Education Funding

Wera Hobhouse Excerpts

Tuesday 13th November 2018 Commons Chamber

[Angela Rayner]

My hon. Friend is of course absolutely right to talk about pupils with special educational needs, because the funding for them has been frozen and local authorities are facing significant funding demands. It is not fair that the children who need such support the most are being failed by this Government.

[Wera Hobhouse (Bath) (LD)]

Schools across the board—whether they are academies or local authority-supported schools—are asked to find the first £6,000 of special educational needs funding from their own budgets. Will the hon. Lady ask the Secretary of State where he thinks schools have this money lying around?

[Angela Rayner]

The hon. Lady makes a crucial and important point. As I have said, I really think the Secretary of State needs to listen more to headteachers and to teachers across the board, up and down England, who are desperately trying to ensure that the funding is available to support all children. Under the previous Labour Government, every child mattered; under this Government, segregation matters.

The Secretary of State was asked by my hon. Friend the Member for West Lancashire (Rosie Cooper) if pupil funding was set to fall in real terms, and he simply said, “No”. The Institute for Fiscal Studies has found that per pupil spending will be falling again next year, so I give him the opportunity now to provide this House with the guarantee he once gave that not a single school will lose a single penny in per pupil funding. Unfortunately, his Government’s guarantees on funding have a habit of unravelling. The Secretary of State seemed bemused by my idea of segregation, and I understand why: the Secretary of State of course dropped the education Bill that would have brought in more grammar schools, but the Government are trying to do that themselves through the back door. The Government said that they would fully fund the pay settlement for teachers, but then offered less than the pay review body, for the first time in its 28-year history.

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[Damian Hinds]

As the hon. Gentleman no doubt covered in his discussions with the principal of that college, there is also funding for preparation for T-levels and industrial placements, and for staff preparation. There was also confirmation in the Budget of our party conference announcement of extra capital money for facilities and equipment in preparation for T-levels. I will return to technical and vocational education a little later.

[Wera Hobhouse]

Newbridge Primary School in Bath is struggling with the maintenance of its buildings and its big grounds. I met one of the Secretary of State’s colleagues, who said that the £400 million would not be available for the maintenance of buildings or grounds. Will the Secretary of State set out precisely what the £400 million is for and how schools can access it?

[Damian Hinds]

There are published criteria governing how this type of capital can be spent, and I will be happy to provide the hon. Lady with a complete copy. We will be issuing a calculator in December so that schools can work out how much their allocations will be. The allocations themselves will follow in January, and the rules that normally apply to capital of this sort will apply to them.

The £400 million is on top of the £1.4 billion of condition allocations that have already been provided this year for the maintenance of school buildings. The Government will also spend £1.4 billion on condition allocations in 2019-20, and schools can now apply for the first tranche.

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 10th September 2018 Commons Chamber

[Damian Hinds]

Yes, I do. Those partnerships are incredibly important and can provide very important role models.

[Wera Hobhouse (Bath) (LD)]

T6. Newbridge Primary School, a well-performing and much-loved school in Bath, is in desperate need of improvements to its ageing buildings and extensive grounds. The per pupil funding settlement does not allow for any adjustments and barely covers the maintenance of the trees, and due to financial pressures, the council is very limited in what it can do. Will the Minister meet me and a representative of Newbridge Primary School to discuss its options?

[Nick Gibb]

We take the fabric of school buildings very seriously. We undertook a survey of all school buildings in the country. We are spending £23 billion both on increasing the number of school places and improving the quality of school buildings. I am happy to meet the hon. Lady and her constituent to discuss that particular school.

Children in Need: Adulthood

Wera Hobhouse Excerpts

Thursday 6th September 2018 Westminster Hall

[Wera Hobhouse (Bath) (LD)]

The hon. Gentleman and I are both on the all-party parliamentary group on adverse childhood experiences, which is very much about the issue we are debating. I fully agree that prevention is the way to go, but in my constituency councils are so cash-strapped that they can deal only with the absolute minimum statutory obligations; they do not have the money for prevention. Is not it time that we looked around to release money for councils to do the preventive work that is necessary?

[Alex Burghart]

As the hon. Lady says, we are both in the all-party parliamentary group on adverse childhood experiences, which I co-chair. There is no doubt that we need to work out how we can shift intervention to prevent problems from escalating. We know that there is limited money around, but I feel that there is a number of things we can do, and perhaps do better.

The Government have a major opportunity with the end of the current phase of the troubled families programme in 2020. I—like, I am sure, everyone in the Chamber—am keen to see those contracts reinvigorated for another phase, but the end of the current phase is the time to take stock of the considerable successes of the programme, as well as to consider whether we want to put a particular focus on that money in future. To my mind, the vast majority of children in need are by definition in troubled families. I know how many local authorities already spend the money, and data from the troubled families programme show that when it is spent well, it is excellent at tackling the root-cause problems and stabilising families so that they form a foundation on which young people can rest as they go into adult life. I rehearse all that because I think the best thing we can do to help children in need to move into adult life is to stabilise their childhoods. For some children, that will not be possible and they will need additional, ongoing support, but our first priority must be to make sure that young people do not need further help from us in the future because we have fixed the problems that they face.

An initiative I was glad to look at when I worked at the Centre for Social Justice works by giving children in need long-term mentoring at school. That gives them a stable adult in their lives who can give them the sort of advice that a parent might in a normal family. It is extremely successful in Tower Hamlets and in Hackney, and if we are to find the money for the sort of initiative proposed by the hon. Member for Birmingham, Selly Oak—a form of pupil premium for children in need; perhaps any child who has been in need in the past six years—that is the sort of thing that schools should spend that money on. I am conscious of the time, so I will rest my remarks there.

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 25th June 2018 Commons Chamber

[Nick Gibb]

My hon. Friend makes an important point. Schools increasingly use their facilities for the community and to raise further income. We take school sport extremely seriously and the obesity strategy encourages more young people to be active every day of the week.

