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Category: Education

  • Philip Hollobone – 2022 Speech on Ofsted School Inspections

    Philip Hollobone – 2022 Speech on Ofsted School Inspections

    The speech made by Philip Hollobone, the Conservative MP for Kettering, in Westminster Hall, the House of Commons on 6 December 2022.

    I beg to move,

    That this House has considered Ofsted school inspections.

    It is a delight to see you in the Chair, Ms Harris. I thank Mr Speaker for giving me the honour of holding this debate, and I welcome the Minister to his place. I am delighted that we are joined in the Public Gallery by the headteacher of Bishop Stopford School, Jill Silverthorne, and the deputy head, Damien Keane, who recognise the importance of the issues I wish to raise. I am grateful to them for travelling to London today.

    May I start by praising the Minister, who is one of the Ministers I hold in the highest regard? He has a distinguished record in education. He was shadow schools Minister from 2005 to 2010. He was a Minister in the Department for Education from 2010 to 2012. He had his second coming from 2014 to 2021 and his third coming on 26 October this year. That is 15 years of Front-Bench experience in opposition and in government. We are very lucky to have him as schools Minister. He cares about the subject and I am grateful to him for being here today and for his genuine involvement in this issue.

    I wish to raise the recent Ofsted inspection of Bishop Stopford School in Kettering, which resulted in a downgrade from “outstanding” to “requires improvement.” May I declare my interest, as one of my children attends Bishop Stopford School? However, I raise the matter not because of my child, but because I think a genuine injustice has been done with this inspection.

    Bishop Stopford is a non-selective secondary school and sixth form with academy status in Kettering. Located in the Headlands, the school has 1,500 pupils. At the heart of all it does is a Christian ethos, and its core values are faith, responsibility, compassion, truth and justice. That provides stability for pupils in an ever-changing world. In the light of that ethos, the school’s aim is quite simple:

    “to provide the highest quality education for every student.”

    The Minister has seen the school’s pupils in action. The school’s brass band performed at the Music for Youth Proms in London, in November. Students were outstanding in the performance in every respect—behaviour, attitude, performance, kindness to each other and helping staff. They did the school proud in every way possible and were tremendous ambassadors for the school. Yet Ofsted’s view is that personal development at the school “requires improvement”.

    The Ofsted inspection was done on 28 and 29 June 2022. The overall recommendation was “requires improvement”. Quality of education was “good”. Sixth form provision was “good”. Behaviour and attitudes, personal development, and leadership and management were graded “requires improvement”. I am very concerned about the way in which the inspection was carried out. From the information I have received, I believe not only that the correct procedures were not followed, but that the inspection team deliberately set out to engineer a downgrade in the school’s Ofsted rating from “outstanding” to “requires improvement”. That is the equivalent of one of the highest scoring teams in the premier league being relegated straight to the conference.

    I support rigorous Ofsted inspections of schools, which raise school standards. Until now, I have had every confidence in Ofsted’s abilities to inspect schools in line with proper process and to challenge them where improvements can be made, but I have to tell the Minister that it is my strong view that this Ofsted inspection has gone wrong. It should be quashed, and a fresh inspection undertaken with different inspectors. I know that this is a serious request, and I do not make it lightly.

    The evidence I have heard from the headteacher, the deputy head and pupils at the school is compelling. I believe that the inspection team sent in by Ofsted went rogue. In effect, Ofsted has sent in an educational inspection hit squad with a pre-arranged agenda to downgrade this faith-based school, whatever it found on its visit. In interviews with pupils, the inspection team disparaged the school’s Christian ethos. One year 7 boy was asked, “Do you think this is a white, middle-class school?” A year 10 girl was asked, “Do you feel uncomfortable about walking upstairs when wearing a skirt?” I ask the Minister, are these questions appropriate for an Ofsted inspection?

    Furthermore, the new downgraded rating for the school was leaked by Ofsted to the local community in breach of Ofsted’s own procedures.

    Jim Shannon (Strangford) (DUP)

    I commend the hon. Gentleman for his initiative and assiduousness on behalf of the school. I am shocked at the allegations that he has made, and I see the problems there among those of a certain faith group. Does he feel, as I do, that this inspection has increased anxieties and stress among the teachers, parents and others involved? He has asked for the whole thing to be done again, and that is probably the best thing to do, because what has happened is clearly wrong.

    Mr Hollobone

    I am grateful for that intervention. The hon. Gentleman is a Christian gentleman. He understands the importance of a Christian ethos in schools, but it seems that some Ofsted inspectors do not share those values. In this case, it seems that they have deliberately set out to downgrade the school, and the hon. Gentleman is right that that is having a devastating impact on the teachers, pupils and parents, who feel that the inspection has gone wrong and that they have all been treated extremely unfairly. It appears that, unable to criticise the school’s educational achievements, inspectors have pursued an agenda against a top-performing school with a Christian ethos by engineering criticisms of the behaviour and attitudes, personal development, and leadership and management criteria.

