School Uniform Costs

Rachael Maskell Excerpts

Tuesday 5th November 2019 Westminster Hall

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

I beg to move,

That this House has considered school uniform costs.

It is a pleasure to take part in this debate, although it feels a little like we are in the graveyard shift at the end of a very long Parliament. As I said to the Minister just before the debate, it is a genuine pleasure to talk to him about education once more. I started this parliamentary Session talking about education, so to finish it this way feels complete. I want to focus on the cost of school uniforms, and I will make recommendations that I hope schools and the Minister will follow.

After nine years of cuts, benefit cuts and stagnating wages, an increasing number of parents are unable to meet the basic cost of living, and the knock-on effect of that reality is a rise in child poverty. Currently, 8.3 million working-age adults and 4.6 million children are living in poverty. The numbers continue to rise, and forecasts predict that they are set to exceed the record levels of the early 1990s, which should concern us all deeply.

Recent research has brought to light many of the negative effects that growing up in poverty has on children. Some are stark and brutal. In the most deprived areas of our country, girls can expect to live 20 fewer years of their lives in good health, compared with those in the least-deprived areas. For boys, it is 19 fewer years. Both genders are four times more likely to develop mental health problems by the age of 11.

The indignities and suffering brought about by poverty are often less obvious. Every September, we see children on their way to start the new school year looking very smart in their uniforms, and our thoughts might turn to our own, or perhaps our children’s, first day. I was a teacher, and I remember the pleasure of having my classroom windows overlook the children starting school and lining up with their brand-new book bags, which were nearly as big as them, as they stood outside, waiting to meet their new teacher.

I now see children in uniforms through a different set of eyes. I was deeply affected by the testimony of a group of mothers at an evidence session of the Select Committee on Education. They told us of the demands placed on them by the increasing cost of school uniforms. Uniform dress codes now rarely consist of a simple badged sweatshirt and dark trousers or a skirt; they now include shirts, ties, blazers, and PE kits, indoor and out, all branded and often available through only a single supplier. I was devasted by the parents’ description of skipping meals to try to meet the ever-increasing costs.

Tragically, those accounts do not represent rare and isolated circumstances. Research from the Children’s Society shows that nearly one in six families said that school uniforms were to blame for their having to cut back on food and other basic essentials. Its report, “The Wrong Blazer 2018: Time for action on school uniform costs”, revealed that families have to find an average of £340 per year for each child at secondary school—an increase of 7% since 2015. Parents of primary school children spent an average of £255—an increase of 2%.

Parentkind’s latest annual survey of parents confirms that upward pressure: 76% of parents reported that the cost of sending children to school is increasing, and more than half are worried about meeting that cost. The high cost of uniforms is in some cases maintained by school policies that insist that parents buy clothing from specialist shops, rather than giving them the choice of buying items at cheaper stores, such as supermarkets or high street chains. When parents had to buy two or more school uniform items from a specific supplier, spending was found to be an average of £71 per year higher for secondary school children and £77 higher per year for primary school children. Some schools demand that seemingly generic items, such as a pair of black trousers, a PE top or shorts, must carry the school badge or logo, which also locks parents into specific retailers.

[Rachael Maskell (York Central) (Lab/Co-op)]

My hon. Friend is making a very important speech. This matter was brought to my attention by my constituents when a school changed its uniform policy to have badged trousers, skirts, blazers and other items of clothing. Does she agree that schools can take matters into their own hands not only by having generic main items of clothing, but by using uniform exchanges, which not only help families that cannot afford school uniforms, but are good for the environment?

[Emma Hardy]

I completely agree. I will go on to talk about uniform exchanges and the impact on the environment. The House of Commons did some social media outreach in advance of this debate. Someone from Birmingham said: “My niece is from a disadvantaged school background and had to completely replace her school uniform within six months of starting a new secondary school.” Someone else wrote: “My dad needs to buy me a PE kit, which is around £80 for everything I need. I can’t do PE, and get detention every time I go to PE. I feel embarrassed going to PE knowing everyone will make fun of me not being able to afford the extreme costs.” There are many other examples.

Education Funding

Rachael Maskell Excerpts

Tuesday 4th June 2019 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op)]

The spring statement came and went, and I am still here making the plea for the worst-funded schools in the country, which are in York. We cannot go on like this; we have had many debates about funding for schools in this Chamber, but the situation does not improve. Schools are struggling more and more every week, which I experience as I talk to schools across York.

