Nursery Schools

Sam Gyimah Excerpts

Tuesday 9th September 2014 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)]

I congratulate the hon. Member for North West Durham (Pat Glass) on securing today’s debate. She has a long and commendable track record in education and the welfare of young children, within and outside the House, and I thank her for obtaining the debate. I thank the Select Committee Chairman, my hon. Friend the Member for Beverley and Holderness (Mr Stuart), who made his case with characteristic forcefulness, and the shadow spokesperson, the hon. Member for Manchester Central (Lucy Powell), for her arguments. I did not realise that we shared an alma mater. I notice that she is wearing the colours of Somerville college, red and black, today. However, I guess we share something even more important, in that we are both parents. When it comes to early years, we have the same objective as most parents—wanting the best start in life for our children. There is no greater responsibility or privilege.

The hon. Member for North West Durham made a point about listening, and in the spirit of willingness to listen, I will mention that the Department is planning a series of visits. We will make sure that Pen Green nursery school in Corby is on that list, and I shall go sooner rather than later. I thank her for that recommendation.

We can all agree on the importance of early education. The research about effective pre-school, primary and secondary education published by the Department for Education today shows that the effects of pre-school last to the age of 16, so it is vital to ensure that children get a good pre-school start. In that context, maintained nurseries are delivering. As we have heard several times in the debate, they are often doing that in disadvantaged areas, where such high-quality provision can make the greatest difference. I fully support those schools where they are delivering high-quality, sustainable provision responsive to parents’ needs. One example of that is Beechdale nursery school in the constituency of the hon. Member for North West Durham, with outstanding provision and additional child care beyond the free entitlement. Another is the maintained nursery schools that are part of the Bristol early-years teaching consortium, where designated teaching schools link with local primary schools and private-sector providers to share their best practice. I look forward to the continued success of those fantastic maintained nursery schools, and more like them, in the years to come.

We should always bear three things in mind in considering child care and early education. We need it to be accessible, affordable for parents and of high quality. There has been some discussion of priorities, and with that triangle the equation is not always as straightforward as it can seem. With child care, one size does not fit all. Parents are obviously concerned about their children’s learning and development, but often they also want somewhere for them to be looked after while they are at work, or when they need a break. Parents look for various solutions when they look at the child care marketplace.

Maintained nursery schools make up a very small part of early education in this country. As we have heard, there are now 414, compared with nearly 7,000 primary schools with nursery classes—6,843, to be precise—and almost 18,000 private or voluntary day nurseries and pre-schools delivering early education. We have a mixed economy for child care and early education. To respond to what the Select Committee Chair said, that should be evidence enough that the Department is not pursuing coherence at the expense of equity. We do not actually have a coherent sector at all; we have a mixed economy, with different types of provision.

[Alex Cunningham]

I congratulate the Minister on his new role. I do not want to be boring about the North Tees and Hartlepool hospitals nursery closures, but they are part of the mixed economy the Minister has talked about. Can he suggest any intervention he could make? Could his officials speak to the hospitals about advice or other help that the Government could provide that would save the specialist provision of those nurseries for disabled and other special needs children? That would enable parents to set their anxieties aside.

[Mr Gyimah]

I suggest that the hon. Gentleman write to me, and I will then respond accordingly and get my officials to look into the matter.

I am conscious of the time, so I shall race quickly through my remaining points. Closures have been mentioned several times. The small number of closures that have happened are not necessarily a sign of a long-term trend or a decline in the number of maintained nursery schools. Some have merged or federated with neighbouring schools, so some of the reduction in the overall numbers from 468 10 years ago to 414 now is down to sensible restructuring based on assessment of local need. Despite that reduction, I can reassure all hon. Members that the number of pupils attending maintained nursery schools has increased over the same period, from 39,000 in 2004 to 40,000 in 2014. The hon. Member for North West Durham would describe that as static, but it is a modest increase, and it does not seem at all like a decline to me.

There is as much protection for maintained nursery schools as there is for any other school, if not more. Local authorities cannot close maintained nursery schools without following due process. In fact the current school organisation guidance, published in January 2014, states clearly that

“there is a presumption against the closure of nursery schools”.

