Oral Answers to Questions

Barbara Keeley Excerpts

Monday 21st July 2014 Commons Chamber

[Nick Boles]

The reason we are in government and the hon. Lady is not is that we are very good at taking ideas that are not yet perfect and making them perfect, which is exactly what we have done with the idea of a “tech bac”. I am very hopeful that about 25% of young people will take up the opportunity of a “tech bac”. The key thing is what is in it—that the qualifications that make it up are themselves demanding. That is what we are ensuring.

[Barbara Keeley (Worsley and Eccles South) (Lab)]

15. What steps she is taking to improve the quality of child care.

[The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)]

As the new Minister for child care, let me state clearly that the Government’s position is that high-quality child care has a powerful impact on children’s development and educational attainment, and is a driver of social mobility. That is why we are driving up standards through a stronger inspection framework and focusing local authority support on weaker providers, improving the skills and status of the work force and investing £50 million through a new early-years pupil premium, which will benefit 170,000 three and four-year-olds from low-income families. Finally, we are providing 20% of disadvantaged two-year-olds with access to high-quality provision, rising to 40% in September.

[Barbara Keeley]

As well as congratulating the new Education Secretary and her team on their new roles, may I say that I hope they will ensure that their Department pays the London living wage to all who work there, like some other Departments?

Early intervention grants to Salford have been cut by 50% since 2010 and, overall, Salford city council has had £100 million cut from its budgets. The situation now threatens the existence of our excellent Sure Start centres. How will those savage budget cuts contribute to the quality of child care and to the continuation of our Sure Start centres?

[Mr Gyimah]

This Government are increasing the amount of money invested in early intervention in child care to the tune of £5 billion. As I said in my previous answer, we have also introduced a new early-years pupil premium, which will help 170,000 three and four-year-olds, and we are extending the offer of free child care from 20% to 40% of the most disadvantaged two-year-olds. That is what I call supporting quality child care.

Oral Answers to Questions

Barbara Keeley Excerpts

Monday 6th January 2014 Commons Chamber

[Michael Gove]

My hon. Friend is typically acute in getting to the heart of the matter. The change to judging schools on how well each student progresses from the moment they arrive until the moment they take their GCSEs, across a broad range of eight GCSEs, will mean that not just academic excellence but creativity and technical accomplishment will be counted in determining how well each school has improved—and of course we will move away from the distorting impact that a focus on the C-D borderline has had in the past.

[Barbara Keeley (Worsley and Eccles South) (Lab)]

9. What steps his Department is taking to tackle the rising costs of child care.

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

First, we are increasing the supply of child care to bring down costs, reversing the decline in childminders by giving top childminders automatic access to Government funding, enabling the creation of childminder agencies which will be a one-stop shop for parents and childminders, and getting better value out of school sites by encouraging schools and nurseries to open from 8 am to 6 pm to support working parents. Secondly, we are supporting parents with costs through tax-free child care, which will be available from next year and give working parents up to £1,200 per child.

[Barbara Keeley]

Despite budget cuts of £100 million since 2010, Salford council is aiming to provide 25 hours of nursery care for our three and four-year-olds. This extra funding for our nursery schools will make a great difference to hard-pressed families. However, 56 out of 76 schools in Salford will lose out from September because of Government changes to their funding allocations. Why are the Government acting to undermine the attempts we are making in Salford to support our hard-pressed parents who need child care?

[Elizabeth Truss]

I assure the hon. Lady that we are in fact increasing spending on early intervention and child care across the country. We have increased early intervention spending from £2.1 billion to £2.5 billion, and we are increasing the funding for two, three and four-year-olds as well. The reality is that under this Government the costs of child care have stabilised, whereas under the previous Government they went up by over £1,000 a year.

Oral Answers to Questions

Barbara Keeley Excerpts

Monday 11th November 2013 Commons Chamber

[Mr Timpson]

It is important to recognise that we are not coming at this from a standing start. Since April 2011, we have been funding work done by the Carers Trust and the Children’s Society to establish and share the best practice in supporting young carers that we know is already out there. To date, they have worked with more than 100 local authorities, and we hope that we can help to build that progress with them.

[Barbara Keeley (Worsley and Eccles South) (Lab)]

We have an excellent young carers project in Salford, but it can do its excellent work only if schools and teachers help to identify carers in the first place, so that they can get that help and support. Does the Minister agree that it is essential for schools, colleges and universities to have in place policies that can identify pupils and students who are young carers, and make sure that they are referred to that excellent source of advice and help?

[Mr Timpson]

The hon. Lady is absolutely right. She has been a strong advocate for young carers, not just in her constituency, but more widely. The Children’s Society has been awarded £1.5 million by the Big Lottery Fund to help ensure that teachers are better at identifying young carers in school, and that young carers are identified and get the support that they require. That is welcome news.

Oral Answers to Questions

Barbara Keeley Excerpts

Monday 9th September 2013 Commons Chamber

[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.

[Barbara Keeley (Worsley and Eccles South) (Lab)]

Further to the Secretary of State’s response to my hon. Friend the Member for Wirral South (Alison McGovern) earlier, I put it to him that the reason for the spiralling costs of school uniforms is that new free schools and academies are requiring branded items available only from special shops. That is the problem.

At one Manchester academy, the back-to-school costs were £302. I should say to the Secretary of State that, following last week’s question to the Prime Minister, I received feedback from all across the country that the issue was a problem. It could become a barrier to parents’ choice of schools. What action is the Secretary of State going to take?

