Oral Answers to Questions
Sam Gyimah Excerpts(6 years, 1 month ago)
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Drew Hendry (Inverness, Nairn, Badenoch and Strathspey) (SNP)
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
The proportion of 18-year-olds from disadvantaged backgrounds entering full-time higher education is up from 13.6% in 2009 to 20.4% in 2017, so disadvantaged 18-year-olds were 50% more likely to enter HE than in 2009. That is a record that this Government can be proud of.
Drew Hendry
A recent study by Universities UK and the CBI showed that about 60% of respondents were put off applying for part-time study courses because of the cost of tuition fees. Does the Minister have any plans to reduce tuition fee costs, or, even better, will he follow the example of the Scottish Government in scrapping them altogether?
Mr Gyimah
The example of the Scottish Government is not one that is worth copying. We know that in Scotland, because tuition is free, resource per student is lower, and therefore disadvantaged students in Scotland have to wait for English students ahead of them in clearing because they pay more money. That is not an example we will be copying.
Sir Desmond Swayne (New Forest West) (Con)
At St Andrews University, Scottish students go free, and as a consequence their numbers are capped at 20% of the university’s population. Cut tuition fees, and we cut opportunities for students. It is that simple, isn’t it?
Wes Streeting (Ilford North) (Lab)
Given the importance of science, technology, engineering and maths subjects for the future of higher education and the economy and given the importance of social mobility in those subjects, will the Minister rule out, as a result of the Augar review, a future where STEM fees are higher than fees for arts and humanities courses, because that is apparently under consideration?
Mr Gyimah
The hon. Gentleman is asking me to comment on leaks, and it will be no surprise to him that I will not comment on any leaks about an independent review. However, I will say that ensuring there is opportunity for everyone and creating opportunities that satisfy the skills our country needs is at the heart of the review. It is in the terms of reference, and that is what I will be looking for in the recommendations.
Andrew Bridgen (North West Leicestershire) (Con)
The latest report by the Education Committee suggests that some students are not getting value for money from their university courses. Does the Minister agree that only degrees that enhance employability and earning potential by more than the cost of the course can possibly improve social mobility, and what more can the Government do to make sure that young people make the right decisions about which course to go on?
Mr Gyimah
I take slight issue with the point my hon. Friend makes in the sense that there are degrees that do not lead to higher earnings but are of incredible value—for example, for people who go into social work or nursing—but we need to ensure that every degree is of the right quality and gives students the best opportunity. That is why the new regulator, the Office for Students, which has the interests of students at its heart, is looking at value for money for students, and it is why we have introduced the teaching and excellence framework to focus on the quality of teaching. We are also backing the launch of new information to empower students to make the right choices.
Martyn Day (Linlithgow and East Falkirk) (SNP)
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
I have had conversations with the Home Secretary about the Migration Advisory Committee review and its implications for the higher education sector. We of course want to ensure that academics and researchers can come to the UK and collaborate with the brightest and the best.
Martyn Day
Large-scale collaborative research projects take up to about two years to plan, so universities already need to be thinking beyond 2020. What assurance can the Minister give them today about funding levels after this date, and where will such funding come from?
Mr Gyimah
I assume the hon. Gentleman is referring to the Horizon 2020 research programme. The UK has made it very clear that we want to fully associate with the successor programme to Horizon 2020—Horizon Europe—to ensure that our researchers can continue to collaborate with the brightest and the best in Europe.
Carol Monaghan (Glasgow North West) (SNP)
Despite spending nearly £2,000 on visa fees, Dr Mohamed Alnor, a professor from the Sudan International University, was denied entry to the UK to attend a conference in Glasgow last month. This is becoming a common situation for academics from the middle east, Africa and India. What assurances can the Minister give our academic community that this issue will be addressed immediately?
Mr Gyimah
The Prime Minister made it clear in her Jodrell Bank speech earlier this year that we welcome all international researchers. In fact, at least 30% of the researchers in the UK are from abroad. On the new immigration system that is being considered, we will make sure that we facilitate the brightest and the best being able to come here, work here and collaborate with our researchers.
Carol Monaghan
But the Glasgow conference is not unique. In Liverpool last month, 10 delegates were refused entry, including one from India whose research has been sponsored by the UK Government. Professor McKee from the London School of Hygiene and Tropical Medicine has said:
“Academic collaboration is yet another consequence of the government’s ‘hostile environment’ policy, denying visas to those working on the ground to improve the health of some of the poorest people in the world”.
How will the Minister ensure that the UK continues to be open for international collaborations and conferences?
Mr Gyimah
The hon. Lady is referring to a specific case, and I cannot comment in detail about it. Needless to say, we are open and welcoming. Just in July, the Government introduced the new tier 5 visa regime to allow academics to come here on short-term visas to collaborate with researchers here. We are genuinely open to sectoral research and sectoral collaboration. If there is a specific instance where someone was disappointed, I would be happy to look at it.
Julie Elliott (Sunderland Central) (Lab)
Peter Grant (Glenrothes) (SNP)
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
Matters relating to our university lecturers and staff and how they are paid are matters for universities, as they are autonomous institutions. As for the new pension arrangements and their potential impact on universities, there will be a consultation to which they can contribute.
Jeremy Lefroy (Stafford) (Con)
Wes Streeting (Ilford North) (Lab)
Justine Greening (Putney) (Con)
Every year, we rightly celebrate the achievement of students getting their A-level results. Will the Secretary of State set out a plan to bring forward a similar celebration for young people and their achievements in vocational qualifications as well?
Oral Answers to Questions
Sam Gyimah Excerpts(6 years, 3 months ago)
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Andrew Bowie (West Aberdeenshire and Kincardine) (Con)
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
We want our universities to be bastions of free speech where a free and robust exchange of ideas thrives. I am very encouraged that the Office for Students has made it very clear that, as a regulator, it will be encouraging free speech in our universities and that, if it intervenes, it will never be to restrict it.
Chris Davies
Earlier this summer, the Universities Minister made it clear that free speech on campus should be encouraged and that those attempting to shut it down should have nowhere to hide. Does my hon. Friend agree that hearing, considering and debating different views are a key part of learning?
Mr Gyimah
My hon. Friend is absolutely right. We want free speech, diversity of opinion, diversity of thought and civility in debate, where people do not easily take offence or give offence too easily. That is why I am working with the Equality and Human Rights Commission and key stakeholders to come up with new guidance on free speech to deal with the dizzying array of regulations that wreckers on campus can exploit to frustrate free speech.
Andrew Bowie
My hon. Friend will agrees that many of us in the Chamber would not be here today were it not for the culture of free speech and our ability to engage in it on our campuses to develop and hone our political philosophies and arguments for right or wrong. Does he agree that we in this place who have benefited most from that right have a duty to stand up for it wherever we see it under threat on far too many of our university campuses?
Jim Shannon (Strangford) (DUP)
What progress has been made in developing guidance with universities to clarify the rules surrounding free speech for students and for the universities?
