Water Safety Education

Jim Shannon Excerpts

Tuesday 7th May 2024 Westminster Hall

[John Cryer (Leyton and Wanstead) (Lab)]

I beg to move,

That this House has considered the provision of water safety education in schools.

It is a pleasure to serve under your chairmanship, Mr Stringer. I thank Mr Speaker for choosing this debate, which I am delighted to have secured. It is on a subject that is of great importance to me as vice-chair of the all-party parliamentary group on swimming, and I am sure that it is a matter of interest and concern for Members on both sides of the House. I also want briefly to thank both Philip Brownlie, head of public affairs at Swim England—it used to be the Amateur Swimming Association, in my day—for all his help in securing the debate and with my speech, and my hon. Friend the Member for Hornsey and Wood Green (Catherine West), the chair of the all-party group.

Swimming has been a genuine passion of mine for many years. I started to swim at the age of five or six and I have swum with various swimming clubs, such as Leyton ASC, Hornchurch ASC and East Grinstead Tri Club. I want every child to have the kind of opportunity that I and many others had when we were growing up. If we can develop children’s physical literacy through good-quality, positive experiences at school, we can set them up for a lifelong love of being active.

Swimming is obviously a sport, but it is probably the only sport that might save someone’s life at some point. Figures shared with me by the Royal Life Saving Society show that the number of child drownings is increasing at an alarming rate. In my view, that is not unconnected to the net loss of swimming pools in this country of about 400 over the past decade. In 2022, there was a 46% increase in the number of child drownings against the five-year average, and although the 2023 data has not been officially published, early indications suggest that child drownings may have increased significantly again last year.

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Gentleman for securing this debate on what, for me, is a critical issue. In my constituency, many young people and children in particular have died while swimming. In the figures that he referred to, 35 accidental child fatalities were reported. That is a classroom full of children. That gives us an idea of the magnitude of the issue. Does he agree that consideration should be given to a United Kingdom of Great Britain and Northern Ireland awareness campaign, alongside the education systems in the devolved nations, to ensure that children have an understanding of basic water safety, and how to be safe and keep safe?

[John Cryer]

I fully agree with the hon. Gentleman. I will not comment on the devolved nations, but he speaks very eloquently.

When the figures are adjusted for socioeconomic status and ethnicity, there are worrying elements in the child mortality data. The National Child Mortality Database reported that the risk of drowning was twice as high among children from poorer backgrounds as among those from better-off backgrounds, and that the risk of drowning was three and a half times higher for children from black and ethnic minority backgrounds. For me, that is a particular worry, because I represent one of the most diverse constituencies in the country.

The debate is very timely, particularly when we consider that we are fast approaching the summer and that 2024 marks the 30th anniversary of swimming’s inclusion in the national curriculum. For all these reasons, it is important that we have this debate today and that the importance of swimming and water safety is highlighted in this place.

Figures from the latest Sport England Active Lives survey of children show that 71% of children in year 7 are able to swim 25 metres, which represents a fall of 6.3% compared with five years ago. Worryingly, pupils are also being offered fewer swimming lessons at school. That is raised with me just about every time I visit a school in my constituency. Swim England has also seen concerning examples of parents being asked to pay for their children’s school swimming lessons, which risks exacerbating existing inequalities. I represent some of the poorest wards in London, so that is very relevant to my daily work.

I pay tribute to the many hard-working teachers in Leyton and Wanstead and across the country. I recognise that teaching swimming and water safety presents a number of serious challenges, particularly under current circumstances. On top of that, school staff are often underqualified, underprepared and inexperienced when it comes to delivering comprehensive physical education. That is not a criticism of the teachers, but a criticism of the lack of resources. More qualified and prepared school staff would enable smaller ratios and higher-quality teaching to make the most of limited learning time for pupils.

Organisations such as Swim England produce free resources, including the school swimming and water safety charter, to support teachers, as well as running courses such as the national curriculum training programme for primary school teachers, but the Department for Education and Ofsted have been a bit too reluctant to adequately monitor and enforce the curriculum requirements. Although schools are required to publish their swimming and water safety attainment levels in order to receive PE premium funding, evidence suggests that many are not doing so. Could the Minister share the number of schools that the Department has taken action against for not meeting that requirement since its introduction? PE premium funding itself is only guaranteed until the end of the 2024-25 academic year. Could the Minister confirm that the requirement to provide that data directly to the Department will remain, regardless of what might happen to PE premium funding?

PE premium funding has helped schools offer top-up swimming lessons, but I cannot help feeling that providing schools with enough core funding to deliver appropriate school swimming lessons would be a better way to proceed. The Minister may or may not be aware that in Estonia, for example, pupils receive 40 hours of school swimming lessons paid for by the Government.

A 2023 Ofsted report on PE described swimming and water safety attainment as “mixed” and stated that

“evaluation of the swimming and water safety element of the curriculum is limited”.

It recommended that primary school schools should ensure that

“their curriculum matches the breadth and ambition of the national curriculum for all pupils. It should include carefully sequenced and taught swimming and water safety lessons”.

I would like the Department to be much more active in monitoring and enforcing curriculum requirements, a point that members of the Swim Alliance have raised with me. The alliance, which is chaired by Debbie Kaye of the Chief Cultural and Leisure Officers Association, is a grouping of organisations from across the sector, including pool operators and groups such as the Black Swimming Association, Unity Swimming and Swim England.

Organisations such as the Youth Sport Trust, the Association for Physical Education and Swim England have proposed that PE should be made a core subject. I wonder whether the Minister might consider that in order to help PE obtain the profile and support in schools that it merits.

The growth in the number of pop-up pools is broadly welcome, but their small size and shallow depth means that it is impossible for them to meet curriculum requirements, and local authorities have raised concerns about the impact that increased use of pop-up pools could have on existing community facilities.

I want to allow time for my hon. Friend the Member for Hornsey and Wood Green to speak and for the Minister to respond, but we cannot discuss water safety without discussing access to pools for pupils to learn in. Part of my constituency—three wards—is in the London Borough of Redbridge, which, according to Swim England, is the third most deprived local authority in the country with regard to available water space. It is perhaps unsurprising, therefore, that just 20% of children across all ages in Redbridge can swim 25 metres, compared with 75% in Wandsworth. If we are to improve water safety, we must ensure that we have the pools we need for the future.

