Pupil Roll Numbers and School Closures: London

Debate between Nick Gibb and Philip Hollobone

Wednesday 7th June 2023 Westminster Hall

[Nick Gibb]

indicated assent.

[Mr Philip Hollobone (in the Chair)]

Order. I believe that there are two votes, so the sitting will be resumed at 4.27 pm. I am ending the debate without the question being put.

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Monday 17th April 2023 Commons Chamber

[Mr Philip Hollobone (Kettering) (Con)]

T6. Following the recent public consultation by the Orbis Education Trust, will the Government confirm that it is now their intention for the proposed new Hanwood Park free school in Kettering to be open to both boys and girls?

[Nick Gibb]

I am grateful for my hon. Friend’s interest in ensuring that the new free school best meets the needs of pupils in his constituency, and indeed for his general interest in high-quality education in his constituency. The consultation closed on 5 March, and we are currently considering the outcome ahead of reaching a decision on the school’s designation.

Awarding Qualifications in 2021 and 2022

Debate between Nick Gibb and Philip Hollobone

Thursday 22nd July 2021 Commons Chamber

[Nick Gibb]

Parents and pupils can have confidence that the grades awarded this summer will be valid. They are supported by detailed guidance, as I said in answer to a previous question, and there is a robust quality assurance process. We trust teachers’ judgment, as they are best placed to understand the content that their students have covered, their students’ performance and how it compares with other students this year. Grading is a matter for Ofqual, and some decisions will be made about that in the autumn term.

[Mr Philip Hollobone (Kettering) (Con)]

I congratulate my right hon. Friend on his personal hard work and fortitude as schools Minister throughout the pandemic. He has done a fantastic job. Will he join me in congratulating all the students and teachers in Kettering on their efforts to keep education going over this very difficult period? When it comes to A-level exam students in 2022, will he bear in mind the important point that normally, when a person takes their A-levels, they have taken GCSE exams two years before? This cohort of A-level students will never have taken exams. Can he confirm that, all things being equal, we will be back to normal in 2023?

[Nick Gibb]

I thank my hon. Friend for his kind comments, and I join him in paying tribute to teachers and staff in schools in Kettering—indeed, throughout the country—for what they have achieved during the pandemic and for the way that they have managed to cope with the teacher-assessed grading system this year, which has been very well handled. He raises an important point that, of course, this year’s year 12 have not taken GCSEs. All this was taken into account when we devised the adaptations that we have proposed for 2022, and I can give him the assurance that we will return to normal in 2023.

Education

Debate between Nick Gibb and Philip Hollobone

Tuesday 4th February 2020 Ministerial Corrections

[Mr Philip Hollobone (Kettering) (Con)]

Those who serve in Her Majesty’s armed forces represent the very best of British. What is being done to turn troops into teachers when veterans leave the armed forces?

[Nick Gibb]

My hon. Friend raises a good point. Veterans make attractive members of staff in our schools, they inspire young people and help to improve behaviour. Our Troops to Teachers scheme was slow to begin with, but it is now proving successful in recruiting Army leavers.

[Official Report, 20 January 2020, Vol. 670, c. 6.]

Letter of correction from the Minister for School Standards, the right hon. Member for Bognor Regis and Littlehampton (Nick Gibb):

An error has been identified in the answer I gave to my hon. Friend the Member for Kettering (Mr Hollobone).

The correct answer should have been:

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Monday 20th January 2020 Commons Chamber

[Nick Gibb]

I do not agree. We are living in a very strong economy, with the lowest level of unemployment for more than 40 years and demand for graduates is strong. We are responding to those pressures. As I said earlier, we have recruited the largest number of graduates into teacher training. I have announced the salaries for teachers when they finish their training and start teaching; 2022 is the right date for that salary increase. The average pay of a headteacher is £70,100 a year, and it is £36,200 a year for a classroom teacher. This is a good time to join the teaching profession and I urge Opposition Members to talk up the attractiveness of that profession and not continually to talk it down.

[Mr Philip Hollobone (Kettering) (Con)]

Those who serve in Her Majesty’s armed forces represent the very best of British. What is being done to turn troops into teachers when veterans leave the armed forces?

[Nick Gibb]

My hon. Friend raises a good point. Veterans make attractive members of staff in our schools, they inspire young people and help to improve behaviour. Our Troops to Teachers scheme was slow to begin with, but it is now proving successful in recruiting Army leavers.[Official Report, 4 February 2020, Vol. 671, c. 3MC.]