Tom Pursglove (Corby) (Con)
Vicky Ford (Chelmsford) (Con)
The students union at Anglia Ruskin University has recently undertaken a detailed study of mental health issues faced by students, and it strongly recommends the benefits of students registering with two GPs—one at home and one at university. Will my right hon. Friend work with our new Secretary of State for Health to see how this could be made possible in a 21st-century NHS?
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
My hon. Friend is right to point out that transitions do, in general, pose difficulty for students—transition from school to university, but also transition from one set of health partners to others. The “Minding our future” report published by Universities UK in May states that better sharing of patient records is essential to address potential discontinuity of care. I hear what she is saying about registering with two GPs, but I will be seeking to work with the Health Secretary on how we can make sure that the records are transferred to make sure that students are well taken care of in this period of transition.
Jo Platt (Leigh) (Lab/Co-op)
Oral Answers to Questions
Sam Gyimah Excerpts(6 years, 6 months ago)
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Colin Clark (Gordon) (Con)
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
The Government are committed to tackling our need for science, technology, engineering and maths skills in order to create a dynamic, innovation-driven economy. That is why we are investing an additional £406 million in skills, including maths and digital. This includes the advanced maths premium, and an £84 million programme to improve the teaching of computing, which should help to increase the take-up of these subjects.
Colin Clark
The Oil & Gas Technology Centre in Aberdeen is a major promoter of STEM subjects. Does the Minister agree that it is essential to prioritise the take-up of STEM subjects if we are to have the engineers and technicians that we need for the future?
Mr Gyimah
My hon. Friend is absolutely right. This is why we are encouraging more students into STEM education across the entire school system. We have seen a 17% overall increase in entries to STEM A-levels since 2010. In physics, it is overall at its highest level since 1996. However, there is clearly a lot more to do, which is why we are focused on doing a lot through careers and through the university system.
Carol Monaghan (Glasgow North West) (SNP)
One of the major factors affecting the uptake of STEM subjects is the expertise of the teachers. However, Department for Education data show that one third of physics teachers in England do not have a relevant degree in the subject. Rather than simply accepting that as an unfortunate reality, what steps is the Minister taking to upskill STEM teachers? Will he commit to following Scotland’s example in making a relevant degree a requirement for entering the profession?
Mr Ranil Jayawardena (North East Hampshire) (Con)
Daniel Zeichner (Cambridge) (Lab)
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
EU students, staff and researchers make an important contribution to our universities. We want that contribution to continue and we are confident, given the quality of our higher education sector, that it will do so. Information on eligibility for the academic year 2019-20 will be made available for students and institutions as soon as possible.
Daniel Zeichner
We need much more urgency. The admissions process is open and people are waiting to apply to medical and dentistry schools and universities such as Cambridge, but they face a real drop-off unless certainty is given soon about the status of EU students next year. Why do the Government not support British universities, which are among our great export earners? Is this just another day, another Brexit blunder?
Alan Brown (Kilmarnock and Loudoun) (SNP)
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
As part of the EU negotiations, we are mindful of the fact that we want academics here to work with academics from abroad. The Prime Minister said in her most recent science speech that roughly 50% of researchers in the UK are from the EU—we intend that to remain the same post Brexit.
Mrs Kemi Badenoch (Saffron Walden) (Con)
Oral Answers to Questions
Sam Gyimah Excerpts(6 years, 7 months ago)
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Chris Williamson (Derby North) (Lab)
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
Part-time participation in higher education is absolutely important to making higher education accessible to everyone and promoting lifelong learning. We have adopted a number of measures to support part-time and mature students. For example, next year part-time students will for the first time ever be able to access full-time equivalent maintenance loans.
Chris Williamson
The Minister will be aware that since the Government tripled tuition fees to £9,000, the number of part-time student applications has fallen by a staggering 59%. Even the former Universities Minister David Willetts has said that that is a disaster. Will the Minister take this opportunity to apologise to a whole generation of would-be part-time students and outline in a little more detail than he just gave what steps he is going to take to reverse this awful trend?
Mr Gyimah
The hon. Gentleman is right to identify the downward trend in part-time students, which actually started before the tuition fee changes. The Prime Minister has announced a review of post-18 education and funding, which will look into, among other things, flexible, part-time and distance learning, as well as commuter study options, to boost the options available to those who want to pursue such a course of study.
Jeremy Quin (Horsham) (Con)
I declare an interest: I read history. Many graduates see an advantage in returning to higher education to learn a STEM subject. What are the Government doing to aid those people in particular?
Mr Gyimah
My hon. Friend refers to the qualifications required for someone to be able to go back and study for a further degree. We have relaxed the “equivalent or lower qualification” rules to support students who already have a degree and wish to retrain in a STEM subject on a part-time basis. If my hon. Friend is contemplating an engineering degree in his spare time, the way is open.
Carol Monaghan (Glasgow North West) (SNP)
First, may I associate myself and those on the Scottish National party Benches with the Secretary of State’s remarks regarding the sad passing of Dame Tessa Jowell?
Last year, more than 38,000 non-UK students enrolled on part-time higher education courses. Such students are important for universities’ income streams and for the wider local economy, so what steps is the Minister taking to ensure that part-time students from the EU are not subject to harsh immigration rules post Brexit?
Gordon Marsden (Blackpool South) (Lab)
Does the Minister not realise that since tripling HE tuition fees to £9,000 in 2012, Tory-led Governments have been a disaster for mature and part-time students in England? As my hon. Friend the Member for Derby North (Chris Williamson) said, there has been a 59% drop in part-time student applications. That has left scores of continuing education centres in HE axed, while our iconic, world-renowned Open University, where I proudly taught for 20 years, is in crisis. What is the Minister going to do now—not after a wait for pittances in the 2019 review—to protect the OU, where students will not benefit from the loans he talks about, and others from policies that have become both socially and economically insane?
Mr Gyimah
Of the £1.3 billion of grant funding that the Higher Education Funding Council for England allocated to support teaching in higher education last year, £72 million went to part-time study. The Open University received £48 million of that, and 47,000 students have steady part-time courses there. We are supporting the OU. It is going through restructuring at the moment, but as I have often said, the review is looking at that and we will ensure that it continues to deliver excellent education for part-time students.
Laura Pidcock (North West Durham) (Lab)
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
Official data shows that there were 4,600 fewer English full-time undergraduate students receiving equipment from disabled students’ allowances. This is expected, because we knew the numbers would fall once students had to pay £200 towards the cost of computer equipment. Evaluation of the impact of this change is currently under way.
Marsha De Cordova
The truth is that the number of students in receipt of the disabled students’ allowance for essential equipment has fallen by nearly 30% since the £200 up-front fee was introduced. Given that this charge is clearly preventing disabled students from accessing the essential equipment they need to further their studies, will the Minister commit today to reversing that £200 fee?
Mr Gyimah
I think the hon. Lady misunderstands the situation. The fact that the number of students who are accessing the £200 has gone down does not mean that they are lacking in equipment. The truth is that computer ownership is now common among all students, with students spending on average around £250 on computers. As DSAs are not intended to cover all student costs, we think it is reasonable to ask students to contribute towards the cost of computer equipment.