[Wera Hobhouse (Bath) (LD)]

In last month’s Westminster Hall debate on school funding, the Minister said that per-pupil funding at Twerton Infant School in Bath would rise, but the headteacher maintains that it will not. If the Minister is so confident about his figures, will he please publish them next month?

National Funding Formula: Social Mobility

Wera Hobhouse Excerpts

Tuesday 22nd May 2018 Westminster Hall

[Wera Hobhouse (Bath) (LD)]

I beg to move,

That this House has considered the effect of the national funding formula on social mobility.

My thoughts are with all those affected by the terrible atrocity last year in Manchester. We lived in Manchester for many years, and our children went to the arena many times. It could have been them.

A few weeks ago, I joined headteachers from Bath who had given up their Saturday to march through the city because schools are in the depths of a funding crisis that the Government are refusing to acknowledge. We are at a point where teachers are quite literally shouting in the streets, trying to get the Government to listen to them. Today, I am calling on the Government to listen—to listen to the people who are tasked with preparing the next generation for their lives to come, and to listen to them when they say they do not have enough money to do so.

The issue should not be a political football. Teachers simply do not have the resources to do their jobs properly. In 2015, schools were promised they would be funded in line with inflation. Later they were promised that

“each school will see at least a small cash increase.”—[Official Report, 29 January 2018; Vol. 635, c. 536.]

That has not happened. Schools are facing higher costs from increased pupil numbers, pensions, national insurance contributions, pay awards, inflation and the apprenticeship levy, while facing a reduction in the education services grant. By 2020, £8.6 billion will have been taken out of the system.

School budgets are at breaking point, with 55% of academies reporting deficit budgets and 75% of secondary schools saying they are spending more than their income. Some 23 local authority areas will see cuts of at least 5% by 2019-20. Some 91% of schools face real-terms cuts by 2019-20 as compared with 2015-16. As cuts continue, teachers as well as support staff are lost, because staffing forms around 85% to 90% of school budgets. In the last two years, 15,000 posts have been deleted in secondary schools.

[Jeremy Quin (Horsham) (Con)]

Out of curiosity, I want to pick up on the point the hon. Lady is making and on funds being moved from one part of the country to another. Does she accept there are circumstances where some schools have historically received more funds but have perhaps had demographic changes, while other areas have also had demographic changes but need more funds? There has to be a point where a reallocation is necessary. We need that reallocation in West Sussex, for a start.

[Wera Hobhouse]

I accept the hon. Gentleman’s point, but if he will allow me, I will point out how things look for my local authority of Bath and North East Somerset, where school funding per pupil is falling in 58 schools and increasing in only 17. I would like to see local authorities where that balance is different.

In my local authority, three out of four schools are losing funding. For example, under the new funding system, one school in my constituency—Twerton Infant School and Nursery—will see a 0.5% increase next year. However, in September, it will be paying its teachers 2% more. It will also be paying its support staff between 2% and 5% more. If we add inflation on top—it is currently 2.5%—the financial outlook starts to look incredibly bleak. The school is facing a funding black hole of at least £50,000.

During Education questions last week, I asked the Minister whether school funding was rising in line with inflation. He dodged the question and suggested that the Government were helping schools by giving them advice for managing their energy bills. That very same day, the headteacher at Twerton Infants, George Samios, had been sitting with his business manager trying to find £50,000 in savings. Needless to say, £50,000 is significantly more than the school’s energy bill.

[Layla Moran (Oxford West and Abingdon) (LD)]

My hon. Friend is making a powerful speech. Does she agree that, while raising teachers’ pay on the main scale is very welcome, it is pointless if it is not new money coming to schools? Otherwise, that money is being taken away from the frontline—the children.

[Wera Hobhouse]

I completely agree with my hon. Friend. My school is facing a funding black hole of £50,000. I assume that the situation in her schools will be exactly the same.

Responses like that of the Minister show how far detached the Government are from schools and teachers in Bath and across the country, as well as from the impact of their decisions on our young people. Twerton Infants has already had to cut the one-to-one support it used to have for children who had experienced early adversity and trauma.

That situation is not unique to Twerton. Headteachers from schools across Bath tell me regularly about the difficult decisions they are having to make. Parents will come to the school and ask, “Where is the extra support for my child with special educational needs?” The school will answer, “We are sorry, we do not have the funds to provide that anymore.” If a school wants to put on extra support for a child with autism, that is not going to happen. If a school wants an extra member of staff to look after classes at lunchtime or to help children who are finding it difficult to transition, that is not going to happen. As one Bath headteacher put it:

“By starving our schools of funding, we are accepting that our children can get by on a cut-price education. Morally, let alone economically, this is indefensible.”

Where is the understanding from Government of how our young people learn and progress? Where is the commitment to our children’s futures? The Government say there is more money in the system than ever before, but there are more pupils in the system. The Government hide behind deliberately complex figures and funding streams and obfuscate the real picture.

I have recently become a trustee of a multi-academy trust in Bath. The trust’s main concern is that it no longer has the funds to employ support staff, because its budgets are becoming tighter every year and it has no more reserves. The local authority in Bath, which used to support schools, is making staff redundant, especially those in welfare roles. The Government expect trusts to take over those functions, but the trusts do not have the money to do so.

What further increases the pressure and creates a vicious cycle is that good and experienced teachers are leaving the profession in growing numbers. Teaching is already a difficult job, but it is becoming so hard that many teachers find it impossible to cope. My academy trust in Bath finds it increasingly difficult to recruit qualified teachers, and it is worried about the de-professionalisation of teachers. Trusts, although not my particular trust, are employing teachers without qualified teacher status. That cannot be right.

I know the teaching profession very well. I taught secondary school children modern languages. An already difficult job became even harder when the resources were not there and class sizes were heading towards 30. It is our young people who suffer. Good classroom practitioners know that during a lesson they cannot just engage with the five pupils at the front or the five at the back. With large class sizes, it is the 20 pupils in the middle who are the most difficult to reach. What happens if teachers do not reach those young people? Those young people lose out, and an awful lot of them are losing out. If children do not receive the right support, they do not reach their full potential.

