Education Recovery

Debate between Richard Graham and Nick Gibb

Tuesday 29th June 2021 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

I congratulate my right hon. Friend the Member for Harlow (Robert Halfon) on opening this debate in such a measured way.

I would of course be delighted to arrange meetings with my hon. Friends the Members for North West Durham (Mr Holden) and for Bury South (Christian Wakeford). They are both passionate about education in their constituencies and I would be happy to work with them to tackle the issues that they want to raise with the Government.

Throughout this pandemic, the Government have prioritised education. No child’s long-term prospects should be damaged by this pandemic, which is why we want schools to be open and have, since June 2020, announced a series of measures to help children to catch up. My hon. Friend the Member for North West Durham was right to highlight the incredible job that teachers have done during the pandemic in their multiple roles, not only teaching remotely and in class but taking on all the other test and trace and covid responsibilities they have taken on.

Raising academic standards for all pupils has, of course, been the unifying vision that has driven education policy since we came into office in 2010. In the estimates debate a year ago, I spoke about closing the disadvantage gap by driving out a culture of low expectation. Between 2011 and 2019, the attainment gap closed by 13% in primary schools and by 9% in secondary schools. Ending the culture of low expectations is key to addressing the concerns raised by my right hon. Friend the Member for Harlow and his Education Committee in its report on white working-class pupils.

We want all children, regardless of their background, to have the same opportunities and quality of education that children from more advantaged backgrounds take for granted. That is why we attach such importance to the EBacc performance measure, which holds schools to account for the proportion of pupils taking the core academic subjects at GCSE that provide the widest opportunity for progression—English, maths, at least two sciences, a humanity and a foreign language. That is why we are investing in family hubs. I say to my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom) that, yes, we will be ambitious. That is why we are transforming technical education and strengthening teacher training.

The Government also welcome the Education Committee’s report on adult skills, which are key to supporting the economy and tackling disadvantage. That is more important now than ever, as people live longer and technological changes shake up the jobs market, and as we look to recover from the impact of covid-19. The Government recognise the economic, social and wellbeing benefits of lifelong education and training outlined in the Committee’s report. In September 2020, the Prime Minister announced the lifetime skills guarantee, which will help adults develop new skills and find new opportunities at every stage of their life.

Last year, I spoke about the fact that, when we came into office in 2010, 68% of schools were judged by Ofsted as good or outstanding. Today, that figure is 86%, but there is more to do as we drive forward our plans to level up opportunity throughout the country, tackling the 14% of schools still judged as inadequate and needing to improve.

In 2021-22, the Department for Education’s resource budget is about £89 billion, of which £59.9 billion is for estimate lines relating to early years and schools, £28.4 billion is for estimates relating primarily to post-16 and skills, and £1 billion is for other critical areas, including children’s services and departmental functions. My right hon. Friend the Member for South Northamptonshire was right to emphasise the importance of early years. The Government share that view. My right hon. Friend the Member for East Hampshire (Damian Hinds) is right that further funding is being provided through the supplementary estimate process.

My right hon. Friend the Member for Harlow asked about the impact of the change of the census date from January to October. He is right that it is £90 million, but pupil premium will increase this year by £60 million, up to £2.5 billion.

Since the early months of the pandemic, we have been addressing the hugely important issue of ensuring that children are able to catch up on education missed during the lockdown period. Although we have spent £400 million on providing 1.3 million laptops and tablets, as well as internet access and advice, and although schools have responded swiftly and effectively in moving the curriculum to be taught remotely, children learn better in a classroom led by their teacher. In June 2020, the Prime Minister announced £1 billion of catch-up funding, £650 million of which was paid directly to schools as catch-up premium, and £350 million of which was for tutoring programmes, including establishing the national tutoring programme, which by the end of this term will have seen 250,000 enrolled, and the establishment of the 16 to 19 tuition fund. In February, we announced a further £700 million of catch-up funding, and in early June an additional £1.4 billion, bringing the total to over £3 billion.

Half of that money is being spent on tutoring programmes, which will mean that five to 19-year-olds will receive up to 100 million hours of tuition by 2024. It is targeted at those who need it most. As we speak, that money is providing a tutoring revolution, which we know from the evidence will have a significant impact on students’ education. No longer will tutoring be the exclusive preserve of families that can afford it.

This is an evidence-based approach that we know will achieve between three and five months’ progress for every pupil who takes one of these 6 million courses.

[Richard Graham]

Will the Minister give way?

[Nick Gibb]

My hon. Friend will have to forgive me. We all want to get to the football match later.

We are providing £200 million for secondary schools to provide face-to-face summer schools this year, giving pupils access to enrichment activities that they have missed out on during the pandemic. We are investing up to £220 million in our holiday activities and food programmes.

