Investing in Children and Young People

Tim Farron Excerpts

Wednesday 9th June 2021 Commons Chamber

[Kate Green (Stretford and Urmston) (Lab)]

I beg to move,

That this House regrets the resignation of the education recovery commissioner, Sir Kevan Collins, over the Government’s inadequate proposals to support children after the coronavirus pandemic; agrees with Sir Kevan’s assessment that the current half-hearted approach risks failing hundreds of thousands of young people; and therefore calls on the Government to bring forward a more ambitious plan before the onset of the school summer holiday which includes an uplift to the pupil premium and increased investment in targeted support, makes additional funding available to schools for extracurricular clubs and activities to boost children’s wellbeing, and provides free school meals to all eligible children throughout the summer holiday.

It is a privilege to open this debate. Today I invite hon. and right hon. Members from all parts of the House to put children and young people first and support our motion. I do not believe there is a single Member of this House who does not agree that children and young people are our country’s most precious asset, that as we emerge from the pandemic and begin to rebuild our country their education and wellbeing must be our top priority, and that we owe it to them to match the ambition, optimism and enthusiasm they have for their own lives and their futures with measures to ensure that every child can enjoy an enriching childhood and achieve their full potential. So Conservative Members must understand not just my dismay, but the dismay of every teacher and parent I have spoken to in the past week at the wholly inadequate announcement from the Secretary of State, providing just 10% of the funding that the Government’s own highly respected expert education adviser Sir Kevan Collins had said was needed to enable children and young people to bounce back from the pandemic. If this Government really want to make good on the Prime Minister’s claim that children’s education is his priority, the paltry announcement we got last week is simply inexplicable. As we know, the plans fall so far short of what is needed that Sir Kevan refused to be associated with them and resigned last Wednesday. He described them as too small, too narrow and too late —and he was right.

[Tim Farron (Westmorland and Lonsdale) (LD)]

Will the hon. Lady give way?

[Kate Green]

I will not at the moment, if the hon. Gentleman will forgive me. There was nothing in the plans to support children’s socio-emotional wellbeing, which parents and teachers have told us again and again is their priority for children and young people. I support small group tutoring as an element of supporting children to catch up on lost learning, but last week’s announcement of additional funding will amount to just one hour per fortnight per child of tutoring, and the Government’s package performs woefully when compared with those of other countries, amounting to just £50 per pupil compared with £1,600 in the USA and £2,500 in the Netherlands.

--- Later in debate ---

[Kate Green]

It is certainly not 30 times out in its accuracy. The right hon. Gentleman is right, of course, to ask about the make-up of the different figures, but even on my most generous interpretation of the amount the Government have put in over the past year to support children’s catch-up, which I calculate would amount to £310 per pupil, we are still well short of what other countries are spending.

[Tim Farron]

The hon. Lady has rightly pointed out that the Government’s own expert adviser recommended 10 times more money than is being given, so I am sure she would agree that this is an outrage. Does she also agree that headteachers and teachers will make the best use they can of what paltry money the Government do give them, so is it not right that the professional judgment of headteachers should be trusted in how they spend that money? Yes, there has to be accountability, but surely they should be given the freedom to make the best choices of how to make the best use of what money they are given.

[Kate Green]

I am grateful for the opportunity to echo the appreciation of the work that school leaders and staff have been doing over the past 15 months of the pandemic, and of course we must respect and recognise their professional judgment.

The suggestion that last week’s announcement is just an instalment and that there will be a review of what more is needed is both wholly unnecessary, when Sir Kevan Collins has laid out a clear and comprehensive plan, and is an insult to children who have already lost between two and four months of classroom time and should not have to wait another term or more for the support that they need to recover from the pandemic.

--- Later in debate ---

[Nick Gibb]

We want to have both. In the package that we announced last week, £579 million is allocated to schools to do just that. They can use that money either to employ local tutors or to free up their own teachers to tutor the pupils who they know need the most help. The idea behind the hon. Gentleman’s exhortation was announced last week.

[Tim Farron]

I have raised with the Prime Minister the issue of the Government directly commissioning outdoor education centres—of which there are dozens of excellent examples in Cumbria—to make use of their skills and talents to help re-engage young people with a love of learning. It is not about cramming subject-wise. Will the Minister engage with me and Brathay, the charity in my constituency that has written a draft proposal for the Prime Minister, to see whether we can make that a reality in schools right throughout the country, not just in Cumbria?