There are particular things that need urgent attention, such as the capital funding of many of our schools. Some schools are crumbling, such as Tang Hall Primary, where the children are so cold as they study, or Carr Junior School, which desperately needs building upgrades but is unable to access the funding it needs. All Saints Roman Catholic School, a secondary school, is on a split site and needs a new location in which to educate its children.

I want to focus on disadvantage. In my constituency, Tang Hall Primary, which as I mentioned needs infrastructure upgrades, saw a spending drop of £559 per pupil, whereas in more affluent areas of the city, the drop was smaller. The Government funding formula is therefore punishing disadvantage and the children who most need resources to advance their education. That is driving inequality into the system for the long term.

In York, we already have real issues, with an attainment gap of 31 points—the largest attainment gap in the country—as well as the worst funding. I say again to the Minister that the two are correlated. I still wait for a response and for recognition of that fact. The cuts across the city are resulting in some of the largest increases in class sizes in the country and the biggest reduction in staff numbers. Those facts cannot be denied.

It is the wider impact that that is having on children’s opportunities and on their health and wellbeing that causes me the most concern. A secondary school in my constituency wants to employ more mental health staff to support the children. I recognise that schools might not have had to deal with those challenges a decade ago, but they do have to deal with them now. It is therefore incumbent on the Minister to ensure that schools are properly resourced to ensure the holistic wellbeing of the children. Only when that is in place will children be able to learn as best they can.

I will turn to my secondary schools. Archbishop Holgate’s School, for instance, will not have the capacity to teach children next year, because of the expansion of class sizes and the demands on space. South Bank Academy is also struggling for space, yet the Government have just refused to build a new school in York.

We are struggling and it is time that the Minister recognised the challenges faced by different places in the country, instead of hiding behind figures and saying, “More money is going into schools.” We recognise that they can talk about headline figures, but the money is not going to the right places. Per pupil funding is falling, which is evidenced by the statistics that we continue to churn out, and the money is not going towards building the school system that we desperately need for our children in the future.

--- Later in debate ---

[The Minister for School Standards (Nick Gibb)]

It is a real pleasure to serve under your chairmanship, Mr Hollobone. I congratulate my hon. Friend the Member for Sittingbourne and Sheppey (Gordon Henderson) on securing this debate and on his excellent opening speech.

The Government are determined to create a world-class education system that offers opportunities to everyone, no matter their circumstances or where they live. That is why we are investing in our education system, to ensure that schools have the resources that they need to make that happen. The point of our investment is to help children to achieve, and I will first emphasise the significant progress we are already making towards creating a world-class education system.

Thanks in part to our reforms, the proportion of pupils in good or outstanding schools has increased from 66% in 2010 to 85% in 2018. My hon. Friend cited the figures in his local area as well. In primary schools, our more rigorous curriculum—now on a par with the highest-performing ones in the world—has been taught since September 2014. Since it was first tested in 2016, the proportion of primary school pupils reaching the expected standard in the maths test has risen from 70% to 76% in 2018; and in reading, which is dear to my hon. Friend’s heart, from 66% to 75% in 2018.

In secondary schools, the more rigorous academic curriculum and qualifications support social mobility by ensuring that disadvantaged children have the same opportunities for a knowledge-rich curriculum, and the same career and life opportunities as their peers. In primary schools, the attainment gap between the most disadvantaged pupils and their peers, measured by the disadvantage gap index, has narrowed by 13.2% since 2011.

To support such improvements, the Government prioritised education funding while having to take some difficult decisions in other areas of public spending. We have been able to do that because of our balanced approach to the public finances and our stewardship of the economy, which has reduced the annual deficit from an unsustainable 10% of GDP, or some £150 billion a year, to 2% by 2018. The economic stability that that has provided has resulted in employment rising to record levels and unemployment being at its lowest level since the 1970s, halving youth unemployment and giving young people leaving school more opportunities to have jobs and start their careers.

