Primary Schools: Nurture and Alternative Provision

Debate between Nick Gibb and Emma Lewell-Buck

Wednesday 13th February 2019 Westminster Hall

[Nick Gibb]

I will come to that point in a moment; if the hon. Lady will be a little patient, I will address that and the issue of mental health, in particular.

Of course, what happens in early years settings is only part of the story; what happens in the home is central to children’s outcomes. We can do more to ensure that all parents have access to the best advice, tools and resources to support their children in the earliest years. That is why we are inviting a broad range of organisations to come together as part of a coalition to explore innovative ways to boost early language development and reading in the home. Following the successful home learning environment summit in November, we are developing a campaign that will be launched later this year.

It is clear that early education—from the age of two—has long-lasting benefits for children, as my hon. Friend the Member for Mansfield intimated in his speech. It helps to promote a child’s physical, emotional, cognitive and social development. However, as he suggested, evidence shows that, on average, disadvantaged families are less likely to make use of formal childcare provision than more advantaged families.

That is why, in September 2013, the Government introduced 15 hours of funded early education for the most disadvantaged two-year-olds. Eligibility was expanded in September 2014 to include children from low-income working families, children with a disability or special educational need, and children who have left care. This early education programme for two-year-olds is popular with parents. In January 2018, local authorities reported that 72% of eligible parents nationally had taken up their entitlement to a place, which was up by 1% from January 2017, and take-up of the free entitlement for two-year-olds in Nottinghamshire is in line with the national average.

However, there is still more work to do, which is why we have commissioned our national delivery contractor, Childcare Works, to support local authorities to increase take-up of the offer for two-year-olds among disadvantaged parents, in particular. We have also commissioned Coram Family and Childcare to support the take-up of the free entitlements through their Parent Champions programme.

Of course, nursery schools also have an important part to play in ensuring excellent outcomes for disadvantaged children. I realise that there is uncertainty over the future of funding for maintained nursery schools. The current arrangements that protect maintained nursery schools’ funding provide nearly £60 million of additional funding a year, but they are due to end in March 2020, which is of course the end of the spending review period. This supplementary funding was a temporary arrangement, to ensure that maintained nursery schools did not miss out when we introduced the early years national funding formula, and we need to decide what should happen when that supplementary funding ends. As preparation for the forthcoming spending review, we are considering how best to handle transitional arrangements for a number of areas, including maintained nursery schools.

My hon. Friend the Member for Mansfield talked about supporting children with special educational needs. The SEND reforms introduced by the Children and Families Act 2014, which came into effect in September 2014, brought in a new approach to supporting children and young people with SEND from birth to the age of 25 across education, health and social care. Our vision for children with SEND is the same as that for all children and young people: that they achieve well in their early years, at school and in college, that they find employment, that they lead happy and fulfilled lives, and that they exercise choice and control in their lives.

Those reforms represented the biggest change to SEND provision in a generation, and they are intended to improve the support available to children and young people with SEND by more effectively joining up services for children from birth to the age of 25 across education, health and social care, and by focusing on positive outcomes for education, employment, housing, health and community participation.

[Mrs Lewell-Buck]

On the point about SEND reforms, could the Minister shed some light on why children with SEND remain stubbornly over-represented in exclusion figures, and are six times more likely than their peers to be excluded? The system just is not working.

Mental Health and Wellbeing in Schools

Debate between Nick Gibb and Emma Lewell-Buck

Tuesday 4th December 2018 Westminster Hall

[Mrs Lewell-Buck]

Will the Minister give way?

[Nick Gibb]

I will not give way. I am sorry, but I want to leave time for the hon. Member for Oxford West and Abingdon to respond to the debate.

We have recently published updated guidance to help schools to identify pupils whose mental health problems manifest themselves in their behaviour, and to understand when and how to put in place support.

The hon. Member for South Shields raised the issue of PSHE. As part of an integrated, whole-school approach to the teaching and promotion of health and wellbeing, we are making health education compulsory for pupils receiving primary and secondary education, alongside relationship and sex education in all secondary schools—

[Mrs Lewell-Buck]

When?

[Nick Gibb]

All pupils will be taught about mental health, covering content such as understanding emotions, identifying when someone is experiencing signs of poor mental health, simple self-care, and how and when to seek support.

