Skills and Post-16 Education Bill [Lords]

Nigel Evans Excerpts

Report stage
Monday 21st February 2022 Commons Chamber

[Several hon. Members rose—]

[Mr Deputy Speaker (Mr Nigel Evans)]

I remind everybody that at Report stage those making contributions should really be referring to the amendments or new clauses—this is not the time for general speeches.

[Robert Halfon (Harlow) (Con)]

In rising to speak to my new clauses 1, 2 and 3, I give notice that I do not intend to press them to a Division.

The Government have already made it clear that they will make changes to prisoner apprenticeships. I am conscious of the financial considerations that need to be given to new clause 2. I have faith that the Secretary of State for Education believes deeply in skills and vocational education, and I hope to be able to continue to work with him to make improvements with regard to careers guidance and the Baker clause. I thank the hon. Member for Chesterfield (Mr Perkins) for his support for my new clauses.

I welcome this Bill, which will revitalise an incredibly important part of the education sector that has seen its per-student funding reduced since 2010, although it is now going up again. The lifetime skills guarantee, the kickstart programme and the increase in support for FE colleges offer a revolutionary approach to building an apprenticeship and skills nation like never before. I commend the Secretary of State, Ministers and the former skills Minister, my hon. Friend the Member for Chichester (Gillian Keegan), on bringing forward this legislation.

Skills and Post-16 Education Bill [Lords]

Nigel Evans Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[Margaret Greenwood]

The right hon. Member is talking about the Health and Care Bill and trusting that this will all be okay; it is as if fingers have to be crossed and things are devolved down to a local level. Given the very high number of Members of Parliament with financial interests in private health, this is a dangerous road to go down. Will he revisit the view that he has just expressed? That Bill is a privatising Bill that is going to make it harder for people to get healthcare. It will open up the whole thing to the private sector in a way that we really need to object to.

[Mr Deputy Speaker (Mr Nigel Evans)]

Before you respond to that, Mr Skidmore, the time limit will be four minutes after you have finished your contribution.

[Chris Skidmore]

It is not an amendment for this Bill so I am simply not going to respond to that point.

I will finish by reflecting on the wider tone in which we take this debate forward. The former Secretary of State, my right hon. Friend the Member for South Staffordshire, talked about the need for partnerships between universities and further education colleges, and about ensuring that we do not pitch one against the other. That is absolutely right. This is a tertiary education Bill that is meant to be uniting, not divisive.

The Education Secretary, in his opening remarks, talked about President Harry Truman’s comment that it does not matter who takes the credit, as long as something is delivered successfully. I would like to quote another US President, Abraham Lincoln, who said:

“You cannot strengthen the weak by weakening the strong.”

I think that that applies when we look at the role of universities and further education colleges. We need them to work together in a sustainable ecosystem. We cannot allow the Bill to divide and rule, or somehow to allow for FE colleges to be compared unfavourably or favourably against universities.

We need higher technical education to succeed. To do that, we need flexible pathways that will allow the individual learner to move between FE and higher education—and sometimes back again—across the country. We will only ensure that those flexibilities exist if we support every part of the education sector and every institution. It is the institutions and their strengths that will deliver success in this vital Bill.

[Mr Deputy Speaker (Mr Nigel Evans)]

There is now a four-minute limit.

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[Several hon. Members rose—]

[Mr Deputy Speaker (Mr Nigel Evans)]

Order. Tahir Ali will be the last speaker on four minutes. I am afraid that, to get everybody in, we will have to drop it to three minutes.

Budget Resolutions

Nigel Evans Excerpts

Tuesday 2nd November 2021 Commons Chamber

[Several hon. Members rose—]

[Mr Deputy Speaker (Mr Nigel Evans)]

Order. I am going to try not to impose a time limit, at least at the beginning, but I will give an indicative time limit. If Members speak for about six minutes, including interventions, they will not be going far wrong. As the House knows, that is a luxury by today’s standards.

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[Several hon. Members rose—]

[Mr Deputy Speaker (Mr Nigel Evans)]

I remind everybody to keep speeches to round about the six-minute mark; otherwise, I will have to impose a time limit.

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[Andy Carter (Warrington South) (Con)]

I commend the opening comments of my right hon. Friend the Education Secretary, particularly the emphasis he placed on skills and education, because that is our route to levelling up. I also pay tribute to the Chancellor and the entire Treasury team for the work they did to deliver the Budget last Wednesday.

We need to recognise the news that the economy is growing much faster than anybody predicted, and much faster than any other G7 country. Looking back 12 months, everybody in this House had a genuine fear about an unemployment crisis. Certainly the models were predicting a very difficult period. While we should not underestimate the challenges that many families still face, it is absolutely clear that those predictions have not come to pass. Unemployment appears to be peaking at much lower levels, largely owing to the actions taken by this Government and my right hon. Friend the Chancellor. I congratulate him on the work that he did around the furlough scheme to ensure that businesses could support their employees through that incredibly difficult time.

In general, I welcome many of the measures that the Chancellor introduced last week—in particular, the tapering of universal credit. I am also very pleased to see the national living wage being increased to £9.50 an hour, thereby, as he said, putting about £1,000 into the pockets of the lowest paid. It is good news to see the public sector pay freeze being lifted as well.

As a Member of Parliament in the north-east representing the brilliant people of Warrington South, I was very glad to see many of the announcements that will relate to the levelling up agenda in my part of the country. Levelling up is not just about bricks and mortar; it is also about our public services and how they are delivered and setting higher standards for local communities that have been ignored for too long. It is about ensuring that opportunity is spread equally around the UK, giving people the chance to realise their full potential, no matter where they come from, without having to travel to the south-east.

