That, for the year ending with 31 March 2020, for expenditure by the Department for Education:
(1) further resources, not exceeding £35,024,055,000 be authorised for use for current purposes as set out in HC 2154 of Session 2017–19,
(2) further resources, not exceeding £15,813,820,000 be authorised for use for capital purposes as so set out, and
(3) a further sum, not exceeding £48,195,607,000 be granted to Her Majesty to be issued by the Treasury out of the Consolidated Fund and applied for expenditure on the use of resources authorised by Parliament.—(Iain Stewart.)
I am delighted that the amendments have not been selected, because that would mean money not being able to be spent on our schools and our colleges. That is not the way to conduct the debate over Brexit.
It is a great pleasure to open this debate on the spending of the Department for Education in my capacity as the Chair of the Education Committee. I am pleased to be here with my Committee colleagues, my hon. Friend the Member for Mansfield (Ben Bradley) and the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy). The DFE is one of the largest domestic spending Departments, with a wide-ranging portfolio spanning early years, children’s social care, schools, colleges, and much more besides. How the Department spends its money has a huge impact on millions of people across the nation, with consequences that will be felt for generations to come. That is why it is so important that we get education spending right.
I want to focus on the Department’s expenditure on schools and colleges. According to the House of Commons Library, most of the DFE’s spending goes on grants to schools, which in 2019-20 makes up three quarters of day-to-day spending, at about £52 billion. The Library says that this is a cash increase of 4% compared with 2018-19, which I strongly welcome. However, the Department’s planned further education budget this year is about £4.8 billion—a cash decrease of 3% compared with 2018-19. I am sure that all Members of this House have been delighted to see the issue of school and college funding feature so prominently throughout the Conservative leadership contest. I am pleased that my right hon. Friend the Member for Uxbridge and South Ruislip (Boris Johnson) says that he is going to increase education spending by £4.6 billion.
My Committee will soon be publishing a report on this area with a view to helping the DFE to make the strongest possible case to the Treasury for the upcoming spending review.
Does the right hon. Gentleman share my concern—I am sure he will as the Chair of the Select Committee—that school and college funding would not be so prominent on the candidates’ agendas if we were not seeing such a crisis in our schools and colleges?
I am going to talk about the funding issues for schools and colleges in a bit, but I think we should welcome the fact that all the candidates—the last two and the ones who have been knocked out—have talked strongly about increasing education spending. I greatly welcome the fact that my right hon. Friend the Member for Uxbridge and South Ruislip said yesterday on the Sky show with Sophy Ridge that he would be spending over £4.6 billion. It is very good news that education has featured as a priority for the potential new Prime Ministers.
As I said, my Committee will be publishing a report on school and college funding with a view to helping the DFE to make the strongest possible case for the upcoming spending review. The Government have not been idle, to be fair. The national funding formula has been a highly welcome first step towards overcoming the postcode lottery of school and college funding.
The Department has announced almost £900 million to fund teachers’ pension contributions, and the introduction of T-levels promises to make a substantial difference to the provision of technical education across the country. I am glad that total funding for high needs will reach £6.3 billion this year—a £1.3 billion increase from 2013. I pay tribute to the work of the Minister for School Standards, and particularly the work he has done to improve literacy in our schools, which will be remembered for years to come and will have a huge influence on the life chances of thousands of children across our country.
However, as our inquiry has shown only too clearly, the education funding landscape for schools and colleges is still bleak. Expanding student populations, education reforms and increasingly complex special needs requirements have put a significant strain on the education sector. Costs have increased across a wide range of areas, and funding has not kept pace. According to the Institute for Fiscal Studies, total school spending per pupil has fallen by 8% in real terms between 2009-10 and 2017-18.
I visited three rural primary schools in my constituency on Friday, and a common feature was the £6,000 initial cost of an education, health and care plan. Does the right hon. Gentleman agree that one thing the Government could do immediately is abolish that? It is so counterproductive. It puts schools in an enormously difficult position, with parents against them, and if children do not get an EHCP, schools are blamed every which way. Does he agree that that could happen straight away?
As my Education Committee colleagues who are here today will know, we are doing an inquiry into funding for children with special educational needs and the implementation of the Children and Families Act 2014. The Act is very good, but there are significant problems with implementation, funding and many other areas. We will hopefully publish a report by September, and I think the hon. Gentleman will be particularly interested in what we say.
I would like to draw particular attention to the plight of further education funding, which is close to my heart. For too long, this area of education has been considered the Cinderella sector. Participation in full-time further education has more than doubled since the 1980s, yet across 16-to-19 education, funding per student has fallen by a full 16% in real terms between 2010-11 and 2018-19. That is twice as much as the 8% school funding fall over a similar period and, as I mentioned, it is decreasing again this year. This dip in 16-to-19 education makes no sense, given the importance of further education and sixth-form colleges in providing a gateway to success in later life. Those who call it the Cinderella sector should remember that Cinderella became a princess, and we should banish the two ugly sisters of snobbery and underfunding.
