Teaching Assistant Pay

Stephen Morgan Excerpts

Monday 17th July 2023 Westminster Hall

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to serve under your chairmanship, Sir Mark. I thank my hon. Friend the Member for Gower (Tonia Antoniazzi) for opening the debate. I also thank all those who have signed the petition for bringing this pressing matter to our attention.

I pay tribute to all teaching assistants and school support staff across the country for their hard work and dedication. The essential support that they provide is invaluable in shaping the lives and futures of our children. As a former teacher, my hon. Friend spoke with insight and expertise about the challenges that teaching assistants face and the invaluable role that they play in schools, tackling inequalities, supporting children who are falling behind, improving progress, helping with mental health interventions. I am also very grateful to her for basing her contribution on research and evidence, especially from the University of Portsmouth, in particular on the conditions caused by the pandemic, including the concerning levels of physical assault. I thank her again for securing this debate and for her excellent speech.

The quality of teaching is the most important influence on improving children’s outcomes and delivering to them a high-quality education. As we know, teaching assistants are an essential part of that, offering supervision and encouragement to pupils, supporting teachers and assisting classroom management, and organising and assisting with extracurricular activities, as well as helping at breaks and lunchtimes. TAs help to create an environment that is conducive for effective teaching and learning, and they are a fundamental part of our education system. I also pay tribute to the extraordinary dedication of teaching assistants during the covid pandemic, supporting vulnerable children and the children of key workers. It is difficult to see how our school system would have managed without them.

Unfortunately, despite the integral role that they play, TAs and the wider teaching profession have been consistently overlooked and undervalued by this Government. According to a survey this year by the National Education Union, three out of every four TAs are routinely working out-of-contract hours and nearly half of TAs undertake cover supervision.

Increasingly, we hear stories of TAs leaving the profession to take up better-paid jobs elsewhere, as my hon. Friend the Member for Gower stated earlier. Even more worryingly, support staff are turning increasingly to food banks, as confirmed by the charity Education Support in The Times Educational Supplement today, to cope with the cost of living crisis. Yet despite these struggles, many teaching assistants are still helping struggling pupils from their own pocket with food, uniform and school supply costs, as I have seen at first hand from visiting schools across the country.

It is no surprise that school support staff vacancies have almost doubled since the start of the pandemic, with schools being forced to turn to supply teaching assistants from recruitment agencies to fill those vacancies, which eats further into their tight budgets. Indeed, recent analysis by my party has found that schools have spent £8 billion on such fees since 2010.

Support staff shortages hit those areas with more poorer pupils the hardest, as they often include schools with the largest class sizes and the most need for individualised support. The loss of school support staff also disproportionately impacts students with special educational needs, as we heard earlier, because they rely on vital one-to-one support and are often in need of additional pastoral care. Since 2010, TAs have been pushed into responsibilities that go way beyond their contract and job description, often picking up the pieces for overstretched teachers, acting as cover or stepping in for school nurses.

Cuts to youth services and wraparound services since 2010 have also placed a heavy burden on schools. And in the midst of a mental health crisis among our young people, TAs are often out of their depth and overwhelmed. Morale in the sector is not helped when senior Government Ministers describe school support staff in derogatory terms or when the Education Secretary refuses to confront reality and says that reports of teaching assistants leaving for supermarket jobs are “untrue”. When we factor in the increased stress alongside the erosion of pay and conditions, it is not a mystery why many teaching assistants are looking elsewhere for work.

Although the Government do not directly determine the pay of TAs in all schools, they are responsible for investing in authorities and schools that often decide the pay scale. Also, the Government’s inability to grow the economy or run our public services effectively has had a clear impact. In schools, budgets remain below 2010 levels and when budgets are extremely tight, teaching assistants—much to the regret of school leadership—are often the first jobs to be cut.

The impact of these cuts are felt across the school, but they are mostly felt by those children who need the most support, which is likely to be part of the reason why the attainment gap is widening at all stages of children’s learning and is now at its widest in a decade.

Labour is determined to fix this. We will do so by tackling head-on the recruitment and retention crises with school leaders, ensuring that every child has world-class teaching; by valuing rather than belittling the teaching profession, supporting teaching staff to develop as experts in their field; and by recognising and respecting the work of our school support staff, who deliver crucial learning support, especially for children who face the greatest barriers to engaging with education. We will once again make teachers and TAs feel valued and appreciated for the work that they do.

We will work with schools and school leaders to tackle the workloads, expanding the workforce to deliver optimal support for pupils and alleviate strain on staff, which will also be aided by reforming Ofsted. The next Labour Government will provide better working conditions for all workers, including teaching assistants. We want to learn from other professions how they structure pay, progression and ongoing training, to attract and retain the workforce. Our new deal for working people will ensure fair pay and job security for all. We will value every worker and ensure that their skills and expertise are acknowledged and appreciated. We will also provide better training and support structures, to ensure that workers are not pushed out of bounds of their contract.

To ensure that children receive the best possible education, it is crucial that we stand behind those who support them. Teaching assistants deserve to be treated fairly and paid fairly. They deserve to be respected, trusted and appreciated by a Government who recognise the sacrifices that they have made and continue to make to support the children across the country who face the greatest barriers to learning. What they do not deserve is to be overstretched and undervalued by a Government who do not prioritise their needs. The impact of that adversarial attitude on children’s learning has been clear to see.