Talking of travel and transportation, improving transport links locally has a massive part to play in levelling up. If people cannot get to a job, it is impossible to tackle the underlying issues around unemployment. I welcome the decision to freeze fuel duty and to invest in public transport. I was struck by a conversation I had with a gentleman called Patrick in Stockton Heath in my constituency. He is a pensioner who had given up using his car and wanted to spend a night out in a village enjoying some craft beers, but because he lives outside the big city, the last bus ran at 7 o’clock in the evening, so having arrived at the pub he could not get home and ended up spending far more on a taxi than he spent drinking that craft beer. Whereas buses run 24/7 in cities around the country such as London, Manchester and Leeds, far too often in towns such as Warrington they switch off and stop running at 7 o’clock in the evening—and it is nigh on impossible to travel outside of Warrington, from Warrington to Altrincham or Warrington to Leigh. So the announcement that Warrington is to get a £20 million all-electric bus fleet, run by Warrington’s Own Buses, is of huge benefit to the town and something I really welcome. On top of that, the Government have funded a new electric bus depot at a cost of £5 million. We will be one of the first areas in the north of England to get a totally electric bus fleet, with 120 new buses being phased in over the coming year, replacing the current diesel fleet. That will benefit the environment and improve public transport options for working people, as well as reducing the cost of running the buses, which means that more can be invested into services across our town.

In terms of skills and education, and delivering public services for the future, I very much welcome the continued focus on investing in training and apprenticeships for young people. There is a need to invest in digital and cyber, in health and social care and in advanced engineering and nuclear technology, which are key for my local economy in Warrington but also across the UK. I am pleased that schools such as the university technical college in Warrington are working closely with employers such as Sellafield, Cavendish Nuclear, BAE, Rolls-Royce and the NHS to ensure that young people’s training is preparing them for the workplace of the future. I am also pleased to see the commitment to a new UK global talent network to work with research institutes and businesses to identify and attract the best global talent in key science and tech sectors that are rapidly growing in my constituency and across the north-west.

We have seen significant additional funding to help our public services in the fight against the pandemic, and the vaccine roll-out has been nothing other than phenomenal, with more money going into our booster jabs programme. Looking forward, we are also making investment in the NHS that provides a cash increase of £33.9 billion for 2023-24 and continues with our programme of hospital rebuilds. Warrington has recently submitted an excellent application for one of the eight additional new hospitals being built, and I look forward to a decision on that project being made in early 2022.

I welcome the decision to support small businesses. The temporary 50% cut in their business rates, up to a maximum of £110,000 a year, will make a difference to local businesses on my high street. In addition, the decision to scrap 2022’s planned annual increase in rates for all firms for the second year in a row is very welcome, but I urge my right hon. Friend the Chancellor to look carefully at a complete revision of the business rates system. We are faced with incredible challenges on the high street, and we need to support SMEs as they help the economy recover. We are delivering on a central mission of levelling up for every single person, no matter their background and no matter their circumstances. It is the right Budget at the right time in our economic cycle, and I congratulate the Chancellor on the work he is doing to take this country forward and on levelling up.

[Mr Deputy Speaker (Mr Nigel Evans)]

I just remind everyone that if they take part in today’s debate, they will be expected to be here for the wind-ups.

Childcare Bill

Nigel Evans Excerpts

2nd reading
Friday 29th October 2021 Commons Chamber

[Several hon. Members rose—]

[Mr Deputy Speaker (Mr Nigel Evans)]

I think this is the most convivial Friday morning session that I have ever experienced in the 29 years-plus for which I have been an MP. How wonderful! I call Jane Hunt.

Awarding Qualifications in 2021 and 2022

Nigel Evans Excerpts

Thursday 22nd July 2021 Commons Chamber

[Nick Gibb]

My right hon. Friend’s thoughtful question raises an important point. We did consider a range of alternatives to the proposal on which we finally consulted on 12 July. We worked very closely with Ofqual and the exam boards, and optionality and advance notice disproportionately help students who have had more time out of school compared with those who have remained in school the most, who will have covered most of the curriculum. It helps those pupils. That is also why we are allocating more than £3 billion to catch-up, and the recovery premium and the 16-to-19 tuition fund are deliberately targeted at students and young people from disadvantaged backgrounds.

[Mr Deputy Speaker (Mr Nigel Evans)]

I ask all Members to focus on shorter questions, as we have two other pieces of business before we get on to the general debate.

[Daisy Cooper (St Albans) (LD) [V]]

Last month, the Secretary of State said:

“We very much hope and intend for exams to go ahead in 2022”.

That was a statement not exactly brimming with confidence. As the school year draws to a close, more than 1 million school pupils in England, including a third of all secondary school students, are absent because of covid. Are the Government confident that the decisions they have made recently will not affect the ability of schools to reopen safely in October or to stay open safely for the whole academic year, and that young people sitting exams will not be let down for a third year running?

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[Nick Gibb]

I am very happy to join my hon. Friend in paying tribute to teachers and staff in schools in Aylesbury, who I know have worked as hard as teachers throughout the country in making sure that children can catch up as swiftly as possible on lost education. He is right that we want to get our exam system back to normal as swiftly as possible, but I believe that, given the disruption that students have suffered over the past 16 or 17 months, the adaptations that we proposed, together with Ofqual, in the consultation document that we published on 12 July are the fairest approach to exams in 2022, as a stepping stone to full normality in 2023, which I know will please my hon. Friend and, indeed, my hon. Friend the Member for Kettering (Mr Hollobone).

[Mr Deputy Speaker (Mr Nigel Evans)]

I thank the Minister for his statement and for responding to the questions asked.

Alternative Student Finance

Nigel Evans Excerpts

Thursday 15th July 2021 Commons Chamber

Motion made, and Question proposed, That this House do now adjourn.—(David Duguid.)

[Mr Deputy Speaker (Mr Nigel Evans)]

While we wait for Stephen Timms to come on the video link, the Dispatch Box will be sanitised. I know that the Minister will not touch it until that has happened.

Higher Education (Freedom of Speech) Bill

Nigel Evans Excerpts

2nd reading
Monday 12th July 2021 Commons Chamber

[Several hon. Members rose—]

[Mr Deputy Speaker (Mr Nigel Evans)]

Order. The next three speakers will still have eight minutes. The speaker who is 19th on the call list has dropped out, so from Beth Winter onwards, the limit will be six minutes.

