Oral Answers to Questions

Amber Rudd Excerpts

Monday 12th November 2018 Commons Chamber

[Damian Hinds]

I know that local authorities work with each other to share best practice and to look at what happens. A whole range of things needs to be considered from, of course, training provision for teachers in mainstream schools, to the availability of places in special schools and so on. I have no doubt that the hon. Gentleman’s local authority will look at all those areas as well.

[Amber Rudd (Hastings and Rye) (Con)]

Hastings is one of the opportunity areas supported and funded by the Government, which will be the biggest driver of social mobility for those of us in it in a generation. Although we celebrate the success and work closely with the Department for Education to make sure that it delivers on those changes, such is the success that we are now concerned about the end of the opportunity area funding. May I urge the Secretary of State to think carefully about how that end might be smoothed so that areas such as Hastings, which will get such extraordinary change from the opportunity area, do not suddenly find themselves cut off?

[Damian Hinds]

I am thinking carefully about that. It was always the intention that it would be a three-year programme and that we would then take learnings from the opportunity areas both to continue that programme in those areas, and also to look at what could work elsewhere, and we continue to look at that. May I commend my right hon. Friend for her personal leadership in the Hastings opportunity area, which I had the chance to visit recently?

Oral Answers to Questions

Amber Rudd Excerpts

Monday 9th September 2013 Commons Chamber

[Michael Gove]

It is perfectly possible for any school to apply for academy status, but we need to make sure that the leadership team are capable of taking advantage of all the freedoms. I am grateful to the hon. Gentleman for endorsing academies; I wish that more of his colleagues, such as the hon. Member for Easington (Grahame M. Morris), who is no longer in his place, would do so.

I hope that the hon. Member for Middlesbrough South and East Cleveland (Tom Blenkinsop) will recognise, as I and academy sponsors do, that it is not only freedom over the curriculum that matters, but freedom over staffing and freedom to pay good teachers more. I hope that the hon. Gentleman will join me in condemning the strike by the NUT and the NASUWT, which his Front-Bench colleagues have so conspicuously failed to do.

[Amber Rudd (Hastings and Rye) (Con)]

Academy sponsorship is transforming education in Hastings. The Hastings and St Leonards academies have just been rated good by Ofsted, which represents the long journey they have been on. Will the Secretary of State join me in welcoming ARK, which has taken over the sponsorship of two of our other secondary schools in Hastings?

[Michael Gove]

I am absolutely delighted that the number of sponsored academies is increasing in areas where educational performance has been too low for too long. I am particularly grateful to my hon. Friend for being such a doughty champion of the children of Hastings, who were let down under the last Government and are being rescued under this one.

Oral Answers to Questions

Amber Rudd Excerpts

Monday 24th June 2013 Commons Chamber

[Amber Rudd (Hastings and Rye) (Con)]

The two new academies in Hastings, the Hastings academy and St Leonards academy, were both rated 2 by Ofsted recently, which is a tremendous move forward for them. The Ofsted report particularly highlighted the fact that the pupil premium had made a great difference to the most socially disadvantaged. Would the Minister like to join me in congratulating the schools and their leadership?

[Mr Laws]

I certainly would like to join my hon. Friend in congratulating those two schools, and I do believe that the combination of significant extra funds—after all, next year the pupil premium will be more than £1,000 per disadvantaged pupil—with scrutiny by Ofsted will make a big difference to the opportunities for disadvantaged pupils in the future, and narrow the totally unacceptable gap between the opportunities for young people from advantaged and disadvantaged backgrounds.

Oral Answers to Questions

Amber Rudd Excerpts

Monday 22nd April 2013 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

What we are doing is getting rid of unnecessary bureaucracy, but councils will still have responsibility for ensuring a sufficiency of child care in their area. In addition, we are creating childminder agencies, reforming provision and reforming the role of local authorities to ensure that it is easier for high-quality providers to expand, so there will be more places.

[Amber Rudd (Hastings and Rye) (Con)]

T4. I am delighted that seven of the eight children’s centres in Hastings are rated good or outstanding, and that despite scaremongering by the Labour party, East Sussex county council has plans to expand the service. Will the Secretary of State join me in congratulating East Sussex county council on its focus on helping families at an early stage in children’s lives?