To summarise my views very briefly, schools need to be adequately resourced and able to provide swimming and water safety opportunities. School leadership groups need to prioritise swimming and water safety in schools. School swimming and water safety need more hands-on monitoring and enforcement from the DFE and Ofsted. As a country, we desperately need to invest in the community pools we need for the future, with both capital funding and revenue funding, so that swimming is an affordable activity. If we do all that, we can start to make the sort of progress that I am sure everyone across the House wants to see.

Finally, I mentioned that my three of my wards are in Redbridge; the other six are in the London Borough of Waltham Forest, where we have seen enormous core funding cuts. As I said at the beginning of my speech, just about every school I visit, in both Waltham Forest and Redbridge, has raised the difficulty of getting access to pool time for swimming. With that, I had better stop speaking and give others a chance to contribute.

Post-16 Education: Isles of Scilly

Jim Shannon Excerpts

Monday 29th April 2024 Commons Chamber

[Derek Thomas (St Ives) (Con)]

I thank Mr Speaker for granting this debate on the cost of post-16 education for families on the Isles of Scilly. I have yet to stand up in this Chamber unless it is to raise an issue that has been raised directly with me by a constituent, and today is no exception. I rise to raise an issue that has been raised by not just one but several constituents. They are all parents, and they met me last month to set out their concerns.

The Isles of Scilly are unique in so many ways. They are situated just off Land’s End, and they are a beautiful part of the UK and a fantastic part of my constituency. I have often spoken in this Chamber about the unique environment on the islands, but the people of Scilly also face unique challenges—or almost unique. As I prepared for this debate, I found that there are in fact two local authority areas in this country with no sixth-form provision. One is the Isles of Scilly; the other is the City of London. So the situation is not unique; the consequences, however, are. Young people in the City of London can walk to a sixth form college or pay 85p for a bus ride; the buses are rarely cancelled because of stormy weather or high seas and, unlike the Scillonian ferry, they run all year round. More to the point, those young people can go home to their families at the end of each school day.

That option is not open to the families I met on Scilly. They know that they have to send their young people to stay on the mainland to fulfil the statutory requirements but, as one of my constituents told me,

“the decision about where to go was based on accommodation, not educational preference”.

The lucky ones could stay with family or friends on the mainland—I should perhaps say “the lucky one”, if the council’s unofficial survey is accurate—but everyone else had to choose between staying with a host family or in a boarding school. Last year’s Ofsted report on Scilly’s children’s services stated:

“To access…post-16 education children must live away from home on the mainland. This adds the potential for social, emotional and mental health challenges and additional safeguarding risks for some children.”

It is not surprising, but still shocking, that 20% of 16 and 17-year-olds from Scilly are not in education, employment or training, which is four times the national average and infinitely more than the City of London’s 0%. This is despite the fact that students from the Isles of Scilly consistently outperform students on the mainland in GCSE attainment.

The Council of the Isles of Scilly is responsible for the provision of compulsory education until the age of 18 and, like all local authorities, is expected to meet the costs of delivery from its own budget. The council is supported by post-16 travel and accommodation grants administered by the Education and Skills Funding Agency. The funding is currently £6,365 per student, which can go towards travel to and from the mainland and accommodation while studying. The actual costs are considerably more, and I am grateful to the parents of current students who have prepared very helpful figures that show just how much more they have to fork out for their children’s education.

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Gentleman for securing this debate. Does he feel it is immoral and wrong for a parent to have to pay for their children’s education when sixth-form education is free across the rest of this great United Kingdom of Great Britain and Northern Ireland? It is wrong that the parents and children of the Scilly Isles cannot have the same advantages as we have elsewhere.

[Derek Thomas]

I thank the hon. Gentleman for his intervention. I will be covering that injustice and how equality and levelling up really should apply, but I am pleased to know that there is someone else in the Chamber who also takes an interest in the Isles of Scilly. I appreciate that they are not everyone’s area of interest or expertise, but they are beautiful, remote islands. I am sure they are a holiday destination for many, but visitors do not always consider the challenges that people face.

As I was saying, the cheapest option for sixth-formers is staying with a host family, but even this costs more than the £6,300 grant, and it is increasing. That is without factoring in the cost of travel, with six return journeys a year, including transport on the mainland, costing £1,750 for each student on average. This does not include contingency for overnight stays when travel is disrupted, despite the high risk of the weather scuppering travel plans. And this weather disruption is not limited to the winter. Everyone in the Chamber will appreciate the difficulty of finding accommodation in a wonderful destination like Penzance at the peak of the tourist season. There are obvious safeguarding issues with young people staying on their own when their journey is disrupted.

Many parents are understandably reluctant to entrust their children to host families, who are currently unregulated. At an age when most young people are living with their parents, 16 and 17-year-olds from Scilly are living in digs. They lack the structure and support they need, in the absence of family and friends. Some hosts become like second families, but other parents have chilling stories.

One constituent told me that their child became very ill while living in host family accommodation. Nobody was aware, because nobody had pastoral oversight. Nobody noticed the student lose 1½ stone over a six-week half term, and he ended up with one A-level, having started doing five with top grade predictions. There are other cases where vulnerability, loneliness, isolation and naivety have placed students at risk that I cannot, of course, divulge in such a debate.

Colleges such as Truro and Penwith College, our excellent further education college in west Cornwall, and the main post-16 provider for Scilly, have concerns. They see how often this lack of support is reflected in poor attendance and work at school, and it can lead to students failing to complete their studies. According to the informal survey I mentioned, less than two thirds of children attending post-16 education completed their courses successfully.

Although colleges take seriously the challenges facing students who are required to leave Scilly to learn, their pastoral care is limited to their statutory role, which covers only the school day. Outside that period, which may be only 18 hours during a typical school week, students are left to their own devices. They may not have access to the support and extracurricular activities, such as sport and social clubs, that young people take for granted in the rest of the country.