[Nick Gibb]

Yes; we share the hon. Gentleman’s ambition. Outdoor education centres are wonderful places, and none are more wonderful, of course, than those in the Lake district, which the hon. Gentleman represents. I would be happy to discuss those issues with him further. He will know that residential courses are now available for schoolchildren as a result of our moving to step 3 of the road map.

In February this year we announced £700 million of funding to extend the tutoring programme, to provide extra funding to schools through the recovery premium, and to fund a summer school programme aimed at year 6 pupils who are about to start secondary school.

But of all the catch-up and education recovery initiatives and funding that we have announced and provided this year and last year, the most important catch-up is happening every day in tens of thousands of classrooms throughout the country. Eight million pupils are back in school—back to the routines and disciplines of study and to being taught by 450,000 highly qualified and committed teachers. That is why the Government have been so determined to reopen schools to all pupils at the earliest, safest moment, and it is why the £400 million of funding for continuing professional development and teacher training is probably the most important element of the package of measures that we announced last week. We are supporting teachers with 500,000 courses over the next three years, helping the profession to be the best that it can be, and supporting the professional development of early years practitioners, with all the benefits that great teaching will bring for pupils and for catch-up.

If having pupils back at school and benefiting from great teaching is key to catch-up, why would not a proposal to extend the time that children spend at school be a highly effective measure to increase attainment and help children to catch up what has been lost during the pandemic? That is why we are reviewing the evidence of the benefits of a longer school day and consulting with parents, teachers and pupils about how and whether to introduce such measures. It would be a big change and would require significant funding and more teachers, which is why we are right to take a short period of time to review the evidence and consult. The review will be ready in time for the spending review later this year.

Education After Covid-19

Tim Farron Excerpts

Tuesday 23rd March 2021 Westminster Hall

[Tim Farron (Westmorland and Lonsdale) (LD) [V]]

I will start my remarks by focusing upon the plight of our outdoor education centres. I am deeply concerned about them. We know that of the 15,000 people who worked in the sector at the beginning of the pandemic, 6,000 have already lost their jobs, and there will be many more who are freelance workers and who have not been taken on again for the seasons that have been missed.

There has been a complete drying-up of the market for these outdoor education centres and of course there is no direct bespoke financial package for them either. We should remember that in Scotland and Northern Ireland there has been a specific financial package to help outdoor education centres. The fact that there has not been one in England is a reason why we are losing thousands of staff and beginning to see the closure of such centres.

On 22 February, which is now more than a month ago, the Prime Minister read out his road map for the unlocking of the country. Lots of things are on that road map—an opening date for nightclubs was on it. That is very good; I am glad it is there. However, there was nothing for outdoor education centres. If, as I do, the Minister speaks to the heads and teachers of primary and secondary schools, he will discover that those heads and teachers throughout primary and secondary education are desperate to be able to confirm, or indeed to book, day sessions and residential sessions at our outdoor education centres, many dozens of which are in Cumbria, especially in my constituency. So, I ask the Minister this: why have he and the Government not added outdoor education centres and their reopening to that road map?

Will the Minister today do three things? First, will he announce the road map for the reopening of outdoor education centres? Secondly, will he provide a bespoke financial package to keep our outdoor education centres going and the outdoor education industry’s head above water, as Scotland and Northern Ireland have done? Thirdly, will he do something truly radical and positive, which is to deploy the talent within our outdoor education centres within schools, to help reconnect our young people with a love of learning, building up the confidence they may have lost during the pandemic and connecting them to education again? Outdoor education centres contain people with exactly the set of skills that we need at this time; the tragedy is that that is exactly the time when this Government are allowing those skills to wither on the vine.

So, will the Minister do those three things? Will he also pay tribute to the teachers who have made such an outstanding contribution in every part of education over the last 12 months? Many people are reflecting—indeed, we all are—that 12 months has passed since the start of this pandemic. It is right to pay tribute to so many different people who have been public servants throughout that time, but it is also right to focus in particular today on the service provided by our teachers.

Thinking about what teachers did at the drop of a hat last March—teach remotely from scratch—we see that, throughout the time since, they have cared for the vulnerable and the most needy, very often providing food for them directly out of their own pockets. We have also seen how, at short notice, they provided ways of ensuring that assessments were made when exams were cancelled; we have seen how they went through their school holidays without taking any break whatsoever, in order to get ready for new arrangements, such as covid testing; and we have seen how schools have reopened again, and how they have done so seamlessly and with attendance maintained at such a high level. Teachers have ensured that our young people get the best possible education, in school if they are the children of key workers, and at home by remote teaching.

