Oral Answers to Questions
Thelma Walker Excerpts(5 years, 2 months ago)
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Mr Speaker
I am sure that if I did not call a retired headteacher, I would be subject to the most condign punishment imaginable. I call Thelma Walker.
Thelma Walker (Colne Valley) (Lab)
Thank you, Mr Speaker—10 out of 10.
I recently spoke on BBC Radio Leeds about the number of young people who suffer trauma and bereavement just before sitting exams and who often do not get the appropriate support and bereavement counselling. Will the Secretary of State meet me to discuss adequate counselling provision for those going through such a difficult time?
Music Education in England
Thelma Walker Excerpts(5 years, 4 months ago)
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Mr Vaizey
The hon. Gentleman’s intervention shows why those of us in this House who care so passionately about the arts put party politics aside and unite in how we advocate for the arts. I wanted to get on record the point that headteachers must step up to the plate; they have the opportunity to introduce the arts and music.
Thelma Walker (Colne Valley) (Lab)
As a former headteacher, when I meet my former colleagues in Colne Valley they tell me that where budgets are concerned, they have crossed a red line. They are making cuts primarily with support staff and the creative arts and music curriculum.
Mr Vaizey
Funding of schools and education is a matter of concern to all Members, particularly those of us who represent rural constituencies where we lobby Ministers for a fairer funding formula. As I say, at the schools I visit where the headteacher is passionate about the arts and music, they do not say it is a budget issue; for me, it is a leadership issue.
To pick up on the point made by the hon. Member for Cardiff West, I agree that Government can and should provide leadership. One of the frustrations of working with the former Secretary of State for Education was that on the one hand, he was a fantastic colleague who supported me in campaigning for better funding and clearer organisation of music and arts education; but on the other hand, he was relentlessly focused on science, technology, engineering and maths, reading, writing and arithmetic, and the EBacc. That created not only an enormous amount of confusion for teachers in an ever-shifting curriculum, but a clear signal to them that they would not be rewarded for putting arts and music at the centre of their schools. A terrible paradox was created where teachers became afraid to do that, because they felt they would be penalised in the league table. That can and must change.
That brings me to my final point. Leadership is absolutely violent—not violent, vital. We need vital leadership, not violent leadership, from Ministers, to emphasise that the arts are important, particularly in a world of technology and automation where British creativity will be centre stage in our success. I remember battling hard with successive Education Secretaries, desperately asking them just to make a speech about the importance of the arts. That leadership is needed now more than ever.
The Minister has a week left in his job—[Laughter.] In his current job—who knows what will happen to him when my right hon. Friend the Member for Uxbridge and South Ruislip (Boris Johnson) comes in on his no-deal ticket? From my own experience, let me tell him that if he is sacked, it will not be on the first day, but if he is promoted, it will be on the first day. All I say to the funky Gibb that sits before us is, “Get on your feet! Stand up for music and arts education.” In his heart, I know he believes in it and he can do that funky Gibb dance today.
Thelma Walker (Colne Valley) (Lab)
It is a pleasure to serve under your chairmanship, Sir George. I thank my hon. Friend the Member for Bury North (James Frith) for securing the debate, and I will also say how much I enjoy working with him on the Education Committee.
I will begin by sharing some of my own musical journey and the important role that music has played, and does play, in my life. At the age of around six I had a new teacher. She was the youngest teacher I had ever had, because I went to a very formal, traditional primary school. She was warm, she was funny, she was different, and I loved her. She read us Longfellow’s “The Song of Hiawatha”, but on the second reading she asked us to beat the rhythm of the poem on to our wooden desks with our fists. I could not believe that we were allowed to do that or that we could make such a noise. I remember the excitement and liberation of being allowed to bang my fists on the desk. She then gave out different percussion instruments, and on the third recitation we were asked to use our instruments, keeping to the rhythm. It was chaos, but it was fun, and it was very noisy. It was like an awakening. I was so excited that I could hardly breathe. I longed for every lesson where this new teacher would play music and we could experiment.