    I thought that this matter was so serious that it should be brought to the immediate attention of the Department for Education, so I wrote to the Minister’s predecessor on 11 October. I am afraid that I do not think that Ofsted can be relied on to judge its own homework. The deficiencies in the inspection of this school are extremely serious. In effect, no one is inspecting the inspectors, and they can basically do what they like.

    On the same day, I wrote to Ofsted chief inspector Amanda Spielman, yet all I received was a one-page letter from the assistant regional director of the east midlands on 20 October saying that they noted my concerns but that nothing else would be done and that they would just go along with the complaints process in which the school was engaged. I do not regard that as satisfactory, when a Member of Parliament has raised genuine concerns.

    Let us look at the quality of education at the school. On the Department’s latest unvalidated educational attainment data, Bishop Stopford School ranks 106th out of all 6,761 secondary schools in the country and is in the top 1.5%. Let us look at the key headline measures of educational attainment. On the EBacc scores, in the data comparing Bishop Stopford School with schools that Ofsted has rated “outstanding” since September 2021, the school is the highest performing non-selective school. Some 94% of the school’s students entered for the EBacc, which is massive. In Northamptonshire, the second highest school is at 79%. The national average is 39%, and the Government’s ambition is 75%.

    On progress 8 scores, which show how much progress pupils at this school made between the end of key stage 2 and the end of key stage 4, out of 3,721 selective and non-selective schools with a progress 8, the school is No. 115, which is in the top 3%. On the attainment 8 scores, which are based on how well pupils have performed in up to eight qualifications, there are 3,768 non-selective schools, and Bishop Stopford School is 110th, which is in the top 3%. On the basic five GCSEs, including English and maths, Bishop Stopford School is at 70%. Of the 126 schools ranked as “requiring improvement”, Bishop Stopford School is fourth, with the range 0% to 96%. Of the 52 schools rated “outstanding”, the school is 27th, with a range of 45% to 100%, and it is fifth for the non-selective mixed schools in this category.

    In terms of the number of pupils who stayed in education or went into employment after finishing key stage 4, of all the selective and non-selective schools previously rated as “outstanding”, Bishop Stopford School is ranked 16th in the whole country. Of non-selective mixed-sex schools, it is fourth in the whole country, with 98% staying in education or going into employment. Ofsted partially recognises this educational record:

    “Most pupils enjoy attending Bishop Stopford School and value the teaching that they receive. The school is ‘unapologetically academic’ and leaders have high expectations of what pupils should achieve.”

    Yet Ofsted only gave the school a “good” rating in this area.

    The mantra about making a judgment about the quality of education is explicitly stated as depending on the three Is: intent, implementation and impact. In essence, this assesses whether a school is clear about what it wishes to achieve with its curriculum, how well that intent is implemented and what its impact is. The only way this can be easily measured is through the empirical data: results, destinations and attendance. The impact of the school’s curriculum is, once again, abundantly clear in this validated data.

    If the school is enabling its young people to be so successful and to progress to high-quality destinations, there has to be a disconnect somewhere. If the school is performing so poorly, as the report suggests, how could it possibly generate outcomes that can only be described as excellent, even among the schools Ofsted has judged to be “outstanding”?

    The school has followed the Ofsted complaints process, and it got a reply dated 9 November from the senior regional inspector. The school complained about the judgment on quality of education. Ofsted said that a common area that needs to be improved is using assessment to adapt teaching so that identified gaps are addressed. It said:

    “modern foreign languages and the mathematics curriculum are not as securely embedded as other curriculum areas”,

    and the complaint was not upheld.

    The school complained about the judgment on behaviour and attitudes. Ofsted acknowledged that

    “behaviour was calm and orderly around the school.”

    In its report, it said that the school deals with low-level disruption when it occurs, yet in the inspection on the day the Ofsted inspectors said that there was no low-level disruption. The inspection team had a particular concern about bullying and the use of derogatory language. In this case, the grade descriptor that needed to be considered was:

    “Leaders, staff and pupils create a positive environment in which bullying is not tolerated.”

    The inspection team said that that criterion was not fully met, and the complaint was not upheld. Parents are in disbelief that the inspection team could come to that conclusion.

    The school complained about the Ofsted judgment on personal development. Ofsted said:

    “inspectors considered how the Christian ethos and wider curriculum supported pupils’ personal development”,

    yet the inspection team raised the Christian ethos only twice, both times negatively.

