Investing in Children and Young People

Rosie Winterton Excerpts

Wednesday 9th June 2021 Commons Chamber

[Damian Hinds (East Hampshire) (Con)]

The hon. Member for Stretford and Urmston (Kate Green), who speaks for the Opposition, was quite right when she said that children are our most precious assets, and, as parents, we share with our brilliant teachers; we rely on them for the education and preparation for adult life of our children, and I want to join with colleagues across the House in paying tribute to them and thanking them for all they do.

This is a moral imperative: we all know that there is a whole-cohort effect from this pandemic and a risk of lasting effects on this generation of children and young people, and we cannot let this generation be put at a disadvantage because of covid. We also know that the effect has been felt very unevenly: some children have progressed entirely as they would have done in a regular year, but many have not, and we know that the attainment gaps that had been closing since 2010 will have started to widen again. We also know that this is not just about academic attainment; far from it, it is about the whole of children’s development—their extra-curricular activities, their socialising and their development as people.

This calls for a whole-of-society response including expanding mentoring programmes, having more volunteer readers, firms working more closely with schools, and having more STEM—science, technology, engineering and maths—ambassadors, accelerated careers programmes and work experience. We need established broadcasters and new media to step up on early literacy programmes, and sports clubs and governing bodies have a key role to play, as do cultural organisations and the voluntary sector. In fact, everybody has a part to play in supporting this generation. For the Government of course it is about many things, too: it is about a bolstered school sports and activity plan, the holiday activities programme, the mental health services support reforms, working with local authority children’s services, innovations in early language and literacy, and the major upgrade to technical and vocational education which has at its heart T-levels.

And of course it is about money. A higher proportion of national income—Government money—is spent on British state schools than in many other countries, but clearly additional resourcing has been needed during the pandemic to support schools, and clearly it is needed now to support schools and children in its wake. Some of the figures bandied around about what other countries are doing are entirely misleading; they are not comparing, as it were, apples with apples or apples with pears, but comparing apples with pomegranates. I am a little surprised that the hon. Member for Stretford and Urmston speaking for the Opposition just repeated them without doing some basic fact checking, and I could say the same for her boss, the Leader of the Opposition. However, it is the case, of course, that many countries around the world are looking at the extra support that is now needed, and here we have just recently had the £14.4 billion uplift over three years and since the pandemic £3 billion in three different funding packages over the past 12 months. The last tranche of that will cover 6 million 15-hour tutoring courses in an unprecedented and unparalleled programme of individual and small group tuition. It is right that my right hon. Friend the Schools Minister and his colleagues in the DFE have focused on the programmes with the best evidence, and we know that there is very strong evidence for one-to-one and small group tutoring.

It is also true that we cannot just dial these things up infinitely. People who have spoken to schools recently—I guess that is most colleagues here in the Chamber today—will know that the No. 1 thing that people are talking about is often not a lack of money for tutors but a lack of tutors, because obviously there were not 100,000 tutors hanging around who were not already busy when this thing hit, and that is a difficult thing to scale up for. It is right that schools should have the flexibility to source tutors locally—I was pleased to see that in the package—because it is they who will know their schools’ situation best.

I also welcome the involvement of Teach First in the programme, but I would ask the DFE to redouble its efforts in its search for where talented professionals can be found to support this effort. Of course, teachers themselves are a big part of the effort. For example, every year teachers volunteer to be exam markers, and many teachers will want to be involved in this programme, but we also need to think about recent retirees and PGCE returners. As my right hon Friend the Minister knows, many thousands of people in this country have a postgraduate certificate in education but are not currently teaching. It would be wonderful to get some of them to come back to the profession, either full time or part time—[Laughter.] I am not trying to shame anyone here. We also need to redouble our efforts on teacher workload to free up their time to be able to do these incredibly important things.

Like my right hon. Friend the Member for Harlow (Robert Halfon), I would like to see us move to a rational, long-term, predictable system of funding that works both for when pupil numbers are shrinking as well as for when they are expanding, and perhaps this is the moment when that might be possible. It is important that we look at extra time to make up for lost time, and the tutor programme is of course part of that, as is moving back public exams a bit, but it is right to look at the question of a longer school day. Not everybody is excited about that prospect, but there is clearly a role for some of these important, enriching and broadening activities. It is right that the Government are taking an evidence-led approach, and I was delighted to hear what my right hon. Friend the Minister said. We look forward to hearing more in due course and at the spending review.