[Michael Gove]

I am grateful to the hon. Lady for directing me towards the Family Action report, which I found interesting and sometimes sobering reading. The report identified 13 schools; they are not a representative sample. Those with the most significant additional costs for uniform tended to be voluntary aided schools rather than academies or free schools. There is no evidence that academies or free schools impose any additional uniform costs over maintained schools and there is no evidence that the overall increase in uniform costs has run out of kilter with other costs that families face. However, the Department is renewing its guidance to make sure that schools make the right choice for parents.

Children and Families Bill

Barbara Keeley Excerpts

Tuesday 11th June 2013 Commons Chamber

[Mrs Hodgson]

I begin by thanking my Front-Bench colleague my hon. Friend the Member for Wigan (Lisa Nandy) for her excellent scrutiny of those sections of the Bill that she has been responsible for shadowing, including sections that do not usually come under her policy remit. I also thank my hon. Friends the Members for Corby (Andy Sawford) and for Hyndburn (Graham Jones) for supporting us during this process, and our colleagues on the Bill Committee, my hon. Friends the Members for Manchester Central (Lucy Powell), for North West Durham (Pat Glass), for Sefton Central (Bill Esterson) and for Croydon North (Mr Reed).

Given how constructive and good-natured the Committee was—for the most part, at least—I also thank its Government members, many of whom made valuable contributions. I thank the Minister for children and families, the Under-Secretary of State for Education, the hon. Member for Crewe and Nantwich (Mr Timpson), and the Minister for employment relations, the Under-Secretary of State for Business, Innovation and Skills, the hon. Member for East Dunbartonshire (Jo Swinson), for their helpful and thorough responses to our many questions.

I also thank the staff in all our offices, who have ensured that we have been fully briefed and prepared for our many hours of debate on the Bill, and the representatives of all the sector bodies and lobby groups for their help.

Finally, I thank the Clerks and the Library staff for their expertise, which has supported us in our understanding and scrutiny of the Bill, and for ensuring the smooth running of the whole process.

On Second Reading, my hon. Friend the Member for Wigan rightly laid down Labour’s key test for this Bill’s reforms: will they result in better outcomes for the children they seek to help? The many areas where we agree with the Government that they will help, and the few areas where we think that they will not help enough or at all, have all been covered extensively since February’s Second Reading debate.

On special educational needs, as I said earlier, while we support the vast majority of what the Government are doing, concerns remain about the accountability of local services to families, the potential to exacerbate the postcode lottery and how some of the more ambitious reforms, such as personal budgets, will actually work in practice. Of course, the main concern is that the benefits that these reforms should bring are not denied to the children and young people with special educational needs who find themselves in the youth justice system.

On parts 1 and 2, while we do not disagree with much of what the Government are trying to do, we remain deeply concerned about what the Bill will mean in practice for children in care in the family courts. We urge Ministers to consider what the reforms will mean in practice for social workers who are overburdened and families who have lost access to legal aid.

We believe that the Government are mistaken in not ensuring that ethnicity is still considered in adoption placements—not as an overriding consideration, but as one of the many things that matter to children—or that courts consider sibling arrangements when scrutinising children’s care plans. Although we agree that we should remove needless delay from the courts, we are concerned that many of the Bill’s measures place speed above getting it right for children.

It is a great shame that the Government refused to structure this debate in a way that would have given us time to debate all the issues, and that we did not have two days to consider such a large and wide-ranging Bill that contains important measures relating to vulnerable children. Nor have we had time to do justice to our new clauses or that tabled by the hon. Member for South Swindon (Mr Buckland), which seek to improve the lives of young carers.

[Barbara Keeley (Worsley and Eccles South) (Lab)]

Does my hon. Friend agree that the most important thing as the Bill progresses is to make sure—it is important that the Minister agrees with us on this—that the adult who is assessed receives sufficient support so that the young person does not experience negative outcomes? The support should not impact on their education or quality of life. That is the key point behind new clause 5 and it is a pity that we were not able to debate it today.

--- Later in debate ---

[Mr Buckland]

I will be brief. I was accused of being a little less than brief earlier, but I mean what I say, and I think we have done an admirable job in scrutinising this Bill and that we send it to the other place in a very good state. There is still work to be done, and the Under-Secretary of State for Education, my hon. Friend the Member for Crewe and Nantwich (Mr Timpson) and I have had keen debates about the Bill over the past months. I was delighted to hear his remarks in response to my right hon. Friend the Member for Sutton and Cheam (Paul Burstow), who spoke on the young carers amendment tabled in my name together with those of other hon. Members, and to which the hon. Member for Worsley and Eccles South (Barbara Keeley) referred.

[Barbara Keeley]

The hon. Gentleman is generous in giving way as time is short. Does he agree it is important that young carers get a signal from the last few minutes of this debate that the importance of the work they do is recognised? He understands, as I do, that there was a feeling that those carers felt let down and ignored by the Bill.

[Mr Buckland]

I think the message came out loud and clear from the Under-Secretary that the needs of those people will not be forgotten or neglected, and that they will be enabled to play their part as mainstream members of society. That is what it is all about; it is not just box-ticking but about enabling those people to take their place in society and have all the advantages of their peers who do not have caring responsibilities.