Lucy Powell (Manchester Central) (Lab/Co-op)
Vicky Ford (Chelmsford) (Con)
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
As ever, my hon. Friend is spot on with her question. Institutions and students need information on the support students are entitled to. We will be making information available for the 2019-20 academic year as soon as possible.
Gareth Thomas (Harrow West) (Lab/Co-op)
Will the Minister for sixth-form colleges be willing to meet me to discuss some of the financial and capital needs facing Britain’s best sixth-form college, St Dominic’s in my constituency?
Helen Whately (Faversham and Mid Kent) (Con)
Mr Gyimah
The issues of mental health in our universities are extremely concerning, and I am working with the National Union of Students on its plans. Universities UK’s step change project, which calls on higher education leaders to adopt mental health as a strategic priority, is an important one, and one I support.
Christian Matheson (City of Chester) (Lab)
Will the Minister confirm that when the hated 1% pay cap is lifted, the balance will be paid entirely from central funds and will not be foisted on to the schools themselves?
Laura Smith (Crewe and Nantwich) (Lab)
In the light of information obtained recently by the National Deaf Children’s Society, will the Government review their funding decisions as a matter of urgency to ensure that an entire generation of children with special educational needs are not let down?
Mr Gyimah
I am aware of the tragic deaths of students at Bristol University. The Government’s Green Paper on mental health for students—that is, children aged between 16 and 25—is focusing particularly on how tertiary education and the NHS can join up their services to prevent such tragic incidents from happening again.
Oral Answers to Questions
Sam Gyimah Excerpts(6 years, 9 months ago)
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Chris Law (Dundee West) (SNP)
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
Our reforms will increase the chances of course completion. The introduction of a transparency duty, access and participation plans, and the teaching excellence and student outcomes framework will hold universities to account and help students to make informed choices about where to study and to get the best value for money.
Chris Law
The Higher Education Statistics Agency audit showed that 6.2% of first-time students in Scotland dropped out before their second year. That is not only the joint lowest figure on record, but the lowest in the UK. With Scotland leading the way, when will the Minister be coming north to Scotland for inspiration to enable him to think again about this Government’s failings on student retention?
Mr Gyimah
Scotland is of course a beautiful country. Our reforms here have led to more disadvantaged people going to university than ever before. I agree with the hon. Gentleman that access should not just be defined as getting people into university. We want them to be successful there and to go on to achieve their aspirations. That is why, as part of our reforms, we are introducing access and participation agreements, which will be overseen by the new regulator, the Office for Students. These will ensure that universities are held to account for the success of disadvantaged students.
Kate Green (Stretford and Urmston) (Lab)
Can the Minister explain to parents under the age of 25 in my constituency who are unmarried but cohabit why their household is not eligible for an adult dependant’s grant while a similar household with a married couple would be?
Mr Speaker
The Minister could always put a copy of his reply in the Library for the delectation of Members of the House, if he felt so inclined. I am sure that we would all be deeply grateful.
Patrick Grady (Glasgow North) (SNP)
Does the Minister accept that if we want to retain students not just through their undergraduate degrees, but into postgraduate studies and long-term academic careers, they will need to have confidence about the benefits and provisions that will come with that? To that end, what discussions is he having with the University and College Union and Universities UK about resolving the pensions dispute?
Mr Gyimah
The hon. Gentleman will be aware that an agreement was reached between the University and College Union and Universities UK last week. That agreement was brokered by the independent arbitrator, ACAS. I am disappointed that that agreement was rejected the next day, however, and I am urging both parties to get together to talk, because that is in the interests of students, especially at this vital time in their studies. The new regulator, the Office for Students, has wide-ranging powers to ensure that universities work to deliver for students. There is no mandate for strikes to disrupt exams.
Gareth Snell (Stoke-on-Trent Central) (Lab/Co-op)
Carol Monaghan (Glasgow North West) (SNP)
The pensions dispute ground universities to a halt last week. The Secretary of State will be aware that there is a proposal on the table to underwrite the universities superannuation scheme. Although this matter is reserved, the Scottish Government have said that they will give consideration to the proposals from the University and College Union. Given the talk of further disruption, will he commit to doing the same?
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
As I mentioned in my earlier answer, the agreement on the table was brokered between both parties by ACAS. The dispute is between the universities, which are autonomous organisations, and the lecturers. This is a private pension scheme and one of the country’s largest, with nearly 400,000 members and more than £61 billion in assets. The cost to the taxpayer of underwriting such a scheme could be significant, and any further Government involvement in supporting the USS would need to be considered very carefully.
Lucy Allan (Telford) (Con)
Mr Jim Cunningham (Coventry South) (Lab)
Mr Gyimah
The Government have not been sitting on the sidelines. We have made sure that we have been in touch with all the interested parties. Our prime concern is obviously for the students, whose education is at stake. It is up to the universities, as the employers, to negotiate with the lecturers as the employees. A deal brokered by ACAS is on the table. At the heart of the dispute is the valuation of the pension scheme, and part of the deal is an independent valuation of the pension scheme in the months ahead, which is why I am disappointed that the deal was turned down the next day. I urge all the parties to get together and to keep negotiating to resolve the matter.
David Evennett (Bexleyheath and Crayford) (Con)
I welcome the news that up to £80 million will be invested in helping small businesses to recruit apprentices. How and when will small businesses be able to apply for that funding?
Oral Answers to Questions
Sam Gyimah Excerpts(6 years, 11 months ago)
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Chris Law (Dundee West) (SNP)
The Minister for Higher Education (Mr Sam Gyimah)
I thank the hon. Gentleman for that question. As my right hon. Friend the Secretary of State made clear, a lot of work is being done on international students by the Migration Advisory Committee. I am happy to consider the issue of Scottish visas specifically and come back to him on it.
Andrea Jenkyns (Morley and Outwood) (Con)
Physical education is a crucial part of the school curriculum. Only last week, I visited Westerton Primary School in my constituency, which has been able to secure a minibus to allow children to attend more sport engagements. That is thanks to initiatives that have increased sport funding in schools, such as the primary PE and sport premium. I have seen the benefits of the policies on the ground. Will the Minister reassure the House that the Government will continue to support sport in schools?
Free Childcare for 3 and 4-year-olds
Sam Gyimah Excerpts(8 years, 5 months ago)
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The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)
I thank the hon. Member for Bristol South (Karin Smyth) for securing this important debate. Successful implementation of the extended free childcare offer is a key priority for the Government. Childcare was included in the Queen’s Speech for the first time after the last election, and the Childcare Act 2016 shows how much of a priority our manifesto pledge on childcare is for the Government.
At a time when there is austerity and a lot of other Departments face budget cuts, the Government have made a strategic decision to continue to invest in childcare, as a result of which an extra £1 billion investment will be made in the three and four-year-old offer from 2019-20, taking the amount going into the early years free entitlement to £6 billion a year. That is more than we have ever spent on childcare in this country. I reassure the hon. Lady that delivering on our pledge continues to be a high priority for the Government, and the passage of the 2016 Act shows that we are well on our way to turning that pledge into a full commitment for parents.