The hon. Lady asked when health education would be made compulsory. We have already published draft guidance and consulted on it—the consultation closed on 7 November. It was well received, and 11,000 pieces of evidence were supplied to it. We will respond in due course. Our plan is to roll out the subject as compulsory in the academic year beginning in 2020. We hope for and expect early adopters from September 2019, but it will be compulsory a year later. We want to ensure that all schools have a proper lead team so that they can implement the policy as well as they can.

On the mental health Green Paper, while schools have an important role to play, teachers are not mental health professionals and they should not be expected to act as such. When more serious problems occur, schools should expect pupils and their family to be able to access support from specialist children and young people’s mental health services, voluntary organisations and local GPs. The £1.4 billion that we have already made available will play a significant role, but we want to do more and to provide a new service to link schools to mental health services more effectively, with swiftly available and clinically supervised support.

To enable that, our Green Paper set out proposals to support local areas to adopt an ambitious new collaborative approach. The cornerstone will be new mental health support teams to improve collaboration between schools and specialist services. We expect a workforce numbering in the thousands to be recruited over the next five years to form such teams. They will be trained to offer evidence-based interventions for those with mild to moderate mental health needs. The teams will be linked to groups of schools and colleges, and the staff will be supervised by clinicians. They will work closely with other professionals such as educational psychologists, school nurses, counsellors and social workers to assess and refer children for other specialist treatments, if necessary.

--- Later in debate ---

[Mrs Lewell-Buck]

Will the Minister give way?

[Nick Gibb]

I will not give way because, literally, there are only three minutes to go.

The roll-out of the teams will start with about 25 trailblazer sites, each with at least two teams, to be operational by the end of 2019. The first trailblazer areas will be announced imminently. They will test and evaluate a range of ways to set up and run the new mental health support teams to see what works. The overall ambition is for national roll-out of the teams, to be informed by evaluation of the trailblazers. The detail will be considered further as the long-term plan for the NHS is developed.

We also want to ensure that we have a designated senior lead for mental health in every school to oversee the delivery of whole-school approaches to promoting better mental health and wellbeing. The Department will provide up to £95 million to cover the cost of significant training for senior mental health leads. It is an ambitious programme, and I am optimistic that it will help to deal with a number of mental health problems that are emerging among young people in today’s society.

Good mental health remains a priority for the Government. It can have a profound impact on the whole of a child’s life, not just on attainment. We want all our children to fulfil their potential, and we want to tackle the injustice of mental health problems so that future generations can develop into confident adults equipped to go as far as their talents will take them.

Education

Debate between Nick Gibb and Emma Lewell-Buck

Tuesday 19th June 2018 Ministerial Corrections

[Mrs Lewell-Buck]

The Minister is talking about fairness and equity in the system, but what does he say to a school in the north-east that, according to the National Education Union, is set to lose £8,000 per pupil? How is that fair?

[Nick Gibb]

What the NEU is doing with its school cuts campaign is misleading. It is taking the cost pressures that we have acknowledged and telling the public that those are funding cuts. I have been clear that no school has had a funding cut. School funding went up in real terms per pupil in the last Parliament, and that increase has been maintained in real terms.

[Official Report, 22 May 2018, Vol. 641, c. 326WH.]

Letter of correction from Nick Gibb:

An error has been identified in the response given to the hon. Member for South Shields (Mrs Lewell-Buck) in the Westminster Hall debate.

National Funding Formula: Social Mobility

Debate between Nick Gibb and Emma Lewell-Buck

Tuesday 22nd May 2018 Westminster Hall

[Nick Gibb]

The hon. Lady will know that the School Teachers Review Body, the independent pay body that makes recommendations about teachers’ pay, has reported to the Department, and we are looking at that report. We will respond to it, and I hope that that will be before the summer recess; that is our intention.

[Mrs Lewell-Buck]

I have been following the Minister’s remarks on overall funding. Does he seriously think that what the Government are now implementing makes up for the £2.7 billion lost since 2015 in the first cuts to school budgets in a generation and for all the neglect since 2010?

--- Later in debate ---

[Nick Gibb]

I remind the hon. Lady that last year schools funding was £41 billion. This year—2018-19—it is £42.4 billion, and in 2019-20 it will be £43.5 billion. As the independent Institute for Fiscal Studies has confirmed, that will allow us to maintain school and high-needs funding in real terms per pupil for the next two years. The IFS also pointed out that by 2020 real-terms per pupil funding will be some 70% higher than it was in 1990 and 50% higher than it was in 2000.