She allowed me to play on the piano in the school hall, as my parents could not afford for me to have formal lessons. She gave up her own time to sit with me, and I never forgot her kindness or the joy of touching the keys of that piano for the first time. I did not get the opportunity to continue with the piano sessions, as my parents could not afford it, and the fact that I cannot play an instrument today is one of my few regrets. However, I do know that, throughout the most important times in our lives, music is the thread. At family celebrations, the music chosen is key. At funerals, the songs that we play to say goodbye are so important to us all.
Then for me there was the ’70s disco dancing—including the funky gibbon—around handbags. These are the musical milestones of everyone’s life. Fast forward and I am a teacher and a parent. I vowed that my own children and the pupils in my school would have every opportunity to enjoy and experience music. My own children knew the joy of local authority-funded music lessons. Both now play an instrument and have a lifelong love of music. The local music centre gave young people the opportunity to perform at the Queen Elizabeth Hall and the Royal Albert Hall. They loved playing and they made friends for life, one of whom, Tom Challenger, went on to the Guildhall School of Music and Drama and is now a professional saxophonist.
As head of a large primary school in a deprived area, I was determined that every child would get the opportunity to sing and play instruments. The creative curriculum was valued and invested in. I appointed a specialist music teacher, and every child experienced that quality teaching. For every child, music mattered. One of my proudest moments was having pupils perform on Radio 3 as part of the Huddersfield contemporary music festival. The following year, our school was awarded Artsmark Gold. It was an inclusive school, filled with music and the children’s joy of learning through music.
What do most children experience today? The Fabian Society report entitled “Primary Colours” tells us that 68% of teachers in England say that arts provision in their primary school has decreased since 2010, and 49% believe that the quality of arts provision has worsened since 2010. There is also a significant regional disparity, with primary school teachers in the north 16 percentage points more likely than teachers in the east of England to feel that there is a lack of resources.
I asked Thom Meredith, principal of Musica Kirklees, how he sees music in our local schools today. Thom has been an inspirational and much respected conductor for choral and instrumental music in Kirklees for many years. He said that school funding cuts mean that schools simply do not have the money to pay for resources or teachers. Musica Kirklees used to receive £299,000 from Kirklees Council each year, but by 2016 that was cut to nothing as a result of local government cuts. That resulted in the closure of two music centres, and lessons for gifted young musicians had to be cut. Although it currently appears that nationally there has been an increase in the number of young people engaging with music education, schools are actually lumping more students into larger classes. In fact, the number of young people in smaller, long-term music classes or lessons in which they are properly engaged and learn how to play an instrument or sing has dropped dramatically.
Music can comfort and heal. It can lift our spirits and bring people together. As Shakespeare said,
“If music be the food of love, play on”.
Let us fund music properly in our schools, so that working-class kids, just as I was, can be given the chance to play on.
Relationship Education in Schools
Thelma Walker Excerpts(5 years, 4 months ago)
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Mr Speaker
Flockton Church of England Voluntary Controlled First School and Overthorpe C of E Academy were alike privileged to benefit from the headteachership of the hon. Member for Colne Valley (Thelma Walker), from whom I think it apposite that we should now hear.
Thelma Walker
Top of the class there, Mr Speaker.
A few weeks ago, along with members of the National Association of Headteachers and my former colleagues, I signed the following pledge:
“I support education in all schools which promotes equality, enabling children to leave school prepared or life in modern Britain, understanding difference and respecting diversity.”
Does the Minister agree with the wording of the pledge, and does he agree that every parent and, indeed, every member of society should support it?
Sure Start: IFS Report
Thelma Walker Excerpts(5 years, 5 months ago)
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Anne Milton
It is important that families who can stay safely together—the critical word is “safely”—are supported to do so. A number of initiatives are going on: I talked about Public Health England looking at the health child programme and my right hon. Friend the Secretary of State is looking at home learning environments. There are a number of initiatives and this involves children’s services, education and the NHS all working together—[Interruption.] The hon. Member for Batley and Spen (Tracy Brabin) is shaking her head. If she thinks differently, she should say so, but this will not be solved, and families who need help will not be helped unless we have an integrated approach to make sure that, as my hon. Friend the Member for Telford (Lucy Allan) said, families can stay safely together.