[Michael Gove]

I am certainly absolutely delighted that Conservative-led East Sussex county council is doing such a good job in the early years.

A-level Reform

Amber Rudd Excerpts

Wednesday 23rd January 2013 Commons Chamber

[Elizabeth Truss]

I do not think that is true. I think modularisation has encouraged a “learn and forget” culture, in which students study something, do the exam and then forget about it, moving on to the next chunk. Many of the subjects that students study at school build on previous elements, so it is an important discipline to be able to understand everything about the subject at the end of the course, rather than forget about something learned earlier. The other issue is the amount of time involved: we are spending a term of time doing exams rather than providing students with extra learning opportunities.

[Amber Rudd (Hastings and Rye) (Con)]

Recently, A-level students have had the daunting prospect of aiming not just for As but for A*s. Will the Minister tell us what impact she expects this reform to have on the grade inflation that has been experienced with A-levels and GCSEs?

[Elizabeth Truss]

By linking A-levels more closely to universities, their entrance requirements and the skills and knowledge they possess, we will see a better control on standards.

Personal, Social, Health and Financial Education

Amber Rudd Excerpts

Wednesday 16th January 2013 Westminster Hall

[Amber Rudd (Hastings and Rye) (Con)]

I congratulate the hon. Member for Worsley and Eccles South (Barbara Keeley) on securing this important debate. I share many of her concerns and views, particularly her points about teenage pregnancies and the health outcomes for both mother and baby. With those in mind, I set up a cross-party inquiry into unplanned pregnancies at the end of last year, which was supported by the hon. Member for Ayr, Carrick and Cumnock (Sandra Osborne) and the hon. Member for Solihull (Lorely Burt), who is present. We decided to look at whether we could establish the consequences of the level of teenage pregnancies in this country.

As a reminder, Britain has the highest level of teenage pregnancies in western Europe and is second only to America in the western world. It is five times the rate of the Netherlands and twice the rate of Germany and France. I pay tribute to the previous Government for the enormous effort that they put into the teenage pregnancy strategy from 1999 to 2010. They set out to reduce the level of teenage pregnancies by 50% and reduced the conception rate by 25%. It was a great achievement, but it was obviously not enough, and we remain at the top of this sin league of teenage pregnancies, with the accompanying bad health outcomes.

In the inquiry, we set out to examine the possible causes of teenage pregnancies and what recommendations we could make to the Government.

[Mr Andrew Turner (Isle of Wight) (Con)]

What ages are in the group that my hon. Friend mentions? Are they under-16s, under-18s or under-21s?

[Amber Rudd]

We looked at the figures for under-19s. In fact, the figure for under-16s is extremely low. We mainly examined the figures for those aged 16 to 19.

We had a genuinely open mind towards our inquiry. It was public, with several groups giving evidence. We thought that one of the causes might be access to contraception, but we found that relationship education was absolutely the key missing part. Let us not forget the men. Let us not think, perhaps like the hon. Member for Kingston upon Hull North (Diana Johnson), that the issue is more about men than women or women than men. The issue is about society.

[Chris Bryant]

Or both.

[Amber Rudd]

Or both, as was just helpfully said.

We must include the whole of society in this important social problem. We found that sex education is pretty good. The young people that we spoke to know about contraception and how to get pregnant, but they do not know why not to get pregnant or about the emotional confidence they need.

There is some confusion around sex education. The hon. Member for Rhondda (Chris Bryant) is right that sex education is compulsory as part of biology. It is compulsory for schools to have a sex and relationship education strategy, but it is not compulsory for them actually to teach it. It is compulsory to have some elements of HIV and sexually transmitted infections within PSHE education, but the crucial aspect of relationship education is apparently not included.

[Chris Bryant]

There is a particular problem here. I made a lengthy report into teenage pregnancy a few years ago, as it is one of the major causes of poverty in my constituency. One problem is that because the legal requirement focuses on sexually transmitted infections, much of sex education in this country focuses on the use of condoms only. Condoms are notoriously ill-used when one is blotto at 11.30 pm on a Friday and that is one reason why we have a much higher rate of teenage pregnancies in this country, whereas other countries that teach the double-Dutch method of using two forms of contraception are far more successful.

