Careers Guidance in Schools

Jim Shannon Excerpts

Tuesday 11th January 2022 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to speak in this debate and to serve under your chairmanship once again, Ms Rees, renewing the relationship with you in charge and myself making a small contribution, as often happens in this Chamber. I thank the right hon. Member for Tatton (Esther McVey) for setting the scene so well for each and every one of us. I know that the Minister has no responsibility for Northern Ireland; however, I will give a Northern Irish perspective, as I often do, to replicate and support what the right hon. Member for Tatton has said on the importance of careers choice and guidance in schools, and where we want to be on that matter.

It is a pleasure to be here and to participate in this debate. I have stated all too often that children are the future, and I believe that it is our responsibility to ensure that they have the platform and the opportunities to make the most of their lives in terms of employment. I think I recall intervening on the right hon. Lady when she spoke in a Friday debate—while I was in Parliament for my Automated External Defibrillators (Public Access) Bill—to support her as she once again pursued careers guidance for young people.

It is a great reassurance to know that the correct strategies are in place for schools. As the right hon. Lady and other hon. Members have said, it is very important for where we are with our schools and the guidance that they give. The preparing for success strategy, set out by the Department of Education in Northern Ireland, aims to develop more effective career decision makers, leading to increased and appropriate participation in education, training and employment. Schoolchildren in Northern Ireland choose their GCSEs in year 10, when they are 14 or 15 years old. It is fair to say that children are forced—albeit gently—to think about their futures at a young age, so it is essential that the support is in place to enable them to start doing that.

I have served on the board of governors of Glastry College, one of the schools in my constituency for—my goodness; I am just trying to think—more than 30 years. Although I did not attend that school, my boys did. What I have learned from being on the board of governors was that there is a chance to guide young people to where they want to be. Not everybody will be educationally inclined; some are more physically focused and want to work on farms or in factories, and there is plenty of choice for that in my constituency. The main thing is that young people understand the opportunities they have.

There are many schools in my constituency of Strangford that offer sixth-form education. In particular, I would like to mention the South Eastern Regional College in Newtownards, which has countless specialities for teens to take an interest in, whether in mechanics, beauty treatment, working in shops or managing a business—those courses are all there.

Recent statistics have shown that a massive 65% of those studying for a degree admit to having regrets about their academic choice. Further statistics show that two out of five schoolchildren in their final year of school would feel like a failure if they did not progress to university. Not everybody can, should or needs to go to university, but it is good to know that they will have that opportunity if they have the ability to do so. I must say that better careers guidance in schools has the potential to reduce those figures, which I find quite shocking. I have spoken to younger constituents who have said that their schools allocate each of them a careers adviser, with whom they have one-to-one chats throughout the years they are at school. I strongly encourage that not only in schools but in universities and colleges. Some children have little or no idea what they want to do in life, and that is just the way it is, but they do focus. I certainly ended up doing something that I never expected—I always had an interest in politics, but I never thought I would be here—and it is the same for many people.

The lack of careers guidance and support can factor into this. The JobReaders Academy has revealed that the second biggest factor in why six in every 100 pupils drop out of university is poor secondary school preparation. If that is where it starts, that is where things need to start improving. We must remember it is not solely down to secondary schools to teach our young people; the correct careers advice must be readily available in universities, too.

We must ensure that our schoolchildren are encouraged to start thinking about their futures. Yes, it is scary, and I cannot stand here today and say that when I was a wee boy, I was 100% sure what I wanted to be—apart from wanting to be a Royal Marines soldier, a train driver, a shopkeeper, a salesman and ultimately to have my own business. All those sorts of things go through someone’s mind when they are aged nought to 10, or nought to 16, and they may end up somewhere they did not expect to be.

Ofsted has revealed that schoolchildren want to see more information on the full range of courses run by FE colleges and other providers, since not everyone wants to do A-levels and go to university. It is essential that there is the opportunity to do that through careers guidance. We want all young people to have the same opportunities, if possible, but they will go their own ways.

I urge the Minister and the Department to work with their education counterparts in the devolved nations to ensure that children have access to all sorts of careers advice, and so that we can exchange ideas. I am sure that she does so regularly with her counterparts in the other regional Administrations. I believe that careers guidance should start in schools and not stop at university. Many young people from Northern Ireland end up at universities here in the mainland. Guidance should be available inside and outside education settings, and we must not let our youngest be hindered from reaching their full potential because they did not have the means to get there in the first place.

[Christina Rees (in the Chair)]

I am sorry, but we will have to go down to three and a half minutes.

Education: Return in January

Jim Shannon Excerpts

Wednesday 5th January 2022 Commons Chamber

[Nadhim Zahawi]

Absolutely. We managed to secure further funding in the spending review, so the total amount of funding going into catch-up is now just short of £5 billion—I think it is £4.9 billion. Those students who have the least time left in education—that is, 16 to 19-year-olds—are getting, in effect, an additional 40 hours of education, because it is important that we focus on their catch-up. Secondary and primary schools focus very much on disadvantaged students.

The major tutoring programme through which we are delivering 6 million tutoring sessions, each of which is, in effect, 15 hours of tutoring for those kids, means that we are seeing a real difference in outcomes. Tuition used to be the luxury of the very wealthy, but we want to make sure that every child has it available to them and I want parents to make sure that they ask schools what they are doing about the additional tuition that we are making available.

[Jim Shannon (Strangford) (DUP)]

I thank the right hon. Gentleman for his positive statement. What discussions have been held with the devolved Administrations and the Northern Ireland Assembly to ensure that the focus is on ensuring that children—particularly those with big exams coming up, whether GCSEs or A-levels—are taught at school? Furthermore, will additional funding be available for schools to run catch-up classes as and when they are needed?

[Nadhim Zahawi]

I mentioned earlier the funding settlement in the SR, and when I talk to school leaders, they say that they think that has been a good outcome for us in education. Of course, I also spoke about the £5 billion of catch-up funding. We are sometimes in danger of getting into an arms race in respect of how much we can announce, but my focus is on output: how many children have we managed to get to catch up, whether through the tuition partners scheme or any of the other schemes I have mentioned?

School Openings: January 2022

Jim Shannon Excerpts

Wednesday 15th December 2021 Commons Chamber

[Alex Burghart]

My hon. Friend raises an extremely important point. Like her, I have been extremely impressed at how calm a head the education settings I have visited and spoken to have managed to keep in the midst of a crisis, despite the quite unnecessary pressure that certain groups have put on them.

[Jim Shannon (Strangford) (DUP)]

I thank the Minister for his positive answers. Does he agree that for some children, Christmas at home is not a time of joy, and that the mental health and wellbeing of pupils must be weighed as a concern? Will he outline what discussions have been had with the Northern Ireland Education Minister to share information in an attempt to see that every region of the United Kingdom implements the right strategy in terms of health and education?

[Alex Burghart]

I can reassure the hon. Gentleman that, at official level, we are in constant dialogue with our friends and partners in Northern Ireland. There is a great deal that we can learn from each other and that we continue to learn from each other.

Free Period Product Scheme for Schools

Jim Shannon Excerpts

Wednesday 15th December 2021 Westminster Hall

[Ruth Cadbury]

It is a pleasure to serve under your chairship, Ms Rees. The debate concerns the Government’s free period product scheme, where period products are available in English schools. As Chair of the all-party parliamentary group on period equality, I again bring a debate. Until recently, we found the pages of Hansard rather bare when it came to menstrual health. I believe the word tampon was first used in this place in the 1980s, in relation to an incident involving a customs officer. However, we have made progress since I joined this place in 2015 and in more recent years, when I brought a debate last year.