The hon. Member for Oxford West and Abingdon (Layla Moran) acknowledged the extra £1.3 billion brought in, which we were able to identify last summer. We have been able to ensure that all schools, and all areas, will attract some additional funding over the next two years and have provided for up to 6% gains per pupil for underfunded schools by 2019-20. We have therefore, Mr Walker, gone further than our manifesto pledge—and I should have mentioned at the outset what a pleasure it is to serve under your chairmanship; I was keen to get stuck into the debate. Now every school in every area will, under the national funding formula, receive at least 0.5% more per pupil this year than it received in 2017-18 and 1% more in 2019-20. The significant extra investment in schools demonstrates our commitment to ensuring that every child, regardless of their background, receives an excellent education.

During consultation on the formula, we heard that we could do more to support the schools that attract the lowest per pupil funding, something that the hon. Member for South Shields (Mrs Lewell-Buck) mentioned in her remarks. We listened to those concerns—something that I am criticised for, but I thought it was important to do so—and our formula will rightly direct significant increases towards those schools. In 2019-20, the formula will provide a minimum per pupil funding of £4,800 in respect of every secondary school and £3,500 in respect of every primary. That ensures that every school will attract a minimum level of funding through the formula, no matter what its pupil characteristics are. In addition, those schools will be able to attract even larger increases, as we have not limited their year-on-year gains to the 3%. Some of the lowest-funded schools in the country will therefore attract gains of more than 10% per pupil by 2019-20—something that I now understand the Labour party opposes. It therefore opposes, for example, the increase under the national funding formula of 10.1%—some £145,000—for Newbridge Primary School in the constituency of the hon. Member for Bath. That minimum funding also applies to St Stephen’s Church School, which, under this system, will receive a funding increase of 17.5%, or £214,000. Beechen Cliff School will receive a 10.9% increase in funding, equal to £427,000, once the national funding formula is fully implemented.

[Mrs Lewell-Buck]

Will the Minister give way?

[Nick Gibb]

I will give way once I have finished this list, which I have to say is rather long. Hayesfield Girls’ School in the constituency of the hon. Member for Bath will receive an 8% increase, equal to £335,000, once the national funding formula is fully implemented, and Oldfield Secondary School will receive a 9.4% increase of £414,000. Saint Gregory’s Catholic College will receive an 8.2% increase once the funding formula is fully implemented, equal to £293,000.

With the national funding formula, we have been able to allocate funding to schools that historically have been underfunded. We listened carefully to the f40 campaign, of which my hon. Friend the Member for Horsham was part, and we want to deal with the historical unfairness of schools that have been underfunded year after year. We are addressing that, and the examples I have given show that we have a national funding formula from which schools in the constituency of the hon. Member for Bath are benefiting. Bath is getting one of the biggest increases of any local authority in the country, and I had hoped that she would come to this debate to congratulate the Government on taking a brave stance in implementing that funding formula.

[Wera Hobhouse]

rose—

[Mrs Lewell-Buck]

rose—

[Nick Gibb]

I will give way to the hon. Member for Bath since I mentioned her, and then to the shadow Minister.

[Nick Gibb]

But those schools are funded at significantly above the national average for schools, and if we are moving towards a national funding formula, that will be the consequence. We addressed that in our 2017 manifesto when we said that no school would have a cut in funding to get to the national funding formula position, but we changed that when we came back after 2017 and secured extra funding of £1.3 billion. That enabled us to introduce this minimum funding from which many schools in the hon. Lady’s constituency have benefited and to ensure that no school will have a cut in funding, since the worst that can happen is a 0.5% increase in each of those two years.

[Mrs Lewell-Buck]

The Minister is talking about fairness and equity in the system, but what does he say to a school in the north-east that, according to the National Education Union, is set to lose £8,000 per pupil? How is that fair?

[Nick Gibb]

What the NEU is doing with its school cuts campaign is misleading. It is taking the cost pressures that we have acknowledged and telling the public that those are funding cuts. I have been clear that no school has had a funding cut. School funding went up in real terms per pupil in the last Parliament, and that increase has been maintained in real terms.[Official Report, 19 Jun 2018, Vol. 643, c. 1MC.] The NEU is talking about cost pressures that have had to be absorbed, not just by the school system but by other parts of the public sector and the private sector. The hon. Lady will know that once the national funding formula is fully implemented, funding in South Tyneside will increase by 4.5%, which is equal to £3.9 million more going into schools in that area.