Therefore, I hope that the Minister, in his response today, will outline what his Department is doing to tackle the growing number of vacancies among school support staff, to retain the excellent teaching assistants currently supporting children across our country’s schools and to once again make the role of teaching assistant valued and respected, as it was under the last Labour Government. I look forward to hearing the Minister’s response and I would like to take this opportunity to thank all speakers for contributing to today’s debate.

Oral Answers to Questions

Stephen Morgan Excerpts

Monday 17th July 2023 Commons Chamber

[Mr Speaker]

I call the shadow Minister.

[Stephen Morgan (Portsmouth South) (Lab)]

In its White Paper for schools, published last year, the Government’s headline ambition was for 90% of pupils leaving primary school to meet the expected standards in reading, writing and maths. Why does the Minister think that, since that pledge, tens of thousands more children have been leaving primary school without meeting those standards?

[Nick Gibb]

As the hon. Gentleman will know, owing to the pandemic we did see a fall in writing and maths standards. Reading standards rose, and then fell by two points this year. However, reading standards today are broadly similar to those before the pandemic, and since 2010 both reading and maths have improved enormously in primary schools throughout the country. I am confident that we will meet the 90% target by 2030.

Childcare Reform Package

Stephen Morgan Excerpts

Wednesday 28th June 2023 Commons Chamber

[Stephen Morgan (Portsmouth South) (Lab)]

I thank the Minister for advanced sight of her statement.

The Government’s realisation of the importance of childcare remains striking, despite what the Minister says, for how long it has taken. Childcare is important for so many reasons—for giving every child the best start in life, for helping every parent to take on and succeed at the jobs they love, and for the foundation that it provides for success at school and throughout education. Above all, as my hon. Friend the shadow Secretary of State for Education has rightly said, childcare is important for supporting families to achieve and thrive together. Yet it is only now that the Government have arrived at the party. It is typical of this Government that they are not only late but focused on tweaks that they trumpet proudly but that do not deliver the scale of reform that is urgently needed.

The reforms reflect some of the changes to universal credit that the shadow Secretary of State for Work and Pensions has repeatedly called for. But, as he has also warned Ministers, they do not go far enough in giving people the chances and choices to go back to work at the scale necessary to tackle the challenges.

On childcare, the Government’s fixation on their broken hours model leaves them blind to the wider challenges around supply and demand of childcare and the extraordinary structure of the market for extra hours. The failure of that market is felt by every family. A decade of sticking-plaster politics from the Conservative party has caused them pain. But the announcement does nothing to ensure that childcare places are available in the cities, towns, and villages of our country. In some places, nursery and childcare spaces are outnumbered 10 to one by the children who need them.

I am delighted that the Minister has visited the seats of so many of her newest and presumably most nervous colleagues, but, as well as talking to parents who have found childcare, she would have done better had she spoken to parents who have not. The announcement does little to deliver the extra staff who will be needed to deliver the extra entitlements for parents that the Minister so enthusiastically announces. It does nothing to deliver the childcare places in which our children will be cared for and in which, we hope, they will learn in those extra hours and months of their lives. It is great to hear that the Minister will be listening to providers and local authorities, but listening is no substitute for action. It does little to retain or upskill the existing staff in the sector who are leaving in their droves for work that is more clearly valued. It does little to enrich childcare, to drive up quality, to make it a part of our education system, and to deliver a foundation for achievement and success right through school and life. It does little to deliver the flexibility that parents need not merely at work, but to get into work—to get the training and skills that they need and that our companies, communities and country need. In short, the announcement today is little more than a post-dated cheque. It is a promise of jam tomorrow—a promise that brings more questions than answers.

Madam Deputy Speaker, let me briefly set out a few questions in the hope that the Minister can address them in the debate today. When the 30-hours childcare entitlement is spread over a year, it is the equivalent of 22 hours a week. What steps is she taking, right now, to address the cliff-edge in costs between the Government-funded hours and the hours for which parents have to pay? Will she repeal the restrictions that councils face in making more childcare provision available? Is she genuinely confident that a new advertising campaign will be enough to attract workers to the sector? Is she aware that, for an increase in entitlements to childcare places to work, there must be more staff, and more settings, otherwise more parents will simply find that they cannot get the childcare that they need and to which they have entitlement? Finally, how does the Minister intend to ensure better uptake of childcare entitlements among eligible families given the complexity and bureaucracy of the existing system?

[Claire Coutinho]

I thank the hon. Gentleman for his reply. Let me address some of the points that he raised in turn.

The hon. Gentleman talked about the ability of parents to look for childcare in the holidays. We have the £200 million holiday activities and food programme, which is particularly targeted at disadvantaged children. Last summer, more than 600,000 children accessed that. When we did our initial survey of that programme, about 70% of those children said that they had never been to anything like that before, which is a great sign of the opportunity that it is spreading. He talks about the work that we are doing with local authorities. To understand sufficiency and any challenges, we are contacting every single local authority as part of the roll-out.

The hon. Gentleman talked about getting more staff, and we have set out some flexibilities; I talked in my statement about the recruitment campaign we are doing next year. He talks about better uptake, but I would say that the uptake of the offer for three to four-year-olds is in the 90% range; for two-year-olds it is in the 72% range and tax-free childcare in recent years has gone from 172,000 up to 500,000. Yes, there is more to do, but we have very good uptake and any parent thinking about more childcare should look at our Childcare Choices website to see what they might be entitled to.

