Core School Budget Allocations

Debate between Nick Gibb and Daniel Zeichner

Tuesday 17th October 2023 Commons Chamber

[Nick Gibb]

My hon. Friend is right. I have to say that my experience of this particular team in the Department is that they are one of the best teams I have dealt with. This was an error made by officials. They have owned up to it and we have corrected it. It does not affect school funding at all, and it relates to the next financial year, 2024-25. It certainly does not affect this financial year, 2023-24, and the funding of the pay award. Incidentally, it is the highest pay award for 30 years. The 6.5% pay award for teachers is fully funded, with an extra teachers’ pay grant of £525 million this year and £900 million next year. It is totally unaffected by this error.

[Daniel Zeichner (Cambridge) (Lab)]

Cambridgeshire schools are some of the lowest funded in England, and they will now receive £4.4 million less than they expected. The Minister will know that local authority officials and schools will now have to spend time recalculating their budgets. What will he do to compensate them for the time they are spending on that?

[Nick Gibb]

The situation is unfortunate for local authorities, which will have been spending time calculating their school budgets on a local authority basis. That is why we wanted to get the recalculation of the figures done as soon as possible and out to local authorities. Cambridgeshire is funded in the way it is because we base funding on the level of deprivation in our communities. We have targeted a greater proportion of the schools national funding formula towards deprived pupils than ever before. In total, about £4.4 billion, or 10% of the formula, will be allocated according to deprivation factors in 2024-25. If an area has fewer children from disadvantaged backgrounds than other areas, that will of course be reflected in its overall ranking for local authority funding.

School Funding: East Anglia

Debate between Nick Gibb and Daniel Zeichner

Tuesday 3rd September 2019 Westminster Hall

[Daniel Zeichner]

The Minister has talked about the impact on primary schools and secondary schools. Could he say a little about the impact on maintained nursery schools?

[Nick Gibb]

The hon. Gentleman will have to wait, because we have not made the announcement for early years funding. If he can be patient a little longer, we will be making that announcement.

We will continue to distribute this money through the national funding formula, which is our historic reform to the schools funding system that continues to ensure that funding is based on the needs and characteristics of schools and pupils, rather than on the accidents of history or geography.

Today we have reaffirmed our intention to move to what is called a hard formula, whereby all school budgets are set on the basis of a single national formula, guaranteeing equity among all schools, wherever they are in the country. Moving to this approach will mean that neighbouring schools that happen to sit on different sides of a local authority boundary will be funded on the same basis, and it will no longer be the case that different decisions made by different local authorities mean that similar schools receive different budgets. We intend to move to this hard formula as soon as possible. Of course, we recognise that this will represent a significant change and we will work closely with local authorities, schools and others to make this transition as smooth as possible.

The hon. Member for Norwich South said that he was opposed to academies. He has publicly expressed what I would regard as unwarranted hostility against the Inspiration Trust—a multi-academy trust that is doing huge work to raise school standards in his part of East Anglia. That probably explains why he failed in his speech to congratulate Jane Austen College in his constituency, a free school, which this year published its first GCSE results. Its provisional Progress 8 score places it in the top 10% of schools nationally. Some 75% of pupils achieved grades 9 to 4 in maths and English, and 30% of students at that school achieved a grade 8 or 9, which are the top grades that can be achieved in a GCSE. I offer huge congratulations to Jane Austen College and all the staff and teachers at that school.

My hon. Friends the Members for Waveney (Peter Aldous) and for North West Norfolk raised the hugely important issue of special educational needs funding. We are absolutely committed to supporting children with special educational needs and disabilities to reach their full potential, and we expect all schools to play their part. That funding increase therefore includes more than £700 million of extra funding to support children with special educational needs and disabilities to access the education that is right for them. We recognise that local authorities have pressures on these budgets for next year, and alongside that additional funding we will continue to work with local authorities and schools to ensure that this investment is working well for those children in greater need. My hon. Friend the Member for Waveney also raised the important issue of funding for 16 to 19-year-olds.