I welcome the chance today to talk about the Government’s scheme for schools and colleges in England. I will start by describing in a few words what it means to come on a period when in school. The Minister will realise that it has been rather a long time since that happened to me. Not all of these words apply to me, but they are common emotions and feelings for youngsters in school: unexpected, messy, embarrassing, shameful, bad back pain, headaches, PMT, stress and unexplained strong emotions and, overall, bloody.

When I applied for the debate, we did not know whether the Government would extend the scheme or whether there would be any changes or tweaks to it. We were very pleased on 26 November, when we received the welcome news that the Government would extend the scheme for 2022. There was a sigh of relief from students, teachers and parents across the country.

The precursor to the current Government scheme was the red box project, organised and delivered nationally by volunteers. Like many MPs, I worked with our local organiser who ran the Hounslow red box, led by Yeliz Kazim. She worked tirelessly, like many across the country, to get red boxes into schools, so that students could easily access free period products. I learned from Yeliz that it was not only period products that young people were asking for via their teachers. Yeliz also supplied spare underwear, tights and deodorant in the boxes she supplied. She had started to work with other organisations, such as youth clubs and council and community settings, to ensure that period products were available free in other settings.

[Jim Shannon (Strangford) (DUP)]

I have always supported this campaign. I know that in Northern Ireland, the local Education Minister is considering the matter, off the back of a debate in the Northern Ireland Assembly last week. There is an eagerness for local councils to play their part. My own, Ards and North Down Borough Council, is part of that. I commend the hon. Lady, and let her know that there is a willingness and interest for this to happen in Northern Ireland in the way she is indicating.

[Ruth Cadbury]

It is welcome to hear about what is happening in Northern Ireland. I will later describe legislation that has been passed in the Scottish Parliament as well.

As many groups and charities, such as Bloody Good Period, have rightly said, that important work should not fall to the kindness of charity. Thanks to the tireless work of activists such as Amika George and of groups such as Free Periods, the school scheme was introduced after much lobbying and campaigning.

Although we have made much progress in improving how we talk about period poverty and menstrual health, I am aware that some people still question why we need the scheme. People incorrectly assume that tampons and pads are cheap, that women might need only one a day or that they are easy to get—but certainly, when pupils are supposed to be in school, it is not easy to go out to the shops, even if there is a shop nearby.

Period poverty causes pupils to miss schooling. A report by phs found that one in 14 girls said that

“they have missed schools as they could not afford or access period products.”

A report published in July found that period poverty got worse in the last year as the cost of living, loss of work and so on hit many families. It also found that 35% of teenage girls said that they had taken time off school because of their period, which was a 7% increase on 2019. Some of that will have been due to period pains or PMT, but poverty is a contributing factor. In that survey, 11% said that they had stayed off school because they could not afford period products—that figure was only 2% in the 2019 survey. The problem of poverty in accessing period products is getting worse and is affecting children’s ability to attend and remain in school.

Plan International UK, in its October report, estimated that nearly 2 million girls in the UK missed school at some point because of their period. It warned that there is a “toxic trio” of issues fuelling period poverty: first, the lack of proper education about periods; secondly, the stigma and shame around menstruation; and thirdly, the cost of the products. We have moved on since the distant days of my schooling, but we can do much more.

On stigma and shame, when I talk about the issue I tried to avoid the word “sanitary”, because it implies that having a period is a dirty or unbecoming act, which of course it is not. Great work is being done to tackle the stigma around periods in sport, which has an impact on many students. The Blood, Sweat and No Fears campaign raises awareness around sport and features powerful testimony from many elite athletes.

Young people, not just girls, need to learn and be able to talk about periods, which are a natural function and not something shameful. Too many mothers, teachers and other adults do not talk about periods and feel that they need to hide the facts, and too many young women feel shamed when they are on their period.

There is also the issue of cost. In the past few months, I have heard from many families locally how difficult it has been to make ends meet with the £20-a-week cut in universal credit, inflation, loss of work or a cut in hours, rising rents and rising fuel prices. The cost of buying period products for those who need them in the household adds to that—they cannot get away from that cost.

The Government’s period product scheme has a part to play in the awareness of periods, stigma and education. Having those products available, talking about them and advertising them in the school community is part of that and why they are needed. It provides an opportunity to talk about periods among boys and girls, which is important. The main advantage of the scheme, however, is that it can make a significant difference to addressing period poverty.

On the scheme, we welcome the fact that the Government have taken over from the Red Box Project, a charity and a voluntarily run scheme. I want as many schools as possible to sign up for the Government’s scheme. I welcome the latest figures that show that more than 70% of secondary schools have signed up, but 24% have not. The lower sign-up rate of 41% among primary schools is concerning, however. We know that many pupils could be having their first period in primary school: as the years go on, menstruation is starting at an earlier age, so these products are absolutely essential. The higher level of ignorance—if you like—in primary schools makes it even more important to have these products available in those schools, even though only a small percentage of their students need them.

[Jim Shannon]

The hon. Lady is making an excellent speech. Again, to give an example from Northern Ireland, these products are available through school nurses in the schools. Whenever pupils go to ask for them, I think they need to be able to ask someone who understands.

[Ruth Cadbury]

The hon. Gentleman makes an excellent point. We need to make this easy and accessible, so that everybody knows who they can go to and that they can talk in privacy, because it is not just, “Could I have three pads please, miss?” It is about the staff member being open to having a conversation if needed, particularly with youngsters who have only just started having periods.

The other concern is the regional variations in the uptake of this scheme. From 2020, it appears that the north-east has an uptake of only 44%, compared with 50% in London. Although MPs can and do play a role in encouraging schools to sign up—that is something that we in the all-party parliamentary group do—I appreciate that our powers are not limitless, and we can only go so far in encouraging schools locally to sign up. I have heard feedback that some schools in more affluent areas think that they do not need to sign up to the scheme. Schools with lower numbers of students on the pupil premium were less likely to sign up, but that does not help those students who do need the service, and anyway, this is not just about affordability: there is a shame issue. We still hear of girls being unable to ask their mothers for the money to buy pads or tampons, or not knowing what to do or where to get them, so that is another reason why all schools should have these products available. I urge every school to sign up to this scheme and ensure that all pupils can access free products. We do not deny schools the chance to distribute free condoms on the basis of the school being in an affluent area, so I very much hope that all schools sign up.

What can the Government do to address these uptake levels, in addition to what they have already done? First, they can make it as straightforward and easy as possible for schools to access and operate this scheme. School staff have faced a huge strain from covid-19, and even before the virus hit, they had enough on their plate. If the Government could make it easier by making this scheme an opt-out one, rather than opt-in, that would really help. The other issue is communication: take-up is encouraged through occasional emails from the Department and some pieces on social media, but more could be done, including in those areas where sign-up rates have been lower. The APPG is happy to assist the Department in doing so.

The second issue I want to address is that of the products available in the scheme. Schools can currently order and receive products from Public Health England depending on their budget, and I understand that as some products are more expensive, schools naturally spend their budget on cheaper items if they get a bigger quantity. However, as with nappies, we know that the cheaper the product, the less useful it is. I remember that from my days—I will not go into detail; Members do not want to know. Actually, they do want to know, because they need to know that the cheaper product lasts less long and creates more mess.

We should also consider allowing a greater range of products—such as we had in the original Red Box scheme in Hounslow, based on feedback from young people and teachers—such as tights, pants, deodorants and so on. I would also welcome more use of reusable products, which of course are expensive, such as mooncups and even washable pads. Washable pads are really simple to make, but because they are still a minority product, as it were, they are expensive to buy. If they were available through the scheme, it would save young people the costs of buying single-use products every month, not to mention the environmental impact that single-use products have.