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Monday 9th September 2019 Commons Chamber

[Nick Gibb]

Under this settlement, all schools will receive more money, at least in line with inflation, and schools with the highest proportions of children from disadvantaged backgrounds will receive the highest level of funding. Since 2011, we have closed the attainment gap by 9.5% in secondary schools and by 13% in primary schools.[Official Report, 25 September 2019, Vol. 664, c. 8MC.]

[Mr Philip Hollobone (Kettering) (Con)]

I thank the Schools Minister for the particular attention he has given to raising educational attainment in Northamptonshire and welcome the increase in funding for all schools, in particular the 14 primary schools and four secondary schools in Kettering, which have been historically the most underfunded.

[Nick Gibb]

I am grateful to my hon. Friend for his question. It has been a pleasure working with him and other colleagues from Northamptonshire to raise standards of education in the area. I am sure that he and his constituents will be pleased about the funding settlement for schools in Northamptonshire.

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Monday 24th June 2019 Commons Chamber

[Nick Gibb]

My hon. Friend is, of course, absolutely right. Reading is a fundamental building block for a successful education, and the fact that more children are now reading more effectively will help them develop a habit and love of reading and prepare them for the higher demands on their reading ability when they start secondary school.

[Mr Philip Hollobone (Kettering) (Con)]

The literacy rates of primary school children dramatically improve when they are read to in class on a daily basis. What is the Minister for School Standards doing to encourage that?

[Nick Gibb]

As my hon. Friend will know, we had this discussion when, with other Northamptonshire MPs, we met the local authority and the regional schools commissioner. It is important that children, at primary school in particular, are read to every day to improve their vocabulary. The better their vocabulary, the more easily they can comprehend what they are reading, and the more they can comprehend what they are reading, the more likely they are to read. That, in turn, will improve their vocabulary and knowledge.

Education Funding

Debate between Nick Gibb and Philip Hollobone

Tuesday 4th June 2019 Westminster Hall

[Nick Gibb]

I am concerned about that too. I want that 64% nationally to be significantly higher. That is the drive of this Government. Since 2010, standards have been rising. I am particularly proud of what we have achieved in reading in primary schools. Our nine-year-olds have achieved their highest ever score in the progress in international reading literacy study test—we rose from joint 10th to joint eighth between 2011 and 2016. I hope that, in the long term, that will address the real concerns expressed by my hon. Friend the Member for Sittingbourne and Sheppey.

My hon. Friend raised the issue of capital funding. Government funding for school places is based on local authorities’ own data; we fund the places that they report are needed. Local authorities can use that grant funding to provide places in new schools or through expansions of existing schools, and can work with any school in their local area in doing so. Kent has been allocated £328 million to provide new school places between 2011 and 2021. It is for Kent County Council to decide how to allocate that capital. Nationally, the Government have already committed £7 billion to create new school places between 2015 and 2021, which is on top of investment in the free schools programme. We are on track to create 1 million more school places this decade—the largest increase in school capacity in at least two generations.

As important as the funding that schools receive is how they spend those resources. It is essential that we do all that we can to help schools to make the most of every pound. That is why we have set out a strategy to support schools to make savings on the more than £10 billion they spend each year on non-staffing costs. That strategy provides schools with practical advice on how to identify potential savings, including deals to buy energy, computers and so on.

[Mr Philip Hollobone (in the Chair)]

Order. I am afraid we have run out of time; this is the equivalent of the school bell having rung. The Minister may want to send his remarks to the Members present. I call Gordon Henderson to give his closing remarks.

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Monday 12th November 2018 Commons Chamber

[Nick Gibb]

As my right hon. Friend the Secretary of State has said, we acknowledge that funding in the 16-to-18 sector has not been protected in the same way that we have protected school funding since 2010, because since 2010 our priority has been to ensure that basic education between the ages of five and 16 is given the priority it needs.

[Mr Philip Hollobone (Kettering) (Con)]

Servicemen and women in Her Majesty’s armed forces represent the very best of British, so what progress is being made with the Troops to Teachers scheme to encourage veterans to become teaching professionals?

[Nick Gibb]

The Troops to Teachers scheme has resulted in a number of high-qualified ex-military coming into our schools. It has been slow to start, but it is a good programme, and I am determined that it will continue.

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Monday 29th January 2018 Commons Chamber

[Nick Gibb]

I share the hon. Lady’s ambition. We want all schools to be good or outstanding and we want parents to be confident that their local school is a good school that will provide a very high standard of education. I am pleased that there are now 1.9 million more pupils in good or outstanding schools than there were in 2010. I would be delighted to meet the hon. Lady to discuss the particular circumstances at Bebington High School.

