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.

Home Education

Stephen Morgan Excerpts

Monday 27th March 2023 Westminster Hall

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to serve with you in the Chair, Sir Mark.

I start by thanking the hon. Member for Don Valley (Nick Fletcher) for securing the debate. We have had a number of contributions and interventions from Members on both sides of the House after the views of parents, school leaders and local authorities were shared with right hon. Members and hon. Members.

The hon. Member for Don Valley gave a balanced speech in response to the petitions, covering the problems of school attendance and the helpful research by the Centre for Social Justice. My hon. Friend the Member for Bradford West (Naz Shah) talked about the importance of guidance for local authorities, training and support for safeguarding, and the need to engage with parents. The hon. Member for South West Bedfordshire (Andrew Selous) made a number of characteristically helpful remarks about the value of proportionate interventions by Government to address the concerns, as well as sharing the views of the Education Committee.

Let me begin by saying that Labour recognises and supports parents’ right to choose their child’s education. For parents who opt for home education, Labour respects that choice and will support them in enabling their children to thrive. It is important that parents who choose to home educate their children are supported to provide an excellent education.

As we know, excellent education has the power to transform lives. It can raise aspirations, broaden horizons, create knowledge, start lifelong friendships, build confidence, inspire greatness and break down barriers to opportunity. So often, an excellent education is what home-educating parents provide. There are so many reasons why parents believe that home education is right for their child, whether because of personal circumstances and learning needs, personal beliefs or wider factors. For some, home learning is chosen to meet the needs of children with mental health conditions or special educational needs or as a result of bullying.

As we have heard already, and as highlighted in a recent report by the Centre for Social Justice, what is more concerning is that an increasing number of children are being home educated after having been subject to safeguarding concerns, including about abuse, neglect, criminal exploitation and child employment. As Members highlighted, many children being educated at home are educated by incredibly dedicated parents who provide learning that is right for them, sometimes in very difficult circumstances. However, we should not hide from the fact that there are some cases in which children are not provided with a suitable education.

Studies by Ofsted have demonstrated that some home-educated children have been left without access to appropriate quality of education. As we have already heard, in its recent report “Strengthening Home Education”, the Education Committee concluded:

“the status quo does not allow the Government to say with confidence that a suitable education is being provided to every child in the country.”

The DFE itself has stated that there is considerable evidence that many home-educated children are not receiving a suitable education, yet Ministers have not acted. This is a problem that has been created by the inaction of successive Conservative-led Governments at the expense of children and our nation’s schools.

Some home-educated children have also been subject to safeguarding concerns. In 2020, the child safeguarding practice review panel uncovered 15 incidents of harm involving children reported to be in home education, including severe harm such as serious neglect and emotional abuse. In three of the cases, the children had tragically died. The panel concluded:

“these children were often invisible; they were not in school and did not receive home visits.”

Once again, Ministers condemned those actions but have failed to tackle them.

When the Schools Bill finally came forward, Labour supported measures to have a register and visibility of home schooling. We welcomed and backed plans to create a duty on councils to keep a register of children not in school. There would also be a duty on parents to provide information to councils for the register, out-of-school education providers would have been required to provide information to local authorities on request, and councils would have to provide support to registered home-educating families where required.

At the time, the DFE said:

“While we know many parents who choose to home educate are very committed and do so in the best interests of their child, in some cases the reasons for home educating are not for the best education of the child and the education being provided is unsuitable.”

However, as we know, the Schools Bill and the register were shelved by the Government last year. At the time, the DFE said it would introduce the long-delayed register of children outside school “in the new year”, but up to now it has provided “no update”.

There is no time to waste. While it is not known how many children and young people are home educated in England, there is evidence of an increase in recent years that has accelerated during the pandemic, as we have heard. The latest Association of Directors of Children’s Services annual survey on elective home education estimates that in 2020-21, more than 115,000 children were educated at home—a 34% increase on the previous year. It is thought that that is very likely to be an underestimate, and it is therefore of concern. Many families may also have slipped through the net during the pandemic, meaning that they are no longer on local authority radars. There is a risk that some of these parents are not able to educate their children effectively at home, or that the children are simply not being educated at all. There have also been increasing concerns surrounding children who have been off-rolled or forced out of school. These children—often among the most vulnerable—are potentially being left without support and protection.