I thank the Every Disabled Child Matters campaign and the Special Educational Consortium for the work done not only with Ministers but with me and other colleagues to marshal arguments in Committee and at this stage. Although those in the other place will still have work to do, there is no doubt that we have sent them a substantial body of evidence that this House of Commons is more than capable of doing justice and giving proper scrutiny to the most important Bill in a generation for those with special educational needs and young people who, through no fault of their own, face greater challenges than the rest of us in our society.

Children and Families Bill

Barbara Keeley Excerpts

Monday 25th February 2013 Commons Chamber

[Mr Timpson]

I am grateful to my hon. Friend, and I know from having paid a visit to his all-party group on young disabled people that many of that group of people are wrestling with the issue. Through the local offer and the joint commissioning of services, there will be much more transparency about what services are available for all children with special educational needs and disability, which will put them in a stronger position to hold the providers of those services to account. I am sure he will examine that as we take the Bill through Committee.

Education, health and care plans will have a new and important focus on outcomes, including employment and independent living, and they will be clear about the support to be provided to enable the child or young person to achieve those personal goals.

There is an unhelpful divide between school and college in the current system for young people over 16. They keep their statement and the legal protections that it brings if they stay in school, but they lose it if they go to college. The Bill will change that. SEN statements and learning difficulty assessments will be replaced with the new EHC plans, which will be for children and young people from birth to age 25. For the first time, young people with special educational needs will be able to enter further education and training with the same rights and protections as pupils in school, including rights to appeal to the tribunal.

I have already spoken about how we plan to give children, young people and families a much greater say in shaping local policies. We will also give those with an education, health and care plan much more say in how their support is provided and where they are educated. Parents and young people will have the option of a personal budget, enabling them to be much more involved in deciding how support is provided. They will not have to take up that option, but their entitlement to it, combined with the new approach to assessment and the EHC plans, will mean that agencies will be clear about the level of support that a child or young person should be getting and why.

[Barbara Keeley (Worsley and Eccles South) (Lab)]

I want to express my profound disappointment that the Government have not taken the opportunity provided by the Bill to strengthen the rights of young carers. The offer and the assessment that the Minister has talked about are very welcome, but the same needs exist among young carers, who are the most hidden group of carers in our society. Does he recognise their need to be identified and assessed, the support that they need to ensure that their education does not suffer from their caring work load and the need to ensure that they are referred for support? The other things that he is talking about are wonderful, but why were young carers left out?

[Mr Timpson]

Although the hon. Lady has raised an issue that is not covered in the Bill, it is an important one that I have discussed with some of the groups that champion the cause of young carers. Of course, I will continue to listen to the arguments that they make during the passage of the Bill.

The Bill sets out plans to encourage the use of local services for settling disputes and independent mediation. That is intended to reduce the need for parents to feel that a time-consuming and stressful appeal to the tribunal is the only way forward. We are confident that the measures in the Bill will improve the lives of children and young people with special educational needs and their families. By promoting closer working between agencies, the Bill will improve local practice and benefit other groups, including those who are disabled but do not have special educational needs.

The early years and child care system is in need of reform and we must increase choice and availability, improve quality, and continue to remove any unnecessary bureaucracy that may inhibit innovation. In “More great childcare”, the Under-Secretary of State for Education, my hon. Friend the Member for South West Norfolk (Elizabeth Truss), set out plans to encourage all providers to learn from effective best practice, including from other countries. Many of the reforms set out in that report, however, are not matters for this Bill.

This Bill takes forward important provisions to improve the flexibility with which quality child care can be provided, including childminder agencies that are expected to help more childminders enter the market and offer greater support and quality assurance. Child care providers will be able to request a paid-for re-inspection by Ofsted at an earlier date than that allowed by the current three to four-year inspection cycle, so that improvements can be recognised. We are also removing the bureaucratic requirement on local authorities to carry out a rigidly defined assessment of child care sufficiency every three years, as well as the requirement on governing bodies to consult every time they want access to services such as “wrap around” child care. Evidence is clear that high-quality early education plays a vital role in a child’s development, preparing them for school and later life, and provisions in the Bill recognise that attending a high-quality early years setting improves children’s academic and social development.

In 2010 John Dunford conducted his independent review of the Children’s Commissioner. His report stated that children were more vulnerable to having their rights breached than adults, and that they had fewer opportunities to influence political decisions or make their views heard. He concluded that the role of Children’s Commissioner is necessary, but that current legislation has prevented it from having enough impact. The Government agree, which is why the Bill will give the Children’s Commissioner a powerful voice to stand up for the rights and interests of all children, particularly those who are vulnerable.

Under measures of which my colleague the Under-Secretary of State for Business, Innovation and Skills, the hon. Member for East Dunbartonshire (Jo Swinson) is justly proud, the Bill will modernise the leave system following the birth or adoption of a child. Research suggests that a father’s attendance at ultrasound scans increases his commitment to the pregnancy and helps early bonding. We know, however, that a third of fathers do not take time off to attend antenatal appointments, so we are creating a new right to unpaid time off for dads, partners and intended parents in surrogacy arrangements to attend up to two antenatal appointments. Adopters will have the right to time off to attend certain pre-adoption meetings.

The Bill will allow working couples to share the leave and pay remaining when a woman ends her maternity leave or a person their adoption leave early. That radical new system will enable working couples to take leave together and better manage their caring responsibilities and work commitments. We are also making significant changes to the policy on leave and pay for adopters. We think that the shared parental leave and pay package amounts to a substantial step forward in the flexibility available to families to look after their children and balance competing demands at work and at home.