It is that balanced approach that allows us to invest in public services and education. Core funding for schools and high needs has risen from almost £41 billion in 2017-18 to £43.5 billion this year. That includes the extra £1.3 billion for schools and high needs announced in 2017, which we invested across 2018-19 and 2019-20, over and above plans set out in 2015. That means that, while we do recognise the budgeting challenges that schools have faced, funding remains high by historical standards. Figures from the Institute for Fiscal Studies show that real-terms per-pupil funding for five to 16-year-olds in 2020 will be more than 50% higher than it was in 2000. However, that does not mean that we do not understand the pressures that schools face.

We are committed to direct school funding where it is needed most. This is why, since April last year, we have started to distribute funding to schools through the national funding formula. The formula is a fairer way to distribute school funding because each area’s allocation takes into account the individual needs and characteristics of its schools and pupils. That means that, as indicated by my hon. Friend, Kent’s allocation will not be the same as that of an area where pupils have a greater amount of additional needs. It is right that schools with a higher proportion of pupils with additional needs, such as those indicated by deprivation or low prior attainment, should get extra funding.

My hon. Friend cited the overall average funding per pupil in Kent compared with Greenwich. Those figures are averages and reflect overall numbers of children with additional needs in those two local authority areas. In each authority, Greenwich and Kent, a child with particular additional needs will be funded on the same basis. The only difference between the funding that the pupils will attract will be the area cost adjustment, reflecting salary costs in the two areas. That represents about £831 million in overall funding out of the £34 billion school funding total. Areas will not receive the same amount, but they receive per pupil on the same basis.

I refer my hon. Friend and other hon. Members to the schedules that show how the national funding formula is made up. Local authorities will attract the same figure for every primary school pupil in 2019-20, regardless of where they are in the country, and the same figure for secondary and key stage 4. That represents about 73% of the total funding per pupil. The remaining 27% is made up of additional needs. For example, a pupil who has qualified for free school meals in the last six years will attract £540 in primary and £785 in secondary. If that secondary school pupil is in band D of the income deprivation affecting children index, they will attract another £515. If that secondary school pupil has low prior attainment based on primary school results, they will attract an additional £1,550. If that secondary school child has English as an additional language, they will attract an additional £1,385. That applies whether that pupil lives in Sheppey, Greenwich or York. The only difference will be that those figures are multiplied by the percentage area cost adjustment.[Official Report, 15 July 2019, Vol. 663, c. 6MC.]

Schools are already benefiting from the gains delivered by the national funding formula. Since 2017, we have given every local authority more money for every pupil in every school, while allocating the biggest increases to the schools that the previous system left most underfunded. This year, all schools have attracted an increase of at least 1% per pupil compared with their 2017-18 baselines and the most underfunded schools have attracted up to 6% more per pupil compared with 2017-18. A caveat to that is the point raised by my hon. Friend the Member for Henley (John Howell): the local authorities will receive that on the basis of the national funding formula, but we are still using the local formula to allocate that funding to schools. That is why there is a discrepancy between the national funding formula allocations and the actual amounts allocated to the schools. At the moment, we are allowing some discretion and flexibility in the system, so that local authorities can decide how that money is allocated to local authority areas.

Under the national formula, schools in the constituency of my hon. Friend the Member for Sittingbourne and Sheppey will attract an extra 4.8% per pupil in 2019-20 compared with 2017-18. That is what Kent will receive for schools in his constituency. In the constituency of the hon. Member for Stretford and Urmston (Kate Green), schools will attract 2.6% more per pupil in 2019-20 compared with 2017-18. In York Central, schools will attract 5.4% more per pupil in 2019-20 compared with the baseline of 2017-18. The hon. Member for York Central (Rachael Maskell) mentioned Tang Hall Primary School. I add my congratulations to that school, where last year 77% of pupils achieved the expected standard in reading, writing and maths, compared with 64% nationally. They are above average in reading and well above average in writing.

[Rachael Maskell]

I appreciate that the Minister praises the hard work of the teachers in supporting children’s learning in that school; however, it is the 23% that I am most concerned about. That we have the largest attainment gap in the country while our funding is the lowest is of great concern.

[Nick Gibb]

I am concerned about that too. I want that 64% nationally to be significantly higher. That is the drive of this Government. Since 2010, standards have been rising. I am particularly proud of what we have achieved in reading in primary schools. Our nine-year-olds have achieved their highest ever score in the progress in international reading literacy study test—we rose from joint 10th to joint eighth between 2011 and 2016. I hope that, in the long term, that will address the real concerns expressed by my hon. Friend the Member for Sittingbourne and Sheppey.