[Madam Deputy Speaker (Dame Rosie Winterton)]

In order to ensure that we get everybody in, I am going to have to reduce the time limit to five minutes.

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[Jonathan Gullis]

I thank my right hon. Friend for that and could not agree with him more. Even though we sometimes cross swords in the Select Committee, on this we are absolutely united in understanding the importance, both academically and to the wellbeing of the student.

I have an idea for the Minister on how this can be achieved without having to get any new money. When it was originally brought in, the pupil premium was intended to offer activities and enrichment opportunities to pupils. If we were to ring-fence just 10% of the existing pupil premium budget—worth about £2.7 billion—for its original purpose, we could ensure that disadvantaged children get the same access to activities outside school as their better-off peers. Schemes such as The Challenger Trust are ideally suited to deliver this model. Run by Charlie Rigby, the trust offers activities to disadvantaged children that have been shown by the Education Endowment Foundation to boost confidence and motivation and, from this, improve attendance, behaviour and attainment in school.

The trust is already working with schools to offer after-school activities and is trialling its model in Gateshead. Working in local partnership trusts with school staff and youth services, who volunteer to carry on beyond the normal 3 pm closing time, the trust can extend the school day up to 6 pm, without increasing teacher workloads. Without allocating any more money, in this way we can extend the school day by three hours, seven days a week. We do not need masses of extra money to give all our children a better future. If we all use the pupil premium funding in the way it was originally intended, the funding will already be in place.

I would like to talk about the fantastic holiday activities and food programme. I am delighted that the Under-Secretary of State for Education, my hon. Friend the Member for Chelmsford (Vicky Ford), came to visit Ball Green Primary School in Stoke-on-Trent North to look at the unbelievable Hubb Foundation, led by Carol Shanahan and Adam Yates, a former professional footballer who delivered 140 activity sessions for young people across the city of Stoke-on-Trent in the Easter holidays, not just to boost their education and socialisation but to give them the skills to be able to cook and eat a really good cooked meal throughout the day.

The idea of shortening the summer holiday is something that my right hon. Friend the Minister has heard time and again from me by text. Estimates in a report I did with Onward show that reducing the school summer holiday from six to four weeks would save the average family £266. That has a huge financial impact in the pockets of parents while also helping to tackle the plight of children not being able to get fed over a long summer break. More importantly, it means that the attainment gap of children from disadvantaged backgrounds, which widens during the six-week summer break, can continue to be narrowed, so that when they return they do not have to spend the first seven weeks of term, on average, catching up to where they were in the previous academic year. Longer school days, shorter summer breaks, and ring-fencing the pupil premium: these are realistic long-term solutions that I hope the Minister will have in his mind when the review is undertaken.

[Madam Deputy Speaker (Dame Rosie Winterton)]

Before I call the next speaker, let me just say that I am absolutely not against taking interventions, but it would be helpful if colleagues who do so still stick to the five minutes, because otherwise we are preventing others from speaking later. I want us to help each other out and do the maths as well: you can see from the clock that you are keeping within the five minutes.

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[Tom Hunt (Ipswich) (Con)]

It is a pleasure to speak in this debate. The pandemic has been immensely challenging, not just for all the young people at school in Ipswich, but for the teaching staff. One way or another it has been challenging, but no one child’s experience has been the same, so it is very important that we steer clear of generalisations. However, it does seem that those from the most disadvantaged backgrounds have been hit the hardest by what has happened and have probably lost out the most.

In Ipswich, we benefited from being a pilot scheme for the holiday activities and food programme; we have also been an opportunity area for some time. That has been extended, which is good news—it has done some really brilliant work and has been welcomed by all teaching staff in my constituency.

With regard to the Government’s position, it is quite clear that any interventions that they make need to be evidence-based. Like many colleagues who have spoken today, I sympathise with the idea of extending the school day, but we need to figure out how we are going to do that so that we do not place even more burdens, pressure and demands on teaching staff, who have had an incredibly difficult pandemic, or on young people who are under pressure to catch up. I would like to see more money on the way when it comes to a new spending review. One of the reasons I supported the Government on the international aid cut from 0.7% to 0.5% was that I would like to see more money going into education. Ultimately, the Labour party does not have a clear strategy for how it will pay for what it says it wants. When it comes to any key spending decision, it says, “Yes, more money, more money.” Same old Labour: absolutely no strategy for how it is going to pay for it.