For all those reasons, homestays are becoming less popular with families on Scilly; nearly half of students did this just three years ago but now just over a quarter do. The other option available to families is boarding school, where these young people have supervision and support. There are a number of state boarding schools in the south-west, but, as was hinted at in the intervention, although the education is free, the board and lodging is not. According to the parents’ figures, the shortfall can be as much as £13,000, including travel costs, per child. Again, that does not include contingencies or incidental expenses; many students never see their sixth forms until they arrive for the first time in September, as the cost of visiting beforehand is not covered by the grant and is just not achievable.

The cost of living is already high on Scilly, because of freight costs, and salaries are lower than average, yet families on Scilly are forced to pay for their 16 and 17-year-olds to have the same opportunities as anyone else. Furthermore, when their children have finished their A-levels and are thinking about higher education, families are already saddled with debt and reluctant to take on more. I am aware that the Department for Education is already reviewing the policy on Scilly post-16 education, but it is my understanding that a robust equalities impact assessment has not yet been undertaken by Government. It is, however, clear that families on Scilly do not have an equal access to post-16 education.

The Isles of Scilly Council, with which I have been working closely on this issue, has suggested a grant of £15,000 per student per year is required to ensure financial parity with those on the mainland and to meet the additional increased costs to enable the students to continue in their education or training. I would be grateful if the Minister could confirm that he will direct his officials in the Education and Skills Funding Agency to take Scilly’s unique challenges into consideration when assessing the size of the grant and to hasten a decision, as the next academic year is just four months away and decisions about the next stage of a child’s education are needing to be made imminently.

When I corresponded with the Minister’s predecessor, my right hon. Friend the Member for Harlow (Robert Halfon), he made the point that young people all over the country have options to study in diverse and widespread locations, and it would not be “financially feasible” for local authorities to fund all the costs this involves. But families on Scilly do not have options: they have a straight choice between sending their children to a potentially unsafe environment or racking up thousands of pounds in debt. A number of parents told me they were considering leaving Scilly purely so that it was financially feasible to educate their children as the law required. The one thing everyone on Scilly would like to say to this House is that when families leave, it becomes difficult to maintain the services and all the things that are required to keep a community of about 2,200 people viable and going on a remote island setting such as Scilly.

The cohort over the next few years fluctuates from 15 to 32 students, so I submit to the Minister that it is not financially infeasible for the Department for Education to look seriously at the figure of £15,000 that the council has identified. We know that money allocated for Scilly in the Government’s levelling-up fund is not now going to be spent as intended; this would be an ideal opportunity for the Government to show their commitment to these unique islands and to their future as thriving communities.

Although the subject of this debate is the cost of post-16 education to families on Scilly, there are wider issues about how to ensure the welfare and wellbeing of Scilly’s young people so they can fully and appropriately engage with their education. The council needs the capacity to commission packages of support for students on the mainland where it is necessary. That could be through bespoke packages enabling them to return to mainstream tuition after a period of absence; or through the Future Foundations programme, which, as the Minister will know, empowers students to aim high and achieve their potential. The council aims to work with the multi-academy trust, of which the Five Islands Academy is a member, to provide opportunities for students to engage in extra-curricular activities. It also wants to work with voluntary organisations such as Action for Children and Young People Cornwall to improve the offer for post-16 students outside the hours of formal education. As I have hinted, there needs to be some money set aside for contingency.

These are not outlandish requests. All the officers at the Council of the Isles of Scilly want is to enable students to remain safe in an unfamiliar environment; to remain gainfully and safely occupied outside the times of formal education; to have and to maintain good mental health and wellbeing; and to thrive socially, emotionally and academically. These are not unique requirements—they are what we all want for our children and young people. There is no reason why parents on Scilly should not want the same. I look forward to the Minister’s comments on how he plans to ensure that the families on Scilly can have the same.

Oral Answers to Questions

Jim Shannon Excerpts

Monday 29th April 2024 Commons Chamber

[Damian Hinds]

I appreciate what my hon. Friend says. History is a very important subject for many reasons. Learning about Israel and the wider region can be covered in history, for example in the “challenges for Britain, Europe and the wider world since 1901” theme. In general, we do not specify individual historical events in our national curriculum, with the sole exception of the holocaust, as he will know.

[Jim Shannon (Strangford) (DUP)]

I thank the Minister for his positive and helpful response. What discussions has he had with counterparts in the devolved nations, in particular in Northern Ireland, where the two different groups—the nationalists and the Unionists; the Protestants and the Catholics—have been able to develop an understanding on education? They are able to look at each other without the suspicion that may have been there 20 or 30 years ago. Has the Minister had a chance to talk to the devolved nations to ascertain whether introducing compulsory education on the importance of combatting antisemitism is possible, taking the Northern Ireland example as one that works?

[Damian Hinds]

I always value opportunities to speak to colleagues and counterparts in the devolved Administrations. I believe that we will have another opportunity relatively soon to speak to the hon. Gentleman’s colleagues in Northern Ireland, and I have no doubt that that will be one thing that we will wish to talk about.

Digital Skills and Careers

Jim Shannon Excerpts

Tuesday 16th April 2024 Westminster Hall

[Dr Cameron]

I totally agree; the hon. Member makes an excellent point. Indeed, I have just come from a meeting with DFN Project SEARCH, which works with young people with special needs to give them placements in a variety of industries, including in digital industries and in this Parliament. We must harness everyone’s potential, and everyone should have the opportunity to realise their potential. We should particularly focus on making sure the transformation is inclusive, including of people with special needs.

[Jim Shannon (Strangford) (DUP)]

I thank the hon. Lady for securing the debate; she always brings interesting and sensible debates to Westminster Hall and elsewhere. From the time I have known her, she has always been astute and assiduous on these issues, and I thank her for that.

We should teach the importance of having sound digital skills, especially for most modern jobs, which require that we understand information and communications technology. I say that as one who probably does not, to be truthful—but it is important for young people coming through that they do.

Lloyds Bank found that 18% of adults lack the necessary essential digital skills. Does the hon. Lady agree that consideration should be given to teaching a mandatory ICT lesson within careers classes in all schools across the United Kingdom to ensure that young people have the skills needed to obtain employment in all types of industries? In my constituency, we need young people with those skills. I think the hon. Lady would probably agree that she needs them in her constituency as well.