Thelma Walker (Colne Valley) (Lab)
I congratulate my hon. Friend the Member for Manchester Central (Lucy Powell) on securing this really important urgent question, and I enjoy working with her on the Education Committee. As the former head of a school with a phase 1 Sure Start, I welcome the recent IFS report, which acknowledges the life-changing work that Sure Start centres deliver for the most vulnerable families in our most deprived areas. Can we have a guarantee that there will be a full commitment and funding from the Government to Sure Start centres and early intervention projects now and in future?
Anne Milton
The hon. Lady has a wealth of experience in this field. I can guarantee that our interventions will be evidence-based, which is the critical thing. She talks about cuts, but as the IFS report states, the UK is now one of the highest spenders on the under-fives in Europe, so we are spending money. What matters is making sure that we get the help to those who need it most.
School Funding
Thelma Walker Excerpts(5 years, 7 months ago)
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Thelma Walker (Colne Valley) (Lab)
I think it is pretty clear to most in and outside this Chamber how I feel about the current crisis in our education system. What I do not want to hear from the Government is that school spending has never been higher. It is just not true. The Institute for Fiscal Studies has stated that school funding per pupil fell by 8% in real terms between 2010 and 2018, while post-16 education has seen a 20% fall.
Pupil numbers in secondary education are rising, and the number of secondary school students is due to rise by 14.7% by 2027. Costs have been rising and are continuing to rise—teachers’ pensions, national insurance contributions and the apprenticeship levy to name but a few. Only two schools in my constituency of Colne Valley have not experienced a shortfall in funding since 2015. Over two thirds of schools in Colne Valley have seen a cut to funding of more than £150 per pupil since 2015, and seven have lost over £400 per pupil.
The Sutton Trust has found that over two thirds of secondary school heads have said that financial pressures have forced them to cut staff. Schools are shortening the school week, and literally turning the lights off. Teachers are paying for classroom resources out of their own money. Our school buildings have leaking roofs, and buckets are placed around the building to collect drips from the leaks. It is just shameful.
The curriculum is also being squeezed. The Fabian Society has revealed a drastic decline in arts provision in our primary schools. The Sixth Form Colleges Association has uncovered that 50% of schools and colleges have dropped A-level courses in modern foreign languages. Research by Sussex University found that the number of schools offering music A-level had fallen by more than 15% in the past two years. A narrow curriculum limits children’s opportunities, and their ability to adapt and engage in different types of learning.
Support for pupils is also struggling to survive the budget cuts. Colne Valley headteachers have told me that funding pressures have led to cuts in learning resources, staffing, and provision for special education needs and disabilities. As the Education Committee found when taking evidence during the inquiry into SEND, schools and local authorities are struggling to provide the necessary support, causing stress for pupils and their families, and demand is growing. And here’s the thing: this debate is about school and college funding, but the problems we are seeing in the system are not just about the lack of sufficient funding in schools. It is about schools picking up the cost of a near decade of cuts to public health, youth services, community outreach, early intervention services and housing benefit, and the roll-out of universal credit.
Between 2010 and 2020, local authorities will have seen reductions of £16 billion to core Government funding. Inevitably, this causes a reduction of provision in areas such as social care and support for families, and for agencies such as the police force. Schools are having to divert the scarce resources they have to cover for services that no longer have the capacity to provide the support so desperately needed by young people and their families. Schools are the hub of our communities. They are on the frontline every day. I know; I have been there. They support our youngest and most vulnerable. We need well trained, motivated and passionate teachers who believe in the common purpose of preparing children and young people for life and the love of lifelong learning.
The gravity of the situation is only too clear to many of us here. For the first time, thousands of headteachers marched on Westminster, hundreds of maintained nursery staff marched on Westminster, teaching unions are united and marching on Westminster, and parents, teachers and governors are united and marching on Westminster. Listen to the professionals. Listen to the parents. Take action now. Everyone is related in some way to a teacher or has children in school. These people can see the system as it is at the moment, and they will be using their vote in the next election, whenever that may be. It will be education, and our country’s respect and value for it, that will help to return the Labour party to government.
