School Funding: East Anglia

Sandy Martin Excerpts

Tuesday 3rd September 2019 Westminster Hall

[Clive Lewis]

I thank my hon. Friend for his input. We have to accept that our schools are running out of money for the same reason that our public services are underfunded: because of a damaging political choice. I will come on to that, but let me add that one of the reasons I sought the debate was that, as I understood it, every school in Norfolk was potentially going to put in a cost-overrun budget—an illegal budget—because of the funding shortfall. That is happening across the eastern region, and definitely across Norfolk.

Only last week, a local trust in Norfolk announced that it had had to cut 35% of its teaching assistants. That means the ratio of children to staff is bigger, creating myriad potential risks and increasing exponentially the lost learning time for children who need extra help in the classroom.

[Sandy Martin (Ipswich) (Lab)]

Does my hon. Friend agree that one of the biggest problems we have with underfunding in education, certainly in Suffolk, is that there are not enough facilities and not enough staff to cope with children with special educational needs, especially attention deficit hyperactivity disorder? Some children receive no more than one hour’s education a day and are losing all their self-respect. We are storing up problems for the future in those cases.

[Clive Lewis]

I will address that in detail shortly, but there is indeed a crisis in special educational needs teaching.

Every parent and teacher knows how vital teaching assistants are to aiding our young people’s learning, yet a briefing meant only for Ministers and officials at the Department for Education, which was leaked last week, was clear that the Government still intend to slash the number of teaching assistants. The briefing stated:

“We recommend we continue to push No 10 not to include this publicly.”

Can the Minister tell us whether that is true? If it is, why do the Government not recognise the value of support staff in helping our children to learn and thrive?

Headteachers across the country have not been able to balance the books. It is no wonder they have had to make cuts: the Institute for Fiscal Studies found that if it were not for the sudden promise of new funding, school funding would have been £1.7 billion lower in real terms in 2020 than in 2015. The newly promised figure is not additional funding; it is to plug a hole that appeared due to the fact that total school spending per pupil fell by 8% in real terms in 2017-18. Even if headteachers trust the Government’s motives, that funding will go only a small way towards repairing the damage caused by years of continued cuts. In the face of such damning statistics, will the Government concede that the past nine years of austerity—a political choice by consecutive Conservative Governments—have crippled our schools?

The alleged new money for schools announced this week is something of a confession in itself. I happily acknowledge that that money—£14 billion over three years from 2020—is a significant and welcome change of direction. Finally, we can stop listening to Ministers continually claiming that schools have more funding than ever before. The centrepiece of the announcement was a one-off £2.8 billion cash injection, but I am sorry to say that that does not even come close to reversing the cuts made by the Conservatives over the course of this decade. The Institute for Fiscal Studies believes that to do that, £3.8 billion would need to be shared out among schools across the country every year.

This is where things seem to get even more controversial. Sadly, following the analysis in The Sunday Times this weekend, I am forced to question whether any schools in my constituency will receive any increase in funding at all. The supposed cash boost is nothing more than an election bribe, with the overwhelming majority to be spent on grammar schools and schools in Conservative MPs’ constituencies, helping the party target marginal seats as we build up to an almost inevitable general election in the coming weeks, months or perhaps even days.

Do the Government really believe that this is how our children’s future should be decided? Is this really the best way to educate the next generation and close the gap between rich and poor? From where I am standing, it simply plays into the same old Conservative rhetoric that sees inequality increase year on year. This is not sorting out our schools crisis; it is neutralising an electoral image problem. It is retrofitting policy to suit the polling objectives. Most of all, it is feigning concern while failing children.

Over this decade of cuts, our classrooms have been turned into the new frontline of the welfare state, with staff filling in for councils in financial collapse and for parents in precarious jobs or inadequate housing. Any serious attempt to fix our schools must be combined with money to rebuild our public services and our welfare state. I am afraid that the new Government do not seem interested in that.

To put the situation in perspective, a headteacher from my constituency recently told me that on top of the inescapable loss of teaching staff due to budget cuts, the school has had to cut back on support for students, reducing or removing core support in the form of counselling, behaviour support and mental health support. That, alongside the significant cuts to external support services such as child and adolescent mental health services, social services and special school support, has been disastrous for many vulnerable students in my constituency who have nowhere to turn for help. That, somewhat inevitably, has resulted in an increase in the number of permanent exclusions that schools have had to make, a pattern sadly replicated across the UK, leaving both students and parents desperate and with nowhere to turn.