Teachers’ performance has been outstanding; they are national treasures. On behalf of every parent in my constituency—indeed, I think every parent in the country—I pay tribute to every single one of them.

Free School Meals

Tim Farron Excerpts

Wednesday 21st October 2020 Commons Chamber

[Kate Green]

My hon. Friend makes a very reasonable point, and he is right to draw attention to the Prime Minister’s view on this matter, because Downing Street said just the other day:

“It’s not for schools to provide food to pupils during the school holidays.”

I cannot believe I have to spell this out: it is the Government’s responsibility to ensure that children do not go hungry, and they do not stop being hungry just because the school bell rings for the end of term. Surely our constituents send us to this place as Members of Parliament to vote to ensure that the children who most need our help at any time of year are protected.

[Tim Farron (Westmorland and Lonsdale) (LD)]

The hon. Lady is making a passionate and thought-through speech. Does she agree that the holiday periods are always a difficulty—whether or not there is a pandemic—for those children from families on free school meals? They always need that support, and that should be something we are doing irrespective of the pandemic. In my constituency, 40% of the entire workforce are on furlough. The cliff edge is coming in a few days’ time, when the number of people desperate for support will increase massively. Is it not therefore right that we take action today?

[Kate Green]

That is right. The debate this evening is urgent. Let me say to Members on the Government Benches: please put party politics aside tonight and for the sake of our children vote to extend free school meals. After all, since the summer holidays, exactly as we have just heard, the situation has got worse and more desperate for millions of families.

While the provision of free school meals is being closed, the gravy train is still open for business—with £7,000 a day for consultants working on a test and trace system that does not work, £130 million to a Conservative party donor for unsafe covid testing kits, £160 million of profits for Serco and an increased dividend for its shareholders, because the Government threw good money after bad on a test and trace contract that is robbing the public. Yesterday, a Business Minister said that extending free school meals was not as simple as writing a cheque, but why is it that the money only runs out when it is hungry children who need it?

I am surprised there is not greater recognition on the Government Benches that families across the country are finding it very difficult to manage. It was, after all, only a matter of weeks ago that national newspapers were full of briefings from friends of the Prime Minister reporting anxiety about how he had to provide for his family. He had a new baby and, with the loss of his lucrative newspaper columns, his friends said it was a strain to manage on his £150,000 salary as Prime Minister.

It is frankly contemptible that the kind of concern we read in the national newspapers for the Prime Minister’s finances is not extended to the millions across this country who are genuinely struggling. Imagine being a parent of one of the more than 3,000 children in the Prime Minister’s constituency who benefits from free school meals. To read one week about how hard it is to make ends meet on £150,000 a year and then to see the provision of a free meal for your child taken away a few days later is utterly inexplicable.

The fact that we need to have this debate is a sign of repeated failures on the part of the Government—a failure of compassion, a failure of competence, not recognising the challenges that parents face and not giving them the support they need to provide for their children.

--- Later in debate ---

[Gavin Williamson]

The hon. Lady will probably remember that it was a coalition Government that the Liberal Democrats were part of. We are proud that the UK Government have provided free school meals to those who have needed them for over a century. They are an essential part of our education system, supporting 1.4 million students from the lowest-income families to learn and to achieve in the classroom.

This Government have always recognised the importance of free school meals. That is why it was the Conservatives, in coalition with the Liberal Democrats—the hon. Member for Westmorland and Lonsdale (Tim Farron) may want to intervene at this point—who, in September 2014, extended free school meals to disadvantaged further education students for the first time ever. Throughout the coronavirus pandemic, schools have continued to receive their expected funding to cover both free school meals and universal infant free school meals.

[Tim Farron (Westmorland and Lonsdale) (LD)]

I was not going to make that point, but it was actually another example of a policy that you guys definitely did oppose, and which we managed to persuade you to do. But that is not my point.

My point is about support for children, particularly from disadvantaged backgrounds, when it comes to their learning. It is clear that young people who have no access to learning technology at home fall further behind than those who do have access to wi-fi, laptops and larger screens. There are 2,300 children living in poverty—below the poverty line—in my constituency, yet only 116 PCs were delivered to support them. Should not the Secretary of State look at that provision again, so that people from poorer backgrounds do not fall further behind at school?