[Mr Philip Hollobone (Kettering) (Con)]

Will the Minister join me in congratulating Greenfields Primary School in Kettering? It has just been ranked in the top 1% of schools in England for progress in reading and writing. Prior to becoming an academy in 2013, it was one of the most challenged schools in Kettering, with progress levels significantly below average.

[Nick Gibb]

I am delighted to congratulate Greenfields Primary School in my hon. Friend’s constituency. I am almost certain that I have very recently signed a letter to its headteacher to congratulate them on the superb achievement at the school.

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Thursday 23rd November 2017 Commons Chamber

[Mr Philip Hollobone (Kettering) (Con)]

The noble Lord, Lord Shinkwin, is a leading disability rights campaigner and was a superb nominee for the post of Disability Commissioner. After his nomination was made known to the Equality and Human Rights Commission, however, the post was abolished. Has the Government Equalities Office informed the Prime Minister’s office of this disgraceful development, and if so, when?

[Nick Gibb]

The roles and responsibilities given to board members of the Equality and Human Rights Commission are matters for the commission itself, and the Government have no power to reinstate the EHRC’s Disability Commissioner role.

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Monday 6th February 2017 Commons Chamber

[Mr Philip Hollobone (Kettering) (Con)]

12. What recent assessment she has made of the adequacy of education provision in Northamptonshire; and what steps she plans to take to improve that provision.

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

We are concerned that the quality of education in too many Northamptonshire schools is not good enough, especially for disadvantaged pupils. We are using new powers to tackle inadequate schools and to move them into strong multi-academy trusts. We are also working with the local authority, teaching schools and academy trusts to ensure that schools are receiving appropriate support to help them to improve.

[Mr Hollobone]

Educational attainment in Northamptonshire, sadly, is still below the national average. What is the single most important thing the local education authority should be doing to raise standards?

[Mr Gibb]

I pay tribute to my hon. Friend for his work in seeking to raise standards in Northamptonshire schools. In October, together with hon. Friends representing Northamptonshire constituencies, we met the director of children’s services at Northamptonshire County Council to discuss academic standards in Northamptonshire schools. That included discussions about standards in phonics, which I would say is the single most important issue; key stage 2 SATs in reading and maths; GCSE results; and the EBacc. I have taken a close interest in the schools in my hon. Friend’s county, and we are meeting again in April to assess progress.

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Monday 19th December 2016 Commons Chamber

[Mr Speaker]

We are all very much better informed.

[Mr Hollobone]

Does the Minister agree that learning the times tables is an absolutely essential part of success at maths? What is the Government’s official view on the best way for times tables to be taught and learned?

[Mr Gibb]

We do not have an official way for times tables to be taught, but we expect every child to know their tables. The provision is inserted into year 4 so that children are fluent in their tables, can recall them with automaticity and can then tackle long multiplication and long division in years 5 and 6.

Teachers Strike

Debate between Nick Gibb and Philip Hollobone

Tuesday 5th July 2016 Commons Chamber

[Mr Gibb]

What the public are seeing is a Labour party that is equivocal about whether it agrees with strike action that is disrupting children’s education. The hon. Lady is not prepared to condemn strike action that is not only damaging children’s education but hugely inconveniencing working parents, who have to make alternative arrangements for looking after their children.

The hon. Lady talks about class sizes, but the average infant class size has remained at 27.4—unchanged from 2015. Indeed, of the 3,066 infant classes with 31 or more pupils, 80% have just 31 pupils, and that is because of the flexibility we have built in to allow one or two extra children—for example, twins—to have access to those schools. Will the hon. Lady condemn that policy?

I have said that we will publish the STRB report when consideration of it is complete. We will consult teachers and stakeholders about the future of the STRB and about the arrangements when all schools are academies. However, let me give the hon. Lady one final chance to say, on behalf of the Labour party, that it condemns this unnecessary and futile strike by the National Union of Teachers.

[Mr Philip Hollobone (Kettering) (Con)]

Working mums and dads in my constituency will today be hugely inconvenienced by this completely unnecessary strike action. Many of them work in the local NHS and in local public services and social services, and their patients and customers will be inconvenienced by their absence as part of a politically motivated strike that is, frankly, an embarrassment to many members of the NUT itself. Will my hon. Friend the Minister praise those teachers who have walked across picket lines today to teach children in our local schools? They are the shining example, not the NUT.

