Universal Infant Free School Meals

Debate between Nick Gibb and Sharon Hodgson

Tuesday 25th April 2023 Westminster Hall

[Nick Gibb]

Of course, we keep all the issues under review and continually look at school funding. We look at the composition of the national funding formula in great detail every year; we are doing so now for the following year.

The funding for the free school meal factor in the national funding formula is increasing by 2.4% for 2023-24 in line with the latest available GDP deflator forecast when the 2023-24 national funding formula was published in July of last year. As a result of the significant extra school funding awarded by the Chancellor in the autumn statement, schools will receive an additional £2 billion in each of the ’23-24 and ’24-25 academic years.

The core schools budget, which covers schools’ day-to-day running costs, including their energy bills and the costs of providing income-related free school meals, rose from £49.8 billion in ’21-22 to £53.8 billion the year after, and will continue to rise to £57.3 billion in ’23-24 and £58.8 billion in ’24-25. By ’24-25, funding per pupil will have risen to its highest ever level in real terms. Those increases provide support to schools to deal with the impact of inflation on their budgets.

We spend about £600 million a year ensuring that an additional 1.25 million infants enjoy a free, healthy and nutritious meal at lunchtime. Combined with around 1.9 million pupils who are eligible for and claim a meal through benefits-related free school meals, this accounts for more than one third of all pupils in school, compared with 2010, when one sixth of pupils were eligible for free school meals. The Government also support a further 90,000 disadvantaged further education students with a free meal at lunchtime.

All children in reception, year 1 and year 2 in England’s state-funded schools receive a free meal, and have done since the introduction of the policy in 2014. Schools up and down the country offer free meals to their infant pupils, helping to improve children’s education, boost their health and save parents around £400 a year. Universal infant free school meals are funded through a direct grant to schools. To recognise the pressures facing schools, last June we announced an £18 million increase to the per-pupil funding rate for universal infant free school meals to support costs of food, transport and staff wages. That increased rate was backdated to April in recognition of those costs.

We understand the issues that are being raised and acknowledge that factors such as transport costs and the cost of living wage affecting catering workers are having an impact on the amount that can be spent on infant meals in schools. The Government take on board the comments regarding a discrepancy between the funding rate attributed to universal infant free school meals when compared to the rate provided for those pupils in receipt of benefits-related free school meals. The rate of funding for UIFSM is regularly reviewed, and I can assure my hon. Friend the Member for Winchester and all other hon. Members taking part in this debate that I am actively looking at this area. All school meals provided under universal infant free school meals are required to adhere to the school food standards, which require school caterers to serve healthy and nutritious food and drinks to ensure that children get the energy and nutrition that they need across the school day.

In recognition of cost pressures on core schools funding, including benefits-related free schools meals, we have already distributed additional funding through a schools supplementary grant. As a result, core schools funding for mainstream schools increased by £2.5 billion in the 2022-23 financial year, compared with the previous year.

It is right that individual schools determine their own budgets for meal provision by taking into account funding received centrally alongside funding for meals paid for by parents. We expect schools to enter into supply contracts accordingly. While the Government set the legal requirements for food provision and standards, we do not set the contract price, which is subject to agreement between schools and the suppliers.

[Mrs Hodgson]

The Minister mentioned the importance of those meals being healthy, and that is a key factor in UIFSM. It is not just about alleviating food poverty, but about removing the stigma. On the health point, the four London boroughs that have extended school meals to all primary children have found that obesity rates have fallen by 9.3% in reception children, and 5.6% in year 6 children. Pockets of bad practice on school food are few and far between, and we normally hear about good practice. The Minister will agree that school food is by far the healthiest option. Only 1% of packed lunches have been found to meet the school food standards.

[James Gray (in the Chair)]

Order. Interventions really must be brief.

Oral Answers to Questions

Debate between Nick Gibb and Sharon Hodgson

Monday 16th January 2023 Commons Chamber

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

The current national school breakfast programme reaches only one quarter of the children living in areas with high levels of deprivation in England. Labour has set out our universal free breakfast offer, which will mean that no child will be too hungry to learn. When will the Government join the Labour party in that commitment?

[Nick Gibb]

We are spending £30 million between 2021 and 2024 on the school breakfast programme, which offers free breakfast to children in disadvantaged areas, supporting their attainment and readiness to learn. The focus of the breakfast provision has been to target the most disadvantaged areas of the country, and that has been our strategy.

