Rural Schools

Stephen Gilbert Excerpts

Wednesday 8th February 2012 Westminster Hall

[Sir Alan Beith]

I commend the east coast train service in that respect.

As I said, quite a number of schools in my area have fewer than 12 pupils. There is a unique school on Holy island that much of the time is combined with a school in Lowick on the mainland, but when the tide is over, the children are educated in a little village school on the island itself. That arrangement must continue or they would not be able to go to school without boarding at the age of five—of course, they board later in their educational career.

When a previous Conservative Government were in power and there was grant-maintained status, the county council threatened one school with closure. It went grant maintained and saved itself, and is still there to this day. It made a rather shrewd move. That was an exception to the pattern, and I will explain how school closures come about.

In my constituency, we have lost 10 rural schools in 10 years. Villages such as Kirknewton, Millfield, Chatton and Eglingham have lost their schools. Two schools are threatened at Cornhill and Brampton, and in both cases there are very small numbers of children at each school—just three or four. In the past, we lost schools in the Cheviot hills that served the communities of shepherds at places such as Windyhaugh and Southern Knowe.

The current policy of the county council is certainly not to bring about school closure, even though, like other authorities mentioned today, it gets much less per pupil than some urban communities, despite the high costs of educating pupils in a much larger number of schools scattered over many communities and the high costs of transport for children in rural areas, to which my hon. Friend the Member for Suffolk Coastal (Dr Coffey) referred. Closures in rural Northumberland have invariably happened because the governors have concluded that a school is no longer viable. That view is not always shared by the local community, which sometimes disagrees with the governors and would like to see a school retained.

In all cases, closure is to be regretted because of the impact on the community. The school is a meeting place. Some places where schools have closed have managed to retain them as community meeting places, but the loss of children from the village during the day is serious. They no longer put on the events they used to in the villages where the schools were situated—dramatic activities, re-enactments and so on, and music at church and chapel events. Many people prefer to see children in the village, morning and afternoon, going to and from school. The village becomes very quiet when there are no longer children going to and from school or voices from the playing fields at break time. That takes something out of a village.

The problem, in Northumberland at any rate, is not some bureaucratic and draconian policy of getting rid of schools, but a shortage of children and young families. Young families cannot afford to live in many of our villages; with low local wages and the price of houses, property is well beyond their reach. Houses are attractive to people coming to retire and those who want second homes and so are beyond the reach of local people.

Of course, many rural council houses have also been sold over the years. We therefore need to replace housing stock for young families in our villages. I repeat the point that I made in my earlier intervention: we must not let a sudden panic about planning policy lead people to the conclusion that no development can take place in rural areas. We need communities to have a life in the future, and that means having affordable housing for young families in villages, as well as workshops and other places where trades and activities can continue. It also means ensuring that we have other housing in villages, because we want communities to be mixed. Newcomers often bring life to a village and are often among the most active supporters of local institutions. We need to sustain our villages.

There are always a few children left—those of farmers and farm workers—but life becomes that much more difficult for them when there are no other children in the village, and the village is almost devoid of young families.

[Stephen Gilbert (St Austell and Newquay) (LD)]

I entirely share my right hon. Friend’s analysis that we cannot allow our rural communities to become fossilised and our villages to stop moving forward in time. Does he agree that the Localism Act 2011 and the community right to build represent an avenue that some villages will enjoy exploring as they grow? The register of assets of community value is another important provision that local communities can use in safeguarding some of the services, in addition to schools, that hon. Members have talked about.

[Sir Alan Beith]

Those measures, which the Government have introduced, are very welcome. People in the villages in my constituency are actively pursuing all those angles to ensure that local services continue to be provided. They have put a lot of effort into improving village halls, turning former schools into village halls and putting together schemes to help remaining schools, to work closely with them and to use community assets jointly with them. An awful can be done, but there need to be people to do it and young families to participate.

Let me give one salutary warning. The school in one village in my constituency closed many years ago. Later, there was some housing development. As a result, a busload of children now go from the village to another one five miles away because there is no school. Circumstances change, and we should think more often, when the situation allows, about reopening schools or even opening new schools in village communities that show real growth. That will be the exception, not the norm, but there are cases where such measures are appropriate. However, we need to try to sustain villages, so that our schools can continue.

Even in an area such as Northumberland, where no policy is being pursued directly to the detriment of village schools—that has been the case for some years—village schools are under serious threat. The threat comes from the decline of villages and the way in which the average age in villages is increasing year by year because of a shortage of young families. Safeguarding our village schools is therefore not just important, but part of a wider policy towards rural communities, and it will require great effort in years to come.

The Minister would be surprised—he can see what is coming—if I did not finish by referring to the high school that serves a large rural area of my constituency. Children go to the Duchess high school, in Alnwick, from villages from many miles around. I simply remind him that we are all waiting with bated breath for the school capital programme announcement. We are determined that the school—it is on a split site and in an appalling physical state, but it is a good school—can benefit from that programme as soon as possible.

[Neil Carmichael (Stroud) (Con)]

I did not come to the debate expecting to make a contribution, and I am grateful to you, Mr Turner, for allowing me to do so. I want quickly to refer to several points, which sprang to my mind while I was listening to the debate.

The first is that the Government are consulting on school funding, and that is absolutely right. It is important that rural school supporters, of which I am one, make absolutely sure to get across the point that these schools should be able to spend their budget with few prescriptions. We also need to sort out the argument over equality between rural and urban schools and, indeed, in rural areas. That is a fundamental issue, and the Government are rightly alive and alert to it.

The second dimension to the question about the future of rural schools is that some wish to expand. In my constituency, that is, to some extent, a pressure. The Government need to make it easier for schools to understand how they can expand and what mechanisms they might use to rise to the challenge of providing extra classrooms. The second issue, therefore, is letting existing schools expand.

The third point that we should discuss is the scope academies have in terms of primary schools and small schools. Giving schools additional independence and autonomy from local authorities addresses some of the issues that have arisen in the debate. It is critical that we send out the message to small rural schools that academy conversion is a way forward.

That leads to me to a point that struck me while I was listening to my hon. Friend the Member for Suffolk Coastal (Dr Coffey). She was talking about shared heads, and that is very much a direction of travel. Academies should be thinking very much about federalising structures, where appropriate, and about sharing facilities.

[Stephen Gilbert]

In my constituency, some very innovative academy chains are being created. That is allowing exactly the kind of economies that the hon. Gentleman is talking about, with a chief executive overlooking a number of primary schools. I therefore endorse his point.

[Neil Carmichael]

I thank the hon. Gentleman very much—I do like to be endorsed every now and again, and that was firm and fair.

Let me reiterate the point about free schools, which are obviously an alternative when a local authority is unwilling to countenance the continuation of schools. It is essential that local communities take hold of the powers and opportunities that the coalition Government have given them to voice what they want.