Overall, however, I get the sense from the hon. Gentleman’s comments that he did not listen to my statement. I talked about the £4 billion extra that is going into the sector, about plans for staff and for childminders and about routes for apprenticeships. I remind him that it was a Conservative Government that expanded the offer for three to four-year-olds and introduced the offer for two-year-olds, and now it is the Conservative Government making the single largest-ever investment into childcare.

What do we know about the Labour party policy? We know the Opposition wanted to do universal childcare, but they denied that last week. That was last week’s flip-flop—or I should say one of last week’s flip-flops. They have talked about means-testing childcare, which would mean taking away childcare from middle-class parents at a moment when we know that families are struggling with their finances. On the Government side we recognise that childcare is important for families and important for growth. Our childcare plans, as announced at the Budget, were called by the International Monetary Fund a serious point of growth in this country. We recognise that that is important.

Oral Answers to Questions

Stephen Morgan Excerpts

Monday 12th June 2023 Commons Chamber

[Mr Speaker]

I call the shadow Minister.

[Stephen Morgan (Portsmouth South) (Lab)]

Last week, the Minister’s Department celebrated the latest teacher recruitment and retention figures, with the numbers showing that 40,000 teachers left the profession last year—the highest number since records began. Does he really think that is worth celebrating?

[Nick Gibb]

As I said earlier, if the hon. Member were to look at the tables attached to the school workforce census, he would see that the number of teachers coming into the state sector and those leaving are broadly similar, and they have a broadly similar pattern across the years. For example, the number of teachers leaving last year—44,000—compares with the 42,500 who left the profession in 2010-11. The challenge we have faced over the last 13 or 14 years is that we have created an extra 1 million school places in our schools. However, over that period, the pupil-teacher ratio in secondary schools, particularly in the last few years, has been broadly similar—it has risen slightly, but it has been broadly similar—despite the fact that we have increased the number of school places by over 1 million.

Pupil Roll Numbers and School Closures: London

Stephen Morgan Excerpts

Wednesday 7th June 2023 Westminster Hall

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Hollobone. I congratulate my hon. Friend the Member for Vauxhall (Florence Eshalomi) on securing this important debate, and thank her for inviting me to a brilliant school in her constituency earlier this week to see at first hand the impact of falling pupil numbers, and the knock-on impacts on other schools and the community at large. As Members have outlined, those impacts are not to be ignored. Schools with long, rich histories are closing. School leaders and staff have to deal with the uncertainty of not knowing whether their job will exist come September. Parents and children have to cope with the uncertainty of their school potentially shutting.

We have had a range of helpful and insightful speeches and interventions today. My hon. Friend the Member for Vauxhall spoke with passion and expertise about issues faced by not only her constituents but schools across London. She rightly spoke about the impact on parents’ choice, the need for schools to co-operate and work in partnership with other schools and the local authority, the impact of people being priced out of London, and why finding solutions to those challenges is vital for children and their life chances.

My hon. Friend the Member for Eltham (Clive Efford) made insightful comments about the challenges faced by schools in his constituency, especially around SEND places. My hon. Friend the Member for Ealing, Southall (Mr Sharma) made similar points, which were hugely helpful. My hon. Friend the Member for Streatham (Bell Ribeiro-Addy) made helpful points about the need for truly affordable social homes in London, and the poverty that many communities in the capital face. My hon. Friend the Member for Brentford and Isleworth (Ruth Cadbury) spoke powerfully about the implications of falling rolls on the workforce, and on recruitment and retention; I thank her for her contribution.

As has been highlighted, falling pupil numbers and school closures affect not just London. They are impacting different parts of the country at an increasing rate. Recent analysis by The Guardian showed that more than 90 English primary schools are to close or are at risk of closure because they are more than two-thirds empty. A quarter of those at-risk schools are in rural villages, and one in six is in a more isolated part of the country. As Members have said, the problem is most pronounced in urban centres; nearly half of at-risk schools are in cities and towns.

While school closures are threatened across the country, it is in London that the problem is most urgent. The total number of primary school pupils in London schools has dropped by over 23,000 since before the pandemic. There are many reasons for that. First, the falling birth rate, in part caused by the rising cost of housing and the cost of bringing up children, is a major factor. Also, some families have left London in recent years, particularly following the pandemic. Research suggests that a further 2.5% of primary school pupils left for private or home education last year. Many attribute that to the growing number of children struggling with their mental health or not getting the support that they deserve. The same could be said for the increasing number of children with SEND whose parents have taken them out of the school system all together.

As my hon. Friend the Member for Vauxhall said, most school funding is per pupil, so when numbers start to fall, a school’s overall funding falls. The Government rightly changed the rules recently so that all schools are eligible for funding to help manage declining pupil numbers. Association of School and College Leaders general secretary Geoff Barton said:

“Some small primary schools are barely financially sustainable as it is and any loss in pupil numbers is virtually impossible to absorb.”

Having spoken to school leaders, I know that the Government’s approach to school admissions is clearly a major factor. Instead of operating a logical system for school place planning, the Government have opted for a wild west approach. Instead of encouraging schools to co-operate, the Government incentivised them to compete. We have heard from Members about how perverse incentives have caused some schools to expand in areas where that is not needed, causing other schools nearby to close. We are talking not only about struggling schools with poor track records, but good schools with long and rich histories closing their doors—schools that are tied to their communities and have a big impact on them. No one seems to be able to do anything about it.