Oral Answers to Questions

Debate between Nick Gibb and Sharon Hodgson

Monday 20th January 2020 Commons Chamber

[Nick Gibb]

The Education Endowment Foundation has produced a very good guide for schools on how to use the pupil premium in the most effective way to narrow the attainment gap. My right hon. Friend the Secretary of State spelled out the fact that we have closed the attainment gap by 13% in primary schools and 9% in secondary schools. Between 2011 and 2018, there was an 18 percentage point increase in the proportion of disadvantaged young people taking the EBacc combination of core academic GCSE subjects; the subjects that provide the widest opportunities in later education, training and career choices.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

7. What his policy is on free school meals.

Oral Answers to Questions

Debate between Nick Gibb and Sharon Hodgson

Monday 25th June 2018 Commons Chamber

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

14. Whether he plans to include mandatory teaching on cold water shock as part of compulsory swimming and water lessons.

[The Minister for School Standards (Nick Gibb)]

In the new national curriculum, which we introduced in 2014, maintained primary schools are required to teach swimming and water safety. Pupils are required to be taught how to swim competently, confidently and proficiently over a distance of at least 25 metres, covering a range of strokes. It also requires pupils to be taught to perform self-rescue in different water-based situations.

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[Nick Gibb]

We were all very sorry to hear about the tragic death of Michael Scaife, who drowned while trying to save a friend. The Government take swimming and water safety very seriously, which is why we improved the national curriculum and why we support the National Water Safety Forum’s national drowning prevention strategy. The group the hon. Gentleman refers to published its report in July 2016. We then established an implementation group and the Government are currently reviewing the recommendations that came out of that report.

[Mrs Hodgson]

The children’s Minister—the Under-Secretary of State for Education, the hon. Member for Stratford-on-Avon (Nadhim Zahawi)—was the founder and the first chair of the all-party group on water safety and drowning prevention. Like me, he had constituents who tragically lost their lives, which was why the group was set up. Ross Irwin in my constituency drowned in Christmas 2016 and two schoolgirls drowned a couple of years previously in the same river, the River Wear. So I know this is an issue very close to the Minister’s heart and a number of colleagues from across the House have had constituents dying in such circumstances. Given that almost a third of all pupils leaving primary school are unable to swim and do not have basic water safety skills, will the Minister make it his personal ambition to ensure that every child leaves school knowing the dangers of open water and cold water shock, as well as knowing how to swim?

[Nick Gibb]

I pay tribute to the hon. Lady for the work that she has been doing over several years to ensure that children are better informed about the dangers of water and how to be safe in and around it. I thank her for her campaigns and that of the father of Ross Irwin, to whom I also pay tribute. Thanks to the Royal Life Saving Society and Sunderland City Council, there are now improved water safety measures in place at the Fatfield riverside on the River Wear. We take these issues very seriously, which is why we improved the curriculum and why this Government asked an independent group of experts from across the swimming sector to submit an independent report, setting out how we can improve swimming and the swimming curriculum in our schools.

Oral Answers to Questions

Debate between Nick Gibb and Sharon Hodgson

Monday 14th May 2018 Commons Chamber

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

T8. As chair of the all-party group on art, craft and design in education, I welcome the Government’s recent announcement of extra funding for the arts. However, will the Minister explain what benefit that would bring to the majority of children who are missing out on arts education because of funding cuts, as evidenced by the recent BBC survey on this issue, especially as the new money went to the gifted and talented?

[Nick Gibb]

Yes, the money we announced was for those schemes, but we are spending £500 million between 2016 and 2020 on music and arts in our schools. We value music and the arts in our schools—they are hugely important—and those schools with the best academic results also tend to have very strong arts, music and sports facilities and offer that as well.

Oral Answers to Questions

Debate between Nick Gibb and Sharon Hodgson

Monday 10th October 2016 Commons Chamber

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

The leaked small schools task force report shows that the Department ignored advice to continue funding small schools to provide universal infant free school meals. This will affect 566 children in the schools represented by the Education Front-Bench team and thousands more children represented by those on the Government Back Benches. Will the Minister today commit to reverse this short-sighted cut and ensure that small schools have adequate funding to feed their infant children free school meals?

[Mr Gibb]

I do not quite understand what the hon. Lady is talking about. We are funding free school meals for infant schools at £2.30 a head. On funding rural schools, we are consulting on a formula that will protect rural schools for the long term.