[Mr Gibb]

Yes, my hon. Friend is absolutely right. Nothing is more important than ensuring that young people get a good education—that they master the basics of reading and writing, get good GCSEs and are prepared for life in modern Britain. I do pay tribute to all those teachers who have gone into work today, despite the NUT’s action, which is based on a ballot of less than 25% of its members. We want to make sure that no child’s education is disrupted, and I pay tribute to the fact that seven out of eight schools have refused to close.

Key Stage 2 Tests

Debate between Nick Gibb and Philip Hollobone

Tuesday 10th May 2016 Commons Chamber

[Mr Gibb]

I am grateful for the opportunity to respond to the hon. Member for Scunthorpe (Nic Dakin)—or should I say the Lady Bracknell from Scunthorpe. I have to say to him that this Government are committed to raising standards in schools. Given the way the Opposition address this issue, I sometimes wonder whether they are as committed to raising standards as we are. In 2011, we conducted a review of the primary curriculum to ensure that it was closer to the curriculums being taught in the most successful education systems in the world. The review was overseen by the national curriculum review panel, which was made up of highly experienced headteachers and teachers in this country. We introduced the phonics check to ensure that six-year-olds were learning to read properly, and as a consequence of that reform 120,000 six-year-olds are reading more effectively today. We reviewed the reading curriculum—the English curriculum—to ensure that children became fluent readers who developed a habit of reading for pleasure. We reformed the maths curriculum so that children learn how to perform long multiplication by year 5 and long division by year 6, and so that they know their multiplication tables—up to 12 by 12—by heart by the end of year 4. Under the last Labour Government, one in three pupils were leaving primary school still unable to read, write and add up properly. Our Government are determined to address those issues.

Let me address some of the issues the hon. Gentleman raised. He talked about the removal of levels, but level descriptors were only ever intended to be used for the end of key stage statutory assessments, and yet over time came to dominate all assessment and teaching practice. That had a damaging impact on teaching and failed to give parents an accurate understanding of how their children were doing at school. The removal of levels allowed classroom assessment to return to its real purpose of helping teachers evaluate pupils’ knowledge and understanding of curriculum content. When we introduced the reception baseline in September last year, we said we would carry out a comparability study to establish whether it was fit for purpose. The study is now complete, and it has shown that the three different assessments being used by schools this year are not sufficiently comparable for us to create a fair starting point from which to measure pupils’ progress. We remain committed to the assessment of pupils in reception, and over the coming months we will be considering options for improving these assessment arrangements for beyond 2016-17. We will engage teachers, school leaders and parents in that work.

The hon. Gentleman brought up the spelling test. The investigation has uncovered further weaknesses in some of the Standards and Testing Agency’s clearance processes. I initiated that investigation, and the STA is now taking appropriate management action with the members of staff involved. We have already reviewed and tightened up the publication clearance processes.

This is a Government who are committed to reviewing the curriculum and to raising academic standards in our schools. This was always going to be a challenging month as schools got used to the new, more demanding curriculum and the new, more demanding assessments that follow that curriculum. I am confident—the Government are confident—that this is the right thing to do to raise academic standards in our schools to prepare young people for life in modern Britain and for an increasingly competitive global economy.

[Mr Philip Hollobone (Kettering) (Con)]

Parents in Kettering, of whom I am one, want their children, when they leave primary school, to be able to write neatly and legibly, spell correctly, read confidently, be able to add up, take away, multiply and divide, know all their times tables by heart, mix well with other children, realise that they in themselves have lots of potential, and have a thirst for knowledge that they can develop in their secondary school career. To what extent are we achieving that in modern Britain?

[Mr Gibb]

My hon. Friend rightly summarises the issues that we need to address. We need to ensure that we return to a knowledge-based curriculum, and that children become fluent in arithmetic and reading before they leave primary school. I am afraid that, under the previous Labour Government, too many young people left primary school without those skills to equip them for secondary education. I am convinced that our reforms will deliver the objectives that my hon. Friend set out. [Interruption.] The evidence is that 120,000 more six-year-olds are reading more effectively today than they were in 2012, and that 1.4 million more pupils are being taught in good and outstanding schools today than they were in 2010.

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Monday 25th April 2016 Commons Chamber

[Mr Gibb]

The professional autonomy that comes with academy status does the opposite—it encourages the profession in a way that has not happened in the past. We have the highest number of teachers of all time in our schools—445,000, which is 13,000 more than in 2010. The National Audit Office acknowledged that despite the very large increase in numbers of pupils— 9% in the past few years—the number of teachers has kept pace. In terms of retention, 90% of teachers are still teaching one year after qualifying, 70% are still there after five years, and over half of all teachers are still in teaching 18 years after qualification. These figures are broadly in line with those in other professions.