Clearly, some factors are beyond the Government’s control, but a lot of issues could have been avoided. If we are to put children at the heart of the system, we must take a more careful look at what is going on. My hon. Friend the Member for Dulwich and West Norwood (Helen Hayes) told me about the situation of the St Martin-in-the-Field High School for Girls in her constituency. Shortly before last week’s half-term break, staff and pupils were told that their school would close to most year groups from September, and completely from July 2024. That decision came as a terrible shock to the whole school and the wider community, of which the school has been a part for so many years. She pointed to the lack of any role for the local authority in school place planning over the past decade as being part of the problems that have led to St Martin being forced to close. The Government have continued to allow the expansion of some local schools to go unchecked, and local councils have no ability to intervene and stabilise school provision in order to protect schools that are at risk.

With falling birth rates, threats of school closures will increase. The Department for Education expects the number of pupils at state-funded schools to decline by 944,000 over the next decade, but as we have heard, the Government appear to have no long-term vision for dealing with that. Labour has been clear that we want all schools to co-operate with their local authority on admissions and place planning. We want governors’ and parents’ voices to be heard more consistently when it comes to discussion of the direction of local schools. We will not impose top-down structures, but we will demand collaboration and co-operation in the best interests of our children and the local communities that schools serve.

As Members have highlighted, even the threat of school closures can have a big impact on everyone in a school community. For school leaders, that threat can be incredibly stressful. Not only are they worried about their own job, but they feel responsible for their staff’s employment, and face pressure from parents who are rightly concerned about their children being forced to move school. Teachers in schools at risk are more likely to look for jobs elsewhere, which, during a teacher recruitment and retention crisis, can leave the at-risk schools in an even worse position. School closures also force children to leave the teachers and school support staff with whom they have forged relationships, the routine that they have grown comfortable with, and their friends.

The impact of declining pupil numbers on primary schools is already being seen. In the coming years, those reduced numbers will feed into secondary schools in London and across the country. Labour has been clear that we need a system in which schools are encouraged to co-operate for the shared benefit of teachers, parents and children, rather than compete at the expense of those involved. We need a Government who can deliver a long-term strategy to deal with the impact of the issue, not one who hope to kick the can down the road so that they do not have to address it.

Will the Minister outline the steps he is taking to promote the financial sustainability of schools with falling pupil rolls? What steps is he taking to ensure that schools co-operate on the issue, to their shared benefit? Finally, what is his Department doing to plan for the expected decline in pupil numbers and the impact that will have on schools across the country? I look forward to hearing his remarks and his answers to my questions. Once again, I thank my hon. Friend the Member for Vauxhall, and I restate my praise to her for securing this debate.

Children's Access to Books

Stephen Morgan Excerpts

Tuesday 6th June 2023 Westminster Hall

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to serve under your chairmanship, Sir Christopher. I thank the hon. Member for Rother Valley (Alexander Stafford) for bringing forward this important debate. Books are the cornerstone of our education system and how we learn, so it is a pleasure to speak on how we can improve access to books, close the literacy gap and ensure that every child has the opportunity to thrive.

I would like to open my remarks by paying tribute to all English teachers, librarians and literacy charities across the country, from Dolly Parton’s Imagination Library to the Pompey Pirates in my constituency. Behind school libraries and bookshelves is the hard work by teachers, teaching assistants, librarians, parents and volunteers to support child development and literacy attainment. The hon. Member made some helpful points on the value of reading, owning books and the importance of storytelling. I echo the remarks about his advocacy for reading. We have heard a number of interventions and speeches on investing in catch-up, the variety of forms books can take, the value of reading to children, and the importance of independent bookshops and libraries in our communities. I thank all Members for their good-spirited contributions to the debate.

As we heard, books are fundamental to a child’s journey in learning how to read and write, but they do not serve that purpose alone. Books open the door to our entire education system: to a world of learning from geography, history, English, physics, maths, music and beyond. Books enrich all aspects of our lives. They educate us, motivate us and inspire us. They open new worlds of exploration and imagination.

For many of us, it is hard to imagine a world without books. It is hard to imagine how we would function without the ability to read or write. Unfortunately, the National Literacy Trust has found that one in four children are still leaving primary school unable to read at their expected level. It also found that one in six adults in England have literacy levels below level 1, considered to be very poor literacy skills. It has been shown that lower literacy can go on to impact every aspect of an individual’s life, with negative impacts on personal relationships, wellbeing and further education, as well as a greater risk of unemployment or being in low-paid work. It is a skill as crucial as understanding road signs or price labels, dosage instructions on medicine, filling out a form or making sense of a bus or train timetable.

Unfortunately, in the past decade, it has become increasingly difficult to access books. Britain has faced the closure of almost 800 public libraries since 2010, a decade that saw local authority finances slashed. We know that in schools when budgets get tight, library resources are often among the first to get cut. Recent research by Penguin Books UK shows that one in eight schools in England do not have a library or dedicated reading space. That jumps to one in four schools in the most deprived communities in our country. Teachers up and down the country are using their own money to buy books. The problem is even bigger in primary schools, where one in seven state primary schools do not have a dedicated library or library space. That translates to 750,000 children in the UK who do not have access to books to read through a school library at a crucial age when children need to learn to read, a point made by the hon. Member for North Swindon (Justin Tomlinson).