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[Zarah Sultana (Coventry South) (Lab)]

Freedom of speech does not include the freedom of hate speech. Given the content of the Bill, I would like to begin with a very brief comment on the hate speech being directed at our England stars. This England team represents the very best of a modern, multicultural nation. On and off the pitch, the players have shown their quality. Last night, they came within a whisker of winning the first men’s trophy in 55 years. They did us so proud. Off the pitch, from Marcus Rashford helping to feed thousands of working-class kids, to Raheem Sterling combating racism in sport, to Jordan Henderson standing up for trans rights, they showcase an inclusive, progressive England.

After last night’s agonising defeat, we have also seen the worst of the country, with disgusting racism targeted at our players. This is not freedom of speech; it is hate speech. But it does not come in a vacuum. It is promoted by those at the very top—right from the Prime Minister, who sanctions racism by describing Muslim women as “letterboxes” and black people as “piccaninnies” and by refusing to condemn so-called fans booing players taking the knee. I will say this, Mr Deputy Speaker: Marcus Rashford, Bukayo Saka, Jadon Sancho, three lions who represent the best of modern England, have so much more worth than the vile racists trying to drag them down.

As a young Muslim growing up during the war on terror, I was sharply aware of my community being scapegoated and subjected to surveillance. Before arriving at university, I knew that many British Muslims were treated as second-class citizens. As a student, I quickly learned that this treatment extended to the university campus and that basic democratic rights and freedoms were not afforded to everyone equally.

For students and staff who are Muslim, for staff on precarious contracts and even for student activists, freedom of speech and academic freedom are routinely restricted and denied. Those freedoms are not threatened by over-sensitive students or by academics researching the British empire; they are threatened by this Government’s policies, such as the Prevent duty, which the human rights group Liberty has said is the single biggest threat to freedom of speech on campus.

Under Prevent, students have been policed and treated as suspicious and extreme simply for taking part in mainstream debates on topics such as British foreign policy, Palestine and Kurdistan. Research has shown that one third of Muslim students feel negatively affected by Prevent, and I know that many students, including some of my constituents, are afraid to take part in political debates or even to organise events on campus. If the Secretary of State for Education is really concerned by

“the chilling effect…of unacceptable silencing and censoring”,

then he should start by addressing the main sources of that chilling effect in the Home Office and his own Department.

This Government could not care less about the way our marketised higher education system restricts academic freedom. Tens of thousands of academic staff are on precarious contracts, with some living on poverty wages. At the whim of managers, they often feel unable to speak openly or to freely shape their research and their teaching for fear of risking their careers.

Rather than pushing universities to offer permanent, well-paid contracts, the Conservatives are content to sit on the sidelines while launching their own attacks on academic freedom. Whether it is Government Members demanding that the Department for Education sack academics at the University of Warwick in my constituency, or Ministers chasing critics of Britain’s imperial past off the boards of museums and cultural institutions, or Lord Wharton, chair of the Office for Students and previously head of the Prime Minister’s Conservative leadership campaign, telling Oxford academics to

“leave their personal politics at home”,

this Government and their allies are happy to silence those who dissent from their agenda, while giving free rein to fascists and holocaust deniers to spout their hate. That is what this Bill represents.

The Bill is part of this Conservative Government’s growing authoritarian agenda, whether that is the police crackdown Bill and its criminalisation of protests, their voter ID plans and their attempt at voter suppression, their Nationality and Borders Bill and its scapegoating of migrants, or this Bill and its attack on academic freedom, which they claim to protect. Instead of the Government defending the freedom of the super-rich to dominate and exploit, it is time for a Government who advance the freedom of all.

[Mr Deputy Speaker (Mr Nigel Evans)]

We are now on a six-minute limit.

Education Recovery

Nigel Evans Excerpts

Tuesday 29th June 2021 Commons Chamber

(3) a further sum, not exceeding £56,969,129,000 be granted to Her Majesty to be issued by the Treasury out of the Consolidated Fund and applied for expenditure on the use of resources authorised by Parliament.—(Nick Gibb.)

[Mr Deputy Speaker (Mr Nigel Evans)]

Before I call the Chair of the Education Committee, can I say that, as Members will notice, Back-Bench contributions are for up to six minutes? I remind all Members, whether they are physically here or speaking remotely, that if they are going to withdraw for whatever reason—and I understand there are competing loyalties for people on this day and some may wish to withdraw—I hope they will notify the Speaker’s Office in the usual way. We all wish England well in the match tonight.

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[Dame Andrea Leadsom]

My right hon. Friend is exactly right: it all begins in the very earliest period of life. The later we leave it, all that happens is that we compound the problem more. Then we end up firefighting instead of preventing. Prevention is so much kinder and cheaper than cure.

To help every family give their baby the best start in life, we need family hub networks that bring together physical, virtual and home visiting services that put the baby’s needs at the centre of everything that we do. The babies born in lockdown and the toddlers who have had so little company and variety in their young lives need our support for their development. We all want them to be school-ready at four years old, able to learn and concentrate, as well as to play, share, and communicate clearly.

When my right hon. Friend the Minister is considering his Department for Education’s priorities for covid recovery, I urge him to be ambitious for these excellent new family hubs, encouraging every local area to adopt best practice in joining up their start-for-life services between health bodies, local authorities, and DFE policies. Let us bring it all together, putting the baby at the heart of everything that we do. Let us make sure that there is a real focus in Government on the 1,001 critical days—the period from conception to the age of two, when the building blocks for lifelong physical and emotional health are laid down for every human being.

[Mr Deputy Speaker (Mr Nigel Evans)]

The time limit has been reduced to five minutes forthwith, I am sorry, Mick, that we could not give you more notice.

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[Mr Richard Holden (North West Durham) (Con)]

As a former special adviser in the Department for Education, it is always great to see a few of the details in the debates on estimates days, and it is great to see my right hon. Friend the Minister for School Standards in his place.

