Parental Involvement in Teaching: Equality Act

Debate between Nick Gibb and Lilian Greenwood

Tuesday 25th June 2019 Commons Chamber

[Nick Gibb]

I will give way to all Members in just a moment.

As I was saying, it would be right for that pupil’s peers to understand about families with same-sex parents, to ensure that the pupil feels included and that their peers understand and respect their family. We can all agree that in those circumstances, the school would be right to change its approach and to teach the issue earlier.

[Lilian Greenwood]

Many of my colleagues will have anticipated what I am going to ask, which is: how will schools know whether they have pupils with an uncle or aunt in a same-sex relationship, or with a friend who has same-sex parents? Surely, it is appropriate that every child, from the earliest age, should know that there are all sorts of different families—some with one parent, some with two parents, and some with two mums or two dads. The school is not going to know everybody’s experiences, and everyone should know that it is right to respect difference, irrespective of where we come across it.

[Nick Gibb]

As I said, we consulted very widely on the content of the draft guidance and brought in experts such as Ian Bauckham—a very experienced headteacher —to help us draft that guidance. We wanted to form the widest possible consensus on landing this policy, and that is what we have achieved very successfully, and it is something that Governments of the past have not achieved. It is important that we try to get that consensus, which means leaving to schools the decision about when these issues should be taught. It is important that schools decide when it is appropriate to teach these very sensitive issues in their community, but what is clear from the guidance is that it is a requirement that children will learn and be taught about LGBT issues at some point during their school career. This is the way to ensure that the policy has the widest possible consensus—although we cannot bring into that consensus those at the polar ends of this debate.

Oral Answers to Questions

Debate between Nick Gibb and Lilian Greenwood

Monday 24th June 2019 Commons Chamber

[Lilian Greenwood (Nottingham South) (Lab)]

20. What recent assessment he has made of the financial sustainability of school budgets.

[The Minister for School Standards (Nick Gibb)]

Congratulations on your 10 years in office, Mr Speaker.

We are spending £43.5 billion on schools this year, but we recognise the budgeting challenges that schools face and will continue to listen to teachers, to help us to inform decisions about future funding. As we prepare for the spending review, the Government are determined to ensure that schools have the resources they need to deliver high-quality education and that our reforms continue to drive up education standards.

--- Later in debate ---

[Lilian Greenwood]

In March, I surveyed Nottingham South schools about the effects of funding cuts, and their responses were frankly disturbing. They revealed concerns not only about their inability to buy books and equipment but about pupils being unable to attend school full time because a lack of special educational needs provision. One headteacher even told me that their school may have to close the hall and dining room because it cannot afford to undertake the urgent repairs that are needed. Will the Minister tell parents in my constituency what he is doing to secure extra funding for Nottingham schools in the forthcoming spending review?

[Nick Gibb]

The hon. Lady will be aware that, since 2017, every local authority has been given more money for every five to 16-year-old pupil in every school, with the biggest increases being allocated to schools that have been most underfunded. As for special educational needs funding, that has increased from £5 billion a year in 2013 to £6.3 billion this year, but as I have said to other hon. Members we will be making a strong case to the Treasury as part of the spending review process.

Teacher Recruitment and Retention Strategy

Debate between Nick Gibb and Lilian Greenwood

Monday 28th January 2019 Commons Chamber

[Nick Gibb]

The national funding formula contains an area cost adjustment that takes into account the cost pressures of employing both teachers and non-teachers in such areas. This strategy involves £130 million of new funding, because we strongly believe that we want teachers in the second year of their careers to have time off- timetable so that they can develop their teaching skills with support from a mentor and teacher training programmes.

[Lilian Greenwood (Nottingham South) (Lab)]

It is welcome that the strategy finally acknowledges the need to tackle excessive workloads for teachers if we are to bring the recruitment and retention crisis to an end. Given that secondary school pupil numbers are set to rise by 15% in the next decade, can the Minister guarantee that the funding that our schools need to implement the strategy will be provided quickly and effectively?