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[Mrs Lewell-Buck]

I was not going to intervene again, but the Minister mentioned my area, and I will not take any lessons from him about what is happening to schools on my patch. Teachers come to see me on a regular basis saying that they are at breaking point because the cuts are damaging their ability to continue. Some schools are saying that they will have to go down to teaching just four days a week. I am sorry, but the Minister is wrong when he talks about how great things are for school funding in south Tyneside .

[Nick Gibb]

I am saying that thanks to the £1.3 billion extra funding that we secured, schools in south Tyneside will receive an extra 4.5% once the funding formula is fully implemented, which is equal to £3.9 million. [Interruption.] I have acknowledged that over the last three years, up to 2017-18, there have been cost pressures. Higher employer national insurance contributions have had to be absorbed not just in the school sector but across the public and private sectors, and there have been higher teachers’ pensions contributions, which was the right thing to do.

Foster Care

Debate between Nick Gibb and Emma Lewell-Buck

Wednesday 14th March 2018 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

Thank you for the reminder, Mr Howarth. It is a pleasure to serve under your chairmanship. I congratulate the hon. Member for Sefton Central (Bill Esterson) on securing this important debate and on a very powerful and informed opening speech. There have also been powerful speeches from the hon. Member for Wigan (Lisa Nandy) and my right hon. Friend the Member for Meriden (Dame Caroline Spelman), and a moving speech by the hon. Member for Dundee West (Chris Law).

I am delighted to have the opportunity to speak about the Government’s plans for foster care. The hon. Member for Sefton Central has taken an interest in the independent review of fostering from the outset, and he discussed its purpose and remit with the Department’s officials. I am glad we can revisit some of those concerns now the review has concluded.

In his excellent opening speech, the hon. Gentleman made an important point about educational outcomes for children in care, which is something that I, as Schools Minister, care deeply about. Of children in care, 17.5% achieved A to C grades in their English and maths GCSEs, compared with 58.8% of other children. The average attainment 8 score for children in care stands at about 22.8, compared with 48.1 for other children.

Alongside the independent review of fostering that the Department commissioned, the Education Committee conducted an inquiry into fostering. My hon. Friend the Minister for Children and Families is discussing the reports’ findings with the Committee at this very moment—obviously the right hand arranged that meeting, while the left hand arranged the timing of this debate. We are considering the recommendations set out in the independent review alongside those made by the Education Committee. I will set out the Government’s plan for a formal response to both reports, which we will publish in spring.

We recognise that not everyone will agree with the conclusions of the independent review, or of the Education Committee, but importantly, we have an opportunity to work together to improve the foster care system and to better support looked-after children and foster- parents. We cannot do that alone: not all the reports’ recommendations are for central Government. It is important that we work with local authorities, independent fostering agencies, foster-parents and, of course, young people themselves, as we develop and deliver the Government’s response.

The hon. Member for Sefton Central raised the issue of local government funding. He will be aware that the 2015 spending review made more than £200 billion available to local authorities for local services, including children’s services, up to 2019-20—the end of the spending review period. The Government will also provide additional council tax flexibilities in 2018-19 and 2019-20. Funding for children’s services is an un-ring-fenced part of the wider local government finance settlement, which gives local authorities the flexibility to focus on locally determined priorities and their statutory responsibilities. Local authorities have used that flexibility to increase spending on children’s and young people’s services to around £9.2 billion in 2015-16.

[Mrs Lewell-Buck]

I appreciate that the Minister is not in his usual role. I asked the Minister for Children and Families a question yesterday that he was unable to answer, so I hope the Minister will be able to today. How does his Department square the circle with regard to local authority funding, when every other service that has an impact on children’s social care is being cut and completely depleted? Social work is a holistic profession; it relies on other services that are being stripped away, day by day, under this Government.

[Nick Gibb]

As I said, the spending review made more than £200 billion available to local authorities for local services throughout the review period. In addition, we have introduced greater flexibilities for local authorities to raise additional funds.

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[Nick Gibb]

Young people were consulted, but I will get back to the hon. Gentleman on the precise number involved in the consultation.