[Gavin Williamson]

The hon. Gentleman raises an important point about learning for children. He has the privilege of representing a beautiful and rural part of the world, and he know some of the challenges that come with that. Beauty can often disguise some of the poverty that sits behind it, and he is right to mention some of the challenges around how we support schools. We have extended the laptop scheme, making more available. In total, close to 500,000 laptops will be made available for schools, and we continue to work with the sector to do everything we can to support schools in the delivery of remote education.

Awarding of Qualifications: Role of Ministers

Tim Farron Excerpts

Wednesday 9th September 2020 Commons Chamber

[Kate Green]

Yes indeed we do, but the Government need to start to plan that now so that markers can be recruited, schools can schedule their learning and teaching and UCAS and universities can plan their admissions process. We still do not have a clear decision from the Government.

The collapse in confidence must be addressed, because only if confidence is in place will we make a success of the reopening of our education settings and the exams to come in the academic year that is just starting, as the right hon. Gentleman mentions. The mistakes that were made this summer must be understood and learned from, and they must not be repeated.

[Tim Farron (Westmorland and Lonsdale) (LD)]

As a dad of two kids, one of whom went through GCSEs and one of whom went through A-levels this year, I understand massively the disruption that was caused to families and especially to the young people looking to their futures. Does the hon. Lady agree that, looking to the future, the Secretary of State should show humility, listen to the teaching profession and learn, and he should understand that all-or-nothing exams next spring are a huge risk to our young people, particularly given the crisis we might be in then? Is it not better to assess along the way, as many teachers are telling us would be far wiser?

[Kate Green]

Over the past few weeks, we have seen the danger—indeed, the folly—of having put all the eggs into one single, end-of-year final-examination basket. That innovation was, of course, introduced under the current Chancellor of the Duchy of Lancaster.

We can learn from the mistakes of the summer only if the Secretary of State and the Prime Minister come clean, and today I offer them the chance to do so. Last week, Ofqual gave evidence to the Education Committee about how the decision to cancel exams and award grades by algorithm was taken. I am concerned that there is some inconsistency between Ofqual’s version of events and statements that the Secretary of State made to this House, so will he put the facts on the record today? I am sure he will seize the opportunity to do so.

First, will the Secretary of State explain to the House how the decision to cancel exams and use calculated grades was taken? Roger Taylor, chair of Ofqual, told the Select Committee that Ofqual first advised Ministers back in March that its preference was to hold socially distanced exams; failing that to delay exams; or, if necessary, to award a teacher certificate, rather than using a system of calculating grades. Roger Taylor also said:

“It was the Secretary of State who then subsequently took the decision and announced, without further consultation with Ofqual, that exams were to be cancelled and a system of calculated grades was to be implemented.”

Will the Secretary of State now make clear to the House when he took the decision to cancel exams in 2020? What other options were presented to him? Why did he reject them? Is Roger Taylor right to say that the Secretary of State made that decision unilaterally, without further consultation with Ofqual? In his statement to the House last week, the Secretary of State said:

“Ofqual had put in place a system for arriving at grades that was believed to be fair and robust.”—[Official Report, 1 September 2020; Vol. 679, c. 42.]

Of course, it turned out to be anything but, but is it really right to say that Ofqual put the system in place, or was it done because of the Secretary of State’s decision? If so, he needs to take responsibility for the consequences, which he had been warned about. Ofqual said that as early as 16 March, it warned the Department for Education that, to quote its evidence to the Select Committee

“it would be challenging, if not impossible, to attempt to moderate estimates in a way that’s fair for all this year’s students. Everyone, throughout the process, was aware of the risks.”

A former senior official in the Department for Education, Sir Jon Coles, also met the Secretary of State weeks before results day to raise concerns about the approach adopted. Will the Secretary of State tell the House when that meeting took place, what concerns were raised and what action he took as a result of it? The Minister for School Standards told the House on Monday that the problem was simply passed over to Ofqual to deal with, but does the Secretary of State accept that, ultimately, he is responsible for the chaos that followed?