In conclusion, the highest priority for the Department for Education must be to protect children’s safety and wellbeing. All children have a right to learn in an environment that is safe and regulated and that supports them to thrive, wherever they are in the country. Parents’ right to educate their children at home must be recognised and respected, but we do not have the means to ensure that all home-educated children are learning in a suitable and safe environment. England is an international outlier in not having a register; oversight and assessment of educational progress are commonplace across Europe, but England has no such quality assurance. While a register in itself will not keep children safe, it will assist in our understanding of how many are being home educated and help us to identify those who are vulnerable to harm. The Department has repeatedly said it remains committed to implementing a home-schooling register, which would progress

“when the legislative timetable allows”.

I hope the Minister will outline when he foresees that taking place.

[Sir Mark Hendrick (in the Chair)]

I call the Minister, Nick Gibb.

Suicide Prevention and the National Curriculum

Stephen Morgan Excerpts

Monday 13th March 2023 Westminster Hall

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to serve with you in the Chair, Ms Nokes. I start by thanking the hon. Member for Don Valley (Nick Fletcher) for securing this important debate. I pay tribute to Mike Palmer, Andy Airey and Tim Owen, who, as we have heard, raised more than £1 million for suicide prevention charities, inspired 159,000 people to sign the petition that triggered this debate, and brought the issue of suicide prevention in schools to the national consciousness.

As other hon. Members have mentioned, the 3 Dads came together following the deaths of their daughters Beth, Sophie and Emily. They are united by their grief and a shared motivation to tackle the causes of suicide. They completed two heroically long-distance walks to raise money and awareness, and to campaign for suicide prevention to be included in the national curriculum. Last year, the trio spent a month walking 600 miles between the four Parliaments of the UK to bring their campaign directly to politicians. Poignantly, they say they are

“part of a club no-one wants to be in, and yet sadly they are always meeting new members.”

The strength of feeling they have generated for their campaign has been shown in the backing their petition received for today’s debate. I am sure everyone present will join me in saying thank you to them. I also pay tribute to the work done by other suicide prevention charities and campaigners who devote their lives to helping people who often feel they have no one to turn to in their hour of need.

We have heard from a number of hon. Members from across the House with helpful and insightful contributions, with stories from their constituencies, from personal experience and from our communities’ fantastic array of voluntary and community sector organisations. My hon. Friend the Member for Blaydon (Liz Twist) spoke with real insight and expertise in her capacity as chair of the APPG, shared helpful research into suicide prevention and spoke about the invaluable role of the charitable sector in supporting families and promoting mental wellbeing. My hon. Friend the Member for Wythenshawe and Sale East (Mike Kane) spoke passionately about what is at stake if we do not act. My hon. Friend the Member for York Central (Rachael Maskell) spoke about the need to create safe spaces both in communities and online to prevent suicide and the support needed to give young people the skills to be resilient and to gain the confidence to speak up and talk.

I also thank my hon. Friend the Member for Oldham East and Saddleworth (Debbie Abrahams) for bravely sharing the tragic story of Jack’s life and the lessons that need to be learned. My hon. Friend the Member for Bristol East (Kerry McCarthy) made helpful points about the need for support in universities, while my hon. Friend the Member for Barnsley East (Stephanie Peacock) set out the challenges that CAMHS are facing and the consequences in constituencies across the country.

As we have heard tonight, while it is often not talked about, suicide is the biggest killer of the under-35s in the UK. Research has shown that women aged 16 to 24 are more likely to report having self-harmed than any other age group, with almost 20% reporting self-harm, and that suicidal thoughts are also most common in women aged 16 to 24. More than 200 schoolchildren are lost to suicide every year—each one of them a tragedy. In 2016, a commitment was made to reduce the rate of suicide in England by 10% by 2020, but by 2020 the rate was almost the same. Clearly, more needs to be done.

Research shows that with the appropriate intervention and suicide support for young people, all this could be prevented. It is therefore so important that we as a society ensure that the interventions are in place and that that support is always ready. We cannot bury our heads in the sand on these issues. Suicide needs to be discussed even if it is uncomfortable. In recent years, progress has been made in ending the stigma around mental health, but it is clear that much more needs to be done to ensure that mental health problems are given equal priority to physical health.

As my hon. Friend the Member for Bristol East said, too many young people are struggling with their mental health. NHS data shows that one in six children had a probable mental health condition in 2021, up from one in nine in 2017. Children are struggling without support—unable to see a GP and stuck on children and adolescent mental health service waiting lists for years, left in limbo without help. Concerningly, a report by Schools Week last year found that suicidal children are being turned away by overstretched CAMH services, with schools instead told to “keep them safe”. The investigation also found that many mental health services refuse to see children with a diagnosis of autism and other neurodevelopmental differences on the grounds that they do not meet the criteria for therapy. Families told reporters that they are being left to “keep children alive” as they either wait or are rejected from support.