[Mr Jim Cunningham (Coventry South) (Lab)]

I congratulate the hon. Lady on securing what I would call a timely debate. In Coventry, I have visited 12 to 15 schools out of probably just over 100. Each of those schools is losing £275 a year per pupil. Nationally, probably about 3,000 youth clubs have been closed, which needs to be taken into consideration. The Government say that they have put more money in, but we should not forget that they cut £4.5 billion over the last couple of years, and put in £1.5 billion. Is it any wonder that schools are in the state they are? Certainly in Coventry there is very serious concern about rising numbers in classrooms. Does the hon. Lady agree?

[Wera Hobhouse]

I very much agree with the hon. Gentleman. It is not just about what happens in our classrooms; it is about what happens outside them. He makes a very powerful point. It is about the importance we place on our young people and their future. It is not only about schools, but about youth services, support and, as we are discussing today, social mobility and how we help people from disadvantaged backgrounds to thrive fully.

[The Minister for School Standards (Nick Gibb)]

I would not normally intervene at this stage in a debate, but I wanted to point out to the hon. Lady that when the national funding formula is fully implemented, funding for schools in Bath and North East Somerset will rise by 8.8%. That is one of the largest rises of any local authority. In her own constituency, it will rise by 7.1%, and the funding for the school she mentioned—Twerton Infant School—will rise to £5,457 per pupil, compared with the national average of £4,189.

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[Wera Hobhouse]

I thank the Minister for that intervention, but it is very clear that talking in percentages hides the real picture and does not tell us the per pupil funding. My headteacher in Twerton is absolutely clear that per pupil funding is going down, year on year, and the pupils who are particularly suffering are those who need extra support.

[Nick Gibb]

With regard to Twerton Infant School, I was talking about per pupil funding. It will rise to £5,457 per pupil once the national funding formula is implemented in full, compared with the national average of £4,189 per pupil.

[Wera Hobhouse]

I am listening to my headteacher, who has given me the numbers. If he gets a 0.5% increase, but has to pick up increases in teachers’ pay and in support staff, his overall funding is going down. If the Minister is happy to meet with me and that headteacher, we can probably discuss it at an individual level.

If children do not receive the right support, they do not reach their full potential, which is a national tragedy, because we lose out as a country. We lose out on the nurses and teachers of the future, the software engineers and the hospitality professionals—the list is endless. We deprive Britain of the people who will continue building its prosperity. The worst thing is that the loss of opportunity particularly affects children and families from poorer areas.

In my maiden speech, I said that whenever I mention that I am the MP for Bath, people go, “Ooh, Bath, how beautiful!” It is, but like almost every other place in the country, Bath suffers from serious inequality. One fact illustrates that perfectly, and it is well known in Bath, but perhaps not outside it. Twerton Infant School, which I mentioned, lies on the number 20A bus route. Three stops on from Twerton, life expectancy increases by seven years. Let that sink in for a second—seven years’ difference over a five-minute bus journey. The so-called “fair funding” formula eradicates the extra funding that used to go to schools in catchment areas with high levels of deprivation.

[Jeremy Quin]

We all agree that funds must be there to support those most in need. Personally, I welcomed the national funding formula’s emphasis on ensuring that children who come from deprived backgrounds, or who have English as a second language and need extra support, get that targeted support. That is in addition to the pupil premium, which was a great triumph of the coalition. I think the hon. Lady is being a little unfair on the national funding formula.

[Wera Hobhouse]

I thank the hon. Gentleman for his intervention. I go by what I see on the ground. I have just explained that I am a trustee of a multi-academy trust. We are facing a problem with the loss of local authority staff, particularly in welfare and support roles. Trusts are meant to pick up those roles. They cannot, because they do not have the money, so staff who are helping young people with difficulties are not supported. That is the tragedy.

The important point is that the schools that most need the support are losing the most money. However, as we know from an announcement last week, the Government have found some extra money—£50 million for grammar schools. To me, that clearly demonstrates that the Government are committed to inequality. Inequality has no place in our society. Every child has the right to achieve their full potential, and should receive the support and education to do so. That costs money, and the state has a duty to provide it.

Schools are in a funding crisis. I very much appreciate the Minister’s being here today. I urge him to listen not just to me, but to teachers and headteachers across the country.

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[Jeremy Quin]

I am most grateful to the hon. Lady for her intervention. [Interruption.] I hear whispers from the direction of the Minister, so I am certain there will be an answer about per pupil funding of schools in Peterborough. I hope there shall be.

We have to look at where we were before the NFF came in and at what brought me and my colleagues here. The first meeting I had in this place as an MP was with the then Secretary of State for Education to insist that we push through the NFF, because we needed it. Historically, the allocations were all over the place, but data from about 2000 to 2005 revealed genuine demographic changes, meaning that funding should be better allocated.

Disparities between parts of the country remain—the Minister knows I think this—and over time they need to be addressed, but the NFF was a proper step in the right direction of allocating funds according to the need of individual pupils. We need to have a basic amount of funding per pupil, and we need to make certain that we get that right. Beyond that we also need to allocate according to the need or characteristics of individual pupils.

[Wera Hobhouse]

Will the hon. Gentleman not acknowledge that if we simply say, “We will increase per pupil funding,” but do not take into consideration inflation and other pressures on school budgets, such as teachers’ pay rises and so forth, that does not give the proper picture?

[Jeremy Quin]

I totally accept the hon. Lady’s point about significant cost pressures. Some of those have been through the system—we have gone over a hump in cost pressures in relation to pensions in particular—but she makes a valuable point about staff pay. That will need to be addressed, but I am sure we shall hear wise words on funding teachers’ pay rises as they come through.

I recognise the issue of costs, but the debate is about funding and the NFF, and my county will get an extra £28 million as a result of the fully implemented national funding formula. West Sussex needed that funding, and that it received it was right. My secondary schools will get an increase of between 7% and 12%. There are increased costs, and I recognise those pressures, but the NFF is a fairer way of allocating funds than was previously the case.