It is no wonder that schools are being forced to make difficult choices when their real-terms funding still remains below 2010 levels. Yet again, it is the most vulnerable who are paying the price for this Government’s decisions. While better-off families may be able to provide home-purchased books, those from poorer backgrounds do not have the same luxury. One in three parents who are struggling financially because of the cost of living crisis have said that they are buying fewer books for their children as a result. Experiences of financial strain have a direct impact on literacy, with families not being able to afford books and having less time and energy to spend on reading. Two in five disadvantaged children leave primary school unable to read at the expected level.

The Government claim that literacy is a priority. Their levelling-up White Paper

“set a new national mission to ensure that 90% of children leaving primary school in England are reaching the expected standard in reading, writing, and maths by 2030.”

Yet the share of pupils leaving primary school meeting literacy and numeracy benchmarks fell from 65% in 2019 to 59% in 2020. The Government’s target is a far cry from reality. Children are moving backwards in their achievements, and the attainment gap is growing.

The problem is compounded by crisis in the recruitment and retention of teachers and the lack of budget available for specialist school librarians. Last year, more teachers left our schools than joined initial teacher training courses. The Government fell 16% short of their target for English teachers, and this year, the National Foundation for Educational Research predicts that the Government will fall 30% short of their targets.

[Matt Rodda]

My hon. Friend is making an excellent point. A headteacher in my constituency, which may be typical of many parts of the south-east of England, recently told me that she had one applicant for a job. Unfortunately, that is the level of difficulty that our schools face. I am grateful to my hon. Friend for making that point, and I look forward to the Minister’s response and to hearing more about how the Government will tackle this severe recruitment and retention crisis.

[Stephen Morgan]

My hon. Friend is a tireless champion for schools in his constituency, and we absolutely have a teacher recruitment and retention crisis in our country. We need to look very boldly at some of the solutions to address that crisis.

The first step to addressing the problem is to ensure that children are taught how to read and write properly. That fundamental skill must be given the attention it deserves, which means schools having the necessary resources to do so, with children being taught by experts, not by overstretched teachers covering for their colleagues. That is why Labour has committed to ensuring that every pupil is taught by specialist teachers in each subject, including English. We will do that by recruiting thousands of new teachers across the country, making sure that schools are not understaffed, that English classes are not being taught by cover staff or other subject specialists, and that teachers are not burned out by doing multiple people’s jobs. Once in our schools, we will also support teachers with an entitlement to ongoing training.

We want every young person to have the opportunity to succeed academically and in life. As has been outlined today, central to that is developing their reading and writing skills, which open the door to our education system and to a world of further learning. Their ability to read and write is a bridge to the ability to explore, create, innovate, imagine and thrive.

As we have heard, all children deserve to have their lives enriched by books, for their health, for their future and their future life chances, and for their enjoyment. The importance of access to books to literacy levels is simply too great to be met with empty targets and empty rhetoric. In his response, I therefore hope that the Minister will outline what his Department is doing to improve children’s access to books, to decrease the number of children leaving primary school without the required standard of literacy, to recruit its target number of English teachers, and to retain the brilliant English teachers already in the profession.

I look forward to hearing the Minister’s remarks, and I restate my thanks to all Members who have contributed to this debate.

Safety of School Buildings

Stephen Morgan Excerpts

Tuesday 23rd May 2023 Commons Chamber

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to conclude this important debate in support of the motion in my name and that of the Leader of the Opposition.

Following a decade of neglect by the Conservatives of our country’s school estate, children across England face disruption to learning as well as direct threats to their safety. Yet today, parents are still in the dark about the scale of the problem. Two years ago, the condition of school buildings survey revealed alarming problems within the school estate. Since then, Labour has been calling on the Government to be transparent with parents and to tell them whether their child’s school poses a risk to life; but instead of being transparent, the Government have chosen to continue pulling the wool over parents’ eyes.

That is why Labour is giving Conservative MPs a choice tonight. They can show they are on the side of parents who want answers today, or they can show that they are on the side of the Government, who want to keep parents in the dark. My hon. Friends the Members for Sunderland Central (Julie Elliott), for Wakefield (Simon Lightwood), for Bedford (Mohammad Yasin), for Sheffield, Hallam (Olivia Blake), for Lancaster and Fleetwood (Cat Smith), for Luton South (Rachel Hopkins), for Wansbeck (Ian Lavery), for Denton and Reddish (Andrew Gwynne), for Easington (Grahame Morris) and for Blaydon (Liz Twist) have all articulated the importance of this debate for parents in their areas with helpful speeches and interventions, and made a powerful case for schools in their constituencies.

My hon. Friend the shadow Secretary of State opened the debate by outlining how, in 13 years of Conservative government, not once has capital spending for the Department for Education matched in real terms the level it was at when this Government entered office. However, as she said, the test is not just the money the Government put in, but the state of the buildings in which our children learn, and that tells its own story. As she said:

“When people don’t mend things, they break; when buildings break, they cause damage.”

As I stated, it has been two years since the condition of school buildings survey revealed alarming problems within the school estate. It has been one year since a leaked Government report revealed that school buildings in England are now in such disrepair that they pose a risk to life. It has been six months since the Department for Education raised the risk of school buildings collapsing from “critical” to “critical—very likely” in its annual report.

Yet despite those repeated warnings, there is no urgency from Government to fix the problem or to address the concerns of parents—and not for want of trying by Labour. We have repeatedly asked the Government to identify which buildings are most affected. In December, the Schools Minister said he would publish the data on these dangerous buildings by the end of the year. In January he said the data would be “published shortly”. In February we heard nothing, in March we heard nothing and in April—you may have guessed it, Mr Deputy Speaker—we heard nothing. We are now in May, and parents, staff and pupils still do not know whether their school is “very likely” to collapse.