Obviously, there are several big issues I would like to raise that relate to my constituency, but there are a couple of overall points that many hon. Members have raised. The first, as highlighted by the Chair of the Education Committee, my right hon. Friend the Member for Harlow (Robert Halfon), is the impact that the coronavirus pandemic has had on the most disadvantaged in particular. It has had that impact over the last couple of years, and it is still having that immense impact now, with so many children being kept away from school, as my hon. Friend the Member for Eddisbury (Edward Timpson) mentioned. That is in addition to the 100,000 so-called ghost pupils, who really have not been engaging at all in the education system over the last 18 months or so.

I know the Minister cares deeply about standards in our education system, and has really made it almost his mission—his mission as a Minister anyway—to drive those standards. I am really worried, as I know hon. Friends and hon. Members across the House are, that we could see the attainment gap increasing again because of the impact of coronavirus. I think the £3 billion so far is very welcome, but I would ask him to really press the Treasury to ensure that we do not end up going backwards.

On the measures that have been talked about in the press in the last couple of days, with the Health Secretary and the Education Secretary speaking to each other about how we can stop sending huge groups of pupils home, which has been happening in my constituency— whole year groups in some situations—we really need to get that sorted out. I welcome the discussions for later in the year, but the sooner they could happen, the better so far as I and the pupils and parents in my constituency are concerned.

I would like to acknowledge—this is for the Minister to reflect on a little—the impact that the coronavirus pandemic has had on many teachers, school leaders and support staff. Many, particularly my primary school leaders, have been helping by doing one-on-one checking up on pupils throughout the pandemic when they have had to be at home. In secondary schools, they have often essentially acted as a test and trace facility, putting huge pressure on the evenings and weekends, particularly of the senior management teams in secondary schools, when they have been having to find not only out who is in whose class, but who is on which bus going in. In a large rural community and a semi-rural area such as mine, that can be very difficult, and can cause a cascade effect which impacts on many children’s education.

The issue of rural and semi-rural transport brings me to a couple of issues in my local area. First, I would like to thank the Secretary of State for intervening earlier this year with the regional schools commissioner to stop the formal closure of Wolsingham School sixth form in my constituency. It would have been a big secondary school without a sixth form. It has pupils travelling huge distances at the moment to get the sixth-form education they need. I hope to be able to work with the Minister to look at what possibilities there are to enable particularly children between 16 and 18 who may have to travel up to two hours each way from parts of my constituency to get such an education, and to see if something can be done to help support some sixth forms in very rural areas.

One of the other issues I know has been mentioned recently, and again I turn to the Select Committee, is that of white working class boys. This is a particular issue in my constituency, and toxic talk of critical race theory and white privilege really does not cut any mustard in Consett, Delves Lane, Dipton, Crook, Tow Law, Burnhope or Willington, where, particularly at secondary level, we need to keep driving educational standards.

Locally, I have been visiting a lot of my primary schools, including Ebchester and Bishop Ian Ramsey in Medomsley, but also a small primary school at a place called Witton-le-Wear. It was built for 50 children, but currently has 100 on the roll. I would welcome a meeting with the Minister, if at all possible, to find out what can be done to at help provision there.

There is much more I would like to speak about today, particularly the further education sector. We have an excellent college—Derwentside—in my constituency, which is putting in a funding bid. However, I know time is tight, and I am sure that plenty of people would like to go and watch the football at some point.

[Mr Deputy Speaker (Mr Nigel Evans)]

The wind-ups will begin at 4.53 pm and we have three speakers left, so if you could divide the time between you until then, that would be quite fair.

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[Christian Wakeford (Bury South) (Con)]

I shall try to be brief to allow my hon. Friend the Member for Darlington (Peter Gibson) to take part in the debate. Also, we all clearly want to see whether football is still coming home.

I start by taking the opportunity to put on record how grateful I am to all the teachers, headteachers and support staff, especially those in Radcliffe, Whitefield and Prestwich in my constituency. Ministers and Department for Education staff have also worked tirelessly throughout the pandemic, especially in my constituency, which has over 50 educational institutions.

I echo many of the comments of my right hon. Friend the Member for Harlow (Robert Halfon), the Chairman of the Education Committee, of which I am a proud member. He set out in his opening speech a wide range of the issues that are involved. I know how difficult it is to launch into the estimates day debate after having to introduce it last year in my right hon. Friend’s absence.

The Department for Education has a special responsibility to improve the life chances of all children in our country and to ensure that the most disadvantaged children reach their fullest potential. I have always argued that our education system plays a major role in the growth and progress of our society. It is the engine of our economy, the foundation of our culture and essential preparation for adult life.

Over the past 12 months, the Government have provided more than £3 billion in funding to tackle the devastating effects of lockdown on children’s education and wellbeing. I particularly welcome the Government’s national tutoring programme, which will provide 100 million hours of tutoring for five to 19-year-olds by 2025. That is exactly the sort of Government scheme that the country needs to ensure that our disadvantaged children receive the adequate support they need to catch up on what they have missed due to covid.

The national tutoring programme will be important for constituencies such as mine because Bury South is in the top 40% of constituencies with the greatest literacy need. Indeed, a third of the wards in my constituency are among the highest ranking in the country in terms of literacy needs.

My colleagues and I on the Education Committee have maintained that support should focus on closing that advantage gap and ensuring that those left-behind pupils, who have suffered enormously during covid-19, can catch up. I repeat my request to the Minister to meet me and providers from the NTP to ensure that everyone can take part in the scheme, especially those who specialise in online training.

The Department concluded last autumn that all year groups had experienced a learning loss in reading. In primary schools, that loss has averaged between 1.7 and two months. That was before the second and third lockdowns, so it is safe to assume that the position has worsened since then. We can only expect the level of need to have increased and we really need to take that seriously.