The hon. Lady mentioned the availability of information for parents about the offer. The high take-up rates for current three and four-year-olds indicates that parents are already highly aware of the free entitlement, but it is worth mentioning that we are not necessarily increasing demand but extending an offer. A lot of parents already use 30 or more hours of free childcare. The Government offer encourages those who do not get it to do so, but those who are already using the 30 hours of free childcare will get a subsidy from the Government rather than having to pay for it all themselves.
That principle is particularly important to understand because a lot of the criticism of the 30-hour entitlement, whether it is about workforce, places or whatever, seems to assume that somehow no parent in the market is already taking 30 hours of childcare and that, suddenly, from 2017 every parent will do that. The truth is a lot of parents already take more than the free 15 hours of childcare. By giving them an extra 15 hours, the Government are subsidising the additional hours they buy. We are therefore not necessarily increasing the demand, but extending the entitlement.
That principle is particularly important because it has a bearing on information and how we need to make parents aware of it. A section in the Childcare Act, which the hon. Lady will be aware of, asks local authorities to publicise information about the childcare available in the local area. The new statutory duty in the Act requires local authorities to publish information about childcare services in their local area, which will increase the information available to parents.
We have not stopped there. The Department has provided funding to the largest website in the country on childcare places—childcare.co.uk—to develop an innovative digital solution that will make it easier for parents to find information. Further, in my experience, generally when something that is otherwise quite expensive for people when they pay for it themselves is free, they tend to find out about it. I am very confident that, given the statutory duty, the innovative solutions we are taking and the fact that 98% of four-year-olds and something like 94% of three-year-olds already take 15 hours, parents talking to early years settings will realise that they can get that extended entitlement.
There will be a communications campaign before launch. I chair a cross-Government taskforce with the Minister for Employment, and at the right time we will launch a campaign alongside a new Government website to alert parents. I hope I can assure the hon. Lady that parents will be able to find out about this fantastic offer, delivered by a Conservative Government.
The second issue the hon. Lady raised was about workforce planning. As I said, the Department will launch a workforce strategy later on this year alongside the introduction of the 30-hour commitment. The quality of the workforce is already good and has been improving. Between 2008 and 2013, the proportion of full-day care staff with at least a level 3 qualification—equivalent to A-level study—grew from 75% to 87% and the proportion with a degree or higher increased from 5% to 13%. However, we are not complacent. We want to continue to attract quality staff into the early years and support those already working in the sector to progress. That is why we will publish the workforce strategy to which I alluded—it will be on how the sector can attract and retain people. That is something we are focused on.
When the hon. Lady made the point about workforce, she also talked about places, and places in maintained settings in particular. One thing to be aware of when we discuss childcare is that no one size fits all. It is easy for us in Government to think that every parent should do this, but some parents want only the 15 hours of early education for their children. That is free, and they can continue to get it. Some might want 20 hours and some might want 30-plus hours.
The strength of the childcare sector is that there are different providers to deliver different types of childcare. We have full day-care nurseries that deliver all-day childcare; nurseries in schools that, as the hon. Lady mentioned, will do three hours in the morning and three hours in the afternoon, which are focused on early education; childminders who deliver excellent childcare; and sessional providers operating from, say, church or village halls that offer 15 hours a week.
The strength of the sector is that there is diverse supply to suit different parents’ needs, which is important. We should not try to impose one model of childcare on parents. However, for parents who have been using a nursery in a school, for example, that currently offers only the first 15 hours, there is capital available to enable those schools that want to expand their provision to do so. One of the interesting things we have seen in innovative local authorities such as York, as my hon. Friend the Member for York Outer (Julian Sturdy) mentioned, is the bringing together of childminders and school nurseries to offer a one-stop shop for parents, so that the child can be in the school nursery for a time and then be picked up by a childminder if that is what works for the parent. We will look for a number of different solutions to be available not just to increase the supply of places but to ensure that parents get the childcare solution that fits their working lives.
Karin Smyth
I am grateful for that assurance. I agree that diversity of provision is important and valuable—I took great advantage of that when my three children were younger. Will the Minister comment on the security of income for providers? Although I do not have data to verify his assertion that the people who take 15 hours are the same as the people who might take 30 hours—I would be interested in such data—income that gives struggling providers security is important. Choice for parents is welcome, but equally providers need security of income.
Mr Gyimah
That is an important and relevant question. We want the childcare sector to be sustainable and we want providers to be able to deliver this offer. That is why in November we published the most comprehensive review of the cost of childcare ever. In order for the Government—we will become the biggest buyer of childcare in the UK—to set a price for the sector, it made sense for us to work out what the unit cost of providing childcare was and set a price that allows providers to deal with increased cost pressures such as the national living wage, which the hon. Lady mentioned, and, given that 80% of the sector is in private and voluntary settings, to enable the sector to make a profit. That was the purpose of the review, which was described by the National Audit Office as “thorough and wide-ranging.” Those are not the Department’s words, so I hope she is reassured that the detailed work that underpins how we will decide the funding rate for providers is there.
That is what underpinned the spending review settlement. The Government’s commitment of an additional £300 million a year to increase the national average funding rates paid for the free entitlement was based on that research. We are also committing £50 million of capital funding to create an additional 4,000 early years places. More money is going into the system than ever before, but we need to ensure that it is distributed fairly. That is what we saw in York. The issue is not just the quantum of money. Because the funding formula is based on local authorities and history, we have a situation where some local authorities are getting £9 an hour per child and others are getting something like £3.50 a child. There is therefore no point in increasing the funding pot without reforming how the money is distributed to local authorities and, in turn, how it goes from local authorities to providers.
Thangam Debbonaire (Bristol West) (Lab)
I am grateful to my hon. Friend the Member for Bristol South (Karin Smyth) for securing this important debate. The Minister has made several references to the need to be sure about such and such, and my hon. Friend mentioned that the full roll-out will take place soon after the pilot, so will the Minister comment on how lessons will be learnt in time for the full roll-out?
Mr Gyimah
What I can say firmly is that the Government will bring about funding reform imminently to create a system that is transparent to local authorities and fair to all early years providers. Part of the package introducing the 30 hours will be wholesale reform of early years funding. That was mentioned in the spending review and the autumn statement, and that reform is imminent. We will consult on that to seek views on our proposals from across the early years sector. We already listen to the sector in a number of other ways to ensure the funding works. Our red tape challenge is looking at bureaucracy and barriers. We have consulted on ensuring that providers are paid on time, which has been raised specifically by childminders in many areas, and on making local authority contracts with providers more consistent across different parts of the country.
We are looking at the local authority role in building on the success of the existing 15-hour entitlement. Rolling out that manifesto commitment is an opportunity to improve the way the system works on the ground. We received over 1,300 responses to our recent consultation on key elements of the operation and delivery of the extended 30-hour free entitlement from a wide range of childcare providers, local authorities and parents. Crucially, those views will help to inform how the 30-hour entitlement will be delivered at local level. We will publish our response to the consultation in the autumn ahead of affirmative debates in the House and the other place on the regulations of the Childcare Act 2016.
