School Funding — House of Commons, 2018-04-25
Topic: Education
Siobhain Ann McDonagh (Labour, Centre-left): I would like to begin by putting on record my admiration and appreciation for the remarkable efforts of schools in my constituency and the Borough of Merton. I am proud to say that under the most testing of circumstances, every single secondary school in Merton is now rated good or outstanding and has a GCSE progress 8 score that the Department for Education ranks as No. 1 in England, with Liberty Primary School in Mitcham in the top 1% of all schools for pupil progress in reading, writing and maths I am sure that Members across the Chamber will join me in congratulating Harris Primary Academy, which last year became the second outstanding primary school in Mitcham and Morden after Singlegate. They join Merton’s growing list of outstanding secondary schools, which includes Harris Academy Merton, Harris Academy Morden, the Ursuline, and Ricards Lodge. What makes that success even more remarkable is the circumstances in which it has been achieved—circumstances that are worsening term by term Schools in Merton are set to lose a staggering £1,820,818 between 2015 and 2020, despite their pupil numbers rising. It is no wonder that 40% of primary schools and 60% of secondary schools in Merton have had to cut staff since 2014. By 2020, Aragon Primary School will lose £100,118, William Morris Primary School will lose £72,582 and the outstanding Singlegate Primary School will lose £102,086—the extraordinary equivalent of £204 per pupil Across the country, staff numbers in England’s secondary schools have fallen by 15,000 since 2014, despite there being 4,500 more pupils to teach. That is 5.5 staff members lost in each school. Meanwhile, 62% of those schools have increased the size of their classes, despite the shortage of staff Behind the facts and figures are the governors, pupils and teachers struggling to cope. Yesterday, a group of teachers wrote to me from their staff room and said: "We are stretched beyond belief. Corners are being cut, stopping the breadth of the curriculum and yet, despite the setbacks, we are expected to produce better outcomes than ever before! We’ve even run out of pens, glue sticks and basic stationery!" Schools have been admirably shielding their pupils from the damage these cuts are causing, but they can go on for only so long. These schools are facing hardship like never before I would like to read some brief extracts from letters I have recently received from three different headteachers in my constituency. First: "We see children who eat their lunch very quickly, whilst ‘protecting’ their plate with an arm as they eat" so that nobody can steal their food. Secondly: "If he won the lottery, one child said he would go food shopping to buy lots of cereal and porridge to fill him up and keep him warm." Another said: "We believe that a significant number of our children are so used to feeling hungry and cold that they do not recognise these feelings", and: "We have children in temporary accommodation changing schools several times, impacting them socially, educationally and financially." When I asked the Under-Secretary of State for Education, the hon. Member for Stratford-on-Avon (Nadhim Zahawi), who is responsible for children and families, about the impact of temporary accommodation on education he acknowledged that it can mean changing schools and that it is strongly associated with poorer attainment, but he then claimed that these schools are provided with extra resources to combat that. The reality is that the pupil in question, moving from school to school, has now become a persistent absentee. Experience suggests that he might never overcome that avoidable dismantling of his education The Government argue that they are trying to distribute funds more fairly, but they fail to address the uneven battle that those in the most disadvantaged areas face even to attend a good school in the first place. A child living in one of England’s most disadvantaged is 27 times more likely to go to an inadequate school than a child living in one of the least disadvantaged areas. Spreading the funding evenly, therefore, does not fairly share the opportunity. How do I explain to the furious teachers, governors and parents across Mitcham and Morden why their class sizes are bigger, why their teaching assistants have gone, and what has happened to the subjects that their school now simply cannot afford? There will be almost no real-term winners under the Government’s proposals. The cake needs to be bigger for anyone to get a bigger, fairer slice.