Furthermore, children with poor language skills at the age of five are more likely to experience social, emotional and behavioural difficulties later in life. Early language skills are therefore a crucial determinant of later success. Initial data from the second lockdown shows that any progress that was made when schools could open in the autumn was lost when they closed to key workers and vulnerable children in the winter. I am most concerned about the regional variation in the figures, with the north-east and the east midlands being worst affected and the north-west very close behind.

The new decade will be challenging indeed. Although the ambition of an education recovery plan is a good start, we need a long-term plan to tackle the attainment gap and falling literacy rates. I look forward to continuing to scrutinise the plans both in my role on the Education Committee and as chairman of the all-party parliamentary group on literacy. We are keen to come up with viable solutions to address the severe effect of covid-19 on our children and young people. That should start now.

[Mr Deputy Speaker (Mr Nigel Evans)]

The clock is not going on for you, Mr Gibson, but please be seated by 4.53 pm.

[Peter Gibson (Darlington) (Con)]

Schools across the country have faced stark challenges over the last 15 months and once again, I put on record my thanks to the headteachers, teachers, support staff and parents in Darlington.

I am proud of the Government’s work to help disadvantaged students in the north-east, whom we know have been among the hardest hit. From talking to teachers and governors throughout the last 15 months, I know the challenges they have faced and every day, I am conscious that we must do all we can to support them. I am therefore glad that the Government are providing funding in the form of the national tutoring programme among other investments.

On top of that, the Department for Education has announced the allocation of £483 million of investment for the condition improvement fund. Those funds will benefit Rydal Academy, Mowden Infant School and Corporation Road Community Primary School in my constituency.

As the Government consider their response to the Education Committee’s recent excellent report, I ask the Minister to pay particular attention to the needs of the Gypsy, Romany and Traveller community alongside those of white working-class children.

I am proud to support the Government today as they invest in education recovery for pupils across the country.

[Mr Deputy Speaker (Mr Nigel Evans)]

Thank you very much. Earlier than we thought, we have the winding-up speeches. I call Peter Kyle.

Catch-up Premium

Nigel Evans Excerpts

Tuesday 15th June 2021 Commons Chamber

[Bridget Phillipson]

I am always keen to hear from the Chair of the Select Committee, who I know cares very deeply and passionately about these issues. What I would say in response is that, rather than disagreeing over the nature of that additional time, why do we not focus on trying to get the right outcome for all our children in this country? The block to that rests with the Treasury. It feels at times that we are arguing at cross-purposes. That was not the position that my hon. Friend the Member for Stretford and Urmston (Kate Green) set out. I do not agree with the right hon. Gentleman’s assessment of the situation.

We all want to make sure that children have the time they need in school to catch up on that lost time, but in addition to that, we want to make sure there are fully funded extracurricular activities as part of an extended day within the school premises, so that all children—not just those who can afford extra clubs, music, activities or book clubs; whatever it would happen to be—have access to that kind of provision. The block right now and the reason we have not got to that point, I am afraid, lies on the right hon. Gentleman’s Benches.

Last week, the Government could bring themselves neither to support nor to oppose our alternative. Perhaps today they will tell the House why the Treasury blocked the plans that the Prime Minister’s chosen adviser sought to develop, comparable in scope and scale to those of the Opposition.

Children do not vote, and their voices are rarely heard in this place, but we have a moral duty to them none the less: a duty to their future, both theirs and ours. Labour has set out, at length and in detail, the sort of plan that we believe our country needs. The Government’s own education recovery commissioner set out, at length and in detail, the sort of plan that he believes our country needs. Today, our request is simple: that the Treasury explain to parents and families why it believes that our country does not need its own commissioner’s plan.

It is not too late for the Government to change course. What we want, what Sir Kevan wanted, what the people of this country want and what the children of our country need is a properly funded long-term plan for educational recovery. We have set one out. There is still time for the Government, even now, to rise to the challenge and deliver that brighter future that we all want to see.

[Mr Deputy Speaker (Mr Nigel Evans)]

As Members can see, the screens say that there is a three-minute limit, but for Alison McGovern and Robert Halfon the limit will be four minutes. It will then revert to three for the duration of the debate.

[Robert Halfon]

Thank you, Mr Deputy Speaker.

[Mr Deputy Speaker]

I can see how popular that was: Robert Halfon is now having to add to his speech.

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[Nick Gibb]

My hon. Friend is absolutely right. There is no substitute for pupils being in the classroom with their teachers and friends.

This month, we published a report from Renaissance Learning and the Education Policy Institute, which presented a sobering reminder of the ongoing scale of the recovery challenge. Clearly, there is much work to do and we do not shy away from it, because the Government will always do whatever it takes to support children. That is why schools were the last to close and the first to open in tackling the spread of covid, because we know that getting children back in the classroom is vital to supporting catch up.

That it is why schools have access to both a catch-up and a recovery premium to enable them to assess what will help their pupils to catch up their missed education and to make provision available to ensure that they do so. It comes on top of our £200 million investment in summer schools, which is creating the opportunity for up to 600,000 pupils to take part in educational and enrichment activities. Over 80% of eligible mainstream schools have already signed up and a £220 million investment in the expansion of the holiday activities and food programme, which will operate across England over the summer and Christmas holidays, will provide eligible children with enriching activities and nutritious food.

Owing to the swift action that we took last June, children are already benefiting from the newly established national tutoring programme, with the £1 billion announcement in June last year, a further £700 million announced in February and, two weeks ago, a further recovery package of £1.4 billion. That brings our total recovery package to more than £3 billion. The next stage of our recovery plan will include a review of time spent in school and 16-to-19 education, and the impact that that could have on helping children and young people to catch up. Schools already have the power to set the length of the school day, but there is a certain amount of disparity in approach across the sector. The findings of the review will be set out later in the year to inform the spending review.

We all know what a superb job our teachers and support staff are doing and have done throughout the crisis, supporting and continuing to educate children and young people despite all the challenges that the pandemic has caused. We owe them our gratitude. Our teachers are the single most significant in-school driver of pupil attainment, which is why we have taken steps to give them more support and access to the very best training and professional development. We are investing £400 million to help to provide 500,000 teacher training and development opportunities across the country, alongside the support for those working in early years.