Support for Left-Behind Children

Tim Farron Excerpts

Tuesday 7th July 2020 Commons Chamber

[Tim Farron (Westmorland and Lonsdale) (LD)]

It is most important to put on record how grateful we are to teachers up and down the country, including in my constituency, which is the size of Greater London and has 60-plus educational institutions within it. Let us just remember that it is incredibly hard work and challenging to teach 30 children in one place. Now, teachers have to try to teach 30 children in 30 different places, as they have over the past few months.

Teachers are having to deal with free school meals, often backfilling for the Government scheme not having worked perfectly everywhere, sometimes literally providing food out of their own pocket for needy children in their communities. They are supporting vulnerable children at home and in a school setting. We should bear in mind that teachers have had no break since before Christmas. Many of them, although they would not say so themselves, are utterly shattered. They deserve our thanks and support. They are true heroes of this covid crisis.

Since half-term, headteachers have been making decisions, based on what is in the best interests of their children and the whole school community, about how, when and whether to return. We trust those headteachers and we trust their judgment. They are hampered by a lack of clarity in guidance, some of which is beyond the Government’s control. Nevertheless, the lack of certainty over whether young children can be transmitters of the virus is a cause of great concern for whether and how schools can return.

Despite our teachers, we have nevertheless undoubtedly seen an increase in the gap between those who have opportunities and those who do not. That includes whether a child has parents who are able to support them and whether they have access to wi-fi and equipment. Not everything the Government have done has worked as well as it might. One school in my constituency has 1,000 children, with 180 on free school meals. Twenty laptops turned up after three months. We have to ask ourselves whether that is good enough to support our children in most need.

We are concerned also about the extra burden on teachers who have made assessments on GCSE and A-level grades. We are concerned about what that might mean for some of those young people who are struggling and who are furthest behind, because they will perhaps be hampered by the average rate of previous cohorts, rather than being able to deploy their skills themselves.

We are grateful for funding for development, new buildings and equipment, but more than anything else, schools need revenue funding for teachers and other staff. In Cumbria, we have seen £11 million of cuts to school budgets, representing £237 a head. If we want to help people to catch up and to progress, we need to not be laying off teachers and teaching assistants, as we have been in the past three or four years. We should invest in more teachers and more teaching assistants.

We also need to ensure that we support special educational needs children. At the moment, we have a system—it predates this Government, but nevertheless needs to be changed—where we force schools to fund the first 11 hours of support for an education, health and care plan for special educational needs students. In other words, we penalise those schools who do the right thing by those children who have the most need. That is why we need to ensure that special educational needs support is always funded from the centre, which would advantage those schools and those children who have the greatest need.

Finally, a word about Ofsted and inspection. As schools return in full in September, I want to be sure that Ofsted inspectors will not be adding to pressure and stress for schools, children and governors when they could instead be using their considerable skill to coach, develop and help our teachers in enabling those children who are struggling the most to reach their full potential.

Free School Meals: Summer Holidays

Tim Farron Excerpts

Tuesday 16th June 2020 Commons Chamber

[Rebecca Long Bailey]

All I will say is that I am happy we have reached the point we have today, although it should not have taken a public campaign from a well-known national hero to push the Government into making this decision. That said, they have made that decision and we take these small wins where we can find them.

[Tim Farron (Westmorland and Lonsdale) (LD)]

I completely agree with the hon. Lady. It is really good news that the Government, as we understand it, are changing their position on the provision of free school meal vouchers over the summer, but does she agree that, to date, the system has been far from perfect? The contractor that has taken on this job has failed, for example, to provide children with vouchers for supermarkets in the villages or towns where they live. Does that not need to be fixed before the summer?

[Rebecca Long Bailey]

The Secretary of State will be well aware of the issues with the Edenred voucher scheme —the fact that many families have arrived at supermarkets and been turned away, that many schools have had to step in when vouchers have not been readily available and fund school meals themselves, and that in many cases they have not received assurances from the Government that they will be recompensed for that monetary expenditure. Perhaps he can provide those assurances today.

--- Later in debate ---

[Tim Farron]

I am grateful to the hon. Lady for being so generous in giving way. She makes a really important point. Of course, if there are 30 kids in a class, to do this carefully and safely may mean having to split it three ways. Does she agree with me that it is right that the Government fund not only the additional space that will be needed, but the additional teaching assistants we need to make sure that those children are properly looked after and taught?

[Rebecca Long Bailey]

Indeed. The hon. Member makes an important point. Certainly, I would like the Government to look at sourcing these additional teachers, and encouraging qualified teachers who have left the profession to return to support pupils is certainly one such avenue.

