School Funding

Ruth Cadbury Excerpts

Thursday 21st July 2016 Commons Chamber

[Justine Greening]

I recognise what the hon. Gentleman is saying. I underline the rationale behind why we introduced the pupil premium in the first place, which was to address many of the points that he has made. His comments underline why I am setting out this statement today. It is a substantial change in funding for all schools and therefore, ultimately, we need to get it right.

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

I, too, welcome the Secretary of State to her role, and welcome the inclusion of skills in her brief, as it has been too far from the centre of education policy recently.

Following on from the question of my fellow Hounslow colleague, my hon. Friend the Member for Feltham and Heston (Seema Malhotra), will implementation of fairer funding in Hounslow mean even greater cuts from 2018? Will the Secretary of State reassure the heads that we met a couple of weeks ago, as they are already having to make cuts to things such as A-level options, support for children with special needs, mental health counselling and support and so on?

[Justine Greening]

As I set out in my statement today, we will be launching a consultation on the detail of how we plan to introduce the funding formula. That will give both the hon. Lady and her local schools and teachers ample opportunity to be able to feed in their local perspective.

Oral Answers to Questions

Ruth Cadbury Excerpts

Monday 4th July 2016 Commons Chamber

[Mr Gyimah]

The hon. Gentleman is absolutely right: educational standards and attainment have improved dramatically, in London in particular, over the past decade or so thanks to teachers, parents and pupils in London. As my right hon. Friend the Secretary of State made very clear, the purpose of the funding formula reforms is to fund need, so where there is need in London it will be funded on the same basis as need in other parts of the country.

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

Is the Minister aware that schools in my constituency in west London are already having to implement the biggest cuts to their budgets they have ever made? Will he assure the head teachers I met this morning that there will be no further cuts when fair funding comes in?

[Mr Gyimah]

My right hon. Friend the Secretary of State made it very clear: the core education budget of £40 billion is the highest amount ever invested in education. We are supporting our schools to achieve educational excellence everywhere. We are reforming the funding formula to ensure that that excellence can be delivered across all schools, rather than it being determined by a postcode lottery, as it is at the moment.

Education Funding in London

Ruth Cadbury Excerpts

Wednesday 4th May 2016 Commons Chamber

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

I congratulate hon. Members from both sides of the House on securing this debate.

Some months ago I was in the Chamber late one evening waiting for the next business. While waiting, I sat and watched as 15 or 20 MPs, mainly on the Government Benches, stood up one by one to present petitions. The petitions had almost identical wording, the gist of which was that schools in their constituency were losing out because their per child funding was so much less than that of schools in London. I sensed not a coincidental simultaneous rising of anger from schools around the country, but an orchestrated campaign that could only have come from the Government party.

It therefore came as no surprise to me when the Education Secretary announced in March that she was consulting on the schools national funding formula. I wish I could say I was excited at the prospect of more funding for schools in England, so that all could benefit from the levels of funding that schools in London have benefited from in recent years and which have been part of the reason for London schools’ success. However, knowing this Government as I do, I am sure that the outcome of this consultation will mean only one thing—a significant cut in funding for schools in London. Based on the modelling carried out by London councils, as has been mentioned, London could lose around £245 million per annum. My authority estimates that there will be a significant cut for local schools; the NUT estimates a 12% cut.

My hon. Friend the Member for Feltham and Heston (Seema Malhotra) and I together represent the London Borough of Hounslow, whose schools, despite the challenges that our children and our teachers face, always perform well. Some 87% of borough schools are rated good or outstanding by Ofsted. We are concerned that under the new national funding formula, the dedicated schools grant will mean that schools in Hounslow and London see a reduction in funding in real terms. That is happening now. Even under the current stand-still budgets, with rising recruitment, pension and other costs, head teachers are telling me they are having to make cuts to the curriculum. There are no inefficiencies to cut out now, unless that list of inefficiencies includes music, art and drama as A-level choices, or after-school activities or specialist help for children with additional needs to access learning. I do not call those inefficiencies.

Furthermore, there is already inadequate funding in the high needs block in Hounslow to fund the current and future special educational needs of children who need additional help. The ring-fenced nature of the schools block under the proposals leaves no flexibility. This year Hounslow Schools Forum agreed to transfer £7 million to schools with high needs. These proposals, which will stop such transfers, will create a huge shortfall.

London’s schools have delivered success while facing greater challenges. At the secondary school my sons attended, 70 home languages are spoken, and many children arrive not speaking any English. Recruiting staff and maintaining buildings costs more in London. There are greater levels of deprivation, overcrowding, special needs and looked-after children. The housing crisis means that too many children have to move home and move school, which has a devastating impact on their attainment.

If we are to cut the attainment gap for disadvantaged pupils and to stretch the most able pupils, we need to support them through adequate funding. We cannot ensure that our young people are ready for the world of work and that they can contribute to our economy if we sell them short at school—wherever they go to school.

The success of London’s schools over recent years is undisputed, and that success is a model for all. It is based on focused and adequate funding, and it delivers results. It is right that all schools in England should benefit from adequate funding, and it is right that the formula should be updated. What is wrong is that schools in less deprived areas should benefit while schools with greater challenges face the greatest cuts. Sadly, that is the principle the Government are following in local government funding, and that is why, Mr Deputy Speaker—sorry, Mr Speaker; that will teach me not to look up—I do not trust them not to do the same with school funding. The Government should be levelling up so that all schools in England can achieve the success we have had in London.

If the Government really believe in a growth agenda for our economy, as the Prime Minister suggested this morning, they would do well to prioritise the education of all children in England, and to invest in their schooling and teachers, as well as in spreading good practice in learning so that all can benefit. It would be great if, for once, the Government could listen to those in local government—from both parties—to ensure that there is sufficient funding to level up school funding allocations so that no local authority area sees a cut in funding.

--- Later in debate ---

[Mr Gyimah]

That is an important point. We will, of course, consider how the issue of mobility can best be addressed in the funding system. There are a number of ways of doing that, but it is certainly a priority in our determination of the new formula, along with in-year growth, population growth and so forth.

Despite the clear principles behind our national funding formula, there are still some myths about the potential impact on London, some of which we have heard about today. I want to take the opportunity to put those myths to bed. There is, for instance, the myth that the national funding formula is about London versus the rest of the country. There are two grounds on which that is simply wrong. First, the funding formula will deliver fairness to all parts of the country, whether they are urban or rural, shire or metropolitan, north or south. Secondly, London is not a homogenous area. At this moment, a parent who moved just a few miles from Haringey to Hackney—this point was made by the hon. Member for Hornsey and Wood Green (Catherine West)—would increase the funding for their child by £1,000. We heard about areas such as Croydon—the hon. Member for Croydon North (Mr Reed) made an interesting speech in this respect—that are struggling to recruit teachers because they cannot pay as much as better funded areas just up the road. We need a fairer funding system within London, just as much as we do across the whole country.