I hope I can assure the House first that a record amount of funding is going into the sector. Secondly, in terms of how that funding is distributed, we are looking at wholesale reform and will be publishing our intentions, on which we will be consulting the sector, imminently. Thirdly, we are looking to reform how local authorities work with providers and will consult on that as well. Much of the disquiet around the 30-hour commitment and its implementation is from a number of people who are assuming that we will be following through with the system as it is, but we are going to reform the entire system to underpin the fact that, if the Government are going to be the biggest buyer of childcare, the old system will not work. That is because it was based on just 15 hours a week, which was a limited offer. If we are to move to 30 hours a week, we need to ensure the system we are operating in is fit for purpose.
The hon. Member for Bristol South also mentioned the high cost of childcare. The Family and Childcare Trust is the guru when it comes to childcare costs. I look forward to its childcare costs report with a degree of trepidation every year because I know I will have to tour the TV studios if the report says the cost of childcare is getting out of control. The most recent report showed that childcare costs, which had risen for the best part of a decade, are stabilising and only rose in line with inflation in 2015.
The principle here, and the reason why the Government are introducing the 30-hour commitment, is precisely to help parents with the cost of childcare, but the available support to parents does not only come in the form of the 30 hours. We will be introducing other childcare measures such as tax-free childcare, which will give parents 20% off the cost of childcare up to £10,000. If they spend £10,000 they will get £2,000 off the cost of childcare, so a parent buying in excess of 30 hours of childcare will get 30 hours free and 20% off for anything over those 30 hours—obviously, that is for three and four-year-olds. Other parents on the lower end of the income scale will get additional support through universal credit.
I hope the hon. Lady will appreciate that a substantial amount of support goes to parents for childcare, but she is right that we need to make it simple for parents. The issue is that there are multiple areas of support for childcare that are parented by different Government Departments and there is a need to stitch those together. That is what the cross-governmental childcare taskforce is looking at, so that parents do not have to go to three or four different places to try to figure out which childcare offer works best for them. There will be one portal and one port of call from which they will be able to access childcare.
The issue of cross-subsidisation was also mentioned and it is particularly important from the provider perspective. A lot of providers have been content with the free 15 hours almost as a lead generation aspect of their business, so parents get 15 hours free and then have to buy additional hours for which the providers can charge a lot more. One of the things the funding reform will specifically look at is to price this in such a way that there is every incentive for providers to actually offer parents free hours, rather than thinking that they will opt out of it. The truth of the matter is that providers do not have to offer that, but parents will be looking around for providers that can. The Government have to set a price that brings the buyers and sellers in that market together and the cost of childcare review gives us a strong basis from which we can and, I am sure, will, get that right when the funding review is published. It is an issue that we are alive to.
Another point is that, with so much subsidy going into the sector—
Early Years Development and School-Readiness
Sam Gyimah Excerpts(8 years, 5 months ago)
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The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)
I am pleased to serve under your chairmanship, Mr Evans, and I congratulate my hon. Friend the Member for Kingston and Surbiton (James Berry) on securing this important debate.
I agree that improving the life chances of our children is important to all of us, so I will first strike a note of consensus. In this country, we have strong cross-party consensus on the importance of the early years and the need to invest in them. The free entitlement offer was started by the most recent Labour Government, with 12.5 hours of free childcare for all three and four-year-olds. The coalition Government extended that to 15 hours, and the Conservative Government are doubling the entitlement to 30 hours.
In addition, the coalition Government introduced a free early education offer for the most disadvantaged two-year-olds, recognising that we have to start even earlier with disadvantaged children. We also introduced the early years pupil premium, extending the pupil premium in schools to the early years so that disadvantaged three and four-year-olds can get extra funding for reading and intellectual stimulation. I will come on to the detail of that later.
There is therefore cross-party consensus, and the direction of travel in policy is broadly similar. Sometimes, however, in such debates as today’s, some Members seem to have an interest in making out that what is happening is really bad. I am not saying that we can afford to be complacent, but some good work is still going on in early years, in which we lead many parts of the world. For example, the entitlement to free early education for three and four-year-olds, which has an average take-up of about 96%, is unique in the OECD. We have achieved what many other countries in the OECD have not: a universal early education offer. We should be proud of that.
Alex Cunningham
I praise the Minister for his work on childcare, but although putting in all those resources is tremendous, universities are still withdrawing their early years teaching courses, because, as I said in my speech, they cannot attract applicants. The Public Accounts Committee has stated that the Department for Education has no “robust plans” to ensure that there are
“enough qualified early years staff so that providers can continue to offer high quality”
education. What will he do about that? We can throw as many resources as we like at the problem, but if we do not have enough people being trained to do the job, we will not be able to deliver his ambition and mine.
Mr Gyimah
I will come on to the workforce strategy in more detail, but the simple point is that from 2019-20 we will be investing £6 billion a year in the free entitlement in this country, which is more than we have ever invested before. If we fund providers, they will be able to pay the quality staff that they need so that they can attract and retain them.
For the early years, we do not have a system such as we have in schools, in which the Government try to control the number of staff going in. Most of our early years sector consists of private or voluntary providers, so we need to ensure that they are adequately funded to be able to attract and retain high-quality staff. That is why the Government made a strategic choice to invest in early years provision even at a time when many other Departments were having to have their budgets retrenched.
Alex Cunningham
As I said, we have all those resources being poured in, but if people are not applying to go to university for the necessary training, how on earth do we get people in? How do we incentivise them further to get them into the profession, so that we can—I repeat—deliver his ambition and mine?
Mr Gyimah
As I said, later this year we will be publishing a workforce strategy to go along with the introduction of the 30 hours of free childcare for three and four-year-olds. The strategy will focus on removing barriers to attracting, retaining and promoting staff. However, I point out to the hon. Gentleman that 87% of the workforce are qualified to level 3 at the moment, compared with 81% in 2010. The proportion of graduates is steadily increasing, with 13% holding at least level 6 qualifications, compared with 8% in 2010. There is still a lot to do, but the direction of travel is positive.
My hon. Friend the Member for Kingston and Surbiton rightly mentioned the take-up of the free entitlements, in particular by the most disadvantaged. The three-year-old offer is a huge success, with 93% of families taking it up, and 97% of families are choosing to take up the offer for four-year-olds. In the case of the two-year-old entitlement, which is for the most disadvantaged 40% of families, 70% are taking up the offer. It is worth remembering, however, that the take-up of those entitlements is voluntary. Parents do not have to enrol their children, so it is remarkable that we have that many parents doing so.
My hon. Friend made a good point about how we market offers to parents, especially the two-year-old offer. We knew that a lot of disadvantaged families were suspicious of having to send their children to school that early, which was how some perceived it. Or if the mother was at home looking after the child—it was often the mother—they wondered why they should send their child to a nursery. The fact that the Government were involved made some of them nervous, so we did a lot of work in the Department to find new and innovative ways of marketing to those parents, even recognising that changing the colour of an envelope would make it more likely that it would be opened. To some families, brown envelopes looked like they came from the Government, so they would not open them at all, but if we made the envelopes more interesting they were more likely to open them. We are conscious that we need to drive take-up, and we need to look constantly at innovative ways to do so.