Similarly to the hon. Lady, I have schools that have not done as well out of the NFF. Some of my primary schools are experiencing significant cost pressures, and I have talked to them and to the county about how to mitigate the impact of cost increases as they affect primary schools. I also have other issues, as the Minister knows. I would like more focus on the high-needs bloc, and I think the ASHE—the annual survey of hours and earnings—formula for allocating local costs of living in different areas could be improved. If I find a better way of doing it, I shall beat a path to the Minister’s door, because areas such as Horsham have very high costs of living, and I am not sure that that is properly reflected in the ASHE formula, which may need some attention.

The motion, however, was about the national funding formula and social mobility. At core, yes, we must make certain to have the right level of per pupil funding throughout the country to ensure that our excellent teachers can deliver the curriculum to the best of their ability and give our kids the head start in life that they need and that we all want for them. However, the NFF is right to go beyond that: we also need to allocate according to the characteristics of the pupils, be that speaking English as a second language, being in receipt of free school meals or having low prior attainment.

Education is part of the answer to help the country achieve better social mobility—it is only part of the answer, but it is an important part. Surely an NFF approach through which we recognise the individual characteristics of pupils is the right approach. The NFF is not the perfect answer, and I shall continue to work on it and to bend the ear of the Minister, but it is a step in the right direction, and the Government were right to introduce it.

[Mrs Emma Lewell-Buck (South Shields) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Walker.

I thank the hon. Member for Bath (Wera Hobhouse) for securing the debate and for her eloquent and detailed speech outlining the key issues facing our schools and the negative impact that some of the Government’s decisions are having on our children. I also thank the hon. Members for Eastbourne (Stephen Lloyd) and for Horsham (Jeremy Quin) for their contributions, and other Members for their interventions.

It is safe to say that there is a consensus in the Chamber: we all agree that our system of school funding should be designed to improve social mobility. Sadly, that is probably where the agreement ends, because everything the Government do flies in the face of improving social mobility—from their inaction on low pay and insecure work to their punitive welfare reform measures, which led the Joseph Rowntree Foundation to conclude that almost 400,000 more children have been plunged into poverty in the past four years and that the number of children in poverty is due to soar over the next few years to a record 5.2 million. The new schools funding system is no different: it will not achieve social mobility.

Children should never be denied the same opportunities in life just because of the place they were born. Yet in the north, two to three-year-olds are less likely than their London counterparts to reach the expected standard of development when starting school, and the National Education Union has said schools in my part of the world—the north-east—face the biggest cuts, with one school due to lose nearly £8,000 per pupil. Success in life should not be the result of a postcode lottery, but under this Government it is.

I think I can pre-empt what the Minister will say. He will tell us that there is funding for children in disadvantaged areas, for children with low prior attainment and for children eligible for free school meals. That is correct, and it is welcome, but it is simply not good enough. It is not good enough, because it ignores the wider issues facing schools in terms of the implementation of the funding formula and the impact of the first cuts to school budgets in a generation.

[Wera Hobhouse]

Does the hon. Lady agree that headteachers are not just making that up? For example, a headteacher in a deprived area in my constituency is not laying off support staff because he enjoys doing that; he is laying off support staff and those who help vulnerable children because he does not have the money.

[Mrs Lewell-Buck]

I agree. I have had representations from headteachers, staff and support assistants in my constituency as well. That problem faces schools throughout our country—they are put in an intolerable position because their funding has been cut and cut.

The Education Secretary and the Chancellor of the Exchequer have both said that every school in the country will receive a cash-terms increase to their funding. We know, however, that that is simply not the case, as do the independent Institute for Fiscal Studies and the UK Statistics Authority, which has repeatedly told the Government that that claim is not accurate. Perhaps the Minister will get it right this time. I am sure that by now his Department has received the local funding formula for every local authority in the country. Can he tell us how many schools will face a real-terms cut to their budgets, and is he able to tell us where those schools are?

The Minister has told us of the local authorities that have written to his Department to seek permission to top-slice their budgets to fund additional high-needs support. How many schools across the country will see their block funding cut as a result of those decisions? Such cuts should not be necessary. Schools and councils should never be forced to choose between funding the day-to-day expenses of their schools and getting the high-needs funding that is vital to so many of their pupils’ needs.

[Mrs Lewell-Buck]

I thank the hon. Lady for that intervention. A recent local ombudsman report said that the picture of ECHP plans across the country is dire, and local authorities are often spending more money on tribunals to rectify decisions they made in the face of cuts, rather than actually implementing the plans in the way they should be implemented in the first place.

The fact is that school budgets have been slashed for the first time in a generation. The National Audit Office found that, since 2015, £2.7 billion has been lost from school budgets in real terms. If the Government were not making cuts to school budgets, it would be possible to introduce a new funding formula in a way that was equitable and sustainable and that could actually improve social mobility, but the Government are failing to do that. When the revised funding formula was put forward after the snap general election, one of the major changes was the introduction of a minimum funding level per pupil in secondary schools. Given the way that the formula allocates funding and the extent to which it allocates more funding to disadvantaged pupils, a minimum funding level would be particularly helpful to schools that take a very small number of pupils from disadvantaged backgrounds—in other words, grammar schools.

When the £4,600 minimum per secondary school pupil was announced, the Government committed an extra £1.3 billion to schools over two years. How much of that additional funding will find its way to grammar schools? It seems to us in the Labour party that finding extra funding to go to grammar schools—most of them in areas represented by the Minister’s colleagues on the Conservative Back Benches—is not a policy that will increase social mobility. In fact, it will do the opposite and focus resources more and more on the pupils who need it least, while those who need the additional support and additional funding will simply not have access to it.

We do not object to the principle of a minimum level of funding per pupil. However, it is worth remembering how the Conservative party arrived at that policy. When the funding formula was first devised, the Government did not believe that there should be a minimum funding level. Only after their Back Benchers—particularly those representing schools with more affluent intakes—raised concerns that they did not see enough extra funding in the formula did the Minister come to believe in the policy.