--- Later in debate ---

[Gavin Williamson]

I can assure my hon. Friend that measures are in place to ensure that the vouchers are not used for things such as alcohol, cigarettes or gambling. That is an important protection. He touches on an important point, because one of the greatest strengths of our free school meals system, where children get a free meal at their school, is ensuring that it is a healthy meal and it is there to support the child.

[Tim Farron]

I just want to press the Secretary of State on the same point that I asked the hon. Member for Salford and Eccles (Rebecca Long Bailey) about. The issue with free school meal vouchers, particularly in rural communities such as mine, is that someone may live in Sedbergh and not have a supermarket for which they have voucher within 10 miles. Can we look again to make sure that this U-turn, which I massively welcome, is valuable to every child, no matter where they live?

[Gavin Williamson]

The hon. Gentleman is probably aware that we have already made it clear to schools that they have flexibility on this and that they would be reimbursed any costs if they needed to procure vouchers from a different retailer.

School Exclusions

Tim Farron Excerpts

Wednesday 26th February 2020 Westminster Hall

[Tim Farron (Westmorland and Lonsdale) (LD)]

It is a pleasure to serve under your chairmanship, Mr Bone. I thank the hon. Member for Croydon Central (Sarah Jones) for raising this important issue. It is a pleasure to follow the powerful and challenging contributions from the hon. Member for Stoke-on-Trent North (Jonathan Gullis) and, in particular, from the hon. Member for West Ham (Ms Brown), who spoke passionately.

The rising number of children excluded from school should trouble us all. Increased pressure to concentrate on students who can achieve top results, to seek prominence in league tables and to avoid students who are resource intensive, along with the increased independence that academy status affords, provide both the temptation and freedom to off-roll and exclude certain students. This is morally unacceptable.

I want to focus on the rising number of students who are effectively excluded: the thousands of students in our schools with special educational needs that are not met. It is clear that because of counterproductive Government spending rules, many children are in school but effectively excluded from the support staff and resources necessary to enable them to get the best from their education.

In my 15 years in this place, I have never seen school budgets under so much pressure. Headteachers are having to cut staff numbers almost every year and teaching assistants working with special needs students are most vulnerable to the cuts. Teachers are overstretched as it is and now they are not equipped with the resources to teach those under their care.

I recently spoke to headteachers in the South Lakes and asked them to tell me about the challenges their schools face. Almost without exception, they said that their biggest challenge was meeting the needs of children with special needs. On top of devastating Government cuts and perverse special needs funding rules, every school with an education, health and care plan must find the money from its own budget to fund the first 11 hours of support. That means the Government are effectively punishing schools that do the right thing by taking children with special needs and rewarding schools that say to parents, “I am sorry, but we cannot really support your child here”—an exclusion in all but name.

Cuts in support staff have left teachers isolated in supporting children’s needs in the classroom. St Martin & St Mary Primary School in Windermere described to me the extremely high criteria set to qualify for an education, health and care plan in the first place. We often see that only those children with the most severe additional needs receive any funding support at all; other children with needs are left with no additional support.

Many schools in my constituency told me that parents must contend with incredibly long waiting lists for a special educational need referral, followed by delayed assessments due to a lack of educational psychologists. Children are then often refused support, irrespective of their evident need. Schools in Cumbria, therefore, have to find the resource to support the significant numbers of children who are in limbo waiting for an assessment, who have needs but do not have an EHCP, and who may never get one while at their current school.

The situation results in exclusion within the classroom. Children fall behind and feel isolated from the rest of the class, because they are not being provided with the adequate support to learn and develop. As the attainment gap grows, children can become frustrated and despondent, fostering negative attitudes to school. There is a real danger that they will disengage entirely, exacerbating the problem further. Those are often the children who end up being off-rolled and formally excluded later in their school career.

This week I have been supporting the parents of a child in my constituency, whose school was unable to support them. The school lacked the funding to meet the evident needs of this child. The waiting list for an EHCP meant that resources were so far from becoming available that the school has had to say that it cannot do what it knows it needs to. The parents’ distress is immense. I am angry on their behalf. Their child is effectively excluded from school because of stupid penny-pinching rules. This is unacceptable. Teachers and the children they are so desperate to care for are being failed.