The final section of the Bill—you will be pleased to hear that, Mr Deputy Speaker—supports family life by providing a right for all to request flexible working. Currently, the right to request flexible working is available to parents and carers and enables them to request changes to the way they work to accommodate their caring needs. Four out of five requests for flexible working arrangements are acceded to. The Bill will extend the right to request flexible working to all employees so that parents can be supported in their caring responsibilities by people in the wider family such as grandparents who will also be able to request flexible working.

There is no denying that this is a large Bill with a wide and varied scope. Shining through it all, however, is the coalition Government’s commitment to equality and increasing opportunity, and to ensuring that the most disadvantaged children reach their potential and that fathers and mothers work together to achieve the best for their children. Every measure in the Bill is driven by one simple objective: our determination to improve the outcomes for all children and families in our society, whatever their start in life and whoever they may be. Despite unprecedented pre-legislative scrutiny and public consultation, the Bill still has some way to go before finding its way into statute. Therefore, in the spirit of constructive dialogue that has to date been a strong feature of the Bill, I look forward to hearing people’s views during today’s debate and as the Bill progresses, and I commend it to the House.

--- Later in debate ---

[Stephen Twigg]

Absolutely, and I shall briefly address the issue of young carers later in my speech. I pay tribute to that organisation in my hon. Friend’s constituency. We know that voluntary sector organisations of that kind up and down the country do a fantastic job, often with very limited resources, and that they have often borne the brunt of the recent cuts in local government spending.

I welcome the introduction in statute of virtual school heads, whereby a duty is placed on local authorities to promote the educational achievement of the children in their care through a designated virtual head teacher. I also welcome the Bill’s emphasis on reducing unnecessary delays in adoptions, but I have concerns about removing completely any statutory requirement for consideration to be given to ethnicity in determining the placement of a child. We support the Government’s attempt to address this issue; we should indeed reduce the prominence given to ethnicity, but we must not move to the other extreme where it could be ignored entirely, which is the risk in the Bill, as drafted. We do believe that ethnicity should remain a consideration, and it is important that adoption agencies are clear about that. The weight of evidence points to delays being primarily caused by the age and health of a child. Last year Ofsted reported that

“there was little evidence of delay caused by an unrealistic search for a ‘perfect’ ethnic match.”

We share the view of the House of Lords Select Committee on Adoption Legislation that the requirement for due consideration on ethnicity should be on the statutory welfare checklist that the courts and adoption agencies must consider.

It is important for us to recognise other forms of permanency, alongside adoption—other options that may be in a child’s best interests. We should also be discussing reforms to strengthen support for foster carers, kinship carers and special guardians. As my hon. Friend the Member for Worsley and Eccles South (Barbara Keeley) has said—my hon. Friend the Member for Stockton North (Alex Cunningham) reinforced the point—the Bill contains no provisions to strengthen the rights of young carers.

[Barbara Keeley]

That is a very important point. I have served on the pre-legislative scrutiny Committee for the draft Care and Support Bill. A promise was given that strengthening the rights of young carers would be covered in that Bill and this one. We had a battle to strengthen those rights in the pre-legislative Committee and no provision is made in this Bill to strengthen them. Young carers and their organisations are feeling really let down and it is important that we send the right message to them today.

[Stephen Twigg]

I thank my hon. Friend for her intervention. She anticipates my next point, as I was about to say exactly what she just said. Research by the BBC estimates that there are up to 700,000 young carers in this country, and we believe the Government should use the opportunity of this Bill to improve the identification, assessment and support given to young carers. As she reminded the House, the draft Care and Support Bill will give greater rights to adult carers, but support for young carers surely could and should be clarified and strengthened at the same time.

Ministers plan to write a presumption of “parental involvement” into the Children Act 1989. Labour strongly supports the principle that both parents should be involved in a child’s life, unless that compromises the child’s safety or welfare. However, we believe it is wrong to dilute the principle that the child’s best interests should always come first. Both the Select Committee on Education and David Norgrove have expressed significant concerns about the proposal.

The Select Committee on Justice, whose Chairman is in his place, has expressed a number of concerns, and I shall set them out. The first is that the Bill would not achieve its objectives in regard to shared parenting and that there is no evidence of a bias in the courts currently. The second is that the Bill could have a negative impact on the paramountcy principle, which states that when a court determines any question with respect to the upbringing of a child, the child’s welfare shall be paramount. The third is that the Bill will lead to misunderstandings about the right to particular amounts of time for parental contact because of the use of the word “involvement” without any definition and because of the use of presumption. A similar measure in Australia created an expectation that shared parenting meant equal time and led to courts becoming more clogged up as parents challenged decisions made on the basis of a child’s best interests, thus turning relatively straightforward decisions into lengthy conflicts.

Oral Answers to Questions

Barbara Keeley Excerpts

Monday 21st January 2013 Commons Chamber

[Mr Timpson]

I am happy to meet my hon. Friend to discuss that issue in more detail. Every school must have a child protection policy and the new Ofsted multi-agency inspection that comes in later this year will be a strong way of ensuring that there is a much more co-ordinated response to safeguarding and child protection, not just within schools but right across all agencies.

[Barbara Keeley (Worsley and Eccles South) (Lab)]

11. What plans he has for child care provision; and if he will make a statement.

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

Ensuring that children benefit from high-quality early education and child care is a key priority. This Government spend more than £5 billion per year. As a proportion of GDP, that is higher than Germany and as much as France, yet our parents pay some of the highest costs and child care workers in England receive lower salaries than those in comparable countries. There is much scope to reform our system to achieve higher quality and better value for money.

