School and College Funding: The Midlands

All of that has a predictable result. Staff recruitment and retention is in crisis and set to get worse: a quarter of all teachers and school leaders say they are considering leaving the profession for reasons other than retirement. That is backed up by the Government’s own statistics, which show that retention rates have declined since 2011 and that fewer than 60% of teachers are still in the profession after 10 years. Recruitment is in dire straits, too. The Government are now reaching less than 60% of their own target for secondary recruitment, and for some subjects the figures are even worse—just 36% for modern foreign languages, 30% for computing and an astonishing 17% for physics. That impacts learning, with a rising proportion of lessons being taught by teachers who do not have a relevant qualification. The problem has got so bad that one Coventry teacher told me of a student who by Wednesday had 10 out of their 15 lessons taught by cover staff. Perhaps nowhere in Coventry is the crisis in staff recruitment and retention felt more severely than at Coventry College.

Just as the meals that children eat at school are affected by underfunding, so too are the buildings in which they are supposed to learn. The latest annual report published by the Department for Education says:

“There is a risk of collapse of one or more blocks in some schools”,

with the Department escalating the risk of incident from “critical—likely” to “critical—very likely”. Again, there is no mystery as to why this is happening. The House of Commons Library calculates that, between 2010 and 2022, overall capital spending in schools declined by half in real terms. There have been reports of minor collapses in recent years, but it surely should not take a more serious incident, injuring staff and children—or worse—before action is finally taken.

Staff, students, parents and the public deserve so much better than crumbling school buildings and paltry school lunches. They deserve so much better than their dedicated teachers working overtime but barely making ends meet. They deserve better than record class sizes and dwindling opportunities. That means having a Government who show they care about education by putting their money where their mouth is and investing in the future of our young people and the professionals who dedicate themselves to their education. I look forward to hearing the Minister’s plans on how to address those fundamental challenges.

Lastly, I want to touch on another area of education that I strongly support: special educational needs and disabilities. I welcome the Government’s SEND and alternative provision improvement plan published in March. I recently met the Under-Secretary of State for Education, my hon. Friend the Member for East Surrey (Claire Coutinho), who understands the importance to families of knowing the level of support they can expect for their child.

We discussed some of the casework on autism and mental health that has come up in my recent surgeries. The improvement plan will provide more consistent provision across the country. We know that some students do best in mainstream schools, but the Government have now recognised that some need that additional support, and I welcome the thousands of extra specialist school places. The Government have also announced a plan to invest in 400 educational psychologists to speed up assessments, and I am pleased that that plan is backed by real funding.

We all know that education is critical, and I thank the Government for investing in Stafford and taking seriously the needs of my constituents.

The devil is always in the detail, and I look forward to hearing from the shadow Minister about what the non-dom-status money is specifically going to do. If that money drops year on year, how will the funding be covered by any loss incurred by people moving outside the country? These are harsh realities that we have to address and accept.

I go back to the issue of the midlands area. It sometimes feels as if Stoke-on-Trent is rather unfairly treated as the ugly duckling of the west midlands, but we are the gatekeepers to the northern powerhouse, based on where we are located geographically. In the midlands, £6 billion has been allocated for in-forecast schools with higher needs funding—a 7.4% increase from 2022-23. There has been a 5.7% per pupil increase in the west midlands, but the city of Stoke-on-Trent is getting 6.8%, so we are getting 1.1 percentage points more than other parts of the region. That is great news for our schools and, most importantly, for our pupils, because local authorities will have the teachers and resources they need to invest in their local communities and schools, and to deliver the world-class education that, ultimately, is so important.

Of course, it is important to remember that there is a £5 billion education recovery fund, which includes £400 million for teacher training, £1.5 billion for tutoring and, thanks to the Education Endowment Foundation, £2 billion for evidence-based interventions that we know make a difference on the ground. The tutoring was indeed a problem. When I was on the Education Committee, I was as critical as anyone else about the fact that the Government needed to introduce reform and give the money directly to headteachers, who could either bring in their own tutors or pay teachers additional money to work beyond their normal hours.

When I was the Minister for School Standards and spoke to teachers on the ground in Sandwell, Wolverhampton, London and elsewhere about why they had put themselves forward, I heard that it was because they knew the pupils, their background and the support needed. They felt that they were able to deliver the best. The Government legacy has to be a long-term plan for tutoring. If we do not get that right, the gap between advantage and disadvantage will, sadly, continue to grow after all the hard work that the Government did between 2010 and 2019, when the attainment gap narrowed drastically. That is something I was certainly proud of when I was in the classroom and working day in, day out on the frontline.

It is also important to remember that we have to look at teacher numbers. We know that there are 465,500 full-time teachers in the workforce—up 24,200 since 2010. That is more teachers in the classroom, which is a good thing for us all. As I say, there are all the grants that we are handing out, including around £28,000 for some science-based subjects, in order to bring in more people. There is also the new starting salary and, in education investment areas, the levelling-up premium: an additional, tax-free, bonus salary given to the subject areas where we struggle most, so that someone in Stoke-on-Trent and possibly Mansfield—I am guessing that Mansfield is an education investment area.