[Dr Cameron]

I totally agree. Digital skills are going to be an integral part of the curriculum for everybody moving through the school process, and for people at all stages of their lives; some people might want to change career and move into the digital posts of the future.

If I may give a small anecdote, when I attended one of the APPG’s sessions, the Children’s Parliament came to speak to us. We were talking about the metaverse and a person from Roblox was there. I spend a lot of money on Roblox, as a mother, because children are so interested in it, so I was desperate to speak to this person about what Roblox was really about. He asked a question of those in the room—Members of Parliament; Members of the House of Lords; and Members of the Children’s Parliament, who are aged from about eight to 14— “Who understands the metaverse?” All the children put their hands in the air, but not very many MPs or Lords Members did.

Digital skills should be part of the curriculum, but younger people are quite digitally native; they are quite used to it. I therefore think there must be across-the-lifespan development so that older adults who are in careers in which they have not had the opportunity to gain digital skills can gain them if they would like to. Certainly, we in Parliament have a way to go to catch up with the children in terms of digital understanding. I include myself in that.

Music Education

Jim Shannon Excerpts

Tuesday 19th March 2024 Commons Chamber

[Sir Michael Ellis (Northampton North) (Con)]

I rise to speak about the changes to funding for music education hubs. This Government have made an important and worthwhile commitment to a vision of enabling all children and young people to learn how to sing, to learn how to play a musical instrument and to have the opportunity to progress their musical interests and talents, including professionally, if that is what they want to do.

The 2022 national music plan published three key aims for music hubs: first, to support schools and other education settings to deliver high-quality music education; secondly, to support young people to further develop their musical interests and talent, including into employment in some cases; and thirdly, to support all children and young people to engage with a range of musical opportunities in and out of school.

By 2018, record numbers of children were learning instruments because of this Government’s actions. As my right hon. Friend the Schools Minister will know, music education hubs have been funded nationally to the level of around £75 million to £80 million a year since their inception under this Conservative Government in 2012, which is sometimes referred to as the national music grant.

However, the national music grant, which funds the functions of the music hub leads, has risen by only 1% since 2012. During this time, the Bank of England inflation calculator shows inflation running at 37%. As I am sure the House understands, it has therefore always been a challenge for music hubs to maintain their exceptional levels of service up and down the country.

My Northampton North constituency is home to a great many talented young musicians and performers. I spy many Northamptonshire Members in the House today, and they will know the value of music in their constituencies.

[Jim Shannon (Strangford) (DUP)]

I commend the right hon. and learned Gentleman for securing the debate. He is right that music encourages us all, and not just in Northamptonshire. The Education Authority in Northern Ireland supports 689 primary and post-primary schools to provide musical learning to students. These are fantastic opportunities, but some courses cost £140, which is a disadvantage. In Northern Ireland we have a tradition of flute bands, pipe bands, accordion bands and brass bands, and they are associated with people who come from my tradition, as Members will know. Such bands also give opportunities for young people to learn an instrument. When it comes to music, we in Northern Ireland have the better part of the deal.

[Sir Michael Ellis]

I knew that the hon. Gentleman and I would be singing from the same hymn sheet. His melodious tones resonate daily in this House, and on this subject, as on so many others, we are in complete agreement. He will know, as will other Members, that I am a former Culture Minister, so that pleases me greatly.

Tutoring Provision

Jim Shannon Excerpts

Tuesday 19th March 2024 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It really is a pleasure to serve under your chairship, Mrs Cummins. I look forward to you being in the Chair every time I am here. Thank you for being here and for your fairness.

I thank the hon. Member for Twickenham (Munira Wilson) for leading this debate on a very important issue. As always, I will try to bring a Northern Ireland perspective, not because the Minister has responsibility for Northern Ireland but because it adds to the debate. I will give some stats and talk about what we have done back home, and hopefully we can share those experiences for our betterment.

The hon. Lady and the Liberal Democrat party have done much work on children’s education, and specifically on tutoring. She set the scene well and talked about what she and her party espouse and hope to achieve. She spoke about the benefits of tutoring, which were endorsed by the hon. Member for Sedgefield (Paul Howell). There is certainly a disparity across the United Kingdom, but we must ensure that children from all backgrounds can take advantage of good educational learning. It is great to be here to give a Northern Ireland perspective on this issue.

The Government set up the national tutoring programme in England in response to the impact of the coronavirus pandemic on education. Those two and a half to three years really did change life for everyone. The programme provided subsidised, small-group catch-up teaching and mentoring for pupils impacted by covid. It is crazy to think about where we were just a few years ago and about how much school young people missed out on. Although teachers did their best, it was always going to be a difficult task, so it was important that we looked at different ways of providing education. The Government did that, especially for key worker parents.

The latest child poverty figures for Northern Ireland show that 82,000 children live in absolute poverty. Remember that we have a population of 1.95 million, so those figures show the enormity of the situation and what we are trying to achieve back home—we are talking about almost one in every five children. Just under 100,000 children in Northern Ireland live in relative poverty. Adding those two figures together gives a sum of 182,000 living in absolute or relative poverty. Those figures worry me. They highlight not only the situation in Northern Ireland but the need for better one-to-one tutoring provision.

Key worker parents provided essential services, but their children had less face-to-face teaching at home, so it is likely that many of those children suffered due to that too. The hon. Members for Twickenham and for Sedgefield talked about a combination of issues, and I know that the hon. Members for Stoke-on-Trent North (Jonathan Gullis) and for Newcastle upon Tyne North (Catherine McKinnell) will do likewise.

I always look forward to the Minister’s response, because he tries to encapsulate our fears, concerns and questions, and gives us some encouragement as elected representatives. Funding for Northern Ireland was secured by the Halifax Foundation for Northern Ireland and the Charities Aid Foundation. That allowed for the creation of a free online tuition service for the children of key workers from socially disadvantaged backgrounds and for children with special educational needs. The combination of those two issues—parents who are away at work, and the education of children with special educational needs—is a massive problem. I have realised from all the debates we have here that the issues relating to children with special educational needs affect not just Northern Ireland but the whole of the United Kingdom of Great Britain and Northern Ireland. The Ask a Tutor scheme really did make a difference, and I thank the Halifax Foundation for Northern Ireland and the Charities Aid Foundation for that.

