Pupil Referral Units — House of Commons, 2019-01-22
Topic: Education
Nadhim Zahawi (Conservative, Centre-right): I am grateful to the hon. Lady for that intervention. I hope that my remarks will continue to deal with the issue of funding and how much investment we are making As I was saying, the funding of £10,000 per place is supplemented by top-up funding from the commissioner of the place. Both the number of places to be funded and the amount of top-up funding are matters that are decided locally. Top-up funding is the funding that is required in excess of the £10,000 place funding to reflect the full cost of the provision needed, depending on how long the pupil is expected to be in the unit and on other local factors. It can also reflect costs that enable those units to remain financially viable, which goes to my hon. Friend the Member for Bolton West’s point. It is important that places are available when they are needed In our operational guidance, we have advised that commissioning local authorities and schools should carefully consider the top-up funding arrangements to ensure that there are no perverse incentives and that the funding achieves the intended outcomes. It is possible to develop a top-up funding system that more closely reflects the achievement of the desired outcomes, as a way of encouraging high-quality AP. For example, an element of the payment could be withheld from the pupil referral unit until the pupil returns to his or her mainstream school or achieves another outcome Funding for AP comes primarily from the high-needs block of the dedicated schools grant. Based on local authorities’ reports of their spending, the Department estimates that around 10% of the high-needs budget is spent on AP. The proportion of spend on AP from the high-needs budget has remained roughly stable in the past few years. Last year, local authorities reported approximately £632 million of expenditure on AP, including on pupil referral units. However, schools are also able to commission AP places and services directly, and when a school does this, it is funded from its delegated share of the school block, which the local authority distributes to it through its local formula. Last year, the core schools and high-needs budget was almost £41 billion. This is set to rise to £43.5 billion next year. While more money is going into our schools, including into the high-needs block, we recognise the budgeting challenges that schools face and that we are asking them to do more Acknowledging that and the cost pressures on local authorities, and because children only get one chance at a great education, the Government have prioritised and protected schools and high-needs spending even while having to make difficult public spending decisions in other areas. Last month, we announced £250 million of additional funding for high needs over this financial year and the next, bringing the total high-needs allocation to £6.1 billion this year and £6.3 billion in 2019-20. We have listened to the particular concerns expressed by many local authorities and others, including Members of this House, about high-needs budget pressures, and additional investment will help local authorities to manage those pressures. However, while funding is important, which is why we have protected the core schools budget in real terms per pupil from last year to next, funding is just one part of the story, because what happens to the money and the quality of AP are both important. That is why my Department is committed to reforming alternative provision and set out its plans for doing so in a reform road map last March. The plan for reform set out the aspirations of strengthening partnership arrangements for commissioning and delivering AP and the steps we are taking We are providing a stable evidence base for the reforms. The Department contacted Isos Partnership to undertake research into local AP markets. The research, published late last year, looked at the range and efficacy of different AP commissioning and funding models. It sought to engage local authorities, schools and AP across the country and shows that some areas are developing effective commissioning and funding arrangements between local authorities, schools and alternative providers to ensure that suitable provision is made for children with additional needs In Bath and North East Somerset, for example, funding from the high-needs block is devolved by the local authority to six behaviour and attendance panels across the area. These panels of primary and secondary heads are responsible for co-ordinating in-year admissions, supporting children at risk of exclusion, and managing referrals into alternative provision. The vast majority of schools in Nottinghamshire belong to schools partnerships, which receive high-needs funding from the local authority for both alternative provision and SEN support. When a school in Nottinghamshire excludes a pupil, the cost of their placement in alternative provision is recovered from the school or partnership in question. That system has resulted in an inclusive school system, with a low incidence of permanent exclusion—less than half the national average To build on what we have learnt of such arrangements, the Department announced its intention last month to launch a call for evidence to understand better the financial incentives that can affect decisions within the wider high needs funding system, including decisions relating to alternative provision, as my hon. Friend the Member for Bolton West rightly highlighted. We are also investing £4 million into an innovation fund for AP. This externally-evaluated fund is supporting nine innovative projects, from across the country, to understand more about how to improve outcomes for children in AP. The initiatives focus on supporting children in AP to make good academic progress and successful post-16 transitions, reintegration into suitable mainstream or special school placements, and increasing parental or carer engagement We are committed to protecting all children from exploitation and abuse, whether from county lines, gang activity, or sexual abuse, which is why this Government have invested £3.6 million in a new national county lines co-ordination centre as one of the key commitments in the serious violence strategy. The Department is also providing up to £2 million for a new national response unit to help local authorities to support vulnerable children at risk of exploitation by criminal threats. Good discipline in schools is essential to ensure that all pupils can benefit from the opportunities provided by education. The Government absolutely support headteachers in using exclusion as a sanction, where warranted. It is equally important that the obligations on schools are clear and well understood to ensure that any exclusion is lawful, reasonable and fair A review of exclusions, led by Edward Timpson, is under way. The review is considering how schools use exclusion and how it affects all pupils, but it is particularly considering why some groups of children are more likely to be excluded. The review will report its findings early this year, with the Department’s response to follow.