That begs the question why this Government are so determined to keep parents in the dark on this. The Opposition welcome the Minister’s latest promise to publish the data before the House rises this summer, but we have heard this all before. We heard it last year. We do not want any more broken promises. We will not believe the Government until they publish the data. One thing that is clear is that the Government are not going to disclose that information of their own volition, which is why we have tabled this motion.

Whether on lockdown parties, speeding tickets or school buildings, this is a Government incapable of transparency. That is why we must force them to be transparent and to come clean to parents regarding the condition and location of crumbling school buildings. It is parents, children and school staff whose lives will be at risk—not my words, Mr Deputy Speaker, but the words of senior officials in the Department for Education. Those officials are seriously worried at data showing that one third of school buildings pose a

“serious risk of imminent failure”.

That is more than 7,000 school buildings across England.

Conservative Members may wish to ignore the problem, but they really should not, because those schools include 23 in Chichester, seven in Bognor Regis, seven in Stoke-on-Trent North and 21 in Richmond, Yorkshire. All bar two councils in England have at least four schools requiring urgent work.

It is no wonder that our nation’s school buildings are in their current state. Between 2010 and 2022, overall capital spending on England’s state school estate fell by about 50% in real terms.

The Minister will point to the funding announcement in March, but after a decade of neglect, that will barely scratch the surface of what is needed. The DFE itself has admitted that the true cost of repair will be over 10 times what the Government announced, at £11.4 billion. The Minister will also point to the condition improvement funding announcement yesterday, but as sector experts pointed out, this money is the bare minimum and not close to the amount needed to repair or replace faulty elements in the school estate.

It is becoming clearer by the day that after 13 years of dysfunction, we are now approaching the end of the road for this Tory Government. For our school estate, this has been 13 years of cut-price, sticking plaster solutions and inefficient repairs, when green rebuilds and long-term plans were required. The result of that is evident, and from visiting schools up and down the country, I have seen it all at first hand—ageing buildings, many of which were built decades, if not a century ago, with unmet repairs, cracked walls, asbestos, buckets placed across classrooms catching leaks and crumbling roofs. The Government’s complacency on this is inexcusable, given the scale of the problem.

I have heard from teachers and school leaders of a number of near misses, and too often we have seen stories of injuries to adults caused by faulty school buildings that would have been much more tragic had a child been standing in the same place. My hon. Friend the Member for Sheffield, Hallam told the House last month of a parent in her constituency who was injured after a piece of cladding fell on her, and I thank her for telling Carla’s story again today.

A recent freedom of information request from Schools Week found that a teacher was reportedly admitted to hospital after they were hit by a falling ceiling tile at a school in Bradford, forcing temporary closure and repairs. A school in Birmingham also temporarily closed after a concrete ceiling panel fell on a desk during the holidays. I cannot bear to think about what could have happened in those instances had they happened on a different day, week or hour. We must realise that these near misses will not continue forever, and that is why the Government cannot continue to bury their head in the sand.

The last Labour Government transformed our children’s schools and our school estate. Widespread modern rebuilds led to improvements in standards and behaviour and made school a place for children to learn. It only took the current Levelling Up Secretary six years to admit he regretted scrapping the Building Schools for the Future programme, which caused over 700 school building projects to be cancelled, including the secondary school I attended in Portsmouth, which was an old Victorian building then and is still an old Victorian building now. It seems that the lessons learned by the Levelling Up Secretary still have not been passed on to his colleagues.

It will therefore be up to the next Labour Government to make our school estate one to be proud of once again and to make sure that every child in every corner of our country can go to an excellent local school. Until that day, it is all MPs’ duty to ensure that all children go to a school that is safe, that all teachers and all school staff are not at risk when they go to work, and that all parents know the real state of children’s school buildings.

For over a decade, Conservatives neglected that duty, but fortunately today, all Members, including those on the Government Benches, have a choice. They can show that they are on the side of parents by publishing long-overdue data revealing the condition and location of the buildings that the Government have admitted are very likely to collapse. They can shed a light on an issue that the Government are determined to keep hidden in the dark. We can choose to tell parents the truth. Government Members can show that they are willing to put the wellbeing and safety of children above party loyalty. The other choice is to side with the Government, to keep parents in the dark, to keep hoping for near misses and to continue allowing the Government to bury their head in the sand.

I know which side Labour will be on: we will be on the side of teachers and school support staff, on the side of parents and on the side of children. I look forward to seeing which side Government Members choose.

National Numeracy Day

Stephen Morgan Excerpts

Thursday 18th May 2023 Westminster Hall

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to serve with you in the Chair, Dame Maria. I thank the hon. Member for Harrow East (Bob Blackman) for opening the debate. It is a pleasure to be speaking about National Numeracy Day, even if it is a day after it. Perhaps it would be more appropriate to call it National Numeracy Day plus one.

I pay tribute to all the maths teachers, tutors and numeracy charities across the country. Maths can be a trickier subject than others for some people, but the hard work of teachers, teaching assistants, tutors, parents and volunteers goes such a long way in educating our nation’s children and improving their numeracy skills.

The hon. Gentleman made a number of helpful contributions. He is clearly very qualified to do so, given his three A-levels in maths. I note that the Minister jotted that down; perhaps he will encourage the hon. Gentleman to take up a career in maths teaching one day. I thank him again for securing this debate.