My hon. Friend raised the issue of capital funding. Government funding for school places is based on local authorities’ own data; we fund the places that they report are needed. Local authorities can use that grant funding to provide places in new schools or through expansions of existing schools, and can work with any school in their local area in doing so. Kent has been allocated £328 million to provide new school places between 2011 and 2021. It is for Kent County Council to decide how to allocate that capital. Nationally, the Government have already committed £7 billion to create new school places between 2015 and 2021, which is on top of investment in the free schools programme. We are on track to create 1 million more school places this decade—the largest increase in school capacity in at least two generations.

As important as the funding that schools receive is how they spend those resources. It is essential that we do all that we can to help schools to make the most of every pound. That is why we have set out a strategy to support schools to make savings on the more than £10 billion they spend each year on non-staffing costs. That strategy provides schools with practical advice on how to identify potential savings, including deals to buy energy, computers and so on.

Oral Answers to Questions

Rachael Maskell Excerpts

Monday 29th April 2019 Commons Chamber

[Damian Hinds]

My hon. Friend is right to highlight the strong performance of schools in her area and the improvement in Ofsted judgments. It is also true, of course, that over the two years Somerset schools have benefited from a 5.9% increase in per-pupil funding, but I will of course be more than happy to meet her again to talk about the high-needs pressures and others that she mentioned.

[Rachael Maskell (York Central) (Lab/Co-op)]

20. When it comes to neurodiversity, some children in York are waiting two years for their diagnosis. The special educational needs and disabilities budget is overspent by £1.3 million and school cuts have been exacerbated, leaving parents and teachers seriously under-resourced to support their child, psychologically, socially and educationally, so how will the Secretary of State use the comprehensive spending review to ensure that all schools are fully funded to meet the needs of those children?

[Damian Hinds]

The hon. Lady is absolutely right to highlight this exceptionally important issue, and it is vital that we have the right education and the right support for every child, whatever their unique personal make-up. As I say, there have been pressures on the high-needs budget, which I totally recognise. There have been multiple reasons for that, as schools up and down the country identify. I will be happy to meet her to discuss the specific issues that she mentioned and how best we can address them.

Further Education Funding

Rachael Maskell Excerpts

Tuesday 2nd April 2019 Westminster Hall

[Anne Milton]

Very much so. This is absolutely about those second, third and fourth chances.

My hon. Friends the Members for Winchester (Steve Brine) and for Truro and Falmouth (Sarah Newton), both former superb Ministers, are now putting their weight behind the campaign to raise the profile of FE and highlight just how important it is for the prospects of young and—never let us forget—older people.

I am pleased to hear that my hon. Friend the Member for North Devon (Peter Heaton-Jones) met the Chief Secretary to the Treasury—keep on meeting her. We also heard from my right hon. Friend the Member for Ludlow (Mr Dunne) and my hon. Friends the Members for Cheltenham (Alex Chalk), for York Outer (Julian Sturdy), for Taunton Deane (Rebecca Pow), for Cleethorpes (Martin Vickers), for Stafford (Jeremy Lefroy), for Waveney (Peter Aldous) and for Northampton South (Andrew Lewer), among many others. They all made excellent contributions.

[Rachael Maskell (York Central) (Lab/Co-op)]

I hoped to speak in this debate on behalf of Askham Bryan College and York College, two outstanding colleges in York. I urge the Minister to ensure that further education colleges have a fully professional mental health service, because the levels of self-harm, eating disorders and even attempted suicide are way above the national average. Will she respond to that point?

[Anne Milton]

The hon. Lady is absolutely right. There are younger people, and indeed older people, for whom the school education system has not worked for whatever reason, who probably have a history of failing external examinations and who are often quite vulnerable or have special needs and all the associated problems that go with it.

We are listening to a wide range of feedback from many sources, including hon. Members present, and we are looking at the efficiency and resilience of the FE sector. The post-18 review will take a systematic view of provision and funding across post-18 education. We are also looking at levels 4 and 5, where we know that we need a much wider programme. If I had time, I would love to talk about the national retraining scheme, a partnership between the Government, the TUC and the CBI that we hope to roll out later in the year.

I must say to the shadow Minister that comparing apprenticeships today with apprenticeships before the 2017 reforms is like comparing apples and pears. I know that the apprenticeship system is not perfect, but believe me, in National Apprenticeship Week, I saw the extraordinary progress that has been made in the past year.