EBacc: Expressive Arts Subjects

Debate between Nick Gibb and Sharon Hodgson

Monday 4th July 2016 Westminster Hall

[Mrs Hodgson]

The hon. Lady makes a good point. Trips to theatres, cultural sites and museums are becoming increasingly difficult for various reasons, including safeguarding and cost—even though museums are free to visit, the children have to get there, which takes time and organisation. As my hon. Friend the Member for Bristol East (Kerry McCarthy) said earlier, such trips will be lacking from some of the children’s daily lives, weekends and holidays, so it is important that that shortfall is made up for in school. For more privileged children, no matter whether they go to state or independent schools, it is just a normal part of their existence. I am grateful to my hon. Friend for her intervention.

In May 2014, the Cultural Learning Alliance found that the number of hours of art teaching and of art teachers had fallen in secondary schools since 2010. Design and technology faced the greatest decline, with 11% fewer teachers and less teaching time. The number of art and design teachers had fallen by 4% and the number of teaching hours by 6%, even though the number of pupils in secondary schools has fallen by about 2%. It is clear that provision of arts subjects is declining disproportionately.

As I mentioned earlier, the National Society for Education in Art and Design conducted a survey of teachers working across England in the academic year 2015-16 on the impact of Government policy on art, craft and design education over the past five years. The study found that 33% of art and design teachers at key stage 4, across all sectors, reported a reduction in time dedicated to their subject over the past five years. That figure rises to 44% in responses from academies. Of those teachers, 93% said that the EBacc was directly reducing opportunities to select art and design at GCSE level.

The reduction in provision for vocational creative qualifications is even more illuminating and concerning. Between 2011 and 2015, completions of art, craft and design level 2 vocational qualifications decreased by 43%. Although we are discussing the EBacc, which is only a performance measure at secondary school, it is having clear ramifications for other stages of young people’s education. Figures from the Cultural Learning Alliance show that between 2010 and 2015, dance AS-levels have declined by 24% and dance A-levels have declined by 17%.

As chair of the all-party parliamentary group on art, craft and design in education, I have heard anecdotally that primary schools are less free to dedicate time to creative education due to unprecedented pressure on the three R’s—reading, writing and arithmetic, which we all agree are extremely important. As the hon. Member for Somerton and Frome (David Warburton) and my right hon. Friend the Member for Tottenham (Mr Lammy) said, it should not be a case of either/or. Both are vital.

Secondary school teachers now report a fall in artistic skills and confidence when pupils arrive in year 7. Sadly, the ramifications of the curriculum changes are that secondary schools are putting less time and fewer resources into creative education in an understandable bid to climb the league tables. It is having a knock-on effect on other parts of the education pipeline. It means that pupils are being denied the opportunity to develop creative cognitive skills that are useful in other subjects, such as maths or science, and may become less confident and able to choose or pursue artistic GCSEs and A-levels.

A broad and rounded education is paramount to skilling our young people to enter the world of work in the 21st century. An art education can be vital to doing so, but if the Government insist on keeping the EBacc as a performance measure, in order not to weaken arts provision in our schools even further, the only way to maintain quality creative education is to include the creative arts in the EBacc. Excluding the arts subjects from the EBacc—

[Mr Gibb]

Which particular creative arts subject does the hon. Lady want to make compulsory to 16?

[Mrs Hodgson]

It could be left to the young person to choose, as with most subjects. We do not tell young people which language they must study, or which humanity. Let the young person choose; just put a list of creative arts there.

By excluding arts subjects from the EBacc, the Government have told our students that those subjects are not important and are a waste of their time and talent. The situation is simply not good enough. We need to be serious about providing a creative education that ensures that young people from ordinary backgrounds, as others have said, have opportunities to develop their skills so that they can become the next world-famous artist filling art galleries around the world, the next global superstar or actor packing out arenas or theatres or—I must declare an interest again—the next big games artist creating the next global game. The UK has world-leading companies in the games industry.

We should not limit young people’s life chances in this way. We need a forward-looking curriculum that provides a truly rounded education, remembering that subjects do not stand alone. Withdrawing opportunities from young people’s lives to express themselves creatively will not only ruin their chance to broaden their horizons and their understanding of what drives us as humans—our creativity—but affect the fledgling sectors that rely heavily on our nurture of the skills needed to make them soar.

