Government Policy (NEETs)

Julian Smith Excerpts

Tuesday 9th November 2010 Westminster Hall

[Tony Baldry]

I entirely agree with everything the right hon. Gentleman has said; he puts the matter in a nutshell very well. Do the current targets for retention rates on courses for further education colleges mean that they may be tempted to turn away applicants with poor school attendance records? That would effectively write off the already disadvantaged, and potentially create a group of long-term disengaged and unemployed young people with little possibility of improving their position. My impression is that, locally, people are working very hard to try to engage NEETs and get them back into education or training. However, that is not easy. By definition, NEETs have mostly decided to opt out or they have other difficulties—although it is important to recognise that young people who are NEET are not a homogenous group with the same issues, and that they are not even necessarily at the same stage of disengagement.

We also need to recognise that some groups of youngsters clearly have particular challenges. Mencap has sent me a copy of the detailed submission that it made last December to the Children, Schools and Families Committee. In that document, it makes the point that three in every 10 disabled young people aged 19 are NEET, and that a youth cohort study found that young people who recorded themselves as having a health problem or disability are twice as likely to be NEET as others.

When a young person is without or not in education, employment or training they require—as the right hon. Member for Oxford East (Mr Smith) said—support in many different ways. Of course, ultimately that support may have little impact if an appropriate offer of employment or training is not available. I am concerned that the present system to provide further education perhaps does not provide a favourable environment for this group of young people. There seems to be a fundamental policy problem. If I understand matters correctly, that problem is money. Each youngster who stays on in school or goes to an FE college takes with them a pot of money by staying on at school or college to do A-levels or other training—their place gets funded. A NEET has effectively opted out of the system and receives no funding. Any organisation set up by the local authority or by anyone else to help NEETs get back into education or training also does not receive any funding. Those with the greatest need receive no funding and those trying to help them are left scrabbling around to find funding elsewhere. It might be worth considering some sort of system of NEET vouchers, so that if a youngster who is a NEET undertakes approved activity or enrols in an appropriate course, that activity or course receives some funding. Otherwise, it is difficult to see how we will break out of this NEET Catch-22.

It goes without saying that we need a name for programmes supporting NEETs that is sympathetic and has an overall project title—“Dealing with NEETs” clearly does not do it. We need a name such as “Youth Engagement,” and the subject needs a brand. There will be those who say that one of the reasons why there are NEETs is that such people feel that they will not find a job. However, there is something of a chicken-and-egg issue here. The Prince’s Trust has observed that the first concern for disadvantaged young people is often their need for money and a job, and the skills they want are those they need to give them a practical route to employment.

The Chartered Institute of Personnel and Development has observed that, despite financial difficulties and a reduction in vacancies, the majority of organisations remain enthusiastic about recruiting new talent. However, many organisations that require specific skills find that those are not being met by job candidates. The CIPD’s recruitment, retention and turnover survey of this year found that two thirds of organisations report that a lack of necessary skills is a barrier to recruitment. It also found that a lack of necessary specialist skills was a greater problem for the manufacturing and production professions—76% of that group—than any other. If young people do not acquire skills, the reality is that they are unlikely to be able to access jobs.

[Julian Smith (Skipton and Ripon) (Con)]

Does my hon. Friend agree with me that the Government’s recent decision to add 50,000 apprenticeship places this year, and hopefully more next year, is a step forward regarding some of the issues he is talking about? Moreover, the Government are committed to moving away from programme apprenticeships, in which most of a young person’s time is spent in the classroom, towards work-based apprenticeships, which are based around the workplace.

[Tony Baldry]

I think that the increase in apprenticeships is fantastic. The difficulty is that NEETs often need to improve their maths and English before they can access apprenticeships. There is sometimes a gap between where they are and where they need to be.

Oral Answers to Questions

Julian Smith Excerpts

Thursday 14th October 2010 Commons Chamber

[Mr Davey]

I am sure that Royal Mail will again be in contact with the hon. Gentleman on those points, but he must tell his constituents that the experience of rationalising mail sorting centres has led not only to efficiency improvements that reduce the costs of sorting and delivering mail, but to an improvement in customer service to his constituents. If he wants quality and delivery to improve for his constituents, he should support that rationalisation.

[Julian Smith (Skipton and Ripon) (Con)]

May I urge the Minister to consult carefully with the remote businesses and communities of the Yorkshire dales which rely hugely on the Royal Mail to survive and conduct their business?

