Department for Education

The House would expect the Public Accounts Committee, which I have the privilege of chairing, to be absolutely on board with the idea that schools should be as efficient as they can be, certainly with regard to procurement—where schools buy their paper or their electricity from. It is quite right that schools should be encouraged and supported to find the money that can be put into frontline teaching. We were concerned, however, that the Department did not really have a grip on what the impact of those efficiency savings would be, particularly on staff. It did not know what the impact would be in the classrooms and on the teaching in schools that had already found those efficiency savings, or on the outcomes for children.

I am delighted to see that the Secretary of State is in his place. I know that he feels passionately about the need to make sure that children are getting everything that they can from our schools. It is therefore important and incumbent on him and his Department to make sure that, when they are setting the budget or implementing efficiency savings or cuts, they understand what the impact is on school attainment. While we are discussing the budget, we must understand that, in the end, the education budget is for that range of services provided through his Department to support young people in our country.

We concluded that the Government had not done a proper assessment. It was also concerning to hear from headteachers on the frontline about the challenge of squeezing out that money in certain schools, particularly in small schools where a small percentage saving is a big chunk and could mean losing a whole member of staff even if it is not equivalent to a whole member of staff’s salary.

During the general election of 2017, I was absolutely amazed and heartened by parents in my constituency and up and down the country—not political activists and not driven by political parties—talking about the impact in their child’s classrooms of the squeeze on school funding.

Then there is the free schools agenda, where the Secretary of State is wedded to his manifesto commitment of 500 new free schools by 2020 from the 2017 base. I think that there will be just over 850 if that target is reached. We are concerned that those buildings are often not the best. Asbestos surveys are not often done. Local government treasurers tell me that they know of buildings in their own areas that have been sold at well over the odds. It is as though people see a blank cheque when the Government come along with their cheque book for a free school site: the price goes up. That is not good value for money, and it really does need looking at. I do not think that even those most wedded to the free schools principle would want to see money wasted. In my own constituency, where many secondary schools were rebuilt under the academies programme and we have fantastic buildings, it breaks my heart to see new schools opening in inadequate buildings without sports facilities, without proper access, and often with very little in the way of playground facilities. I do not have to time to go into all that, but I recommend to the Department the reports we have done on this, because it is a very big concern.

The biggest concern for me on capital funding is about asbestos. I have a very strong constituency link here. I have a constituent, Lucie Stephens, whose mother was a primary schoolteacher for 30 years and died from mesothelioma—the cancer that comes from exposure to asbestos. She should have been enjoying her retirement now, but instead she is not because she caught this disease from working in a school that had asbestos in it. We looked at this on the Public Accounts Committee. The Department for Education has reported that over 80% of the schools that have now responded to its survey have asbestos. It has estimated that it would cost at least £100 billion to replace the entire school estate—the only way, really, to eradicate asbestos from our school buildings—but in January this year, we found that nearly a quarter of schools had still not provided the information that the Department needs to understand the extent of asbestos in school buildings and how the risks will be managed. Three times now, the Department has had to go back with a different deadline to get those schools responding. The last deadline was 15 February—just over a week ago. Does the Minister have an update on that? We have suggested that it is perhaps time to name and shame those schools. I do not say that lightly, but it is a very serious issue for those concerned.

My big concern is that there is no real incentive for schools to acknowledge their asbestos and get the expensive surveys done without some understanding of where the money will then come from to resolve it. It is not something that will be urgent in every school, and some schools will last a bit longer without it. Clearly, there needs to be a long-term plan and everyone needs to know what it is. There must be a clear plan from central Government with a pot of funding that schools can bid for. As we have heard, reserves and capital funding are very squeezed—squeezed to nothing in many cases, and certainly not enough to pay for asbestos removal or for a new school building. I urge the Secretary of State to be the one who finally upgrades our school buildings so that they are all as good as those in my constituency and the one who does not allow bad free schools to open.

As I said, there are many other issues that many colleagues in all parts of the House will be raising—everything from early years through to higher education—and I look forward to hearing the Minister’s response. There is a real issue about how we debate school funding, particularly in how we talk about the numbers. We need to make sure that we are actually talking about the same numbers, and then we can move on to a discussion about policy. Unless we get the maths right, we are talking at cross-purposes.