Department for Education

Tim Loughton Excerpts

Monday 1st July 2019 Commons Chamber

[Tim Loughton (East Worthing and Shoreham) (Con)]

It is a pleasure to follow the hon. Member for Stretford and Urmston (Kate Green), a fellow member of the Home Affairs Committee. May I endorse her last point about children coming from Europe and assessments? However, there is a bigger issue about asylum-seeking children, who often have family connections over here. Certainly from my experience—having visited Greece, in particular, along with my right hon. Friend the Member for Loughborough (Nicky Morgan)—a delay is often caused by social worker assessments for the fitness of whatever accommodation those children may be coming to in the UK taking quite a long time to undertake. In the meantime, they are kept in refugee camps and in unsuitable conditions overseas. That is just another aspect of social workers, who do of course come under the Department for Education, being problematic.

School funding is the most important issue in my constituency, and in the constituencies of all hon. Members who represent West Sussex and other counties like ours that have been historically poorly funded. We are seeing the cumulative effects of many years of underfunding, to the extent that, as I have said in every debate in which I have spoken over the years, the tank is now empty. The capacity to make further savings or cuts elsewhere simply does not exist. All those savings—all that fat—went a long time ago.

We were obviously grateful for the additional £28 million that West Sussex was given, but we went from being the worst funded shire authority for schools to about the seventh worst, which means that we are still in the bottom decile. The Minister for School Standards will know from his own West Sussex constituency that the new fair funding formula is only a work in progress.

Last week’s Department for Education report referred to the fact that children in schools in coastal areas achieve several grades lower than other children, certainly at GCSE level. My constituents therefore suffer from the double whammy of being in one of the lowest funded local authorities for schools, and the serious challenge to schools in pockets of deprivation, often in coastal areas, of which there are many on the south coast as well as in other parts of the country.

I therefore ask the Minister to look again at the suggestion that I made last year—I wrote it again in my letter of 12 September to the Secretary of State—to consider a coastal schools challenge fund to examine plugging that gap in the outcomes for children in coastal constituencies. The London Challenge, which the Labour Government set up in 2003, went a long way towards plugging the gap between outcomes in London and in other parts of the country. However, it is now a problem that there is such a large gap between schools in London and those in West Sussex and other shire counties.

[Sir Nicholas Soames]

My hon. Friend has been a fantastic champion for West Sussex schools. I endorse his suggestion for a challenge fund. It is an extremely good idea and I hope that it makes some progress. He and I have sat in endless meetings with the Secretary of State and others, and he knows that the funding situation is not confined to the coastal district and that it is just as serious further inland.

[Tim Loughton]

My right hon. Friend is absolutely right that the situation is not just confined to coastal areas. However, the problem is that there tend to be more deprived communities in coastal areas around the country. Seemingly affluent shire counties such as West Sussex disguise pockets of deprivation. We have high special educational needs in many of our schools and we need to focus more on bringing the funding up to at least the average in the rest of the country to give those children a better chance.

I have spoken in numerous debates on the problems that schools in my constituency face. I wrote my notorious eight-page letter to the Secretary of State last year after I had summoned all the heads of all the schools in my constituency and all the chairs of governors and asked them to tell me not what they thought might happen and their fears, but what was actually happening now. That included the reduction in teaching assistants and the fact that, with 90% of school budgets in many cases being spent on staffing, any cut means that non-staffing expenditure on, for example, maintenance and buying new computers, does not happen, and real reductions mean fewer staff, or, as happens in many cases, less qualified staff being taken on to replace experienced staff who have left to take others job, retired or gone on maternity leave.

I was particularly concerned about the cuts to counselling services in schools. As the hon. Member for Stretford and Urmston said, we need a much more joined-up approach to that. I welcome the Prime Minister’s commitment to additional funding to deal with mental health needs in schools, with mental health first aiders and training for teachers and others, but we need to do so much more before children get to school. As chair of the all-party parliamentary group on conception to age 2 and the 1001 critical days campaign—I should also declare my entry in the Register of Members’ Financial Interests—I stress that the biggest impact on a child’s brain happens in the first 1,000 days between conception and age two. That is when a child forms attachments to a parent and the brain grows exponentially. If there is not a good attachment with a parent—if the parent does not have good mental health—that child will be at a disadvantage when they get to school. It is a truism, but if we consider a 15 or 16-year-old who suffers from depression, as is now common in our schools, there is a 99% likelihood that their mother suffered from some form of mental illness during pregnancy or soon afterwards. We need to do so much more preventively earlier so that fewer children experience the mental health pressures to which too many succumb in our schools, with all the challenges that they face.