[Nick Gibb]

The funding will be provided when the strategy is fully rolled out in September 2021. We are rolling it out earlier, in September 2020, to Bradford, Doncaster, Greater Manchester and the north-east—I think I said Bristol earlier, but I actually meant Bradford. The strategy will be fully funded, and £130 million has been agreed with the Treasury despite the fact that it goes into the next spending review period.

Oral Answers to Questions

Debate between Nick Gibb and Lilian Greenwood

Monday 17th December 2018 Commons Chamber

[Lilian Greenwood (Nottingham South) (Lab)]

T7. My constituent, Keith Tilson, a senior maths teacher in Nottingham, asks:“Given the real-terms funding cuts to schools, growing class sizes, year-on-year decline in properly qualified teacher numbers, and given also the fact that the Government has missed its teacher recruitment targets for the last 6 years, how does he intend to reduce the hours worked by UK teachers, which are the longest in Europe by 20% and the third longest in the world?”

[Nick Gibb]

We are spending record amounts on school funding—£43.5 billion by next year—we recruited 2,600 more people into teaching last year, which is an 8% rise on the prior year, and record numbers of pupils are taking A-level maths.

Schools: Nottingham

Debate between Nick Gibb and Lilian Greenwood

Wednesday 12th July 2017 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Gray. I congratulate the hon. Member for Nottingham South (Lilian Greenwood) on securing this important debate, and I congratulate her and the hon. Member for Nottingham North (Alex Norris) on their contributions to it. I acknowledge the successes in school improvement in Nottingham that the hon. Lady highlighted. If we look at the data, we see that there have clearly been improvements in phonics results, EBacc results and in key stage 2 results.

The Government want to ensure that every pupil receives a world-class education, regardless of their background or where they live. We have made significant progress. England outperformed the rest of the United Kingdom in the OECD’s most recent PISA science assessments. The attainment gap between disadvantaged pupils and their more affluent peers has shrunk by 7% at key stage 4 and by 9.3% at key stage 2 since 2011. There are now 1.8 million more children in schools that are rated good or outstanding than there were in 2010. In Nottingham, that translates into nearly 8,000 more children in good or outstanding schools than in 2010.

However, the pace of improvement in some parts of the country, including Nottingham, is still not good enough. Only 80% of schools in Nottingham are rated as good or outstanding, compared with the national position of 89%. There is still underperformance in some schools in Nottingham compared with the rest of the country.

For example, in 2016, 75% of Nottingham’s pupils reached the expected standard in phonics, compared with 81% nationally and 87% in Newham—one of the most deprived parts of the country—but I am pleased that the phonics results in Nottingham have increased year on year, with 48% passing that check in 2012. In Nottingham, 50% of primary school children in key stage 2 achieved the expected level in reading, writing and mathematics, compared with 53% nationally and 62% in Newham. At key stage 4, 16.8% of secondary school pupils in Nottingham achieved the EBacc combination of GCSEs, compared with 24.7% nationally and 31% in Newham.

I remain as concerned about school standards in Nottingham as I was when I met the directors of education for Nottingham City Council and the regional schools commissioner in November 2015 to discuss how they intended to raise standards. Our ambition is for a school system that prevents underperformance, helps all schools to improve and extends the reach of high-performing schools and headteachers. That is the key to delivering more high-quality school places across the country and accelerating the pace of improvements throughout the country, including in Nottingham.

To succeed in that, we have targeted investment in the school system to support those schools most in need, and to support the development of teachers and school leaders, particularly in the most challenging parts of the country. For example, we have established a new fund, the strategic school improvement fund, which provides £280 million over two years to target resources at those schools most in need of support. That will help those schools that are struggling to improve to drive up standards and improve pupil attainment. Working at a local level, key partners will bring together local intelligence to help inform applications and ensure that funds are directed at identified improvement priorities that meet local needs.

Working with schools at a local level is also an important part of our strategy to deliver more good and outstanding school places. Our eight regional schools commissioners are pivotal to driving up standards locally, brokering schools into strong multi-academy trusts, and challenging and supporting those trusts to raise standards where they are not performing effectively.