Oral Answers to Questions

Debate between Nick Gibb and Daniel Zeichner

Monday 29th April 2019 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

I agree with my hon. Friend that in many instances, it may be better to build a new primary school than to expand an existing school, and a variety of factors will need to be weighed up in making such decisions: the quality of existing provision; the impact on existing schools and the community; and the overall costs and value for money.

[Daniel Zeichner (Cambridge) (Lab)]

T2. Tony Davies, the headteacher of St Matthew’s Primary School in Cambridge, recently told a national newspaper of his fury when he learned of a £60,000 budget cut to his school next year. The school is much loved by pupils and parents, but it will now have to cut its core education services. Does the Minister share Mr Davies’s fury?

[Nick Gibb]

As we have said a number of times during this Question Time, under the national funding formula, every local authority is being funded with more money for every pupil in every school—a minimum of 1% more, and up to 6% more for schools that have been historically underfunded.

Oral Answers to Questions

Debate between Nick Gibb and Daniel Zeichner

Monday 4th February 2019 Commons Chamber

[Daniel Zeichner (Cambridge) (Lab)]

16. What assessment he has made of the effectiveness of the governance of multi-academy trusts.

[The Minister for School Standards (Nick Gibb)]

Our expectations of effective governance in multi-academy trusts are set out in the governance handbook, and they include the skills, knowledge and behaviour that boards need to demonstrate to be effective. We are supporting trustee effectiveness by allocating a higher level of funding to train multi-academy trust boards and by having regular governance conversations with multi-academy trusts.

[Daniel Zeichner]

In Cambridgeshire, as elsewhere, the world of multi-academy trusts is opaque and wholly unaccountable with schools looking over their shoulder to see whether they are the next to be picked off. These trusts receive large sums of public money, but are effectively self-perpetuating oligarchies. When will the Secretary of State do the right thing and pass back control to the people who pay for them—the local citizens?

[Nick Gibb]

These multi-academy trusts are driving up academic standards. In primary schools, disadvantaged pupils in MATs make significantly more progress in writing and maths than the average for disadvantaged students, and the gap in progress between disadvantaged and non-disadvantaged primary school pupils is smaller in MATs than the national average. I could go on with more examples of how MATs are raising standards in our country. I refer the hon. Gentleman to the MAT performance table and he will see which MATs are the highest performers.

Oral Answers to Questions

Debate between Nick Gibb and Daniel Zeichner

Monday 25th June 2018 Commons Chamber

[Nick Gibb]

My hon. Friend is right. Since 2010, the creation of the free schools programme has been a huge success. Those schools, which often serve disproportionately disadvantaged communities, have unleashed innovation and driven up academic standards. To give just one example, 92% of disadvantaged pupils at Reach Academy Feltham achieved grade 4 or above in English and maths last year.

[Daniel Zeichner (Cambridge) (Lab)]

16. What his policy is on the eligibility of EU students starting courses in English higher education institutions in 2019-20 and 2020-21 for home fee status and student loans and grants.

Primary School Academisation: Cambridge

Debate between Nick Gibb and Daniel Zeichner

Wednesday 10th January 2018 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

I congratulate the hon. Member for Cambridge (Daniel Zeichner) on securing this debate, which is timely as it allows me to outline why academies are an important element in the Government’s success and drive in raising standards in our schools. Today, there are 1.9 million more pupils in schools graded by Ofsted as good and outstanding than there were in 2010. Standards are rising in our secondary schools and in our primary schools. Teachers have more autonomy now to run their schools, and 154,000 more six-year-olds are reading more effectively as a consequence of not only the hard work of teachers but the reforms implemented by this Government. There are more young people taking double or triple science today: 91% are entered for those GCSEs today compared with 63% in 2010.

We are a Government determined to raise academic standards right across the system in our schools. The reason why we are having this debate today and why the hon. Gentleman is raising these issues stems from the fact that Cambridgeshire County Council was concerned about standards at St Philip’s Primary School, which is why it issued a warning notice to the school. It is from that that we have the establishment of the interim executive board, which is now consulting parents about converting the school into an academy to be run by a multi-academy trust. There have been many hundreds of responses to the consultation process and it has extended the time for the process, so it does want to work with the local community and with parents. It wants to hear parental views. The overriding objective of the regional schools commissioner, this Government and Cambridgeshire County Council is to see standards improve in all our schools right across the country.