Consider also the renewed focus of the new Government on headteachers being encouraged to use “reasonable force” on misbehaving students. Education officials caution that such a policy will

“impact disproportionately on children in need of a social worker, children with special needs and...Black Caribbean Boys”.

In other words, as summarised by The Guardian,

“it will be state-led discrimination against minority groups. Ensuring that more kids are excluded will simply feed them into pupil referral units or lead to them getting schooled by gangs.”

So much so that police and crime commissioners worry about rates of exclusion driving knife crime even higher. I would say, “Don’t worry—the Home Office has a plan: anti-knife crime advertising on fried chicken boxes,” but we will not go into that. Is this really the big society that the Government want to create? Does the Minister really believe that these devastating cuts and archaic forms of punishment will impact positively on our children?

The Prime Minister recently stated that there should be no winners or losers when it comes to our children’s futures, but I find it hard to see how the decimation of state school funding and the services it pays for helps to level the playing field between students educated in our state schools and those who can afford to be educated at elite private schools such as Eton and Harrow.

I turn to an issue of huge local importance. The funding crisis in East Anglia has had huge knock-on implications for our children with special educational needs. In Norfolk alone, there are 21,000 children with special educational needs and disabilities. Of those, 15,000 children with SEND are in mainstream schools and only 6,000 have an education health and care plan. Only 1,000 referrals for EHCPs are received by Norfolk County Council each year, and 150 children with SEND are still waiting for a special school place. Nationally, that figure is 8,500, and only 3% of children in England have SEND statements or EHCPs.

I recently met a group of parents who have been severely affected by the lack of provision for their children. I have constituents whose children, despite having EHCPs that clearly state that they cannot cope with mainstream schools, still cannot be provided with places in specialised schools. Staff cuts in mainstream schools have had a significant impact on all pupils but particularly those with SEND. The cuts have seen a reduction in specialist teaching assistants, counsellors and speech and language therapists, all of whom pupils with special educational needs and disabilities rely on for their needs to be properly met.

I also know of children who have been forced to stay at home due to lack of staff and spaces in specialised settings, meaning that they are effectively excluded through no fault of their own. There is nowhere else they can go, and the impact on their families is catastrophic: parents have to give up work and livelihoods are lost. Sometimes, even homes are lost and marriages fail.

Specialised schools provide invaluable support and education that these children are legally entitled to, but, without sufficient money from central Government—I assure the Minister that the £700 million announced for SEND children is not sufficient—they cannot get that, and there is nothing that parents or teachers can do. More parents are taking Norfolk County Council to tribunal over SEND provisions, and winning, because they are right: their children are not getting the education they have a right to as set out in legislation. Does the Minister accept that unless there is a significant increase in high-needs funding, the Government will fail to deliver on the reforms they introduced in the Children and Families Act 2014? These devastating cuts have, to quote my hon. Friend the Member for Ashton-under-Lyne (Angela Rayner), brought services for children with special educational needs and disabilities to a “dangerous tipping point”.

Last year, I met headteachers at the Educate Norfolk annual conference, and some of the statistics they gave me were staggering. Eighty-two of our schools have reported that they have cut their support staff budgets and 39 had to reduce SEN support for no reason other than funding. In real terms, that means teachers having to administer medicines to children with medical needs and perform other tasks usually carried out by support staff. Can the Minister answer how those same staff can also adequately support children with special educational needs?

It is not just about provision for SEN. Overall, changes to the benefit system have resulted in a reduction in the number of households eligible for free school meals. That, in turn, reduces the amount of pupil premium funding that a school receives. Increases in staffing costs from increased national insurance and pension contributions and pay increases, which are not fully funded by central Government beyond 2020, come out of school budgets. That will get worse, with staff having to work longer and retire later.

This is completely unsustainable. We need a better strategy, based on inclusivity—not a theoretical idea of inclusivity—that ensures that there is more SEND training for teachers and non-teaching staff, so that staff, children and parents are properly supported. Labour pledges to deliver a strategy for children with special educational needs and disabilities, putting more money into those services while working more strategically with schools and SEND providers. We want to introduce a fairer funding formula that leaves no school worse off.