[Mr Philip Hollobone (Kettering) (Con)]

One of the very best ideas that the previous Government had was the Troops to Teachers scheme. Given that personnel in Her Majesty’s armed forces are among the very best that Britain has to offer, what success is the Minister achieving in getting personnel from the Royal Air Force, Navy and Army into our schools to teach our pupils?

[Mr Gibb]

I am grateful to my hon. Friend. This is a two-year scheme that started only in 2014, and the current cohort is the first to qualify. Applications by eligible candidates are up, and over 140 former troops are now working in schools across England as part of the scheme.

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Monday 26th October 2015 Commons Chamber

[Mr Philip Hollobone (Kettering) (Con)]

10. How many pupils of secondary school age there are in Kettering constituency; and how many such pupils there were in 2010.

[The Minister for Schools (Mr Nick Gibb)]

The January 2015 school census shows 5,757 secondary school-age pupils attending schools in Kettering. In January 2010, there were 5,732 such pupils.

[Mr Hollobone]

Per pupil funding in Northamptonshire is £317 less than the English average, yet the rate of house building in Kettering and Northamptonshire over the next 10 or 15 years is among the highest in the country. When the Minister gets around to introducing a fairer funding formula for schools, will he ensure an extra boost for areas that are growing quicker than everywhere else?

[Mr Gibb]

We are committed to ensuring fairer funding across the board, and we took a step towards that for 2015-16 when we allocated £390 million to the 69 worst funded local authorities, including my hon. Friend’s local education authority.

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Monday 2nd March 2015 Commons Chamber

[Mr Gibb]

We are considering the report of the Education Committee very carefully and will respond to it in due course. We believe that all schools should teach personal, social, health and economic education and, within that, SRE. Indeed, the introduction to the new national curriculum makes that explicitly clear. What is important is not whether PSHE is statutory, but the quality of the teaching. That is our focus, and we are working with the PSHE Association and other expert bodies to ensure that teachers have the best resources to teach these very sensitive issues.

[Mr Philip Hollobone (Kettering) (Con)]

18. What progress has been made on attracting former members of the armed forces to become teachers.

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Monday 19th January 2015 Commons Chamber

[Mr Philip Hollobone (Kettering) (Con)]

The cluster academy of Montsaye academy in Rothwell, together with local primary schools in Rothwell, Desborough, Wilbarston and Rushden, is working very well in providing a more seamless education for local children from primary all the way through to 18. How might the best practice from clusters such as Montsaye be best spread across the rest of Northamptonshire and the rest of the country?

[Mr Gibb]

I congratulate my hon. Friend on his involvement as a former governor at that school. The Government’s academies programme is actively encouraging schools to collaborate and support each other as part of developing a genuinely school-led system. We are encouraging groups of schools to form strong partnerships by converting to academy status like the Montsaye cluster. The Department is working closely with Northamptonshire schools and the local authority to support the development of strong clusters led by teachers and head teachers to secure the best education for pupils in Northamptonshire.

Grammar School Funding

Debate between Nick Gibb and Philip Hollobone

Tuesday 13th January 2015 Westminster Hall

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

The issue of competence relates to a budget deficit left to the current Government by the Government whom the hon. Member for Cardiff West (Kevin Brennan) supported and served in. That is the basis behind everything that we are discussing this morning.

I congratulate my hon. Friend the Member for Gainsborough (Sir Edward Leigh) on securing this important debate, and other hon. Members on their thoughtful and principled speeches, on which I will continue to reflect. Creating a world-class education system that enables parents to send their children to good or outstanding schools is central to the Government’s plan for education. As my right hon. Friend the Member for Ashford (Damian Green) said, the Government’s education reforms have massively improved the life chances of millions of children in this country, and they will continue to do that. Grammar schools, with their focus on the highest standards of teaching, play an important role in delivering on that goal. There is no ambiguity about the Government’s views on grammar schools.

