School Funding

Debate between Nick Gibb and Anne Main

Monday 4th March 2019 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

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

There have been several very good speakers, including my hon. Friend the Member for South Suffolk (James Cartlidge), who pointed to rising standards in our schools. He is of course absolutely right: thanks in part to our reforms, the proportion of pupils in good or outstanding schools has increased from 66% in 2010 to 84% today. Our more rigorous primary school curriculum—on a par with the highest performing in the world—has been taught since September 2014. Since it was first tested in 2016, the proportion of primary school pupils reaching the expected standard in maths has risen from 70% to 76% in 2018, and in reading from 66% to 75%.

Our primary school children have achieved their highest ever scores on international reading tests. When we introduced a phonic check in 2012, just 58% of six-year-olds taking it reached the expected standard. That figure is now 82%. More children are now on track to read more effectively than when we came into office in 2010. The attainment gap in the primary phase between the most disadvantaged pupils and their peers, as measured by the attainment gap index, has narrowed by 13.2% since 2011. In secondary schools, our more rigorous academic curriculum and qualifications support social mobility by giving disadvantaged children the knowledge they need to have the same career and life opportunities as their peers. I thank the 452,000 teachers—10,000 more than in 2010—who have delivered these higher standards in our schools. I also thank the 263,000 teaching assistants, of which there are 49,000 more than in 2011, and the 263,000 support staff, of which there are 129,000 more than in 2011.

To support these improvements, the Government have prioritised school spending while having to take difficult decisions in other areas of public spending. We have been enabled to do that by our balanced approach to the public finances and to our stewardship of the economy, reducing the unsustainable annual deficit of £150 billion, which was 10% of GDP in 2010, but 2% in 2018. The economic stability that that provided has resulted in employment rising to a record 32.6 million and unemployment being at its lowest level since the 1970s, giving young people leaving school more opportunities to have jobs and start their careers.[Official Report, 21 March 2019, Vol. 656, c. 10MC.]

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

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

[Mrs Main]

Will the Minister give way?

[Nick Gibb]

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

Figures from the Institute for Fiscal Studies show that real-terms per-pupil funding for five to 16-year-olds in 2020 will be more than 50% higher than in 2000. We compare favourably with other countries. The UK spends as much per pupil on primary and secondary state education as any country in the G7 apart from America—a point made by my right hon. Friend the Member for Arundel and South Downs (Nick Herbert).

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

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

Schools are already benefiting from the gains delivered by the national funding formula. Since 2017, we have given every local authority more money for every pupil in every school, while allocating the biggest increases to the schools that have been most underfunded. By 2019-20, all schools will attract an increase of at least 1% per pupil, compared with their 2017-18 baselines. The most underfunded schools will attract up to 6% more per pupil by 2019-20, compared with 2017-18.

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

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

“We believe the headline statement”,

which the hon. Lady cited in this debate,

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

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

Religious Education

Debate between Nick Gibb and Anne Main

Tuesday 17th May 2011 Westminster Hall

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

I congratulate my hon. Friend the Member for Congleton (Fiona Bruce) on securing this debate and on her opening speech, which set out the argument extremely well. This issue has engendered a large volume of correspondence from hon. Members and the Churches. We believe that religious education is an important subject. In fact, it is the only subject that has been a compulsory part of the school curriculum since 1944. The Education Reform Act 1988 made religious education a fundamental part of the basic curriculum, as opposed to the national curriculum, in all maintained schools. Its unique status signifies the special position that religious education holds in reflecting the traditions and beliefs that underpin contemporary society.

RE is central to the aim of the school curriculum, which is to promote the spiritual, moral and cultural development of children and young people and to help prepare them for the responsibilities and experiences of adult life.

My hon. Friend the Member for Southport (John Pugh) appeared to be proposing the ending of compulsory RE in the curriculum, which is an argument that we will resist. As a Government, we are committed to retaining RE as a compulsory subject to the age of 16, notwithstanding the increasing volume of the secular lobby. Unlike the previous Government, this Administration are committed to faith schools. We value the enormous contribution that they make to our education system, which my hon. Friend the Member for Enfield, Southgate (Mr Burrowes) has acknowledged.

I agree with the hon. Member for Mitcham and Morden (Siobhain McDonagh), who said that RE helps to promote community cohesion. RE, as part of a broad and balanced curriculum, should be relevant to all pupils’ background and beliefs. Crucially, the content of the RE syllabus is determined by the locally agreed syllabus conferences, which are appointed by the local standing advisory councils for religious education. Those councils know their communities and understand their needs. It is important that they have the freedom to design an RE curriculum that is relevant and valued by their community.

Less prescription in the curriculum will achieve better teaching. It will enable teachers to do what only they can, which is to engage and inspire their pupils. The national curriculum review aims to prescribe only the essential knowledge and concepts that children should know and be taught, and to leave the professionals to determine how to teach them. We must get away from the mentality that says that, just because a topic or subject is important, it has to be specified in the national curriculum. Moreover, just because something is not in the national curriculum does not mean that it is not important. That same principle applies to what is or is not incorporated into the English baccalaureate.

RE has a locally developed syllabus, which is based on the minimum prescription established in law, and we do not intend to change that. We want schools to have greater freedom because central prescription and the uniformity that it implies do not necessarily produce the best outcomes.

I can assure my hon. Friends the Members for Eastbourne (Stephen Lloyd) and for Cleethorpes (Martin Vickers) that academies and free schools are required to teach RE as a condition of their funding agreement, which reflects the importance that the Government attach to the subject.

[Mrs Main]

How would it be read if the humanities and geography were dropped out of the baccalaureate? I am sure that people would think that they were being devalued or downgraded.