    Scott Benton (Blackpool South) (Con)

    My hon. Friend is making a powerful speech. Surely the aim of the equality, diversity and inclusion statement should be to ensure schools are abiding by the necessary equality regulation in legislation. I am concerned that, in some cases, Ofsted appears to take it beyond its original intention by judging schools against its own ideas about what life in modern Britain should be. Does my hon. Friend share those concerns?

    Mr Hollobone

    I am grateful to my hon. Friend for raising those concerns. I do share them, as do pupils at the school. I had the privilege of speaking to some of the pupils who engaged with the inspectors. They were expecting the inspectors to ask about the curriculum and their academic studies, but they were probed particularly about the Christian ethos. One pupil, very maturely, responded: “It is not so much about Christianity as about Christian values.” That was a very mature and sensible response.

    Kim Leadbeater (Batley and Spen) (Lab)

    The hon. Gentleman is making a really powerful and interesting speech, and I thank him for securing this debate. Does he agree that it would be more sensible if Ofsted inspections were not so narrowly focused on academic achievement? Although that is important, and the school clearly has a fantastic academic record, Ofsted should have a more holistic approach and look at things such as how schools work extremely hard to build social and emotional resilience in children and young people and to create a happy and healthy learning environment, which gives pupils the skills and values they need to be well-rounded citizens?

    Mr Hollobone

    I am most grateful to the hon. Lady for making that very sensible point. That is right. The school clearly has a Christian ethos. I am not saying that all the pupils and parents are Christians, but this is about Christian values and the key themes I mentioned at the beginning, which we surely all share: responsibility, compassion, truth and justice. Yet it seems that this inspection team regards those values as inappropriate for a school because they are Christian. The parents and I find that outrageous.

    The pupil said that when they responded to the inspector’s question, “The inspector shut my comment down. He made me feel silly, embarrassed and a bit stupid.” Pupils described the interaction with inspectors as “intense”, “uncomfortable”, “tense” and “awkward”. Those are the pupils themselves telling me about their experiences with the inspectors. Something is not right here, and I want the Minister to take that on board.

    The school complained about the judgment on sixth form provision. Ofsted said:

    “Inspectors spoke to groups of students. They raised the point that they were well prepared for university, but other routes were not as well covered. While I agree that there is no statutory requirement for work experience, it was clear from the evidence that preparation for the wider world of work was not as secure as other areas of students’ wider development.”

    That was Ofsted’s comment. However, 98% of pupils go on to education or go straight into employment. Nevertheless, this aspect of the complaint was not upheld. The school also complained about the overall inspection report, the overall judgment, and the inspection process, but all those complaints were not upheld. All the points that the school made to Ofsted were dismissed.

    The breach of confidentiality point has not been addressed by Ofsted in any satisfactory way. Ofsted said to the school:

    “It was explained that unless you were able to provide any further evidence, we would be unable to look into this any further.”

    Yet the headteacher gave Ofsted the names of two local schools that had heard of the downgrade before the report was published. A serious breach of confidentiality has not been investigated properly and has effectively been dismissed.

    On the comments about

    “a white middle class school”

    and

    “walking upstairs when wearing a skirt”,

    Ofsted said:

    “There is no record in the evidence of the exact line of questioning from the team inspector that you referred to. Having spoken to the team inspector, they cannot recall asking the two questions that are cited.”

    I have to say to the Minister that I spoke with the pupils involved and they confirmed what was said, so clearly something is not right here.

    The headteacher wrote a measured letter to parents to reassure them on the back of the publication of the report, stressing the school’s outstanding academic performance. He said that

    “student performance last summer was outstanding”,

    and that that was based on the Department for Education’s own statistics. He went on to say:

    “GCSE results place us in the top 3% of schools nationally. A Level performance data is still provisional, but with 43% of grades awarded at A and A*”.

    On behaviour and attitudes, the headteacher rightly said:

    “External visitors to our school almost without exception comment on the impressive behaviour and engagement of our students. On the inspection days themselves, students’ behaviour was exemplary, and the five members of the inspection team unanimously agreed that they saw no low-level disruption during the inspection.”

    That is not what the report said. He went on to say, rightly:

    “Unfortunately, this detail has not been included in the report, but we will be sharing with students that we were immensely proud of the way they conducted themselves and upheld our core values in the inspection—and continue to do so.”

    I have to say to the Minister that since the report was published 500 parents have been in touch with the school to offer their support and basically they say that they do not believe what Ofsted is saying and do not respect the downgrade to “requires improvement”. However, I think there is a wider agenda going on here, because although I believe that Bishop Stopford has been picked on, recent information has come out that more than four fifths of “outstanding” schools inspected last year have lost their top grade after the exemption from inspection was removed. Also, the chief inspector herself said that the outcomes from the first full year of inspection since it was scrapped:

    “show that removing a school from scrutiny does not make it better.”