I want everything I have said in previous debates on schools funding to be taken as read. However, today’s debate is on education estimates and we neglect the fact that education funding includes provision for children’s social care. Although more than three quarters of the Department’s budget goes on day-to-day school funding, this year, some £9.1 billion will go into children’s social care through local authorities.

Children’s social care is in a state of crisis. I want to spend a few minutes dealing with that subject. Before doing so, I endorse the comments of the Chairman of the Education Committee on the problems that face further education. I know about that from colleges in my constituency and I endorse his frequent calls for a 10-year education plan to allow teachers and lecturers to plan ahead in the same way as the national health service.

There have been so many reports in recent months. The all-party parliamentary group on children, which I chair, produced “Storing Up Trouble”, which gave an alarming account of huge variations in the experiences of children coming into the care system, or not reaching the threshold for coming into the care system. In Blackpool, 166 in 10,000 children are likely in to end up in care, whereas the figure for Richmond is only 28 in every 10,000. There are differences in deprivation between Blackpool and Richmond, but by a factor of seven? The Department is not properly assimilating that sort of information and data, which our report revealed. That is one ask from our report.

There have been several reports, for example, by Action for Children, the Children’s Society and the Education Policy Institute. The Children’s Commissioner for England recently found that England now spends nearly half of its entire children’s services budget on the 75,000 children in the care system, leaving the other half for the remaining 11.7 million. The Children’s Commissioner will produce a further report at the end of this week, identifying the percentage of children in need, constituency by constituency, and asking why we are not doing more to focus on those children at an early, preventive stage.

The evidence is there. Local authorities say that they face a shortfall of at least £2 billion by 2020 in children’s social care. We have a recent record of the number of children in care at the moment. There are other issues around the funded 30-hour childcare entitlement, of which I am a big supporter. However, many of my independent providers tell me that the remuneration they get is not nearly enough to cover the cost. There is a danger of losing places, and the least well off, who most need them, will not be able to access places for their children.

I have concerns about social worker recruitment. Despite the Munro report and everything we did for the social work profession some eight or nine years ago, too many social workers are being driven out of the profession early. I also make a plea for the troubled families programme, which has its origins partly in the Department for Education. It was one of the Cameron Government’s most successful initiatives. It was about joining up the different Departments because, in a family with problems, the problems are not limited to mental health, physical health or school truancy. It is usually a combination of those and they need to be dealt with holistically. When the funding comes to an end in 2020, it is absolutely essential that the project is continued. I would like to see a pre-troubled families programme to deal with families much earlier on—from, as I said, perinatal mental illness stage onwards—so that they are less likely to express those symptoms, which then cost us so much as a society. Child neglect in this country costs £15 billion a year. Perinatal mental health problems cost some £8.1 billion a year. We are spending £23.1 billion a year on getting it wrong and dealing with the problem. That money could be used much more effectively earlier on.

My final point is to ask what has happened to the inter-departmental ministerial group, which was being chaired by the former Leader of the House, my right hon. Friend the Member for South Northamptonshire (Andrea Leadsom). That was a great initiative which brought together Ministers from six different Departments, including the Children’s Minister from the Department for Education and the Chief Secretary to Treasury, who will be conducting the comprehensive spending review. It is all about having a joined-up approach and pooling funding to make sure we put investment in to support families where they need it early on to see them through those challenging early years. That work is groundbreaking and it is absolutely essential that it continues. Perhaps the Minister can update us on where it has got to. It is essential that it is a major component of the comprehensive spending review, so that we stop wasting money dealing with the symptoms of failure and start investing upstream to prevent the huge social problems that bring about huge financial problems. If we get that right, it will be better for all our children and young people.

We need more money for our schools. I am glad that all the leadership candidates and the Prime Minister recognise that, but please do not forget children’s social care. If we do, the problems of dealing with children with problems when they arrive at school will be far higher and far more challenging than if we sorted them out before they are even born.

--- Later in debate ---

[Nick Gibb]

I am aware of the pressures that schools are under, and I am very happy to come to Durham. I went to university there and would be happy to make a nostalgic trip back. I meet two or three times a week with groups of headteachers brought here by Government Members as well as Opposition Members to discuss these issues. I am fully aware of the pressures that schools are under as a result of the increased costs they face from national insurance and other issues. We take these issues seriously and will take forward a well-configured spending review as we enter the next spending review period.