The Government have said that raising children’s attainment is at the heart of their agenda, and that is very true. Being able to obtain good tutoring services is one thing, but that must be deliverable across the whole of the United Kingdom of Great Britain and Northern Ireland. I am a passionate believer in the strength of the Union, and I am sure everybody in this Chamber is of a similar disposition. The hon. Member for Stoke-on-Trent North spoke at my association dinner two weeks ago about the strength of the Union, and he enthralled that audience of true Unionists in Newtownards with his words. I put my thanks for that on record, and I am pleased to see him here.

Although it is fully understood that education is devolved, we need to ensure that the initial budget is there to support one-to-one tutoring in our schools. The Assembly is now up and working again, and the Minister for Education back home is my colleague Paul Givan MLA. I know him and I know that he will work hard on this issue, but there also needs to be the support from Westminster. I am sure the Minister will give us encouragement on that through his words, as well as his actions.

One of my staff members was tutored in maths through her fourth and fifth years of secondary school, and her sessions cost £32 for one hour each week. That was almost eight years ago, so I imagine that they cost at least another £10 to £15, which would make it quite challenging for any person to afford that individually—it could cost over £200 a month, depending on how many sessions someone was having. Although there are people out there who will be able to afford that—that is fine, and those are the sacrifices we make—there are those who simply will not be able to. Giving consideration to those families should be made a priority, and that is the first of my requests in this debate.

We all want our young children to grow up and excel at school, and to have the best opportunities possible, and providing extra one-to-one tutoring sessions is an excellent way to ensure they do. I see that through the staff in my office and what they have told me, and we heard it in the introduction from the hon. Member for Twickenham, who explained why tutoring is important, and others have added to that message and will add to it in a minute.

I urge the Minister to engage with the devolved nations to ensure that we can all play a role in improving educational outcomes for young people in this great United Kingdom of Great Britain and Northern Ireland. Isn’t it great that we have that Union? Isn’t it great that we can share these ideas? Isn’t it great that we can do that for our children?

Oral Answers to Questions

Jim Shannon Excerpts

Monday 11th March 2024 Commons Chamber

[Gillian Keegan]

I am sure that the hon. Gentleman will be delighted to learn that apprenticeship starts are up by 3% so far this year. That is because they are backed by record investment of £2.7 billion. Never before has a Government invested so much into high-quality apprenticeships and achieved so much in spreading opportunity across the country.

[Jim Shannon (Strangford) (DUP)]

Like the questioner and the Secretary of State, I am very keen to increase the number of occupations. Two categories have perhaps not been considered. What discussions has she had with the Department of Enterprise, Trade and Investment back home to ensure opportunities for new apprenticeships in farming and fishing?

[Gillian Keegan]

The hon. Gentleman puts his finger on a very important point. We work with employers in farming and fishing, and we have a number of apprenticeship standards across those industries. We are always happy to work with any industry that sees an opportunity for more apprentices to be trained in their industry.

Kinship Care Strategy

Jim Shannon Excerpts

Wednesday 6th March 2024 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a real pleasure to serve under your chairship for the third time this afternoon, Mr Pritchard. I commend the hon. Member for Mid Bedfordshire (Alistair Strathern) for securing the debate. I want to give a Northern Ireland perspective on the whole thing, as I always do—it is about what we do back home. The Minister will obviously have some input into that, and I seek his assistance as to how we can make it better.

In March 2023, some 3,801 children and young people were recorded as in care in Northern Ireland, which is 177 more than in 2022. That is the highest recorded number in Northern Ireland since 1995, some 29 years ago. It tells us a wee bit about the issue, which everybody has illustrated very clearly. Some 22% of the children had been in care for less than a year, while 32%—almost 1,300—had been in care for five years or longer. There is a real issue for us back home with foster care, but today’s debate is about the kinship care strategy. The increase is certainly concerning; it highlights the issue of kinship care even more fully when we consider that more than half of those in foster care are in kinship foster care.

I have two questions for the Minister, along with the Northern Ireland perspective. First, I understand that foster carers were given an increase of some 12% in the foster care allowance. It seems that that did not go as far for kinship foster carers as it should have done. Could the Minister clarify the point and give us some indication of whether that is the case? Secondly, some £9 million will be invested in a bespoke training and support offer for all kinship carers. That is excellent news, but I am a great believer in the saying that the devil is in the detail, so I would like to know a wee bit more about how that will work.

As the right hon. Member for North Durham (Mr Jones) and others have pointed out, many families who take in their sibling’s child do so not for the money, but for the love of the children. That is what is all about: the motivation. It is not about the money, but the money helps them do some of what they would like to do. Love does not buy the school uniforms or clothes, so they need that extra support.

I believe that there is a real need for urgent recruitment of foster parents and kinship carers in Northern Ireland. I always ask the Minister gently, humbly and with all graciousness, knowing that he will work with the relevant Minister in Northern Ireland to ensure that we can take things forward and help.

One of my local businessmen took his children—children of his own and those he fosters—to Florida. He loves all those kids and treats them all as his own. He does not do it for the money. That kind of money would never pay the bills for the holidays or anything, but the fact is that many others cannot do this without financial support.

We must get the strategy right, not just in England or here on the mainland, but across this great United Kingdom of Great Britain and Northern Ireland. It begins with kinship care being recognised and supported appropriately.

Educational Attainment of Boys

Jim Shannon Excerpts

Tuesday 5th March 2024 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to serve under your chairship, Mr Paisley. I thank the hon. Member for Don Valley (Nick Fletcher) for bringing forward this debate. He has spoken on this issue many times in Westminster Hall and the Chamber, with a real passion for the subject, encapsulating his concerns for his constituents and for our young boys. I will do likewise for my constituency, because this issue has been on my radar throughout my time as an elected representative, from when I was a councillor, starting in 1985, through my time as a Member of the Legislative Assembly, and now as an MP.