I am very aware that there are non-levy employers who are not yet on the apprenticeship service, and I want them to be on it as soon as possible. We are currently at the mercy of procurements and training providers. With procurements it never feels as if we are getting the right answer, but I assure hon. Members that all the levy money is recycled into the apprenticeships system.

I have been to south Devon, Bradford, Uxbridge, Harlow, Gloucester and many other places. Some colleges are thriving and some are struggling, but it is clear to me that they all have a motivation that is rarely seen in any other sector. We have put in £470 million to help colleges to restructure, but until we collectively recognise the added value that FE colleges give us, we will not see the changes in funding that are needed. That is how we give people a chance to turn their lives around and ensure that whatever their background, wherever they come from, whatever their family do and whoever they know, they too can get a great job and a career.

I congratulate my hon. Friend the Member for Gloucester and the hon. Member for Scunthorpe once again on their campaign, and I know that they will now be joined by many others. For me, they are pushing at an open door. Amid the cries for schools funding and the concerns for universities, FE can get lost. However, if we accept not only the personal gain for individuals but the potential productivity gains for the country, the case to the Chancellor is surely clear. With tin hats on, we continue into battle to make the case for further education.

Special Educational Needs

Rachael Maskell Excerpts

Wednesday 20th March 2019 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op)]

It is a pleasure to serve under your chairmanship, Mr Davies.

It is no coincidence that I also speak on behalf of the city of York. The council’s estimated spend on the high needs budget is £1.15 million, yet the Government’s high needs funding is just £393,000, leaving a shortfall of £760,000. However, we know the need is much greater, as many children do not get diagnosed early enough and often wait years for diagnosis, and many children do not reach the levels for which funding is awarded.

Those shortfalls are experienced throughout the education system, from nursery school—nurseries now have to subsidise childcare costs—to primary and secondary school. I know, from a visit I made to a secondary school in York, that children are sometimes placed in isolation. That causes some of them emotional harm, but the school does not have the capacity to support them. Often, the stigma stays with them all their lives.

Some children are moved to other schools, but that does not address their special educational needs. I am sure if research was undertaken on off-rolling children, it would show that a high proportion have neurodiversity-related needs. Those children become more vulnerable, more at risk of exploitation and more likely to end up in the criminal justice system. Those children are failed.

If I may say it again in this debate, York schools are the worst funded in the country. We have the worst attainment gap in the country. We have the highest rise in class sizes. SEND is seriously underfunded. Children with SEND in York experience among the longest waiting times for diagnosis, and our SEND budget deficit is three quarters of a million pounds. I ask the Minister to pause for a moment to make the correlation between those statistics.

Next year, the overspend on the budget will be £1.3 million, and the following year it will be £1.9 million. Although the education, health and care plans have been extended to the age of 25, no additional funding has been put into the budget and there are no additional resources to support the 51% increase in demand. I ask the Minister to review the budget and ensure that schools are adequately supported to provide vital support for those young people right through their schooling and also in early years, through children’s centres and Sure Start schemes.

School Funding

Rachael Maskell Excerpts

Monday 4th March 2019 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op)]

It is a pleasure to serve under your chairmanship, Sir Christopher.

When I came into this House, schools in York were the seventh worst funded in the country. However, we then proceeded to fall to the very worst-funded schools, and there have been serious consequences. My fear is that the lack of investment now will run through this generation of children as they prepare for later life. We know how much stress and strain children and schools are under at the moment. We have a broken system and we are breaking our children with the stress and strain we are putting not only on them, but on teachers. Colleagues of the Minister are piling more and more responsibilities on to teachers, such as dealing with mental health issues, because our child and adolescent mental health services are seriously broken too.

While we are talking about the amount of money that the schools are being allocated, we must remember the additional costs of pensions and national insurance, and the increasing amount of funding that they have to find for other things. In York, we have had the fourth biggest fall in staff numbers in our primary schools and the largest rise in class sizes in our secondary schools—significantly more than any other area. When I look at where the cuts have fallen in our city—the worst-funded in the country—they have fallen on the schools in the most deprived areas; Tang Hall Primary School will lose £559 per pupil.