Although there are areas of disagreement, there are three common themes. First, we need to ensure that enough high-quality fostering placements are available in the right place at the right time to meet the needs of children in the care system. Secondly, we need to ensure that foster-parents receive the support and respect they need and deserve for the incredibly valuable role that they play in looking after children in care. Thirdly, and perhaps most importantly, we need to ensure that children and young people are listened to, that their wishes and feelings are taken into account, and that they are involved in decisions about their lives.

The hon. Member for Sefton Central also raised the issue of adoption. Stability and permanence are transformative for many children. For some children, long-term foster care will be the right choice. It is one of a range of options that includes adoptions and special guardianship, as he mentioned. The independent review asks the Department to put permanence at the heart of policy making, and we agree that that is the right thing to do.

Foster-parents play a vital role in supporting some of our most vulnerable children. They are essential for achieving high ambitions for the children in their care. They are uniquely placed to recognise the child’s needs and to respond to them appropriately. However, some foster-parents feel frustrated by the treatment they receive. We need to ensure that all foster-parents receive the support and respect they need for the incredibly valuable role that they play. The two fostering reports are clear that foster-parents are the experts in the children they look after and should be recognised as such. The statutory framework sets out that foster-parents should be listened to and included in decisions about the child’s care, but the evidence suggests that that does not always happen.

[Mrs Lewell-Buck]

I am not sure whether I heard the Minister correctly. Did he say that the Department puts permanence at the heart of everything it does? Does that not deny the wishes of children who want to go into residential care, long-term foster care or other forms of care? Why is the Department riding roughshod over the views of some children?

[Nick Gibb]

That is not what I implied by what I said, which was that permanence was at the heart of policy making. Of course the views and rights of children are paramount in all the decisions that are made. The best interests of children will drive decision making for them.

We need to consider how foster-parents can be better supported so that they feel valued and empowered to parent the children in their care. For example, the independent review highlighted the need for greater delegation of day-to-day decision making. We will explore with the sector how we can improve guidance and practice.

Government policy is very clear that no foster-parent should be out of pocket because they are looking after a child. The Government set the national minimum allowance, and we are clear that we expect all foster-parents to receive at least that sum, but we need a better understanding of the national picture on remuneration. We will consider financial support alongside the wider package of support to ensure that foster-parents can continue to fulfil their valuable role.

The hon. Member for Sefton Central mentioned the professionalism and expertise of foster-parents. He is right that they should be treated professionally. He also mentioned the proposal for a national register of foster-carers. We are considering that recommendation. It is clear from both reports that more strategic sufficiency planning would help to secure better matches for more children. Some form of register may help to improve referrals, because it is hard to get a real-time picture of foster-parent availability. It is essential that we do not lose the insight from social workers in individual cases or the personal interactions in making placements.

My right hon. Friend the Member for Meriden raised the faith background of foster-parents. The Government welcome anyone of any religion or ethnicity who comes forward to foster, provided that they meet the needs of children. However, she is right to raise the issue. We have heard and noted her concerns about faith literacy. We will consider how training can be improved for social workers and foster-parents in faith literacy and other matters. There are a number of misunderstandings about fostering in general, including about who can foster. The Government’s response to the reports will provide an opportunity to address the issues that she rightly raises.

The hon. Member for Wigan raised the issue of foster-carers’ 30 hours of free childcare. The child’s best interests have to be the paramount consideration. We are working with local authorities, and where childcare is in the child’s best interests, we expect it to continue even if they move to another placement. The hon. Lady also expressed concern about the high number of placements out of area. At the end of March 2017, 60% of children in foster care had been placed inside their council boundary and 80% within 20 miles of their home. However, the national availability of foster-carers does not always reflect local need. Local authorities have a duty to ensure the availability of foster-parents. The Government are working out how we can support councils to fulfil that duty.

The hon. Lady also raised the important issue of the voice of the child. The survey of children and young people by the Children’s Commissioner heard how important it was for young people to feel listened to and to have a greater role in decisions made about their lives. Several said that they felt that they did not have a say in anything and found that foster-carers and social workers dominated decisions about their placement. It is clear that the whole system needs to be better at listening and responding to the views of children and young people in its care. We are determined that children and young people have opportunities to contribute to the development of the Government’s response to the two fostering reports, so they are being supported by external organisations who have the necessary expertise.