That does not mean that a nursery school will never close. Indeed, it cannot be right to guarantee that maintained nursery schools will stay open at all costs, without ensuring that they provide sustainable, high-quality provision that meets the needs of local parents and children. Nevertheless, the case for closure should be strong. The guidance requires that

“any proposal to close should demonstrate that: plans to develop alternative provision clearly demonstrate that it will be at least as equal in terms of the quantity as the provision provided by the nursery school with no loss of expertise and specialism; and replacement provision is more accessible and more convenient for local parents”.

[Bill Esterson]

The Minister’s predecessor made it clear that her preferred route was for nurseries to open in schools, at the expense of stand-alone nursery schools in the maintained sector. Will the Minister clarify his position?

--- Later in debate ---

[Mr Gyimah]

As I said early in my speech, parents and their needs are the starting point. No one size fits all for early education and child care. We should accept that we have diverse provision and we should support those different forms of provision and ensure that, whether parents choose a childminder, a maintained nursery school or a private, voluntary or independent setting, they get the quality they expect. That has some relevance to priorities, which the hon. Member for North West Durham mentioned. There was a suggestion that somehow the Government’s priorities were biased against maintained nursery schools. In a time of austerity, we need a targeted and effective approach to the early years.

[Pat Glass]

The Minister is saying that we need a targeted approach, so will he commit to looking again at the report from the Education Committee and its recommendations for placing nursery schools at the centre of a network? Given the quality of the provisions, it seems sensible that they should sit at the centre of a network providing support and good practice for other provisions. He should commit to the Committee’s recommendations.

[Mr Gyimah]

I thank the hon. Lady for making that point. I am very aware of the Education Committee’s recommendations and I will come to some of the points in a moment. As the hon. Lady rightly said, we should not just look at what other countries do, but remember to praise the good practice in this country. There is great practice and some excellent and visionary practitioners in this country. There is a lot to be proud of.

We have universal provision for three and four-year-olds in this country so every three and four-year-old is entitled to 15 hours of child care. That is a tremendous achievement. The latest “Education at a Glance” report from PISA—the programme for international student assessment—puts us in the top 10 of OECD countries, which we can be proud of. More than 90% of three and four-year-olds in this country receive 15 hours of free child care at the moment.

On targeting, the Government have introduced the free early-years entitlement for two-year-olds, which will benefit 260,000 two-year-olds from the least advantaged families in the country who will receive 15 hours of care a week. We should be proud of that, but we must be targeted in how we use finite resources.

We have also introduced the early-years pupil premium, which is £300 a year for three and four-year-olds. I assure hon. Members that maintained nursery schools will receive the early-years pupil premium from 2015 and I hope that private voluntary independent organisations and maintained nurseries will use that to help to boost their ability to attract higher-quality staff for children in nurseries.

There is a lot to be proud of, and the Government have a plan and clear priorities for the early years. However, funding for maintained nursery schools is obviously an issue, and we fund that provision through local authorities to enable them best to make decisions for parents and children. Some 49 local authorities do not have any maintained nursery schools and 43 have only one or two. Therefore, a funded approach that treats maintained nursery schools differently would not be fair to those areas. Many areas of high deprivation have good inspection results in early-years foundation stage profile outcomes. Some make use of maintained nursery schools as part of local provision, but others are doing that with high-quality nursery classes in primary schools and private providers, not large numbers of maintained nursery schools.

Maintained nursery schools play an important role in many areas, but our approach, including that to funding, must ensure that parents retain a choice of early education provision that meets their needs and, whatever their choice, that they can be assured of high-quality provision. Maintained nursery schools are more costly than other providers, but it is for local authorities to determine funding levels. There are often good reasons for higher funding levels and many local authorities have chosen to retain them with their single funding formula, indicating that most deliver excellent value for money, but they are not the only solution.

Many primary school nurseries and private and voluntary providers offer high-quality, affordable early-years provision that is good value for money, and that provision must also be funded fairly. We must ensure the highest-quality provision across the board and our policy approach and funding decisions should reflect that.

[Mr Graham Stuart]

In their response to the Select Committee’s report, the Government noted the engagement in teaching school alliances of nursery schools and said that it was collecting and sharing best practice. Can the Minister add anything now or write to me about that and whether he thinks that involvement through teaching school alliances could help by sharing that expertise with others and whether funding could be provided to allow continuation of the high-quality services we get from nursery schools?