The years that children spend at school should not just be time that they must get through. They should be a wonderful time of learning. We know so much more about the psychology of childhood and what makes children thrive in education. That must apply to all children so that they can leave full-time education with a real chance in life, not a chance restricted by Government cuts. Joint general-secretary of the National Education Union, Mary Bousted, said:

“Teachers know that their working lives would be more fulfilling and less conflicted if fewer of the children and young people they teach were not themselves suffering from the devastating effects of increasing child poverty caused by…deliberate policies.”

In 2015, I campaigned against the academisation of some of our Norfolk schools, which is yet another example of the mismanagement and greed of the Government, with reports of headteachers and executives being paid five-figure sums. Money is floating to the top, with schools left in deficit, and spending on buildings and learning resources is being cut. Similarly, free schools, aimed at the middle classes, and which the Government want more of, are diverting money from existing state schools and are being run like private companies.

--- Later in debate ---

[Sir Henry Bellingham]

The devil will be in the detail, but it is incredibly important to get the money flowing quickly. The Minister can look at that, but, as I understand it, this is new money coming into the Department. It will mean that every school will get a real-terms funding rise next year, and hopefully that will have a significant impact on our schools. Secondary schools will receive an increased minimum of £5,000 per pupil and primary schools will get the minimum of £3,750, going up to £4,000 per pupil in 2021-22. There will also be an extra £700 million for special educational needs and disabilities. It is significant and I welcome it.

I also welcome the announcement made by both the Education Secretary and the Chancellor regarding teachers’ pensions. As the hon. Member for Norwich South pointed out, having high morale in the profession is crucial in terms of retention, managing mental health, the welfare of teachers and making sure we get the absolute best out of all our pupils.

I welcome the announcement on pensions and the pledge to meet the £4.5 billion requirement from outside the education budget; maybe the Minister can clarify that. I look forward to hearing what he says about this, as my understanding is that it will not impact on the extra money for schools. The employer contribution of 23.6% will be on top of the salary, which will ensure that the scheme is fully funded. One can link that to teachers’ pay, which again is crucial to morale and retention.

I agree with a lot of what the hon. Member for Norwich South said, but I hope that many of his concerns and the examples he gave will soon be historical, because they will be overtaken by the new funding that will become available. It is important that teachers are well rewarded. A starting salary of £30,000 by 2022-23 will help to make teaching salaries among the most competitive in the graduate labour market.

I have a specific question for the Minister: in July, he announced that teachers would have a 2.75% pay increase, but that his Department would only fund it to the tune of 0.75%. The understanding was that schools would have to pick up the rest. Can he clarify the situation? Obviously, we do not want school budgets to have to in any way subsidise the increase in teachers’ pay. I very much hope that the announcement made last week will cover that key point.

As I mentioned, the devil will mostly be in the detail. How quickly will the funding reach the schools? I am optimistic, on the basis of what the Minister has said in his interviews; I congratulate him on his performances in the media over the past week or so. He has been very clear and upbeat about this, and very passionate as well, because this funding will enable him to move forward in some of the key areas of priority within his portfolio.

[Sandy Martin]

Does the hon. Gentleman not accept that the majority—more than half—of the promised money will be paid after the next general election, even if the next general election takes place at the latest possible time, and so this is a promise of money that the current Government have no way of controlling?

[Sir Henry Bellingham]

I will just say to the hon. Gentleman that, yes, it is not all coming in one go, but there will be a £2.6 billion increase next year in 2020-21 and, if this Parliament goes its full five years, in 2021-22 it will be £4.8 billion and then up to £7.1 billion.

This is new, real money, now. It is incredibly important that we recognise that point. We can argue that it will not be enough, but I have also heard hon. Members talking about social care, the health service, the A47 and other priorities. It is a question of balancing priorities, and I am pleased that this Prime Minister has recognised that schooling and our young children are a key priority.

--- Later in debate ---

[Peter Aldous]

The hon. Gentleman’s point is well made. A lot of the problem is that, although the Government announced the additional funding for early years two or three years ago, the money is not getting through to several establishments, such as Little Buddies and the Rainbow Day Nursery in the Harbour ward in Lowestoft. We had meetings with the then Minister, my right hon. Friend the Member for Scarborough and Whitby (Mr Goodwill), and the county council, and we had a lot of difficulty working out where the problem arose and why the money was not getting through to those schools. The urge for simplicity and transparency in how this money is spent is very important.