I would like to talk briefly about special educational needs. You know—sorry, I should not use that word here. I apologise for that, Madam Deputy Speaker, but I am getting there. You know—[Laughter.] I care very much about special educational needs; I spoke about it in my maiden speech. Not everything is about money when it comes to improving special educational needs provision, but a lot is about money. The reality is that a huge number of young people in Suffolk are being failed and let down by the status quo, and I will speak to that, because the stakes could not be higher.

On the Education Committee, we have just launched an inquiry into prison education. It is thought that 35% of those in prison have some kind of special need. Actually, the figure will be far higher, because we are not diagnosing properly every prisoner going into the system. The reality is that the figure could even be higher than 50%. Is that not shameful? Is that not something that we should be ashamed of—the fact that that many prisoners are individuals who have special needs that have not been met? When we come to making the justification for ploughing in what I think is a lot more money into special educational needs, we need to explain that to the public. Yes, it is morally the right thing to do to get the potential out of these individuals, but, even thinking about it in a hard-headed way, it will save us money down the trail.

The other thing is that if you are an unconventional thinker, if you are a creative thinker, who feels that the system is failing you, you are more likely to turn against that very system. There is nothing more depressing in a class than looking in the eyes of a young child who has special educational needs that are not being met; their eyes are glazed over and they are not engaged. There are steps that we can take. We can look at teacher training. We can raise awareness of things such as autism, dyspraxia and attention deficit hyperactivity disorder, because there is a big problem there. As a dyspraxic, I can say that the understanding of dyspraxia, as an article recently said, is in the “dark ages”. Yes, awareness and teacher training are part of it, but a lot of it will have to be money and investment to ensure that those unconventional, creative thinkers get that tailored tuition as much as they possibly can to unlock their potential. The stakes could not be higher, because, quite frankly, so many have ended up in the criminal justice system, a nuisance to society, costing us money. This is not just about making them average achievers. Given the right support and the right funding, young people with special educational needs can weaponise their disability as unconventional and creative thinkers, and they can make more of a contribution to society than almost anyone else.

My plea would be this: I very much understand the position that the Government are in—I believe that the Labour party is only looking to score political points—but when it comes to this medium to long-term debate about funding, let us level with the country about how high the stakes are when it comes to how we fund special educational needs. We cannot let down our young people with special needs.

[Madam Deputy Speaker (Dame Rosie Winterton)]

Order. I now have to announce the result of today’s deferred Division. On the motion relating to the remuneration of the Information Commissioner, the Ayes were 369, the Noes were 2, so the Ayes have it.

[The Division list is published at the end of today’s debates.]

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[Nick Fletcher (Don Valley) (Con)]

Attitude—that is what I want to talk about today. More specifically, I want to talk about having the right one. I believe that the Opposition have the wrong attitude. In fact, if I were writing the Opposition’s school report, I would mark their attainment as “poor”. The poor attitude of the Opposition is something that my constituents have noticed over the past year and a half. Why? Well, rather than constructively scrutinising the Government, the Opposition instead seek to undermine and demoralise every Department. Today, they are doing so with the Department for Education. I hope they realise that when they do that, the only outcome is to dishearten teachers and pupils, and I know that from speaking to individuals in schools across Don Valley.

If Opposition Members and their party spin doctors want to carry on like this, so be it, yet I implore the Opposition to think just for one moment about what they are doing. They are saying to our children that they will not do well because of the Government, that they did not get their apprenticeship or university place because of the Government, and that they do not have the career they wanted because of the Government. Let me tell the House that by promoting this attitude, the Opposition are fuelling emotions of helplessness and promoting a culture where young people believe that they will get nowhere, yet I want to tell the pupils in my schools that you can have an excuse, or you can do well. You can have an excuse, or you can work hard to get an apprenticeship or a dream university place. You can have an excuse, or you can have a great career. This is a wonderful, dynamic country and, ultimately, your future is in your hands.

Yes, more money is always needed, which is why I thank the Government for the money that they have spent over the last 18 months and the further £1.4 billion in catch-up funding that was announced last week. I thank them for the new school that is being built in Hatfield, Doncaster. I thank them for all the laptops that they have issued, as these all help massively. I thank them for the food activity programmes, as, again, those have helped thousands of children in Don Valley. But if I have the option of a school with more money or a school with a can-do attitude, I know what I would rather have.