The second myth I want to dispel relates to funding for pupils from disadvantaged backgrounds, on which the right hon. Member for East Ham wanted a specific answer. I hope I can assure him that where pupils have additional needs, we will provide extra funding. This is a fundamental principle of the national funding formula to ensure that such pupils can overcome entrenched barriers to success.

[Ruth Cadbury]

I thank the Minister for his willingness to listen and the depth of his investigation into all the different issues around the funding formula. In the context of disadvantaged pupils, he just talked about “additional needs”. What does he mean by that? Is he talking about special needs or the issues that Opposition Members have been raising about the inherent disadvantages experienced by children living on very low incomes in many of our communities?

[Mr Gyimah]

The hon. Lady raises a good point. I am talking about additional needs in both respects, and during my speech I will address them. Obviously, some additional needs are addressed within the school system, and some within the high-needs block, but I will touch on both of those.

As our recent consultation made clear, the formula should contain a significant element of additional funding for pupils from disadvantaged backgrounds, and there should be funding on top of the basic per-pupil amount for pupils on free school meals, pupils with low prior attainment and pupils who speak English as an additional language. The higher the level of need in a school, the higher the funding will be. I could not be clearer on this point, and anyone who engaged with the consultation will have seen that set out in black and white.

Some have suggested that the national funding formula will not take into account the higher costs faced by schools in London. Again, our proposals could not be clearer. We consulted on a proposal for an area cost adjustment—a general increase for schools facing extra costs from higher wages—which will be important for schools in London. Our second consultation will detail exactly how this would work.

The final myth I would like to address is that so-called cuts in London will undo the huge improvement in standards in recent years. Schools in London have improved tremendously in recent years. It is testament to the hard work of teachers, headteachers, pupils and their parents. There are schools up and down the country, however, that are still getting excellent results in spite of the funding system, not because of it. The national funding formula will put funding where it is needed, so that all schools have the best opportunity to deliver a world-class education for their pupils.

As hon. Members have made clear, London’s schools are thriving and continue to thrive. Moreover, in the last 10 years, the percentage of pupils eligible for free school meals has dropped from 27% to 18%, and the number of pupils living in highly deprived areas has also dropped dramatically, but of course challenges remain. The funding system will recognise the challenges in London. That is why London will continue to benefit from the pupil premium, receiving £436 million this year—nearly 20% of the total across the country. This is vital. We can see excellent examples across London of pupil premium funding being used to ensure that disadvantaged students receive the best opportunities for their education.

As for future funding, as I have said, we will publish proposals on the details for schools and high needs in the second consultation. In the meantime, hon. Members will understand why it would not be appropriate for me to speculate on the specific impacts of the new formula in London; suffice it to say that the new formula will reflect the responses to the consultation, rather than the specific requests made by the cross-party F40 group. The consultation so far has been very important, because there were several issues on which we needed answers in order to do the detailed modelling.

Oral Answers to Questions

Ruth Cadbury Excerpts

Tuesday 3rd May 2016 Commons Chamber

[Sajid Javid]

My hon. Friend is absolutely right to raise the good work of the CITB in this regard, and when the apprenticeship levy is introduced from April 2017, we can make sure that it continues to have the funding available to do the same kind of work.

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

12. What discussions he has had with the Chancellor of the Exchequer on the potential effect on small and medium-sized enterprises of proposed changes to filing of tax returns.

[The Minister for Small Business, Industry and Enterprise (Anna Soubry)]

I talk to Treasury Ministers on a continuing basis, and in my ministerial role I am more than happy to take up the cause of small businesses. I met representatives of the Federation of Small Businesses only last week and they reiterated their concerns about the proposals, but of course this is not a mandatory filing every quarter; it is effectively good bookkeeping. They raised their concerns and I am more than happy to listen to them and, most importantly, to represent them to the Treasury. Also, a consultation is taking place, so there is always room to make sure that we continue to do the right thing.

[Ruth Cadbury]

I am glad that the Minister is listening. My constituent Sheila Knight is the director of a small local business and she is very concerned about the proposal to make businesses submit data quarterly to HMRC. She says:

“It will cause a huge amount of extra work, expense and worry for absolutely no benefit. Like most small businesses, I collate my accounts information once a year and give it to my accountant. Having to do this four times a year will be a huge imposition and my accountant’s fees will be pro rata more expensive.”

Does the Minister not agree that what small businesses need is strategic support from the Government, not more bureaucracy and unnecessary cost?

[Anna Soubry]

It is about reducing bureaucracy and cutting costs for small businesses. It is not a quarterly tax return; it is good, sensible bookkeeping, which good businesses do anyway. Keeping the books in good condition every quarter will help small businesses when they come to submit their annual returns. I am more than happy to meet the hon. Lady’s constituent and explain things to her, because there is a lot of misinformation.

Oral Answers to Questions

Ruth Cadbury Excerpts

Monday 25th April 2016 Commons Chamber

[Edward Timpson]

My hon. Friend, the former Chair of the Education Committee, is right to point out that the high needs funding element of the dedicated schools grant has, over time, become extremely skewed with regard to finding the formula to distribute that important money for the support of children with special educational needs and disabilities. In December 2015 we announced an additional £92.5 million for the high needs element, but we need a fairer system so that every child has their needs met, irrespective of where they are in the country. That will be part of the consultation.

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

The ring-fenced nature of the schools block under the London schools funding proposals needs no flexibility. This year, the Hounslow schools forum agreed to transfer £7 million to the high needs block to address the needs of vulnerable children. The Secretary of State’s proposals for London will result in a huge funding shortfall for special needs. What will the Secretary of State do to address the very great concern of parents and headteachers?

[Edward Timpson]

I reiterate that we want a funding system based fairly and squarely on meeting children’s individual needs. We have consulted widely right across the sector, as well as through the public consultation, to ensure we achieve just that. I will certainly consider what the hon. Lady says about London—as well as the situation across the country—so that every child can benefit from the new system as we move forward.

Schools White Paper

Ruth Cadbury Excerpts

Wednesday 13th April 2016 Commons Chamber

[The Secretary of State for Education (Nicky Morgan)]

I beg to move an amendment, to leave out from “education;” to the end of the Question and add:

“welcomes the transformation in England’s schools since 2010 where 1.4 million more children are now taught in good or outstanding schools; notes that the academies programme has been at the heart of that transformation because it trusts school leaders to run schools and empowers them with the freedom to innovate and drive up standards; further notes that there remain too many areas of underperformance and that more needs to be done to ensure that standards in England match those of its best international competitors; and therefore welcomes the Government’s proposals in its White Paper to further improve teacher quality, ensure funding is fairly distributed, tackle areas of chronic educational failure and devolve more power to heads and school leaders to ensure both they and parents have more of a voice in the running of their schools; and welcomes the commitment to achieve educational excellence everywhere.”