Julie Cooper
The Minister is making some important points about encouraging parents to take up the offer. Does he recognise the real concerns of nursery school headteachers that are driving them to come down to Parliament in numbers with their governors—they are coming again tomorrow—to express concerns that they are no longer able to fund qualified teaching staff? That is particularly important in deprived areas.
Mr Gyimah
Nursery schools do a fantastic job. We will publish a reform of early years funding to go with the 30 hours’ free childcare. I have had meetings with those people and understand their concerns. I can give an assurance that we recognise the important work that they do, particularly in disadvantaged areas, and I certainly want it to continue and will do what I can to ensure that it does.
Chloe Smith
An extremely brief factual question: will the Minister give us the results of his consultation and the funding formula he referred to before the summer recess, or should we await that a little later on?
Mr Gyimah
All I can say is that we want to provide that as soon as possible, because we understand the need for providers to prepare so that they can deliver the full 30 hours in 2017—it is in the “urgent” in-tray at the moment.
I will develop my points further and answer some of the questions that have been asked. On take-up, we will publish a workforce strategy shortly. Speech and language is absolutely important. If a child arrives at school and cannot communicate or recognise that those squiggly things on a page are words, and that words are used to form sentences, they have got a problem. One of the things the early years pupil premium is there for is for those disadvantaged kids to get extra funding—about £300 a head—and the nurseries can make a discretionary decision on how to spend that to ensure that those kids do not arrive at school already behind.
Mr Gyimah
I will not take any more interventions, because of the time.
We have introduced reforms to improve the standard of literacy in the early years, which has included awarding grants, for instance through the National Day Nurseries Association’s literary champions programme, which supports practitioners to provide a high-quality, literacy-rich experience for all children. In 2015, 80% achieved the expected goal in communication and language, compared with 72% in 2013.
All of that sits in the broader context of life chances. School-readiness cannot be divorced from the broader discussion of life chances. Earlier this year, the Prime Minister set out his vision for improving life chances, and the Government want to transform the life chances of the poorest in our country and offer every child who has had a difficult start the promise of a brighter future.
We are already transforming lives. Since 2010, there are 449,000 fewer children living in workless households. The early years foundation stage framework is improving the quality of early education and care for young children, and our most recent results show that 66% are achieving a good level of development at that stage. A number of hon. Members touched on that point. It is worth noting that 66% is an increase of 14.6 percentage points in the past two years. The quality of settings continues to improve, with the highest proportion ever—86% of settings—judged good or outstanding in their most recent Ofsted inspections.
We know that some of the poorest children are already behind their peers by age three, before they start school. Such children miss out in the number of words they speak, as my hon. Friend the Member for Kingston and Surbiton pointed out, although the proportion of school children eligible for free school meals who achieve a good level of development is increasing—it was 51% last year, compared with 45% the year before. However, I will be the first to admit that we still have a long way to go.
Obviously, in considering school-readiness and life chances we also need to take into account what happens in the health sector. A number of hon. Members touched on that. All children aged from two to two and a half are offered a universal health and development review by a health visitor, which includes checking a child’s communication development and referring families to more specialist support if necessary. One thing that I introduced when I became the Childcare Minister was an integrated review for children who are not in early years settings, so that health visitors could recommend and introduce parents to other support services that they might need.
To touch on a point raised by the hon. Member for Southport (John Pugh), we also published “What to expect, when?” so that parents know what they can do to support their children’s development in the early years. It is easy for Government to think that we have all the answers, but children, especially in their early years, spend a disproportionate amount of time at home with their parents, so parents need to understand what good development is and what they can do to influence it. That is what our guide is meant to achieve.
Alex Cunningham
I am particularly interested in the role of health professionals and others who go into homes in the most deprived communities. What are the Minister’s policy ideas and instructions to encourage them to play a greater role in directing families to the childcare and literacy support we want them to have?
Mr Gyimah
A lot of home visits are done by health visitors, which is incredibly important. Health visitors are trusted by parents and do a great job. The previous Government and this Government have continued to invest in increasing the number of health visitors. I would like to see more joined-up activity between health and education in the early years. There are a number of great programmes out there, such as the Lambeth Early Action Partnership, which are successful because they join up health and education in early years interventions.
My hon. Friend the Member for Norwich North (Chloe Smith) rightly touched on assessment. Obviously Ofsted is one way of holding nurseries accountable and assessing what they do—as I said, 86% of settings are rated good or outstanding—but the early years foundation stage profile is another way of ensuring that individual children reach a good level of development. That will become non-statutory in September, but we are looking at ways of ensuring that we continue to have such evaluation. She therefore raised a relevant and important point.
The point was made that we should differentiate between childcare and early education, especially when we talk about the 30 hours of childcare. I completely agree that childcare arranged for the purposes of parents’ employment is completely different from early education. That is why the first 15 hours of the offer is universal—so that every three and four-year old in the country is entitled to 15 hours of free early education. Why 15 hours? Evidence from the effective pre-school, primary and secondary education longitudinal study, carried out over 13 years, suggests that children at that age need a little bit of education every now and again. They need little and often, not the equivalent of a school week at the age of three and four. The eligibility for the second 15 hours—the employment offer—is based around parents’ work.
Alex Cunningham
Perhaps the Minister can give us a few seconds on workforce development.
Mr Gyimah
I have made it clear that we will publish the workforce strategy, which will look at workforce development.
Finally, my hon. Friend the Member for Brigg and Goole (Andrew Percy) asked whether I would consider the bid by the Imagination Library. That bid is interesting, so I will take that on board and look at it.
Question put and agreed to.
Resolved,
That this House has considered children’s early years development and school readiness.
Oral Answers to Questions
Sam Gyimah Excerpts(8 years, 5 months ago)
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Victoria Borwick (Kensington) (Con)
10. What plans she has to ensure that reform of the school funding formula does not have a negative effect on schools in London.
The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)
I thank my hon. Friend for raising this issue and for contributing to the recent debate on education funding in London. The second stage of our consultation will detail the impact of the formula on schools. I understand the importance of giving schools stability and budget security, but in advance of that consultation it would not be appropriate to speculate on the specific impact of the formula. That would be unfair to schools and parents.
Victoria Borwick
As a long-term governor, and having visited the outstanding Bevington school in Kensington this morning, can I ask the Minister to talk about the area school cost adjustment in respect of meeting the higher costs and vulnerability of schools in London?
Mr Gyimah
My hon. Friend makes a very important point. That is why in the first stage of the consultation we propose to include an area cost adjustment in the national funding formula—an increase for schools facing extra costs from higher wages, which will be important for London schools. We have also protected the pupil premium at current pupil rates, so every school knows that they will receive that funding on top of their core budget. London receives over 20% of the whole pupil premium budget.
Wes Streeting (Ilford North) (Lab)
Educational standards improved dramatically in London under the previous Labour Government, a timely reminder of the virtue of Labour winning elections. In the Minister’s attempt rightly to increase funding to levels needed across the rest of the country, will he confirm that school budgets in London will not suffer, thereby setting back the enormous progress that has been made?
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.
Dr James Davies (Vale of Clwyd) (Con)
12. What steps her Department is taking to improve schools in parts of the country where there has been persistent underperformance.
