1. What recent assessment he has made of the potential impact of reductions in funding for arts courses in higher education on the provision of those courses.
We value excellent provision in all subjects, including the arts. We recently rationalised the strategic priorities grant to better meet the funding needs of high-cost, strategically important subjects, including in science, technology, engineering and maths.
I know that the Secretary of State studied engineering, and as a chartered engineer myself, I believe it is essential to invest in STEM skills. However, doing so at the expense of arts subjects shows that the Government really are not serious about our future economy. How will he ensure that our £111 billion creative industries have the skills and people they need when he is cutting in half the subsidy for arts subjects? Is he aware that only a fifth of our artists, performers and so on are from working-class backgrounds as it is?
I am grateful to the hon. Lady for mentioning my engineering background. As part of the same reform programme, we have asked the Office for Students to invest an additional £10 million in our world-leading specialist providers, many of which specialise in arts provision. On providers losing funding in the reallocation as we send a clear message on STEM, I remind her that that income loss amounts to about 0.05% of those providers’ estimated total income.
Does my right hon. Friend accept that arts subjects do not necessarily lead to arts careers? Does he know, for example, an honourable gentleman who, after doing a philosophy, politics and economics degree at Oxford, became a shopkeeper and now happens to be the Mayor of the West Midlands?
Indeed I do, and he is a great Mayor who is transforming the city of Birmingham and the rest of the west midlands. My hon. Friend is right to remind the House that subjects such as PPE are incredibly important and that many leaders in industry do not necessarily have STEM degrees.
I welcome the Secretary of State to his place. As a neighbour, and possibly a friend, it is good to see him here.
This nation has long produced some of the best creatives in the world—in fact, the arts are a powerhouse for the country’s economy—yet the Government have a myopic view on the value of everything. Their present focus is that ballerinas should be coders, but for decades people from low-income households in particular have not just benefited from their discovery and study of the arts but gone on to enrich this country of ours and, at the same time, generated soft power. I think of people such as Danny Boyle, Tracey Emin, Annie Lennox, David Bowie and Alison Lapper—the list is endless. People’s lives are infused with the arts as they listen to music on their iPods, read fiction, attend museums and watch TV dramas, dance and so on. Given that the UK creative industries are truly global-leading and make such a significant contribution to our economy, why are the Government so determined to limit people’s social mobility and our wider economic success?
I am grateful to my hon. Friend—I think he is—for his question, although I completely disagree with him. Nevertheless, it is important to remember that the arts play an incredible role in enriching minds, especially young minds, and in inward investment to the United Kingdom and exports from the UK. We continue to value high-quality provision in a range of subjects critical to our workforce, including the arts. That is why I mentioned the work of the Office for Students in reinvesting an additional £10 million in our world-leading specialist providers, many of which specialise in arts provision.
Teachers and school leaders have made a huge contribution to the nation’s efforts, and we are grateful for their hard work. Schools continue to receive core funding throughout the pandemic, regardless of any periods of reduced attendance. The 2021 spending review has confirmed significant funding increases, with a cash increase for schools averaging £1,500 per pupil by 2024-25.
I welcome the Secretary of State’s answer. I have met heads at Bosworth Academy in Desford and Hastings High School in Burbage, who welcome the funding they have had throughout covid but are concerned about what could happen to staffing budgets in particular because of absenteeism through covid. Does the Secretary of State have a plan to deal with that, and will he meet me to hear their concerns so that we can work out a solution?
Of course I will meet my hon. Friend. We recognise that some schools are concerned about pressures and have made available a range of school resources and management tools to help them get best value from their resources. I just remind the House that the increase of £1,500 per pupil by 2024-25 is compared with 2019-20.
Jack Dromey (Birmingham, Erdington) (Lab)
England’s near 400 maintained nursery schools were not eligible for exceptional costs funding, and they therefore had to bear the burden of covid themselves. The Government’s announcement last week of the continuation of supplementary funding for three years is a welcome step in the right direction, but will the Secretary of State confirm that it will cover inflationary pressures and the national living wage increase? Will he meet the hon. Member for Bury North (James Daly), me and the other officers of the all-party parliamentary group on nursery schools, nursery and reception classes to ensure that those outstanding centres of excellence in some of the most deprived communities in the country get the funding that they deserve?
The hon. Member will recall that when I was Minister for Children and Families, I met the all-party parliamentary group, an incredibly important group, which I know that the Under-Secretary of State for Education, my hon. Friend the Member for Colchester (Will Quince), the current Children and Families Minister, will continue to engage with. We have confirmed that continuation of supplementary funding for maintained nurseries through the spending review period, which provides the sector with long-term clarity. I am happy to meet the hon. Member and the APPG to go through the details.
I strongly welcome my right hon. Friend to his place and thank him for the big Budget increases in education, particularly the 42% increase in cash terms for skills.
Will my right hon. Friend continue to make the case for a longer school day? We know from the Education Policy Institute that it increases educational attainment by two to three months, especially among disadvantaged pupils. According to the Department for Digital, Culture, Media and Sport, a longer school day increases numeracy by 29%. Will my right hon. Friend at least consider some pilot schemes in disadvantaged areas around the country whereby we can have a longer school day?
I am grateful to the Chair of the Education Committee for his question. The priority has to be those children and students who have the least time available to recover. That is why the £800 million for 16 to 19-year-olds for an additional 40 hours of education is so important, plus the £1 billion going into secondary and primary, making a total of £5 billion of recovery money. There are excellent examples in some multi-academy trusts of a longer school day, which I will look at. The average school day is now six and a half hours, and I would like to see everybody moving towards that.
The NHS covid recovery fund is an important measure to help address the backlog of operations and patient care. Will the Secretary of State set out, following any conversations between the Department, the Treasury and the Department of Health of Social Care, how much of that budget has been earmarked for additional capacity for children with disability and care needs, children and adolescent mental health services, and special educational needs and disability provision, which is quickly becoming a crisis in our schools?