    A fifth of schools, including Bishop Stopford, dropped at least two grades.

    The Minister will know that schools rated “outstanding” were exempt from reinspection between 2012 and 2020. The exemption was lifted in 2020 after Ofsted warned that over a thousand schools had not been inspected in at least 10 years. Ofsted itself has said that 308 of the 370 previously exempt schools had a graded inspection that resulted in a downgrade, which is 83%: 62% became “good”; 17% fell to “requires improvement”, including Bishop Stopford; and 4% fell from “outstanding” to “inadequate”. This is a power grab from Ofsted, saying to the Government, “You must let us inspect all schools all the time.” I am not sure that is appropriate, given the level of distress it can cause to excellent schools such as Bishop Stopford when an inspection goes wrong.

    On behalf of the school, parents and local residents in Kettering, I ask the Minister to quash the report and send in a fresh inspection team. Let us have a proper inquiry into the leaking of the downgrade. If quashing is not possible within the Minister’s powers, can we have a reinspection of the school at the earliest opportunity? I would not want that grade hanging over the school for potentially the next 30 months. At the very least, can we have a meeting between the Minister himself, the chief inspector, the headteacher and myself as the local parliamentary representative, so that local concerns that the inspection went wrong can be relayed in the clearest possible terms to Ofsted?

  • Gillian Keegan – 2022 Statement on Capital Spending for Educational Establishments

    Gillian Keegan – 2022 Statement on Capital Spending for Educational Establishments

    The statement made by Gillian Keegan, the Secretary of State for Education, in the House of Commons on 6 December 2022.

    Today, I am confirming £500 million of additional capital funding for schools, sixth form colleges and Further Education colleges to help improve energy efficiency this financial year.

    This comprises £447 million for schools and sixth form colleges and £53 million for FE colleges to spend on capital improvements to buildings and facilities, prioritising works to improve energy efficiency. The Department has published guidance for schools and colleges on sensible steps for reducing energy use and small-scale works to improve energy efficiency, which can be implemented quickly to make a difference through the colder months and beyond.

    Schools and colleges will be allocated at least £10,000 of additional capital funding, with further funding allocated in proportion to size. Primary schools have been allocated an average of approximately £16,000 and secondary schools an average of £42,000. An average group of FE colleges will be allocated £290,000. Schools and colleges can decide how best to invest the capital funding on energy efficiency measures. Where they judge this is not appropriate based on local circumstances, they have discretion to spend this on other capital projects.

    The funding will be made available to FE colleges and designated institutions, as well as schools already eligible for Devolved Formula Capital (DFC) allocations in financial year 2022-23. This includes eligible maintained nursery, primary, secondary and special schools, academies and free schools, pupil referral units, non-maintained special schools, sixth form colleges and specialist post-16 institutions with eligible students.

    This funding comes on top of £1.8 billion of capital funding already committed this financial year for improving the condition of school buildings. In addition, the School Rebuilding Programme will rebuild or refurbish buildings at 500 schools and sixth form colleges over the next decade. The allocations are also on top of the £1.5 billion investment in upgrading the FE college estate through the FE Capital Transformation Programme, the more than £400 m of capital funding provided so far for T Levels providers, and the £150 million allocation of capital funding for colleges announced on 29 November.

    The Government understand that like families and businesses across the country, schools and FE colleges are facing challenges with rising prices due to inflation. Significant increases to school revenue funding will help schools to manage these higher costs, with core schools’ funding—including funding for both mainstream schools and high needs—increasing by £4 billion in financial year 2022-23 compared to the previous year. The autumn statement 2022 confirmed that this Government will protect the per pupil funding levels committed to at spending review 2021 in real terms, providing an additional net increase in the core schools budget of £2.0 billion in both 2023-24 and 2024-25. This brings the core schools budget to a total of £58.8 billion in 2024-25. This additional funding will be used to support both mainstream schools and local authorities’ high needs budgets.

    Overall funding for the FE sector is increasing with an extra £1.6 billion in 16-19 education in 2024-25 compared with 2021-22. This funding has come with stretching deliverables to transform our technical education offer—including T-levels, and extra provision to support education recovery to enable learners to catch up from the pandemic.

    Schools, FE colleges and education providers are also benefiting from the Energy Bill Relief Scheme. This will reduce how much schools and other providers need to spend on their energy, and give greater certainty over budgets over the winter months.

  • Jeremy Miles – 2022 Statement on the Teachers’ Pay Award in Wales

    Jeremy Miles – 2022 Statement on the Teachers’ Pay Award in Wales

    The statement made by Jeremy Miles, the Welsh Minister for Education and the Welsh Language, on 14 November 2022.