Education is at the heart of this Government’s mission, because we all know that a good education transforms a child’s future. Our White Paper sets out our ambition to deliver real social justice by ensuring that every child gets an excellent education.

The Opposition motion is a deliberate misinterpretation of our proposals to transform England’s schools. As we have already heard, it contains at least two errors, including, as pointed out by my hon. Friend the Member for Winchester (Steve Brine), one about parent governors. I am afraid that contributions from the shadow Secretary of State are starting to follow an all too familiar pattern of scaremongering and ignoring the achievements of both the teaching profession and our education system. I note that since her appointment, she has yet to propose a single positive idea, and we heard no more today about how we can raise standards across England’s schools.

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

I congratulate my hon. Friend the Member for Manchester Central (Lucy Powell) on initiating this debate. Will the Secretary of State address what for Brentford and Isleworth in the Borough of Hounslow are the three most pressing problems: first, the recruitment and retention of good quality teachers, particularly in EBacc subjects; secondly, the desperate need to build sufficient secondary school places in time for 2017—unfortunately the Education Funding Agency is the cause of that delay; and finally, the need to ensure that our children have the skills for the local employment market when they leave? Mr Deputy Speaker—

[Mr Deputy Speaker (Mr Lindsay Hoyle)]

Order. We have got the message.

--- Later in debate ---

[Sir Gerald Kaufman]

That is a valid point.

Wright Robinson College was rebuilt under the Labour Government at a cost of £47 million and is a model structure. I quote from a letter that I received from the headteacher last month:

“On the evening of Tuesday 2 March 2016, I attended a meeting with my Deputies and the Ofsted Team, to receive their detailed feedback on the Section 5 Inspection that took place on 1 and 2 March 2016. I then experienced the proudest moment in my entire professional career when we were told that the College had received the full five ‘Outstanding Judgements’ against the criteria of the new and challenging Ofsted Framework.”

That would not have happened if the Government had had their way.

There was an attempt to turn Birchfields Primary School in my constituency into an academy, but I worked with the staff and governors to prevent that and we won. We do not always win. Not long ago, another school in my constituency, now Cedar Mount Academy, was forced to become an academy in a particularly odious manner because it was obliged to merge with schools that are not even in the city of Manchester. From that came a person called Dana Ross-Wawrzynski, who turned the whole situation into what she called “Bright Futures” for which she pays herself more than £200,000 a year. That is what academisation is about: people making money out of an unnecessary structure that does not benefit pupils.

We read in the White Paper that the agglomerations of schools that would be put into academy groups are in some cases not even in the same county. It is nothing to do with locality, local feeling or local sentiment, and parents will have no voice at all. The Government are to create something called “Parent Portal” through which it is alleged that parents will have a voice, but they will not. They will have no voice in the decision as to which school their child will attend or in the quality of the child’s education. The White Paper offers remedies, one of which is to go to the Department for Education. However, if I write to the Secretary of State, she will send me a courteous letter, but she will not deal with the issue that the parent has raised, because she will say that she deals only with policy, not individual or family issues. Another course parents can take is to go to an ombudsman. I worked for Harold Wilson when he created the ombudsman system, but can anyone tell me when somebody went to an ombudsman and actually got a result that improved the situation?

The structure the Government are setting out in this White Paper is compulsory. It is not going to give local authorities any voice. It contains a section about the voice of local authorities, but if we actually read it, we see that local authorities do not actually have any voice, except that they are assigned the role of making sure that kids get to a school. Well, that is not going to happen with an independent academy run by people who are paid hundreds of thousands of pounds—they will tell the local authority to get lost.

This is not simply about the local authority; it is also about the fact that the Government are going to create 500 free schools. We have free schools in my constituency. We have free schools run by the Church of England, and they are very good. We have free schools run by the Catholic Church, and they are very good. The Muslim community wants to be involved as well, but it will not get involved in this because we will be faced with an edict from this Government, who do not care about public education at all. That is the issue: academies are not about public education; academies are about giving a small number of people authority over millions of people.

[Ruth Cadbury]

Will my right hon. Friend give way?

[Sir Gerald Kaufman]

Of course.

[Mr Deputy Speaker (Mr Lindsay Hoyle)]

Order. May I just say that we are very tight for time in this debate?

[Ruth Cadbury]

What many of us in areas with a growing population were looking for in a White Paper was the ability to bring on new schools quickly. In five years, we have not been able in Hounslow to deliver the community school that is needed. Does my right hon. Friend agree that despite the ability of faith schools and some other academy trusts to develop new schools, the community is excluded?

[Sir Gerald Kaufman]

My hon. Friend is right about that. The fact is that, certainly in my constituency, where I am heavily involved with the schools, it is not a matter of the Government providing a choice for the parents; it is the Government taking away the choice of parents and putting it in the hands of extremely well-paid bureaucrats. This Government are making a big mistake and they need to think again.

Feminism in the School Curriculum

Ruth Cadbury Excerpts

Monday 11th January 2016 Commons Chamber

[Dr Huq]

I completely agree with my hon. Friend. He makes an excellent point. Whenever I have school parties in and we do the Q and A session afterwards, the first thing they say is, “Why are there so few women here?” In some senses, we internalise this and treat it as normal because we work here every day, but to the outside world, the gender imbalance here is bizarre.

In 2016, women’s representation in politics and public life is still, as my hon. Friend points out, woefully inadequate. The contribution of women to our political history is vital. Some people argue that it should be much more her-story than history—get it? Learning about that is vital so that young people grow up knowing that it is not bizarre and far-fetched that women can contribute to our society and our country and can make history.

The Fawcett Society submission points out that the figures that my hon. Friend the Member for Ashton-under-Lyne quoted equate to 94% of key thinkers being men. It states:

“Presenting men as the default political thinker…contributes to gendered stereotypes which limit women’s participation in politics. Only 29.4% of MPs are women, as are 33% of councillors, 35% of MSPs, 40% of AMs, and 19% of MLAs.”

As Labour Members have cautioned and as the noble Lord Watson has said, this proposal is part of a pattern. The Government’s policies are hugely unbalanced and damaging, with women bearing the brunt of the cuts. Some 81% of the “savings”—that euphemistic term—have been made from tax and benefit changes since 2010, for which women have paid the price. My hon. Friend the Member for Ilford North (Wes Streeting) pointed out that his Committee has a good record of women members, but the Department for Education has only two women on its board and is one of the worst in Whitehall.