Although we welcome the belief in the minimum amount to which every single pupil should be entitled, I wish the Government would do this properly. Instead of finding a fraction of the funding that our schools need by making cuts elsewhere in an effort to buy off their own Back Benchers, why did the Minister not push to end the cuts to school budgets and increase per pupil funding in real terms for every single child, not just a minority of children?

Despite there being some elements of the funding formula that we welcome, the funding that goes to the most disadvantaged pupils is being cut in real terms year after year. Despite the rhetoric from the Government, the pupil premium has been falling in real terms every year since 2015. They have failed to increase the funding in line with inflation, which has led to the funding falling in real terms. In fact, it has fallen by £140 million.

A recent article in the press noted:

“A Department for Education source confirmed that in real terms the amount per pupil spent on the pupil premium specifically has fallen.”

Will the Minister confirm today that the per pupil spending on the pupil premium has fallen in real terms? Will he also tell us why, in reducing the funding formula, the Government have not ensured that that vital funding is protected?

[Wera Hobhouse]

The hon. Lady is very generous for allowing me to intervene again. Does she agree that the pupil premium introduced by the coalition Government was a powerful thing because it followed every single pupil around? The fact that funding per pupil is now being cut is a tragedy and is counter to what was radically introduced during the coalition Government.

[Mrs Lewell-Buck]

I thank the hon. Lady for that intervention. It will come as no surprise to her that I am a big advocate of the pupil premium and pupil premium plus.

Does the Minister really believe that the funding formula can truly support social mobility when it has not included meaningful protection of funding for the most disadvantaged students in our schools? He might say that the funding formula does not distribute pupil premium funding, but it would be disingenuous to act as though the two issues could be meaningfully separated. The issue of school funding and how it is allocated includes the pupil premium, whether the Minister considers them to be the same issue or not.

I sincerely hope that, in answering our questions and after listening to today’s debate, the Minister will show some appreciation of the fact that it is simply not possible to really improve social mobility when the Government have cut school budgets for the first time in a generation and are slashing the funding that goes to the most disadvantaged pupils year after year. Frankly, Minister, our children deserve better.

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[Nick Gibb]

Under the national funding formula no school will see a cut in funding this year or next year. They will all receive, through the national funding formula, the money that is allocated to local authorities, which will be a rise of at least 0.5% for every school in the country and up to 3% this year for the lower-funded schools. How those local authorities allocate the funding to the schools this year and next year—we are allowing local discretion as we transition towards the national funding formula—will be for them to decide, but every local authority is receiving sufficient cash to pay at least a 0.5% increase to every single school in their area.

[Wera Hobhouse]

Can the Minister explain to me how advice increases funding? Advice is not the money that the schools need. In Bath, which has definitely not had a particular drop in population, 58 schools are losing and 17 are gaining. Almost three out of four schools are losing funding. How can the Minister explain that loss in funding?

[Nick Gibb]

Perhaps I may turn to schools in the hon. Lady’s constituency. Funding for Bath and North East Somerset will rise by 8.8% once the national funding formula is fully implemented. That is an increase of £8.4 million under the national funding formula. As my hon. Friend the Member for Horsham (Jeremy Quin) said, it is one of the largest increases for any area. To take some individual examples of schools in the hon. Lady’s constituency, Bathwick St Mary Church of England Primary School will have a rise of 9.5% once the national funding formula is fully implemented, and there are large increases for other schools in the constituency. She cited Twerton Infant School, whose funding level is £5,457 once the funding formula is fully implemented. That is significantly higher than the national average for a primary school of £4,189. In the move to a national funding formula, there will be schools that do not get as big an increase as schools in, for example, Horsham, or, indeed, other schools in her constituency that were underfunded, according to the formula. She happened to pick the one that was receiving a smaller increase than others, but that is because its per pupil funding of £5,457 under the formula is significantly higher than the national average.

[Wera Hobhouse]

Figures are figures, and can be turned one way or the other. I said in my speech that the funding increase received per pupil is 0.5%, but the extra pressures, which have been acknowledged, are mounting up to 4.5%. That is a lot of pressure—more than the extra funding. I worry about schools that are getting even less, because the head teachers in Bath do not lay people off for the fun of it. They do it because they do not have the necessary resources any more. Figures and percentages will not take that away. Will the Minister explain why headteachers have to lay off staff?

[Nick Gibb]

In circumstances where headteachers feel they have to do that, it is because they need to manage their funding within their budget. Funding for schools goes up and down depending on the number of pupils. If they have fewer pupils, they will of course receive less money per pupil and the overall budget will be less. That sometimes means planning for staff not to be replaced.

--- Later in debate ---

[Nick Gibb]

I will give way once I have finished this list, which I have to say is rather long. Hayesfield Girls’ School in the constituency of the hon. Member for Bath will receive an 8% increase, equal to £335,000, once the national funding formula is fully implemented, and Oldfield Secondary School will receive a 9.4% increase of £414,000. Saint Gregory’s Catholic College will receive an 8.2% increase once the funding formula is fully implemented, equal to £293,000.

With the national funding formula, we have been able to allocate funding to schools that historically have been underfunded. We listened carefully to the f40 campaign, of which my hon. Friend the Member for Horsham was part, and we want to deal with the historical unfairness of schools that have been underfunded year after year. We are addressing that, and the examples I have given show that we have a national funding formula from which schools in the constituency of the hon. Member for Bath are benefiting. Bath is getting one of the biggest increases of any local authority in the country, and I had hoped that she would come to this debate to congratulate the Government on taking a brave stance in implementing that funding formula.

[Wera Hobhouse]

rose—

[Mrs Lewell-Buck]

rose—

[Nick Gibb]

I will give way to the hon. Member for Bath since I mentioned her, and then to the shadow Minister.