The third point, as we have heard from a number of Members, is about special educational needs. This is a problem throughout the whole country, but I sense that it is a real problem in Suffolk. The county faces—I will not call it a perfect storm; that sounds awful—an imperfect storm of factors that create a real problem in SEN provision in Suffolk. The first is obviously rising demand: there is a yearly doubling of requests for education, health and care needs assessments. Secondly, complexity of need is rising, particularly for children with autism. Thirdly, the council receives historically low levels of funding for high-needs learners, compared with other local authorities.

A lot of the problem is caused by funding for specialist placements coming from the dedicated schools grant. As Suffolk is an f40 authority, its overall funding for schools is lower, and therefore its funding for higher-needs learners is also that much lower.

[Sandy Martin]

Will the hon. Gentleman accept a fourth point from me: the local authority’s lack of any ability to make coherent plans, because of the undermining of its ability to plan across the entire county?

[Peter Aldous]

The hon. Gentleman is right. I was coming on to my fourth point, which might broadly coincide with his. An historical issue in Suffolk, probably for the best part of 20 years, is the low number of special schools and special unit places in the county itself, meaning that Suffolk has to buy more places—both in the independent sector and out of area—at enormous cost. This problem needs to be put right. It has happened over a number of years and, I suspect, over a number of different administrations running Suffolk County Council. It will not be put right overnight. To be fair, the council recognises the problem, but I sense that it will be with us for a few years to come.

The fifth point, as touched on by my hon. Friend the Member for North West Norfolk (Sir Henry Bellingham), is about the need to ensure that sixth forms and further education colleges are properly funded. The 16-to-19 age group has been overlooked in recent years. In a town such as Lowestoft, it is important that funding for this group is put on a financially secure and long-term footing.

Colleges and sixth forms provide an important bridge from the classroom to universities and the workplace. In a coastal town such as Lowestoft, where there has been long-term economic decline, these schools, sixth forms and colleges are the cornerstone on which we can rebuild the local economy and give young people the opportunity to realise their full potential and, in doing so, to increase social mobility. The additional funding that the Government provided for sixth forms and colleges is a welcome step in the right direction, but at £200 per student, it falls short of the minimum £760 per student sought by the Sixth Form Colleges Association in its “Raise the Rate” campaign.

As we know, a lot is going on at present, but whatever the outcome of Brexit, nothing is more important than investment in the next generation. The Government have recognised this with the extra funding provided. They now need to work with schools, the regional education commissioner and the local education authorities to ensure that this money is spent prudently and properly on tackling the unfairness that has built up in East Anglia over many years.

School Funding

Sandy Martin Excerpts

Monday 4th March 2019 Westminster Hall

[James Cartlidge (South Suffolk) (Con)]

It is a pleasure to serve under your chairmanship for the first time, Sir David. I congratulate the hon. Member for Blaydon (Liz Twist) on a fine speech. Obviously, we all sympathise with the points she made because there are concerns in our schools. I have just had a letter from the Stour Valley Trust in my constituency, and I have forwarded it to the Minister. There are significant concerns: capital is the one that schools in Suffolk mention the most. However, there is a positive picture to paint, particularly in relation to standards.

On Friday, I had an inspirational visit to a primary school in my constituency. I have 42 primaries, most of which are tiny and in very small rural areas. Hadleigh Community Primary School, which I went to on Friday, is exceptional because it has 500 pupils. I went to Edgware Primary School in north London, which has 680 pupils, but in South Suffolk Hadleigh primary is very large. It has just gone from “requires improvement” to “good”. Its excellent headteacher, Gary Pilkington, asked me to give the Minister a message: that the funding situation is improving significantly because of the change in the formula.

It is all well and good people denying the point about how the cake is divided, but on the Government side of the House, where many of us represent rural constituencies, we have disadvantage, too. We have poverty in rural areas. When a child has special needs there should be no difference in the amount they receive, wherever they are in the country, and we have campaigned for such principles. From the evidence that I am getting, that is now leading to more funding getting through.

[Sandy Martin (Ipswich) (Lab)]

Will the hon. Gentleman give way?

[James Cartlidge]

I am delighted to give way to my neighbour.

