Local Government Funding

Debate between Tim Farron and Thelma Walker

Wednesday 27th March 2019 Westminster Hall

[Thelma Walker]

I congratulate Wigan Council, and all the council workers who have helped to deliver such success, especially in such trying times.

The situation has occurred in spite of the incredible hard work being done by councillors and council workers across the country. I have seen that at first hand, not just as an MP but as someone who is married to a local councillor. I have seen the hours and the commitment that is put in to support the frontline of government, to build communities, boost life chances and make a difference to everyone’s day-to-day life.

In 2018, Unison surveyed council workers and found that 79% are not confident about the future of local services. In my constituency of Colne Valley, 90% of council workers surveyed said that budget cuts in the past two years have had an impact on their ability to do the job as best they can. Can we just think about that figure? Some 90% of the workforce lack confidence in their ability to deliver their service.

I would like to share some feedback from someone in my constituency who worked supporting children and families in children’s centres, but now described that work as “destroyed”, and the positive outcomes of the work as “overlooked”.

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

The hon. Lady is absolutely right to point out that the impact is felt beyond council staff and workers, and particularly on children and families. Will she reflect on the fact that in 2008 there were fewer than 60,000 children in care and that today there are more than 75,000? At the same time, since 2008, there has been a 49% cut in early intervention—

School Funding

Debate between Tim Farron and Thelma Walker

Monday 4th March 2019 Westminster Hall

[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.