Multi-academy trusts play a key role in harnessing the support of our system leaders and are helping to turn around some of the more challenging schools right across the country. Bluecoat Beechdale Academy, which serves a deprived community in the Bilborough part of Nottingham, was judged good by Ofsted in February this year. Ofsted noted that pupil progress is now improving rapidly. Djanogly Strelley Academy in Nottingham was also judged good by Ofsted in February this year, which is a significant turnaround from 2013, when its predecessor school was judged inadequate.

When we are not satisfied that the progress an academy is making is good enough, we will take decisive action, including re-brokering it to a new sponsor.

[Lilian Greenwood]

One of the things that causes me great concern is the time that it can take to re-broker a school and the difficulties that then creates when a new academy comes into place. That was certainly the experience at Victoria Primary School. It has now been re-brokered, and I am very supportive of the headteacher and the multi-academy trust, but the truth is that for a long time—I discussed this with the previous regional schools commissioner—that school was left without good leadership. That is not good enough. I know that in some cases there is a struggle to find academy chains to take on schools in order for them to make that sort of progress.

[Nick Gibb]

I share the hon. Lady’s impatience. We need to find more good school sponsors to take on underperforming schools. It is an iterative process; we are seeing more and more academy chains being formed and more stand-alone academies taking on underperforming schools and helping them to improve. For example, Riverside Primary School in Nottingham was not performing well. In 2016, it was transferred to the NOVA academy trust, which is a strong sponsor operating in the city. We need more strong sponsors in Nottingham and throughout the country to drive up standards. We are seeing that the system of using leaders in the education system—a school-led system—is driving up standards. It has resulted in 1.8 million more pupils in good and outstanding schools than there were seven years ago.

The local examples I have cited demonstrate that the combined effects of targeted funding to the system to drive school improvement and action taken at a local level are continuing to deliver more good and outstanding places for children. However, underpinning all the support we are putting in to the system to help drive school improvement is the need to ensure that we have fair distribution of funding to schools, which properly reflects need.

I listened to the contributions from the hon. Members for Nottingham South and for Nottingham North, as well as the intervention from the hon. Member for Nottingham East (Mr Leslie), on school funding. I have spent a lot of time in the past few months, during the election and during the extensive consultation, meeting schoolteachers, parents and governors from across the country. From those conversations, I have never been more convinced that our current funding system is broken.

The data that we use to allocate funding to local authorities are more than a decade out of date. For example, over that period the free school meals rate has almost halved in Southwark and more than doubled in Dorset, but the funding each local authority receives has not responded to that change. It is not right that local authorities with similar needs and characteristics receive very different levels of funding from central Government. That unfairness is exacerbated at individual school level, because local authorities make very different decisions in designing their local formulae. For example, a school in Barnsley would have 50% more funding if there were no other change to its circumstances but that it was situated in Hackney instead. The system by which we distribute money to schools is unfair and anachronistic.

That is why the Government have gone further than previous Governments in reforming school funding. Our manifesto committed to making funding fairer and we will do that by introducing a single national funding formula, so that all schools in England are funded on a consistent and transparent basis that properly reflects needs. In March 2016 we launched our first stage of consultation on the formula. We asked for views on the principles that should underpin it and its overall design. The principles included using robust data to ensure that funding is matched to pupil characteristics, such as deprivation, and the importance of transparency in the formula. More than 6,000 people responded and there was widespread support for our proposals.

In December last year we launched the second stage of our consultation on the detailed design of the formula. As part of that consultation, and to ensure maximum transparency, we published detailed illustrative impact data for all schools and local authorities, which enabled us to hold a truly national debate for more than three months. The Government response will address all the issues and concerns raised throughout the consultation and by hon. Members in debates such as this—we have had several over the past few weeks and months. We will respond to the consultation in due course.

Not only do we want the system for distribution to be fair; we also want to ensure that every school has the resources it needs to deliver a world-class education for every child. In order to achieve that, we have protected the schools budget in real terms since 2010, and the Government have committed to increase the school budget further, as well as to continue to protect the pupil premium to support those who need it. The Queen’s Speech was clear that the Government are determined to introduce a fairer distribution of funding for schools. We will set out our plans shortly and, as outlined in our manifesto,

“we will make sure that no school has its budget cut as a result of the new formula.”