No child should be left without the support that they need to be happy and healthy. No parent should be left feeling unsupported and alone when helping their child to face mental health problems. No teacher should be left stuck, unable to refer children for the professional support that is needed. That is why Labour is committed to giving children access to a professional mental health counsellor in every school. We would also ensure that children are not stuck waiting for referrals, unable to get support. Teachers would not be expected to provide expert mental health services that they are not trained to deliver.

We would also ensure that every child knows that help is at hand, and for the young people for whom accessing that support in school is not the right choice, we will deliver a new model of open-access mental health hubs in every community. They will build on work already under way in Birmingham, Manchester and elsewhere, and provide an open door for all our young people. They will get support to children early and prevent problems from escalating—improving young people’s mental health, not just responding when they are in crisis.

Alongside the investment in children’s mental health, Labour would oversee a radical expansion of the mental health workforce, resulting in over a million more people receiving support each year. A new NHS target would be set, ensuring that patients start receiving appropriate treatment, not simply initial assessment of needs, within a month of referral. We would also review the school curriculum, making sure that young people are ready for work and life. As we have heard, it is important that we teach young people to understand their mental health, in order for them to be able to identify warning signs of deteriorating mental health and wellbeing, which could lead to self-harm or suicidal thoughts in themselves and others.

One in four people in England experiences a mental health problem of some kind each year. One in six people in England reports experiencing a common mental health problem, such as anxiety and depression, in any given week. It is key that young people who are struggling recognise that they are not alone in that, that help is at hand, and that they know how to find that help for themselves and their friends.

The Department for Education is committed to reviewing RSHE statutory guidance. I encourage all campaigners and experts, and those listening to the debate today, to submit their evidence to that process. Our schools and teachers must be equipped to talk about mental health problems and suicide prevention in a safe and age-appropriate way. That is something everyone across the political spectrum can agree on, so it is crucial that we get it right. We should ensure that all reforms are evidence based, and done with children’s wellbeing at their heart.

In conclusion, the highest priority for the Department for Education and all schools must be to protect children’s safety and wellbeing. In his response, I hope that the Minister will outline what his Department is doing to help children who are struggling with their mental health get the support they need. What is his Department doing to bring down waiting times for children who need mental health services? What is his Department doing to help prevent suicide among young people?

I thank hon. Members for their contributions, and thank the 159,000 people who signed the petition to trigger this important debate. Conversations about suicide prevention can only lead to increased support and more dialogue. It is key that nowhere is off limits for life-changing conversations. I hope that any actions taken going forward ensure that more lives are saved.

Racial Discrimination in Schools

Stephen Morgan Excerpts

Wednesday 8th March 2023 Westminster Hall

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to serve under your chairmanship, Ms Fovargue. I pay tribute to my hon. Friend the Member for Lewisham East (Janet Daby) for leading this debate, following the awful recent incidents at schools in Surrey and Kent, which other Members have also raised. Our thoughts go out to the victims and their families following those dreadful incidents.

We have heard from a range of Members today, with helpful interventions and speeches, including on the importance of leadership by heads and governors, the need for a diverse workforce and the value of data in informing strategic responses. The hon. Member for Strangford (Jim Shannon) shared his wisdom and experience from Northern Ireland and its schools, and the importance of tackling discrimination for the benefit of community cohesion. We heard about the value of citizenship on the curriculum and how that can help young people prepare for life and the environment and culture around them.

The hon. Member for East Renfrewshire (Kirsten Oswald) made some hugely powerful remarks about the environment in which such incidents can happen in schools. It falls on all our shoulders to think about the language and tone of the debates in our country, to create a country of compassion and respect for all cultures.

Schools should be a place where children develop a love of learning and are prepared for life, where they make friends and learn life skills, where they feel safe, and with zero tolerance for racism. Recent figures, however, sadly indicate a rise in racism in schools across the UK. Some 7,403 students were suspended last year for incidents including racially motivated assaults, according to data from the Department for Education under a freedom of information request. The number marks a 50% increase on the previous year.

