Rural Schools

Thérèse Coffey Excerpts

Wednesday 8th February 2012 Westminster Hall

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

It is a great pleasure to serve under your chairmanship, Mr Weir. I congratulate the hon. Member for Copeland (Mr Reed) on securing this debate on the future of rural schools.

I represent a constituency in Suffolk, and when I moved to the constituency, I was impressed to discover how many small rural schools were able to survive. In my patch, I have seven schools with a roll of fewer than 50, and the smallest has about 20 pupils. A further six have a roll of fewer than 100. I have been impressed by the head teachers’ leadership in doing what they can to ensure that they keep the schools going in the communities. As the hon. Gentleman said, it is not a question of the rich rural message. People in urban places are often surprised at how many of our small rural schools have upwards of 40% of pupils receiving free school meals, which reflects the fact that poverty is spread throughout the country and not concentrated in urban areas.

Suffolk has managed to survive. I believe that it was the county council’s policy to try to keep as many schools as possible open. That is different in one of our neighbouring counties, where a deliberate attempt was made to close as many schools as possible and to consolidate primary schools. An interesting way that schools have got around that is by starting to share head teachers. I point to Peasenhall and Middleton schools, which have 56 children between them and share a head teacher, and that seems to work.

I grew up in Liverpool and went to a classic primary school, which had 30 or 60 kids a year and was all one school. When I lived in Hampshire and was a school governor in a rural area, I was introduced to the concept of mixed-age classes—combinations. I then went to schools, such as Peasenhall, where key stage 1 pupils were together and all the key stage 2 pupils were together. Trying to differentiate pupils—admittedly a small number —across a wide range of abilities and progress creates challenging teaching conditions.

I am sure that it is a great pleasure to step out of school and, instead of the hard concrete that I remember playing netball and other things on, have a view of beautiful fields and playing fields. That natural environment is impressive, and perhaps I did not share that experience where I grew up in Liverpool.

There are also financial aspects. We heard the eloquent contribution from my hon. Friend the Member for Penrith and The Border (Rory Stewart). Funnily enough, I have a village called Brampton in my constituency as well, which also has a very small primary school that suffers similar challenges to those that he mentioned. We get even less money than Cumbria does; the county of Suffolk gets £4,676.

I hope that the Minister recognises the challenges of sparse population, which include the costs of school transport. Shipping children around is expensive, and towns or cities in particular do not have those costs. I remember getting the bus to school and it was fine because there were buses every 10 minutes or so, but those of us with rural constituencies know that that just does not happen in those areas, and nor would I expect it to. I am not suggesting that someone who lives in the country should have the same public transport service as someone who lives in the middle of the city, but the additional cost pressures are a challenge for rural schools.

It would interesting to hear the Minister’s understanding of the progress on educational challenges for rural schools. People are hugely surprised to hear that somewhere such as Suffolk is pretty low down in its progress towards GCSE targets. That is not unique to my county, but is also true in other rural counties. I hope that the Minister and his officials are working on something to ensure that children across the country get the same support.

As my hon. Friend the Member for Worcester (Mr Walker) eloquently pointed out, there definitely seems to be a bias towards urban schools, which is perhaps tradition given the more conventional aspects of social deprivation and the indices. He pointed out to me that there are ongoing revenue challenges, because children with additional languages are not being identified quickly enough. More people are coming from eastern Europe with their children and settling in parts of rural and agricultural England, and that is not recognised. Some of the indicators are a few years old, so the revenue is not keeping up quickly enough.

I do not intend to detain the House for much longer. Plenty of right hon. and hon. Members want to stand up to ensure that rural schools get a fair share of the funding, but I encourage them, especially the hon. Member for Copeland, to encourage parents in their areas to find out whether a free school is possible. [Interruption.] Perhaps his nodding indicates that that has already happened. It has certainly happened in Suffolk. West Suffolk is going through a schools organisation review, which I fully support—I support the move towards a two-tier model, because it has been statistically shown that children can make more progress that way—but understandably, significant communities would have their schools removed, and we all know that when a school is lost, an element of vitality is lost as well.

As my right hon. Friend the Member for Berwick-upon-Tweed (Sir Alan Beith) said, a lot of countryside villages want more building because they want more families. They want a viable community, not to lose a school and see children transported 15 miles. A child transported to school has one minute to get on the bus, which significantly limits their opportunities for after-school activities. There is something to be said about hearing a positive message from the Minister, who I am sure, in his constituency in West Sussex, is constantly asked to ensure that the countryside is not forgotten.