Over the Christmas break there were indications that the Education Secretary was considering adding more women to a list of political thinkers, but we need clarity on that. If what looks like a U-turn has occurred—we are in the dark about that—it has been forced to happen only because of Labour pressure. Last year my hon. Friends the Members for Manchester Central (Lucy Powell) and for Stretford and Urmston (Kate Green) jointly wrote a letter to the Education Secretary, and co-signatories to that letter included Frances O’Grady from the TUC, Laura Bates of the Everyday Sexism project, and the president of the National Union of Teachers, Christine Blower—I believe she is a constituent of my hon. Friend the Member for Hammersmith (Andy Slaughter). They urged the Government not to scrap feminism in the A-level politics syllabus, and stated:

“The new draft syllabus has all but erased any reference to feminism…This sends a very worrying message to both young men and young women that feminism has little to no place in politics”.

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

I thank my neighbour and hon. Friend for securing this debate. Does the fact that Edexcel has bowed to pressure from 17-year-old Jessy McCabe to include more women composers in the music curriculum send a strong message to the exam boards of other subjects—in particular politics and history—that we need more women on the curriculum and across the board?

[Dr Huq]

My hon. Friend puts it well. Jessy McCabe is with us this evening, and her e-petition—a very modern way of petitioning the Government—obtained nearly 4,000 signatures. When I pointed that out to the Prime Minister during Prime Minister’s questions, he congratulated her. However, that should not have been an afterthought. Why do these things go so far that they have to be brought back from the brink?

Last month, the Department for Education said that feminism could still be studied as part of the reforms to the A-level sociology curriculum, and that the proposed move

“tied in with school autonomy and trusting heads”.

It is not good enough to leave it to chance in that way. Teaching and learning strategy should enrich students because, as many Members have pointed out, feminism informs history and globalisation. This is not just one of those theoretical “isms” as many of these things are; feminism affects us all every day. As young people go on to study at university across different disciplines, having the compass of feminism and an understanding of unequal gender relations to navigate their path is critical, and we must make the classroom responsive to, and representative of, society. The syllabus should not be gender-blind, because that is denying reality. We could also include world thinkers on an expanded list, such as Simone de Beauvoir from France, or the American black feminist, bell hooks.

In the December debate in the other place, Lord Nash declared that the proposed new content for politics A-level was an improvement on the last one because for the first time it contained political ideologies. However, feminism was not one of the named ideologies, so that is a little inconsistent. The Department for Education justified the move on the grounds of giving more choice to schools, but to us it looked like freedom to downplay the historical contribution of female thinkers. It took reports on the website “BuzzFeed” over Christmas for us to have some inkling that movement was taking place, and such unofficial, if positive, statements, need substantiation tonight.

Today I tried to get clarity from the Department, and I rang up the parliamentary affairs section, which over Christmas was asking me, “What is going in your speech? ”—this is hot off the press, so I did not entirely know the content. I did, however, ask whether the rumours in The Independent on Sunday were true, and I was given the classic response, “The Minister will be laying out the Government’s position in the course of the debate.”

--- Later in debate ---

[Mr Gibb]

We believe that pupils must learn from a young age that treating everyone equally and fairly in all spheres of life is part of the democratic values we are proud to enjoy and uphold.

[Ruth Cadbury]

Given what the Minister just said about the value the Government place on women’s involvement in all areas of society and policy, does he think they have spent enough energy on impact assessments of their policies, particularly their income and welfare policies?

[Mr Gibb]

That is not an issue for this debate, but yes the Government carry out equality impact assessments in all major areas of policy.

If pupils are to understand their responsibilities as members of a democratic society, it is important that they are exposed to a curriculum and qualifications that not only promote and discuss the concepts of equity and fairness but recognise the huge achievements and contribution of women to our society and history, in politics, science, literature, music and the arts. I am proud that the new national curriculum, introduced from September 2014, does this. It sets out the essential knowledge around which teachers can develop lessons to build pupils’ knowledge and understanding of the lives and works of influential women.

We expect schools to highlight the issues faced by women and their contribution as part of their legal duty to provide a broad and balanced curriculum. In the history curriculum, for example, the programmes of study promote examples of the lives and achievements of prominent women. At key stage 1, it promotes the examples of Elizabeth I, Queen Victoria, Rosa Park, Emily Davison, Mary Seacole, Florence Nightingale and Edith Cavell. Furthermore, good schools already teach their pupils about key moments in British history, including the suffragette movement, and highlight the bravery and successes of women from all walks of life and ages in history.

In science, at primary school level, pupils can be taught about the work of Jane Goodall, the renowned anthropologist, and the palaeontologist Mary Anning. At secondary school, they can be taught about the work of prominent female scientists, such as the role played by Rosalind Franklin in the development of the DNA model, and Marie Curie, the only person to be awarded the Nobel prize for physics and chemistry.

As she said, the hon. Lady successfully supported one of her constituents, Jessy McCabe, who last year raised concerns about Edexcel’s music A-level specification. I am pleased that the specification now includes a number of set works by female composers. I am also pleased that Edexcel undertook to review the specifications of its other qualifications to ensure they were diverse and inclusive.

All schools are subject to the provisions of the Equality Act 2010 and the public sector equality duty, which requires a school and its trustees, both in planning and running the school, to have regard to the need to eliminate discrimination, harassment and victimisation; to advance equality of opportunity; and to foster good relations between communities. All schools are required to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. This includes challenging prejudice and promoting tolerance.

In addition to the role they play in teaching children about the lives and contribution of women, schools can teach feminism as part of citizenship education, which is in the national curriculum at key stages 3 and 4 and is designed to foster pupils’ awareness and understanding of democracy, governance and how laws are made and upheld, of which the suffrage movement is a vital part.

The programme of study for personal, social, health and economic education includes teaching pupils that they have equal rights to opportunities in education and work, and to recognise and challenge the stereotypes that may limit their aspirations. It also makes clear the unacceptability of sexist language and behaviour, the need to challenge it and how to do so. PSHE lessons are also an ideal opportunity to discuss prejudice and open up discussion about gender stereotypes and similar issues. That is why we want all schools to offer high quality PSHE, using trained teachers and drawing on the best resources.

Childcare Bill [ Lords ] (Third sitting)

Ruth Cadbury Excerpts

Thursday 10th December 2015 Public Bill Committees

[Pat Glass]

Amendment 15 is a probing amendment. I hope that when the Minister gets to his feet, he will support my call for flexibility and deliver what I am asking for. I just have a feeling in my water that that will not be the case.