[Barbara Keeley]

As the Minister says, the UK has some of the most expensive child care in the OECD. The Resolution Foundation tells us that a woman second earner working full-time on the minimum wage would bring home only £4 extra from that second role in her family, after paying child care costs and losing tax credits, and the Government hardly helped by cutting the child care element of the working tax credit, which hit 400,000 families. Is it not time that the Government got on and did something to help parents with those high child care costs?

[Elizabeth Truss]

As we announced in the mid-term review, we will help hard-working families with the cost of child care and we will announce measures on that in due course. As a country we spend more than £5 billion a year, more than countries such as Germany and the same amount as France, and we are not yet getting value for money. My other aim is to make sure that we use the money in our system much better to ensure that more money goes to the front line and that our hard-working child care workers in nurseries and our child minders receive more of the money coming from parents and the Government.

Personal, Social, Health and Financial Education

Barbara Keeley Excerpts

Wednesday 16th January 2013 Westminster Hall

[Barbara Keeley (Worsley and Eccles South) (Lab)]

It is a pleasure to speak in this debate under your chairmanship, Mr Robertson.

The schools White Paper “The Importance of Teaching” announced a review to determine how to support schools to improve the quality of teaching in personal, social, health and economic education, PSHE, including giving teachers the flexibility to use their judgment on how best to deliver it. In launching the review, the then Minister with responsibility for schools, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb), said that Ofsted had reported some weaknesses in the schools visited. Although PSHE was judged to be good to outstanding in three quarters of the schools, the report noted that pupils needed more knowledge and better understanding in education on relationships, drugs and alcohol, and mental and emotional health.

[Diana Johnson (Kingston upon Hull North) (Lab)]

From her experience as a member of the Health Committee, will my hon. Friend say something about the role that PSHE might play in ensuring that young people in this country are as healthy as possible?

[Barbara Keeley]

That is an important point, and I will come on to it. The PSHE Association has argued for the following key education themes to be included: health, relationships, careers and the world of work and personal finance. The consultation on the Government’s review finished on 30 November 2011. Will the Minister tell us when we can expect to see a revised programme of study for PSHE? On 9 January, my hon. Friend the Member for Kingston upon Hull North (Diana Johnson) received an answer to a question on drugs education telling her:

“Revised draft programmes of study…will be sent out for consultation in due course and consultation responses received will be taken into account before final programmes of study are published later this year.”—[Official Report, 9 January 2013; Vol. 556, c. 341W.]

May we have more clarity on dates for those revised draft programmes?

I would like to focus mainly on relationship education, which is a key issue in my constituency and for Salford as a local authority, because teenage pregnancy rates are a continuing concern for us. The latest published statistics show that the teenage conception rate in Salford is 57 conceptions per 1,000 young women. That is higher than the north-west region, which has a conception rate of 40 per 1,000, and considerably higher than England and Wales, which have a rate of 35 per 1,000. The latest figure for Salford is the highest in Greater Manchester and, depressingly, it is more than three points higher than the previous year’s figure. That is a clear issue for Salford, because it goes against the national trend. In Salford, the teenage conception rate has declined by only 3% since 1998, while in the north-west the rate reduced by 11% and in England and Wales the reduction was almost 16%. What that means in human terms, which is the most important thing, is that since 1998, between 215 and 250 young women under 18 in Salford have become pregnant in any one year, and 130 to 185 babies are born to mothers in that young age group in any year.

When action to reduce teenage pregnancy rates in Salford seemed to have stalled in 2007, the council’s children’s services scrutiny committee commissioned an inquiry into the extent and effectiveness of relationship education in our schools and colleges. The inquiry report commented:

“Teenage pregnancy is a serious social problem. Having children at a young age can damage young women’s health and well-being and severely limit their education and career prospects. While individual young people can be competent parents, all the evidence shows that children born to teenagers are much more likely to experience a range of negative outcomes in later life.”

The inquiry sent a survey questionnaire to all schools and colleges in Salford. It found that where the teaching of PSHE was not seen as a priority, the delivery of relationship education was not as effective.

[Kate Green (Stretford and Urmston) (Lab)]

I apologise for the fact that I cannot stay for the whole debate, but I am very pleased that it is taking place. Does my hon. Friend agree that an important factor to consider is the quality of teacher training? One reason why teaching may not be good in schools, or why the subject may not be given priority, is that teachers do not feel confident about talking about relationships, including, of course, same-sex relationships.

[Barbara Keeley]

Indeed, and that is my next point. The Salford inquiry found that schools were patchy in the take-up of their role in relationship education. In responses to the survey, schools cited “more training for staff” as a key improvement area, but the inquiry found that some schools, even in areas that were hotspots for teenage conception, were unable or unwilling to release teachers for the continuing professional development PSHE course. Another important point is that very few school governors had taken up the responsibility to oversee the delivery of relationship education in their school, and very few had taken on the available training. My hon. Friend is quite right.

The inquiry concluded that direction from Government was needed to make relationship education

“a consistent and compulsory part of the national curriculum.”

The inquiry in Salford was a valuable piece of work, but the situation in relationship education has sadly not improved since. The proposed clauses in Labour’s Children and Families Bill that would have made PSHE, including one year of relationship education, compulsory were lost in the legislation “wash-up” process before the 2010 general election, because Conservative Front Benchers and the usual channels were unable to agree to those provisions.