Karin Smyth (Bristol South) (Lab)
17. What progress the Government have made on providing 30 free hours of childcare per week for three and four year-olds.
The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)
We are delivering at great pace on our commitment to provide parents with 30 hours of free childcare for three and four-year-olds. With cross-party support, we have already taken the Childcare Act 2016 through Parliament. We announced in the November spending review that we would invest an additional £1 billion a year into the system from 2019-20—more than ever before—and we are not waiting until 2017 to deliver on our commitment: around 5,000 children from eight areas will get their 30 hours a year from this September.
Karin Smyth
The Public Accounts Committee, of which I am a member, highlighted the danger that the Government will be unable to deliver their pledge to give three and four-year-olds 33 hours of childcare a week. In view of all our findings, what is the Minister doing to ensure that local authorities manage their childcare markets effectively or intervene if necessary?
Mr Gyimah
The hon. Lady asks an important question. I am in contact with a lot of local authorities, and the Department has the local authority working group. In addition to the increased funding we have provided, we are working to ensure that local authorities have the capital they need—an extra £50 million—to create places in their local areas where there is a need.
Patrick Grady (Glasgow North) (SNP)
T1. If she will make a statement on her departmental responsibilities.
Bob Blackman (Harrow East) (Con)
T3. One of the concerns about the fairer funding formula is what happens to sixth-form students. Can Ministers confirm that fairer funding will apply to sixth-form students in particular, and clarify what is proposed for sixth-form colleges?
The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)
My hon. Friend will be aware that in the spending review, my right hon. Friend the Chancellor confirmed funding of £4,000 per pupil for post-16 education, and that remains the case. Obviously, where there are school sixth forms, reforming the national funding formula will impact on the whole school budget. I do not what to pre-empt what the consultation will say, but I am sure we can have a discussion once we have published it.
Stephen Timms (East Ham) (Lab)
As the Secretary of State knows, there are already examples of academies ignoring the concerns and views of parents, and removing the requirement to have a parent-governor or parent-governors will make matters worse. The White Paper proposes that parents should be able to petition to have their academy moved from an under-performing multi-academy trust to a different MAT, will she tell us how that will work?
Kevin Foster (Torbay) (Con)
T6. The principal of Paignton academy, Jane English, recently received a lifetime achievement award for teaching and inspiring generations of students, yet the school has been held back by having some elderly buildings that urgently need replacement. Can the Minister update me on when funding will be made available to do this?
Mr Gyimah
First, may I take this opportunity to congratulate Jane English on her lifetime achievement award? She has done a tremendous job. The condition improvement fund was three times over-subscribed this year, which is why the school was unsuccessful—there were a lot of quality bids. I can give my hon. Friend the reassurance that the next fund will be opening in autumn 2016.
Mr Kevan Jones (North Durham) (Lab)
Durham county council is part-way through the legal process of merging South Stanley infant and junior schools to form a primary school, but on Friday the Department issued a notice that the infant school will now be part of Greenlands junior school as a new academy, completely ignoring any consultation with local parents. How does that fit with what the Minister has said about the involvement of parents in these decisions?
Education Funding in London
Sam Gyimah Excerpts(8 years, 7 months ago)
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Stephen Timms (East Ham) (Lab)
I congratulate the hon. Member for Bromley and Chislehurst (Robert Neill) on securing this debate and on how he introduced it. I also congratulate him, together with my hon. Friend the Member for Croydon North (Mr Reed), on how they chair the all-party parliamentary group for London. They are absolutely right that this is a crucial issue for the future of the capital.
I am worried about the process the Government have gone through to get us to this point. As we have heard, a consultation document was published in March. In the run-up to the consultation, meetings were held that, as far as I can tell, were exclusively with representatives of the F40 group of authorities. According to the F40 group website, its representatives met with the Department on 21 January 2015, 15 June 2015, 9 September 2015, 9 December 2015 and 7 April 2016 to discuss these proposals. As far as I can establish, no representatives of any London councils were present at any of those meetings. I am worried that because of the unbalanced process the Government have gone through, we will end up with an unbalanced proposal.
The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)
I can reassure the right hon. Gentleman that my door is always open to every Member or representative of any local authority who wants to discuss school funding or any other concerns within my portfolio.
Stephen Timms
I am grateful to the Minister. The worry, however, is that up until now, the Department’s door has been open only to this particular group. The hon. Member for Beverley and Holderness (Graham Stuart) champions F40. Nobody can object to representatives of that group of local authorities lobbying and promoting their own interests; it is worrying, though, that it has had this exclusive access up until now.
A version of the minutes of the September meeting with the F40 quoted an official from the Department offering to share “emerging proposals” with the F40 group “in confidence”. Proposals should not be shared in confidence with one particular set of authorities. I note that the minutes have now been altered, so they do not say that any more, but no such offer should ever have been made. My deep worry is that we are heading towards a woefully unbalanced proposal as a result of the privileged access given to that group.
I am grateful for the Minister’s reassurance about his door being open, but I want him to give us a commitment that when the numbers are put into the structure in the consultation document published in March, there will be the constraint that there should be no cuts in school funding for pupils in the most disadvantaged areas of the country.
As we have heard, my right hon. Friend the Member for Barking (Dame Margaret Hodge) has pointed out that the Conservative manifesto certainly sounds as though it is saying that there will be no cuts for any individual students; I hope that that commitment will be maintained. I particularly want to press the Minister on this point: there should be no cuts to schools funding for pupils in the most disadvantaged areas. Indeed, the Government have recognised the need for additional schools funding for disadvantaged students through the pupil premium, so it would surely be quite perverse to slash the same funding through this formula.
As I mentioned earlier, if the F40 proposals were put straight into effect, it would result in the 30 most disadvantaged local authorities in the country losing £245 million per year and the 30 most affluent authorities in the country gaining more than £218 million per year. That would be a straightforward switch of hundreds of millions of pounds from the most disadvantaged authorities to the most affluent ones. I hope that the Minister can reassure us that that kind of switch, as advocated by the F40 group—understandably; it is in the group’s interests to do so—will not happen.
My authority, the London Borough of Newham, made a freedom of information application for the Department’s modelling or analysis of the likely impact of the new formula. The request was refused. Officials said that they had the information, but its release was refused on the grounds that it related to the formulation or development of Government policy and was therefore exempt from freedom of information obligations. As I have said, however, there has clearly been a lot of access for representatives of the F40 authorities. The Minister has given us a commitment that his door will always be open, and I ask him release that information to the other authorities as well, so that everyone can see where we are heading. As things stand, some authorities have been taken into the Government’s confidence and others have not. Indeed, some of those others have been refused information relating to what has been going on. That information should be released.
A cursory glance at the F40 proposal published in 2013—it is on the F40 website—and at the consultation document published by the Government in March shows an uncanny resemblance between the two. Clearly, the F40 group has been very influential. I feel particularly strongly about this, because modelling suggests that my local authority will be among the biggest losers. Analysis of the F40 proposal shows that seven of the 10 biggest cash losers under the proposals will be in London, while none of the 10 biggest cash winners will be in the capital. That is the direction of the F40 group’s proposals. Of course it is advancing its own interests, but it should not have special access to Ministers in doing that. That is not a fair way for policy to be made.