Between the millennium and 2010, England fell in the league tables for English, science and maths under a Labour Government, and from what I have heard so far from the Opposition Front Benchers, I am not surprised that that is the case. What children need more than anything else is great teachers and headteachers, and I am pleased that I have many in my constituency. I believe that they need an MP who champions them at every opportunity and plays an active part in speaking to their pupils. I do not believe that teachers and pupils need MPs who grandstand in this Chamber on motions that will achieve nothing other than a few likes on a social media account and a percentage point swing in an opinion poll. Such actions just prove to my constituents that they made the right choice at the last election, and that by making that choice, they will not be left behind any longer.

Finally, I say this to all my local parents: I know it is tough after a long day at work, and that long division might not be your strong point, but sitting down with your kids to watch a Bitesize tutorial is the best thing you can do. It will pay dividends for your children and pay dividends for your relationship with them, too. Having the right attitude towards your children’s teachers and school will also make all the difference, so back your teachers and your head. This will ensure that your children have the right attitude, not just an excuse. That way, our children will grasp life’s opportunities so that they can have the future they deserve.

[Madam Deputy Speaker (Dame Rosie Winterton)]

In order to ensure that we get everybody in, I will reduce the time limit to four minutes after the next speaker.

[Richard Burgon (Leeds East) (Lab)]

No one seriously thinks that the Government’s education catch-up plan is adequate: not teachers, not parents and not pupils. Some Conservative MPs do, of course, but the Government’s now former education recovery commissioner certainly does not. I suspect that even some Conservative Members would privately admit that it is nowhere near enough, because these plans represents just a tenth of what the Government know is required to get our children’s education back on track. They know what is needed, yet they refuse to deliver. What is needed is proper investment in our children’s futures: breakfast clubs, mental health support, extracurricular activities and small group tutoring for all who need it. That is what Labour would be doing.

Just like with our national health service and with our care system, the problems started years before this pandemic. Our schools went into this crisis after a decade of Conservative cuts. School spending has been slashed so much that spending per pupil will remain lower in real terms in 2023 than it was 13 years earlier, in 2010. That is a lost decade of funding for our kids’ education. Youth services have been decimated, with funding cut by three quarters since 2010. The Tories had a choice and, with these cuts, they chose to rob working-class kids of their futures.

The funding allocated for education recovery is truly miserly, with less than £1 for each week that kids were out of school. The cost of the catch-up plan is about the same amount that the eat out to help out scheme cost in a month last summer. We are one of the richest countries on the planet, and during the pandemic UK billionaires increased their wealth by over £106 billion, yet we have 4.3 million children growing up in poverty. We have thousands of children relying on emergency food bank parcels each day, and we have 1.7 million children from low-income families who do not get the free school meals they need all year round. It really is absolutely shameful.

The truth is that a social emergency is facing children and families in this country. It is a fact that more than 11,000 children in my constituency of Leeds East live in poverty. That is more than half, and it has gone up year after year under successive Conservative Governments, so forgive me, but when I hear Conservative MPs and Ministers talking about levelling up, I just do not believe them. I would love the Education Secretary to come to east Leeds, to the gates of schools such as Parklands Primary School in Seacroft or Bankside Primary School down in Harehills, and explain to the parents, to their face, why their children’s catch-up is worth a measly quid for each week of normal education that they have lost. What kind of money has been spent at Eton? You can bet your bottom dollar that it is more than £1 extra per week. I ask myself this question: for all the rhetoric, for all the talk of levelling up, if it is not good enough for pupils at Eton, why the hell do this Government think it is good enough for working-class kids in my constituency in east Leeds?

The truth is simple. Strip away the Government’s rhetoric, face the facts and forget the censorious speeches that blame children and families for the lack of opportunities that they face under a Conservative Government; the fact is, and the figures show it, that this Conservative Government and this Conservative Prime Minister do not care about working-class children. A decade of education cuts before 2020 shows that, and the Government’s refusal to invest in our children’s education recovery after 2020 shows that they have not changed one jot. That is why that we have just heard a Conservative MP saying that it is not all about money—it is not all about money because they do not want to make the political choice to give our working-class children the money that they need and deserve.

[Madam Deputy Speaker (Dame Rosie Winterton)]

I have just been informed that one hon. Member has withdrawn, so I will keep the limit at five minutes for as long as I can.