[Sandy Martin]

Does the hon. Gentleman not accept that the so-called fair funding formula has disadvantaged Ipswich and Lowestoft far more than the rest of Suffolk? Those are the places where there are the largest problems with SEN provision and the lowest levels of attainment. Does he not accept that it does not necessarily make sense to provide exactly the same resources for every child?

[James Cartlidge]

I thank the hon. Gentleman for his intervention, but, if we were disadvantaging the other schools in Suffolk, standards in Suffolk would not be improving. The statistics show very strong improvement in Suffolk. In March this year, just under 90% of Suffolk schools held Ofsted ratings of “good” or “outstanding” compared with 72% in December 2013. We have seen significant improvements in GCSEs: 64% of students in Suffolk now achieve the expected standard in English and maths, putting Suffolk in the top third of local authorities. The county has risen from 67th to 42nd out of 151 local authorities ranked on Progress 8 schools, which is a significant improvement. If Lowestoft and Ipswich, our biggest towns, were struggling to badly, we would not be attaining such improvements.

I have only one minute left, so I will make my key point. Yes, spending is important, but, with respect, Opposition Members focus relentlessly on that when standards and outcomes are what ultimately matter. What matters is the education our children achieve, the grades they get, how our country performs, and how they will be able to compete in a global marketplace.

College Funding

Sandy Martin Excerpts

Monday 21st January 2019 Westminster Hall

[Sandy Martin (Ipswich) (Lab)]

Ipswich was very pleased to welcome opportunity area status, which we were granted by the previous Secretary of State, the right hon. Member for Putney (Justine Greening), to try to improve the not very good social mobility in our area. However, there is no way that we will improve social mobility if we do not have the necessary facilities in place, and in particular the skilled and competent staff to help provide the opportunity for additional social mobility.

[Daniel Zeichner]

My hon. Friend and near neighbour is absolutely right, and that is a key issue for the east of England, which is often seen as a prosperous and successful region, but its skills shortages have been a problem for a long, long time and they need to be addressed.

I will also quote Yolanda Botham, the principal of Long Road Sixth Form College, another excellent college in Cambridge. She tells me:

“The current level of funding has meant for Long Road that we have had to reduce our curriculum offer. We no longer provide A-level German, for example. We have had to reduce the broader opportunities and enrichment opportunities that we can provide, limiting the number of trips and experiences we can offer, which really matter for social mobility. Visits and trips show what’s possible and enable students to see beyond their immediate horizons.”

She says that it is particularly galling to note that

“our private school neighbours, charging £17,000 annually, do not have to pay VAT, yet we do.”

Oral Answers to Questions

Sandy Martin Excerpts

Monday 12th November 2018 Commons Chamber

[Damian Hinds]

I thank my hon. Friend for his question. The funding for high needs has been going up, and will reach just under £6 billion. In Hertfordshire, it has risen by 4.3% this year. Our reforms from 2014 were the most significant reforms in this area for a generation, but obviously we need to continue to strive more.

[Sandy Martin (Ipswich) (Lab)]

16. Suffolk has been criticised for a particularly poor range of special educational needs and disability provision. Given the fragmentation of local education decision making in this country now, how would the Minister advise that that could be addressed?

[Damian Hinds]

I know that local authorities work with each other to share best practice and to look at what happens. A whole range of things needs to be considered from, of course, training provision for teachers in mainstream schools, to the availability of places in special schools and so on. I have no doubt that the hon. Gentleman’s local authority will look at all those areas as well.

Oral Answers to Questions

Sandy Martin Excerpts

Monday 25th June 2018 Commons Chamber

[Anne Milton]

This is absolutely crucial. Obviously, someone who cannot speak English will be at a disadvantage. We have done a great deal more to improve the roll-out of ESOL. On the work we are doing in primary schools, the proportion of six-year-olds meeting expected standards in the phonics screening check has risen dramatically.

[Sandy Martin (Ipswich) (Lab)]

20. What recent assessment he has made of the (a) effectiveness of children’s centres and (b) ability of families to access those centres.

[The Parliamentary Under-Secretary of State for Education (Nadhim Zahawi)]

It is right that local councils decide how they spend on children’s centres. Our priority is to improve outcomes for disadvantaged children overall. It is not just about bricks and mortar, but about using and improving evidence about what works.