    I can announce today there will be an uplift of pay for our highly skilled and hardworking teachers in Wales.

    On 21 July, subject to consultation with key stakeholders, I agreed in principle to accept all of the Independent Welsh Pay Review Body’s recommendations for 2022/23 including an uplift of 5% to all statutory salary points on all pay scales and for all allowances from September 2022.  I can confirm today that we will be accepting the Review Body’s recommendations.

    The new starting salary for teachers will therefore be £28,866 and the salaries of more experienced classroom teachers will increase by £2,117 to £44,450. Additionally, all allowances will also be uprated by 5%.

    I accept that some may be disappointed that a higher award could not be provided and recognise the legitimate right of all workers to seek a fair and decent pay rise during this challenging time of inflation and cost of living rises.

    However, as additional funding has not been made available by the UK Government, we are not in a position to further address these issues over and above what has previously been considered. The Welsh Government’s budget will be worth £4bn less over the three years of the current settlement – £1.5bn lower next year. This is before the much touted further budgetary cuts the UK Government claims it will make imminently. Within this context, it is simply unaffordable, and would be irresponsible, to propose higher pay rises. We repeat our calls for the UK Government to finally do the right thing and act urgently to restore Wales’s budget so that we can support our public services.

    Members will recognise that there is a huge amount of ongoing financial uncertainty.

    In relation to future pay awards from September 2023, no compelling evidence was provided to alter my earlier proposal for the IWPRB recommendations to be kept under review and be used as a planning assumption, subject to such a review.

    I also welcomed the IWPRBs recommendations on improvements to some key terms and conditions of teachers, notably in relation to remuneration of part-time teachers for TLR allowances; and the need to review the remuneration of ALNCos. I thank both employers and teacher unions for working alongside us on these matters to further improve terms and conditions for teachers in Wales. In particular, I welcome the agreed revisions to the required methodology for calculating TLR allowances for part time teachers which will improve the transparency and fairness for those part time teachers carrying out these roles from now on.

    Consequently, I will today make the School Teachers’ Pay and Conditions (Wales) Order 2022 which gives effect to the School Teachers’ Pay and Conditions (Wales) Document 2022.

    The pay award will be backdated to 1 September 2022. Timing of the implementation of the award will be a matter for employers. Initial discussions with local authorities have been positive, with the aim to arrange for back pay to be passed on as soon as possible, hopefully before the end of December.

    Moving forward, I welcome the opportunity to continue to work together with stakeholders on a comprehensive review of the structure of teachers’ and leaders’ pay and conditions. This will provide us with further opportunities to improve and enhance the system and, where we can, make it fairer and more transparent for all teachers. Such partnership working will also help to promote teaching as a profession of choice for graduates and career changers.

  • Robert Halfon – 2022 Statement on Further Education

    Robert Halfon – 2022 Statement on Further Education

    The statement made by Robert Halfon, the Minister of State at the Department for Education, in the House of Commons on 29 November 2022.

    Today the Office for National Statistics published its decision to reclassify the further education sector and its subsidiaries as part of the central Government sector.

    The ONS is an agency independent of Ministers, and it periodically reviews the classification of all sectors of the economy for the purposes of national accounts. More information on classification and how the ONS has reached this decision is available on its website.

    This means the statutory further education sector—FE colleges, sixth-form colleges and designated institutions—and its subsidiaries are treated from today, 29 November 2022, for financial and accounting purposes as part of the central Government sector, with my Department as the principal Department responsible for ensuring the sector complies with financial and accounting rules. In practice, this means that colleges are now subject to the framework for financial management set out in the parliamentary document “Managing Public Money”, guidance on senior pay and other relevant central Government guidance.

    The mission of colleges—to continue to fulfil their role at the heart of their communities, working in partnership with employers, local government and other providers to meet the needs of learners and the labour market—has never been more important. The decision to reclassify the FE sector will not alter these strategic aims. Colleges will continue to play a leadership role in England’s skills system. My officials will work to make sure that they provide the world-leading skills infrastructure that our country needs while adequately demonstrating that we are managing public money well.

    My officials said at the start of the review that we wanted to ensure that if colleges were reclassified, it happened in as seamless a way as possible, maintaining continuity and stability for the sector where possible. We have taken the time to get these changes right; to give colleges the support that they need as the transition takes place; and to explore the ways that colleges, learners, employers and communities might all make the most of this change. Colleges will retain many of the flexibilities they currently have and day-to-day operations will continue with minimal changes, so colleges can maintain a smooth delivery.