According to an October 2020 report from the YMCA, 95% of young black people report that they have heard or witnessed the use of racist language in school; 49% felt that racism was the biggest barrier to attaining success in school; 50% said that the biggest barrier was teacher perceptions of them—for example, being “too aggressive” —and 70% had felt the need to change their hair to be “more professional” at work or school. Those are shocking statistics and show that we cannot be complacent in the fight against racism in our schools.

In this debate, we should of course not forget the brilliant work that headteachers, school support staff and senior leadership teams do across our country to educate our children and get them ready for life. Also, we should not forget about the work that the vast majority of schoolteachers do to make their schools and classrooms inclusive and welcoming to all children. Despite that, however, we clearly need to do much more to address the racial inequalities in our schools.

A third of pupils in both primary and secondary are from an ethnic minority background, but according to a UCL study, 46% of schools do not have a teacher from an ethnic minority background. Nationally, retention is lower for ethnic minority teachers than for white British teachers. That includes higher turnover due to moving school or not remaining in the teaching profession. Of course, racial inequalities and discrimination go beyond schools.

[Kirsten Oswald]

I am glad that the hon. Gentleman has spoken about teacher representation, which I did not. Is he aware of a Women and Equalities Committee sitting on racial harassment, discrimination and higher education, in which Professor Nicola Rollock described the experience of black female professors in the UK, noting undermining, stereotyping and passive bullying as issues? Also, is he aware that data from May 2022 shows that there are only 40 black female professors in higher education? That is a shocking figure.

[Stephen Morgan]

I thank the hon. Member for those statistics, and I am pleased that she got them on the record. I hope that the Minister is listening and will address those points later in his contribution.

Baroness Doreen Lawrence’s review identified how structural inequalities caused black, Asian and minority ethnic backgrounds to be discriminated against because of covid-19. She made a series of long-term recommendations to tackle the structural inequalities in several key areas, including the machinery of government, health, employment and the education system. Systemic solutions are required to fix systemic problems. That is why the next Labour Government will introduce a new race equality Act to tackle the structural racism that scars society.

In conclusion, the highest priority for the Department for Education and all schools must be to protect children’s safety and wellbeing. In the Minister’s response, I hope he will outline what his Department is doing to evaluate whether the current safeguards to prevent racial discrimination are robust enough; whether we should look further into school staff training on handling racism in schools; whether we are doing enough to encourage young people to speak out against racism when they see it; and whether the Government are doing enough to prevent incidents such as those we have seen recently from taking place again. I finish by thanking my hon. Friend the Member for Lewisham East for securing the debate. I hope that any actions taken forward from today will ensure that awful incidents such as those that prompted this debate will never take place again.

Oral Answers to Questions

Stephen Morgan Excerpts

Monday 27th February 2023 Commons Chamber

[Stephen Morgan (Portsmouth South) (Lab)]

Energy bills have jumped 300% in some schools, forcing many I have spoken with to increase class sizes, strip back their curriculum and make impossible decisions on what resources or staff members to cut to balance the books. Does the Minister accept that the cost of living crisis made in Downing Street is having a direct impact on the quality of education that children across the country are receiving?

[Nick Gibb]

The hon. Member may have missed the autumn statement, but we added £2 billion to next year’s school funding, meaning that it will rise by £3.5 billion next year. By 2024-25, we will be spending record amounts in real terms and per pupil on our schools. We take education extremely seriously and, as my right hon. Friend the Minister for Skills, Apprenticeships and Higher Education said earlier, that is resulting in standards rising in our schools, with better reading, better maths, better attainment, higher quality and a higher proportion of schools graded good or outstanding—88%, compared with 68% when the Labour party left office in 2010. Of course, as I said earlier, we are also providing households with £26 billion of support for 2023-24.

--- Later in debate ---

[Mr Speaker]

I call the shadow Minister.

[Stephen Morgan (Portsmouth South) (Lab)]

The Government missed their secondary teacher recruitment target by 40% this year, meaning that more and more children on the Isle of Sheppey and across the country will be taught by non-specialist teachers and will be attending schools that are woefully understaffed. In the midst of a teacher recruitment and retention crisis, does the Minister really think that removing a quarter of teacher training providers will help address that crisis?

[Nick Gibb]

The accreditation of teacher training providers resulted in 179 very high-quality teacher training providers being accredited. A number failed the accreditation, but we want to ensure consistency of teacher training in our system. In terms of teacher recruitment, there have been challenges with secondary education teacher recruitment this year post covid. Recruitment is a problem right across the economy, not just in teaching, but prior to the covid pandemic we were recruiting near to our targets, and in primary education we exceeded those targets.