Some £153 million will provide professional development for early years staff, including through new programmes that focus on key areas such as speech and language development for very young children, and £253 million will expand our new teacher development reforms to give school teachers the opportunity to access world-leading training tailored to whatever point they are at in their careers, from new teachers to leaders of school trusts. That is a significant overhaul of teacher development in this country, giving teachers and school leaders the knowledge and skills that they need to help every child to fulfil their potential.

We are determined to ensure that children and young people catch up on the education they missed as a result of the pandemic. We have announced more than £3 billion to date, and the Prime Minister has been clear that there is going to be more coming down the track. We will do what it takes. While the Opposition are chasing papers, we are getting on with the job of reforming England’s education system, empowering teachers to transform lives through a knowledge-rich and rigorous curriculum in calm, disciplined and supportive schools. We want every child to attend a great school. It is a bold, audacious ambition. We have begun the journey. We have made great progress. We have further to go. We will not give up.

[Mr Deputy Speaker (Mr Nigel Evans)]

The limit is four minutes for Alison McGovern and Robert Halfon, and three minutes from then on. May I ask those who are participating remotely please to have a timing device if you cannot see the one on your screens? We cannot extend it beyond the three minutes because a lot of people want to participate in this debate. Everybody else physically here of course has the timers in the Chamber.

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[Robert Halfon (Harlow) (Con)]

I welcome the debate, although I find it a bit mystifying that we are debating the same subject two weeks in a row. I wonder whether the decision is more about politics than policy.

As I said in the Opposition day debate last week, I firmly believe that the Government investment is a hefty starter in terms of catch-up funding. To recap, there is the £3 billion in total for extra tuition, the £220 million for the holiday activities and food programme, the £63 million for local councils to help with meals—everyone knows my views on free school meals—and supplies for struggling families, and the £79 million for young people’s mental health, and the pupil premium has increased to £2.5 billion.

We should be fair and recognise that we are investing a sizeable sum of taxpayers’ money in education, even though I will continue, obviously, to campaign for more in terms of a long-term schools plan. The Schools Minister made it very clear that recovery funding was just the beginning and not the end of the road for catch-up, and that more would be coming down the track. Anyone looking at my record will have no doubt that I look forward to further funding, greater resources for catch-up and a longer school day, on which, as I have said, the Labour party’s position is very confusing.

I want to mention a couple of things before I conclude. First, at present, disadvantaged pupils are 18 months behind their better-off peers by the time they sit their GCSEs. We know that poorer children are less likely to attend schools with an “outstanding” Ofsted rating, and that even in schools where there are good results, the gap between free school meals students and their peers is as wide as elsewhere.

I have been working closely with Professor Lee Elliot Major, who is an adviser to the Government. In a joint article in the Telegraph, we wrote that in order to reduce that attainment gap, measures should be taken to ensure that Ofsted awards “outstanding” ratings to schools only if they can show that they are

“making efforts to attract the poorest children in their neighbourhoods”

and working to narrow the attainment gap between those disadvantaged pupils and their better-off peers. We wrote that schools should work with neighbouring schools to raise standards, and that teams of inspectors

“should include at least one headteacher who has led a school with high numbers of poorer pupils.”

Secondly, I believe that the Government must look to reform the pupil premium. It is not ring-fenced, and the Sutton Trust has reported that a third of schools use it for other things, such as fixing a leaky roof. It is not just about ring-fencing; there should be much more micro-targeting of disadvantaged groups, particularly those who suffer from long-term disadvantage.

I mentioned last week that although I am fully supportive of the catch-up fund, I am worried that it is not reaching the most disadvantaged. Figures suggest that 44% of students receiving pupil premium funding were missed. The Government must ensure that the money is targeted at the most disadvantaged, because they are the ones who have learned the least during the pandemic.

Nevertheless, I give credit where it is due: the Government have given well over £3 billion, and they have said that more is yet to come. I would rather that, instead of just having these political debates, Members on both sides of the House worked with the Government to ensure that the long-term plan for education is deep-rooted and repairs the damage from covid-19 while also addressing social injustices in education, particularly the attainment gap between disadvantaged pupils and the better-off.

[Mr Deputy Speaker (Mr Nigel Evans)]

There is now a three-minute limit. I call Barry Sheerman.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op) [V]]

Thank you for calling me, Mr Deputy Speaker. At least I have a claim to fame that not only did I teach for a living for some part of my dim and distant past, but I taught you at university.

I am participating in this debate because I was absolutely furious when I saw that Sir Kevan’s recommendations had been so watered down. He had every reason to resign. I was also very angry because Yorkshire did so badly out of even the measly amount of money that the Government are putting in. We face a national education emergency following a national health emergency, but the Government are not bringing resources forward for this emergency; they are not doing the job properly. Those resources, and the sense of this being an emergency and fixing it for kids who will never get another chance at education, seem to be utterly lacking from the Government’s determinations.

Secondly, there is a lack of leadership. Where is the Secretary of State when we want him? Why isn’t he, in the Cabinet, really doing the job for education? Dare I say it, we need a big beast in education. I would have been happier with Ed Balls; I would even have been happier with his successor on the Conservative side, because they were both big beasts. We have not got a big beast in education. We have a run down, truncated, demoralised Department for Education, and we have education departments in local authorities that have also been run down and sidelined. The fact of the matter is that we have not got the leadership; we have not got the imagination. I am sorry, but even though the Minister was a member of the Education Committee when I chaired it, he is part of the problem: he has been there too long. He is a time-server and has lost the imagination to understand what it was like.

There is real opportunity here with the right leadership. We could co-operate across the Benches. What about having a national volunteer scheme that volunteers retired teachers and retired sportspeople? The people who care about our education would come out of the woodwork like never before and do something for kids who need that help, support and backing at this very moment.