Many children also face exclusion before they even get to the classroom. Many children with special educational needs bring vibrant and valuable contributions to the whole school, their classes and their peer groups. That should be valued and encouraged, but in reality the system makes catering to their needs feel like a pressure and burden on schools. That is completely at odds with society’s claim to champion diversity and value individuals regardless of their ability.

The Government are effectively demoralising our teachers and letting down our children, because schools must foot the bill for those first hours of provision for children with an education, health and care plan. Schools are massively disincentivised from enrolling them. We see national, systematic exclusion of special educational needs children. The headteacher of one of the larger high schools in the South Lakes told me of the real financial pressure of being expected fund those first 11 hours of an education, health and care plan out of their school’s general annual grant funding. That, on top of the Government cuts to the school’s overall per-pupil funding, means that it has no reserves or slack from which to provide this support. It is not alone. This is a pattern right across south Cumbria and beyond. I see it every week as I visit schools and listen to our teachers.

The special educational needs co-ordinator at Cartmel Primary School told me that the local authority recommends it as a school suitable for children with an EHCP. Around 5% of children at the school have one. That is significantly above the national average. While the school expresses its immense pride in its reputation for special educational needs provision and its inclusive nature, through which it earned that reputation, it is in danger of buckling under the financial pressure that falls on its shoulders alongside the usual strains on a small school’s budget.

Cumbria is as vast as it is beautiful. In rural communities such as ours, the alternative options, which a child in a more densely populated part of the world might enjoy, do not exist. The head of Langdale Primary School described how for many pupils the available special schools require travelling extreme distances. She wrote in some distress that, despite the incredible hard work and enthusiasm of her excellent team, their ethos—to be centred wholeheartedly on individual children—was coming under significant strain.

I am grateful to all the headteachers who contacted me—many more than I have had time to reference today. They are all hard-working, enthusiastic and caring, and so are their staff. I am incredibly proud of them, but they are desperate. They are outstanding professionals who love their jobs and schools, but Government funding has put them in an impossible position.

When we talk about exclusion, the finger is often pointed at school leaders. However, those are people driven to make a difference. In the lives of the children of Cumbria, whom they serve, the school leaders are the most heartbroken and outraged by how they have been stripped of the ability to meet the needs they know they should and to support those children in the way they know they should. I stand here on their behalf to say that it is not good enough. That must change for our children, our teachers and parents.

In effect, the Government are excluding children with special educational needs from having the best education, while systematically penalising the schools that do the right thing. That must change. I challenge the Minister to ensure that all funding to support children with EHCPs is delivered centrally and does not come from the school’s own budget; that there will be a speeding up of referrals for EHCPs and their delivery; and that children with additional needs are not excluded before they even start.

Small and Village School Funding

Tim Farron Excerpts

Wednesday 17th July 2019 Westminster Hall

[Tim Farron (Westmorland and Lonsdale) (LD)]

It is a pleasure to serve under your chairmanship, Sir David, and I congratulate the hon. Member for Harborough (Neil O’Brien) on securing this important debate. My constituency has two secondary schools with fewer than 200 pupils, 10 primary schools with fewer than 50 and, by my reckoning, three primary schools with fewer than 30 pupils. They are all really good schools. They are small because the area that they serve is sparsely populated and we live huge distances away from one another. However, small schools are enormously vulnerable.

If a school with a decent-sized population to serve has a bad Ofsted report or a difficult period of leadership, or if there is a dip in the birth rate, that does not kill it, but if a small village school that is absolutely vital experiences any one of those things, that could be the end of it, and the damage to the community is immense. Just two summers ago, we lost Heversham Primary School, which had once had 60 kids. It had a period of difficulty, went down to 11 or 12 kids and was closed. The ongoing damage to that village and its community is huge. Small schools are vulnerable, yet utterly vital.

In my time in Parliament, and in my time as a parent, a local school governor and what have you, and as somebody who worked in education, in teacher education, for many years, I have never known schools’ budgets to be as tight as they are today, particularly for small schools, because they do not have the wherewithal to get through difficult periods. I think that what happens is that because headteachers keep quiet, the Government take advantage. Headteachers keep quiet for two reasons. First, teachers do not like to get overly political by talking about the level or lack of funding that their school has to cope with.

Also, headteachers do not want to risk any competitive advantage that they have. If I, as a headteacher, say that I have had to sack three teaching assistants this year, pupils or parents looking at my school will think, “Well, I’ll go somewhere else instead.” I think that all of us, but particularly the Government, take advantage of headteachers’ perfectly understandable reticence about talking about the state of play at the schools they serve so admirably.