[Amber Rudd]

The hon. Gentleman is quite right. There is the Pearl index, which I am sure he knows about, which assesses the effectiveness of contraception. In the age group that we examined, condoms have an effectiveness rate of something like 70% to 80%; so perhaps another reason why there should be some form of relationship education is that, as we know, drink unfortunately plays a large part in whether young people will use the right form of contraception.

[Lorely Burt (Solihull) (LD)]

We took evidence from various groups as part of our inquiry. One of the most telling statements was from a gentleman from Brook, who said that aspiration is the best form of contraception. The whole context of aspiration and where children want to go with their lives is important and should be included in PSHE.

[Amber Rudd]

My hon. Friend is absolutely right. We took some interesting evidence from Simon Blake of Brook, whose participation was helpful. That point about aspiration and ambition was echoed by the group of young people from the Respond Academy—a youth group from Hastings led by JC McFee—that the hon. Lady and I interviewed in the evidence session. They said that they need some form of guidance and relationship education. They need the reasons not to get pregnant, and they need help with forming relationships.

Certain people object to that, and their objections are on two fronts. First, they say that if relationship education is entered into, at some point a judgment will be made. They ask, “Is it right for the Government to be involved in judgments about when, or whether, young people should have sex?” We must respond by saying, “Of course it is right. We are the adults. Every mother and father knows that we need to help our young people in making such decisions.” No one wants young people having sex before they are ready for it. They need help and emotional guidance, and we must address that need. That objection is one that we just need to take on.

The second objection is, “Is it for schools to do this? Is it not for the families?” I have received some such objections, and my response is, “We have to deal with the world in which we find ourselves.” Of course we would prefer it if parents were able to give the education to their children, but in a world in which young people are saying, “We need help and guidance,” it is incumbent on us as the Government to say to them, “We need to respond to that.” If young people are not getting the help and guidance from their families, we must ensure that they get it from some other place, and that could be in schools.

[Lorely Burt]

rose—

[Caroline Nokes]

rose—

[Amber Rudd]

I give way to my hon. Friend the Member for Romsey and Southampton North (Caroline Nokes).

[Caroline Nokes]

My hon. Friend makes a critically important point. Does she agree, however, that even in the ideal situation in which parents are willing to give such support to their children, and are also capable of doing so, that might not be what the children want? I am the mother of a 14-year-old girl who would rather receive impartial advice from a teacher than get such support from only me.

[Amber Rudd]

I agree, and I think that my hon. Friend’s 14-year-old daughter is fortunate in having a mother who is able to enter into some such discussions with her. We were particularly concerned about the young people who said, “I don’t have family support at all.” Children who are vulnerable, including those who have been in care, are the ones who are saying to us most loudly, “We have no family support. In that absence, who is going to help us? There is a gap in our lives.”

[Dr Thérèse Coffey]

A question that does come up, though, is whether this should be dictated from the centre or whether, as well as encouraging parents to have the discussions, we allow governing bodies to make choices. The situation might differ from school to school, with different communities and different principles.

[Amber Rudd]

That is certainly something that the Government and the Department should consider. Different schools have different ethoses and different values—some are Church schools, for example—and it is perfectly reasonable for schools with different attitudes, values and religions to have different approaches. My plea, however, is that they have an approach, and in too many cases they simply do not. We must ensure, therefore, that, as has been said, teachers have the proper training to give the good relationship guidance that is so important.

[Andrew Percy (Brigg and Goole) (Con)]

As it is looking less and less likely that there will be enough time for me to speak, I just want to say that one of the problems with the workload agreement, which the previous Government introduced for very good reasons, is that in many schools PSHE lessons are not delivered by trained teachers but by teaching assistants.

[Amber Rudd]

I understand that training in citizenship, which is a compulsory part of PSHE, is popular with teachers and is receiving proper training attention from them.

Briefly, as I want to give other Members a chance to speak, I want to say that there are many ways in which the Department could approach this matter. Citizenship is already a compulsory part of PSHE. What greater gift for our young people, and how better to make them the best citizens we can, than to make them emotionally secure and confident young men and women, able to develop their own relationships? If we do not do that, we let our young people down.

[John Robertson (in the Chair)]

If colleagues try to keep their speeches down to about five minutes, everyone will get in.