Special Educational Needs
Thelma Walker Excerpts(5 years, 8 months ago)
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Derek Thomas (St Ives) (Con)
I congratulate my hon. Friend the Member for York Outer (Julian Sturdy) on securing this fantastic debate.
The Children and Families Act 2014 refers to identifying children and young people with SEN, assessing their needs and making provision for them, but if that were happening, we would not be here today. We are asking schools—we are talking about mainstream schools here, not special schools—to provide special learning programmes; extra help from a teacher or teaching assistant to work in smaller groups for the children concerned; observation both in class and at break time; help with class activities; encouragement to participate in questions and other activities; and help with their communication and physical and personal care.
Derek Thomas
I will not, because we are really short of time. There is no getting away from it: this is about funding. My hon. Friend the Member for York Outer was right to talk about policy change, and I agree with that, but right now this is about the urgent need for funding. The support required cannot be achieved unless we provide that money.
The truth is that, if we do not get this right, the outcome will be a breakdown in the relationship between parents and teachers—we never want that; that is not the best way to support a child in education—and a number of children will leave school altogether. The Ofsted report shows that they simply disappear. We do not know where they are. These are children with vulnerable lives ahead of them. We have situations where the education of the whole class is unfortunately compromised, because teachers, however hard they try, cannot give their full attention to the whole group.
Derek Thomas
No, honestly, I am not going to give way. I have seen difficult situations and the real challenges that children, parents and teachers face. We have a decision to make, as a Government and as hon. Members. I believe we are failing children with special educational needs. We have a cohort of people who have their whole life ahead of them, and it is for us to ensure that they have a full life. If we get SEND provision wrong, they will have a lifetime of missed opportunities. If we get it right, they will have life chances and opportunity. It is urgent that we get the money where it is needed, right now.
James Frith (Bury North) (Lab)
It is a pleasure to serve under your chairmanship, Mr Davies. As has been mentioned by my colleagues on the Select Committee on Education, we spent yesterday morning in the presence of the RIP:STARS, who describe themselves as children with disabilities for children with disabilities. Ben, who has also been quoted by my Committee colleague, my hon. Friend the Member for Kingston upon Hull West and Hessle (Emma Hardy), told us that he is not a “jigsaw” or “puzzle” to be solved—all they want is an education. In fact, their report concludes with a series of recommendations for schools, including that they should focus on inclusion; involve the child in the provision, not just the co-production of providers; meet holistic needs; personalise provision; and that provision should bear a resemblance to the world and life after school. The list goes on, but surely those are exactly the same principles that we should want to apply to mainstream education, for all our children.
It is becoming clear, however, that parents and children with SEND are being pushed out of mainstream schools, too often because there has not been an increase in personalised, inclusive, contextual learning that gives second chances—because that comes at a price. The Government’s response to date does not go far enough. Independent research commissioned by the Local Government Association predicts a £1.6 billion black hole in high needs funding for councils.
I say to the Minister this is not just about getting more money but about moving money. Tribunals find in favour of the parent and child nearly 90% of the time, costing authorities hundreds of thousands of pounds—wasted money that could have been moved upstream and spent earlier. Some 70% of all exclusions involve a child with SEND.
Schools that I spoke to in my survey last year came back to me yesterday with a series of comments, including:
“We can no longer afford to purchase necessary resources”.
Thelma Walker
I thank my hon. Friend and Committee colleague. The capacity of professionals to support SEND pupils in schools is at its absolute limit. A special educational needs co-ordinator may also be a class teacher and in charge of inclusion and, perhaps, safeguarding. Does he agree that that is too big a role to be able deliver full provision and support for SEND children?
The Minister for Apprenticeships and Skills (Anne Milton)
It is a pleasure to serve under you, Mr Davies. I will not rise to the speech by the hon. Member for Wythenshawe and Sale East (Mike Kane). I am disappointed. He is a good man, but it is a shame that he said what he did, because this had been a good debate. We know that there are problems in the system, and we can argue about budgets, but I say to him that a lot of the problems that we face in the House today are due to party political posturing. We can have arguments about money and budgets, but today was not the time to have that argument. What we wanted to do today and what right hon. and hon. Members did do was raise real concerns about provision for children with special educational needs.