I am grateful to the hon. Member for Sefton Central for this opportunity to continue debating the important issue of fostering. The independent review, the Education Committee and the many organisations and people who have contributed to the reports have given us a real opportunity to develop policy further and make a sustained change to the outcomes of children in care. The points raised today continue our important debate, and I thank right hon. and hon. Members for their contributions. As we develop our future work programme on fostering, we will continue to listen and work with all those who have an interest—not least young people themselves.

Statutory PHSE Education

Debate between Nick Gibb and Emma Lewell-Buck

Tuesday 6th February 2018 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Robertson. I congratulate the hon. Member for Erith and Thamesmead (Teresa Pearce) on securing this debate and on her powerful speech.

The teaching of high-quality personal, social, health and economic education is a very important issue, and I welcome the opportunity to set out the Government’s position on it. We believe that the education system must prepare all pupils for life in modern Britain. Schools have a key role to play in developing rounded young people who can navigate the challenges of the modern world with confidence. They should teach pupils a foundation of knowledge to use and apply in a variety of contexts, allowing them to thrive and develop and preparing them to become fully engaged citizens and contributors to society.

The context of this debate is that standards in our primary and secondary schools are rising. Some 1.9 million more pupils are in good or outstanding schools today than in 2010. The attainment gap between children from poorer and wealthier backgrounds has closed by 10% since 2011. The proportion of pupils taking at least two science GCSEs has risen from 63% in 2010 to 91%. Children’s reading is improving. I agree with one point made by the hon. Member for North Ayrshire and Arran (Patricia Gibson): reading literature introduces children to a range of emotional and life experiences.

We also know that high-quality PSHE and age-appropriate relationships and sex education are important in contributing to keeping pupils safe and healthy. Technological advances have brought great opportunities, but young people today also face unprecedented pressures as they navigate the digital world. Effectively planned PSHE programmes can provide young people with the necessary knowledge to manage risk and build understanding of dangers such as drug and alcohol misuse and cyber-bullying, as well as supporting them to enhance their own wellbeing. Schools are encouraged to deliver PSHE as an integral part of their duty to provide a broad and balanced curriculum. Many schools already use their curriculum and school day to support pupil wellbeing, for example through their PSHE curriculum and through a range of extracurricular activities.

We know that these subjects are important, but they also need improving, which is why we have committed to a programme of reform. The Children and Social Work Act 2017 requires the Secretary of State for Education to place a statutory duty on all primary schools to teach relationships education and on all secondary schools to teach relationships and sex education, or RSE. The Act also gave the Government the power to make PSHE a compulsory subject to be taught in all state-funded schools, subject to further careful consideration.

As part of our reforms, in March 2017 we set out in our policy statement key areas that we anticipate that relationships education, and relationships and sex education will focus on, for example, teaching pupils about different types of relationships, and about unhealthy and healthy relationships, both on and offline. That is likely to include consideration of issues such as boundaries, appropriate behaviour, consent and respect for others, which were powerfully raised by the hon. Member for Rotherham (Sarah Champion). She is right about protecting young children, and I agree that relationships education at primary school should equip pupils with age-appropriate knowledge, so that they can keep themselves safe.

Teaching about friendships and family relationships in primary school forms the building blocks for RSE in secondary school. Pupils should understand their own and others’ relationships, as well as the impact that relationships have on mental health and wellbeing. This knowledge will support pupils in making informed decisions.

As part of our reforms, we are also working closely with experts to determine what PSHE should look like in the context of statutory relationships education and RSE, and we will consider age-appropriate content and guidance. PSHE is currently a non-statutory programme in maintained schools. Schools are encouraged to teach PSHE, and this is outlined in the introduction to the national curriculum framework document, which was published in 2013. PSHE can encompass many areas of study, and in considering whether it should be made compulsory, it is important to balance the need for schools to have freedom and flexibility to tailor their local PSHE programme to reflect the needs of their pupils.

As set out in the policy statement, we could expect mandatory PSHE to cover several broad pillars, for example healthy bodies and lifestyles, including issues such as cancer, which was raised by my hon. Friend the Member for South West Bedfordshire (Andrew Selous). PSHE could also include issues such as keeping safe, puberty, drugs and alcohol education, healthy minds, including emotional wellbeing and mental health, economic wellbeing and financial capability, and, lastly, careers education, preparation for the workplace and making a positive contribution to society.