Funding sources that we used to fund work on teenage pregnancy have not been replaced. The 2007 inquiry report makes quite sad reading, because it envisaged the council being able to continue funding teenage pregnancy projects once grant funding ceased, with schools in teenage conception hotspots also providing matched funding. However, Salford city council has been the subject of budget cuts amounting to £90 million over three years since 2010, so extra funding for teenage pregnancy projects seems a forlorn hope.

That matters because we know that nationally the infant mortality rate for babies born to teenage mothers is 60% higher than for babies born to older mothers; children of teenage mothers are generally at increased risk of poverty, low educational attainment, poor housing and poor health, and they have lower rates of economic activity in their adult lives; and teenage mothers are less likely to finish their education and more likely to bring up their children alone and in poverty. We also know—this is why we are so concerned—that rates of teenage pregnancy are highest among deprived communities, so the negative consequences of teenage pregnancy are disproportionately concentrated among those who are already disadvantaged. Those are all powerful reasons for action.

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

The hon. Lady makes a powerful case for the importance of a mandatory element of PSHE teaching in our schools. Does she agree that PSHE teaching should be broader, incorporating matters such as gender equality and challenging gender stereotypes, which have an impact on young women’s aspirations? Does she also agree that it should be statutory for PSHE teaching to address violence against women?

[Barbara Keeley]

I will come on to that in a moment, but if relationship education is done well it can cover many aspects. Domestic violence is a very important aspect, because not only do the communities I have mentioned experience poverty and disadvantage, but frequently in families in those communities, very young children see violence.

[Caroline Nokes (Romsey and Southampton North) (Con)]

I congratulate the hon. Lady on securing the debate. In addition to issues such as gender equality, domestic violence and teenage pregnancy, which are all significant, does she agree that one of our significant problems is how to engender in all our young people—not just our girls—a sense of self-confidence and security in themselves? Does she agree that that should be a critical component of any good relationship education?

[Barbara Keeley]

Indeed, and although I am talking about teenage conception affecting girls and young women, the involvement of boys and young men is important too. Beyond the serious issue that I have mentioned of teenage pregnancy, there are new concerns about how young people can be protected from adults who want to groom them for sex or adults who abuse and assault young people, as in the horrific allegations made against Jimmy Savile. Relationship education can equip children with the knowledge and the skills to understand what constitutes inappropriate behaviour from an adult, it can help children to resist pressure from adults who want to harm them, and it can inform children about how to get help and support when they need it.

The National Children’s Bureau feels that PSHE is key to safeguarding children. The PSHE Association says that

“the most important safeguard against grooming and abuse is that young people are equipped to understand what is appropriate and what is not and to develop strategies to stop that abuse.”

The association feels that PSHE is an ideal forum to explore these issues. Equipping children to understand if they are at risk or if they have already been a victim of such exploitation is a primary line of defence against such behaviour. Of course, these issues cannot be dealt with in an ad hoc way, and the importance of training has already been highlighted. This sort of education needs to provided through regular timetabled sessions, delivered by trained staff.

Evidence also points to the important role that PSHE can play in ending or reducing bullying in schools, and this includes work with young carers. In Salford, we are fortunate to have an excellent young carers project. It works in a number of our schools to identify and support young carers, and to develop awareness of the role of children and young people who are carers. Recently, Salford Young Carers has worked with the Lowry theatre to produce a DVD for schools to build awareness of the issues faced by young carers in school. It is entitled, “I am not different, I just do different things”, and I can get lots of copies, so if anyone here is interested in seeing it, I am very willing to make it available.

[Sir Peter Bottomley (Worthing West) (Con)]

In addition to what happens in schools in planned PSHE lessons, may I ask the hon. Lady to reflect on the importance of popular media, such as the radio and magazines that young people have? I would also suggest that people can learn a lot from the way we reduced drink-driving among young people. That was achieved not only by formal lessons at school but by giving people strategies to allow them to avoid drink-driving.

Of course, we must remember that every week between 6,000 and 7,000 people—not just teenagers—contribute to a conception that ends in a termination. Most of those terminations are avoidable if people just use the language that, at the time, prevents them from doing something that will have consequences that they do not really want.

[Barbara Keeley]

Indeed. That is the confidence we want to build up.

I was talking about Salford Young Carers and the fabulous DVD that it has produced, so let me get back to the treatment of young carers in schools. The DVD shows the type of caring tasks that young carers take on, how caring affects their performance at school and how it means they cannot take part in activities that other young people have time to engage in. We are fortunate in Salford to have that work being done in our schools, but of course the project is limited by resource constraints. Surprisingly, the project’s staff have also encountered barriers, including a school saying, “We don’t have any young carers,” which most of us will understand is highly unlikely. A dismissive attitude to young carers is also unfair, because many of them are likely to be shouldering practical, emotional and financial responsibilities that are normally taken on only by adults.

Clearly young carers need to be identified and then supported. On 7 September 2012, I introduced a private Member’s Bill in the House, the Social Care (Local Sufficiency) and Identification of Carers Bill; there are a couple of supporters of that Bill here today. On identification, my Bill contained a provision that a local authority must ensure that both the authority itself and the schools within its control have in place a policy that both identifies young carers and makes arrangements to support pupils who are young carers. I commend that provision in my Bill to the Minister, who might just have been in her new role at the time that I introduced the Bill. It is crucial that schools and local authorities across the country do more to identify and support young carers.