There is a correlation with the consequences that that will create, but I also draw attention to the impact it is already having in terms of the attainment gap. As well as being worst funded, York also has the largest attainment gap in the country, at 31%. Three out of five children from disadvantaged backgrounds are not school-ready by the age of five, and that follows through in their schooling: 26% have an attainment gap at the age of 11. Only 40% of disadvantaged children reach expected standards in reading, writing and maths, and that figure has been static. As that moves through to secondary school, we see high absenteeism for children on free school meals, at 44%, so we know there is a correlation between attainment, funding, class sizes and attendance.

I ask the Minister to look at this issue and to see the consequences that are being built as a result of the cuts placed on our schools. Perhaps he could look again at the Joseph Rowntree Foundation’s report on the postcode lottery in schools, and its suggestion of an early excellence fund. We know the difference it makes when we fund early years, whether through Sure Start or through putting a right strategy in place for early years. It will set up a child for life and we need to see funding there.

I will touch on capital funding, because we have some serious issues in our school buildings. Tang Hall Primary School was 90 years old last November; it is so cold in the winter that the children have to wear hoodies just to keep warm, and their hands are so cold as they sit in those classrooms, yet they are boiling in summer. They need a new school. Tang Hall was top of the Building Schools for the Future list in 2010 and there is still no sign of a new school. Carr Junior School has water ingress and needs repairs, and St Wilfrid’s RC Primary School needs green space for its children. We have too many children trying to squeeze into schools. The spring statement is coming up; we need the funding now.

[Wera Hobhouse]

On a point of order, Chair, I failed to declare when I spoke earlier that I am a trustee of a local academy trust, the Palladian Academy Trust. I apologise for the omission.

Relationships and Sex Education

Rachael Maskell Excerpts

Monday 25th February 2019 Westminster Hall

[Caroline Lucas (Brighton, Pavilion) (Green)]

It is a pleasure to serve with you in the Chair, Mrs Moon, in this debate about parental opt-out rights. There is no disputing that it is a parent’s right to teach their child about sex and relationships, but at the same time schools have an important responsibility to teach RSE to all children, in collaboration and partnership with parents. Those two responsibilities are not mutually exclusive. I know from the expert lessons I have observed in Brighton that teaching RSE is a skilled job for which teachers need high-quality training. For that reason, the vast majority of parents work with schools, and are grateful for and support the provision of RSE lessons.

Having said that, it is vital that we do not forget that some children will not get RSE at home. We cannot guarantee that they will, and we do not know which ones will not. The very small number of children who are withdrawn from the classes may well be among those who would benefit the most. As Barnardo’s and the National Society for the Prevention of Cruelty to Children have stated:

“To have a child opt out of sex education is tantamount to offering no sex education as it cannot be assured that the child will receive this information at home.”

There is also the serious question of how to ensure that children who may be at particular risk of harm or abuse are not withdrawn from sex education by a parent who is party to that risk. As I mentioned in an intervention, I have not yet heard a good answer to that concern. For example, guidelines for health workers and schools on female genital mutilation already include withdrawal from sex education as an indicator of risk.

Of course, only a tiny minority of parents withdraw their children from sex education, but at secondary level—the level at which RSE will become compulsory—I am deeply concerned that the Government have retained the right of parents to withdraw children until three terms before the child turns 16. Those who are withdrawn will, for example, miss out on vital lessons about sexual health at a time when sexually transmitted infections are rising among young people. Data from Public Health England reveal that a young person is diagnosed with either chlamydia or gonorrhoea every four minutes in England. In recent years, police and crime commissioners across the country have reported a dramatic escalation of child sexual exploitation, with sexting and sexual bullying both on the rise.

[Rachael Maskell (York Central) (Lab/Co-op)]

I met police last Friday to look at the issue of safeguarding, and they were urging that all children should be able to attend classes. Children who are excluded from school or off-rolled are at the most risk. Is it not really important that schools make education inclusive for everybody?

[Caroline Lucas]

I agree. As the hon. Lady says, this is about a basic right to education that should be available to all children.

Alarming numbers of children are watching online pornography, as other hon. Members have said, and shocking numbers of teenaged boys and girls think that aggression by boyfriends is normal and okay. Teaching RSE in schools on a compulsory basis is the only way to ensure that all children get the information they need to stay safe and to report abuse if they need to.