In line with our evidence-based approach, a significant amount of that £3 billion will also be invested in teacher training. Building on a commitment since 2010, through the national professional qualifications and early career framework, we are putting £400 million into supporting teachers with 500,000 places over the next three years to help the profession be the best it can with all the benefits that great teaching has for pupils and catch-up. Some £153 million of that £400 million will provide professional development for early years. My hon. Friend the Member for Eddisbury (Edward Timpson) warmly welcomed that focus on early years, and I welcome his welcome.

My right hon. Friend the Member for Harlow referred to the length of the school day. We are looking at the evidence behind extending the time that children spend at school and the benefits that could deliver, and we will be consulting parents, teachers and pupils about whether to introduce reforms. It would be a big change, which is why we are right to take a short period to review the evidence. That review will be ready in time for the spending review later this year.

We want all children back in school, because that is where they receive the best education. Schools across the country continue to have robust protective measures in place, including regular, twice-weekly testing to break chains of transmission, as well as smaller group bubbles. I reassure the House that we are also taking additional measures in areas where there is a high prevalence of the virus, including increasing the availability of testing for staff, pupils and families, and working with local directors of public health. Absence in schools continues to reflect wider community transmission, and where students have to self-isolate, schools are providing high-quality remote education.

The Government are providing the biggest funding increase for schools in a decade, which will give every school more money for every child. Following an increase of £2.6 billion in 2020-21, we are increasing core schools funding by a further £4.8 billion in 2021-22 and £7.1 billion in 2022-23, compared with 2019-20. We have put record funding into high needs, increasing funding for special educational needs and disabilities by £1.5 billion over the last two years, a 24% increase.

During the pandemic, the Government have attached the highest priority to education, schools being the last to close as we tackle the spread of the virus and the first to open as we cautiously travel along the route of the road map. Would my hon. Friend the Member for Gloucester (Richard Graham) like to intervene at this point?

[Richard Graham]

The Minister is very kind. I was simply going to ask him for a little elucidation on who will decide which pupils get what help, and whether he will share more details with us as soon as possible.

[Nick Gibb]

All our schemes are targeted towards the disadvantaged, but we also give schools flexibility so that they can use their pupil premium money and covid recovery catch-up money to help those pupils who are in most need. We give flexibility to schools because they know their pupils best.

We continue to progress our education reforms as we seek to level up opportunity across the country. We will continue to drive the academisation programme, which is delivering high academic standards through greater professional autonomy, accompanied by strong accountability. We will continue to ensure that no child suffers long-term damage to their prospects as a result of the pandemic, ensuring that young people move on to the next stage of their education and careers. We will ensure that schools continue to be able to support children in catching up lost education caused by the lockdown. The most vulnerable children are always at the heart of our concerns and central to our policy making and decisions.

History Curriculum: Black History

Debate between Richard Graham and Nick Gibb

Tuesday 8th September 2020 Commons Chamber

[Nick Gibb]

My hon. Friend makes an important point about not being divisive with our curriculum and, indeed, with schools’ ethos in general. The Government have strongly promoted the study of history to the age of 16 by including GCSE history in the English baccalaureate measure for all state-funded secondary schools in England. With the introduction of the EBacc, we have seen entries to history GCSE increase by a third since 2010. The reformed history curriculum includes teaching pupils the core knowledge of our past, enabling pupils to know and understand the history of Britain from its first settlers to the development of the institutions that help to define our national life today. It also sets an expectation that pupils ask perceptive questions, sift arguments and develop perspective and judgment.

The curriculum does not set out how curriculum subjects or topics within the subjects should be taught. We believe that teachers should be able to use their own knowledge and expertise to determine how they teach their pupils and to make choices about what they teach.

[Richard Graham]

My right hon. Friend is making a powerful point about the changes made to the curriculum and the way in which teachers can interpret it to bring alive the points required. Does he agree that there is a huge opportunity in each locality for teachers to work with local civic trusts, local history festivals and so on to develop activities that bring alive some specific items? For example, visiting the Roman wall in Gloucester brings Roman history alive and seeing how the civil war damaged a church gives an idea of what being under siege was like 377 years ago. Such things can be more joined up with encouragement from the Department.

[Nick Gibb]

I agree with my hon. Friend. I think the gist of what he is saying is, “Please attend the Gloucester history festival, coming soon to a town near you.”

Teachers have freedom over the precise detail, so they can teach lessons that are right for their pupils, and they should use teaching materials that suit their own pupils’ needs. At the same time, the teaching of any issue in schools should be consistent with the principles of balance and objectivity, and good history teaching should always include the contribution of black and minority ethnic people to Britain’s history, as well as the study of different countries and cultures around the world. The history curriculum has the flexibility to give teachers the opportunity to teach across the spectrum of themes and eras set out in the curriculum.