Many schools already teach PSHE well, and we want to understand how they do that in a way that complements their broader curriculum. In some primary and secondary schools, sex education is also taught as part of PSHE. The teacher voice omnibus survey report, published in October last year, explored schools’ approaches to PSHE and SRE. The vast majority of senior teachers—85%—said that their school taught both PSHE and SRE. Most of the others—8%—said that they taught PSHE only.

Schools are free to use PSHE to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on areas such as drug education, financial education, SRE, and the importance of physical activity and diet for a healthy lifestyle. Teachers have the freedom to address the areas that are most relevant to their pupils, drawing on evidence, good practice and advice from professional organisations. We encourage organisations to develop materials for schools in their area of expertise.

My hon. Friend the Member for South West Bedfordshire and others, including the hon. Member for Erith and Thamesmead and my hon. Friends the Members for Colchester (Will Quince) and for North Swindon (Justin Tomlinson), raised the issue of first aid. There is nothing more important than keeping children and staff safe, which is why we have put in place a duty requiring schools to support all children’s medical needs, and we have set up a scheme so that schools can buy defibrillators at a reduced price. Schools can teach emergency first aid and life-saving skills in a variety of ways, for example through the wider curriculum, through assemblies or through PSHE, and we have given headteachers more freedom than ever before to shape the curriculum to the needs of their pupils.

[Mrs Lewell-Buck]

Will the Minister give way?

[Nick Gibb]

I will not give way to the hon. Lady, if she does not mind; I want to cover other people’s contributions.

We also encourage teachers to draw upon high-quality resources in the classroom, including guidance on first aid and emergencies from the British Red Cross, St John Ambulance and the British Heart Foundation. The British Heart Foundation provides free teaching kits to secondary schools on CPR. The kits are reusable and no trained instructor is required. Similarly, St John Ambulance and the British Red Cross provide free resources to schools on first aid, and they can also provide specialist trainers to teach first aid in schools.

In the last few years, there have been calls from many organisations, including parent bodies, to make PSHE a compulsory subject, and those calls have been echoed in reports from Committees in the House. We have made it clear that we want to provide all young people with a curriculum that ensures they are prepared for adult life in modern Britain. Good schools establish an ethos, a behaviour policy and a curriculum that teach children about the importance of healthy, respectful and caring relationships. They recognise that healthy, resilient and confident pupils are better placed to achieve academically and to go on to be successful adults.

An Ofsted report in 2013 concluded that PSHE was good or better in 60% of the schools inspected for the report. However, as the hon. Member for Rotherham said in her contribution, PSHE required improvement or was inadequate in the other 40%. The report also found that sex and relationship education required improvement in over a third of schools.

I am committed to ensuring that our programme of reform is underpinned by evidence. That is why we are currently conducting a thorough engagement process on the scope and content of relationships education, relationships and sex education, and PSHE, involving a wide range of interested stakeholders. The Department is engaging with schools and teachers, parents and pupils, experts in safeguarding and child wellbeing—

[Mrs Lewell-Buck]

Will the Minister give way on that point?

[Nick Gibb]

I will not give way to the hon. Lady; I have literally one minute left.

The Department is also engaging with subject experts, voluntary organisations and other interested parties, including other Departments and public sector bodies. There are too many to list, but examples include the National Society for the Prevention of Cruelty to Children, Barnardo’s, the PSHE Association, the Sex Education Forum, faith organisations, secular groups, Stonewall, the Terrence Higgins Trust, Young Enterprise, parent bodies, teaching unions, academics in this field and young people.

To ensure that we retain a focus on what is deliverable in schools, the Secretary of State has asked Ian Bauckham to advise on this piece of work. Ian is chief executive officer of the Tenax Schools Trust and executive headteacher of Bennett Memorial Diocesan School in Kent. He brings over 30 years of teaching experience, including 13 as a headteacher, to this piece of work. He is working with officials to ensure that we really understand how to support schools in delivering high-quality provision.

As the hon. Member for Erith and Thamesmead knows, to complement the engagement process, the Department is running a call for evidence, which closes on 12 February. It aims to gather views from as wide a range of bodies as possible. The responses so far to that call have been very encouraging, including from a large number of young people and parents. In the next steps, we will consider carefully those responses and other views collected through the engagement process, to determine sensitive and age-appropriate content, including the future status of PSHE, which I know Members here are awaiting patiently. We are also aware that there is a huge interest in this matter in all parts of this House. To answer the question of the hon. Member for South Shields—she has been bursting to ask it again—the regulations and guidance will be subject to a full public consultation later this year.