The petition that is before us says:

“We have grave concerns about the physical, psychological and spiritual implications of teaching children about certain sexual and relational concepts proposed in RSE and believe that they have no place within a mandatory school curriculum.”

I do not know whether any hon. Members in this House or in this Chamber today support the petition, but I am left wondering what exactly those “sexual and relational concepts” are. I wonder why what they mean has not been spelled out. Given the kind of homophobic communications and leaflets I have received ahead of today’s debate, I am left with the strong impression that the message is one of intolerance and prejudice against LGBT+ children, families and teachers. Despite that, I remain confident that such views are not widely held and that the majority of parents want to work in close partnership with schools to provide the vital RSE that all children need.

Providing welcome clarity and calm ahead of today’s debate, last week the Ofsted chief inspector Amanda Spielman made it clear that all children must learn about same-sex couples, regardless of their religious background. She said that the lessons are

“about making sure they know just enough to know that some people prefer not to get married to somebody of the opposite sex and that sometimes there are families that have two mummies or two daddies… It’s about making sure that children who do happen to realise that they themselves may not fit a conventional pattern know that they’re not bad or ill.”

As we move forward, it is important to keep talking with parents about what RSE teaches. It is not about promoting any particular lifestyle, which I think might be a misunderstanding at the core of the petition. At its heart, RSE is about giving children clear, honest, accurate and age-appropriate information. It is about reflecting real lives, keeping children safe and tackling bullying.

Oral Answers to Questions

Rachael Maskell Excerpts

Monday 4th February 2019 Commons Chamber

[Damian Hinds]

I am grateful to the hon. Gentleman for his question and he is absolutely right that we all need a blend in our local areas—apprenticeships, further education and higher education. My hon. Friend the Member for Kingswood (Chris Skidmore) or I would be delighted to meet him. I will just mention, though, that universities these days have very large sums of money available for access and participation plans, and they should be reaching out into all communities, including in Furness, to make sure that all children have the opportunity to make the most of those if they can.

[Rachael Maskell (York Central) (Lab/Co-op)]

rose—

[Mr Speaker]

We will accommodate the hon. Lady in topical questions if we can.

--- Later in debate ---

[Damian Hinds]

I am conscious of the issues around rural and smaller schools. We have made adjustments for that in the national funding formula, but I am happy to visit Tatton and meet some headteachers.

[Rachael Maskell (York Central) (Lab/Co-op)]

Over 50% of York children from disadvantaged backgrounds are not school-ready by the age of five, and only 46% of those qualifying for free school meals are ready by the end of year 1. York has the highest attainment gap in the country. We also receive the worst funding for our schools. What correlation does the Secretary of State draw between the two, and will he meet me to discuss how we can improve the chances of children in York?

[Damian Hinds]

I am taking a lot of meetings today, but I will take one more, because if the hon. Lady has some good ideas, I am happy to hear them. She is right to identify the issues around school readiness, and this is at a time when there is more early-years nursery provision than ever before. We need to work harder on this, and I would be delighted to hear from her.

Oral Answers to Questions

Rachael Maskell Excerpts

Monday 17th December 2018 Commons Chamber

[Damian Hinds]

I understand why my hon. Friend makes that point. It is important that authorities should have flexibility in managing their budgets in line with local priorities, but I also very much agree that early-help services have a really important role to play in promoting the welfare of children and supporting them in achieving better outcomes.

[Rachael Maskell (York Central) (Lab/Co-op)]

Will the Secretary of State review the amount of resources put per family to support the birth mother around raising their children? We have had so many cases in York where children have been taken into care or for adoption because of a lack of resources reported by the local authority.

[Damian Hinds]

We do believe that in most cases it is right for the child to be with their parents and that they should be taken into care only as a last resort. We are putting resources into local authorities to help with that, but money is tight—I totally recognise that—and that is why we are seeking always to improve processes, including by some of our partners in practical innovation programmes.

Mental Health and Wellbeing in Schools

Rachael Maskell Excerpts

Tuesday 4th December 2018 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op)]

It is a pleasure to serve under your chairmanship, Mr Stringer. I want to focus on my constituency in particular, and I will certainly echo comments made by hon. Members today. I thank the hon. Member for Oxford West and Abingdon (Layla Moran) for securing today’s debate.