We are lacking the essentials because this Prime Minister and this Government do not care about the education of our children in the state sector.

[Mr Deputy Speaker (Mr Nigel Evans)]

Thank you, Barry, and yes, you did teach me at Swansea University—and what an incredible job you did.

I call Christian Wakeford.

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[Mohammad Yasin (Bedford) (Lab) [V]]

Just four months ago, we heard the Government make promises that every young person would be supported to catch up on their education and gain the skills and knowledge they need to be able to seize opportunities in future. After the catalogue of errors in dealing with the pandemic, with schools going back for just one day in January after the Prime Minister could not decide whether they were safe while hospitals were filling up with covid patients, it was encouraging to hear that the Prime Minister had hired the highly respected Sir Kevan Collins to step in and oversee the recovery from the biggest crisis our schools have ever faced.

Sir Kevan, knighted for his services to education, did exactly what was asked of him and led a comprehensive programme of catch-up aimed at young people who had lost out on learning during the pandemic. He estimated, with a strong evidence base, that £15 billion was needed to ensure that the nation’s children were not blighted by the huge hit to their education. Teachers agreed, parents agreed, but unfortunately the Prime Minister and the Chancellor did not. They gave away millions to friends and Tory donors for contracts that did not deliver, and they wasted billions on a test, trace and isolation programme that was a total failure when we needed it most, but when it comes to our children’s education, the purse strings are pulled tight, with just £50 per pupil per year to make up for the last 18 months.

Even today, because the Prime Minister failed to protect our borders, children are being sent home to isolate because of the delta variant. They are still being affected. The Government have offered just £1.4 billion, a pitiful offer to our children, who have had so much of their lives impacted. Their mental health and wellbeing have been severely challenged. Sir Kevan’s resignation letter to the Prime Minister says it all, really. He made it perfectly clear:

“I do not believe it will be possible to deliver a successful recovery without significantly greater support than the government has to date indicated it intends to provide.”

Certainly the teachers I have spoken to in Bedford and Kempston have told me that the funding announced by the Government will not scratch the surface in helping children to catch up. A primary school headteacher I spoke to yesterday told me that he is already trying to provide a quality, broad and balanced curriculum and to make up for the children’s time away from school on reduced funding. That was hard already, but the challenges posed in trying to provide what each child and family needs following the pandemic are monumental. That headteacher is ready, willing and able to offer interventions to give our children the best chance in life—

[Mr Deputy Speaker (Mr Nigel Evans)]

Order. Sorry, Mohammad, you have run out of time.

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[Grahame Morris (Easington) (Lab)]

For many children, especially in my constituency of Easington, home learning has been very difficult. I point out that 36.9% of children in my constituency were classed as living in poverty in 2019-20. The effects of the pandemic have not been felt evenly, with disadvantaged children in the poorest areas hit hardest.

Despite the existing inequalities and challenges, and our schools in many areas being at breaking point, Ministers seem to have found new ways to cut school funding, and that is something I take the opportunity to highlight. The north-east could lose up to £7 million due to administrative changes to how pupil premium funding is calculated and allocated, with the Government switching from using the January schools census to using the October census. What that means is that schools with children who became eligible for funding during the pandemic will not receive any additional funding for another year.

Using the October census date rather than the January date is significant, because many children were not at school then, so it was not such a priority for parents to register. In my constituency of Easington, 20 out of 28 primary schools will be affected. The average loss will be about £9,400. When we are talking about the additional sums—I heard the Minister’s opening statement—I believe it is about £6,000 for the average primary school. The average loss will be £9,400 in my constituency, but the worst-affected schools will lose nearly £30,000. The total loss to schools in my constituency is £180,000.

It is absolutely reprehensible to remove resources from schools at any time, but to do so after the biggest public health crisis for a generation, when more funding is urgently required, is unconscionable. Funding education is an investment in our children, and society will reap dividends today and in the future. The Government have had an opportunity to make a statement of intent by implementing the recommendations that Sir Kevan Collins, the Government-appointed education tsar, made. He gave them the evidence. That would have helped every child. I hope parents will reflect on the decision and think about the loss of funding for schools in areas such as mine when they hear Government Members talk about levelling up.

[Mr Deputy Speaker (Mr Nigel Evans)]

The reason I did not interrupt you, Grahame, is because we have had a few withdrawals and we are able to put the time limit to four minutes for every contribution at the moment.

[Grahame Morris]

Ah!

[Mr Deputy Speaker (Mr Nigel Evans)]

Well, I didn’t stop you, Grahame. I call Ben Everitt.

[Ben Everitt (Milton Keynes North) (Con)]

The hon. Member for Easington (Grahame Morris) is welcome to intervene if he wants his extra minute. It is a definite pleasure to follow him, because he ended with the phrase “levelling up”. Education is about levelling up, so today’s debate is really important, despite the déjà vu from debating the same thing as last week. Why, oh why, are the Opposition using these debates to say the same thing? It is good news for us, though, because education is at the heart of levelling up.

Even prior to the pandemic, we introduced our new 10-year plan to transform schools across England, with 500 new projects over the next decade and spending prioritised to the schools with buildings in the worst condition. We are cracking on with it, and we were before the pandemic. Work started this year on the first 50 projects, backed by £1 billion of Government funding. Before the pandemic, we had already delivered the biggest funding for schools increase in a decade—£14.4 billion over three years, with the core schools budget up last year to £47.6 billion, rising in 2023 to £52.2 billion.

Of course there are those on the Opposition Benches who will always call for more and say, “It’s not enough,” but even before the pandemic we had been working on levelling up educational opportunities—giving every child in England a funding boost, with a minimum £5,150 per pupil in secondary and £4,000 per pupil in primaries. Now, faced with the damage to children’s learning that the pandemic has caused, we are taking even more action, targeting funding at children who need it the most. So far, we have committed a total of £3 billion to fund targeted interventions for students who need it now, focusing on those who have found learning tough during the pandemic.