There is also the question of the scheme’s long-term future. Both this year and last, we have had to wait until late in the year to find out if the scheme was going to be continued or if it was going to be scaled down. I am sure it would provide schools and colleges with much-needed certainty if the scheme could be put on a more secure footing, and we did not face this cliff edge every year.

Finally, I hope that the Government do not think of this as a tick-box way of tackling period inequality—that, because of this scheme, the issue is solved. It is much more complex than that. The toxic trio of low awareness, discrimination and cost needs a more ambitious programme. I am proud of the amazing work of Monica Lennon, the Labour MSP in the Scottish Parliament, who fought for so long to see the pioneering Period Products (Free Provision) Scotland Bill pass into law. In the end, it was passed unanimously. It is a global first, as it mandates local authorities to provide free period products, which means that the roll-out will extend beyond schools and into places such as town halls, leisure centres, community settings and other public sites. This is the type of bold and ambitious policy that will make a huge difference to so many young people—and not just young people.

We know that period inequality does not just impact pupils. The poverty issue affects migrants, refugees and many marginalised people. Whenever I buy something for a food box or donate things to asylum seekers living on £8 a week, I always include period products. The scheme is a welcome and much-needed step to ensure that all of society is tackling period poverty. I have some questions for the Minister—I can give him my sheet of paper if it helps. Will the Government look at making this an opt-out rather than an opt-in scheme for schools? Will the Minister tell us what is being done to improve the take-up rate generally and in certain regions? Will the Government improve communications with schools about the scheme? Will they look at the products available in the scheme, so that they can be expanded to include pants, tights and other multi-use products? Will they look at putting the scheme on a more permanent or long-term footing? Will the Minister look at adjusting the scheme so that regional and local inequalities are addressed, such as by using pupil premium numbers? Will the Government look at the Act in Scotland and consider what more can be done to tackle period inequality?

Parliament and Government have become much better at talking about, and raising awareness of, menstrual health, and we are making progress. None the less, the figures over the past year show that period poverty is getting worse and that the impact on schooling is getting greater. We cannot afford to continue with a business-as-usual model. We need a bigger and better approach to ensure that no student misses school because of period inequality.

[The Parliamentary Under-Secretary of State for Education (Will Quince)]

It is pleasure to serve under your chairmanship, Ms Rees, especially as it is my first Westminster Hall debate as a Minister for the Department for Education.

First, let me congratulate the hon. Member for Brentford and Isleworth (Ruth Cadbury) on securing this very important debate. She has been a passionate campaigner on this issue for a long time. She articulated the case very eloquently—far better than I ever could—for this scheme and the need for it. I will try to cover as many of the points and questions that she raises but, as ever, I am happy to meet her at a later date to discuss the scheme in detail.

Let me begin with the point that she made at the beginning of her speech about stigma and taboo, because it is very important. We all have a part to play in this, and I will come on to it later in my contribution. The first thing to say is that we are committed to providing a world-class education, training and care for everyone. No young person in our country should be held back from reaching their potential because of their gender or background. There may be people listening and watching this debate thinking, “What does this middle-aged bloke know or care about period products?” But I do care passionately about this issue. I am passionate about ensuring that women and girls are supported in education and beyond.

The hon. Lady may not know this, but I was one of the architects of the tampon tax fund. Some £90 million has gone to women’s health charities as a result of that scheme, and now VAT has been removed from products. I am also the father of two young girls, one of whom will soon—very soon, I think—be in this position, so I have a personal interest, too. I want my girls and every girl in this country never to have to worry about period products being available in their school, and I want them to feel comfortable speaking about that with their teachers, peers and, I hope, their parents, and indeed their father.

As the hon. Lady rightly pointed out, we launched the period product scheme in January 2020, and I am delighted that we are extending it until August 2022, the end of the summer term. She made this point clearly, but I emphasise that the scheme has significant benefits. Schools and colleges can continue to use the scheme, and all will receive new spend cap allocations for the remainder of the academic year. That will be announced on 4 January. The hon. Lady pushes me to announce a further extension. All I can say at this stage is that any further extensions or new contracts will be announced in due course. I want to ensure—I think the hon. Lady knows how passionate I am about this subject and how committed the Government are to it—that schools and colleges are given as much notice as possible in order that they can place orders.

[Jim Shannon]

The Minister will be aware that Northern Ireland Education Minister Michelle McIlveen said:

“No-one should miss out on their education because they cannot afford or access these essential products. Providing free products will help pupils manage their periods confidently at school, reduce anxiety and stress and enable students to focus on their learning.”

Northern Ireland’s three-year, £2.6 million scheme will also tackle the lack of understanding and the stigma to which hon. Member for Brentford and Isleworth (Ruth Cadbury) referred. That might be an incentive for the Minister to try to follow Northern Ireland.

[Will Quince]

The hon. Gentleman is right, and all the points he raises are fair and accurate. We work closely, particularly at official level, with devolved Administrations to develop schemes of this nature, to make sure that, as much as possible, there is some synergy. In September this year, Northern Ireland launched a three-year pilot scheme to address period poverty in schools, which we very much welcome. I suppose it is telling that all Governments across our United Kingdom are aligned on this issue. We recognise this need. I have to pay credit to the hon. Lady and the APPG for driving this agenda.

We are absolutely clear that organisations should have products available should learners need them. Many schools and colleges have benefited from charities over recent years, as the hon. Lady rightly points out, and we very much thank those charities for their support. Schools and colleges do not have to use the national scheme to purchase products. If they prefer to use an alternative route, they can of course do so, although costs are only met through the use of the Department’s scheme. With that in mind, our supplier, phs, will proactively contact organisations that have accessed the scheme so far. Organisations that have already ordered products should continue to use their existing account and log-in details. Schools will potentially be listening to the debate, so I refer them to phs’s contact details and more information about the scheme being clearly set out in guidance on gov.uk.

The hon. Member for Brentford and Isleworth rightly referenced take-up. Since the period product scheme launched in January 2020, it has been fantastic to see how many schools and colleges have used it. Importantly, the scheme remained in operation throughout the partial school and college closures as a result of the pandemic in 2020 and 2021. We had fantastic examples of organisations ensuring that young people continued to receive that support, even when they were learning from home. The hon. Lady referenced these figures, and it is really encouraging that 76% of secondary schools and 79% of colleges ordered products from the scheme during 2020. We continue to encourage those who have not yet accessed the scheme to do so. It is really important that they do, and that they recognise that that support is there. We intend to publish updated statistics from the scheme early next year. Although I cannot say much about that, I hope, I think and am confident and optimistic that the hon. Lady will be pleased when those new figures are published. She rightly raises the take-up of primary schools. I take up her offer to meet at a later date to discuss some of her ideas to improve that.

The hon. Lady also rightly referenced the environment. We continually monitor the ways in which we can make our scheme and others like it more environmentally friendly, such as by setting a minimum order value based on the organisation’s budget—for an average secondary school, that is about £1,500—in order to limit deliveries and reduce traffic and all those things. Importantly, we continue to include a range of sustainable and environmentally friendly products for schools and colleges to select, as I think the hon. Lady would hope. Our supplier reports that, over the past few months—I suspect driven in part by COP26—orders for environmentally friendly products increased significantly in the weeks up to and after COP26.

The hon. Lady rightly pushed me on range. Range is important, and she has raised the issue with me in private. I am looking very closely at additional period products, such as period pants, that we could potentially include in the product range for 2022. There are limitations as to exactly what we can include in the current contract, but I certainly commit to the hon. Lady that I will take this issue away and explore what further products we could include in the scheme.