As we have heard, the importance of numeracy cannot be overstated. The skills that we learn in maths classrooms last us a lifetime, and we use them every day. As the hon. Gentleman said, whether it is dividing up a bill at a restaurant, working out which supermarket deal offers the best value or figuring out how many days it is until the weekend, we all use maths every day. However, according to the National Numeracy charity—the organisation behind National Numeracy Day, as the hon. Gentleman said—nearly half the UK’s working population have the numeracy levels expected of an 11-year-old child. Only a fifth are functionally numerate, measured as the equivalent of a GCSE grade 4 or above. As a result, the UK sits in the bottom half of the OECD numeracy skills rankings.

Although people sometimes make light of the fact that they are bad at maths, it really should not be a laughing matter. Poor numeracy skills impact people’s lives in a real way. They can impact personal finances too, and leave people more susceptible to fraud and amassing debt. Skills learned in school are later needed when it comes to valuing a mortgage deal, planning credit payments, taking out loans or saving for retirement. As the hon. Gentleman said, National Numeracy estimates that poor numeracy costs the economy up to £20 billion per year, as a widespread lack of confidence with numbers contributes to sluggish productivity.

These problems clearly require urgent attention, but they are not fixed by gimmicks, pledges or empty rhetoric. In 2011, the then Education Secretary, the right hon. Member for Surrey Heath (Michael Gove), said that he would like to see the vast majority of pupils in England study maths to the age of 18 within a decade. Of course, the Prime Minister has reheated that pledge in recent months, but he is yet to explain how he expects to deliver it given that the Government have failed to meet their maths teacher recruitment target every year for the past decade, leading to a total shortfall of more than 5,000 teachers.

Despite the Prime Minister’s words, the problem is not getting any better. Last year, more teachers left our schools than joined initial teacher training courses. Under the Conservatives, teacher vacancies have risen by 246%. The Government’s failure to recruit and retain teachers has left schools scrambling to fill roles and asking non-specialist teachers to go above and beyond. Recent Labour party analysis found that one in 10 maths lessons in the past year were taught by non-expert teachers, meaning that high standards are currently for some of our children but not all. Ministers have also quietly shelved plans for the £100 million digital aspect of Multiply. It was supposed to be launched last year and was previously described by the Department as a “critical pillar” in the plan to boost maths skills, and as the “centrepiece” of the Prime Minister’s push to improve adult numeracy, but according to recent reports, it has been put on hold. It remains unclear whether the £100 million earmarked for the scheme will be used for other numeracy initiatives or whether the money will go back to the Treasury.

The Government’s levelling-up White Paper set

“a new national mission to ensure that 90% of children leaving primary school in England are reaching the expected standard in reading, writing, and maths by 2030.”

But in 2022, 41% of year 6 pupils in England left primary school without meeting the expected standard. That is 50,000 more children than 2019. We are moving backwards. The figures are even worse for children on free school meals, fewer than half of whom are meeting expected standards by the end of primary school. The same is true of secondary school, where the attainment gap is now wider than at any point in the last decade.

The Government will claim that those gaps are due to the pandemic, but the gap was widening before covid and has worsened since. Last week, the Education Policy Institute reported that primary school children are still struggling to catch up on maths in the wake of covid, with children aged four to 11

“five weeks behind their expectations prior to the outbreak more than three years ago.”

We should not forget that during the pandemic, the then Chancellor, the right hon. Member for Richmond (Yorks) (Rishi Sunak), said that he had “maxed out” funding for children. The hugely damaging impact of the Prime Minister’s inaction on children’s learning of maths—his alleged priority—is only beginning to become clear.

In the debate, all Members have said that improving numeracy for children and adults is extremely important. The first step to addressing the problem is ensuring that children are taught the subject properly. That means being taught by experts, not overstretched teachers covering for their colleagues. That is why Labour is committed to ensuring that pupils are taught by specialist teachers in each subject, including maths. We will do this by recruiting thousands of new teachers across the country, ensuring that schools are not understaffed, that maths is not being taught by English teachers and vice versa, and that teachers are not burnt out from both doing their own job and covering someone else’s. Once in schools, we will also support teachers by entitling them to ongoing teacher training, providing them with the skills and knowledge to thrive—the skills that teachers tell us they need to develop their professional expertise in their chosen area—and ensure that every young person has a teacher with the expertise and time to teach with confidence and care.

Labour will also look at the curriculum and what young people are learning as a whole to ensure we are equipping them with the knowledge and skills they need to thrive in the world and in the workplace of the future. Under Labour, young people will learn practical life skills such as pension planning, understanding credit scores, applying for a mortgage and understanding employment and rental contracts. We want to see young people succeed academically and in life. Central to that is developing literacy and numeracy skills. We will support them to be ambitious, creative and confident young people, who enjoy music, arts, sports and culture. We will also support them to be great communicators, collaborators and problem solvers and to be happy and successful.

Labour will deliver an excellent education for every child in every school in every part of the country. In doing so, we will drive up standards in all areas, including numeracy, and support all children to fulfil their ambitions. As we have heard, the importance of numeracy to children’s future life chances is simply too crucial to not be addressed with immediacy. I therefore hope the Minister will outline what his Department is doing to recruit its target number of maths teachers for the first time in a decade and to retain the brilliant maths teachers already in the profession, ensuring that our children are taught by subject specialists.