The need for childcare is different for different families. It is clear that most working families can find ways of boxing and coxing their childcare provision during the week. However, we have heard about the variable levels of occupancy, ranging from 75% to 95%. There is heavier childcare occupancy on Tuesday, Wednesday and Thursday, and lighter occupancy on a Monday and Friday as families find other solutions on those days.

Family solutions are as different as the families themselves. Some parents work part time, some work in job shares and, in many families, one parent works a regular pattern of nine-to-five or thereabouts—often the higher earner—while the other works an early morning or a late shift to ensure that there is childcare at the beginning and end of every day. That was the pattern in my home when I was growing up. My dad was pretty rubbish at breakfast, but we got used to it. [Laughter.] He was really rubbish at breakfast, but it allowed both parents to work, and that is what many families do. Some family solutions are dependent on grandparents from both sides of the family taking a share of the childcare. Indeed, in many families today, grandparents are the childcare. Other families do not live close enough to grandparents for that to be a regular, reliable solution.

Whatever childcare solutions families find from birth to the age of three, and from Monday to Friday, many parents tell me—I am sure they tell the Minister the same thing—that the biggest problem is how to manage school holidays. There are holidays at Christmas and Easter and half-term holidays in February, May and October, but what parents really worry about are the six-week summer holidays. Two working parents with 25 days of holiday entitlement each, and understanding and flexible colleagues, could theoretically cover all but three weeks of the school holidays, but that would mean giving up all their holiday entitlement and in most cases never having one day when all the family is on leave together. Many other families find themselves in situations that are not even as fortunate as that, and not all employers are accommodating. Most parents work alongside colleagues who also want time off during the school holidays, so they cannot depend on taking their full entitlement in the school holiday period.

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

My hon. Friend describes the situation for a family with two parents in work. The situation is far, far worse for lone parents, not all of whom have local family support, particularly if they have had to move house to find somewhere affordable to live.

[Pat Glass]

My hon. Friend is absolutely right, and I will touch on the situation of single-parent families in a moment. Even in the most flexible and helpful of employment situations, parents tell me that if they each take two weeks’ leave, that still leaves them with two weeks in the summer to cover, and they have to prevail on wider family or friends or other solutions for those remaining two weeks. Parents tell me that they dread that time, and that should not be the case. The six-week summer holiday should be a time when parents and children can be together, and it should be a good time, not something that parents dread. I have even been told by some parents that after struggling to put childcare solutions together—prevailing upon their friends, family and acquaintances to the point where those people avoid them—they have still had to take unpaid leave, or in some extreme cases give up their job to cope with the summer holidays.

While for many couples it is a case of misery being better shared, single parents do not even have that, as my hon. Friend said. There is no one to share the childcare management with and no one to share the worry and the stress. The last Labour Government introduced a childcare vouchers scheme that was based on employment. Parents and employers could buy into the scheme, but I understand that the Government are phasing out the scheme and not allowing new applicants, and that is a shame. Those who used the scheme have told me that what they liked best about it was its flexibility.

--- Later in debate ---

[Ruth Cadbury]

I appreciate the care that the Minister is taking in responding. How would the provision work for my constituents who work at the airport, for example, and have different work patterns, such as early mornings, normal days and late days, while working four days on and four days off? If they were only able to claim their 30 hours during the normal working day and could not claim the full amount, would they be disadvantaged because of the nature of their working patterns?

--- Later in debate ---

[Mr Gyimah]

The amendment would ensure that a disabled child is not refused a childcare place on the grounds of their disability. As I highlighted on Tuesday, I absolutely agree that children with special educational needs or a disability should not be put at a disadvantage and that they should have the same access to high-quality childcare as children without disabilities. The Government are committed to ensuring that all families have access to high-quality, flexible and affordable childcare, and I am delighted that the hon. Lady has agreed to meet with me and the Minister for Children and Families to look at how we can improve access to childcare for children with special educational needs and disabilities.

As I pointed out in my intervention, the amendment would create a criminal offence if a disabled child were unreasonably refused a childcare place. Although I agree with the principle behind the amendment, and agree that all children should be able to access childcare, I do not agree that would be the right approach. I have been clear in our debates so far that local authorities are already required by law to secure free entitlement places.

[Ruth Cadbury]

One of the ways of encouraging childcare providers to be open and welcoming to children with disabilities is to ensure that funding is available for additional support—in large childcare settings, a disabled child might need one-to-one support—as well as for specialist training and, occasionally, specialist equipment. Will funding be available in the programme over and above the normal funding per child for the 30 hours?

[Mr Gyimah]

We covered the issue of funding on Tuesday, when I made it quite clear that the £5 billion high needs funding block applies to ages nought to 25. Funding will also be available to parents who have access to tax-free childcare up to £4,000. They can access that for children from the ages of nought to 18.

Amendment 13 is about what providers do when confronted with a child with special educational needs or disabilities. It is important that we are clear that the Equality Act 2010 sets out the legal obligations that early years providers and local authorities have towards disabled children and young children in their care. Refusing to admit a disabled child may amount to unlawful discrimination, if that refusal is as a direct result of their disability or something arising in consequence of their disability. The Equality Act applies to all early years settings, whether or not they are in receipt of Government funding.

If a parent of a disabled child believes that their child has been discriminated against by a school setting, they can appeal to the first-tier tribunal or, in certain cases, to local admissions panels. Where the case involves a provider that is not a school, a discrimination claim is heard in the county court.

I take on board the comment made by the hon. Member for North West Durham that she does not intend to create a criminal offence through the amendment. I therefore suggest that when we look at the model agreement that local authorities have with providers delivering the free entitlement, we make the situation quite clear to them and draw their attention to the Equality Act requirement.

The hon. Lady raised a point about the confidence of the workforce to deal with the situation, which is not strictly a legal matter. We intend to look at that as part of the workforce strategy that I committed to on Tuesday. That will build on the requirement that already exists in the early years foundation stage. The significant funding that we give to voluntary and community service organisations can support providers in the workforce to develop confidence and skills.

On that basis, and given that the hon. Lady’s amendment would not really achieve what she wanted to achieve, I urge her to withdraw it.

Childcare Bill [ Lords ] (Second sitting)

Ruth Cadbury Excerpts

Tuesday 8th December 2015 Public Bill Committees

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

Does my hon. Friend agree that if a political party puts in a manifesto an offer of 30 hours a week free childcare to parents of three and four-year-olds, that is what the offer is? Does she not agree that voters would therefore expect that that is funded and that the political party hoping to be in government, and now in government, is prepared to fund it to the level that delivers that offer?