I could easily respond to what the hon. Gentleman said. I could give him back a party political rant if that is what he wants, but I do not believe that my job as a Minister and as a Member of Parliament is to do that. I am going to make some progress, but let me say that when I came into the House in 2005, the very first thing I did was to set up a drop-in day for parents of children with special needs, because under every Government, we never quite get things right. Humility is not in ample—
Anne Milton
I will not for the moment; sorry. Humility is not in ample supply in this place, but we on the Front Benches on both sides should have some humility and accept the fact that Governments—Labour, Conservative and coalition Governments—do not always get it right. What we need to do, in a cross-party—
Education
Thelma Walker Excerpts(5 years, 8 months ago)
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Angela Rayner
My hon. Friend is right, and the statistics lay bare the devastating lifelong impacts if we cannot ensure every child is celebrated for who they are, which I am sure is what we all want across the House.
Thelma Walker (Colne Valley) (Lab)
One of the most moving days of my life was when my youngest son George told me, his father and his brother that he was gay. I will never forget the look of relief on George’s face when he told us, and we had a family hug. Today, I would like us to think about all those LGBT children and young people out there who do not have a family to hug them. So I ask that there is a guaranteed requirement that every child will be taught about LGBT issues—or is there a risk that some LGBT children in particular, like my George, will miss out on this part of their education?
Angela Rayner
I welcome my hon. Friend’s powerful intervention, which shows the whole House that there is an obligation on us all to ensure that support is available. I also pay tribute to the Government for bringing forward these regulations. There is no opt-out from the Equality Act 2010, and we have to ensure that all schools understand the obligations and that we work with society and do not push back from the gains that we have made over the years and decades. We must support society and our young people, who actually lead the way a lot of the time on these issues. We must listen to them and show them that we love and respect them for who they are and that we will help them to grow.
Oral Answers to Questions
Thelma Walker Excerpts(5 years, 8 months ago)
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Mr Speaker
I feel I must respect the position of a former headteacher, no less—I call Thelma Walker.
Thelma Walker (Colne Valley) (Lab)
Thank you, Mr Speaker. When a child is excluded, where the responsibility for their education lies can be ambiguous, meaning that too many pupils fall through the net. What steps is the Secretary of State taking to clarify who has responsibility for excluded or off-rolled children to stop that from happening in future?
Damian Hinds
As the hon. Lady will know, we instituted the Timpson review into exclusions, which will report back soon. She will probably also have heard me say that we have to look at the question of making sure that schools retain some responsibility for pupils who are excluded, and I expect to have more to say soon.
School Funding
Thelma Walker Excerpts(5 years, 8 months ago)
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Thelma Walker (Colne Valley) (Lab)
It is a pleasure to serve under your chairmanship, Sir David. I thank my hon. Friend the Member for Blaydon (Liz Twist) for leading the debate.
Last week, I spoke in the estimates debate on education funding, appealing for increased funding for our schools and colleges. Seemingly, every Education Committee inquiry references the lack of appropriate funding, or misdirected funding, as a cause of many of the problems. As a teacher and headteacher of 34 years—I am not speaking politically now, but personally, as a professional—I get so frustrated by the fact that we, and teachers, have to come cap in hand to such debates to appeal for funding so often, when it is every child’s right to have a quality education. However, I thank the teachers, head- teachers and parents who signed the petition and brought it to Parliament for the debate.
My colleagues, both in education and in politics, will no doubt agree that the passion and determination of those in the education sector should never be underestimated. That passion drives teachers, teaching assistants and others, who want children to get the best education possible, to take on extra work and responsibilities, or to use their own money to buy learning resources that schools cannot afford. However, it should not be like that. It should not be the case that 95% of schools in my constituency are facing real-terms cuts in per-pupil funding.
Mohammad Yasin (Bedford) (Lab)
Schools in my constituency in Bedford and Kempston will lose £1,000 per primary school class, and £1,600 per secondary school class, despite the Government’s promises that the national funding formula would fix everything. The reality is that class sizes are going up, and school funding is going down. Does my hon. Friend agree that the Government are hopelessly out of touch regarding the crisis in our schools, and parents, teachers and pupils know better than to be fooled by paltry funding for “little extras”?