We have some real challenges in York. The severity of the challenges facing young people is the one thing that keeps me awake at night. There have certainly been challenges with funding and staffing, which I will refer to. We have a service that is seriously overstretched. We had 1,930 referrals to CAMHS in the past year, and we are seeing some of the challenges increasing in York. Young people in the city are very vulnerable, and research is being undertaken to ascertain what challenges they face—I am sure that the Minister will tell us about the results—but what is the school system doing to our young people?

One issue that has been raised is the narrowing of the curriculum. The perfectionism that is expected of our young people—and the exam methodology itself—is putting incredible strain on them. That has been seen particularly in our schools, but also in York College, where there has been a 23% increase in the number of young people with mental health challenges in the past year. At Askham Bryan College there has been a massive increase in the number of young people experiencing mental health challenges.

This challenge is very real. Much can be put back into the methodology that is used in the education system, which is why it is really important that in today’s debate we look at how that discussion can move forward. Transition points for young people between primary and secondary school, and between school and further or higher education, are places of vulnerability in our system. We need to ensure that we do not make just the educational connections; the health connections for those young people are essential for driving that forward and supporting them. We also need to address bullying in our school environments. Some 30% of children in York have experienced bullying in the past year, which is serious indeed.

I have read through the Vale of York clinical commissioning group’s “Transformation Plan for Children and Young People’s Emotional and Mental Health 2015-2020”, which has been revised due to the scale of the challenge in York to start to address some of the issues. Across the whole of York we have only six wellbeing members of staff in our schools. They might not be professionally trained in mental health, but they have had training in those roles—four are funded by the CCG and two by the schools—to address some of the low-level areas of mental health that children face. They have had more than 300 consultations with children over the past year and have made 36 referrals to CAMHS. As we have heard already, the threshold for accessing CAMHS is extraordinarily high. If a child has an eating disorder—sadly, York is one of the worst areas in the country for eating disorder services—they are often told that their BMI is too high for them to be able to access those services. We need to ensure that we make early interventions so that children do not become so poorly. Sadly, should they be refused at that point, then we have problems.

This service has been evaluated, and it is helping. Staff across our schools have gone through some training, which has helped them to deal with children who face mental health challenges, but there is so much more to do. Essentially, we need to look at health professionals being in place in our schools; we should not be relying more and more on our teaching staff to try to address many of these issues. Something that really disturbs me is the level of high risk that children have—it is generated particularly from trauma in their life—and the lack of wrap-around care and support services.

I was in a school on Friday, where I talked to the chief executive of York’s mental health services. I also had discussions with parents in my surgery about the level of self-harm that children are experiencing—including repeated suicide attempts in some cases—not having support workers, and the interventions around them being processed in a system, as opposed to putting the child at the heart of the equation. We need to change the system so that education and health services wrap around the child, as opposed to the child being in a process of services. That can be demonstrated where children have been discharged from acute care. They might not be poorly enough to be in acute care, but they have got real challenges that they try to deal with and they cannot see a way forward. The system as it works at the moment does not address that.

I want to mention the funding issue. York’s schools, as I have mentioned many times, are the worst funded in the country. That has an impact because schools cannot supply the additional support services required, as demonstrated by a school I visited on Friday. It therefore has an impact on the children’s wellbeing. We have to address the issue of school funding. Likewise, our health authority is one of the worst funded. The money that was given to the CCG to address mental health issues in our city has been used to clear the deficit. As a result, money is being pulled away from the partnerships that are so essential for addressing the wellbeing agenda. Money therefore matters in this equation. The Minister will need to answer my question one of these days about the challenges we face. Clearly the funding formulas are not working. They cut across multi-agencies and the demographics of our city. We are therefore being failed.

I want to mention briefly the national shortage of staffing. Although we can recruit for the medium and longer term, we must look at what we do in the short term. We need to look at overseas recruitment to try to fill some of the skills gaps with immediacy, because it takes time to address such issues. We also need to make sure that we have the right facilities in place. School is one location to have good mental health facilities for young people. Off the school campus is also important. We need to see that moving forward.

Our Labour group will propose a motion to our council next week highlighting the real challenges facing local authorities and the local area around mental health in our schools. Despite the number of debates that they and we have had, it seems that we go round and round in circles. In conclusion, would the Minister be willing to have a meeting with the mental health Minister and the Members who have participated in this debate to discuss the serious issues in our constituencies and to see whether we can find some real solutions between us?