I congratulate my right hon. Friend, on behalf of all of us, on the excellent work he does as Chairman of the Select Committee. Talking of princesses, will he pause for a moment and join me in thanking the Minister for Apprenticeships and Skills, my right hon. Friend the Member for Guildford (Anne Milton), for her incredible support for the reopening of the sixth-form college in Haywards Heath? The college was closed under an earlier Administration, having run up an enormous amount of debt, and this is an incredibly important step for Mid Sussex—one of the fastest growing bits of the United Kingdom. Without the support and energy of the Department for Education, the Minister and her excellent officials, that simply would not have happened. In the middle of what is a very difficult period indeed for finance in the Department, the Minister deserves particular praise and consideration for what she has so brilliantly done.
I am delighted that my right hon. Friend’s college has reopened—that is excellent news—and I pay tribute to the Minister. She has passion and enthusiasm for further education, skills and apprenticeships. She said in a recent interview in Schools Week that hers is the best job in Government. I absolutely agree, and that shows her commitment to further education.
The debate around school and college funding has become deeply polarised. On the one hand, there are those on the Government Benches who say that more money than ever is going into the system. On the other hand, we hear that the funding system is nearing breaking point because pupil numbers are rising, and education institutions are having to provide an increasing variety of services. I hope we can move beyond that divide by focusing more closely on providing what schools and colleges actually need, rather than how we choose to interpret statistics.
That brings me on to the most important point in this debate on the DFE’s estimates: what is the Department trying to achieve with its spending? The Department is certainly not short of ideas for policy initiatives and announcements. However, my Committee has become increasingly concerned about the lack of clear long-term thinking and strategic prioritisation. It is partly driven by the politicised nature of the funding system and the short-term thinking that is encouraged by the three to four-year spending review process.
There are serious issues that we need to address. We should start focusing a lot more on tackling the gap between education and employment. The troubling state of social justice in this country will only get worse with future changes to the labour market and the march of the robots unless we take a more strategic and decisive approach to funding vocational and skills-based education routes. High-needs funding, which was mentioned by the hon. Member for Stroud (Dr Drew), is threatening to spiral out of control unless we can get to grips with the underlying drivers more effectively.
It is a great pleasure to follow the Chair of the Education Committee. He speaks with tremendous authority on these matters, and his expertise is well recognised around the House and beyond. I cannot match that expertise in this policy area, but I want to raise a number of issues that I see in schools and colleges in my constituency and, indeed, in wider support for children. In particular, in the context of this estimates day debate, when we look at the spending and policies of one Department, I want to make the point that many of the issues that I would like to talk about cannot be dealt with in a siloed, single departmental context. We need to look at how to bring different Departments and agendas together to ensure that everyone can use their learning opportunities to make the most of their potential.
I would like to start, as I think we all probably would, by saying a little bit about school funding. I was able to participate in a very valuable debate in Westminster Hall on 4 June on this subject. Since that debate, I have been contacted by the Trafford headteachers standing conference, which wanted to express its deep concern at the pressures schools are under in relation to not just the funding for schools themselves, but, as was referred to in the Westminster Hall debate, the fact that schools operate in a wider and very pressured social context.
My headteachers are committed to continuing with early help for vulnerable pupils, but they point to the pressures on a range of support and social welfare services that support families and the children whom they educate. There is a particular worry about children who are not officially defined as in need or who do not meet the threshold for child protection, but who are still in need of significant support and who will fall under the radar in relation to getting it. Their view is that we need to look holistically at the needs of these children and to look holistically at the different departmental and Government strands, both local and national, that support them. That includes adequate funding for local government services in the round and for mental health provision, about which I will say a little more in a moment, as well as support for families, and indeed for family incomes, because currently schools are picking up the pieces of the wider austerity agenda.
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.
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.
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I am not confident that those big issues can be addressed within the current funding framework. The Department must recognise that education is a strategic national priority and should not be used as a political football that gets kicked around every few years during election periods or the spending review. Our school and college funding system is under severe financial strain. Simply securing a moderate top-up in the spending review will be little more than a sticking plaster.
That is why we need a 10-year plan for education, backed up with a multi-billion-pound funding settlement. The Health Secretary made a statement in the House today, setting out the NHS 10-year plan. If the Health Secretary can come to the House with a 10-year plan and an extra £20 billion-a-year funding settlement, which Members on both sides of the House welcome, why can the Secretary of State for Education not come to the House with a 10-year plan and a minimum five-year funding settlement for the education system, with the funds that it needs? Why does the Department for Education—our schools, colleges, universities, apprenticeships and skills system—not also have a 10-year plan?
The plan would need to take a long, hard look at what schools and colleges are needing to deliver and what it costs. Taking the politics out of funding with a 10-year plan would mean that we can have a properly financed education system that is characterised by strategic investments rather than reactive adjustments. Only then will we ensure that children and young people receive the high-quality education and support that they deserve, and our education system will be confident that it has the plan and the funds that enable it to plan properly for many years ahead. We must build a sturdy education ladder of opportunity fit for the 21st century, so that everyone, no matter what their background, can climb it to achieve jobs, security and prosperity.