Thelma Walker
I completely agree. From having spoken to many headteachers in my constituency, and around the country, I know that they now say that they have made it work, and made it work. They are now crossing red lines, and can no longer deliver proper provision for the children in their schools.
Colne Valley secondary schools should not have a total annual shortfall of more than £1,360,000, and primary schools a total of more than £1,720,000. It is not difficult to see how rising pupil numbers and reductions in funding are putting schools in a terrible position.
Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)
I reinforce my hon. Friend’s point about headteachers being at the end of their tether. One of my constituents, who is an officer for the National Association of Headteachers, and who happens to be in the Gallery, organised a very useful meeting for me with headteachers from across my constituency. Like my hon. Friend, a number of them have been in the teaching profession for decades. Several of them also said that under no previous Government had they seen anything like such large cuts. Does she agree, and has she heard the same from her headteachers?
Thelma Walker
I absolutely concur. I can speak personally about that. Under the last Labour Government, I had a headship for two schools and had a school with a Sure Start centre, which was funded adequately and making a real difference to the quality of children’s and families’ lives. I can speak personally about the investment from the previous Labour Government.
At my latest meeting with Colne Valley headteachers, I was told that funding issues have led to cuts in staffing and resources, and difficulties in SEND provision. I know that that is the case for headteachers up and down the country. The cuts have also limited opportunities for learning in schools. A recent report by the Fabian Society found that there has been a dramatic decline in arts provision in primary schools, and that it is of a poorer quality than in 2010.
It is the same for modern foreign languages. Analysis from the BBC shows a drop in the number of pupils taking a GCSE language course of between 30% and 50%. The Sixth Form Colleges Association revealed that 50% of schools and colleges have dropped courses in modern foreign languages because of funding pressures, with A-levels in German, French and Spanish the main casualties. The hon. Member for South Suffolk (James Cartlidge) spoke about equipping schoolchildren for being the future workforce. A decline in the number of young people taking modern foreign languages will have a negative impact on that.
The funding cuts not only put an unnecessary and unwelcome amount of pressure on professionals; they take away from what should be a broad and balanced curriculum. The Government need to listen to professionals—on issues in the system, and on the types of learning and environment that benefit children and the level of resources that it will take to deliver them. Decisions should be responsive to what is happening, and should not trivialise concerns, offering only “little extras” here and there. I know that the people supporting the campaign better to fund our schools, colleges and sixth forms will keep going. I hope that today’s debate reassures them that they have allies in this place who are listening and who will stand with them.
Mrs Main
I was right, and that is all that matters. Every Member will be told the same by other schools. In high-value areas such as mine, we cannot pay bills with holidays. Teachers have to pay bills with their salaries. They are struggling to get on the housing ladder in areas as expensive as St Albans, where the average house price is £600,000. Recruiting members of staff is difficult; retaining members of staff is very difficult, as they find their pounds go a lot further elsewhere.
Thelma Walker
On recruitment and retention, for the first time in history, as far as I know, more people are leaving the profession than entering it. One of the issues that headteachers bring to my attention is that many young people who do not have those years of experience are promoted too swiftly when they enter the profession. They are given responsibility, but there is burnout just a few years later.
Tim Farron (Westmorland and Lonsdale) (LD)
The word “crisis” is overused in this place, for certain, but it feels very much as though the situation with school resources is a crisis. However, it is a crisis largely in disguise, for two reasons. First, headteachers and the profession as a whole are loth to get involved in what they consider to be politics, or in any way to use the children they serve and teach as pawns in a political debate. Secondly, headteachers do not want to speak about the situation quite so much, simply because, understandably, they fear competitive disadvantage.
Thelma Walker
I am sorry, but the fact that 1,000 head- teachers marched on Downing Street last year is symbolic of their frustration at the point we have reached.