[Pat Glass]

That is absolutely right. The offer made in May this year was 30 hours a week of free childcare. It is not now 30 hours a week free childcare to parents who are working more than eight hours. The thresholds have increased and the numbers of people eligible have gone down. As I said on Second Reading, any parent who voted Conservative on the basis of that offer will be feeling seriously short-changed now.

--- Later in debate ---

I saw in a report—I think it was when I was a member of the Select Committee on Education—some really alarming statistics about young men in the 19 to 25 age group. Research had found that in the city of Birmingham, almost 24% of young men in that age group were simply not in the system at all. They had dropped out altogether, because they were tired of moving from zero-hours contracts, to claiming, to being sanctioned and so on. They had thought, “I will just work and get paid cash in hand” That makes such people incredibly vulnerable. In addition, some of them will have families and will need childcare. How will those families be eligible for the extra hours of childcare, if at all?

[Ruth Cadbury]

My hon. Friend eloquently explains how complicated things are even for men who do not have children. If we add to the basic benefits system and the tax credits system the need for parents to work out their additional eligibility for free childcare, they will have to do complicated sums to work out whether they will be better off on tax-free childcare or universal credit. Every time their income changes, every time their hours change and every time their child hits another birthday, they will have to amend their application further. Is it any wonder that parents are worried about getting into trouble through no fault of their own?

[Pat Glass]

I welcome that intervention. We do not want people to get into the situation that we see frequently in our constituency surgeries, where parents turn up with huge bills for tax credits that they need to pay back. They did not intend to get into that situation, and it is not about fraud; it is about things being unclear.

--- Later in debate ---

[Mr Gyimah]

There is the Care to Learn Scheme, which can apply in some cases, and other programmes, such as the childcare element of tax credits, could apply to them, but specifically, the additional 15 hours here is linked to employment and income, unless you are earning no income at all, when of course, you will not be eligible to get this.

[Ruth Cadbury]

Is the Minister saying that parents can only use this offer if they are already working? What concerns me is that this offer will not benefit those parents who want to get into better paid work because they are studying full-time. When one is studying full-time it is quite difficult to also work while also having three and four-year-olds.

[Mr Gyimah]

Many of those parents will be eligible, assuming they are at the lower end of the income scale, for the childcare element of tax credits and universal credit when that is fully rolled out. There will be support through that to help them with their situation, in terms of getting back to work. There are also other programmes, such as the Care to Learn Scheme which can help them. As far as the additional 15 hours is concerned, yes, it is linked to an actual employment status. Under the voucher scheme that was introduced by the previous Government, people who were self-employed or earning the minimum wage did not qualify for that scheme. Under the scheme we are introducing here, all these people qualify for their additional 15 hours.

As I have said, supporting working families is at the heart of this policy and we have been clear throughout that people on zero-hours contracts and the self-employed will get this. The contractual position will not determine whether their children—and it is the children rather than the parents—are eligible. The legislation allows for children of parents on zero-hours contracts to be eligible in the same way as anyone else. Eligibility will be based on what parents reasonably expect to earn on average across the coming quarter, enabling parents with more irregular working patterns to benefit.

The hon. Member for Birmingham, Yardley asked for practical examples, so I will give one. We know that a parent on a zero-hours contract will work some weeks but not others, and might not know in advance whether they will have work in any given week. If on average they work two weeks out of every three, and when they are working they get 25 hours of work at the minimum wage, their child will qualify for 30 hours of free childcare.

[Ruth Cadbury]

Will the Minister clarify over what period those calculations are done? Does he literally mean that the calculation will be done over a three-week period, or will it be averaged out over several months, particularly given what my hon. Friends said earlier about seasonal and variable working hours?

[Mr Gyimah]

As I said in response to an earlier question, the calculation will be done on a quarterly basis, but over time, the system will know what someone’s average earnings are. The hon. Lady also asked in an earlier question how simple it will be for parents. Parents will not have to update their details constantly; it will be done quarterly by the system. Parents will not have to work out complicated sums to access the extended entitlement, as they must do in the tax credits system. The joint application system that HMRC develops will provide a single, simple point of access for parents. The system will give parents an instant decision on their eligibility in most cases, so that will apply in the vast majority of cases.

Again, to take a practical example, a person on a zero-hours contract who, despite periods without work, reasonably expects to meet the minimum income level will be eligible. HMRC will take a proportionate approach to compliance, using details of past income and other information provided by parents to assess eligibility. We know that parents whose situations fluctuate need their childcare arrangements to support them in work. We will therefore work with local authorities and childcare providers through the early implementation phase to develop provision that can support parents with irregular working patterns.

There are already good examples from across the country of providers offering parents flexible care. For example, in Brent, they have set up an emergency and overnight register to match up parents with childminders whom they can access at short notice 24 hours a day, seven days a week. Swindon intends to offer weekend early-education sessions from January 2016, initially through an academy and a private provider, as well as through a number of registered childminders. Through early implementers, we will work on the right type of provision as well as ensure that the eligibility system works consistently with people whose earnings fluctuate.

We want to see that kind of innovation in other parts of the country, and that is what the early implementation programme will support. We also recognise that self-employed parents’ income is often not smooth or predictable. The free entitlement will be available to self-employed parents, and we intend to have special rules for them similar to those available in tax-free childcare. Self-employed parents who work throughout the year but get income only at certain times in the year will be able to average that income across the whole tax year rather than just quarterly. Also, because new businesses often struggle to get going, self-employed parents will not need to take the minimum income limit into account at all in their first year.

Amendment 12 relates to the parents of an eligible disabled child. Again, we recognise that all families are different and that some may face particular issues, for example where parents have caring responsibilities. That is why we have made it clear throughout the passage of the Bill that when one parent is employed and one parent has substantial caring responsibilities, based on specific benefits received for caring, such households will be able to access the extended entitlement.

I am pleased to confirm that it is our intention that that will include households where one parent is working and one parent is being paid carer’s allowance or the carer element of universal credit. That includes parents caring for their own three or four-year-old child where the child is in receipt of disability living allowance or is certified blind. If a single parent with a disabled child meets both the conditions regarding paid work and the minimum income threshold, they will of course be able to access the extended entitlement. If they do not work they will not be eligible for the entitlement, but they might be able to receive carer’s allowance or universal credit.

The appeals process has been touched on. If parents are not happy with HMRC’s decisions about their eligibility, they will be able to seek a mandatory review by HMRC, and if they are still not satisfied they will be able to appeal to the first-tier tribunal. They can also appeal against decisions about financial penalties—both the fact of the penalty and its amount.

[Ruth Cadbury]

I thank the Minister for those detailed responses to our concerns, and for being keen for the system to be simple and straightforward as possible for parents when their eligibility for the various schemes is being assessed. Has he had conversations with HMRC and the Treasury, and is he confident that the necessary resources and the technical support will exist in HMRC to provide a seamless, smooth and well informed process for parents who will be navigating what appears to be a complicated system?