School Funding: Gloucestershire

Debate between Richard Graham and Nick Gibb

Wednesday 30th January 2019 Westminster Hall

[Nick Gibb]

My hon. Friend raises a very important point. That is something that the Department is looking at very carefully. There are reasons for it, and we know what they are. They are to do with medical advances, the use of private schools—private special schools—and so on. We are providing capital funding to help particular local authorities that have much higher high needs expenditure to address those issues. There is a capital pot and also a development fund, to help them to make those important decisions.

We acknowledge that the national funding formula represents a big change to the funding system. We understand the importance of stability to schools and we want to ensure that there is a smooth transition. We have therefore confirmed that for the next two years, local authorities will continue to be responsible for setting school budgets at local level. I may have got my years wrong at the beginning of this contribution: 2018-19 is of course the first year of the funding formula and 2019-20 is the second year. We have also confirmed that, in 2020-21, we will allow local authorities to use their local funding formula to allocate the funds. But we will allocate the funds to local authorities on the basis of the national funding formula.

We are pleased to see significant progress across the system in moving towards the national funding formula in its first year. Many local authorities have chosen to move towards the national funding formula locally, with 73 local authorities moving all their factor values towards the NFF, and 41 matching the NFF factor values almost exactly. It is the case that 112 authorities, including Gloucestershire, have introduced a minimum per-pupil funding level factor in their local formula. I am very pleased that so many authorities across the country are showing such strong support for our national formula.

Alongside the local flexibility, we recognise that there needs to be a degree of discretion locally to change the balance between schools and high needs funding. Although we want schools to benefit from all the gains and protections afforded by the national funding formula, it will take time for spending to be aligned to the allocations calculated at national level. The ongoing flexibility will help to ensure that the transition to the formula takes place in a way that best meets the needs of local schools and pupils.

We are committed to supporting children with special educational needs and disabilities to reach their full potential, and we expect all schools to play their part. That is why we have reformed the funding system to take particular account of children and young people with additional needs, and introduced a new formula allocation to make the funding for those with high needs fairer. As mentioned previously, we have recently announced that we will provide £250 million of additional funding for high needs throughout England over this financial year and the next. We recognise that, as my hon. Friend the Member for Cheltenham has said, the high needs budget faces significant pressures, and that additional investment will help local authorities to manage them.

Of course, the response to pressures on high needs budgets cannot just be additional funding. That is why we have also set out plans to support local authorities in their role of providing strategic leadership and oversight of the provision for children and young people with SEND. We have announced other measures to support local authorities: a £100 million top-up to the special provision capital fund for local authorities in 2019-20 for new places and improved facilities; the removal of the cap on the number of special and alternative provision free school bids that we approve in the current wave; reviewing current SEND content in initial teacher training provision; and ensuring a sufficient supply of educational psychologists to carry out the statutory functions in relation to the EHCP process, and to support teachers and families. We will continue to engage with local authorities, health providers, families, schools and colleges to work together to manage the cost pressures on high needs budgets and ensure that children with special educational needs and disabilities get the support that they need and deserve.

We recognise that schools have faced cost pressures in recent years. That is why we have announced a strategy setting out the support that we will provide—current and planned—to help schools to make savings on the more than £10 billion of non-staff expenditure across England.

[Richard Graham]

Does the Minister agree that the key thing is not that funding has been cut but that costs have increased and therefore the issue is how we can share best practice among schools in order to make savings that will help to reduce any deficit that they might have?

[Nick Gibb]

My hon. Friend is right. We do want to spread best practice. We have a cadre of school resource managers to help schools that are particularly struggling with their budgets to find savings. Other measures are national buying schemes for things such as printers and photocopiers and the roll-out of a free teacher vacancy listing website to help schools to find teachers and drive down recruitment costs, which are a big burden on schools at the moment. We have created a benchmarking website for schools that allows them to compare their costs with those of other schools.

I again thank hon. Members for their contributions to the debate. I reiterate our commitment to providing every child with the opportunity to reach their potential. The extra investment that we are making in our schools, the fairer distribution of school funding, and support to use those resources to best effect, will help us to make that a reality.

Question put and agreed to.

School Funding

Debate between Richard Graham and Nick Gibb

Tuesday 24th April 2012 Westminster Hall

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

It is a pleasure to serve under your chairmanship, Mr Gray. Let me begin by congratulating my hon. Friend the Member for Gloucester (Richard Graham) on securing a debate on a topic of great importance to us all; indeed, I met him and other colleagues on 12 March to discuss it.