My hon. Friend the Member for Rugby (Mark Pawsey), my right hon. Friend the Member for Ashford and other hon. Friends referred to unfairnesses in the funding system. That is inherent in the way local authorities historically have been funded for their school budgets. In 2014, we announced the introduction of minimum funding levels, which will allocate, as has been pointed out, an additional £390 million to the least fairly funded local authorities for 2015-16. That includes Warwickshire, which received £15.4 million, and North Yorkshire, which received £9.8 million. That increase in funding represents a huge step towards removing that historical unfairness in the schools funding system. The Government have made more progress in that area than any recent Government. That puts us in a much better position to implement a national funding formula when the time is right.

As my hon. Friends will know, faced with the historically high budget deficit when we came into office in 2010, the Government needed to identify savings from across Whitehall and the public sector. Despite that, we have consistently prioritised funding for schools, ensuring that spending has been maintained in real terms. The schools budget for five to 16-year-olds has been protected since 2011, in addition to which the pupil premium to support disadvantaged pupils is worth some £2.5 billion this year. Those commitments have been possible only because the Government have found savings elsewhere, including other parts of the education budget, but I understand the concerns that the burden of those savings in education has fallen disproportionately on grammar schools or successful comprehensive schools with large academic sixth forms.

Two concerns have been particularly prominent in today’s debate. First, as my hon. Friend the Member for Wycombe (Steve Baker) pointed out, grammar schools are more likely to have large sixth forms, which may have seen reductions to funding as we have reformed the 16-to-19 funding formulas. Secondly, grammar schools are less likely to be eligible for funding made available on the basis of low prior attainment and deprivation, as the hon. Member for Slough (Fiona Mactaggart) and other hon. Members pointed out.

As the hon. Member for Cardiff West pointed out, funding for grammar schools is allocated in precisely the same way as funding for all other schools, whether academies, local authority maintained schools or non-selective schools, but I recognise that some features of the funding system will have resulted in grammar schools receiving less funding than many non-grammar schools in similar areas.

I will deal with those concerns in a moment, but I should first like to pay tribute to the exceptional results achieved over the last five years by some of the schools mentioned by my hon. Friend the Member for Gainsborough in his opening remarks. Since 2010, 100% of students attending Caistor grammar school have achieved at least five GCSEs at grades A* to C, including English and maths, and in 2014, 96.8% of students received 10 A* to C grades. Also at Caistor grammar school, 76.4% of A-levels were at grades A* to B, and at Queen Elizabeth’s high school, 61.5% of A-level grades were A* to B. Those schools are achieving remarkable high-quality, high-standard academic education results.

My hon. Friends are right that grammar schools are less likely to be eligible for funding made available on the basis of, for example, low prior attainment or deprivation. Local authorities set their own funding formulas to decide how to distribute funding for pupils aged five to 16. Low prior attainment is a common factor used in those local formulas. Given that grammar schools select their intake on the basis of ability, they are by definition unlikely to have pupils who have attained poorly in the past, so they are unlikely to qualify for that element of the local funding formulas. The purpose of low prior attainment funding is to ensure that as many young people as possible leave school with the right knowledge and skills to be able to succeed in adult life and in modern Britain. For a strong economy and society, it is important that we continue to target funding towards pupils who are not on track to do that.

Equally, grammar schools are less likely than other schools to have large numbers of pupils from poorer backgrounds, including pupils eligible for free school meals. Local authorities have to use a deprivation factor in their local formulas, meaning that schools with higher numbers of such pupils will receive additional funding. The evidence is clear that economic disadvantage remains strongly associated with poor academic performance.

My hon. Friend the Member for Salisbury (John Glen) will be aware that all grammar schools can adopt a pupil premium admissions priority for children eligible for free school meals, provided that they meet the entry criteria. Currently, of the 164 grammar schools, 32 have done so and 65 are consulting on adopting that priority in their admissions criteria from September 2016. The Government have encouraged greater collaboration between grammar schools and local primaries specifically to identify those disadvantaged children with potential at key stage 4, and to encourage them to take the 11-plus and apply to enter a grammar school.

Closing the attainment gap between those from poorer and wealthier backgrounds has been the central objective underlying all the education reforms in our plan for education, but of course the pupil premium is in addition to the main dedicated schools grant, which means that no schools are losing out as a result of the pupil premium, regardless of their pupil demographic.

As my hon. Friend the Member for Gainsborough pointed out, grammar schools tend to have a greater proportion of their students in the sixth form than other 11-to-18 secondary schools. That means that any reduction in funding for pupils aged 16 to 19 will have a greater impact.