[Mr Davey]

My hon. Friend is right that the Royal Mail needs to consider the interests of small and medium enterprises. Indeed, it is part of our approach in the Postal Services Bill to ensure that our new policy framework will do that. I hope that he will be reassured that experience of rationalising mail sorting centres has led to significant improvements to customer service.

Academies Bill [Lords]

Julian Smith Excerpts

Monday 26th July 2010 Commons Chamber

[Roberta Blackman-Woods (City of Durham) (Lab)]

I would like to speak to amendment 4, and to support amendment 78, on the process of consultation, and amendment 77, on the timing.

I have grave concerns about the Bill. I cannot understand why the provisions are being rushed through for no identifiable reason other than political expediency. The Bill seems to seek completely to undermine the role of local authorities. It seems to be unaware of—indeed, antagonistic towards—the crucial role that those authorities play in planning for special educational needs, equalities, fair admissions, and so on. From my 25 years of being a governor, I know the importance of the local education authority in supporting schools, so it should be quite clear that I am not happy with the Bill. However, it is simply disgraceful to try to force through a re-designation of maintained schools to academies, bringing about a change in governance, curricula and admissions, and a possible loss of amenity to a local community, albeit without any meaningful consultation with them.

Amendment 4 seeks to outline a range of people and groups who should be consulted. They include—obviously—teachers, parents, other local authorities, pupils, potential partners to academies, and the wider community.

[Julian Smith (Skipton and Ripon) (Con)]

Proposed clause 5(1)(c) in amendment 4 lists the pupils. Would the hon. Lady not agree that consulting with pupils aged 11—or, if we give academy status to primary schools, five or six—might be a little stretching for them at that point in their educational cycle?

[Roberta Blackman-Woods]

The hon. Gentleman makes an interesting point. I have some experience of consulting on an academy—albeit not the sort of the academy proposed by the Bill—and I can assure him that pupils find it very easy to grasp what the change of their school to academy status would mean. However, his point is valid in that there must be a given length of time for a consultation to take place, so that the arguments for and against an academy in an area can be properly explained to everyone concerned. However, the Bill completely overrides any meaningful consultation process.

--- Later in debate ---

[Vernon Coaker]

I was going to make that point: schools adjudicators have been involved almost as a final route of appeal. I know from my experience as a Minister—if the hon. Member for Brigg and Goole (Andrew Percy) becomes a Minister he will find this out—that even when one thinks a decision is right, it can be completely thrown out of the window because the schools adjudicator prevents something from going ahead. That happened to me a couple of times in relation to the closure of a school.

[Julian Smith (Skipton and Ripon) (Con)]

Does the Minister accept that there have been examples of Labour-held local authorities being given the opportunity to set up academies but rejecting it without consulting parents at all? I refer specifically to the offer by Goldman Sachs several years ago to set up an academy in Tower Hamlets. The local authority there gave parents not a jot of consultation.

[Vernon Coaker]

Some local authorities have been a problem, but not just Labour authorities—Conservative local authorities have also stood in the way of academy development. One pays a price for local democracy and involving local authorities: sometimes it means that people pursue educational options in their area that one does not agree with. That is the point I was making when I asked the Minister whether localism is fine only as long as it goes along with the Government’s policy objectives.

There are all sorts of unanswered questions about consultation, many of which the hon. Member for Portsmouth South has laid out. What happens to local authorities? What happens to the money? What happens regarding special needs? Who is vetting the consultation that takes place? Who knows what is going on? How will the school funding proposals that have been published today affect what is going on? There are all sorts of issues to be discussed.

Academies Bill [Lords]

Julian Smith Excerpts

Wednesday 21st July 2010 Commons Chamber

[Julian Smith (Skipton and Ripon) (Con)]

Does the hon. Lady not accept that this Bill does not include the capacity to expand selection? It is clear that that is not in the Bill; indeed, that is very clearly stated in the Bill. Would the hon. Lady not accept that?

[Glenda Jackson]

No, I would not accept that, because the Bill is allowing a minute number of people who are engaged in delivering publicly funded education to our children over a period of time to decide on their admissions policies. They can decide on everything. It seems that they have no need to consult anyone, and if they make a decision and there is a little trouble locally, they then go to the Secretary of State.

Many of us can remember that under a previous Conservative Government there were great difficulties with planning proposals. Planning was always a terrible problem, and the Government of the day simply rubber-stamped the proposals they wished to proceed.