Can the Minister update the House on his Department’s plans for the digital platform Multiply, which was set to be launched last year? It was previously described by the Department as a crucial pillar in the plan to boost numeracy skills, but according to recent reports has been put on hold. In his response, it would be helpful if he could specifically update us on whether the £100 million earmarked for the platform will be used for other numeracy-focused projects. I look forward to the Minister’s response, and I thank all colleagues for their contributions to this important debate.

Oral Answers to Questions

Stephen Morgan Excerpts

Monday 17th April 2023 Commons Chamber

[Mr Speaker]

I call the shadow Minister.

[Stephen Morgan (Portsmouth South) (Lab)]

The Government’s failure to invest in our schools and children has been laid bare, with disadvantaged pupils now further behind their peers than at any point in the last 10 years. Given that the Minister has been in post for the vast majority of that period, what does he put this failure down to?

[Nick Gibb]

The hon. Gentleman obviously did not hear the answer to the original question. We had actually closed the attainment gap prior to the pandemic by 13% in primary schools and by 9% in secondary schools. Of course, the gap did widen during the pandemic, which is why we are allocating £5 billion to help children catch up. The hon. Gentleman really ought to condemn the strikes that have been happening in our schools, because the worst thing we can do to help children catch up is to close a school.

Bereaved Children: Registry

Stephen Morgan Excerpts

Tuesday 28th March 2023 Westminster Hall

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to see you in the Chair, Sir Gary. I thank the hon. Member for Edinburgh West (Christine Jardine) for securing this important debate, which I believe should have cross-party support. This should be a win-win solution for children. I pay tribute to the work done in support of bereaved children by charities and campaigners, which do such important work helping those in need.

The hon. Member for Edinburgh West spoke with real passion and insight about her experience. We are all very grateful to her for sharing her personal story of the trauma, uncertainty and insecurity of losing a loved one as a child, and the impact that has on someone throughout their life. I pay my respects and tribute to her for her constant campaigning on this issue. The hon. Member for Strangford (Jim Shannon) also shared his insight and his concern about the challenges faced by bereaved children, and spoke of the need for mental health support in Northern Ireland. I thank him, and am grateful for his important contribution; his constituents will be proud of him today.

Losing a loved one can be devastating for any child, but unfortunately it happens to young people every day. While there are no official statistics on the number of children bereaved in the UK, according to the charity Winston’s Wish, one in 29 children—around one in every classroom—has experienced the death of a parent or sibling. A report by researchers at Cambridge University’s faculty of education found that those bereaved in childhood have an increased risk of being unemployed at age 30, and are more likely to report that they

“never get what they want out of life.”

The study found that although schools say bereavement support is a high priority, provision is “patchy”, with staff admitting that they lack the skills and capacity to help grieving children.

That is why it is so important that support structures are in place for struggling children, particularly when they lose a loved one, so that someone is there to talk to them, provide the support that is needed, and let them know that they are not alone in dealing with their loss. As we know, teachers are often the people children turn to when they do not know where else to go. It is therefore crucial that schools provide a truly compassionate culture for our children, and that teachers know how to speak with struggling children in a way that is sympathetic, careful, caring and helpful. On the whole, teachers and school support staff do an incredible job of that. Sadly, owing to the pandemic and the cost of living crisis, they have gained more experience of speaking with struggling children in recent years. We should not forget that school staff are not mental health staff; they are not bereavement or trauma experts, and we should not expect them to be.

The Government rightly ask that teachers direct struggling children towards expert resources in their community to help them deal with serious concerns and issues such as bereavement. However, for that system to work, those resources must be properly funded and actually accessible to those who need them. We need only speak to any teacher or school leader to know that, unfortunately, that is not the case. Right now, many children are dealing with loss and struggling with their mental health. They are struggling without support, unable to see a GP, stuck on a CAMHS waiting list for years, and left in limbo without support.

Mental health support teams are reaching only a fraction of the children whom they could benefit. No child should be left without the support that they need to be happy and healthy. That is why Labour has committed to giving children access to professional mental health counsellors in every school. We will ensure that children are not stuck waiting for referrals, unable to get support, and that children struggling with bereavement have someone to turn to—a specialist in that support. Teachers would not be expected to provide expert mental health services that they are not trained to deliver. We will make sure that every child knows that help is at hand.

For those young people for whom accessing support in school is not the right choice, we will deliver a new model of open-access youth mental health hubs, building on the work already under way in Birmingham, Manchester and elsewhere. That will provide an open door for all young people. All that means getting support to children early, preventing problems from escalating, improving young people’s mental health and not just responding when they are in crisis.

Alongside that investment in children’s mental health, Labour will oversee an expansion in the mental health workforce, resulting in more than 1 million more people receiving support each year. Labour will set a new NHS target to ensure that patients start receiving appropriate treatment, not simply an initial assessment of needs, within a month of referral.

For many children, losing a loved one can be an overwhelming loss. As we have heard, for some children that sadly spirals into more problems in the immediate and longer term. It is therefore essential that support is in place to help those children, and to ensure that the safety net is ready to catch every child in every school in every corner of the country, should they need that. Sadly, in recent years the Government have failed to provide that safety net for so many, with thousands of children across the country waiting far too long for support. We have set out our plan to make mental health treatment available to all in less than a month. In her response, I hope that the Minister will outline when her Department will start treating the matter with the urgency that it deserves. I hope that it will put a plan in place to ensure that all struggling young people, including bereaved children, receive its support.