Funding and Schools Reform

Debate between Pat Glass and Andrew Turner

Wednesday 17th November 2010 Commons Chamber

[Pat Glass (North West Durham) (Lab)]

I realise that time is short, so I have cut down enormously on what I was going to say. I shall stick to the main points. I have been privileged to spend most of my career in education. I know how schools operate, unlike most of those on the Government Front Bench, and I am therefore in the privileged position of being able to comment on the Government’s proposals and on how they are likely to impact on schools and on outcomes for children.

Given my background, I will always approach education reforms not from an ideological standpoint but from the standpoint of whether they will improve schools and outcomes for children, especially poor and vulnerable children, and those with additional difficulties, in constituencies such as mine. The question for me is whether the Government’s reforms will continue the many different improvements that we have seen, or whether they will act as an anchor on talent and aptitude.

I find it inconceivable that any Government could consider allowing just about anyone to open a free school in any type of building, without outdoor play areas, recreational space, or qualified teachers. I am sure the Secretary of State will be aware of the recent Institute of Education report, which clearly demonstrates that the more time a child spends with a support assistant, as opposed to a teacher, the less progress that child will make. It is the strength of the pedagogical environment, the specialist knowledge of the subject and the confidence and quality of the teaching experience that deliver progress. That can only come from a qualified teacher working in a qualified environment.

[Mr Andrew Turner (Isle of Wight) (Con)]

Will the hon. Lady give way?

[Pat Glass]

I am sorry, but we have very little time.

The Government are proposing a relaxation of the accountability framework in schools, so that academies and schools judged to be outstanding will be inspected only every seven years. I have to ask whether that is going to improve outcomes for schools. I have many criticisms of Ofsted, but I do not criticise its relentless pursuit of an upward trajectory in school improvement. We are all swiftest when we are chased, and that applies as much to head teachers, teachers and schools as to anything or anyone else.

The Government are seeking to abolish independent appeals panels for exclusions. I understand from my discussions with schools that that is not what they want. Head teachers and chairs of governing bodies are telling me that, while it can be very uncomfortable to appear before those independent panels, they provide valuable checks and balances in the system. The heads and chairs are concerned that, without them, they could find themselves defending their actions in court. That would not be good for schools.

The Government are also proposing a national funding formula that is distributed from central Government. However, I am more concerned with what that resource will drive into schools than with where it comes from or who delivers it. The Prime Minister and the Secretary of State have repeatedly said that they will protect schools funding, but when asked direct questions, they have given very few direct answers. I was pleased to hear the Minister of State, Department for Education, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb) advise the Education Committee this morning that schools budgets would grow by subsuming the standards fund and the educational needs grant into the baseline, and that they would be increased by the pupil premium. If that is true, it is welcome. However, the Secretary of State needs to know that I will be checking out the position with schools in my constituency when they get their budgets in December, and if those schools, which educate some of the most deprived children in the country, have less money next year than they have this year, I will be his worst nightmare.

The Secretary of State is an English graduate, and he is fond of coming to the House and lecturing us on the teaching of history. I want to give him a lesson from my end of the curriculum. Unlike politics and philosophy, maths is an absolute science. I shall start with an easy equation. If schools in the poorest communities receive less funding next year than they did this year, and if we add that to more unemployment and poverty as a result of Government cuts, that will equal poorer standards and outcomes, not better ones.

I have looked at the reforms very carefully, and if they are going to produce better outcomes for schools, I will welcome them. However, it is my considered view that they will lead to improved outcomes for some children but poorer outcomes for most. The strapline of this Government will be less “Every child matters” and more “Actually, some children don’t matter very much at all”. That would be a tragedy for the majority of children and schools in this country. The Government appear to be following an ideological experiment with other people’s children, and it is the poorest and the most vulnerable who will lose out most.