England. We want all children, whatever their background, to achieve high standards in reading, writing and maths. That is why we are introducing a pupil premium, which will provide extra funding for those schools with the most challenging intakes.
Gareth Johnson
I am grateful to my hon. Friend for his answer, because despite £2.5 billion spent on national strategies, a third of primary school pupils have not even reached level 4 for reading and writing. To help, will he encourage primary schools that have scrapped spelling tests in Dartford and elsewhere to reintroduce them?
Mr Rob Wilson (Reading East) (Con)
4. What assessment he has made of the likely effect of his proposed pupil premium on children in (a) Reading East constituency and (b) England; and if he will make a statement.
Bill Esterson (Sefton Central) (Lab)
12. What plans he has to provide assistance for schools in planning their budget for 2011-12.
The Minister of State, Department for Education (Mr Nick Gibb)
It is for schools to plan their own budgets. The Department will ensure that a full range of tools and information is available to schools on its website.
Bill Esterson
Head teachers in my constituency have told me that the uncertainty they have in planning their budgets means that they have grave concerns about staff numbers and their ability to offer certain subjects to students. Will the Minister put those head teachers’ minds at rest by saying whether schools face a budget increase or a budget cut?
Mr Gibb
The overall settlement was clear: over the four years, there will be a real-terms increase in schools funding. How that is allocated will be announced later this year at a local authority level. Then it will be for local authorities to allocate that funding to schools in the new year.
Patrick Mercer (Newark) (Con)
The budget for the Grove school in Newark has been thrown into complete disarray by the fact that last week, owing to flooding, the collapse of boilers and external exams, key stage 3 teaching had to be suspended for 600 children on Thursday and Friday. What is the Minister’s vision for both the budget and the school itself?
Mr Gibb
It is tragic when schools are faced with the sort of problems my hon. Friend talks about. It is, of course, up to head teachers to decide whether to close a school in the face of such problems, and if the closure continues for a period, the school should provide work for those key stage 3 pupils to do at home, so that they do not fall behind in their work. However, I am happy to meet him to discuss measures to avoid such flooding problems in the future.
Meg Munn (Sheffield, Heeley) (Lab/Co-op)
13. What representations he has received on serious case reviews since the implementation of his Department’s requirement to publish them in full.
Christopher Pincher (Tamworth) (Con)
14. What recent representations he has received on standards of attainment in secondary schools in (a) Tamworth constituency and (b) England.
The Minister of State, Department for Education (Mr Nick Gibb)
No representations have been received on standards of attainment in secondary schools in Tamworth. However, we have received many representations about standards in secondary schools nationally. In 2009, 38.9% of pupils in maintained schools in Tamworth achieved five or more GCSEs at grade A* to C, including English and maths, compared with 50.9% in England as a whole.
Christopher Pincher
I am grateful for that answer. Is my hon. Friend aware that after 13 years of a Labour Government, children are still going to secondary school in Tamworth at the age of 11 with a reading age of eight or lower, which puts them at a disadvantage? What proposals do the Government have to enhance vertical integration between primary schools and secondary schools so that children have the best chance of high attainment when they go into those secondary schools, and do not have to play catch-up?
Mr Gibb
It is important for primary and secondary schools to work closely together, particularly at that transition point. Getting the fundamentals right is crucial to a child’s success in secondary education and throughout their adult life. The Government are committed to getting all children reading and writing to a high standard, which is why we are promoting the use of systematic synthetic phonics in primary schools and introducing a short reading test for six-year-olds, so that we can identify those who need extra help. We will say more about the age six reading test shortly.
Fiona Mactaggart (Slough) (Lab)
If the Minister is committed to increasing attainment, does he agree that children in secondary schools learn from each other, as well as from their teachers? If so, why will children in places such as Wokingham receive around twice as much pupil premium as children in places such as Slough?
Mr Gibb
Of course, we are still consulting on how the pupil premium will be allocated, but a problem with the current system is that 50% of funding that is allocated on the basis of need does not reach the school. The advantage of the proposed pupil premium—it will be £2.5 billion a year by the final year of the spending review period—is that every penny will reach the schools attended by those pupils.
Mary Macleod (Brentford and Isleworth) (Con)
15. What recent assessment he has made of standards of attainment in secondary schools in (a) Brentford and Isleworth constituency and (b) England; and if he will make a statement.