Natural History GCSE

Jim Shannon Excerpts

Wednesday 1st December 2021 Westminster Hall

[Caroline Ansell]

I thank my hon. Friend for that most timely intervention. The forest school movement is to be greatly encouraged. It has inspired a raft of initiatives across the country, including in my constituency. It brings children into that natural environment, where learning is almost by osmosis; it is so natural and incidental. In that environment, children develop a great love of nature, which is so necessary to inspire that desire for further understanding and to learn about respect and protection.

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Lady on bringing the debate to the House. Forest schools were featured on “Countryfile” on Sunday past, which was incredibly encouraging. My constituency has something like that: Castle Gardens Primary School. When the Minister of State for Northern Ireland came over—he replaced this Minister in that role—we visited Castle Gardens to see what it was doing. Does the hon. Lady agree that there is a place for children understanding the world around them? For many, that will provide their future employment and livelihood, which is important. Does she further agree that we should work closely with Department for Environment, Food and Rural Affairs here and the Department of Agriculture, Environment and Rural Affairs back home to align environmental jobs with this exciting prospect of a GCSE?

[Caroline Ansell]

I concur with all that the hon. Gentleman said. That love of nature that we want to inspire in the youngest children needs to find progression and continuity in every age and all the key stages of the curriculum. Ultimately, that will provide them with skills and insight for a future where, as we look to build the green economy, we need to build a green workforce, too. I welcome the hon. Gentleman’s contribution.

[Caroline Ansell]

I thank the hon. Lady for her intervention; she is my near neighbour along the coast. I had the great pleasure and privilege to speak to Mary this week ahead of today’s debate. I am a huge admirer of her work and her passion to see the next generation equipped and empowered for the future that faces them, in terms of both protecting our natural environment and having a great love for that environment, which is important to their wellbeing.

I would like to focus on another point mentioned by the hon. Lady, which is what this unique qualification would bring to the curriculum. An important gap has been identified and worked on by OCR, not least around the knowledge of organisms in their context, as she described, but also around the mix of subject areas where this GCSE could bring such powerful learning. Some have raised concerns that this subject overlaps with other subjects, such as biology or geography, but we see overlap in the curriculum as it stands. We see overlap between economics and mathematics; we see overlap between history and English. Some say overlap, but I might say reinforcement and consolidation. I might say that this triangulates and makes learning more powerful through the experience of encountering common subject matter across different disciplines. So the hon. Lady is right to highlight this subject’s unique and distinct contribution, in both its mix and its content.

[Jim Shannon]

We have all become admirers of Mary Colwell, and perhaps the hon. Lady agrees with her when she said:

“A GCSE in natural history would reconnect our young people with the natural world around them. Not just because it’s fascinating, not just because it’s got benefits for mental health, but because we’ll need these young people to create a world we can all live in, a vibrant and healthy planet.”

That underlines what the natural history qualification the hon. Lady is trying to achieve could do for many of our children, while not in any way undermining the place of traditionally taught history, which has a role to play in the curriculum.

[Caroline Ansell]

I thank the hon. Gentleman, whose point was well made. This is not an “instead of” qualification; it is potentially an “alongside” or an “as well as”. It complements study across several different disciplines, not least opening up employment prospects, as he described. I go back to that inherent truth that one cannot protect what one does not love. We need to connect with that great love of nature and then reinforce that with the knowledge, insight and skills required to bring conservation work forward. It will be such an important torch for this generation to carry forward.

We have all seen in our schools some of the work that is being done, either in the curriculum or extra-curriculum in the wider life of the school, alongside this heightened concern for the environment. The truth is that eight in 10 children who were interviewed by Natural England in its People and Nature survey agreed that being in nature made them very happy. This generation has not had the same opportunities as previous generations to enjoy our once rich natural environment. Almost half of UK species are in long-term decline, including key species such as the hedgehog, whose numbers are down 95% since the 1950s. We have ploughed up or concreted over large swathes of native habitat in the last century, including 97% of our wildflower meadows.

Access to nature is highly unequal. One in five children living in England’s most deprived areas spend no time at all in the natural environment. The consequence of this precipitous decline is what is known as the shifting baselines phenomenon, whereby successive generations simply become accustomed to ever lower levels of biodiversity, unaware of the greater abundance enjoyed by those who came before. The raucous dawn chorus of a century ago and the splattering of insects on the car windscreen, which were commonplace in our childhoods, are unknown to young people today. One survey found that 83% of five to 16-year-olds could not identify a bumblebee, one in four could not identify a badger or robin, and almost half could not identify brambles, blackberries or bluebells.

Although they have never been so far removed from nature, eight in 10 children and young people in England say that they would like to do more to protect the environment and that doing so is important to them. It is that gulf between, on the one hand, the knowledge and experience of the natural world that are required to protect it and, on the other, the growing concern about ecological decline that a new natural history qualification could help to close.

We know just how important education is if we are to overcome the challenges of climate change and biodiversity loss. Sir David Attenborough has called for a greater role for nature in our schools, highlighting the growing absence of nature in young people’s lives and the negative impact that this is having on their wellbeing and that of the planet.

Sir David’s plea was reinforced earlier this year by the landmark Dasgupta review into the economics of biodiversity, which was commissioned by our Treasury Ministers and published to widespread acclaim internationally. It emphasised the importance of integrating nature studies into the curriculum. Professor Dasgupta argued that this would improve health and wellbeing and—going back to the point made by the hon. Member for Strangford (Jim Shannon)—empower young people to make informed choices, as well as hold Governments and businesses to account for their impact on the natural world.

With the right knowledge and skills, all young people, whatever their background, can and should contribute to the great national and global effort to halt nature’s decline. After all, that mission is now the law of this land. We are the first country in the world to set a legal deadline for halting nature’s decline by 2030, thanks to the landmark Environment Act 2021, which also contains a suite of measures to clean up our air and waterways, reduce waste and increase biodiversity.

Recognising the essential contribution that schools, teachers and young people can make to protecting our environment, the Education Secretary launched the Government’s climate and sustainability strategy for schools at COP26. I commend the Government for their leadership and ambition, and teachers and students in Eastbourne will relish the chance to increase biodiversity in their playgrounds and contribute to rewilding efforts in our community—indeed, they are already doing so.

It would be most remiss of me were I not to mention at this point the latest members of Parkland, where llamas now join ducks and chickens, or of West Rise Junior School, which now hosts water buffalo, which find their way into every element of the primary curriculum, from art through to mathematics and beyond.

The Eastbourne Schools Partnership, which is now the Coastal Schools Partnership following the inclusion of schools from Seaford and Bexhill, is a group of partner schools that have formed the Reconnect Group, which meets to discuss ways to help young people re-engage with the natural environment. It was inspired by a similar group called the Millennium Kids, an Australian group that it linked up with during Eastbourne’s Making Natural History conference in November 2020. The Reconnect Group is working with the Eden Project in Eastbourne as it looks to develop Jubilee Way as part of the Queen’s Green Canopy project and make it somewhere where young people can do exactly that: reconnect with the environment. The group will be walking Jubilee Way this weekend, as part of the research, so that pupils can contribute ideas to Sir Tim Smit and his team for different learning zones along the way. It is a 10-year project. Good things are happening.

What is more, the Government’s Skills and Post-16 Education Bill will help plug the green skills gap. I and colleagues in the Conservative Environment Network believe that they could go even further by setting a requirement in law for the Secretary of State to publish a green skills strategy.

It is within that context—a world-leading Environment Act, a stronger emphasis on climate change in the national curriculum and a green skills revolution—that the Government could also look to introduce a natural history GCSE. It would be a part of the whole—a jigsaw piece. It would demonstrate to schools, students and parents the high value we place on study in this area.