Secondary Education

Amber Rudd Excerpts

Thursday 21st June 2012 Commons Chamber

[Michael Gove]

The hon. Gentleman, who was an outstanding principal of an outstanding further education college, makes a very good point. I emphasise again that it is natural, when we seek to reform our examination system, that people will look backwards and think that we are moving back to a situation that we inherited. We are not; we are moving forward to ensure that our qualifications are more rigorous, stand comparison with the best in the world and take account of precisely the point that the hon. Gentleman made about the need for evidence.

[Amber Rudd (Hastings and Rye) (Con)]

The multitude of examination boards is confusing for pupils, schools and, above all, universities. May I urge the Secretary of State to work closely with the Russell group, the leading group of universities, to make sure that we have an independent, rigorous examination board in which all universities can have confidence?

[Michael Gove]

My hon. Friend makes an absolutely vital point. In order to ensure that the new examinations and curriculum are properly rigorous, we need to listen to parents’ concerns, work with teachers and, above all, make sure that academics are engaged in the debate to ensure that the qualifications can become the world’s best.

Oral Answers to Questions

Amber Rudd Excerpts

Monday 27th February 2012 Commons Chamber

[The Minister of State, Department for Education (Sarah Teather)]

Making sure that services join together properly is absolutely key to getting early intervention right. That is precisely why we are rolling out 4,200 extra health visitors and making sure that they work very closely with Sure Start children’s centres. That is really critical. Similarly, the work we are doing on reforming the early years foundation stage, making sure there is more information available to parents, and the check at two and a half-years will really help with all the points the right hon. Gentleman has mentioned.

[Amber Rudd (Hastings and Rye) (Con)]

I welcome the reforms to reduce the amount of paperwork that teachers have to complete, but may I ask the Secretary of State to focus particularly on newly qualified teachers? The amount of paperwork they have to complete in that first year is putting good entrants off joining this important profession.

[Michael Gove]

That is a typically acute point from my hon. Friend. We are seeking to reform initial teacher training at the moment to make sure that there is more practical, hands-on experience of the classroom and that we reward high-flying graduates who want to enter the noblest of professions.

Girls (Educational Development)

Amber Rudd Excerpts

Tuesday 29th November 2011 Westminster Hall

[Amber Rudd (Hastings and Rye) (Con)]

The Government are right to put so much emphasis on qualifications and on raising school standards. Every time our excellent Secretary of State for Education gets up and raises the flag for higher standards in schools, I want to cheer him, and as a parent I harass my children regularly, with mixed results, but I must confess that there is perhaps one thing more important than qualifications and that is, of course, confidence. If you have confidence and qualifications you are king and are likely to become a Member of Parliament—

[Mrs Anne Main (in the Chair)]

Order. Could you not say “you”? I have masses of confidence and qualifications, but I am sure that the hon. Lady is not referring to me. I have noticed other hon. Members doing the same. I do not wish to stop the flow of the debate, but if speakers could not refer to me, I would be grateful.

[Amber Rudd]

Of course, Mrs Main. I will adhere to that, confidently. With qualifications and confidence—king. Without qualifications—trouble, absolutely. But anyone who is brimming with confidence can get on and make the right choices.

It is very important that, along with studying for their qualifications, young people learn confidence at school, but why is it particularly necessary for girls? We so often see girls outperforming boys in qualifications, so why is it that when I go, as I often do, to the mixed schools, particularly the secondaries, in my constituency and get up and talk to the pupils, I get many questions, but very rarely from the young women? They seem to think that they have to sit quietly, and that worries me. It worries me that the next generation of young women are not confident enough in the classroom, and that will have an impact on their future lives. We know what low confidence is about; it is about low self-esteem, and in areas of high deprivation, such as the ones I have in Hastings, we are more likely to get the low self-esteem that goes with lower family expectations and unwise choices.

The topic I want to address today is teenage pregnancy. The UK has the highest rate of teen pregnancy in Europe and the developed world, and one of the highest in the whole world. The previous Government made strong efforts to tackle the problem. In 1999 they put together a 10-year strategy to reduce the number of teen pregnancies, and a lot of money was spent on it. The different impacts and influences on the young women making the choices were analysed, and we found out a lot about the effects of welfare, of access to employment and housing, and of confidence, but unfortunately the strategy did not have a tremendous impact. Over those 10 years, the number of teen pregnancies fell by only 13%; the goal had been 50%. Any decrease is of course good, because having such high levels is an unacceptable way for communities to operate, but we could do more, by boosting confidence in schools. We must have a platform that addresses how we can influence young women so that they make smart choices.