Our human creativity is boundless, and studying creative subjects can harness it. That is why it is important that we ensure that whether or not the EBacc remains, the creative subjects have a place in our curriculum and do not face further and continual diminution by Government reforms. The arts are what we all do in our spare time, in one form or another. Why? They make our hearts soar. We are creative and artistic beings. Since the first caveman drew a buffalo on the first cave wall and danced around the fire singing, the arts have been how we express ourselves. They are intrinsic to being human. I ask the Minister: please do not make our education system a cultural desert for our children, as I fear the unintended consequences.

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[Mr Gibb]

Yes, I will come to that.

The issue is that English, maths and science are compulsory until the age of 16. Until 2004, a foreign language was compulsory until the age of 16. It would not be hugely controversial to reintroduce such a compulsion, although we are not doing that. What we are really talking about is one subject—a humanity—for two years in our schools at key stage 4. All this debate seems to be about is whether children should continue to study either history or geography—one subject out of the whole school curriculum—for another two years at school. This debate boils down to that and whether we think it is important for students to study a language.

Our view is that it is important that young people at secondary school study history and geography at key stage 3, take both subjects seriously, and take one or other of them through to GCSE. We took that policy decision because we believe it is important that young people learn the skills of writing essays and that they engage in understanding that part of our history. It is a tiny part of the curriculum. We were also determined to keep the EBacc small to enable pupils to study the arts, a second foreign language or vocational subjects in the one, two or three extra slots that the EBacc allows.

[Mrs Hodgson]

I think we all agree that the aspiration behind the EBacc is honourable—the Minister cited figures for children in some of our poorer schools who were taking it, as opposed to those who are achieving it now—but why are we seeing the unintended consequences that are highlighted by the NSEAD report, which I cited earlier? Is he prepared to do anything about them?

[Mr Gibb]

The evidence does not suggest that there have been any unintended consequences. We have had long debates with the religious studies lobby, which argued that the religious studies GCSE would fall through the floor. We have not seen that.

[Mrs Hodgson]

What about major industry and the arts?

[Mr Christopher Chope (in the Chair)]

Order.

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[Mr Gibb]

People will look carefully at a school’s EBacc performance measure. We want more young people—90% by 2020—to be taking GCSEs in those core academic subjects, which will provide the widest level of opportunities for them in future. That is what all the evidence suggests, and the policy in China, Finland, the state of Ontario in Canada, the state of Victoria in Australia, Germany and Poland is that all young people study those EBacc subjects. In fact, no one present has disagreed that all those subjects should be compulsory to the age of 14, or that English, maths and science should be compulsory to 16: all the debate is about is whether young people should study a foreign language, or history or geography, for two more years. The policy of the Government is that they should be, because that is what is needed to have a broad and balanced education.

We deliberately kept the EBacc small—we received representations from all quarters asking for a whole range of other subjects, in addition to the arts, to be included in the EBacc. It could well become 10, 11 or 12 subjects if we gave in to those requests, but we deliberately kept it small—to seven or eight subjects—to enable young people to take an eighth, ninth or 10th GCSE, or an equivalent, in addition to the series of core academic subjects. That is what everyone in the Chamber today, I thought, had agreed with—that this is about what is in addition to the core academic subjects, and not instead of them.

On average, pupils in state-funded schools enter nine GCSEs and equivalent qualifications, rising to 10 for more able pupils. For many pupils, the EBacc will mean taking seven GCSEs and, for those taking triple science, it will mean taking eight. That means there will continue to be room to study other subjects, including the arts, as I have just said. If we extended the EBacc by including an arts subject, as proposed by the e-petition, pupil choice would be restricted, not expanded. Such a measure would prevent pupils from taking additional non-arts subjects of their own choosing, be that design and technology, religious education or a second foreign language. They might wish to study both history and geography, or to take a high-quality vocational course.

[Mrs Hodgson]

Does the Minister not recognise and perhaps agree that that might squeeze out other subjects, but would show that the arts are important? Science, maths, English and a language are important, but including a creative subject would send a vital message.

[Mr Gibb]

Messaging is one thing—I have said this to those who have been arguing about religious studies—but actually the lobbying itself is the messaging. I have never said, and no one in the Government has said, that arts subjects are any less valuable than the subjects in the EBacc. We have never said that economics is less valuable than any of the EBacc subjects. We have never said that vocational subjects are less valuable. In fact, we have had a whole review of vocational education, so that the remaining vocational qualifications that feature in the performance tables—more than 100—are valuable, deliberately, for that reason. We have never differentiated in our messaging between what is in the EBacc and what is not in the EBacc.

