PARLIAMENTARY DEBATE
Topical Questions - 12 June 2023 (Commons/Commons Chamber)

Teachers are the ultimate opportunity creators, giving all of us the tools we need to reach our potential. I am delighted that new data shows a record number of teachers joining the profession, so today we have over 468,000 teachers in our schools. That is a year-on-year increase of 2,800, meaning that there are over 27,000 more teachers in classrooms since we took office.

The difference that teachers make is almost impossible to measure, but there is no doubt about their commitment to delivering results. The number of schools rated good or outstanding has risen from 68% to 88% since 2010. We have climbed the international league tables in science, maths and English, most recently coming fourth in the world for reading at primary school age in the progress in international reading literacy study. It would be remiss of me not to pay tribute to the Minister for Schools, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb) for his relentless championing of phonics, helping our fantastic teachers to drive up standards. Ahead of Thank a Teacher Day, I want to say a massive thank you to teachers, early years professionals, teaching assistants and all who play their role in helping the next generation reach their potential.

The decision to make it harder for those on postgraduate courses to bring dependants will once again mean that Britain’s universities will be looking to China for international students. At a time of growing tension and concern about Chinese foreign policy, not least on the Secretary of State’s own Benches, is she confident that this is going to end well?

I thank the hon. Lady for her question. We discussed this a little earlier. There is a large and growing desire for the education that our top universities provide and there are many countries in the world where the middle class is developing, so there is a lot of opportunity for our universities as long as they keep on delivering their world-class fantastic quality.

As my hon. Friend knows, the Secretary of State has written to all schools to emphasise that schools can and should share RSHE teaching materials with parents. The Department will consider, as part of the review of the statutory guidance, whether any further changes are needed to reinforce that and to ensure that all resources that teachers use to teach RSHE are age-appropriate.

I call the shadow Secretary of State.

Today’s announcement by Ofsted is a welcome recognition of the need for change, but it does not go far enough. Labour is the party of high and rising standards in our schools, which is why we would give parents a comprehensive picture of their children’s school in the form of an Ofsted report card, rather than a simplistic one-word judgment. Why is the Secretary of State content to sit back, rather than drive improvement in our schools?

The last time I was at the Dispatch Box, the hon. Member for Reading East (Matt Rodda) asked me to meet the family of Ruth Perry and members of the Caversham community following Ruth’s tragic death. I have been honoured to work with Ruth’s family and friends over the last few weeks. I take this matter incredibly seriously. Today, we announced that we are significantly expanding wellbeing support, in addition to announcements from Ofsted to improve the accountability system. Overall grades provide a clear and accessible summary of performance for parents, which is why the vast majority of parents—almost eight in 10—are aware of the Ofsted rating of their child’s school. I encourage parents to read the report narrative alongside the summary grade. The Ofsted grades also mean that we can highlight the success of schools, including the 88% of schools that are now good or outstanding—a much better record than any achieved by the hon. Lady’s Government.

Order. These are topical questions. Questions have to be short and punchy, and not a speech.

Thank you, Mr Speaker. Has the Secretary of State made an assessment of the comments by the hon. Member for Houghton and Sunderland South, because to my ears they sound more fantasy than reality?

I thank my hon. Friend for her very insightful question. The Labour party’s proposals would, unfortunately, mean that graduates would live unhappily ever after. Either Labour would have graduates pay back their loans at a lower income threshold, impacting people just as they are taking their first steps on the career ladder, or it intends to make graduates pay back their loans well into retirement. That would, essentially, create a graduate tax. Yet again, this is the same old Labour—

Order. Please. Questions and answers have to be short and punchy. It may be a pre-arranged question and answer, but I am not going to have such long answers.

The hon. Lady will be pleased to know that male graduates earn more than £130,000 over their lifetime and female graduates £100,000, so graduates are coming out of university with good wages, and we know that more disadvantaged students are going to university than ever before.

The work of teaching assistants is incredibly important to the SEND arena. We have taken education funding to real-term historic highs for mainstream education and we have increased the high-needs block by more than 50%.

Just to be clear on BTECs, many BTECs will remain and people will be able to do them with A-levels. We are getting rid of BTECs that either have low outcomes, significantly overlap with the T-level, or have very low uptake. We have also introduced the T-level transition year so that people who want to prepare for T-levels are able to do so.

I thank my right hon. Friend for his kind remarks. We have already introduced flexibilities with the apprenticeship levy. As I know how deeply concerned he is about the hospitality industry, I can tell him that I have visited Greene King and seen how brilliantly it uses the levy to employ hundreds of apprentices. Of course, where we can, we will work to ensure that this carries on across the hospitality industry, which he so ably represents.

Last year, a survey by the National Union of Students found that the mental health of 90% of students had been negatively impacted by the rising cost of living, with students worrying about paying bills and paying for food. The Government have been failing students so far, so what will the Minister do about it?

The hon. Lady will be pleased to know that we increased the grant to the Office for Students by £50 million to £276 million. That grant goes to help disadvantaged students. We increased the maintenance loan and grant by 2.8%. We have energy rebates for students who live in private accommodation as well. We are doing everything possible to help students with the cost of living, but being fair to the taxpayer as well.

I am sure that my right hon. Friend the Secretary of State will visit, but if she cannot then I certainly will. Teacher retention is key to ensuring effective teacher supply and quality. We are taking action to support teachers so that they can stay in the profession and succeed. The Department has published a range of resources to help schools address teacher workload issues, prioritise staff wellbeing and introduce flexible working.