The hon. Gentleman clearly laid out the problem and I join him in speaking out for those young boys who seem to fall through the cracks. It is a long time ago, of course, but I can well remember that as a boy my attention was hard won by the teachers at school. Sometimes my mind tended to wander, and for that reason many a duster sailed past my head and many a cane came down upon my hand—all justified and well deserved. I do not think that it did me any harm; it may have motivated and challenged me to focus a wee bit more in the class and to do the right things.

The issue I am trying to get at is that times were much different. I can remember teachers encouraging me— I also have to say, Mr Paisley, that you and I both will have been encouraged by our parents, both mum and dad. They are the motivation for us in many cases; they are the encouragers who make us try to achieve higher goals and higher things, and we are thankful for them. They ensured we went through the exams and went straight out to work, though I certainly know how easy it would have been to slip through the cracks, like those young people the hon. Member for Don Valley referred to.

Every time A-level or GCSE results come out, I like to remind those who feel disappointed—I say this very humbly—that I did not excel at exams in the way that I should have. That was probably a case of not focusing and not putting in the hard swotting that was necessary. However—again, I say this very gently and humbly— I started work, progressed through that to my own business and ultimately became an elected representative. There are things that can be done and just because exams do not work out when someone is 16, 17 or 18, that does not mean that life is over and it cannot get better.

The issue of educational attainment for boys is one that my colleagues in Strangford, the former Education Ministers Michelle McIlveen and Baron Weir of Ballyholme, worked on very closely. Now, a good friend of ours, Mr Paisley, Paul Givan, is in the post and he really focuses on those issues back home. It is an accepted fact in Northern Ireland that Protestant males from working-class backgrounds are the lowest achievers, with some all-boys schools only having around 30% of pupils attaining A to C grades in five GCSEs, so there are a lot of things to do back home—that is not this Minister’s responsibility, of course, but I mention them because they relate to the story and the debate before us today.

The topic has been the subject of numerous reports and actions taken to improve the outcomes that some have labelled a generational educational problem. Indeed, the underachievement of young Protestant males in the constituency of my hon. Friend the Member for Belfast East (Gavin Robinson), such as at Dundonald High School, is similar to that in mine.

One of my constituents works in a school. He has only five boys in his class and he caters to them day and daily on an individual basis because that is his focus and his responsibility. Some of the boys are incredibly bright but also incredibly troubled, with backgrounds that make their outlook on life understandable. Other boys struggle with the basics and use anger in an attempt to distract from what they believe is their failure—but in my opinion, the failure is not theirs. It is ours. The society we live in and the education system in place have allowed a situation where those who do not thrive academically feel like failures.

We have to make sure they do not feel like failures—we have to lift them above that. We need surgeons, but we also need the people who make the scalpels and the surgeons’ tools. Those who manufacture the knives are as necessary as those who wield the knife, something that seems to be lost in some approaches to learning. It is important that teaching captures our young people’s attention and takes them forward.

Having said that, I am aware of programmes in Northern Ireland, such as the Usel programme, which takes the children referred by social workers and who have slipped through the gaps and provides them with learning and employment and, more importantly, helps them to find their place in a fulfilling way. I have sat on the board of governors for Glastry College since 1987, approximately 37 or 38 years, and my boys grew up with young boys from Greyabbey.

Some of those boys were never going to achieve educational standards—it was never going to happen. They knew what they were going to do: they were going to work on the farms or building sites, because that was where their vocation was. Opportunities do not always come through education, but the opportunities to have education must be there. That is what we are really asking for. I am asking to make sure that those young boys have that opportunity and can do those things.

Those programmes are vital. I recently spoke to a lady involved in running one of them in a café, who told me that the overwhelming majority of children in the programme were young boys who simply did not feel worth anything or that they could achieve anything. In some cases, their dads were in prison, and some did not even know who their dad was. That is a fact of society; it is a fact of life. That is not a judgment, by the way— I am making an observational point because we have got to reach out, try to do things better and bring people forward.

Those cases are heartbreaking. The need for programmes and small classes is clear, but so is the need to change the structure so that those who excel in the practical know that they are valued and vital. That takes changes from the root, but all that takes money. There is no better person than this Minister to be asked this question, or to encapsulate our thoughts, put them together and tell us how the education system here on the mainland will work. It takes money and determination to help to make a change, and that is the message we need to send from this House today.

Grades are important and educational standards are vital—but, with respect, they do not always equate to success. I say that gently but honestly. Success is finding happiness, fulfilment and joy in life, and people need to know their worth in order to achieve that. Today must be the first step.

--- Later in debate ---

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

It is a pleasure to serve under you as Chair, Mr Paisley. I, too, congratulate the hon. Member for Don Valley (Nick Fletcher) on securing this debate, which seeks to dig deeper into the educational attainment of boys at school, and other hon. Members on sharing their views this morning.

The attainment gap between boys and girls is something that starts at an early age and grows throughout a boy’s time at school. In 2022-23, according to Department for Education statistics, by the end of the reception year, just under two thirds of boys had what is classed as a good level of development, compared with about three quarters of girls. By the end of primary school, the proportion of boys reaching the expected standards of reading and writing remained lower than girls. Going into secondary school, boys lag behind girls across every headline measure collected by the Department for Education and, as hon. Members have mentioned, boys are more likely to be excluded from school during that time.

As hon. Members have also touched on, other significant attainment gaps exist in our school system. For example, following the covid pandemic, the attainment gap between disadvantaged pupils and others grew, while white boys from disadvantaged backgrounds underperform compared with those of other races and ethnicities. Labour has set out how we would tackle the inequalities in our education system with our plan to break down the barriers to opportunity for everyone in this country, because all boys and girls should have the same opportunities to have an excellent education, leading to a good job and a good standard of living.

We know that the gap starts at a young age, where boys start school at a lower attainment level and with less developed language skills. Indeed, the pandemic shone a light on how a child’s early language development goes on to affect their later education. That is why Labour has called for primary schools to be equipped with funding to deliver evidence-based, early language interventions. That is something we would prioritise in government. Better communication skills would boost boys’ and girls’ outcomes and improve engagement with school.

