National Tutoring Programme and Adult Education — House of Commons, 2022-03-09
Topic: Education
Matthew Raymond Western (Labour, Centre-left): I thank all right hon. and hon. Members for their contributions to the debate and, in particular, the right hon. Member for Harlow (Robert Halfon) for securing it and for his comprehensive dissection of what is happening across the education sector—I have a lot of respect for his experience and knowledge of it. I think his analysis of the catch-up programme was fairly damning, and I will come on to echo some of those points. The right hon. Gentleman, among his many remarks, highlighted the percentage of teachers leaving the profession, which has to be really alarming for all of us. I speak to a great many teachers and headteachers, as I am sure all colleagues do, and I pick up a sense of disillusionment, frustration and exhaustion, and a sense of being undervalued by our society, and particularly by the Department for Education. The pay freezes have really taken their toll. So many teaching assistants are having to leave the profession because schools cannot afford them, which is placing great pressure on teachers, as we heard from the hon. Member for Penistone and Stocksbridge (Miriam Cates) I also thank the hon. Member for Twickenham (Munira Wilson) for her contribution. She was right to highlight the disappointing turnout by colleagues today, because this is a hugely important debate. I for one would have wanted to be on the Back Benches, had I been able to be so, because this is having a huge impact on all our communities, particularly on the next generation coming through. We should all be focused on what it means not only for our society and economy, but for those individuals. She also challenged the Government on their failings with the catch-up programme and rightly raised the issue of the shortage of teachers because the programme is sucking teachers out of supply pools I listened with great interest to the hon. Member for Penistone and Stocksbridge, a former teacher, explaining just how tough it is for teachers right now. So many constituents are feeding back to me on how this is being felt throughout senior leadership teams, by governors and by all associated with schools, and on the impact it is having on the delivery of education for this generation The hon. Member for Penistone and Stocksbridge also spoke about early years and the need perhaps to reconsider priorities. I think the Government should take a long, hard look at what needs to be delivered for early years. I think that we are all in agreement. The right hon. Member for Harlow also highlighted the need for early years education and just how much of the formative education starts in those first five years. So much work has been done by academics and researchers about what that means for life chances in those first few months and years of a child’s life I remind the House of the context in which the national tutoring programme was launched. It was in response to the large-scale disruption to primary and secondary schools caused by the covid pandemic, and the Government were right to appoint the highly respected Sir Kevan Collins as their independent education recovery tsar. His recommendations were calculated and clear: if young people were to catch up on their missed schooling, that would require no less than a £15 billion investment in teachers, tutoring and an extended school day. Instead, the Government settled on just one tenth of that figure—a mere £1.4 billion or, to put it another way, little more than £22 per child—and were widely condemned as selling children short. Of course, Sir Kevan Collins resigned in protest The national tutoring programme should be a key pillar of the Department for Education’s offer to schoolchildren to allow them to catch up on lost learning, but it is not. From the outset, Ministers have sought to cut costs at the expense of prioritising the needs of children recovering from the disruption caused by the pandemic. Despite the DFE being allocated a budget of £62 million for the national tutoring programme contract—not a huge amount in itself—it settled on a supplier that claimed it could deliver for less than half that budgeted figure. In fact, Randstad, a business specialising in human resources contracts, promised it could provide the contract for 40% of that figure—just £25 million. The reality is that it cannot deliver. It underpriced and underestimated what was needed. The fact that, as has been reported, Randstad undercut competitors by as much as £10 million should have rung alarm bells in the Department and for any procurement professional. Ministers have failed to get a grip on the scale of the challenge facing them, and both pupils and the taxpayer are being let down In January, the DFE released data acknowledging that the Minister’s flagship initiative for children in England has reached only 10% of its pupil engagement target a third of the way through the school year. This is serious. To put those percentages into absolute numbers, a mere 52,000 pupils out of the 524,000 who are due to receive tutoring this year have received it. These are the real-life consequences of this Government’s decision to spend a mere £1.4 billion on catch-up, far short of the £15 billion that Sir Kevan Collins said was needed. This is education on the cheap, and it is failing young people. Given the scale of this challenge and the time that the Government have had since the start of the pandemic to get this right, this admission is as shocking as it is damning. Can the Minister therefore update the House on how many pupils have been reached as of this month?