[Sandy Martin]

Given that there are now at least 1,240 fewer designated Sure Start children’s centres than there were in 2010, will the Department commit to retaining the remaining two thirds of the original centres and invest in improving the range of services they offer?

[Nadhim Zahawi]

This Government are spending £6 billion on childcare. It is not just about bricks and mortar. There are 2,300 children’s centres and they are very much part of the overall picture, but we will do what works. We have committed £8.5 million for councils to peer review each other, to see what is actually working. I hope that, like the Government, the hon. Gentleman is interested in outcomes rather than just bricks and mortar.

Free Childcare

Sandy Martin Excerpts

Thursday 12th October 2017 Westminster Hall

[Sandy Martin (Ipswich) (Lab)]

Happy Tots is a charity-run pre-school in east Ipswich, which has been successfully running for over 30 years. The pre-school has approximately 75 on its roll—there are morning and afternoon sessions for 38 children aged between two and five—and it employs 16 staff. Last year, it was awarded Millie’s Mark for inspiring excellence in paediatric first aid—the only pre-school in Suffolk to hold the award.

Happy Tots has told me that, to implement the 30 hours, it will have to lose some of the places for children who are already attending, as it is unable to recruit sufficient additional staff. Even if it were able to do so, it would need to expand its premises to accommodate the extra child hours, and there are no suitable larger premises in the area into which it could move. It has been looking for larger premises that it can afford for over three years, without success. Any larger premises locally are at a higher rate of rent, which, as a charity, Happy Tots would not be able to afford. Unlike some private providers, it is not able to cross-subsidise its places from paid placements. It is clearly wrong that any provider should have to cross-subsidise anyway, but for those charity providers in deprived areas where that is not an option, the current proposals will threaten their very existence—exactly the opposite of the Government’s declared intention to improve provision for deprived areas.

The £3.87 per child, per hour that Happy Tots will receive under the new funding arrangements is a 25p drop from the existing funding. It may be forced to close the pre-school if it suffers the financial losses that it is expecting. The only way that it can try to ensure that that does not happen is by asking parents—most of whom would expect their children to receive free school meals once they are at school—for termly snack contributions. It is divisive and unjust to expect them to have to pay more for their younger children or, even worse, decide that they are unable to pay, and face the stigma of being parents who cannot provide for their children.

Like my colleagues, I fully support the concept of expanding the availability of childcare, but these proposals are rushed, ill thought out and likely to reduce the availability of childcare, not increase it.

Oral Answers to Questions

Sandy Martin Excerpts

Monday 11th September 2017 Commons Chamber

[Justine Greening]

We have been passionate about making sure that children who post-16 and post-18 want to pursue a route that is not purely academic have every bit as gold standard an education as their peers who want to follow more academic routes. That is why we are introducing T-levels. They were announced earlier this year in the Budget, which the CBI called a “breakthrough” Budget for skills. It will not just be good for raising attainment among and developing the potential of those young people; it is critical for our businesses that they have these skills. This is a win-win situation.

[Sandy Martin (Ipswich) (Lab)]

7. What assessment she has made of the effect of the Government's policy on 30 hours of free childcare on the financial viability of childcare settings.

[Dan Carden (Liverpool, Walton) (Lab)]

20. What assessment she has made of the effect of the Government's policy on 30 hours of free childcare on the financial viability of childcare settings.

[The Minister of State, Department for Education (Mr Robert Goodwill)]

The provision of 30 hours of free childcare is already working across the country. A recently published independent evaluation of the early roll-out programme shows that more than 80% of providers are willing and able to offer the extended hours. The Department will be investing an additional £1 billion per year by 2019-20 into the free entitlement, including more than £300 million per year to increase the national average funding rates paid to local authorities.

[Sandy Martin]

Given that 38% of nurseries have told the Pre-School Learning Alliance that they are unlikely to be financially viable in a year’s time, what urgent action is the Minister taking to help these providers?

[Mr Goodwill]

As I have pointed out, we carried out a pilot to show that this could work. We also got a review of childcare costs done that was described as “thorough” and “wide-ranging” by the National Audit Office. We have increased the minimum funding rate to £4.30 per hour, which means that £4.41 is paid for three and four-year-olds in Ipswich and £5.20 for two-year-olds.