I want to pick up on one point of detail that has already been touched on. The point was made in responding to the consultation document that the extent of pupil mobility in London has a big influence on school costs. Mobility has been used in school funding formulae up till now, but it is not used in the F40 proposal. Nor is it in the Government’s proposal. That is a very troubling omission. The hon. Member for Bromley and Chislehurst rightly underlined the point that high levels of mobility in London add significantly to the cost of running schools here, and that fact should be picked up in the formula.
Research published by the Fischer Family Trust this year estimates that a student who moves in-year will perform 10% less well than the average for their class, and that if three or more students join a class mid-year, attainment for the class as a whole will suffer by one to two percentage points. It estimates the combined cost of pupil mobility to schools and local authorities in London at £35 million a year. That should not be excluded from the formula, although the consultation document proposes excluding it. I understand that mobility is generally low in the authorities of the F40 group, and that they do not want it reflected in the formula, and the Department immediately put that into its version of the formula. Authorities such as mine, where mobility is high, will unfairly lose out on funding if that view prevails, so I hope that it does not.
I am worried that the process that has taken us to this point has been flawed, which is leading to an unfair proposal. I hope that the Minister will accept that schools funding for pupils in disadvantaged areas should not be cut as a result of the new formula, and that factors such as mobility, which have such a big impact in London, should be included in the formula, so that the damage is not inflicted on schools in London.
The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)
I thank my hon. Friend the Member for Bromley and Chislehurst (Robert Neill) for securing this important debate, and I commend all the contributions, which have been hugely informative about education funding. As constituency MPs and parents, the subject is close to all our hearts.
For our country to grow stronger, fairer, wealthier and more secure, we need good schools and a well-educated population. Investing in education is an investment in the future of our children and our nation as a whole. That is why the Department is committed to delivering educational excellence everywhere—not just in London, but everywhere in the country—so that irrespective of where a child grows up, they can expect the best education possible.
There is no doubt that we are investing in education. The spending review confirmed a real-terms protection for the core schools budget. Throughout this Parliament, the money available for our schools will increase as pupil numbers increase. This will mean more than £40 billion next year, including pupil premium funding worth £2.5 billion a year targeted at the most disadvantaged pupils. That is also protected and will be maintained at current rates.
The right hon. Member for East Ham (Stephen Timms) made the point about who had been engaged in making the case for funding reform. He is normally assiduous and careful in how he puts his points across, but on this occasion I would like to disabuse him of the notion that the cross-party F40 group has somehow had special access. I met a range of stakeholders both before and during the consultation, including the Local Government Association, while London councils have met either me or my officials in the Department, and that will continue. I have also met a number of Members of all parties to discuss specific funding needs in their constituencies, and I have a number of union representatives on speed dial as far as this issue is concerned.
Stephen Timms
I do not think that the Minister would deny that there have been many discussions. I read out a list of the dates of the meetings, set out on the F40 website, between F40 representatives and the Department. I think he would accept that there has been much more discussion with that particular group than there has been with the others to which he has referred.
Mr Gyimah
Ministers cannot be criticised on the one hand for not listening, and then be criticised on the other for listening too much. The truth is that my door is always open, and I am happy to meet whoever knocks on my door to discuss the issues as often as is necessary to address them.
There is an important need to address the funding system. There is a risk that the current system will not deliver the outcomes that we want for our children. For too long, schools have struggled with funding systems that are both unfair and, as my hon. Friend the Member for Bromley and Chislehurst suggested, opaque. The amount of money that schools receive is now an accident of history, not a reflection of the needs of their pupils or of children.
Local populations have changed over the past decade. For example, the proportion of children receiving free school meals in Manchester has fallen by 31% since 2005, while in Blackpool it has increased by 19%. However, schools funding has not kept up. The distribution of funding today cannot reflect the needs of our children if it has not changed in more than 10 years. The key question is not about levelling up or levelling down; it is about whether funding is addressing the individual needs of children.
The impact of the current funding system is hugely unfair. Let me look closer to home for the benefit of those who have spoken today. A child who is sent to school in Bexley will attract £4,635, but in next-door Greenwich, that suddenly becomes £6,020. Different local authorities also make different decisions about how to fund their schools. In 2015, Brent chose not to allocate any funding to pupils receiving free school meals, whereas Ealing chose to allocate nearly £1,700 to each primary pupil in exactly the same position.
We are committed to fixing that. I am proud to say that last month we launched the consultation referred to by the hon. Member for Scunthorpe (Nic Dakin), on new, fair, national funding formulas for schools and high needs. Our aims are clear, and I hope that Members in all parts of the House will agree that they are worthy. We want to create a formula that is fair, objective, transparent and simple. It should be clear how much funding is following each pupil, and that should be the same wherever they are in the country. Headteachers or academy trusts should know that if they move to take over underperforming schools, no matter where they are, their budgets will be fair and their schools will have the opportunity to excel.
Allocation is also important. We must allocate funding for high-needs provision, which has not been dwelt on today, on a fair and transparent basis. For too long, funding allocations have varied without reason. Parents and children with high needs deserve to know that the funding they require will be there, irrespective of where they choose to live. They deserve that security; they deserve that equality.
Robert Neill
I am grateful for what the Minister is saying. Will he assure me that he will present direct proposals to deal with the issue that was raised by our friend and colleague Councillor David Simmonds on behalf of the Local Government Association—the need to protect the high-needs element within any new arrangement for the formula?
Mr Gyimah
As my hon. Friend knows, what has taken place so far is the first stage of our consultation. The next stage will come up with detailed allocations for local authorities, but it will also make clear how each block within the dedicated schools grant would function within the system, and will certainly take account of my hon. Friend’s concerns about the high-needs block.
Stephen Timms
Will the Minister pay particular attention to the question of whether the schools block should include, as many have argued today, an element that would recognise the mobility within local authorities that we have been discussing?
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.
Mr Steve Reed
I understand why the Minister cannot give more detailed responses now, but will he agree to meet officers of the all-party group for London, when we reach the next phase, to go into more detail, when the information is available, so that we can discuss with him whether it meets the concerns raised in this debate?
Mr Gyimah
I would be delighted to meet the all-party group to discuss these issues before, during and after the consultation.
We still have a big and difficult job ahead of us. Reorganising £40 billion of schools funding is not an easy task, and it is one that we should carry out carefully and thoughtfully. We need to think through the transitions, as the hon. Member for Scunthorpe (Nic Dakin) so eloquently said. I continue to find encouragement from the wide support that exists for these reforms across the country, throughout the sector and between political parties. I am grateful to my hon. Friend the Member for Bromley and Chislehurst for putting this matter on the agenda again in the Chamber. Providing educational excellence everywhere is a key part of our mission, and it is something that we need to do very carefully. After all, this is about this country’s future. A number of important points have been raised in the debate, and they will be reflected in the consultation and in the formula. I look forward to engaging with Members across the House to ensure that we have fairer funding for all our schools and all our children.