Education and Local Government

Debate between Thangam Debbonaire and Paul Blomfield

Tuesday 14th January 2020 Commons Chamber

[Paul Blomfield]

I very much agree with my hon. Friend, but a strategic intervention to address the needs of one company is very different from a generalised further additional subsidy to a carbon-emitting industry. We also ought to look, in a way that goes well beyond the ambition of this Government, at much more investment in rail to enable us to take more people out of the air and on to other modes of transport.

The students I spoke to were clearly concerned about their education and had very strong views about it. They did want to see more spent on schools. I know that the Queen’s Speech has a line about levels of funding per pupil in every school being increased, and the Secretary of State, who is now in his place, took that up in his opening comments. However, the Government’s ambition will fail Sheffield students unless, at the very least, they restore the funding for the 8% real cut that we have seen over the past nine years for our schools.

Last year, I brought a group of headteachers with a petition from every headteacher in the city to meet the Schools Minister. I am grateful for the time he gave to them and I am sure he will have seen the concerns that they expressed about the consequences of the funding cuts in their schools. They have had an opportunity to look at the money that they think will be available to them under the Government’s plans and believe that it will still leave 80% of Sheffield schools worse off in 2020 than they were in 2015.

[Thangam Debbonaire]

Does my hon. Friend agree that the effect of these cuts has fallen particularly on funding and provision for children with special educational needs, and that no amount of protestations from the Government Benches changes the salient fact, which is that our headteachers are telling us that they simply do not have the money to do the job not only for children in general, but particularly for children with special educational needs, who are suffering and struggling as a result?

[Paul Blomfield]

My hon. Friend makes a really important point. That was one of the issues that we discussed with the Schools Minister and about which the headteachers from Sheffield felt passionately. I had a sense from many of the speeches on both sides of the House that there is a recognition that the Government’s proposals for special needs additional funding will fall well short of what is needed, and I hope that Ministers will pay full regard to that.

The students I spoke to also had concerns that went beyond funding and on to the content of their education. They wanted to see more time spent on citizenship education and on teaching life skills. I hope that Ministers will reflect on their concerns and ask themselves whether the straitjacket of the national curriculum, linked to the focus of Ofsted and the funding constraints on our schools that reduce diversity of subject choice, is enabling them to provide the rounded education and preparation that our young people want for the increasingly challenging world that they face.

There is nothing in the Queen’s Speech on young people’s mental health, but it was a significant concern for the students I talked to. The growth in mental health problems among young people is one of the most worrying issues that I have seen over my nine years in this place. We know that there is a crisis. Students talk to me about the difficulties in accessing support and about the long wait between going to their GP and getting their first appointment with child and adolescent mental health services. A YoungMinds report recently said that 75% of parents saw the mental health of their children deteriorate significantly during that period.

The students had a very helpful suggestion on how the Government could take a modest step towards tackling this area by providing a counsellor in every secondary school funded separately and additionally to the money that the schools currently get. That could make a difference by providing crucial early intervention and by reducing the pressure on school budgets; headteachers are already diverting money intended for teaching to address the crisis in mental health.

I see that you are urging me to wind up, Mr Speaker. I had been given the indication by Mr Deputy Speaker that some time was to be welcomed.