Since 2010, the number of schools benefiting from academy freedoms in this country has grown from 200, when the previous Labour Government left office, to more than 7,000. The system that academisation brings started under the previous Labour Government, and we have built on that process to give professionals the autonomy to run their schools free from political interference and to raise standards. We have now reached the point where 7,000 schools have that professional autonomy and that academy status.

More than a third of state-funded schools are now part of an academy trust. The multi-academy trust model is a powerful vehicle for improving school standards and raising academic standards by sharing, for example, financial back-office skills, facilities and teaching resources and partnering the best of our state-funded schools with schools that are struggling. Two thirds of our academies are converter academies. These are good schools that made the decision to become an academy, and many of them have established multi-academy trusts, helping other schools to improve. A further 2,000 schools have become academies with the support of a sponsor to help them to raise the quality of education that they are providing.

Since 2014, the number of MATs has doubled. As of 1 January this year, 79% of all academies are in a multi-academy trust, with 62% of those academies in a MAT of five or more schools. Academies have been raising academic standards. More than 450,000 pupils now study in good or outstanding sponsored academies which were previously typically underperforming schools. Pupils in secondary converter academies are making more progress between the ages of 11 and 16 than pupils in other types of schools, and 90% of converter academies are rated as good or outstanding. For sponsored academies, since 2010, 65% of schools that were previously inadequate under local authority control are now rated good or outstanding since becoming a sponsored academy, where an inspection has taken place.

A good example of what academy sponsorship is able to achieve is the Harris Academy Battersea, which is the highest performing sponsored academy in England. In 2017, it registered a progress 8 score of 1.49, placing it within the top 1 % of all schools. The National Foundation for Educational Research reported that sponsored academies are significantly more likely to be rated as outstanding compared with similar local authority maintained schools. The professional autonomy of academy status leads to a more dynamic and responsive education system, giving head teachers the opportunity to make decisions based on the interests of their pupils and on local need, and it allows high-performing schools to spread that excellence across to other schools. The Government are determined to raised academic studies by encouraging evidence-based teaching, building on a knowledge-rich curriculum and by providing teachers and school leaders with the autonomy to drive school improvement.

[Daniel Zeichner]

I am grateful to the Minister for taking an intervention. He will know that there are other views about the success of these processes. I shall put to him again the essential point in my speech. If a school has recovered, its results are good and it is doing well, and if there is clearly strong support for it, as in this case, why would we want to destabilise it when there is strong support in the local community for it to stay as it is?

[Nick Gibb]

As I have said, in 2016, Cambridgeshire County Council issued the school with a warning notice. To ensure sustainability of standards the interim executive board was established. The board is consulting on the next steps, and it has made the decision that it is best for the school to become an academy under the diocese. It is consulting on that decision, and it is taking parents’ views into account. It had a meeting today, as the hon. Gentleman said, and it will continue to go through the process.

Overall in Cambridgeshire, 97% of secondary schools are academies or free schools, and we expect that to be 100% shortly. One third of primary schools are currently academies or free schools, and that number is expected to rise in the coming year, with 17 schools currently moving to academy status. In the hon. Gentleman’s constituency, there are six secondary schools. Five of them are academies, and the remaining school intends to become an academy this term. There are 23 primary schools and a maintained special school. Just two of the primary schools are academies or free schools, and four primary schools are currently going through the process of joining a multi-academy trust, which is significantly lower than elsewhere in Cambridgeshire.

In September 2014, 82% of primary schools in Cambridge were rated good or outstanding by Ofsted. In November last year, that rose to 91%, which is above the national average. Four of the five secondary academies have positive progress 8 scores, including Chesterton Community College, part of Cambridgeshire Educational Trust, which is in the top 1% of schools nationally and was recently graded by Ofsted as outstanding. Cambridgeshire Educational Trust is a great example of the development of the school-led system in which teaching approaches have raised academic results. It has successfully transferred that outstanding practice to a long-standing underperforming secondary school in Norfolk, and it has received approval to establish two new free schools in 2017, including a post-16 mathematics school in Cambridge, working in partnership with the university.