The purpose of the EBacc is to ensure that all young people take the combination of GCSEs that are taken by young people in the most privileged schools in our country and in the best and most high-achieving schools in the state sector. That is what we want and it concerns us that young people from deprived backgrounds who are eligible for free school meals are half as likely to take that combination, compared with their more fortunate peers. Tackling that issue is the core reason why the Government introduced the EBacc measure.

It has been suggested today that arts are not valued in the school accountability system. That is not the case. The EBacc is one of several measures against which school performance is judged. Progress 8, which forms the basis for the school floor standard, measures performance across eight subjects: English, maths, three EBacc subjects and three other approved qualifications. Those other slots can be filled by arts qualifications, if a pupil wishes. In addition, the once sprawling selection of GCSEs that was allowed to develop over the years has been narrowed to ensure that the ones we have are of a high quality—in fact, 28 GCSEs have been discontinued—which will further strengthen the position of core arts qualifications in schools.

There is no reason why the EBacc should imperil the status of arts subjects. Both core academic and creative subjects can, and should, co-exist in any good school. We have seen a dip in provisional arts entries this year, but since the EBacc was first introduced the proportion of pupils in state-funded schools taking at least one GCSE in an arts subject has increased, rising from 46% in 2011 to 50% in 2015. At Whitmore High School in Harrow, where 88% of pupils entered the EBacc in 2015, pupils benefit from opportunities to take part in a wide range of art, music and drama clubs.

GCSEs and A-levels in arts subjects have been reformed to include more rigorous subject content. From September 2016, schools will be teaching new GCSEs in music, dance and drama, and new AS and A-levels in music and in drama and theatre. We are working with exam boards and Ofqual to make sure it is very clear that all students should see live drama in the theatre as part of their drama qualification, and we expect that to be in place from September 2017.

It is worth noting also that one of the distinctive virtues of arts subjects is that pupils can and are very willing to participate in them as a part of their extra-curricular school experience. Pupils can perform in a school orchestra, take part in a dance group or participate on stage or backstage in a school play without necessarily taking music, dance or drama GCSE. It is for that reason that, between 2012 and 2016, we invested over £460 million in a diverse portfolio of music and arts education programmes designed to improve access to the arts for all children, regardless of their background, and to develop talent across the country. That includes support for the network of music education hubs, national youth music organisations, the National Youth Dance Company, a museums and schools programme and support for the Shakespeare Schools Festival. Those programmes are having an impact on pupils across the country. The National Youth Dance Company is in the middle of a national tour, which started on 26 June in Nottingham and takes in Newcastle, Leeds, Ipswich and Falmouth among other locations.

Music education hubs are intended to ensure that every child in England has the opportunity to learn a musical instrument through weekly whole-class ensemble teaching programmes. They are also expected to ensure that clear progression routes are available and affordable, and many hubs subsidise the cost of lessons for pupils. Under that programme, any budding seeds of musical passion that young people have will not remain un-nurtured. We announced in December that funding for music education hubs would remain at £75 million in 2016-17.

Introducing primary school pupils to the arts early on is important and that is why I am so pleased that every primary school in the country now has free access to “Classical 100”, which is a new resource to introduce pupils to classical music. It comprises high quality Decca recordings of 100 pieces of classical music from the 11th century to the 21st century that I hope will stimulate children’s lifelong appreciation, understanding and enjoyment of music. Examples include Beethoven’s fifth symphony and Vaughan Williams’s Fantasia on Greensleeves as well as children’s classics such as Prokofiev’s Peter and the Wolf. That is something I was passionate about getting off the ground.

As well as programmes to ensure that all pupils receive a good arts education, we are continuing to invest in programmes ensuring the most talented can fulfil that talent. The music and dance, and the dance and drama awards schemes provide means-tested support to ensure that talented young people from all backgrounds receive the training they need to succeed in careers in music, dancing and acting. About 3,500 students a year benefit from that support, studying at world-class institutions such as the Royal Ballet School, Chetham’s School of Music and the Italia Conti Academy of Theatre Arts.

We have heard today concerns that the EBacc will hurt our creative industries. We absolutely recognise how important the creative industries are to our economy and our identity, but we do not accept that academic subjects at GCSE should prevent pupils from taking arts subjects.

Free School Meals (Colleges)

Debate between Nick Gibb and Sharon Hodgson

Wednesday 13th June 2012 Westminster Hall

[Mr Gibb]

I will finish this point and, if there is time, I will give way.