My hon. Friends are right that we have ended the disparity between school sixth forms and colleges. By August 2015, schools and colleges will be funded at the same level for similar programmes. However, there has been some mitigation—transition funding so that schools do not suffer abrupt changes to their funding straight away. We fund all 16-to-19 providers for study programmes of 600 hours per year for full-time students. That is sufficient for a study programme of three A-levels plus one AS-level, and up to 150 hours of enrichment activities, over a two-year study programme. There should be no need to cut those extra-curricular activities, which are such an important part of a rounded school education. In addition, as has been mentioned, we have, in 2013-14, increased the rate for larger programmes of study. For students who are studying four A-levels, the school will receive an extra £400 per pupil, and for those who are studying five A-levels, the school will receive an extra £800.

Tackling a £150 billion budget deficit has had to be a priority for a Government with a clear long-term economic plan to return our economy to one of strong growth and increasing employment and opportunity. Despite that, the schools budget has been protected in real terms, but I acknowledge that difficult decisions have had to be taken and I accept that some of those decisions have impacted on funding.

[Mr Philip Hollobone (in the Chair)]

Order. I thank all hon. Members who took part in that interesting and important debate. I ask all those not staying for the next debate to leave quickly and quietly.

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Monday 27th February 2012 Commons Chamber

[Mr Philip Hollobone (Kettering) (Con)]

17. What steps he has taken to offer guidance to the parents, pupils, governors and teachers of (a) Wilbarston Church of England primary school in Kettering constituency and (b) other schools in England on becoming an academy.

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

Although Wilbarston Church of England primary school may be interested in becoming an academy, as of Friday no formal application had been received. If and when such an application is made, the Department will provide the school with a named contact to help it through the process. That applies to all schools in England which apply to become academies.

[Mr Hollobone]

Mrs Andrea Cruse, the head teacher of Wilbarston primary school, and Mr Lawrence Dale, the chair of the governors, have requested me to ask the following supplementary question: “What advantages are there for a small, successful primary school which has always enjoyed a productive and beneficial relationship with the local authority in severing those ties to become an academy?”

[Mr Gibb]

There is no need for the severing of any ties with local authorities, and that school is free to continue its good relationship with its local authority. The key advantage of becoming an academy is the professional autonomy that comes with academy status, which is valued by heads and teachers alike. They are free to innovate, and they have control over the element of their budget that is currently spent on their behalf by the local authority.

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Monday 11th July 2011 Commons Chamber

[Mr Philip Hollobone (Kettering) (Con)]

7. How many schools in England are attended entirely by Traveller children.

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

No schools in England are attended entirely by Traveller children.

[Mr Hollobone]

For the record, the Minister should be advised that Braybrooke primary school in my constituency is populated 100% by Traveller children. It must be the only school in the country where children from the local village do not attend and the entire population is made up of children from local Traveller camps. Will my hon. Friend be kind enough to visit the school to see how we might address this unique situation?

[Mr Gibb]

I will, of course, be delighted to visit my hon. Friend’s constituency and Braybrooke primary school. The Government are committed to the promotion of community cohesion and to breaking down barriers between different groups in society, and we have committed £201 million within the dedicated schools grant to help schools raise the performance of ethnic minority pupils, including Traveller children.

Academies (Funding)

Debate between Nick Gibb and Philip Hollobone

Thursday 16th June 2011 Commons Chamber

[Mr Gibb]

I am grateful to my hon. Friend. One of the changes proposed in the Education Bill is to allow academy status to apply to special schools as well. I would be very happy to help my hon. Friend; if she and the head teacher of that particular special school would like a meeting in the Department to discuss academy status, I would be delighted to arrange it.

[Mr Philip Hollobone (Kettering) (Con)]

The new academies in Kettering are hugely welcomed by local residents. Can the Minister confirm that the proportion of education funding that goes into teaching pupils will go up under this Government, with a lesser proportion being spent on bureaucracy in local town halls and in his Department?

[Mr Gibb]

My hon. Friend raises an important point about bureaucracy in the education system. We are devoting a huge amount of resources within the Department to clamping down on bureaucracy and removing bureaucratic burdens on schools. It is a large amount of work; it involves rewriting reams of guidance. The guidance on bullying runs to something like 400 or 500 pages, and I think it is rarely read in schools. We are streamlining it and slimming it down to about 25 pages, and we are doing the same thing with all the guidance so that it becomes efficient, quick to read and of high quality. Schools will then be able to use it without having to read through reams of lever arch files emanating from the Department. We are putting a stop to that.