We know that how schools use their money is also important in delivering the best outcomes for pupils, so we will continue to provide support to help them use their funding cost-effectively. The Government have produced tools, information and guidance to support improved financial health and efficiency in schools, which is available in one collection on the gov.uk website.

[Lilian Greenwood]

Will the Minister confirm whether he is saying that no school will lose, in real terms, per-pupil funding? That is a really important point. Protection of cash is not a protection given the current level of inflation and the cost pressures. Will he protect per-pupil funding for schools in Nottingham?

[Nick Gibb]

What I have said is that no school will lose per-pupil funding under that new national funding formula. The issue is that once the money has been allocated to the local authority, what the local formula can do—as advised by the school forum—is to redistribute that money in a different way. What I can say is that the commitment in our manifesto was that no school will lose money as a consequence of moving to a national funding formula.

I conclude by thanking the hon. Member for Nottingham South on securing this important debate. Accelerating the pace of school improvement across the country is a shared priority and we are committed to ensuring that, regardless of where they live, all young people have equal access to a high-quality education. Targeted support at a local level, as I have outlined, will help us to deliver that, and a national funding formula also underpins it. For the first time we would have a clear, simple and transparent system that matches funding to children’s needs and the schools they attend. It will enable all schools to provide a high-quality, knowledge-rich education for their pupils.

Question put and agreed to.

Oral Answers to Questions

Debate between Nick Gibb and Lilian Greenwood

Monday 6th February 2017 Commons Chamber

[Mr Gibb]

I thank my hon. Friend for bringing the work of the Army training camps at Catterick and Pirbright to the attention of the House. The Army has a strong track record of delivering high-quality education and training. I would be delighted to discuss these issues further with him.

[Lilian Greenwood (Nottingham South) (Lab)]

Sir Michael Wilshaw recently urged the Government to tackle the comparatively low standards in many northern and midlands secondary schools, and Nottingham’s education improvement board has identified teacher recruitment and retention as its No. 1 priority. How can the Secretary of State honestly believe that cutting the funding of every single school in my constituency will help them to attract the best teachers and so raise standards among young people in some of our most deprived communities?

Oral Answers to Questions

Debate between Nick Gibb and Lilian Greenwood

Monday 10th October 2016 Commons Chamber

[Mr Gibb]

In May, the Government set out a package of measures to secure the continued success and sustainability of rural schools in England, including a £10 million fund for expert support to help rural schools through the academy conversion process and a new double lock to sit alongside the existing presumption against the closure of rural schools. By contrast, in Labour-run Wales, with a Liberal Democrat Education Minister, there is no presumption against the closure of rural schools.

[Lilian Greenwood (Nottingham South) (Lab)]

Schools in urban areas face challenges, too, with many reporting huge difficulties in retaining teachers. Today, the Education Policy Institute revealed that one in five teachers in England is working more than 60 hours a week. What priority is the Minister giving to analysing why schools are finding it so difficult to retain teachers and what impact workload has on that?

[Mr Gibb]

The EPI report is based on a 2013 OECD teaching and learning international survey. In response, in 2014, the previous Secretary of State announced the workload challenge—there were 44,000 responses to that—which highlighted issues such as dialogic marking and data collection. We set up review groups to look at that, and they have reported. We have accepted their recommendations, and now we are acting on those recommendations to ease the burden of workload on teachers in our schools. We are acting, and we have acted.

School Penalty Fines and Authorised Absence

Debate between Nick Gibb and Lilian Greenwood

Monday 11th July 2016 Westminster Hall

[Mr Gibb]

My hon. Friend raises a real, practical issue about having different term dates in different parts of the country. That is something that the local authority and academies have to take into account when they consider changing term dates to reflect an industry or tourist needs in a particular region. They will have to weigh up the comparative advantage of that inconvenience versus the convenience of the industry that supplies the jobs in that area. That is why the decision needs to be taken locally by people who know how to weigh up those advantages and challenges.