I understand my hon. Friend’s concerns. Gloucestershire is ranked 136th out of 151 authorities for funding allocations per pupil. In 2011-12, funding per pupil was £4,661, compared with the national average of £5,082. My hon. Friend’s opening remarks and the whole debate reflect concerns across the sector about the school funding system.

My hon. Friend is the Martin Luther of school funding reform; indeed, I found a letter from the F40 chair, Councillor Ivan Ould, nailed to the door of the Department for Education. It listed four options or grievances, and we will respond to it in due course. I should, however, point out that option 3 would cost £99 million, which is not an insubstantial sum, given the current financial climate.

I pay tribute to my hon. Friend for the passion, commitment and perseverance he has shown in campaigning for a fairer funding system and formula. He has raised these issues on countless occasions, including when I visited Tredworth junior school, Finlay community school and Gloucester academy in his constituency last July. I also pay tribute to the work of my hon. Friend the Member for Worcester (Mr Walker), who has provided the leadership and steering for the F40 campaign in Parliament.

I wholeheartedly agree with hon. Members that the current system for funding schools is in desperate need of reform. It is based on an assessment of need that dates back to at least 2005-06, if not further, so it has not kept pace with changing demographics and the needs of pupils across the country. It is also too complex and opaque, so head teachers and governing bodies are often unable to understand how their budgets have been calculated.

It is not right that schools with very similar circumstances can receive vastly different funding for no clearly identifiable reason. We have found that funding between similar secondary schools can vary by £1,800 per pupil. As my hon. Friend the Member for South West Bedfordshire (Andrew Selous) said, the neighbouring areas of Luton, which is poorer than central Bedfordshire, and Buckinghamshire, which is richer, receive more funding per pupil than central Bedfordshire. My hon. Friend the Member for Loughborough (Nicky Morgan) made a similar point, when she said that Leicestershire, which received the lowest amount in the country, received £900 less per pupil than the city of Leicester. That seems unfair.

As my hon. Friend the Member for Warrington South (David Mowat) said, there is a 50% discrepancy in funding between Warrington and Westminster local authorities. My hon. Friend the Member for Redditch (Karen Lumley) said that Redditch receives £1,000 per pupil less than Birmingham. My hon. Friend the Member for Kingswood (Chris Skidmore) noted that one side of the Sandwell road in his constituency receives £4,487 per pupil, while the other receives £5,469 per pupil. I have never been compared to Mr Gorbachev, but I accept the challenge to tear down these walls and end these absurd inequities.

The Government remain committed to reforming the funding system so that it is fair, transparent and reflects the needs of pupils across the country. On 26 March, the Secretary of State for Education announced our intention to introduce a new national funding formula during the next spending period. I am sympathetic to my hon. Friends’ wish to see us move faster and address the system’s inequities much sooner. However, in reforming a system that is so entrenched, we need to proceed with caution, and it is important that we introduce full-scale reform at a pace that schools can manage. At a time of economic uncertainty, stability is crucial.

Our priority must be to ensure that schools are able to focus on delivering high educational standards and are not side-tracked by destabilising shifts to their funding. Attempting to introduce any dramatic change to the funding system at a time when we are, by necessity, addressing the budget deficit could cause problems in those schools where there might otherwise be significant changes in their funding.

We will move towards introducing a new funding system, but at a pace that gives us sufficient time to agree the construct of a new formula and that allows schools enough time to adjust to changes in their funding arrangements. Since last spring, we have consulted widely on how to create a funding system that is fair and logical and that distributes extra funding towards the pupils who need it most. The Department for Education has had a number of conversations with key groups, including schools, local authorities, unions and academies, to consider how we can move towards a fairer funding system.

The announcement made by the Secretary of State for Education on 26 March not only reaffirmed our commitment to introducing a new national funding formula during the next spending round, but set out detailed funding arrangements from next year. The funding arrangements from 2013-14 will make the local funding system simpler and more transparent for schools, early years provision and high-need pupils. Under the new arrangements, education provision will be funded on a much clearer, more comparable basis than under the current system. Head teachers, parents and governors will be able to see precisely how their budgets have been calculated, and why.

The first step—we have heard a lot today about first steps, in various languages—to simplifying local funding will be to work on the basis that as many services and as much funding as possible will be devolved to schools. I firmly believe that schools are best placed to decide how to meet the needs of their pupils and to target funding effectively.

[Richard Graham]

Just to clarify, I think that we all welcome the announcements made by the Education Secretary on 26 March, which will, as the Minister says, simplify things considerably; but does the Minister see that as a first step, which can be improved during this Parliament?