[Wera Hobhouse]

The Minister is generous in giving way. I am grateful on behalf of any school that receives extra funding, but that extra funding should not come at the expense of other schools that most need more funding. To me, a fair funding formula should be based on the biggest need. As I said earlier, every child from whatever background should receive the education they deserve, but if we are to address social mobility, we must focus on those who need the most support. In Bath, schools in the most deprived areas are losing out, which is not acceptable.

[Nick Gibb]

But those schools are funded at significantly above the national average for schools, and if we are moving towards a national funding formula, that will be the consequence. We addressed that in our 2017 manifesto when we said that no school would have a cut in funding to get to the national funding formula position, but we changed that when we came back after 2017 and secured extra funding of £1.3 billion. That enabled us to introduce this minimum funding from which many schools in the hon. Lady’s constituency have benefited and to ensure that no school will have a cut in funding, since the worst that can happen is a 0.5% increase in each of those two years.

--- Later in debate ---

[Wera Hobhouse]

It has been a pleasure to serve under your chairmanship, Mr Walker. I thank everybody who has contributed to the debate, including my hon. Friends the Member for Eastbourne (Stephen Lloyd) and for Oxford West and Abingdon (Layla Moran) and the hon. Members for Peterborough (Fiona Onasanya) and for South Shields (Mrs Lewell-Buck).

I thank the Minister for his response. He has been eloquent in telling me how much funding the schools in my constituency have received, and I am sure that on an individual basis, some schools have increased their funding. But the overall picture is that of a funding crisis. I would not have been on the march that I mentioned at the beginning of the debate if headteachers were not so very desperate about the situation they are in. I agree with my hon. Friend the Member for Eastbourne that this is the first time that people from the profession have gone directly on to the streets to shout about that. I urge the Minister to listen to the professionals—to the headteachers and the teachers across the country—who say that they are in crisis. I urge him to listen to the trust of which I am a trustee. We are very worried, because our reserves are running low and we cannot support schools, particularly in our more deprived areas in our multi-academy trust, because the funding is not there.

If we really are committed to social mobility, it is important that we look particularly at the schools in our more deprived areas and make sure that they receive extra support, rather than support being taken away from them. I will take him up on what he said about extra funding for high needs areas, and I will scrutinise that. I am not quite certain whether that is new money. I agree fully with Members who have said today that we need new money. The 0.5% extra money per pupil that has been put into the system does not make up for the pressures from extra pension contributions, inflation and pay rises. Whatever figures we are bandying around, I believe what I see on the ground. I listen to the parents and the teachers, and I look at the young people in my constituency. We should do so across the country, and make sure that young people do not lose out.

Question put and agreed to.

Resolved,

That this House has considered the effect of the national funding formula on social mobility.

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 14th May 2018 Commons Chamber

[Damian Hinds]

Funding for our schools is at the highest level that it has ever been, and we have committed ourselves to protecting per-pupil real-terms funding for the system as a whole over the next couple of years. I recognise that there have been cost pressures on schools, and I am committed to continuing to work with them to do what we can to bear down on those costs.

[Wera Hobhouse (Bath) (LD)]

Time is short, but I wish good luck to all the young people who are starting their standard assessment tests and GCSEs this week.

The Government claim that they have increased funding per pupil in my constituency. Does that increase take account of inflation and national pay increases for teachers and staff?

[Nick Gibb]

As my right hon. Friend the Secretary of State has said, we are spending record amounts on school funding: £42.4 billion this year, rising to £43.5 billion next year. We recognise that there have been cost pressures on schools, and we are giving them a range of help and advice on how to deal with those pressures. For instance, there are national schemes for buying energy, computers and other equipment to help schools to manage their budgets at a time when they are having to do so.

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 19th March 2018 Commons Chamber

[Anne Milton]

One reason why we are undertaking a post-18 review of education and funding is to make sure that all people, no matter where they come from or what part of the country they live in, have access to high-quality education, be that in HE or FE.

[Wera Hobhouse (Bath) (LD)]

T1. If he will make a statement on his departmental responsibilities.

[The Secretary of State for Education (Damian Hinds)]

Andria Zafirakou has already been mentioned a couple of times today, and I know the whole House will want to congratulate her on having been awarded the global teacher prize this weekend, beating 30,000 entries from 173 countries.

This Government are committed to supporting all teachers to make sure that children get a world-class education. This month, I announced that we will develop a plan on workload, professional development, flexible working and entry routes into teaching. On Friday we launched the children in need review, to develop the evidence on what makes a difference to children’s educational outcomes so that more children can get a better start in life. I am also today announcing an investment of up to £26 million to boost breakfast clubs in more than 1,700 schools in some of the most disadvantaged areas, complementing our expansion of eligibility for free school meals.

[Wera Hobhouse]

In the light of the recent racist incident in one of our schools in Bath, does the Minister believe the safeguarding policies, procedures and processes in our schools are strong enough, and that the Ofsted inspection regime is adequate in respect of safeguarding?

[Damian Hinds]

I was truly shocked to read of the incident to which the hon. Lady refers. Such incidents, and racism in general, must of course have no place in our schools or our country. Schools have to have a policy setting out measures to encourage good behaviour, including the prevention of bullying, and where there are serious concerns, Ofsted has powers to inspect any school without notice.

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 29th January 2018 Commons Chamber

[Nick Gibb]

These are the issues on which we are engaging with subject experts at the moment. We have issued a wide call for evidence from parents, pupils, teachers and young people, and we will assess that call for evidence before we issue further guidance on the matter. There will be a full debate on the regulations in this House when we draft those regulations.

[Wera Hobhouse (Bath) (LD)]

The Higher Education and Research Act 2017 gave universities a duty to provide additional support to students with special educational needs and disabilities. However, the Government provided no general guidance or any means for students to ensure that their rights are met, apart from taking the universities to court. Does the Minister agree that that is justifiable?

[Mr Speaker]

The hon. Lady is thinking of a matter of great importance, but its relationship to the question under consideration is not clear. We are grateful to her, and she may be able to unburden herself further at a later stage if she is lucky.