[Claire Perry (Devizes) (Con)]

Does my hon. Friend agree that one of the best ways of influencing young women to make smart choices is to show them role models? All too often the role models in the media are about make-up and singing as career success. Does she agree that a great advantage of the initiative taken by my hon. Friend the Member for Wirral West (Esther McVey) is that it shows young women that there is a huge multiplicity of female role models out there who can inspire them?

[Amber Rudd]

I agree. It is incredibly important that young women realise that there are other women out there who can help them to make smart choices. We need to reduce the impact of all the advertising and television that seems to suggest to them that celebrity and early parenthood are a way forward. It is well known that these young women sometimes make what we call a choice to go ahead and have a baby at a young age. They think it is a smart choice—they see the welfare benefits—but in the vast majority of cases it is not a smart choice, and it has unhealthy outcomes for the young woman and the baby.

In schools, we can do two things. We can raise educational standards, of course. In some cases, it is hardly fair to say that young women with no qualifications make choices. They do not make choices, because they are left with no qualifications. Having qualifications is incredibly important, and I hope that this Government raise standards. We also need to help young women with their self-esteem, so that they have, quite simply, the confidence to make choices—to say “No” when they want to, and to ask for birth control so that they do not end up having babies quite so young.

Last week I saw Hilary Pannack of Straight Talking, a leading UK charity, which was set up in 1998 to combat the high levels of teenage pregnancy. The charity does an extraordinary thing, delivering peer-to-peer education in schools. It employs young mothers who have had babies as teenagers to go into schools and make clear the sort of life that lies ahead. They do not say, “This is a disastrous thing to do,” because no life is a disastrous thing, but they do explain the hardships of young motherhood and the lack of choice about their own lives. The organisation is very successful. It told me that it tries to explain why not to get pregnant:

“The approach is centred on the belief that young people might know how not to get pregnant”—

this is not pure sex education; they understand the facts—

“but they also need to know why not to get pregnant.”

My experience of talking to young women in Hastings is that that would be a very useful guide.

Coming back to the impact of deprivation, in 2007-09 the teenage conception rate in Hastings was, unfortunately —

[Mrs Anne Main (in the Chair)]

Order. I am trying to give some latitude to the Member, but somewhat tangentially some of her comments range rather wide of the debate on confidence. If she could keep bringing her comments back to confidence, I should be grateful.

[Amber Rudd]

Okay. I am interested in talking about this topic because confidence is probably the single most important element in a young woman’s life choices. One of the most destructive factors is a young woman not having the confidence to be able to make the choice to get her qualifications and develop her career, and instead making what is effectively a choice to have a baby very young. That is why this is absolutely about confidence. It is about having the ability to make that choice.

I encourage the Department for Education to engage with the charity Straight Talking so that we have more representations from women who have been in that situation and can deliver peer-to-peer advice in schools, so that young women can focus on that choice. I welcome the fact that the Department is consulting on the subject--if any Members would like to input into it, the consultation closes on 30 November. If we are going to reduce the rate of teenage pregnancy, which is a casualty of lack of confidence, addressing confidence is absolutely paramount.

Oral Answers to Questions

Amber Rudd Excerpts

Monday 21st November 2011 Commons Chamber

[Sarah Teather]

I am glad to hear some grudging acceptance from the Opposition of the benefits of the pupil premium, which focuses money on the most disadvantaged students and gives schools freedom to spend it as they choose. I have just heard an example from my hon. Friend the Member for Harlow (Robert Halfon) of where that is making a substantial difference. I remind the hon. Gentleman that there is a flat cash settlement per pupil, and that an additional £2.5 billion has been made available for the pupil premium.

[Amber Rudd (Hastings and Rye) (Con)]

Schools in my constituency are to receive a welcome £1.5 million from the pupil premium. At a meeting with representatives of the local primary school last Friday, I learnt that some primary schools will be working together to spend that money in the best possible way for their pupils. Does the Minister agree that that is a smart way of trying to get the best out of the pupil premium?

[Sarah Teather]

Trying to encourage smaller schools in particular to work together on best practice, especially if they have similar catchment areas, is an excellent initiative. It is helpful to hear about what is happening on the ground.