I therefore want to pick out what was said by the 16 schools in the Kendal area that wrote a collective letter to all of us. They said that Westmorland and Lonsdale had seen school funding cuts of £2.4 million, which was equal to a cut of £190 per pupil per year, and that that had led them collectively to reduce the numbers of teaching and non-teaching staff and support for the most vulnerable pupils; to make reductions in small group work for children who need additional support, reductions in teaching resources and equipment, reductions in subject choices in secondary schools and reductions in the range of activities at primary schools; and to cut back on repairs to school buildings and so on.

One head of a small school told me that his school income had gone down by £204,000 since 2014. Staffing costs had gone up by £232,000 in the same period. He had got rid of teaching assistants and reduced administrative support time and had had to increase charges for school meals, the breakfast club, music tuition and so on. There were reductions in catering hours and in midday hours. Anecdotally, another head brings her husband in at the weekend, outside his own job, to do all the maintenance and janitor work for the school, because it cannot afford anybody to do that full time.

Underpinning all the problems is the ongoing issue of special educational needs funding, which hits schools of all sizes, but particularly the smaller schools, because proportionally it is a bigger blow. The Government make schools provide and pay for the first 11 hours of special educational needs support. That means that they hit and they hurt and they punish those schools that do the right thing and they reward those schools that do not take children with special educational needs. That is wrong and it needs to be changed.

The quality of experience of a young person at a small school is so obviously so wonderful and so treasured and something that parents will travel out of area to take advantage of. The quality of teaching and leadership and the diversity of skills that are needed to teach in and to run a small school are that much greater, but the failure to fund schools properly across the board hits smaller schools the worst, even though smaller schools, especially in Westmorland and Lonsdale, are the best.

Sure Start: IFS Report

Tim Farron Excerpts

Wednesday 5th June 2019 Commons Chamber

[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.

[Tim Farron (Westmorland and Lonsdale) (LD)]

I congratulate the hon. Member for Manchester Central (Lucy Powell) on raising this incredibly important issue. The Minister talks rightly about evidence-based decision making. The evidence shows that in recent years, there has been a 17% increase in the number of children being taken into care and that the reduction in funding for Sure Start centres is a contributory factor. Some 655,000 referrals to children’s services—[Interruption.] The Secretary of State is muttering from a sedentary position that that is not backed up, but the correlation is very clear for all to see. It is both tragic and expensive to reduce funding for Sure Start centres, leading to the need for much more drastic and tragic intervention later. In rural communities such as mine, parents have to travel much further to a Sure Start centre. Will the Government commit to capital funding, so that local authorities can co-locate libraries, children’s centres and Sure Start centres so that they can keep performing?

[Anne Milton]

I point out to the hon. Gentleman that correlation and causation are not the same thing. The IFS report, which we have very much welcomed, is cautious in making that distinction. The important thing is that we can build children’s Sure Start centres in his constituency, which, as he says, is very rural, but what has always mattered to me—I am a former Public Health Minister—is this: what about the families who do not go there?

Special Educational Needs

Tim Farron Excerpts

Wednesday 20th March 2019 Westminster Hall

[Julian Sturdy]

That is a good point and I am glad I took the intervention, to which I hope the Minister will respond. I did not want the debate to turn into one about child adolescent mental health services referrals but I am sure all Members have experienced frustration over the referral time lag. I have raised questions in the House and it is immensely frustrating—and part of the reason is that it is a cross-departmental matter, between education and health. However, as my hon. Friend pointed out, a lot of the money comes from the schools budget.

[Tim Farron (Westmorland and Lonsdale) (LD)]

The hon. Gentleman is being generous in giving way. Does he agree, on the issue of school budgets, that there is an inequality between schools? The fact that schools are forced to pay for the first 11 hours of meeting an EHCP from their own budgets disadvantages those that do the right thing and take significant numbers of children with special educational needs, and inadvertently helps those that do not. Would it not then be wiser for the Government to agree that EHCPs should be directly funded so that the money followed the pupil entirely, instead of penalising schools that do the right thing?

[Geraint Davies (in the Chair)]

Order. Before you respond, Mr Sturdy, may I just say that if your speech ended now I would, given the number of Members wanting to speak, have to impose a three-minute limit? Perhaps you would bear that in mind.