[Mr Gyimah]

My hon. Friend the Chairman of the Select Committee makes an excellent point, and I will write to him on that specifically. He alludes to quality and we know that a large proportion of maintained nurseries deliver outstanding provision, and in areas where maintained nursery schools rightly remain part of the answer, we want local authorities to work with them to ensure they spread their expertise. We are seeing that already. Nineteen maintained nursery schools are designated teaching schools and a further 109 are members of a teaching school alliance. I will write to the Chairman of the Select Committee with the details of how that is working. In Bristol, for example, where maintained nursery schools are linked to local primary schools and private sector providers in a teaching school alliance, they can share and disseminate best practice. That is an important way to guarantee the continued success of our best, high-quality maintained nursery schools.

Qualified teaching status and early-years teachers were mentioned by the hon. Member for North West Durham. I believe, as do all hon. Members here, that there is a need to raise the status and quality of the professionals in the early-years sector. We cannot say that early years are critical to a child’s development and not do everything we can to attract the best people into the sector. There are several ways of doing that. For example, one of my first decisions as Minister was to look at the early-years educator level 3 qualification. On literacy and numeracy, staff who qualify for level 3 must have GCSE level A to C in maths and English. We phased that in for the first year and it will be on exit, but after 2015, they will have to have that on entry to start a level 3 early educator course and to qualify.

A broader issue is attracting graduates to early-years education. QTS is one way to do so, but not the only one. We cannot set pay expectations for all early-years providers. The private voluntary independent sector is significant in the early-years sector, so we must think of ways of attracting the best graduates into the sector.

[Lucy Powell]

I do not know whether the Minister has met some of this year’s cohort on the course, but many have come to me to complain that they were misled about the course because they thought that they would have the same pay and status as if they had done the other available course for full qualified teaching status. I appreciate the impact on the sector of looking at these issues, but we must be mindful of attracting people to the courses. People have the choice of becoming fully qualified teachers, early-years qualified teachers or to qualify as a new early-years graduate. They will vote with their feet and choose where they think they can get the best paid job because they all come from the same place. The Minister must think about that.

[Mr Gyimah]

The shadow Minister makes an excellent point. If people believe they were misled about a course, the first solution is to ensure that the details are communicated clearly to people when they sign up. On the broader issue of discrepancy in pay, we must look at that as it applies to the whole early-years sector, not just between primary school teachers and early-years teachers. The problem can be addressed in several ways. However, there is a more fundamental point. I was speaking to Andreas Schleicher, who presented to the Department on the PISA rankings yesterday, and raising quality is not just a question of increasing the salary; we need to ensure that we have the right sort of career progression. If we look at other countries where teachers are very motivated and excited, they have career progression built into the system as well. It is a knotty issue to get around, but it is in my in-tray and I am looking at it.

[Mr Graham Stuart]

The central ask is that having set out the aspirations so clearly, the Government need to come forward with a strategy. The Minister said that what we are discussing can be done in a number of ways and that there are knotty issues, but they need to set out a strategy for how the proposals can be implemented. At least, we can then discuss it. Will he commit to producing a strategy to bring about the true integrated nought-to-18, or nought-to-19, work force the Government say they want?

[Mr Gyimah]

I thank my hon. Friend for another forceful point. As I said, it is in my in-tray. It is something that I am looking at, and at the appropriate moment, I will let him know what my thoughts are.

Ofsted assessments were also raised, I think, by the hon. Member for North West Durham. I assure her that from September 2014, Ofsted will give primary schools a separate assessment for their early-years provision.

[Pat Glass]

Ofsted will give a separate assessment for early years, but the Minister will no doubt be aware that that early-years assessment will include nursery classes, reception and year 1 and the foundation stage, and therefore will still not be a direct comparison against the nursery school, which is purely nursery years, prior to reception.

[Mr Gyimah]

There are different Ofsted inspections, depending on the type of organisation, but one thing that is not in doubt is the quality of the provision of maintained nursery schools. That is not in doubt at all.

In summary, I think that we all agree that maintained nursery schools provide excellent provision. They do a tremendous job in meeting local needs, especially in deprived areas. In a mixed economy, with maintained nursery schools, private and voluntary providers, and nursery schools in primary schools, they have a role to play. They have greater protection than other sorts of providers, and because there is a presumption against closure, the local authority has to think long and hard before embarking on closure. I shall bring my comments to an end by saying that, yes, we value them, but the starting point for this—whether we are looking at provision, quality or funding—should be parents, and when it comes to parents, there is no one size fits all. We should therefore support diversity of provision in the sector.