The commitment we have made to making relationships education and RSE compulsory in all schools, and to considering the case for doing the same for PSHE, will further ensure that pupils’ wellbeing continues to be supported in our schools. I hope that reassures hon. Members of the Government’s commitment to this vital agenda for children and young people.

School Funding: North-east of England

Debate between Nick Gibb and Emma Lewell-Buck

Wednesday 26th April 2017 Westminster Hall

[The Minister for School Standards (Mr Nick Gibb)]

Can I just clarify whether the hon. Gentleman is talking about funding to the school, or whether the figures he is citing are the cost pressures facing the school, which is different from the income?

[Mrs Emma Lewell-Buck (South Shields) (Lab)]

It is semantics.

--- Later in debate ---

[Mr Gibb]

I did not say that there are no issues. I said that there are cost pressures facing schools, but I want to get the factual basis of the issues on the record, so that we know what we are debating. It appears to me that hon. Members in this debate are opposing the national funding formula. The national funding formula is designed to address iniquities in the system and will do so. As a consequence, schools that have been historically underfunded on the basis of their intakes will no longer be so, if and when we implement the national funding formula.

[Mrs Lewell-Buck]

Will the Minister give way?

[Mr Gibb]

I will, and then I will make some progress.

[Mrs Lewell-Buck]

I disagree with the Minister; I do not think we can separate the existing funding pressures from the national funding formula. If he is so confident in the Government’s new national funding formula, why will his Department not publish its response to the consultation before the general election?

[Mr Gibb]

Well, we are now in purdah and therefore it is not permitted for us to make announcements of that magnitude during the election period.

[Mrs Lewell-Buck]

How convenient.

[Mr Gibb]

It is not convenient, actually.

School funding in the constituency of the hon. Member for City of Durham (Dr Blackman-Woods) will rise by £0.4 million—a 0.9% increase—as a direct consequence, again, of introducing the national funding formula. School funding is at its highest level on record, at almost £41 billion this year, and it is set to rise to £42 billion by 2019-20 as pupil numbers rise.

However, the current funding system is preventing us from getting that record sum of money to where it is needed most. Underfunded schools do not have access to the same opportunities to do the best for their children, and it is harder for them to attract the best teachers and afford the right support. That is why we are reforming the funding system by introducing a national funding formula for both mainstream schools and the high-needs support provided for children with special educational needs. It will be the biggest change to school and high-needs funding for well over a decade.

Such change is never easy, but it will mean that, for the first time, we have a clear, simple and transparent system that matches funding to children’s needs and the school they attend. In the current system, similar schools and local areas receive very different levels of funding with little or no justification. Those anomalies will be ended once we have a national funding formula in place, and that is why we are committed to introducing fair funding. Fair funding will mean that the same child with the same needs will attract the same funding regardless of where they happen to live.

We launched the first stage of our consultation on reform in March last year. We set out the principles for reform and proposals for the overall design of the system, and more than 6,000 people responded, with wide support for those principles. Last month we concluded the 14-week second stage consultation, covering the detailed proposals for the design of both the schools and high-needs formulae. Our proposals would target money towards those who face the greatest barriers to their education.

In particular, our proposals would boost the support provided for those who are from deprived backgrounds and those who live in areas of deprivation but who are not eligible for free school meals—those ordinary working families who are too often overlooked. We propose to put more money towards supporting those pupils who have fallen behind, in both primary and secondary school, to ensure that they have the support they need.

Oral Answers to Questions

Debate between Nick Gibb and Emma Lewell-Buck

Monday 30th November 2015 Commons Chamber

[Mr Gibb]

We do not collect data on that, but it is an issue for the headteacher and governing body of a school. By law, they have to act reasonably and as a public body.

[Mrs Emma Lewell-Buck (South Shields) (Lab)]

The Government’s own findings show that the 26-week timescale that is applied in care proceedings is leading to rushed and unsuitable placements for children under special guardianship orders. In the light of that, will the Minister accept what the social work profession has known all along: that 26 weeks is not sufficient to plan properly for a vulnerable child’s life?