National Tutoring Programme and Adult Education — House of Commons, 2022-03-09
Topic: Education
Munira Wilson (Liberal Democrats, Centre to centre-left): I find myself in a happy position, because normally I am furiously trying to cut down my speech to three minutes. I do not think that is going to happen today, however. I am really quite surprised and shocked at how few people are here for this debate. To my mind, education and our children’s future, particularly given the impact of the pandemic, is one of the most important issues facing us, and given that this debate is meant to be partly focused around the national tutoring programme, which is key to the recovery plan, I would have thought that Members on both sides of the House would be interested, given that children in every constituency are affected. I thank the right hon. Member for Harlow (Robert Halfon) for his speech and congratulate him on securing the debate When I looked at the estimates and saw that they had been reduced from the beginning of the financial year, I was a little surprised. I know that there are explanations as to why that has been the case, but given that we have just been through one of the biggest crises that has faced our country since the second world war, which has had a massive impact on children’s learning, their lives and their mental health, I would have thought that, if anything, there would have been a surge of spending through this financial year. I would have expected to see the estimates go up, not down, so I am a little surprised by this. Maybe the Minister will explain more when he responds. Certainly in my constituency, where I am visiting schools week in, week out, every school is really struggling to make ends meet and increasingly relying on fundraising and parental donations, which I find quite shocking I see spending on children and young people as an investment, not a cost, and I would urge the Government to do the same. That investment should be made wisely, but the national tutoring programme, which was set up with the very best of intentions and ambitions, risks proving to be "a disaster", to use the words of Lee Elliot Major, the professor of social mobility at Exeter University. As the right hon. Member for Harlow has already said, even the Department’s own annual report published in December stated that the risk of catch-up efforts failing to address lost learning was "critical or very likely" The concept of small group or one-to-one tuition is an intervention that is well supported by evidence and welcomed by many schools, yet we know that the Government’s contractor, Randstad, has met only 10% of its targets for delivering this sort of tuition. I am surprised that when I challenged the Education Secretary in this Chamber a few weeks ago, when we were in the heat of omicron, on why we were not putting air purifiers into every school, he told me—as he told Sophie Raworth on "Sunday Morning"—that he is laser-focused on ensuring value for money. If Randstad is meeting only 10% of its target, I question whether that is value for taxpayers’ money. I particularly look forward to the Minister’s comments on that The national tutoring programme was particularly aimed at tackling the learning loss that has been felt most keenly by the most disadvantaged children. As the right hon. Member for Harlow said, all the evidence seems to be pointing to those children having been failed miserably. The National Audit Office questioned whether the programme is reaching the most disadvantaged, and the Education Policy Institute found a marked disparity in the take-up of the NTP between the north and the south. In the south, upwards of 96% of schools are engaging with the programme, compared with just 50% of schools in the north It has been reported that tutoring providers will no longer have to ensure that their catch-up reaches at least two thirds of poorer pupils after the target was ditched, even though this was stipulated as a key performance indicator in Randstad’s contract. How does this all fit with the Minister’s levelling-up ambitions The feedback from those on the ground trying to access the programme is damning. The leadership team of one academy trust told me they would give NTP a generous two out of 10. There are concerns that the tutoring partners strand is sucking teachers out of schools, and particularly the supply pool, which the Minister will know has come under significant pressure from omicron. Although all the restrictions have been eased, there are still staff and pupil absences in schools. There are many stories of lessons being cancelled at the last moment and tutors not turning up. Schools have had a mixed experience of the tutors with whom they are partnered The administrative complexity and burden have left many schools wondering about the value of opting into the programme. One teacher described the admin side as a farce, telling me, "There’s no way you’ll actually get paid if you try to put in honest information. It’s obvious no meaningful records are being kept. To get paid the first time, I had to do six hours of admin over a weekend. There appears to be no evaluation or feedback on what’s going on." With schools having to pay a contribution towards the school-led strand of NTP, how does that work for schools that are struggling financially given the huge disparities in school funding in different parts of the country? I know that at least two primary schools in Twickenham have a budget deficit. They lost fundraising money during covid and were unable to claim for many of their additional covid costs. They rely on parental donations and parent teacher association fundraising for some of the basics, with one school having to ask parents for monthly donations to be able to employ teaching assistants. Many schools are having to fundraise to fork out thousands to switch to one of the Department for Education’s mandated phonics providers A DFE survey last year found that just 29% of schools are planning to use the NTP in the current academic year, with 30% being unsure. That statistic speaks for itself. The national tutoring programme, if not failing, is severely struggling. It is time for a fresh approach. The Liberal Democrats have been calling for an ambitious package of support for our children and young people as we deal with the consequences of the pandemic. Sir Kevan Collins’s recommendation of £15 billion should be honoured, with the majority of that money being put directly into the hands of schools and a third going to parents and carers in the form of catch-up vouchers, as they are best placed to know what each individual young person needs, whether it is academic or social. That could include counselling support and so on The Education Policy Institute suggests that the economic impact of school closures during the pandemic could run into the trillions over the next few decades. A £15 billion investment in our young people would deliver a far greater return than most infrastructure projects.