As I was saying, the pupil premium is specifically designed to boost the attainment of pupils aged under 16 from low-income families, and free school meals is the only per-pupil indicator of poverty that we can have. That amounts to some £625 million—

[Mrs Hodgson]

That is for schools.

[Mr Gibb]

I understand that it is for schools; I will come on to the other point. That amounts to some £625 million in 2011-12, £1.25 billion in the following year, and it will rise to £2.5 billion by 2014-15. The right hon. Member for Sheffield, Brightside and Hillsborough and the hon. Member for Penistone and Stocksbridge are right that no pupil premium applies to pupils aged between 16 and 19, but for students between 16 and 19 the disadvantage uplift—as it is called—and the additional learning support funding are the equivalent of the pupil premium.

The disadvantage uplift is intended to recognise that young people from disadvantaged backgrounds may need extra support to close the attainment gap. The measure is based on the index of multiple deprivation for those living in the 27% most deprived areas, with students from more deprived areas attracting higher rates. In addition, we increased funding for disadvantaged young people and for additional learning support by £150 million in 2011-12, and that total funding is now £750 million a year. But again I must say that to help to tackle the budget deficit, we have had to make some very difficult decisions.

In the remaining time, I just want to point out to the hon. Member for Penistone and Stocksbridge that annual bursaries of some £1,200, which have replaced education maintenance allowance, are being provided to the most vulnerable young people. Taking the example of John, the student at one of her local FE colleges whom she mentioned, if John is 17 and on income support, he qualifies for a bursary of £1,200 a year, which is actually more than he would have received under EMA. The most vulnerable young people, including people in care—

Financial Support (Students)

Debate between Nick Gibb and Sharon Hodgson

Wednesday 15th December 2010 Westminster Hall

[Mr Gibb]

I shall come to that point in a moment.

The fact is that 90% of recipients of EMA would have stayed on in education regardless. Given that evidence, the fact that we have a major budget deficit crisis and the fact that the programme costs so much each year, it was clearly going to be a candidate for major reform.

[Mrs Hodgson]

Will the Minister give way?

[Mr Gibb]

I am sorry, but I cannot give way as I have only four minutes left.

In reaching the decision to end EMA, we were of course concerned that the 10% of recipients whom the evidence said would have been put off from staying in education but for the money might then drop out of education. We believe that a payment designed as an incentive to participate—a point hinted at by my hon. Friend—is no longer the way to ensure that those facing real financial barriers to participation get the support that they need. That point was made well by my hon. Friends the Members for Brighton, Kemptown (Simon Kirby) and for York Outer (Julian Sturdy).

We therefore decided to use a proportion of that £560 million to increase the value of the discretionary learner support fund. Final decisions about the quantum of that extra funding still have to be taken, but we have already spoken of increasing the value of that fund by up to three times its current value, which stands at £25.4 million. A fund of that size would enable 100,000 young people to receive £760 each year. Those 100,000 students represent about 15% of those young people who receive EMA, which is more than the 10% about whom we are particularly concerned who might not stay on in education. The figure of £760 is more than the average annual EMA paid in 2009-10 of £730, and only slightly less than the £813 paid to 16-year-olds who received the full £30 a week, or the £796 paid to 17-year-olds receiving the full £30 per week.

We are erring on the side of doing all that we can to assist the poorest, as sought by my hon. Friend the Member for Stourbridge (Margot James). However, the Government will not set expectations on how much young people should receive from the enhanced discretionary fund. It will be up to schools and colleges to determine which young people should receive support under the new arrangements, and what form that support should take. In answer to a question, I can tell the House that colleges can use 5% of the fund for administration.

To help schools and colleges administer the fund, and to ensure that those young people who really need support to enable them to continue their education or training have access to the new fund, we are working with schools and colleges, and other key organisations such as the Association of Colleges, Centrepoint and the Sutton Trust, to develop a model approach that schools and colleges can choose to adopt or adapt.

In the remaining minute, I shall try to answer some of the questions raised during the debate. Many hon. Members asked about transport. Under current arrangements, discretionary support funding cannot be routinely used for transport to and from college. It is local authorities that have the statutory responsibility for making the necessary transport arrangements. However, we will consider that restriction as we develop the arrangements for enhanced discretionary learner support funding. The House can be assured on that point.

I have dealt with the question about administration. The hon. Member for Erith and Thamesmead asked about the sum of £174 million. That is the estimate of what will be spent on EMA in the 2011-12 financial year, the payments being made during the 2010-11 academic year. However, it will not be available in the next academic year.