[Mr Gyimah]

I thank the hon. Lady for her interest. Getting the technology platform right is absolutely crucial, and the cross-Government taskforce on childcare, which I co-chair, has considered it in detail. In addition, officials in the Department for Education are working closely with HMRC on the joint system, the development of which secured funding at the spending review, and we will provide the system to HMRC in due course. I thank the hon. Lady for her legitimate concern.

[Mr Gyimah]

If the hon. Lady will bear with me, I will await inspiration from the usual channels. In the meantime, I will plough on with my speech.

In relation to the extended entitlement, we are clear that the powers we have taken are sufficient to enable us to cater for non-standard working patterns and families’ different circumstances. I can also reassure hon. Members that if a parent’s circumstances change, their child will remain eligible for the extended free entitlement for a short period—there will be no instantaneous change. We hope that within that period the parent will be able to regain employment and continue to declare that they expect to meet the eligibility criteria. If that is not the case, and the parent is clear that they no longer expect to be in paid employment after the grace period, they become ineligible.

[Ruth Cadbury]

The Minister begs the question: what is the definition of “short period”?

[Mr Gyimah]

The short period is in line with the grace period, which is three months.

As hon. Members can see, we fully support the intention behind the amendments. However, we believe that putting too much detail in the Bill about the specific circumstances in which children could qualify risks inadvertently excluding some of those we want to include. Nevertheless, Members will have the opportunity to scrutinise the regulations before they are finalised.

As part of the development of the joint childcare application system, we will publish information for parents and their partners to make clear the eligibility rules for different groups of parents, so that they can be clear about whether they can access the extended entitlement. Online and telephone advice will also be available to assist parents. In addition, we will publish statutory guidance for local authorities next year, so that they can advise parents about their eligibility for the extended entitlement and discharge their responsibilities for delivering childcare places in keeping with the scheme’s rules.

In response to the question about the first-tier tribunal, the inspiration that I have received says that it will be specifically a social security tribunal and not an employment tribunal.

--- Later in debate ---

[Mr Gyimah]

These amendments are on the role of HMRC in relation to the extended entitlement, and they include a consequential amendment that would enable the provision to come into force immediately on Royal Assent. They are technical in nature.

As the Secretary of State for Education, my right hon. Friend the Member for Loughborough (Nicky Morgan), set out on Second Reading, parents will be able to apply for the extended entitlement as part of a simple joint online system being developed by HMRC in partnership with National Savings and Investments for tax-free childcare. That means that parents will have to provide information on their personal circumstances only once, even where they wish to apply for both schemes, which will create a simple and smooth customer journey that will save parents and providers valuable time.

[Ruth Cadbury]

I value the Minister’s comments, but am I right that some parents will go down the universal credit route? Can we be assured that there will be a link-up between HMRC and the Department for Work and Pensions to help parents assess their eligibility, depending on which route they take?

[Mr Gyimah]

The hon. Lady raises a good point. Obviously, universal credit is different benefits rolled into one. The one that we are concerned with here is the childcare element. There is a plan further down the line to make sure that is incorporated, which will make it easy for parents to move across the different childcare products as their circumstances change.

[Ruth Cadbury]

With funding from different sources.

[Mr Gyimah]

That is very much part of the thinking.

Amendment 2 will enable regulations to be made under the clause setting out the conditions to be met by a person making a declaration as to a child’s eligibility for the extend entitlement. For example, to be consistent with tax-free childcare, the person making the declaration will need to be the person responsible for the child. It is crucial that we are able to provide clarity for parents about the declaration they will have to make, and that we can ensure that HMRC will be provided with the information it needs to make decisions about whether a child is eligible for the extended entitlement.

The conditions that the person making the declaration will need to meet will be set out alongside the form and manner of the declaration. Regulations will say more about those matters in due course and will be subject to the highest degree of parliamentary scrutiny.

Amendment 3 will make it clear in the Bill that HMRC will be verifying, and making a determination about, a child’s eligibility for additional free childcare. The amendment will ensure that HMRC can work in a timely fashion to extend its online system, so that it can also check eligibility for the 30 hours of free childcare. That will enable HMRC to determine whether a child is eligible for the extended entitlement.

Amendment 6 deals with commencement, which is when the various provisions of the Bill will come into force. It is consequential on the new provision that gives HMRC the power to make a determination as to a child’s eligibility. We intend that provision to come into force on Royal Assent, so that HMRC can begin to build the technical aspects of the joint eligibility checking system.

Ensuring that the operational aspects of the extended entitlement are in place in good time will enable us to test that the eligibility checking system runs smoothly for parents.

Childcare Bill [ Lords ] (First sitting)

Ruth Cadbury Excerpts

Tuesday 8th December 2015 Public Bill Committees

[Mr Gyimah]

Parents can get 75% of their costs paid for today, and that will rise to 85% when universal credit comes into force. That goes to the crux of the measure: no parent will be worse off as a result of the Bill, and no parent will get anything taken away from them as a result of the Bill. This is a new entitlement.

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

The Minister says that “no parent” will be worse off, but I understand there are differences in the funding arrangements. Nationally, the new funding rate for the three and four-year-old offer is £4.88, including the early years pupil premium funding. All regions except London will see an increase in the hourly rate, but London will lose 65p of funding per child per hour for the extension of the entitlement, with some boroughs losing as much as £4.29 per place. How will that play out for the parents of three and four-year-olds in London?

[Mr Gyimah]

The hon. Lady talks about the money paid to local authorities. I was making the point that no parent will be worse off in terms of the childcare that they get.

I will come to this in more detail later, but we have announced that we will consult on an early years national funding formula to ensure that we smooth out the allocations for local authorities. It is not fair that one local authority can get £9 an hour and afford to offer 20 hours’ childcare, while another local authority, such as in Birmingham, gets £5 an hour. We need to ensure that a local authority gets the funding that reflects the needs of the children in that local authority, rather than the amount being based on history, as is currently the case. I will come to that point in more detail later.

--- Later in debate ---

[Mr Gyimah]

Let me put the hon. Gentleman’s mind at rest—I am glad he is taking so much interest in my area, rather than his. As a result of the combination of policies that I have talked about, a parent could get up to £40,000 of subsidy towards their childcare for two children. That is how far the Government are going to subsidise parents with the cost of childcare.

We are discussing amendment 10 and clause 1. I understand the arguments made by some members of the Committee about funding for disabled children and children with SEN to support them in accessing the free entitlement, but let me be clear that I do not believe that clause 1, on the funding review, should remain in the Bill.