    With that in mind, my officials are publishing the Government’s response to this reclassification decision today, which sets out how my Department will continue to support colleges following the ONS’s decision.

    To support and protect colleges, we will be:

    Investing £300 million of payments before the end of the current financial year to eliminate the current deficit in funding experienced by March and move to a profile of funding that better matches need, recognising the challenging environment the sector faces;

    Providing an additional £150 million of capital grant funding in 2023 to 2024 to support and protect colleges planning to invest in their infrastructure/estate where previously they would have borrowed from commercial lenders;

    Allowing colleges to retain flexibility on using surpluses and sale of assets, ensuring that colleges can continue to invest in their estates while complying with the “Managing Public Money” framework; and

    Working in partnership with the sector to develop the future approach to financial reporting, and a new college handbook

    This means that how colleges report to and interact with Government will change. Colleges will be required to ensure their systems of financial control support public sector standards of accountability.

    “Managing Public Money” is clear that public sector organisations may borrow from private sector sources only if the transaction delivers better value for money for the Exchequer. Because non-Government lenders face higher financing costs, in practice it is very unlikely that central Government bodies—now including colleges—will be able to satisfy this condition for future private sector borrowing. If colleges have any proposals for new private sector borrowing, they will now need Department for Education approval—we will update college learner grant agreements to include this as a condition of funding.

    In recognition of the limitation on private sector borrowing that reclassification as part of central Government imposes, and in response to feedback from the FE sector and stakeholder groups, I am pleased to confirm that my Department will be investing an additional £150 million of capital funding in further education and sixth-form colleges. This change means that although colleges will have only very limited access to private finance, they will benefit from additional grant funding to improve the condition of the college estate. From the research we have done with colleges, I understand this is one of the main reasons that colleges currently seek private finance, so I hope it will be welcomed by the FE sector.

    Furthermore, to help colleges manage their cashflow, my Department will address the historical issue of uneven monthly payments from central Government, which leave colleges out of pocket by March each year. My Department will invest £300 million in bringing forward payments into this financial year to enable us to smooth out the funding, so we have a new even profile for colleges from 2023 to 2024 for both the 16 to 19 and adult education budgets.

    I can also confirm that colleges will retain the flexibility to carry over surpluses from one year to the next, and to keep and spend the proceeds from the sale of assets, subject to certain conditions, and this will be kept under review.

    Many colleges have subsidiaries, some of which are profit-making entities with commercial operations. Subsidiaries play an important role in the college system, both in delivering provision and generating commercial income. Colleges will also retain the ability to operate their trading subsidiaries, which the ONS has reclassified to the central Government sector.

    Regarding financial reporting, colleges will continue to produce their own annual report and accounts as normal for the year ending 31 July 2023. The Department will eventually be required to consolidate the accounts for all FE colleges into one. This means we will require additional information from colleges. We will be working with the sector to ensure that the impact of this request is manageable.

    My officials will begin work to write a new college financial handbook and engage with representatives from the sector from the outset, with a view to sharing it in draft with colleges and sector bodies in autumn 2023 for consultation so that they are clear what is expected of them and build their understanding and support. In parallel, my officials will set up the necessary processes and data collection systems to operationalise the new MPM requirements. The handbook will be finalised for publication in March 2024, ahead of an effective date of August 2024 to coincide with the start of the financial year.

    The changes will be explained in more detail in a letter from the accounting officer of the Education and Skills Funding Agency to all college financial directors and will be followed by further guidance to help colleges comply with the “Managing Public Money” framework and other central Government guidance as quickly as possible.

    I am also writing today to college principals to explain the changes that need to be made and to thank them for the important role they will play in the public sector.

    We have taken the opportunity of reclassification to strengthen our arrangements for, and invest more in, this hugely important sector, which is now more obviously than ever a vital part of the Government’s skills agenda for the future.

    The Government’s response ensures we use this opportunity to continue to support colleges to do what they do best, while balancing this against the need to adequately demonstrate that we are managing public money well.

  • Mark Pawsey – 2022 Parliamentary Question on School Attendance

    Mark Pawsey – 2022 Parliamentary Question on School Attendance

    The parliamentary question asked by Mark Pawsey, the Conservative MP for Rugby, in the House of Commons on 28 November 2022.

    Mark Pawsey (Rugby) (Con)

    What assessment her Department has made of trends in the level of school attendance.

    The Minister of State, Department for Education (Nick Gibb)

    Attendance in all state-funded schools in the period 12 September to 21 October was 93.6%. Broken down by school type, attendance was at 94.9% in primary schools, 92.2% in state secondary schools and 88.1% in special schools. Our focus now is to help and support those pupils who face barriers to returning to school following the covid lockdown.