--- Later in debate ---

[Nadhim Zahawi]

The Department has allocated £250 million of capital funding over and above the basic need funding to help to build new places at mainstream and special schools and to improve existing places to benefit current and future pupils.

[Wera Hobhouse (Bath) (LD)]

Schools in the most deprived areas of Bath are losing between £25,000 and £75,000 under the new funding deal. What should be cut in those schools: teaching posts or mental health services?

[Nick Gibb]

No school will see a cut in funding in 2018-19 or 2019-20. Every single school in the country will see an increase in funding of at least half a per cent., and schools that have been historically underfunded in previous Labour Governments will see very significant rises in their school funding.

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 11th December 2017 Commons Chamber

[Nick Gibb]

Maybe the hon. Gentleman missed the announcement of £500 million of extra funding for technical education post-16.

[Wera Hobhouse (Bath) (LD)]

7. If she will make an assessment of the adequacy of local authorities’ oversight of the education and wellbeing of children who are home-schooled.

[The Minister for Children and Families (Mr Robert Goodwill)]

Local authorities have the power to ensure that children being educated at home by their parents are well educated and safe, but I am not confident the power is being used properly everywhere. That is why the forthcoming consultation on revised guidance for authorities and parents is so important. Every child needs a good education, including those who are home-schooled.

[Wera Hobhouse]

Mr Speaker, I am ever so slightly disappointed that you did not notice my excellent sweater.

[Mr Speaker]

I have now.

[Wera Hobhouse]

Has the Department made any assessment of the skills that parents need to home-educate a child successfully?

[Mr Goodwill]

Certainly there are some very good examples of home education being delivered, in some cases by qualified teachers, but it is important that home education is not, for example, used as an alternative to exclusion or, indeed, because of the lack of provision of correct special educational needs. We are very much on the case.

Mental Health Education in Schools

Wera Hobhouse Excerpts

Monday 6th November 2017 Westminster Hall

[Wera Hobhouse (Bath) (LD)]

I was a secondary school teacher and I delivered some PSHE classes. I remember that they were often not very satisfactory, because there were no exams, so young people did not take it particularly seriously. Also, they were often lumped into the last lesson of a particular school day. Would it not be a lot better if each school had a dedicated mental health lead? That would obviously be a teacher-led position, and each school could then deliver a strategy for dealing with mental health.

[Lucy Allan]

That is an excellent idea, although I would still like to see some form of training built into the basic PGCE training that all teachers receive. However, a dedicated individual with a strategy for the school, which the governors would be aware of and everybody would buy into through a whole-school approach, would be extremely helpful.

As I am sure anybody who has ever heard me talk about anything knows, I am instinctively wary of the state telling those at the coalface how to best deliver for the young people in their care. Education should never be about delivering as many qualifications as possible but always about preparing young people for life and the challenges that they will face. Building resilience is a key part of that.

--- Later in debate ---

[James Morris (Halesowen and Rowley Regis) (Con)]

It is a great pleasure to serve under your chairmanship, Mr Brady. I congratulate the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) on putting the case so cogently for the importance of education about mental health in schools.

In preparation for the debate, I reflected on the distance we have come and the sense that we still have a long way to go on what I would call mental health literacy. I remember being at school in the late 1970s and early 1980s and having, as a 13 or 14-year-old, a sense of anxiety and some sense of uncertainty about the future. I could not label the condition I was suffering from at that time, but subsequently I learned that it was called depression. I think I had a depressive episode of quite a severe nature when I was about 13 or 14 at school. At that time, it was not a condition that was being labelled, so I did not have a way of talking about it that made sense. In the school environment of the 1970s and 1980s, teaching staff did not have the capability and my peers did not have the awareness of what mental health really meant.

The truth is, as other Members have said, that we have come a huge distance over the last 30 years. It would be churlish to characterise what we face today as a unique set of contemporary circumstances. The debate about mental health and our understanding of young people’s mental health has come a huge distance, as has the way in which it is represented in our media and the way we have talked about it in Parliament over the last few years. As you may know, Mr Brady, I was chair of the all-party parliamentary group on mental health in the last Parliament, when we had a series of very important debates about mental health that galvanised and were a lightning rod for further discussion in the public realm about young people’s mental health.

The representation of mental health in drama and soap operas has undergone quite a revolution. There was a time when young people’s mental health was often talked about only in terms of negative, stigmatised associations with suicide and so on. The public’s and schools’ awareness of mental health has undergone some degree of transformation.

[Wera Hobhouse]

The broad consensus in the Chamber on this subject is really welcome. Like the hon. Gentleman, I very much welcome the fact that the stigma about mental health is starting to go away and people can talk more openly about their issue, but helping young people requires resources. Norman Lamb, who was the initiator of an initiative called Future in Mind, secured funding, during the coalition Government, of £1.25 billion, to be spent over the next five years. That should amount to £250 million each year, but only £143 million was released in the first year of the programme, 2015-16. Should not we all in this Chamber urge the Minister to continue that commitment and the budget that was secured under the coalition Government?

[Mr Graham Brady (in the Chair)]

Let me just remind the hon. Lady that her colleague should be referred to in the Chamber as the right hon. Member for North Norfolk, rather than by name.

[Wera Hobhouse]

I apologise, Mr Brady.

[James Morris]

I thank the hon. Lady for her intervention. The simple answer to her question is yes.

[Phil Wilson in the Chair]

The Government are, as I understand it, fully committed to that additional investment over the five years of this Parliament. The truth is that a lot of progress has been made under the current Government in terms of further investment in child and adolescent mental health services. Obviously, there is more to do, and Future in Mind, to which the hon. Lady refers, was a very good initiative, led by the right hon. Member for North Norfolk (Norman Lamb) when he was the Minister with responsibility for mental health. I am not arguing that somehow that money will magically transform the CAMHS system, but the truth is that some progress has been made in understanding the extent and prevalence of children and young people’s mental health problems. The Department of Health is beginning to gather, for the first time, meaningful data about what is happening in the system. That was never in place before; child and adolescent mental health was a data-free zone until very recently.