As I say, mental health is a particular concern, with parents and children in my constituency experiencing very long waits for referrals and appointments. It was really good to hear the Secretary State for Health earlier this afternoon committing to a four-week waiting time for children and young people, and to a programme of work with schools and health professionals together. That is really important, but in my constituency I see mental health pressures at every stage of a student’s life, particularly at the points of transition during the teen years and at exam time.
May I say that, in common with other colleagues, I have concerns about the mental health of university students, given we have seen some very alarming reports of student suicide? I very much welcome the work by Universities UK and Public Health England on the #stepchange programme and the university mental health charter, but it would be really helpful if the Minister could update us on how that work is panning out in practice.
May I raise a very particular issue? I know it is not the direct responsibility of this Minister, but perhaps he can speak to his colleagues. In the case of a student suicide at university, no redress is available to the family if they have concerns about the welfare support that the student received. If a student is dissatisfied, he or she can go to the Office of the Independent Adjudicator, but their family members or parents do not have that access; nor will the Office for Students look at individual cases. May I ask the Minister to use his good offices to talk to colleagues about how we can ensure there is support for family members who have concerns about the care of their children? In particular, when there has tragically been a suicide, how can the family, after the death, continue to have access to redress?
Parents in my constituency report that both exams and school admissions decisions have very adverse effects on children’s wellbeing, and cause them considerable stress and anxiety. Last week, during business questions, I raised my concerns about exam paper security, in that exams are not always kept confidential until the point at which students are taking them. For example, I have been made aware of the same examination being made available on two different days in two different locations, and that cannot be fair to the students who take it on the first day if the children taking it on a subsequent day are able to have any advance notice of what is in the papers. Again, could the Minister, with his colleagues, look at what more we can do to ensure, when public examinations are taken, that all students take them on a level playing field?
The pressure on school places, and therefore the difficulties that parents in my constituency can find in accessing the school they choose for their child, is another concern that causes considerable stress both to the children and to their parents. In my borough, this is exacerbated by our selective secondary system. Clearly, what we need is a strategy, and this is where the Chair of the Select Committee is absolutely right. It needs to be a long-term strategy to ensure we match the supply of places to where those places are going to be needed.
May I say—I know the Minister has heard me say this before, but I will say it again—that I do think the funding that has been set aside for grammar school expansion is particularly perverse in that context? I am seeing non-selective secondary schools in my constituency under huge funding pressure. They educate the vast bulk of children overall, the vast bulk of children on pupil premium and the vast bulk of children with special educational needs and disabilities, yet they see the funding going to a very small number of grammar schools to expand by a very small number of places for a very small proportion of children.
I agree with the Chair of the Select Committee about the importance of post-16 and further education. I am particularly concerned that, even in these days of near full employment, we still have 50,000 NEET young people —those not in education, employment or training—in England. According to the Learning and Work Institute’s Youth Commission, of which I have been very lucky to be a member, progress in the number of 19-year-olds gaining level 2 and level 3 qualifications has stalled and fewer young people are doing apprenticeships. In particular, the youngest and least well qualified are losing out because employers are preferring to fund higher level apprenticeships, and only 15,000 of those on benefits move into work via an apprenticeship.
With 3 million benefit claimants, it seems to me there is a huge missed opportunity there for the Department to be working with the Department for Work and Pensions and with the devolved Administrations. I do not mean just the nations, but the devolved administrations such as my own in Greater Manchester, where there would be a real opportunity now for the Department to look at how it could link post-16 study, employment prospects, skills and the region’s industrial and regeneration strategies.
Finally, and on a slightly different tack, I would like to raise a very particular issue in relation to EU national looked-after children who may now be eligible for the Home Office settled status scheme or, indeed, for British citizenship. It is for the local authority, as the corporate parent of those children, to apply for settled status for them, but the social workers who support those families may lack the expertise and knowledge to do so. Indeed, I think it is highly likely that social workers will not have that knowledge. Moreover, for looked-after children where the local authority has not assumed parental responsibility, the only arrangements in position are in the form of guidance simply to signpost children to make their own application, which is even weaker protection for those I think we can all accept are quite vulnerable children. May I ask the Minister to say now, or perhaps to speak to colleagues and respond to me in more detail in due course, what work his Department is doing with the Home Office to ensure that we protect the best interests of those children in relation to their status?
I wanted briefly to highlight policy challenges where the DFE remit needs to be aligned with the policies and spending of a number of other Government Departments, nationally but also regionally and locally. Lifelong learning, which I think we can all agree is a very worthwhile aspiration, requires lifelong and holistic support for learners to make the most of their potential. Our obligation to our children’s future encompasses their learning, of course, but also their health, material security, happiness and wellbeing across the widest range of social policy. As I say, today’s debate obviously focuses on the role and expenditure of one Department, but I hope the House will agree that this is a challenge for the whole of Government.
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.