Despite the introduction of my private Member’s Bill to help reduce the cost of school uniforms, which is now law, far too many schools still require a plethora of branding and logos. What will Ministers do to ensure that those schools apply the law?

It was a pleasure to work with the hon. Member on that important legislation to put the guidance on the cost of school uniform into statutory form. I congratulate him on the Act. Ultimately, these are matters for headteachers but the guidance is there, and if parents are concerned that schools are not abiding by the guidance, each one has a formal complaints procedure.

I often hear from parents whose children remain in mainstream education despite their school not being able to meet the child's special educational needs. Despite Rugby having received some additional SEN places recently, I have had such an email from a constituent in the last few hours. What is being done to make certain that more such spaces are made available?

We have set out ambitious reforms to give parents greater confidence that their child’s needs can be met in mainstream provision. When they need specialist support, we are building many more special and alternative provision free schools—127 so far since 2010, with 67 in the pipeline.

Freedom of information requests from the Liberal Democrats recently revealed that three in four primary schools will not have a mental health support team in place by 2024, when the funding runs out. Officials have suggested to MPs that hard-pressed NHS budgets could be squeezed to fund those schemes further. Will the Minister please commit to prioritising this area and committing new cash? If not, will she put a counsellor in every school?

We take this issue incredibly seriously, which is why we are rolling out mental health support teams. We are ahead of schedule, with 35% of pupils covered this year and another 100 teams on the way to cover 44% of pupils next year, alongside other proposals.

If and when parents get sight of what their children are being taught about relationships and sex education, will they have the right to withdraw their children from such lessons if they deem the materials to be inappropriate?

My right hon. Friend raises an important point about the appropriateness of materials being used in schools to teach relationships, health and sex education. We have been concerned about reports on that, which is why my right hon. Friend the Secretary of State wrote to all schools to remind them of their duty to share teaching materials with parents, and why we brought forward the review of the RHSE guidance. There is no right to withdraw children from relationships education, but there is a right for parents to withdraw their children from sex education in the RHSE curriculum.

Since 1985, girls and boys from nursery age to right up to pre-university have been educated at the King Fahad Academy in East Acton. Imagine the shock of parents, pupils and staff to be told last month that none of them are coming back in September because the Saudi Government, who fund it, are pulling the plug. Could the Secretary of State urgently intervene, at least to provide some basic certainty to a stunned community? Even the road layouts around there were conceived around the school. It could mean 500 kids left in the lurch after summer.

I am happy to meet the hon. Lady to discuss this issue in more detail.

I have constituents who have been studying at the University of Lincoln for the last three years, but the classification of their degree and their graduation are being prevented because lecturers who are union members are boycotting marking their final dissertations. Can my right hon. Friend advise me and my constituents of what they should do to push through and get the qualifications that they have worked so hard for?

My hon. Friend is right that students should get their papers marked. I have been discussing these issues with Universities UK, which says that they will affect a minority of students, and a lot of universities are ensuring alternative markers. Students have recourse to the Office of the Independent Adjudicator if they feel they are not getting the service that they have paid for with their student loan.

On Saturday, I attended an inspiring conference hosted by Bootham Quaker School, where about 120 year 12 students from across the world had come together to determine the purpose and future of education. Does the Secretary of State agree with them that we need a renewed vision for education, taking into account what education achieves for communities, countries and the planet we share, rather than just its personal benefits?

The hon. Lady raises a number of important points. First, sustainability is an important part of the curriculum. Secondly, we want our young people to be able to succeed. In a global jobs market—a global trading market—they need to have the best education possible. Our schools are rising in the international league tables for maths and reading standards in PISA, PIRLS and TIMMS—the programme for international student assessment, the programme in international reading literacy study and the trends in international mathematics and science study.

I met a group of headteachers in Chandler’s Ford, in my constituency, on Friday, and it is clear that they feel they are currently subsidising the surplus in places from falling school rolls, and particularly in universal infant free school meals. The Minister and I discussed this in my recent Westminster Hall debate, and he said he was “actively looking” at the issue. Since then, the Hampshire school meals provider has put up the price again. Will the Minister give me an update?

I am happy to discuss this further with my hon. Friend. As I said in the Westminster Hall debate, we have been looking at this issue carefully and have increased the price per pupil of the universal infant free school meal, backdated to April. We understand the cost pressures that schools and suppliers of catering to schools are facing because of higher food prices.

The Glasgow science festival has just completed its 17th year communicating research and inspiring young people, and older people, in venues across Glasgow. Will the Minister congratulate Dr Deborah McNeil for her work in promoting this brilliant festival? It is an example of how young people and academics in science can be brought together.

I am delighted to congratulate the science festival and the individual the hon. Lady mentions. We need more such science festivals across the United Kingdom; I would be very interested to learn more about that science festival and how we can spread such festivals across our country.

Improving educational outcomes in places like Stoke-on-Trent North, Kidsgrove and Talke relies on retaining the skills of highly qualified teachers. One way we can go about doing that is by changing levelling-up bonus payments in education investment areas, so that money can be given to teachers regardless of how many years of service they have. Will the Minister consider that action?

Having served as Schools Minister at the Department for Education for a period of time, my hon. Friend will be aware that we have levelling-up premium payments for teachers to teach maths, physics and computer science in disadvantaged schools, in order to encourage teachers in those subjects into the schools that need them the most.