Pupil Premium

Debate between Nick Gibb and Philip Hollobone

Tuesday 15th February 2011 Westminster Hall

[Mr Gibb]

I understand my hon. Friend’s point. Such points are made to us as we go through the consultation to assess what indicator to use. For example, some people argue that we should use “ever” free school meals, so that parents who have ever claimed free schools meals for their children within a period of six or so years should also be entitled, regardless of the fact that this year they no longer claim the benefit. We are considering what is the best indicator.

However, we believe that the best pupil level measure available for identifying and targeting underachievement is free school meals, or some component of it. We expect that more parents will apply for free school meals once it is made clear that pupils will attract additional funding for the school. Indeed, we are receiving reports even now that more parents are doing so, and we hope that that will help to solve the problem of under-claiming. The parents my hon. Friend referred to who do not claim for stigma reasons may well feel that they should claim because it helps the school more broadly if they do. It is our intention to extend the coverage of the pupil premium from 2012-13 onwards to pupils who have previously been known to be eligible for free school meals—as I just said, the ever free school meals indicator.

As my hon. Friend knows, we have concerns that the current funding system is unfair, illogical and opaque. The spend-plus system of allocating dedicated schools grant is currently based on historical accident and out-of-date assessments of need, and is inflexible in responding to change, as he knows from his constituency. That means that it is not able to adjust to reflect current needs in local authorities such as the high level of EAL needs in Peterborough. That is why we are committed to reviewing the underlying funding system so that schools with the same needs can receive similar levels of funding.

In our White Paper “The Importance of Teaching”, we said that we would consult on developing and introducing a clear, transparent and fairer national funding formula based on the needs of pupils. We are already working to develop options for the future funding of schools, with the aim of consulting in late spring, as my hon. Friend said. The consultation is likely to cover the merits of a national funding formula, transitional arrangements and the factors to be included in such a formula. English as an additional language will certainly be a factor in the review and consultation. We need to consider how best to provide the necessary additional financial support to schools with such pupils, taking into account how the additional need decreases—for example, as a pupil becomes more proficient in English. My hon. Friend will appreciate that I obviously do not know the outcome of the review, but I hope that he will take in good faith a commitment from me to study carefully the issues that he has raised in the context of the school funding review and in our consultation later in the year.

[Mr Philip Hollobone (in the Chair)]

I thank the hon. Member for Peterborough (Mr Jackson) and the Minister for taking part in the debate. We now move on to the next debate.

Oral Answers to Questions

Debate between Nick Gibb and Philip Hollobone

Monday 7th February 2011 Commons Chamber

[Mr Philip Hollobone (Kettering) (Con)]

15. What steps he is taking to improve school discipline in (a) Kettering constituency, (b) Northamptonshire and (c) England.

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

Raising standards of behaviour in our schools is a key priority for the coalition Government. It goes to the root of how we raise standards, and it lies at the heart of our determination to close the attainment gap between those from poor and wealthier backgrounds. The Education Bill, which we will debate tomorrow, sets out reforms to tackle poor behaviour, making it easier to impose no-notice detentions, extending search powers for items that disrupt teachers and making it easier for heads to expel violent and persistently disruptive pupils.

[Mr Hollobone]

Will my hon. Friend ensure that, under this Government, badly behaved pupils who do not want to learn cannot damage the education of hard-working pupils who do?

[Mr Gibb]

My hon. Friend makes a good point. It is not just the rights of the pupils who disrupt the class that are important—although they are—but those of the overwhelming majority of students in class, which we must also protect.

Education Maintenance Allowance

Debate between Nick Gibb and Philip Hollobone

Tuesday 2nd November 2010 Westminster Hall

[Mr Gibb]

I am grateful to my hon. Friend for that intervention, because he encapsulated in one intervention everything that I have been saying for the past 10 minutes.

In conclusion, I ask the hon. Member for Glasgow North West to bear in mind the economic background to our decision to remove the EMA. In today’s economic climate, with a budget deficit of £155 billion, the highest of any G20 country, we have a particular duty to ensure that we continue to spend where spending is needed and to get the best possible value for taxpayers’ money. We cannot justify spending more than £556 million a year on an allowance 96% of the recipients of which would have stayed on in education even if they had not received it.

We will, of course, continue to support the most vulnerable and to provide help to those who need it. That is why all schools with children from poorer backgrounds will benefit from the pupil premium. That is why we plan to increase and enhance the discretionary learner support fund once the EMA is abolished.

The Government believe that we should trust the professionals working with young people to make the right decisions. Student support officers in schools and colleges are better able to identify those students who need support.

[Mr Philip Hollobone (in the Chair)]

Order. We must move on to the next debate.