The proposed GCSE was developed by Cambridge Assessment and OCR following an extensive consultation that received more than 2,000 responses. I am pleased to say that the Eastbourne Schools Partnership sat on the strategic advisory group. The results are most impressive and very compelling: 94% of the young people who responded said that they would have liked to study the GCSE, and 96% of UK teachers and educators who responded were interested in teaching the qualification.

The natural history GCSE would reflect progression within the existing curriculum. It builds on nature observation content in key stages 1 to 3, providing a good capstone assessment at 16 that brings together those threads in a way that existing courses in geography and biology cannot.

Skills and Post-16 Education Bill [Lords]

Jim Shannon Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[Nadhim Zahawi]

The hon. Lady may recall that I first joined the Department for Education as apprenticeships tsar; I hope to talk about that later in my speech. I introduced the standards and the levy, and we did incredibly well in pushing quality ahead of quantity. It is very important for this House to focus on outcomes rather than just inputs.

Skills, schools and families—this is our mantra. Skills are about investing in people all across our country, about strengthening local economies, about productivity, about stabilising the labour market and about global competitiveness. They are about shoring up—and shoring ourselves up—for a better, stronger, more prosperous future. This is not a pipe dream; we are getting it done right now.

In January, our White Paper “Skills for Jobs” set out our plan to reform the skills system. I pay tribute to my predecessor, my right hon. Friend the Member for South Staffordshire (Gavin Williamson), for his work on that brilliant White Paper; I will not repeat everything that it said, because I am sure that hon. Members will have familiarised themselves with it, but I hope to show how we have acted on it.

First, we have significantly increased investment. We are investing £3.8 billion more in further education and skills over the Parliament by 2024-25. As the Chair of the Select Committee on Education, my right hon. Friend the Member for Harlow (Robert Halfon), said earlier this month, that is

“a remarkable amount of money for skills.”

I note the cross-party support for the measure in the Bill. Lord Sainsbury, who led an independent panel on skills on behalf of the coalition Government, is a big supporter of our plans. As President Truman once said, it is amazing what you can accomplish if you don’t care who gets the credit. That is what we are trying to do, and I hope that the Opposition will join us tonight: to work together to level up the skills base across our great country.

We are delivering an extra £1.6 billion boost by 2024-25 for 16 to 19-year-olds’ education, including maintaining funding in real terms per student and delivering more hours of teaching for T-levels. There is an extra hour a week for all students in that age group, who have the least time to catch up from covid. Apprenticeships funding will increase to £2.7 billion by 2024-25 to support businesses of all sizes to build the skilled workforce that they need. We are making vital improvements to FE college buildings and equipment across England, and we are delivering on our National Skills Fund manifesto commitment to help transform the lives of people who have not got on to the work ladder and who lack qualifications.

[Jim Shannon (Strangford) (DUP)]

I welcome the Bill, and I welcome what the Government are indicating that they wish to do, but may I ask a quick question? Only 26% of disadvantaged white British boys and 35% of disadvantaged white British girls achieve five good GCSEs including English and mathematics. What is happening to those young boys and girls who are not obtaining all the qualifications that they need in order to advance themselves and gain employment?

[Nadhim Zahawi]

The Education Committee did a very important piece of work on that precise subject. We are investing in recovery—investing £5 billion, following the Budget. We are investing in tutoring, and, of course we are investing in the quality of teaching. There cannot be great outcomes without great teachers, and we are providing 500,000 teaching opportunities.

I will now make some headway, if I may. As you quite rightly told me, Madam Deputy Speaker, many other Members wish to contribute tonight.

As well as the National Skills Fund manifesto commitment to help transform the lives of people who do not have the opportunities that many of us in this place have had, we are implementing the policies in the White Paper. For example, we have established eight trailblazer areas across the country where the first local skills improvement plans are being developed by employer representative bodies. They are currently engaging employers, education providers and key local stakeholders to begin the development of these important plans in the context of the skills landscape. The trailblazers are in areas from Kent to Cumbria, and they will generate valuable learning to inform the wider roll-out of these plans across our country.

The Bill also specifies the essential legal framework for our reforms. We are setting ourselves up for success by giving people the skills and education that they need for work by improving the quality of what they learn, and, of course, by protecting our learners from the disruptive impact of provider failure, reducing the risk that they will miss out on vital learning because, for example, the training provider with which they are studying goes bust.

I have seen at first hand the transformative power of education, and I want to take a moment to retell the House about an experience that I had while visiting Barnsley College. It was the first in south Yorkshire to roll out T-levels, and while I was there I met several of its students. I want to tell the House about one of them. I have rarely met a more inspiring individual. He told me that with his T-level—I am quoting him word for word—“I am looking at unis now and thinking which one I am picking, not which one is going to pick me.” Greg is living proof of the transformative effect that our skills programme is having.

I also met students at Barnet and Southgate College, during my first week in my present post, and saw how state-of-the-art facilities were helping those with learning difficulties and disabilities to realise their ambitions. The college is going further by strengthening its ties to local businesses: it has worked closely with its local chambers of commerce to provide a range of services for local businesses as a hub in the college. So our reforms are working, and they are very much evidence-led. They are changing people’s lives and levelling up the country, and the Bill will help to secure them for the years to come.

--- Later in debate ---

[Jim Shannon (Strangford) (DUP)]

I commend the Secretary of State, the Minister and the Government for this Bill, which is a positive step in the right direction. It is England-centred, and therefore it will not affect us directly in Northern Ireland, but in my intervention on the Secretary of State I referred to the underachievement of disadvantaged white British boys and girls, which has been replicated in Northern Ireland.

My colleague Peter Weir MLA was an assiduous Education Minister, and he introduced a strategy to address the underachievement of young protestant males in our school system. They were failing to be educated, and they left school without qualifications. We must be cognisant of targeted need, and we must respond to that need appropriately. Peter Weir sought to do so and, before he left his post as Education Minister, he launched the “A Fair Start” report and action plan to address it. Across the UK, we need to ensure that every child, regardless of their background, class, creed or colour, has a fair start, and I commend the report to the Minister.

I support the Chancellor’s decision to support apprentices with a £3 billion investment to build a high-wage, high-skill economy. It builds on the Prime Minister’s lifetime skills guarantee, which directly invests in 16 to 19-year-olds and will see the numbers double and the number of skills bootcamps quadruple. It is a positive strategy, and there is funding to make it happen.

I have served on Glastry College’s board of governors for 34 years, and I have seen many boys go through the school, both those who are academically qualified and interested, and those who have more practical skills. Many who struggle in academia excel with their hands. We need the skill of the steelworker to form the bolts and screws, and we need the skill of the surgeon to complete the hip replacement. We also need those who are educationally disposed to take other opportunities. Both are essential for success, so we need to build up both forms of education, academic and practical. I am very supportive of the enhancement of apprenticeship places and incentives for small and medium-sized enterprises, the employers, to take on apprentices as a way to combat the underachievement in those fields that must be targeted. I believe that the Minister needs to work alongside colleagues in the Department for Business, Energy and Industrial Strategy to make sure that our young people have the skills for tomorrow that we wish them to have.

Sustainability and Climate Change (National Curriculum)

Jim Shannon Excerpts

Wednesday 27th October 2021 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

I cannot match the exoticness of any of the three birds that the hon. Members for Brighton, Pavilion (Caroline Lucas) and for Brent North (Barry Gardiner) referred to; I am more of a pheasant man, and they do not fly all that far. In all honesty, I not only quite like them but also like eating them; I am unashamedly a rural country sports person and quite enjoy that.