That happened, for example, in Landau Forte Academy in Derby, which has operated on a five-term year since 1992. Eight-week terms are followed by two-week breaks and a four-week summer holiday. The academy feels that a shorter summer holiday is particularly beneficial for pupils from low-income backgrounds, who might not otherwise receive any stimulating activities in the holidays. It takes into account the dates of other local schools to ensure there is always some overlap of holidays. For example, one of its two weeks in October is always half term for other Derby schools.

Bishop Bromscombe School in St Austell, for example, improved school attendance by moving to a two-week May and June half term that allows parents to holiday outside peak times—[Interruption.] I assume that that is the school that my hon. Friend was talking about. It has now reversed that decision. If I had been quicker, I would have omitted that paragraph from my response.[Laughter.] I could, I am sure, cite other examples from around the country of schools that have taken advantage of that freedom.

Our reforms have put teachers in charge of their classrooms and headteachers in charge of their schools. Many measures are available to improve school attendance. Only when all other strategies to improve attendance have failed should sanctions such as penalty notices or prosecution be used. Schools, local authorities and the police have been able to issue penalty notices for unauthorised school absence since September 2004. There were 151,000 penalty notices issued for unauthorised absence in the 2014-15 academic year, up 54% from the 98,000 issued in 2013-14, indicating a continuation of the upward trend since 2009-10. The increase in 2014-15 was greater than the yearly increases prior to 2012-13, but it is lower than the increase of 88% between 2012-13 and 2013-14.

I believe it is right that local authorities and schools are actively addressing pupil absence. The impact of that can be seen in the historical downward trend in the absence figures, which show that, since 2009-10, almost 200,000 fewer pupils are persistently absent.

Although the Government are disappointed with the High Court judgment on school attendance, we are clear that children’s attendance at school is non-negotiable, and we will take the necessary steps to secure that principle. I recognise that the High Court judgment has created uncertainty for parents, schools and local authorities. Given its importance, it is essential that the matter is clarified, which is why we decided to support Isle of Wight Council’s request for permission to appeal to the Supreme Court, and why I wrote to all schools and local authorities in England to make it clear that the High Court judgment does not establish that a pupil’s attendance above 90% is regarded as regular attendance.

Headteachers are responsible for deciding whether there are exceptional circumstances that merit granting a pupil leave of absence. My letter concluded by explaining to local authorities receiving requests for refunds that the decision in the Isle of Wight case does not require them to refund penalties that have already been paid. The Department for Education expects applications for such refunds to be refused.

[Lilian Greenwood]

I agree that 90% does not constitute sufficiently regular attendance. Do the Government intend to amend the current legislation to define the term “regular” to give local authorities and schools the clarity that they are looking for?

[Mr Gibb]

The Government will set out our next steps in due course and will make an announcement. In the meantime, as I have said, I have written to local authorities and schools setting out the current position, notwithstanding the Isle of Wight case. We have supported the Isle of Wight’s decision to appeal to the Supreme Court. That is the Government’s position, but we will have more to say about next steps in due course.

The Government’s commitment to reduce overall school absence is part of our ambition to create a world-class education system. That cannot be achieved if children’s education is disrupted due to preventable absences. The evidence is clear: every extra day of school missed can affect a pupil’s chance of gaining good GCSEs, which has a lasting effect on their life chances. That is why we take this issue so seriously.

Oral Answers to Questions

Debate between Nick Gibb and Lilian Greenwood

Monday 27th February 2012 Commons Chamber

[Mr Gibb]

My right hon. Friend the Secretary of State has had very good meetings with councillors in Birmingham, and I hope that all local authorities will work constructively with the Department as we seek to tackle underperforming schools in the schools network.

[Lilian Greenwood (Nottingham South) (Lab)]

9. What his definition is of a sufficient youth service.

Education

Debate between Nick Gibb and Lilian Greenwood

Tuesday 21st December 2010 Commons Chamber

[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.

[Mr Gibb]

The hon. Lady might be right about that disadvantaged group, but we are talking about 45% of all young people of that age. It is an expensive programme to target nearly half of that age group in schools and colleges.