Before I address the key points, I want to thank hon. Members for their contributions. I particularly thank the hon. Member for North West Durham for her extensive work on improving access to childcare for disabled children. That is clearly an area of her expertise and I thank her for her contribution to the debate. I also want to put on record that, beyond our line-by-line scrutiny in Committee, I want to work with her and officials on how we can improve access to childcare for disabled children, so I invite her to the Department to discuss that.

I want to be very clear that the Government believe that parents with disabled children should have the same opportunities as other parents via increased choice of and access to high-quality childcare. The Government’s commitment to improving the system for children with SEN and disabilities was strongly demonstrated in the previous Parliament, during which we legislated through the Children and Families Act 2014 to introduce the biggest reform to the SEN and disability system for 30 years. The reforms, which introduced a nought-to-25 system, with an emphasis on early identification and the importance of integration between education, health and social care for children across the age range, were supported on both sides of the House.

[Ruth Cadbury]

The Minister listed three factors in the review of disabled children’s education, but he did not use the word “childcare”. The parents of disabled children want to be able to work as well as to have good care, education and social services support, so will childcare be part of the review that he has just mentioned?

[Mr Gyimah]

I am coming to precisely that point. The changes will not solve all issues in the system overnight, but they are at the early stages of implementation and are starting to make a real difference for families. As I pointed out in relation to funding for parents of disabled children, tax-free childcare for families with disabled children will provide support of up to £40,000 until the child turns 18. So, from nought to 18, a parent with a disabled child will get twice the allowance that a parent with a non-disabled child will get through tax-free childcare.

I recognise that the extensive work carried out by the parliamentary inquiry into childcare for disabled children, co-chaired by the hon. Member for North West Durham, found that some parents have difficulties accessing childcare. That is disappointing. I am clear that the entitlement to 15 hours’ early education is for all children. It is not acceptable for children with disabilities to be unable to access their entitlement.

--- Later in debate ---

[Mr Gyimah]

No, I would definitely like to see the report. Of the £1 billion, £300 million is for a significant uplift to the rate paid for two, three and four-year-old entitlements. We have increased the rate not just for the three and four-year-old entitlement, as promised at the election, but for the two-year-old entitlement. The new average hourly rate—we have to be clear about it—is £4.88 for three and four-year-olds and £5.39 for two-year-olds, and the equivalent rate per carer, for three and four-year-olds, is £39. The uplift will apply to all children accessing the free entitlement.

We did not stop there, however. We also announced £50 million of capital funding to help providers who wish to expand and increase the number of places they are able to offer, as well as committing to a fairer funding distribution through the introduction of a national funding formula for early years. Neither of those elements, which are critical to a comprehensive and sustainable system, is mentioned in the clause.

Introducing a fairer funding formula for early years is essential. Current funding for early years varies considerably around the country, enabling some areas to offer parents additional hours of provision above the statutory 15 hours a week. The additional investment is a strong signal of the importance that the Government place on early years, and of our desire to help hard-working parents back to work and help them with the cost of living.

The rate increase is underpinned by the comprehensive review of the cost of childcare that was published on 25 November. The review was based on the best published evidence available, with additional evidence being collected through the review itself. Some 2,000 pieces of evidence from the childcare sector were reviewed, and every major childcare organisation contributed to the review. Childcare providers generously even provided their own profit and loss accounts so that we could identify and understand how their cost base worked. We promised the view at the election, and we have delivered on that promise. It is the most comprehensive bottom-up analysis of the cost of childcare provision in the country, and I have no doubt that hon. Members will agree with the rigorous, evidence-based approach we have taken to the analysis.

On how the review was conducted, it was led by the Department for Education’s chief analyst, who analysed the best published evidence and went the extra mile by collecting additional evidence throughout the review. The review examined the cost of childcare provision at provider level and considered all evidence on the current demand for and supply of childcare places for two, three and four-year-olds, for whom there is free entitlement. It also considered cost pressures that providers will need to meet in future, including the national living wage, and found that there is scope for providers to be more efficient, for example by reducing under-occupancy.

That analysis has allowed us to understand the funding needs of the sector and gain better insight into the characteristics of a diverse market and how it might respond to deliver the entitlement.

[Ruth Cadbury]

I thank the Minister for describing the review. He mentions under-occupancy. Has he had the chance to analyse how childcare providers can deal with occupancy figures and capacity, given that many parents work uneven hours, shift work and so on, and other parents are on flexible contracts? How does the Minister expect childcare providers to operate at high occupancy rates when so many parents work different hours in different weeks?

[Mr Gyimah]

There is significant scope for looking at under-occupancy, and we want to work with the sector. Most nursery providers say that they are very busy on Tuesdays, Wednesdays and Thursdays, and less so on Mondays and Fridays. Some nurseries price their offer in such a way as to encourage parents to take up the quiet times, when there are still staff costs but no parents taking up the offer. There are ways to make that possible.

[Ruth Cadbury]

It is generous of the Minister to consider the needs of childcare providers, but how does that work given that it is the employers of those parents who determine the hours for which they need the childcare offer?

[Mr Gyimah]

If a childcare provider wants to say to parents, “This is how we price; it is a market,” parents can pick and choose the spots that work best for them. We are saying that there is more scope to look at under-occupancy. It may work for some providers and not for others. We will work with the sector on that.

As I said, the review had extensive input from the whole sector. I will name some of the key organisations that provided input: the National Day Nurseries Association, the Professional Association for Childcare and Early Years, the Family and Childcare Trust and Contact a Family, as well as providers that attended round-tables that we held in the summer. The review does not just reflect costs in the south-east and London, because those round-tables were held around the country. I would like to take the opportunity to thank everyone who contributed to such a significant achievement, with the review being the first of its kind.

We are debating the impact of the provisions on children with additional needs, and the review also considered the impact on the cost of provision for children with special educational needs and disabilities. We held thematic discussions on childcare for children with additional needs, including special educational needs and disabilities. The review found that the nature and level of support required by those children can vary significantly, as does the prevalence of additional needs across each setting. The cost estimates reported in the review made allowances for some of those factors.

Our analysis of the responses to the call for evidence also highlighted that providing for children with additional needs, special educational needs and disabilities drives up costs for providers, particularly salaries. That is because children may need more one-to-one support, and there may be a need for greater involvement of other services—for example, health services or therapists—to support the provider in caring for the child. I saw that for myself when I visited Bath Opportunity pre-school, a specialist nursery providing childcare for children aged nought to five with a range of additional needs. The pre-school delivered excellent care for the children, but it was clear that the cost of delivering that care depended on children’s level of need. To deliver that care, the provider needs to work closely with a range of agencies, supported by the local authority to access funding from the high needs block, which is for ages nought to 25.