Thank you for calling me to speak, Chair. I thank the hon. Member for Nottingham East (Nadia Whittome) for opening the debate and setting the scene so well. It is a pleasure to see the Minister in his place to respond on this new subject that he has responsibility for. We had a fond working relationship when he was the Minister of State for Northern Ireland. Northern Ireland Members enjoyed his time there, and I look forward to his time covering this subject matter.

The hon. Member for Brighton, Pavilion and I have a clear interest in environmental issues, as I think we all do, which is why we are here to speak in this debate. I receive emails and have conversations on this regularly. Ahead of COP26 next month, this is definitely a debate worthy of discussion. As I have indicated many times, young people—some young people are here today—in my constituency contact me so often on this issue, as others have as well. They look to the future, and the decisions that we make today are important because they will affect them. As a grandfather with five grandchildren, I am conscious of leaving them something they can enjoy and have pleasure in.

COP26 has been at the centre of media discussions in the last few weeks, and we have seen a rise in the number of young people who are passionate about climate change and our world—most notably Greta Thunberg, who I met in the House some years ago. I expect that there are differing opinions on her expression, but she is none the less someone who is passionate about the topic, and that passion cannot be ignored.

We do have some environmental teaching in our curriculum. Although it differs slightly in Scotland, Wales and Northern Ireland, the basics are taught. Back home in Northern Ireland, aspects of climate change are taught in both geography and science to children as young as those in key stage 3. This can continue up to and including individual study at A2 level, with a large section dedicated to the study of the environment and the world around us.

With geography, the statutory requirements state that students should investigate the impact of conflict between social, economic and environmental needs both locally and globally through the study of flooding, pollution—very much the subject matter of the last few weeks in this House—climate change and deforestation. In science, the study is focused on the effects of pollution, such as water, air, land and sound, as well as specific measures to improve and protect the environment—for instance, renewable energy, the efficient use of resources and waste minimisation.

We should look at the good things that have happened, for instance on renewable energy, to which this House and the Government are committed. There have been massive advances. I was at an all-party parliamentary group for energy studies event last night. It was good to be reminded of the advances in renewable energies of this great United Kingdom of Great Britain and Northern Ireland. We do not talk often enough of the good things we do, and we should do so more.

Many here will hold the opinion that there is not enough in our schools curriculum addressing the issue of climate change. While I can understand that it is a pressing issue, I feel that the focus needs to be on the pass rates of children studying core subjects such as maths and English. It is right that we focus on those subjects, which are essential for all employment. Figures show that in Northern Ireland, 13.3% of pupils on average leave school each year without a maths or English qualification. This has been correlated with geographical and ethnic factors. I believe there is more we can do to ensure that all pupils achieve their full potential through maths, English and science before we consider introducing more intense climate change learning.

I welcome the decision taken by schools to introduce climate change workshops, which are set up once or twice a month for those interested in the study of climate change. Will the Minister say what has been done to ensure that climate change is on the curriculum more regularly in schools? We must ensure that our children are prepared for the world. While some would argue that climate change and the environment are at the forefront, the basics lie with other subjects, which still need attention and will make us focus on climate change issues.

Climate justice, greener schools and learning is where education should start. I thank the Member for Nottingham East for raising the issue. I fully respect her commitment, as the youngest MP, to climate change teaching in our schools. Teach the Future has shown that 68% of pupils want to learn more about the environment, and 70% of teachers say that they have received no training on climate change teaching. There is an issue with green teaching. What has been done to address that?

I urge the Minister to engage with his counterparts in the devolved institutions to assess how climate change can be introduced to a greater extent in our schools, while ensuring that our core subjects are not ignored. I encourage the Minister to bear the issue in mind at COP26. I have always stated that education and our young people are at the forefront of the climate change debate, and we must not fail them in their education and teaching.

Coronavirus: Education Setting Attendance and Support for Pupils

Jim Shannon Excerpts

Thursday 23rd September 2021 Commons Chamber

[Alex Burghart]

I thank my hon. Friend for his question and his remarks. As I mentioned a moment ago, there are DFE REACT teams working around the country, and their role is to work with schools, local authorities and regional schools commissioners to tackle precisely this problem. I am sure that, if he were to get in touch with the Department, it would be able to fill him in more on what is happening in his area.

[Jim Shannon (Strangford) (DUP)]

I welcome the Minister to his place, and I wish him well in his new role.

In Northern Ireland, the Education Minister has given schools funding grants for catch-up learning, which many high schools have taken advantage of. This has become even more necessary due to the coronavirus, which is the thrust of this urgent question. Does the Minister not agree that we cannot lose focus on the early years intervention for P3 classes with a reading age a full year behind, and how does he intend to stop that lag-behind following those children through their whole academic life?

[Alex Burghart]

I thank the hon. Gentleman for his comments. Since I was a Parliamentary Private Secretary to the Northern Ireland Office, I have long believed there is a great deal we can learn from Northern Ireland in this place, and we often learn it from the hon. Gentleman. It is absolutely essential that we support early years, but also children at every stage in their education, to overcome the worst of this pandemic, and I have no doubt that that is what this Department will be doing in the months ahead.

Childcare

Jim Shannon Excerpts

Monday 13th September 2021 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to follow the hon. Member for Putney (Fleur Anderson). I followed her in a debate in Westminster Hall, last week, and today I do the same, again on a subject that we agree on. I thank the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) for setting the scene, and for giving us a chance to participate.

Childcare and its affordability are of great interest to every Member in this House. I am sure that not one of us has not sat with a young family to tell them that they are above the threshold and cannot get help. That is, unfortunately, something that I have had to address in my own office recently as the extra £50 per month that they get prevents them from accessing four times that in childcare help—and I want to put on record my thanks to all who provide childcare in my constituency of Strangford, who have helped so many people through the pandemic with what they do. These are everyday problems in my constituency. The options for those families are to live with it, or go to their bosses, cap in hand, and ask for a reduction in hours that will be just enough to put them under that threshold. Many will not do this, as it is not as easy a fix for their boss as it may seem at first glance.

A couple contacted me last week; the lady, in particular, is very unwell. She is on employment and support allowance and personal independence payment. Unfortunately, if she was to transfer to universal credit to access working tax credits and child tax credits, she would automatically find that the childcare that she would qualify for would make her financially worse off. There are many complex issues.

For many, grandparents, whether they are fit or not, are left to fill the breach. There are approximately 14 million grandparents in the UK; one in every three people over the age of 50 is a grandparent. In the past two generations, the number of children being cared for by their grandparents has increased substantially— from 33% to 82%. That is massive. Grandparents are the childminders of today. Almost two thirds of all grandparents regularly look after their grandchildren, saving working parents approximately £6.8 billion nationally in childcare costs, but what is the cost to their quality of life?

We have upped the pension age—we all know about the Women Against State Pension Inequality Campaign, and how those women are unable to leave work at 60. Many women drop their hours at that time of their life to take care of their grandchildren, so they are not able to answer the call of their body and simply slow down. There must be something better for grandparents—more than just a national insurance stamp for minding their grandchildren. Many parents in the middle income bracket simply cannot afford to pay for childcare themselves.

My parliamentary aide is the youngest of five siblings. Her sister was 20 when she had her first child, in the middle of her nursing degree, and my aide was 32 when she had her first. Their mother, Roberta Armstrong, has been providing childcare for almost 50 years: initially caring for her own children and, for the last 27 years, constantly caring for her working children’s children. She has grandchildren in the workforce, grandchildren in medical college, and grandchildren at the start of their education in P2. Roberta Armstrong had her first child at 18. She is not the same as she was at 39, when her first grandchild was born, and yet the demands are the same. Caring for her children and grandchildren has been her way of life, but she has to do what a childminder could never do, and which the parents cannot afford to pay for.