    Mark Pawsey

    I thank the Minister for his answer. We know that following the pandemic there was an increase in persistently absent pupils, but there has also been a recent increase in the number of children being home educated. I know from meeting constituents in Rugby that that can often arise as a consequence of a breakdown between parents and the school, and it also disproportionately affects children with special educational needs. So what steps is the Department taking to encourage that group of pupils back into the classroom?

    Nick Gibb

    My hon. Friend is right; attendance at school is key to a child’s life chances, but the pandemic has affected some children, particularly some with special educational needs and disabilities. We are working with headteachers, teachers and children’s social care to help to overcome the barriers that those children face in returning to school, be they mental health issues, driven in part by the lockdown, or having fallen further behind in their studies. As I have said, we have committed £5 billion on catch-up programmes and one-to-one tutoring, focused on the children who have fallen furthest behind.

    Chris Bryant (Rhondda) (Lab)

    I am not sure I do welcome the Secretary of State to her new post, because she was such a good co-chair of the acquired brain injuries programme board in her previous job. The Minister will know very well, as will the Secretary of State, that one thing that sometimes affects attendance at school is kids who have had brain injuries. For the first few months, everybody understands in the school but perhaps a year later their executive function is not as well developed as it might be, they have problems with attendance, they end up being treated like a naughty child and they end up in the criminal justice system. Will the Secretary of State make sure that her Department plays as strong a part as she previously did in making sure that we have a national strategy on acquired brain injury, so that we do not let our kids down?

    Nick Gibb

    The hon. Gentleman is right: we need to make sure that every child, no matter what injuries they have suffered, and what cognitive problems or mental health problems they face, are able to thrive in our schools system, and we will do precisely what he suggests.

  • Gary Sambrook – 2022 Parliamentary Question on Early Years Teacher Training

    Gary Sambrook – 2022 Parliamentary Question on Early Years Teacher Training

    The parliamentary question asked by Gary Sambrook, the Conservative MP for Birmingham Northfield, in the House of Commons on 28 November 2022.

    Gary Sambrook (Birmingham, Northfield) (Con)

    What steps her Department is taking to improve early years teacher training.

    The Parliamentary Under-Secretary of State for Education (Claire Coutinho)

    The Department has significantly expanded the number of fully funded initial teacher training places in early years for the next academic year, and it is reviewing the level-3 qualification criterion for early years, both of which make up our package of £180 million-worth of support.

    Gary Sambrook

    I recently visited Jelly Babies nursery at Longbridge Methodist church. [Interruption.] I did not eat any jelly babies on my visit, but I met the fantastic team who do so much to equip young children with new life skills. The Early Years Alliance is running its “We Are Educators” campaign, which I hope the Minister will support by recognising its work and the benefits for young children across the UK in general, and in Birmingham, Northfield in particular.

    Claire Coutinho

    I know that my hon. Friend is a huge supporter of Jelly Babies, both the nursery and otherwise. The Government are supporting early years professionals with £180 million for qualifications and specific training, such as on dealing with challenging behaviour following the pandemic and on early communication.

    Munira Wilson (Twickenham) (LD)

    High-quality early years education is vital, and it is the best possible investment in our future—that includes both training and provision for all. Given that school budgets were protected in the autumn statement, where will the two years of real-terms funding cuts set for the Department for Education fall? Can the Minister confirm they will not fall on early years education?

    Claire Coutinho

    As I said in answer to earlier questions, we put an extra £0.5 billion into the early years sector in the 2021 spending review to increase the hourly rate. We are also spending money on qualifications and training for teachers. This sector is very important to us, and we continue to consider all the ways we can support it.

  • Rob Roberts – 2022 Parliamentary Question on Financial Education in Secondary Schools

    Rob Roberts – 2022 Parliamentary Question on Financial Education in Secondary Schools

    The parliamentary question asked by Rob Roberts, the Independent MP for Delyn, in the House of Commons on 28 November 2022.

    Rob Roberts (Delyn) (Ind)

    What steps she is taking to promote financial education in secondary schools.

    The Secretary of State for Education (Gillian Keegan)

    I am a passionate champion of an education that gives children the real-world knowledge and skills that they need for later life. A good grounding in maths for children is essential for understanding things like interest rates, compound interest and the changing landscape of financial products. On Thursday, I was pleased to visit Chesterton Primary School in Battersea with the Schools Minister, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb), to mark the first ever set of national data on children’s times tables, alongside announcing up to £59.3 million of investment to continue to increase the quality of maths teaching.

    Rob Roberts

    In conversation with my local Jobcentre Plus team earlier this year, I was told that the No. 1 thing missing for school leavers is employability skills, which are partly about understanding finances, bank accounts, loans, credit cards and taxes—all the stodgy, boring, grown-up stuff. Does my right hon. Friend agree that making sure that school leavers are equipped with information about those things will stop them getting into financial difficulty as young adults and will set them up well for the future?