We are committed to directing this school funding where it is needed most. This is why, since April last year, we have started to distribute funding to schools through the new national funding formula. The formula is a fairer way to distribute school funding because each area’s allocation takes into account the individual needs and characteristics of its schools and pupils, not accidents of geography or history—not, as my right hon. Friend the Member for Harlow put it, on the basis of a postcode lottery.

Schools are already benefiting from the gains delivered by the national funding formula, which provides every local authority with more money for every pupil in every school, while allocating the biggest increases to the schools that have been most underfunded. This year, the most historically underfunded schools will attract increases of up to 6% compared with 2017-18. My hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) raised concerns about the historical unfairness of funding in West Sussex, of which, of course, I am well aware. As he will know, the new national funding formula has sought to address that unfairness. That is why it was introduced, why schools in his constituency are attracting 5.5% more per-pupil funding in 2019 than they did in 2017-18, and why West Sussex as a whole has received a £33.5 million increase since that period.

[Tim Loughton]

As I said earlier, the extra funding is welcome, but it takes us from the bottom of the last decile to the top. A moment ago, my right hon. Friend mentioned a balanced approach. Will he at least make some mention of children’s social care? So far he has not mentioned it once, although it is the issue on which I focused most of my speech.

[Nick Gibb]

I hope to deal with that issue in due course. However, when we are putting together a league table of local authorities, if we ensure that the funding system is fair, the funding will reflect the level of prosperity of a particular local authority area. Someone has to be at the top and someone has to be at the bottom of a league table showing funding per authority. However, our national funding formula system is fair, because it allocates three quarters of the funds on the basis of the same figure for every pupil and the rest on the basis of the needs of those pupils, which I think is absolutely right. The principles of the formula attracted widespread support when we consulted on it.

Our commitment to helping all children to reach their full potential applies just as strongly to children with special educational needs and disabilities, and we know that schools share that commitment. We have therefore reformed the funding system to take particular account of children and young people with additional needs. We recognise the concerns that have been expressed about the costs of high-needs provision, an issue raised by my hon. Friend the Member for Cheltenham. We have increased overall funding allocations to local authorities year on year, and high-needs funding will be £6.3 billion this year, up from £5 billion in 2013. That includes the £250 million that we announced in December 2018 for high-needs funding. However, we understand the real, systemic increase in pressure, and it will be a priority for us in the forthcoming spending review.

We also want to ensure that the funding system for those children and young people works effectively, so that money reaches the right places at the right time. That was raised by the hon. Member for Kingston upon Hull West and Hessle. In May we launched a call for evidence to gather the information necessary to make improvements where they are needed, so that the financial arrangements help headteachers to provide for pupils with special educational needs. We have paid particular attention to the operation and use of mainstream schools’ notional special educational needs budget of up to £6,000, which was an issue of concern to my hon. Friend the Member for Mansfield.

My hon. Friend the Member for East Worthing and Shoreham, a former children’s Minister, raised the issue of children’s social care. I said that I would come to it, and this is the point at which I have done so. All children, no matter where they live, should have access to the support that they need to keep them safe, provide them with a stable and nurturing home, and enable them to overcome challenges to achieve their potential. The Government are committed to improving outcomes for children who need help and protection. Our children’s social care reform programme is working to deliver a highly capable, highly skilled social workforce, high-performing services everywhere, and a national system of excellent and innovative practice. We recognise that local authorities are delivering children’s services in a challenging environment, and are having to take on those challenges.

We are making big steps in relation to our schoolteacher workforce. We have provided more than half a billion pounds through a new teachers’ pay grant of £187 million last year and £321 million this year, and we remain committed to attracting even more world-class teachers. We also continue to focus rigorously on the curriculum to ensure that children are prepared for adult life. We have reformed GCSEs and have introduced the EBacc, which encourages the uptake of subjects that provide a sound basis for a variety of careers for those over 16. Since our reforms began in 2010, entry levels for EBacc science have increased dramatically, from 63% in 2010 to 95% in 2018.

The Government have achieved a huge amount since 2010. There are 1.9 million more children in good or outstanding schools, the attainment gap between rich and poor pupils has shrunk by 10%, a record proportion of disadvantaged students are going to university, and we are developing a truly world-class technical education system through T-levels and high-quality apprenticeships. However, there is still much work to be done, and as we look to future funding settlements beyond 2020, we must ensure that the momentum does not slip.

Question deferred (Standing Order No. 54(4)).