Too often in this place, we are guilty of using the word “investment” when what we actually mean is “spending”, but in this area, there is a business case for saying that we are investing in our children; we are investing in our future. Britain—the United Kingdom of Great Britain and Northern Ireland—is the greatest country on planet Earth, and its citizens are the best people on planet Earth. We owe it to future generations to provide a quality education to children. That is why there are elements of the support package that are rolled in to the impacts that it will have on future generations—training and development for teachers, language skills, resource investment, giving children the digital skills needed to compete on the global stage and to be the pioneers for global Britain. We are delivering the right targeted interventions to those who need them the most. We will have a generation of brilliant young minds. Building back better means nurturing those minds to be leaders—the leaders of global Britain in future years.

[Mr Deputy Speaker (Mr Nigel Evans)]

Barbara, I don’t know if the good news has reached you, but we have put the time limit up to four minutes.

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[Dr Ben Spencer (Runnymede and Weybridge) (Con)]

I start by again thanking the teachers who work in my constituency; the people who work in and around schools and early years; those who work at our university, Royal Holloway; and everyone who is involved in supporting, looking after and educating our children. It has been a very difficult year for everyone, in particular for our young people and everyone who works in the education sector. I just want to say thanks to them again.

I really enjoyed last week’s debate, so I was absolutely delighted and surprised that the Opposition seemed to enjoy my contribution so much that they wanted to hear it again. Here we go:

“Education is one of the best opportunities”—[Official Report, 9 June 2021; Vol. 696, c. 981.]—

but if Members wish to see my speech, they may go to Hansard or to my website, where it is up and subtitled; the very daring may subscribe to my newsletter for regular updates.

This groundhog day debate gives me the chance to say something that did not make the cut of my education debate speech version 1.0, so I will try a different ending. We have talked a lot about education, and it is said that irony is a very difficult concept to teach, perhaps best taught through example. This past year, we have moved heaven and earth to keep schools open. We tried to reopen them as soon as possible, but the Opposition and the unions pushed back. Now, they complain that the support is not enough. The irony, a lesson to us all!

[Mr Deputy Speaker (Mr Nigel Evans)]

I think we now go to Paul Howell.

[Paul Howell (Sedgefield) (Con)]

Thank you, Mr Deputy Speaker. I thought a few more were before me.

[Mr Deputy Speaker]

So did I.

[Paul Howell]

That is probably why I have a couple of minutes more.

The £1.4 billion is the next instalment. That is on top of the previous sums poured into education, including £400 million into remote education. They total more than £3 billion. Given the large figures that have been flying around for the past year in the wake of the crisis, we need to remember that £3 billion is a lot of money. It is a huge amount of money that will fund huge improvements, and I am sure that the Treasury will find more funding, should it be convinced that the plans are fully understood and costed.

The proposals from Sir Kevan included huge sums to increase the school day. Sir Kevan’s job was to advise what would help children to catch up, and he did, by suggesting that they literally make up the hours lost. Having met brilliant local schools, such as Ferryhill, Woodham, Bishopton and Wellfield, I absolutely confirm that schools have been working full throttle in the past year.

In fact, to go back to Wellfield School for a second, I had the pleasure of going there last week. It is a school that has turned around over the past 10 years, from completely failing with no intake—an intake of 78, instead of 180—to now being oversubscribed. That is just a shout out to an incredible school that has done some incredible work over the past few years.

The school bell ringing at 3 pm does not equate to a teacher’s day, or the school day, finishing. Teachers take home marking, lesson plans and extra tutoring. The rest of the school staff are dealing with the many complications of a covid world throughout this pandemic. They have regularly needed to enable teaching and learning simultaneously in the classroom and online. Schools and teachers need our thanks and engagement, not the imposition of more work under a misguided assumption that they have anything left in their tank. At the very least, if we are to consider extending the school day, surely a consultation is imperative.

With a little more time than I anticipated, I also make a shout out for some certainty, please, on the school sport premium funding, which I saw at first hand at Walworth and Sedgefield primary schools recently. We also need to ensure that teachers are working more effectively, rather than longer and harder. We simply cannot afford teacher burnout. That is largely where the Government’s plan focuses.

Teacher training with £153 million will provide the opportunity for evidence-based professional development for early-years practitioners, while a further £253 million will expand existing teacher training and development and give 500,000 schoolteachers the opportunity to access world-leading training. Having access to such training, teachers will be able to ensure that their teaching time is even more effective and efficient, and strikes the balance between providing excellent education and not overstretching our teachers.

We need to trust that, having been given that training, teachers are the most qualified and best placed experts to teach children and to get their education back on track. That is the job that they have spent years of their life readying themselves for.

Getting funding approved for those methods that are widely agreed to be most effective, such as teacher training, while looking to consult on the effectiveness of less conventional areas, such as extending the day, reflect on a Government whose own methodology is to get on with it and not to sit on the fence. At times like this, we need to deliver the obvious and not let perfection frustrate progress. Should robust evidence be presented in favour of less-obvious educational methods, I have no doubt that the Treasury will take another look at them.

To conclude, I reiterate my thanks for the school and all the staff who have worked tirelessly and selflessly this past year. I will continue to support the Government’s initiative to have them working smarter, not harder, and I hope that they manage to have a break over what I hope will be a lovely, covid-free summer.

Education Recovery

Nigel Evans Excerpts

Monday 7th June 2021 Commons Chamber

[Gavin Williamson]

My hon. Friend is absolutely right. It is very important that we continue to drive the quality of teaching staff, making sure that they are there in the classroom, delivering that world-class face-to-face learning, and that we continue to learn the lessons of how we have driven improvement in attainment. We have seen England rise up the PISA rankings while some nations of the United Kingdom have, sadly, gone the other way as the result of a less thoughtful and considered approach.

[Mr Deputy Speaker (Mr Nigel Evans)]

I thank the Secretary of State for his statement and for responding to 30 questions in exactly one hour.

I will take the application under Standing Order No. 24 first. We will then go straight on to points of order before I suspend the House for three minutes.