Research has also consistently shown that the attainment gap is largest for those on free school meals, coming from the poorest families. Again, that issue has been raised by hon. Members today. We all know that there are shocking levels of child poverty in this country, leaving children too hungry to learn. That is why we would introduce free, funded breakfast clubs in every primary school to provide children with a softer start to the school day. That would give them an opportunity to play and socialise with their friends, developing their communication and social skills, as well as providing them a breakfast, setting them up well to learn throughout the day.

We know that the quality of teaching is a huge driver of pupils’ attainment. Quite simply, there are not enough teachers in our schools. Many teachers feel overstretched, and turnover is higher than before the pandemic, and there is no real plan to tackle the issues with their working conditions. They feel badly let down by this Government. To ensure that we have the best—and necessary—teachers in our schools who can deliver the best life chances for all our young people, Labour would recruit 6,500 new teachers to fill the gaps. We would pay for that by ending the tax exemptions that private schools currently enjoy.

[Jim Shannon]

I thank the hon. Lady for her words and comments. It is World Book Day this week, and an event for it is taking place in Portcullis House. Looking to the future, should the Government change, is it the shadow Minister’s intention to ensure that books and reading would be a clear, core part of any child’s education?

[Catherine McKinnell]

The hon. Gentleman raises an important point. Indeed, we will have a debate here tomorrow about World Book Day and how important reading and literacy is for children. We recognise it as the absolute core foundation of every child’s start in life, ensuring the best education for every child. I am pleased that the hon. Gentleman has highlighted that today.

We would also reintroduce a school support staff negotiating body to ensure a proper voice for support staff, because we know that they power our schools, but unfortunately are currently leaving the profession in droves.

Access to Education: South-East Northumberland

Jim Shannon Excerpts

Wednesday 21st February 2024 Westminster Hall

[Ian Lavery]

I thank my hon. Friend again for his intervention, which had a number of questions. You are an excellent Chair, Mr Henderson, but there are only a few people here in Westminster Hall. [Interruption.] Ah, the hon. Member for Strangford (Jim Shannon) has just arrived.

It is really important to recognise the situation that my hon. Friend described, which is part of what I wanted to discuss here today. This issue is about giving all children equal opportunity and equal choice in schools that their parents went to or where their friends up the street are going to. Children in the same street are going to different schools.

This issue is all about trying to better the educational lives of young people in our constituencies. It is difficult. The constituency of my hon. Friend the Member for Hemsworth is very similar to mine: both have areas with high populations and lots of little areas on the outskirts with much lower populations, and that presents problems. Regardless of party politics, parental choice in education is an incredibly reasonable ambition, but until all parents are able to exercise parental choice it will remain only an ambition.

In recent years, my office has been dealing with an increasing number of cases relating to children who are not able to access their school of choice. That is not because they have sought to access schools in distant communities where they do not have any ties—indeed, as I mentioned before, the schools they are now unable to access are the ones their parents and grandparents attended. If someone was at one school, the next school used to follow; it was a generational thing. But that has been smashed to pieces by the new rules that have come into place for pupil allocation numbers, or PAN.

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Member on securing this debate. He and I are often in debates in Westminster Hall on issues of interest to him and me as well. Really well done on bringing this forward.

The issue of education is no different in south-east Northumberland and my constituency of Strangford, although this debate relates to south-east Northumberland. Does the hon. Member agree that access to high-quality education must be automatic—in other words, available to everyone? Should not central Government assist local councils in areas with additional needs by providing more teachers? Furthermore, classroom aids and assistants are essential in getting as many children into mainstream education as possible. I often say that education is vital for our children. If we get them educated, the future is open to them to achieve their many goals and dreams.

[Ian Lavery]

What the hon. Gentleman says is so true: this is about proper, real and good education. In my constituency, we have seen a number of schools turn the corner—they are now rated good, rather than the unwelcome ratings from Ofsted. That has focused parents’ minds. Instead of thinking that their kids should go to another school, they now want them to go to the school that is now rated good or better and that hopefully will improve further in the coming years.

Everybody should want their children to be part of the best potential educational facilities where the best results are obtained, but also in a really welcoming environment. I mentioned before that as a schoolboy I was at Ashington High School, which is now Ashington Academy. Two large cohorts used to be bused into Ashington High School from Pegswood, which is about two miles away; when my two sons attended the school, they experienced exactly the same. As recently as 2018, 100% of the 19 children leaving Pegswood Primary School, just one and a half or two miles away, were admitted to Ashington Academy, and that was the way it had been for generations. Last year, however, 24 children left the school at the end of year 6, but only 14 were admitted to Ashington Academy. Nine found their way to a different town altogether, six or seven miles away, and one went to the Blyth Academy—even further afield. We can see what has happened there. In the years in between, the number going to Ashington Academy has steadily reduced, with the destination of those not able to get a place varying greatly.

Pegswood Primary School is marginally closer to the King Edward VI School in Morpeth, known as KEVI. [Interruption.] I can see the Minister looking at a map. However, the system there still includes middle schools and the school is regularly oversubscribed. That means that this very sought-after school simply does not provide an appropriate opportunity for those kids to access education.

The reality of the situation is year groups and friendships are split up as children travel further to attend a suitable school. The same issue is in play at Bedlington Academy. In my office, we have been dealing with cases involving children from North Blyth, Cambois, Choppington, Guide Post and Stakeford who all have been unable to obtain a place at the school. This was their natural school.

We have spent many hours seeking a solution for a girl living in North Blyth. For those unfamiliar with the geography of the area, North Blyth is a small community on the north shore of the River Blyth, looking on to the town that shares its name, with the river running in between. The girl has gone through a primary school that was formerly a feeder school to both Bedlington Academy and its predecessor Bedlingtonshire Community High School. By any reasonable measure, given that the girl cannot conceivably cross the river, her closest secondary school is Bedlington Academy, but she has not been able to gain a place there. Her parents do not wish her to attend her next nearest school, which is a faith school. As such, she is out of education, awaiting a place at the academy. These are the issues that are important to families and children in their early stages.

We have spent a lot of time trying to help a kid from Stakeford who, again, having gone through the academy’s former feeder schools, has been unable to obtain a place. He is an incredibly bright young fella, but he is six months out of any formal educational setting, and we cannot just continue. One of the reasons why the debate is happening is to ask the Minister for some sort of support in south-east Northumberland. The boy’s next nearest school is the oversubscribed Ashington Academy, so he is forced to choose from options that are, again, further afield. The two children are not alone; indeed, we are aware that Bedlington Academy is oversubscribed for the next academic year by more than 20 pupils.