Brandon Lewis (Great Yarmouth) (Con)
19. What recent representations he has received on standards of attainment in secondary schools in (a) Great Yarmouth constituency and (b) England.
The Minister of State, Department for Education (Mr Nick Gibb)
No representations have been received on standards of attainment in secondary schools in Great Yarmouth. We have, of course, received many representations about standards in schools nationally. In 2009, 46.8% of pupils in maintained schools in Great Yarmouth achieved five or more GCSEs at grades A* to C, including English and maths, compared with 50.9% in England as a whole.
Brandon Lewis
I thank the Minister for that answer. Can he give some reassurance to the head teachers and teachers in Great Yarmouth? Those I have spoken to have expressed huge frustration over the past decade or so at having to manage tick-box, centrally controlled systems, rather than being able to focus on their pupils. The new freedoms and choices that this Government are giving will allow teachers to go back to focusing on pupils’ needs.
Mr Gibb
My hon. Friend is absolutely right. Indeed, evidence from the OECD shows that the most successful education jurisdictions in the world are those with high levels of autonomy combined with clear external testing and accountability. Reducing the bureaucratic burden on teachers and heads is part and parcel of delivering that autonomy, as is the expansion of the academies programme. We are determined to push ahead with both.
Clive Efford (Eltham) (Lab)
T1. If he will make a statement on his departmental responsibilities.
Education Maintenance Allowance
Nick Gibb Excerpts(13 years, 11 months ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
May I start by congratulating the hon. Member for Glasgow North West (John Robertson) on securing the debate? I know that he is passionate about the issue—as he said in his opening remarks, education maintenance allowances are close to his heart.
I share the hon. Gentleman’s desire to see more young people, from lower income households in particular, staying on in education and gaining the qualifications they need to contribute to and enjoy the culture of our country and to obtain good employment. I assure the hon. Gentleman that one of the main priorities for the Government is to ensure that our education system is on a par with the best in the world. We want our schools and colleges to prepare their students for success. We will continue to provide support for the most vulnerable young people, so that they can stay on in education.
I acknowledge that the evidence from the EMA pilots shows that the EMA was successful in its early days at encouraging young people to stay on in education. The decision to end the scheme will be disappointing to many young people, in particular to those from the website whom the hon. Gentleman cited in his opening remarks: Nick; Alex, who said that without it he would have “no education” and “no future”; and Cassie Campbell, whom he cited towards the end of his speech and who said that without the EMA she would have to drop out. I will come to that point later in my comments, when I say that they will not have to drop out of education as a consequence of this decision.
We are, today, in a different world. Already, 96% of 16-year-olds and 94% of 17-year-olds participate in education, employment or training. Attitudes to staying on in education post-16 have changed. We are committed to going further still, to full participation for all young people up to the age of 18 by 2015. However, a payment designed as an incentive to stay on is no longer the right way to ensure that those facing real financial barriers to continuing their education get the support that they need. We need to look again at the most effective way of supporting the most vulnerable young people to stay on in education.
Nic Dakin (Scunthorpe) (Lab)
As the Minister might well know, I was the principal of a sixth-form college until fairly recently. I can say from personal experience that the EMA has supported widening participation, the raising of aspiration and greater attainment among young people from a wide range of backgrounds. The EMA has certainly underpinned those developments—it is not an incentive, but an underpinning of continuing in further education. The Minister would be foolish to move away from his statements of only June this year, when he gave assurances that EMAs would continue into the future.
Mr Gibb
I take the hon. Gentleman’s point. There is evidence that EMAs have helped a small number of young people to stay on in education. However, that same evidence suggests that the scheme has a significant deadweight cost. Indeed, pilot evidence throughout the scheme, and more recent research, to which the hon. Member for Glasgow North West referred, from the National Foundation for Educational Research, found that almost 90% of young people receiving the EMA believed that they would still have participated in the courses they were doing if they had not received it.
The fact is, the EMA is a hugely expensive programme, costing more than £560 million a year, with costs of administration amounting to £36 million, but impacting on the participation of only around 10% of the young people who receive support. In effect, the taxpayer has been paying £9,300 for every extra young person who has stayed in education due to EMA. Most of the young people who receive the EMA would have made the same choices and achieved the same qualifications without it.
Simon Danczuk (Rochdale) (Lab)
The research quoted by the Minister has been questioned by other research, some of which has shown that the EMA has increased participation. My point is that it is not just about either/or, and whether the children or youngsters go into education, but it is about supplementing poorer families’ incomes so that they are encouraged to stay in education. It is not whether they go into it, it is helping them a little—with some cash—so that they stay in education.