Tim Farron
And it really takes that. I am grateful to the hon. Lady for her remark, which of course comes from her experience. As I said, the other reason this issue has not been spoken about as much as it might have been in another part of the public sphere is simply fear of competitive disadvantage. If a headteacher talks about having to lose teaching assistants, the children who would have come to their school might go to another school instead. People therefore keep quiet and suffer in silence.
However, as the hon. Lady rightly says, we have got to a breaking point—a point of immense frustration, which has led headteachers, who would normally dutifully have got on with the job, to speak out very clearly. Just this week, 16 headteachers in my constituency, representing primary schools, special educational needs schools and secondary schools, clubbed together to write to parents and others in our community to be explicit about what the cuts mean for them. That is a brave and unprecedented thing to do. They deserve our taking notice, and they deserve the Government’s taking notice. We must listen.
Those headteachers note that in my constituency alone, there has been a £2.4 million real-terms cut in schools funding, even allowing for the fact that, as a rural area, we are a net beneficiary of the fairer funding formula. The net impact on us has been £2.4 million of cuts—£190 per child has been lost from schools funding in Westmorland and Lonsdale. Headteachers in my community talk explicitly about losing teaching posts—indeed, about making some teachers redundant—and getting rid of teaching assistants. They talk about having smaller establishments, meaning the merging of classes and reductions in the options available, particularly at secondary school. Any country’s greatest asset is its people, especially its young people, so to underfund our schools in this way—to undervalue our greatest asset—is not just cruel but incredibly stupid. Investment in our education is an investment in our country’s future.
Teachers are committed professionals. They do what they do not for the money—there isn’t a right lot of it in the profession—but because they are passionate about making a difference in our young people’s lives, so it breaks their heart to see the impact of these cuts on the quality of education. They also see cuts that affect children in other parts of the public sphere. In Cumbria, because of a cut in public health funding, all school nurses have been abolished. Only 75p per child is spent on preventive mental healthcare across our area. Three years after it was promised, there is still no specialist one-to-one eating disorder service for young people in our community. Just before Christmas, £500,000 was sneaked out of public health spending. That affects the community as a whole, but particularly our young people.
Nowhere are cuts in schools funding more noticeable, though, than in special educational needs. Of course, the first 11 hours of special educational needs provision are paid for by the school. One small high school in my constituency with fewer than 500 pupils spends £105,000 a year on supporting those children. That comes from its main school budget. We penalise schools that do the right thing and advantage those that do not. Will the Minister fund special educational needs directly, rather than damaging schools?
I will give the last word to a highly respected headteacher in my constituency, who wrote to me just yesterday:
“In the last two years we have made reductions to teaching and support staffing, with no reduction in the overall workload. All we get is hackneyed and frankly quite pathetic suggestions from the DFE on how to economise…I love my job, but…I do not wish to be head of a school in a state system that is en route to economic meltdown.”
This Government are demoralising our teachers and letting down our children. That must change.
Teacher Recruitment and Retention Strategy
Thelma Walker Excerpts(5 years, 9 months ago)
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Nick Gibb
My right hon. Friend is absolutely right. The Department and my right hon. Friend the Secretary of State take very seriously the issue of tackling excessive workload. Teachers in this country work eight hours a week above the OECD average but work the same number of teaching hours as the OECD average. Those extra eight hours are spent, as my right hon. Friend said, on things such as excessive data collection and excessive marking. We have been addressing those issues, and this strategy continues to address them including through a new approach by Ofsted.
Thelma Walker (Colne Valley) (Lab)
I appreciate that the strategy announced today is urgently needed to address the growing crisis in our schools, but should the Government not be taking time to recognise why there is such a dire need for a recruitment and retention strategy, and is it not a fact that stripping schools of resources and inflicting years of pay cuts have left teachers demoralised by the current regime in our schools?
Nick Gibb
The hon. Lady will know that we are spending a record amount of money on our schools: £43.5 billion by next year. Every local authority is seeing an increase in funding for every pupil in every school in the country. The School Teachers Review Body recommended a 3.5% pay rise for teachers on the main pay scale, and we have accepted a 2% pay rise for teachers on the upper pay scale and have agreed a 1.5% pay rise for headteachers on the leadership pay scale. We are funding that through a teacher pay grant over and above the 1% already budgeted.