I previously alluded to former feeder schools. In 2020, the schools admissions criteria of both Ashington and Bedlington academies, both run by the North East Learning Trust, were amended. Rather than using feeder schools in their over-subscription criteria, they changed to using the distance from the school as the determining factor. Under usual circumstances, that could be seen at first glance as a reasonable change and one that is entirely legal under the legislation. It should be noted, however, that it was against the then advice of the local educational authority—Northumberland County Council —as was North East Learning Trust’s decision to cut the number of places available each year in both their academies.

There are more issues at play in the local area that cause problems. Ashington and Bedlington are towns containing two secondary schools. In Ashington, there was traditionally a split down the middle of the town that decided which schoolchildren attended which school: one side was the Church of England, the other the Ashington Academy. Children from the surrounding villages were split between the two schools, with those from Newbiggin and Lynemouth attending one and those from Pegswood, Linton, Ellington and Ulgham the other. The change in oversubscription criteria alone would have made little difference, but combined with different outcomes for the children, there is a swell in the number of pupils seeking to attend Ashington Academy.

Ashington Academy is at the centre of the town. Its results, as I have mentioned twice already, are very much on the increase, and therefore more people want to go there from the semi-urban areas and from Ashington itself. Every child in Ashington, regardless of where they live, lives closer to Ashington Academy than a child from Pegswood or the other villages. Pupils who would have travelled to Ashington Academy from Pegswood, Linton and Ellington now have fewer options, because people in Ashington town who perhaps would have gone to the other school live closer, and that means the admission criteria is in their favour.

Again, though there are two schools in Bedlington, the traditional split between them is slightly more complex due to one of them being a Catholic academy, but parents from wider Bedlingtonshire increasingly find that parental choice is unavailable to them, too. Children in Stakeford, Choppington, Guide Post, East and West Sleekburn, Cambois and North Blyth are at a disadvantage in attending their closest secondary school because they live too far away. Perversely, though I am not aware of any cases yet, there will come a time when even children living in Bedlington could find attending their closest non-faith secondary school difficult, with parts of Blyth closer in distance to the school than parts of Bedlington.

There is some positive news for those wishing to attend the Ashington Academy next year, as the school has been able to increase admissions to ensure that all those who have chosen it as their first choice can get in. We have made a little bit of progress thanks to Lesley Powell and her team at the at the North East Learning Trust. It does not help those who have been forced out of the traditional school progression in previous years nor, unless something can be sorted, will it help anyone in the future.

Bedlington Academy, however, has not had such luxuries. The school operates in a purpose-built facility that is restricted due to size. There are simply very few options for it to take a similar approach without building work, and obviously building work means more investment into the academy, something that the North East Learning Trust has been seeking. However, that has not been agreed by the education authority.

The data from the local authority for children in the Bedlington schooling system shows that the problem is likely to subside in the coming years. People believe that in the coming years it might change for the better, but that does not take into account any other factors. The progress made in recent years by Ashington and Bedlington academies is absolutely remarkable—their reputations have been so transformed that parents are desperate to get their children into the schools. Regardless of any other factors, the schools are likely to continue to be oversubscribed and children from more distant villages, for whom previously these were the appropriate schools, being split up from their peers and pushed into secondary schools that are even further away than the Ashington and Bedlington academies.

As the MP for the area for more than a decade, I have deliberately sought not to interfere in planning issues and I have no formal role in the process. By and large, that has been a sensible decision, but I have been told on multiple occasions that the explosion of house building in the constituency will have no impact on local services. Specifically, I have been told that there is no issue with school places and I have been shown figure after figure that supposedly proves that. However, with the benefit of hindsight, that does not appear to have been correct.

There is no wonder that local people are angry with the failure of local services to keep up. It is they and their children who are forced to deal with the consequences. The role of the local authority in all this is severely weakened by the academisation of so many schools in the area. Where once it would have had the responsibility to act to ensure fairness, it is now left to pick up the pieces. The warning that Northumberland County Council officers made to NELT in 2020 were not heeded and they have no powers to do anything in response. That is a huge difficulty. Part of the academy chain, the North East Learning Trust, is setting the rules. It has been agreed that it is not doing anything illegal, and the county council advises it that that should not be the case. It is not listening to the evidence from the county council. We have kids falling through the cracks. Nobody has done anything wrong; it is just not working for a number of young people, and it is set to get worse. Where once a local authority would have the responsibility to act to ensure fairness, it is now left to pick up the pieces.

Council officers have concluded that the trust’s change in admission policy disrupted long-established educational pathways, causing much confusion. Students and their families are left upset and uncertain. They report that students are being forced to go to schools outside their communities and away from long-standing friends, often involving unacceptably long journeys. I understand that council officials have met with the North East Learning Trust on an annual basis to try to convince them that the distance criteria are unfair and causing hardship. They are sometimes able to, in their words, “wrestle” some additional places in order to assist some students, but the distance criteria continue to disadvantage many, especially those in the villages in the former catchment areas that are furthest away.

Since 2010, austerity has ravaged parts of my constituency. In some areas, child poverty has gone through the roof. Schools clearly have not escaped that, with funding cuts being patched up by staff commitment. They remain shining beacons of opportunity in our communities, but for too many they are now unable to be accessed. Opportunity must be there for everyone.

I want to end by posing a number of questions to the Minister. Does the Minister understand that the changes made by the stroke of a pen to decades of settled school progression is incredibly hard for a community to take? Does he agree that any system where parental choice is possible for people in Ashington, but less so for those in the villages around it, is unfair? Does he agree that it is unfair that parental choice for some parents in Bedlingtonshire now amounts to choosing a school devoted to a faith to which they do not belong, or a school in a community where they have no connections at all? Does the Minister agree that additional funding to Bedlington Academy to increase its capacity appears to be the only real option? Finally, does he agree that more rigorous checks on the impact of development are needed, and that they should be revisited year on year, so that the students—the kids—are first, second and third?