What respite is available for the grandparent, and for my parliamentary aide? She works flexitime to allow her more time off in the holidays; this works well for me, and ultimately it means she can take time off during recess, but jobs like that are not readily available. My wife, Sandra, and I are grandparents as well. She looks after the grandchildren—there are five at different ages. She says the wee boys are the hardest—I would not know, because we only ever had boys—and the wee girls are not too bad. How do we breach the gap for families like those, who are asking too much of their elderly parents because they have no other option?

Many parents are caught in a Catch-22 situation. They earn too much to get help or subsidised childcare, and yet they do not earn enough to pay someone to do everything that needs to be done. This leads to examples such as the 67-year-old grandmother with a heart condition lifting and laying a five-year-old with a broken leg.

Do we consider longer school days? Would that eat into their childhood? Do we ask employers to do more, when the pressure of paid holidays and sick days is already too much for many to bear? Do we provide additional paid clubs that work like wraparound childcare? Something needs to be done. I ask the Government to decide today to help those who work hard and simply want a little help to enjoy their children, instead of waiting until their children have children to take care of their grandchildren. I believe that now is the time. Let us break the cycle and strengthen the family.

--- Later in debate ---

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

It is a pleasure to serve under your chairmanship, Sir Roger. I would like to thank all my colleagues across the House who took the time to speak in today’s important debate. Like my hon. Friend the Member for Walthamstow (Stella Creasy), and little Pip, I want to begin by paying tribute to Joeli Brearley and everyone at Pregnant Then Screwed for starting this important petition and for the inspiring work that they have done to support women and parents in this country and to fight against gender inequalities.

On no issue is it more important to have dedicated campaigners like Joeli than on childcare, which is all too often ignored by politicians, despite it being a fundamental building block of our economy and our children’s development, as has been repeated several times in the debate. Its importance is highlighted by the fact that well over 100,000 people signed the petition, including 400 of my constituents in Hampstead and Kilburn.

In the Chamber last week I raised the Government’s own statistics, which show a loss of over 3,000 childcare providers in England in the first half of this year alone. This comes on top of a net loss of over 100,000 providers since 2015. I was very surprised that the Minister responded by claiming that there were no problems with sufficiency in the early years sector, given that a third of English councils do not have enough childcare places for parents working full time. My hon. Friend the Member for Walthamstow raised this in her speech. I was surprised by the Minister’s remarks on childminders, which have now drawn much criticism, including from the chief executive of the Early Years Alliance, who commented:

“To hear the Children and Families Minister so casually dismiss the closure of thousands of childminders—and falsely imply that what they provide is just care, rather than education—is both insulting and infuriating.”

I do not want the outside world to think that that is how politicians in this place think when it comes to early education.

Every year, Coram Family and Childcare publishes a survey of childcare costs and availability, and every year it shows that there is a postcode lottery in childcare provision. All too often, the costs are soaring well above inflation. My hon. Friend the Member for Putney (Fleur Anderson) outlined her own experience of living through this postcode lottery and how much misery it has caused so many people in her constituency. A survey published before the debate by Pregnant Then Screwed found that a staggering 19 out of 20 working parents said the Government are not helping enough with childcare, with a third paying more for it than their rent or mortgage—again, a point that has been made over and over in the debate. That is because a full-time childcare place in the UK costs £14,000 a year. As my hon. Friends the Members for Walthamstow and for Putney constantly said, ours is one of the most expensive childcare systems in the whole world. That should make our heads hang in shame.

The sad truth about the eye-watering costs of childcare in this country is that it was a predictable result of the decision that the Government took to underfund the free childcare policy by a third in the last financial year alone. We know that because the Department for Education itself predicted it. Secret Government documents from 2015, uncovered by the Early Years Alliance, warned over and over again that failing to fully fund this policy would drive up costs for parents. Ministers pushed ahead regardless, which, as my hon. Friend the Member for Lewisham West and Penge (Ellie Reeves) said, left the sector with a £662-million annual funding gap even before covid hit.

As if that was not bad enough, there was almost no targeted support either for early years or for wraparound childcare providers during a pandemic that has seen their attendance levels and income plummet to the ground. Then came what early years analyst Ceeda calculated as a quarter of a billion pounds’ funding cut this spring term, due to the premature withdrawal of pre-covid funding levels. It is no wonder that 85% of childcare businesses expect to make a loss or break even this year, as research by the National Day Nurseries Association shows.

It is not just about statistics. There is a very real impact on families, who are struggling to make ends meet. My hon. Friend the Member for Pontypridd (Alex Davies-Jones) talked passionately about equal parenting, the pay penalty, proper flexible working, and how children are being priced out of education at the most important stage of their development. Not only are private fees for early years childcare well out of reach for many families, including those in Hampstead and Kilburn, but a recent Sutton Trust report confirmed that the eligibility for the 30 hours free childcare scheme excludes the poorest. Are these the policies we want to have in our country, where we exclude the poorest from accessing high quality childcare?

As my hon. Friend the Member for Newcastle upon Tyne North (Catherine McKinnell) pointed out, parents are being forced to cut hours and quit jobs because they cannot find or afford childcare. Of course, this affects women disproportionately. Three quarters of working mums were forced to cut working hours in the first lockdown due to a lack of childcare. In 2018, there were over 800,000 mothers who wanted to work, but could not for financial reasons.

[Jim Shannon]

The shadow Minister is making some very important points. Does she agree that it is not fair for the burden of childcare to fall upon the shoulders of grandparents, who do not have the physical ability to look after children in the way they probably did at one time? I believe that the onus is on the Government and the Minister to come back with a response that helps people.

[Tulip Siddiq]

I thank the hon. Gentleman for his intervention. I was listening to his speech very closely, because I was reflecting that there is no way I could have got through six years of being an MP without relying on my mother—who, by the way, turns 65 today. She is someone who helped me with my childcare, because my father is in a wheelchair; she was responsible for looking after the children when I did not get proper maternity leave from this place. I wholeheartedly agree with the hon. Gentleman, and I hope that the Government will recognise the pressure that is put on grandparents. My mother is 65, but there are lots of grandparents who are a lot older and struggle physically to look after small children. I hope the Minister takes heed of what the hon. Gentleman has to say.

I also want to talk about childcare workers, 93% of whom are women, who are languishing on poverty pay after suffering years of real-terms pay cuts under Conservative Governments. As my hon. Friend the Member for Lewisham West and Penge pointed out, the average wage in the sector is £7.42 per hour, and shamefully, one in 10 staff earn less than £5 an hour. These talented and dedicated workers are unsurprisingly leaving the sector as quickly as they can. It is clear to anyone who has direct experience of the childcare system in this country that there is something seriously wrong with it, and it could get a lot worse if nursery and childcare closures continue as they are at the moment. This petition should be a wake-up call for Ministers and the Government to rethink their approach to child- care funding.

That is why my Labour colleagues and I have been banging on about the need for targeted support to halt the collapse of the childcare sector. We are not being dramatic, and we are not scaremongering: this is the reality of the situation. Our childcare recovery plan also proposes a real, substantial hike in the early years pupil premium, from £302 per person per year to £1,345, as part of a £15 billion package to give every child new opportunities to learn, play and develop. I believe it is time to give childcare the attention and the funding it deserves, so that we can be a country that values children, parents and family and so that childcare becomes a part of the country’s infrastructure, as my hon. Friend the Member for Newcastle upon Tyne North so eloquently put it when she opened this important debate.