    Gillian Keegan

    I agree that understanding finances is essential; I learned that myself in my Saturday job at St John’s market, where I worked in a shop from the age of 13. Education on financial matters also provides an opportunity to teach about fraud. Pupils receive financial education throughout the national curriculum in mathematics and citizenship; for pupils of secondary school age, that includes compulsory content covering the functions and uses of money, financial products and services, and the need to understand financial risk.

  • Paula Barker – 2022 Parliamentary Question on Supporting Students with Cost of Living

    Paula Barker – 2022 Parliamentary Question on Supporting Students with Cost of Living

    The parliamentary question asked by Paula Barker, the Labour MP for Liverpool Wavertree, in the House of Commons on 28 November 2022.

    Paula Barker (Liverpool, Wavertree) (Lab)

    What steps she is taking to help support students with the cost of living.

    The Minister of State, Department for Education (Robert Halfon)

    I pay tribute to my predecessor, my hon. Friend the Member for Morley and Outwood (Andrea Jenkyns), for her authenticity and passion for skills. My Department continues to work with the Office for Students to ensure that universities support students in hardship by drawing on the £261 million student premium. The Government have also introduced the Energy Prices Act 2022, which ensures that landlords pass energy bill discounts on to tenants, including students.

    Paula Barker

    The Office for National Statistics has reported that more than half of students are facing financial difficulties and a quarter are taking on extra debts. Indeed, I recently met student union reps who confirmed that. Students must not be the forgotten victims of the cost of living crisis. The Government claim that they support learning for life, yet part-time, often mature students face particular challenges in the cost of living crisis. Will the Minister look at the Open University’s recommendations calling for the extension of maintenance loans to undergraduate students studying part time, an extension to parents’ living allowance and childcare grant for all part-time undergraduate students and the introduction of maintenance bursaries for undergraduate students who are in most need?

    Robert Halfon

    I have great admiration for the Open University and will of course look at those recommendations carefully. However, I reiterate that we are doing everything possible to help students with financial hardship. I mentioned the £261 million student premium and the help with energy bills meaning that students who are tenants of landlords will get up to £400. The student loan has been frozen for the past few years. Students facing hardship can apply for special hardship funds and can also have their living costs support reassessed. The hon. Member will know that, as has been highlighted, interest rates over the next couple of years will increase only in line with the retail price index.

  • Carol Monaghan – 2022 Parliamentary Question on Free School Meals in England and Scotland

    Carol Monaghan – 2022 Parliamentary Question on Free School Meals in England and Scotland

    The parliamentary question asked by Carol Monaghan, the SNP MP for Glasgow North West, in the House of Commons on 28 November 2022.

    Carol Monaghan (Glasgow North West) (SNP)

    I welcome the Secretary of State to her new position, and indeed her team.

    It was deplorable that the Chancellor failed to expand free school meals in his autumn statement. It means that at least 100,000 schoolchildren in poverty in England will continue to be denied a nutritious meal at school, which puts additional pressure on parents trying to provide for them. Will the Secretary of State urge the Chancellor to replicate the work of the Scottish Government, who have committed to providing universal free school meals to all primary children?

    Gillian Keegan

    We understand the pressures that many households are under, and that is why we are spending more than £1.6 billion per year so that children have access to nutritious meals during the school day and in holidays. The Government have indeed expanded free school meals more than any other Government in recent decades. We have put in place generous protection that means families on universal credit will also retain their free school meal eligibility. We now have a third of children in this country on free school meals, and I know that is very welcome for the families. We will have extended free school meals, and we will continue to support further education students with them as well.

  • Andrew Bridgen – 2022 Parliamentary Question on the Government’s Healthy Start Scheme

    Andrew Bridgen – 2022 Parliamentary Question on the Government’s Healthy Start Scheme

    The parliamentary question asked by Andrew Bridgen, the Conservative MP for North West Leicestershire, in the House of Commons on 28 November 2022.

    Andrew Bridgen (North West Leicestershire) (Con)

    What steps is my right hon. Friend taking to promote the Government’s Healthy Start scheme, and to ensure that eligible families receive the vouchers to which they are entitled?

    Gillian Keegan

    I thank my hon. Friend for his question. The Healthy Start scheme, on which we are working with the Department of Health and Social Care, delivers healthy foods and milk for women over 10 weeks’ pregnant or anyone with a child under four. Beyond this, our investment in families is very important, and we are also investing £300 million in the Start for Life family hubs, which will complement all of the others. We will of course make sure that people are aware of all the schemes in those family hubs.