[Daniel Zeichner]

I appreciate the Minister’s generosity in giving way again. I deliberately tried not to single out organisations apart from the one that stimulated this debate. However, on the back of that eulogy, may I remind the Minister that he has not taken the opportunity to answer any of the questions that I posed? How many unqualified teachers have been employed? What changes to terms and conditions have been made in the multi-academy trusts to which he referred? It is hard to know how to find out.

[Nick Gibb]

The Diocese of Ely multi-academy trust does not use unqualified teachers in its schools. Nationally, about 95% of teachers are qualified. Many teachers who do not have qualified teacher status generally have a skill, knowledge or experience to bring to the school, which is why schools employ them.

Where standards do not meet expectations, the regional schools commissioner and the local authority work together to target underperformance. Action has been taken to ensure sustainable school improvement, including requiring poorly performing schools to join multi-academy trusts. For example, North Cambridge Academy, formerly Manor Community College, has been transformed by Cambridge Meridian Academies Trust. It began as a school in special measures, but is now graded as good, with pupils’ progress in the top 30% nationally.

I am aware that the hon. Gentleman has been involved with the St Philip’s Church of England Aided Primary School in Cambridge. As I said, the local authority established an interim executive board at the request of the former governing body, which felt unable to address the performance concerns at the school. Part of the interim executive board’s role has been to consider the school’s long-term future. Its decision on the future of the school is being discussed at the meeting today, which will include full consideration of academy status following a consultation exercise with parents and the community. The regional schools commissioner, Sue Baldwin, met the hon. Gentleman in October to discuss the future of the school. There is a strong relationship between Cambridgeshire County Council and the regional schools commissioner team, and they meet on a regular basis.

Standards in our primary and secondary schools are rising. The Government’s education reforms have meant that 1.9 million more children attend good or outstanding schools compared with 2010. The academisation programme that the hon. Gentleman discussed has been key to raising those academic standards.

Question put and agreed to.

Oral Answers to Questions

Debate between Nick Gibb and Daniel Zeichner

Monday 6th November 2017 Commons Chamber

[Nick Gibb]

We always take swift action when either schools or academies fail—that has been the hallmark of this Government—which is why there are 1.8 million more pupils in good or outstanding schools today than in 2010.

[Daniel Zeichner (Cambridge) (Lab)]

rose—

[Daniel Zeichner]

The salutary example of such schools is a warning to schools such as St Philip’s Primary School in my constituency that are being forced into academisation. Extraordinarily, although there is a consultation, parents have been told that it is a foregone conclusion. Why is the Secretary of State so opposed to parental choice?

[Nick Gibb]

Actually, the academies and free schools programmes are increasing parental choice, because parents now have a choice of provider. It is not just the local authority providing schools; up to 500 new free schools have now been established, by parent groups, teachers and educational charities, and they are raising academic standards right across the board.

Oral Answers to Questions

Debate between Nick Gibb and Daniel Zeichner

Monday 20th March 2017 Commons Chamber

[Daniel Zeichner (Cambridge) (Lab)]

I draw the Secretary of State’s attention to recent research by the business-led Cambridge Ahead into teacher shortages in Cambridge. Given the structural problems identified, will the Secretary of State meet Cambridge Ahead and Cambridgeshire MPs to discuss this?

[Mr Gibb]

I would be happy to meet the hon. Gentleman and the headteachers he has in mind.

Oral Answers to Questions

Debate between Nick Gibb and Daniel Zeichner

Monday 10th October 2016 Commons Chamber

[Mr Gibb]

I am grateful to my right hon. Friend for that question; it is progressing extremely well. In 2012, 58% of six-year-olds passed the check. This year, 81% passed the check. That is a huge improvement in the quality of the teaching of reading in our primary schools.

[Daniel Zeichner (Cambridge) (Lab)]

T4. Can the Secretary of State explain how allowing schools to select all their pupils by religion, abolishing the 50% cap, will in any way help to bring communities together?