Education (Careers Guidance in Schools) Bill

Jim Shannon Excerpts

2nd reading
Friday 10th September 2021 Commons Chamber

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Member for Workington (Mark Jenkinson) on bringing this forward. I know this is mainland-only education, because education for Northern Ireland is done through the Northern Ireland Assembly, but I am very happy to support the hon. Gentleman. There is no doubt that the thrust of what he has put forward is the very same thing that we wish to see in Northern Ireland. So I want to replicate and support what he is saying, for the very reasons that he put forward on behalf of his own constituents, but also on behalf of education across the English mainland.

In Strangford, I have a good working relationship with South Eastern Regional College, which has responsibility for careers. I have sat on the board of governors at Glastry College outside Ballyhalbert all my married life. I remember returning from honeymoon, and the board of governors meeting was on and they were surprised that I turned up. That was some 34 or 35 years ago—so a long time ago. The relationship I have had with local colleges has been incredible, and the important role that they play in giving students career pointers is vital. The hon. Gentleman has outlined that point, for which I thank him.

We have a working relationship and partnership with local secondary and grammar schools. In my constituency of Strangford, most of those skills are probably physical. In the Ards peninsula in particular, there is great demand in the construction sector, whether for building, carpentry, plumbing, plastering, or electricity work. All those physical skills are developed through courses at the local college. That means that in many cases, young boys and girls in local grammar and secondary schools perhaps already know where they are going. We live in a rural community, so there will also be great demand for students, boys and girls, young men and women, to go into agriculture, which is also something we wish to see.

[Shaun Bailey]

A really interesting part of the hon. Gentleman’s contribution was about local links and community. How does he think that strengthens communities such as his in Strangford to ensure that they can be vibrant and carry on moving forward?

[Jim Shannon]

The hon. Gentleman has exactly grasped the point about the importance of these interactions, partnerships and local communities. I still sit on the board of governors of Glastry College. I am not going to mention any names, but some young boys there I knew from the beginning were never going to achieve educational standards because they were going to work on the farm—a family farm in the local community. Sometimes it is good to have those opportunities. Not every person will excel at education—not every person can, because we are all different and have different abilities. The community part of this is important. I have lived there for all but four years of my life.

[Sally-Ann Hart]

When the hon. Gentleman says that not everyone can excel in education, does he mean that not everyone can excel in academic education, but that we also have technical levels, which give those children an opportunity to excel in something that is not academic, but a more technical vocation that gives them skills and helps them to get amazing jobs?

[Jim Shannon]

The hon. Lady is absolutely right. I thank her for making that point. Although I did not say that, that is what I meant. She put it much better than I was able to and I thank her for that clarification.

ICT skills are also important. There is the business and financial sector, the agrifood sector, as well as renewable energies and recycling. Those are all important businesses for the economy as we move forward. There are health and life opportunities, as well as advanced manufacturing and engineering.

In Northern Ireland, I have talked this over with the Minister for the Department of Agriculture, Environment and Rural Affairs, Edwin Poots, and he was telling me about the dearth of engineering skills in Northern Ireland. It is rather disappointing—I have been in contact with my further education college—that it does not have a course for engineering. All my elected life, whether on the council, as a Member of the Legislative Assembly or now as the MP for Strangford, I have supported engineering opportunities for young boys and young girls. The Minister told me that there were 800 opportunities in engineering in Northern Ireland—the dearth is as big as that. It is important to look at these things as well.

[Simon Baynes (Clwyd South) (Con)]

Does the hon. Gentleman agree that the disproportionate amount of technical education that takes place in academies will lead to a significant boost to the careers facility and careers development overall for secondary schools in England?

[Jim Shannon]

I certainly do. To be fair, the hon. Member for Workington said that in setting the scene, which is why I am very happy to support the thrust of his contribution.

In Northern Ireland, we have seen a growth in business and financial services, with excellent wages and opportunities for advancement. Although our wage structure in Northern Ireland is not as high as on the mainland, we can already see opportunities for better wages. It is essential that we future-proof and engage our young people to ensure that they can take the opportunities that exist across Northern Ireland.

As I said, that is a devolved matter. I am not convinced that we have fully grasped this approach in Northern Ireland in relation to engineering; it seems that we must not have if there are as many as 800 job opportunities available and people have not taken them up.

[Craig Williams]

It has been a parliamentary ambition of mine to intervene on the hon. Gentleman, so I am happy to fulfil that today. He is making a powerful point about the devolved nature of this matter. Does he share my view that we must push to get measures such as the Baker clause and the Bill introduced by my hon. Friend the Member for Workington (Mark Jenkinson) into the devolved nations, and will he implore them to look at today’s debate and put something together in a devolved fashion?

[Jim Shannon]

I thank the hon. Gentleman for his intervention. I send all my contributions in this House on to the relevant Minister in Northern Ireland. I hope that the relevant Minister reads them. I cannot be sure, but in this case I think she will, because she happens to be a colleague of mine; she is not only a political colleague, but she is elected to the same constituency, Strangford, as an MLA. For me, it is critical to ensure that what is happening here today can be replicated in Northern Ireland. I have already taken up directly with the relevant Minister the issue of the engineering dearth and the importance of filling that gap, but I will follow this through again today.

It is important that we forge a way forward that can deliver the career opportunities that the hon. Member for Workington referred to. It is my belief that the meeting of all these things should be facilitated by a direct Government strategy to bring them together. I know that the hon. Gentleman hopes to get that response from the Minister, and I am quite sure that he will. I know the way the Minister responds to these issues, and the hon. Gentleman will certainly get a good response on investing in our greatest and most important resources—our youth and their ability.

Information and communications technology is concerned with software development, databases and so on. Many questions and strategies are based on a database; no matter what field it is—whether it is health or education—we need the database. I therefore believe that ICT is another career opportunity for young students and pupils.

Let me conclude by congratulating the hon. Member for Workington on bringing forward the Bill and thanking all those who have had a chance to intervene. We look forward to a positive response from the Minister for the hon. Gentleman. I congratulate him on having his Bill before the House in a very short time. I hope that I will be as successful with my Bill later on.

--- Later in debate ---

[Esther McVey]

Most people, if asked, really want to go in and speak to pupils about what they do and the opportunities that are out there. I work with more than 200 successful women who give up their time for free because they want to help the next generation of pupils to do well. In the last decade, I have worked with thousands of pupils; I have written career books; and I have done a touring play with the National Youth Theatre and spoken to a thousand pupils at a time with panels of experts on stage who, as my hon. Friend mentioned, all gave up their time to talk about an array of different subjects.

[Jim Shannon]

When it comes to career opportunities, it is sometimes overlooked that there are opportunities in arts and culture, as the right hon. Lady has referred to. It is not always about jobs in construction or engineering; there are other opportunities out there as well.

[Esther McVey]

Absolutely; that is what it is all about—finding the profession for the individual. What makes them tick and inspires them? Good consistent careers advice can change lives. Without it, some pupils will just drift, not knowing what they want to do.

Without doubt, covid has brought about significant changes in the world of work and in the teaching landscape. Good careers advice has always been important, but never more so than now, with the disruption in schools and the changes in the job market. It is really important to support young people. Data suggests that 65% of children currently in primary school will enter a job that has not been invented yet. As we know, that will not be a job for life. People will do a series of jobs, and that will speed up. That means that they will have to learn, relearn, upskill and reskill on a regular basis.

Clare Hayward, a leading businesswoman and chair of the Cheshire and Warrington local enterprise partnership put it simply: “We need to inspire young people about an array of jobs, new emerging jobs, roles they might never have been thought of in tech, digital, life science, jobs of the future. We need schools to engage with the business community who are alert to these future opportunities and have staff who can talk passionately and excitedly about these jobs. And we need schools not just to push traditional careers and traditional routes after school,” but to focus on all the opportunities that are out there.