[Julian Smith]

Is the hon. Lady telling the public that this Bill will expand selection? If she is, I believe that is a deceit.

[The First Deputy Chairman of Ways and Means (Mr Nigel Evans)]

Order. The hon. Member should know that he cannot accuse another hon. Member of deceit. Perhaps he would like to rephrase his comments, and withdraw the word “deceit”.

[Julian Smith]

Of course I will. I think it is important—

[The First Deputy Chairman]

Do you withdraw that word?

[Julian Smith]

I withdraw that word, but I think it is important that we do not represent the Bill inaccurately. This Bill does not propose any expansion to selection in this country, beyond the terms embedded in existing legislation.

[Glenda Jackson]

How many Bills have been enacted in this place, the unconsidered consequences of which have created the necessity for this House to come back again and either write a new Bill or add an amendment to the existing legislation? To reassure the hon. Gentleman, I have been extremely public about what I regard as the intrinsic potential for huge damage in this Bill.

Academies Bill [Lords]

Julian Smith Excerpts

Monday 19th July 2010 Commons Chamber

[Yasmin Qureshi]

I thank my hon. Friend for that helpful intervention. Yes, that is what I am saying, and I have seen it across the country.

Perhaps such a view is unfashionable in this day and age, when everything is about selection and performance, but we are forgetting the ordinary children from ordinary families. Do they not have the right to be with “the very bright child” in a school that provides excellent educational facilities? Why cannot the poor child from Farnworth or from the Newbury estate in my constituency go to a school attended by children from Chorley New road, a posh part of the constituency? We need everybody to be together. Children from less well-off backgrounds, whose home lives might make it difficult for them to perform well academically, need to be in schools where they can get help and where everyone’s standards are raised. I know that this is an old-fashioned way of thinking—or perhaps it is not, but it is not the conventional thinking now. I find it surprising that everybody is sleepwalking into and justifying this system of selection.

[Julian Smith (Skipton and Ripon) (Con)]

Does the hon. Lady understand that the coalition Government are not proposing to expand selection, as the Bill makes clear? I have three excellent selective schools in my constituency—the hon. Lady is now not listening to me. Does she propose that these schools be disbanded and all the fantastic opportunities that are there for those children be lost?

[Yasmin Qureshi]

Clause 6(4) of the Bill states:

“For this purpose a school is a ‘selective school’ if its admission arrangements make provision for selection of pupils by ability, and…its admission arrangements are permitted to do so by section 100 of SSFA 1998”.

What is that? It is selection.

[Julian Smith]

If the hon. Lady looks at the clause in more detail, she will see that there is no chance of expanding selection. The point is that there are some good selective schools, which are being allowed to continue, but the Government are not expanding selection.

[Yasmin Qureshi]

The Bill enables the very good school to fast-track into becoming an academy, and it does not say that there has to be proper consultation with the local authority or with the people in the community who use the school. If it is not a question of the very good schools wanting to become more selective, why would they want to go for an academy system? We are told that the Government are not putting any further money into the academies—

Oral Answers to Questions

Julian Smith Excerpts

Monday 12th July 2010 Commons Chamber

[Mr Speaker]

Order. I want to help the House. I appreciate the enormous interest in the subject of BSF in Ilkley and Bingley—conceivably also elsewhere—and there will be opportunities, if Members look, to raise these matters later.

[Julian Smith (Skipton and Ripon) (Con)]

3. How many expressions of interest in academy status have been received from schools in (a) Skipton and Ripon constituency and (b) North Yorkshire.

[The Minister of State, Department for Education (Mr Nick Gibb)]

So far five expressions of interest in academy status have been received from schools in Skipton and Ripon. Fifteen expressions of interest have been received from schools in North Yorkshire.

[Julian Smith]

Does the Minister agree that schools with foundation trust status should be given credit for the work they have already done in moving along the path to independence, and can their path to academy status therefore be made slightly easier?

[Mr Gibb]

May I welcome my hon. Friend to the House and congratulate him on his election? I understand his point. Trust status was a useful form of independence, which is why it surprises me that Labour Members are so critical of our moves to boost the academies programme and to give more schools the independence and the trust in professionals that is inherent in the trust school system. Our concern about the trust school basis is that it did not give sufficient freedoms to schools; we want to ensure that schools have those extra freedoms.