I have talked briefly about personal, social, health and economic education and what it could enable schools to provide. As I have just touched on, it could enable support to be provided for young carers and the understanding of their caring role, which often entails taking on practical, emotional and financial responsibilities. It could help action to prevent or reduce bullying in schools. It could help to safeguard children against grooming for sex and attention from or assaults by paedophiles. As I mentioned in the main part of my speech, it could equip girls and young women with the knowledge and skills to avoid unwanted teenage conception. It could give all young people the information and values to enable them to have safe and fulfilling relationships. All those things are beneficial outcomes and very strong reasons to put personal, social, health and economic education on a statutory footing within the national curriculum.

There have been other calls from MPs for elements of the PSHE curriculum to be made compulsory, and I think that there are MPs here today who may talk about those elements. There has been a call for statutory financial literacy education from the all-party group on financial education for young people. A cross-party group of MPs has called for for relationship education to be made statutory—that relates to the subject of teenage pregnancies. There has also been a call, which I am sure we will hear about, for compulsory lessons on body image by the all-party group on body image, as well as a call for a commitment to provide effective drugs education from the Home Affairs Committee in its report, “Drugs: Breaking the Cycle”.

Failing to make important subjects compulsory within the curriculum will mean that some schools’ delivery of education on those vital subjects will be patchy at best, or non-existent at worst. It is time that all our pupils benefited from PSHE subjects being taught as effectively as possible.

[Several hon. Members]

rose—

--- Later in debate ---

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

I congratulate the hon. Member for Worsley and Eccles South (Barbara Keeley) on securing the debate and I congratulate so many Members on their contributions. The number of Members who have turned up and spoken with such passion demonstrates the issue’s importance to Members of Parliament. I may not be able to give them all the answers that they were looking for this morning, but I hope to set out the Government position. We have had some interesting comments about the details of situations in their constituencies, and I assure them that I will take into account what they have said today and feed it into the Government review. As the hon. Member for Cardiff West (Kevin Brennan) knows, I am holding a series of meetings on the subject.

The Government believe that all young people should have access to a high-quality, rounded education in personal, social, health and economic issues. My hon. Friend the Member for Hastings and Rye (Amber Rudd) asked about sex education as a requirement, and the current statutory guidance makes it clear that this involves teaching about relationships and parenthood and teaching girls and boys. That is the requirement for schools in teaching sex education, so it is already set out and on the statute books. The guidance for sex and relationship education also provides for pupils to be taught about how the law is applied.

There have been some interesting comments about susceptibility to domestic violence and violence against women and girls, and that is part of the current statutory guidance. Hon. Members alluded to the Home Office-led, cross-Government violence against women and girls group, which continues to draw attention to the issue. The Minister who sits on that group is the Under-Secretary of State for Education, my hon. Friend the Member for Crewe and Nantwich (Mr Timpson), who represents the Department. Our position, therefore, is that guidance to schools on sex and relationship education covers those matters and applies the relevant laws.

Hon. Members have pointed out, with a number of comments on the time scale, that the Government review of PSHE education has been extended. Our issue is to make it work with our review of the national curriculum, for which hon. Members will not have to wait much longer. Those two elements need to work together. Our fundamental belief is that the national curriculum should give schools more flexibility to teach in a way that is suited to their pupils and to how the school operates. As I have mentioned, we have statutory sex education, but we believe in more local autonomy in how things are achieved, so that they are done in the best possible way.

[Barbara Keeley]

Does the Minister believe that such flexibility should be extended so far as to allow that education to be patchy or non-existent? That is the lesson from the many hon. Members who have spoken. We have said in all our contributions that we do not want such education to be non-existent, pathetic or patchy in our schools, in my authority or any other. Does flexibility go that far? If it does, we have an issue.

[Elizabeth Truss]

No. We want schools to offer a rounded education, but we believe the best way to do that is to allow more decision making by head teachers, rather than by Whitehall.

I want to respond to some of the points made on financial education and to explain how it works with our national curriculum review. As my hon. Friend the Member for Brigg and Goole (Andrew Percy) mentioned, we are incorporating more financial education into the mathematics curriculum, such as understanding money, compound interest rates, loan repayments and applying percentages or ratios. That is a practical reason why the PSHE review has to interface properly with the national curriculum one. We are opening up the new published national curriculum for review, so I hope that Members will be able to comment on how it relates to what they have asked for in the PSHE curriculum.

Drugs education was also mentioned by hon. Members. Our focus is to ensure that schools and local commissioners understand which programmes have a genuinely positive effect. To support that, we have asked the Centre for Analysis of Youth Transitions to develop an open-access database of evaluations of programmes and interventions that have robust evidence of impact outcomes for young people, including on substance misuse. I can provide a link to the information in place.

I have outlined how I think that more teachers should be empowered to decide the content of the wider school curriculum. International evidence shows that giving schools more autonomy results in them being able to make better decisions on the ground. The same applies to teacher training, which was mentioned by the hon. Member for Worsley and Eccles South. We are clear that teachers should be free to access high-quality resources and training, such as that provided by the British Heart Foundation on life-saving skills. It is a two-way process, with professionals in schools in regular dialogue with outside bodies, as well as the Government, rather than one with edicts issued from Whitehall about how exactly subjects should be taught.