Also, in terms of the extra money, we have only started to understand and have the data on where the money is actually being spent. The NHS dashboard that has been created for mental health is, for the first time, acting as a tool to put pressure on local commissioners to spend the money that they have been allocated. Clearly, there has been a discussion about this. The money is not ring-fenced currently, but with the dashboard created by the Department of Health, we can see what local clinical commissioning groups are spending on child and adolescent mental health. That should be used as a tool to continue to put pressure on commissioners to make the right sorts of choices.

I mentioned what the vision and set of principles should be for this area. In the school environment, we should be trying to move towards what I call mental health literacy, which means giving young people the facility to talk about the mind and their mental health in a way that is intelligible for them and their peers. That is what we should seek to achieve in this context. We have had a very rich debate talking about this issue. I do not think that it is just a question of what is in the curriculum. Young people and children as they are growing up will listen to teachers in a particular way. They might not really want to listen to the message that the teacher is giving, because the teacher may represent a position of authority that they feel uncomfortable with. I am not saying that it is not important that teachers are trained and aware and that there is provision in the school environment, but that is not the whole picture.

We need to consider two further aspects. Peer pressure or peer conversation is almost as important as what is in the curriculum. I am talking about a structure in the school environment that allows young people to talk with one another about mental health, equipping them with the knowledge, skills and literacy to be able to have that conversation. I remember that back when I was at school, I felt very isolated—a sense of isolation—that somehow what I was thinking about was not legitimate; it was something dark and horrible and I was the only person who could possibly be having that issue at the age of 13 or 14. It is extremely liberating for young people when they realise that a vast range of their peers have the same sorts of questions about the future. It is relatively normal for adolescents to have periods when they are very uncertain about the future and how they fit in with their peers. They may have particular issues, but that ability for the school community, for children and young people together, to be able to talk about that is vital. It is a kind of therapeutic valve in the school environment, which I think is critical. In fact, much of the evidence base that I have seen shows that peer-to-peer communication on mental health in schools is extremely effective as a mechanism for helping young people, so that is the vision of what we should seek to achieve.

Also crucial, as other hon. Members have mentioned, is the involvement of families in the conversation. Families should not be excluded from the conversation, but brought into it as part of the process that we are describing, because obviously the family is the crucible in which a young person is brought up. For many young people, that is, as my right hon. Friend the Member for Mid Sussex (Sir Nicholas Soames) said, a golden experience, but for many other young people it is characterised by dysfunction and relationships breaking down; it is often characterised by confusion.

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[Chris Ruane]

Absolutely. Ghandi said, “Be the change you want to see.” We are change-makers in this room, and we need to make our personal, political and parliamentary decisions from a position of personal equanimity and balance. If we do that, we will be doing tribute to ourselves and our society. Some 150 MPs and Lords have had the training, and we instituted a parliamentary inquiry on mindfulness in health, education, criminal justice and the workplace. We have put forward recommendations.

[Wera Hobhouse]

I appreciate the benefits of a healthy mind, a strong child and preparing children and young people for the challenges in life, but does the hon. Gentleman see that even though someone might have been brought up in a happy, healthy family, mental health issues can hit them at any point? There is not prevention for mental health in the same way as for other things, because we never know what will happen or come round the corner. We need to monitor mental health throughout the years, again and again and again.

[Chris Ruane]

I absolutely agree with the hon. Lady. That is what is happening in mindfulness research. Bangor University is looking at mindfulness for the baby in the womb. The biggest cause of low birth weight babies is maternal stress—either directly or through legal and illegal drugs, tobacco or alcohol—and it is working on a curriculum for babies in the womb. Bangor University is looking at a mindfulness curriculum for three to seven-year-olds; it already has one for seven to 11-year-olds. The .b course has been devised for 11 to 18-year-olds by top mindfulness experts who actually teach in the Palace of Westminster. There is another £7 million study into the effects of mindfulness on 11 to 18-year-olds at Oxford University called the MYRIAD project. Hopefully, the interim report will be published around 2020. If that scientific evidence is proven, as decision makers and policy makers we should look carefully at it. If we can get on top and provide that resilience to children and young people from the age of three, we should be implementing that.

I want to draw hon. Members’ attention to what we are doing in mindfulness to help us in our initiative to ensure that the proven science of mindfulness is taken up in the national health service, the education service and the criminal justice service. Some 85% of prisoners have one or more mental health issues, and some people are incarcerated from a very young age. Again, we owe it to them to look after them and to give them the best provision available.

I mentioned this in an earlier intervention, but the bell curve of wellbeing includes people who are well below that curve, the majority who are somewhere above that position of mental ill health, and a few who are flourishing. If we can shift the whole of that wellbeing curve along, the biggest beneficiaries will be those with the poorest mental health, but it will also help everybody on the curve. Mindfulness can be used not just to give people back their equanimity, but for human flourishing. This question has been posed for thousands of years, but something seems to have gone wrong in society over the past 30 years. We have had a tsunami of mental ill health washing over the whole of the world, and especially the western world. We give more credence to the pursuit of money and wealth than to individual, family, societal and community wellbeing. It is time that we took stock and asked ourselves what is important in life. The most important thing for me is to think from a position of balance. There are curricula and courses that can be taught to young people, and we are failing if we do not put those provisions in place.

Again, as I said in an earlier intervention, there is a way that we can help those students who go to university at 18 to become teachers in three or four years’ time, or who go at 18 to be medics or doctors and come out at 25 to be GPs. Many of those young people are in stress themselves—“Physician, heal thyself”. If those young students can be given the skills to get their own personal balance, when they go through their career as a GP, nurse, midwife, teacher or lecturer, they will remember the benefits that they have had—the equanimity and the ability to concentrate, to focus, to improve their grades and to improve their way of living—and they will be able to touch thousands of minds over the course of their medical or educational career. It is a huge problem that is out there, and some of the answers could be quite simple.