Mr Gibb
Again, I shall come to that point in just a moment.
The hon. Member for Glasgow North West talked about how successful the EMA has been. I have acknowledged some important positive impacts, but it is also important to look at where the EMA has been less successful. That will help us to develop something that is fairer, more responsive to individual need and more efficiently targeted. Many young people and their parents think that the EMA is unfair and have told me that many people who receive it do not need it, and that some who do need it—the point made by the hon. Gentleman—are not able to claim it.
Andrew Percy (Brigg and Goole) (Con)
The young people in north Lincolnshire certainly needed all the support that they could get when the Labour council put their bus passes up by 500%. It is important that we target support in the right area.
I used to teach in a private school—only for a short period—where there were parents who were paying fees but whose children were still accessing the EMA. I am a big supporter of the EMA and of support for young people, but it is important that that support goes to the people who most need it, rather than through the somewhat scattergun approach we have seen.
Mr Gibb
I am grateful to my hon. Friend for that intervention. I know that some people have seen the EMA as an additional welfare benefit—the point made by the hon. Member for Rochdale (Simon Danczuk)—but it is important to clarify that the EMA has never been a support benefit. It was introduced by the previous Government to incentivise young people to stay in post-compulsory education. It has always been paid in addition to welfare payments. The Government have protected support for families with the lowest incomes and we will continue to support the most vulnerable while ensuring that all sections of society that are able to contribute to the deficit reduction do so. The withdrawal of child benefit from higher rate taxpayers, which will save £2.5 billion a year by the end of the review period, will ensure that people on lower incomes are not subsidising those who are better off.
Mr Gibb
I will not give way to the hon. Lady, because I am running out of time and I want to get to this point: child benefit for families without a higher rate taxpayer will be maintained and will be paid for children up to the age of 19 if they are in full-time education. The Government will use some of the savings from child benefit to help fund significant, above-indexation increases in child tax credit, which will be worth something like £30 in 2011-12 and £50 in 2012-13. That is in addition to the increases announced in the Budget: £150 in a year for 2011-12 and £60 in 2012-13.
I can also assure the hon. Member for Glasgow North West that none of us wants any young person to drop out of education because of financial difficulty. However, we cannot justify continuing to fund a programme that is so expensive, unresponsive and poorly targeted. Instead, we will introduce an enhanced discretionary learner support fund.
Currently, £25 million a year is given to schools, colleges and training providers through a discretionary learner support fund, to enable small payments to young people to help them meet the cost of their education. Colleges value the fund, because they are able to provide support to the young people whom they consider to be in most need. They can also respond to any changes that there might be in a student’s household income during the year. After the EMA is abolished, the fund will be significantly increased over the spending review period. The detail of the future arrangements is still being considered, but we envisage that the enhanced learner support fund will build on the principles of the current scheme to provide exceptional targeted support to students aged 16 to 18 who are experiencing financial difficulties.
Jason McCartney (Colne Valley) (Con)
I thank the Minister for saying that. Students in my patch who go to Greenhead and Kirklees colleges will welcome those announcements that the help will be more targeted. Some of the scaremongering around the EMA can now hopefully be put to one side, and I am pleased to hear that it is all about targeting the help on the students who really need it. I thank the Minister for clarifying that.
Mr Gibb
I am grateful to my hon. Friend for that intervention, because he encapsulated in one intervention everything that I have been saying for the past 10 minutes.
In conclusion, I ask the hon. Member for Glasgow North West to bear in mind the economic background to our decision to remove the EMA. In today’s economic climate, with a budget deficit of £155 billion, the highest of any G20 country, we have a particular duty to ensure that we continue to spend where spending is needed and to get the best possible value for taxpayers’ money. We cannot justify spending more than £556 million a year on an allowance 96% of the recipients of which would have stayed on in education even if they had not received it.
We will, of course, continue to support the most vulnerable and to provide help to those who need it. That is why all schools with children from poorer backgrounds will benefit from the pupil premium. That is why we plan to increase and enhance the discretionary learner support fund once the EMA is abolished.
The Government believe that we should trust the professionals working with young people to make the right decisions. Student support officers in schools and colleges are better able to identify those students who need support.
Mr Philip Hollobone (in the Chair)
Order. We must move on to the next debate.