[Elizabeth Truss]

We are currently reviewing the accountability system and will shortly have some proposals, as well as having the PSHE review, so such things are under consideration. I am meeting organisations and hon. Members from all parts of the House about those various elements.

[Barbara Keeley]

That is the second time that the Minister has mentioned meetings, and she is talking about meeting Members. My hon. Friend the Member for Kingston upon Hull North (Diana Johnson), however, made the point that the Minister is not meeting organisations such as the PSHE Association, which clearly has a vital role, or many other organisations. Furthermore, she is not meeting Opposition Members. Will she start to throw open her meetings to a much wider group, such as those who are interested today? Will she meet more groups and Members from all parts of the House?

[Elizabeth Truss]

I have met both Government and Opposition Members on matters pertaining to PSHE, and I have met various organisations. As hon. Members have alluded to, quite a few organisations deal with the various issues across PSHE, and I am certainly willing to engage with Members—I am keen to do that, and I have already had a series of meetings. I am also happy to respond to a parliamentary question or to write to the hon. Lady about which organisations and Members I have met. Perhaps she was referring to the previous Minister—I am not sure.

I thank my hon. Friend the Member for Romsey and Southampton North (Caroline Nokes) for raising body image, which is another important issue. Giving schools more autonomy will enable them to teach what is relevant to them. She mentioned that different aspects of the body image issue might be important in different parts of her constituency. Again, that demonstrates the need for more local decision making within a framework set out by the Government. That is what we are working on in the PSHE review, to follow our release of the national curriculum review. I am happy to engage with hon. Members on that.

I thank everyone for their contributions to today’s debate, which has been extremely helpful in informing my views, as a relatively new Minister, on important issues for Members of Parliament from in all parts of the House.

Oral Answers to Questions

Barbara Keeley Excerpts

Thursday 31st March 2011 Commons Chamber

[Mr Prisk]

We are absolutely committed to doing precisely that. I am sorry that the right hon. Gentleman is quite so negative; that is not what they are saying in Sunderland and Salford.

[Barbara Keeley (Worsley and Eccles South) (Lab)]

6. What recent discussions he has had with ministerial colleagues on the future levels of Government funding to Citizens Advice; and if he will make a statement.

[The Parliamentary Under-Secretary of State for Business, Innovation and Skills (Mr Edward Davey)]

Last month I met the Minister with responsibility for civil society, the Parliamentary Secretary, Cabinet Office, my hon. Friend the Member for Ruislip, Northwood and Pinner (Mr Hurd), and other Ministers with an interest in advice services to co-ordinate our national efforts. The Department for Business, Innovation and Skills has already agreed to protect the core funding for the umbrella organisations Citizens Advice and Citizens Advice Scotland.

[Barbara Keeley]

I thank the Minister for that answer, which I did not hear much of. Walkden citizens advice bureau, which is in Salford, serves an area that is among the 7% most deprived in the country, and has done since 1939, but it is now under threat because of uncertainty about funding and because of cuts. Will the Minister call a halt to the cuts in funding for advice services, and will he conduct an urgent review on the future of the funding of those vital organisations?

[Mr Davey]

The hon. Lady will know that local citizens advice bureaux are funded by local authorities and that the Government have called on local authorities to play their part, as the national Government are playing their part, and to pass on funding to CAB services. Those services are very important and are valued, and we are looking to all local authorities to play their part.

Education Maintenance Allowance

Barbara Keeley Excerpts

Wednesday 19th January 2011 Commons Chamber

[Michael Gove]

I am grateful to the hon. Lady for making that point. In fact, the survey was wide-ranging; more than 2,000 people were approached. It was scientifically conducted, and the organisation was commissioned by the previous Secretary of State. I had my differences with him, but I think the research is impeccable. However, the hon. Lady makes a good point about parents. As I am sure all Members are aware, any child who stays in education beyond the age of 16 makes their family, and of course the mother, eligible for child benefit. One of the things that the right hon. Member for Kirkcaldy and Cowdenbeath (Mr Brown) explicitly stated when he was Chancellor of the Exchequer was that he envisaged, in the first instance, that child benefit would go in order to pay for EMA. He said subsequently that actually they could pay for both child benefit and EMA because of the success of the Labour Government in removing our debt. Now that we have a massive debt, there is a tough decision to be made, and this Government have decided to keep child benefit for those over the age of 16. The question for Opposition Members who want to maintain EMA at its full level is whether they would cut child benefit to pay for it.

[Barbara Keeley (Worsley and Eccles South) (Lab)]

rose—

[Michael Gove]

Would the hon. Lady do that?

[Barbara Keeley]

I want to take the Secretary of State back to the subject of vulnerable young people, particularly young carers. I have raised the point in debate on a number of occasions, for example in the Christmas pre-recess Adjournment debate. Removing a national scheme, from which a group of young carers in Salford benefit, particularly because almost all of them are in receipt of EMA, and replacing it with a scheme one tenth of the size and at the discretion of college principals, will not be the answer. College principals do not know who their young carers are. The right hon. Gentleman needs to be clearer, and more work needs to be done, because those young people deserve the support offered by EMA and they will not manage without it. They will struggle and their caring work load will swamp them.

[Michael Gove]

The hon. Lady makes a good point. We want to ensure that learners with caring responsibilities are looked after. They are a small but growing number, who face enormous challenges and are living heroically, attempting to balance their responsibilities. In any replacement scheme, we need to ensure better targeting. The truth is that the current scheme does not effectively target those people.