Careers Guidance in Schools

Ben Bradley Excerpts

Tuesday 11th January 2022 Westminster Hall

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to serve under your chairship, Ms Rees. I pay tribute to the right hon. Member for Tatton (Esther McVey) for bringing forward this timely and helpful debate, on an issue that is vital to the future of young people and to our country. I know all Members will watch the progress of the private Member’s Bill tabled by the hon. Member for Workington (Mark Jenkinson) with interest. It has Labour’s support.

We have heard from a number of speakers on a range of important issues, including access, quality, frequency, variety, consistency, and how fruitful partnerships are between businesses and schools. They make a real difference to the outcomes for young people. My hon. Friend the Member for Wythenshawe and Sale East (Mike Kane) reminded us how seriously our party takes the issue; my right hon. and learned Friend the Member for Holborn and St Pancras (Keir Starmer) made it a centrepiece of his speech at party conference. The hon. Member for Strangford (Jim Shannon) spoke about how early young people can make decisions that affect their lives, and how those should be backed up by good advice. A number of Members raised how good-quality careers advice helps social mobility, the impact of the pandemic on the jobs market, and the importance of getting advice early.

At the heart of the debate is a desire to ensure that young people are ready for work and for life. There has been a noticeable surge in that sentiment since the pandemic. While parents will always want to see their children succeed academically, with high attainment in subject-based learning, many are increasingly concerned that their children should leave school as well rounded individuals with the skills to succeed in the wider world; yet the availability and quality of careers advice remains patchy, and the Government must move further and faster to outfit children with the skills that they need.

Teachers, parents, children and business communities agree. According to Parentkind’s 2021 “Parent Voice” report, just half of parents say that their school offers good careers advice. The Centre for Education and Youth’s “Enriching Education Recovery” report makes it clear that the vast majority of teachers, parents and children agree that there should be improvements to access. That is echoed by the business community. In 2019, a CBI survey said that 44% of employers felt that young people leaving education were not work ready. It also highlighted the geographic variation in engagement with employers in education settings. I visited St Edmund’s Catholic School in my constituency last week, which has a very good offer, but more broadly students in rural and coastal communities face a postcode lottery in access to joined-up support.

The Sutton Trust has concluded:

“All pupils should receive a guaranteed level of careers advice”;

yet a recent Careers England survey tells us that three quarters of schools have insufficient, limited or no funding with which to deliver what is needed. About a third of secondary schools say that they receive the equivalent of £5 per student, with 5% receiving just £2. The inclusion of the Gatsby benchmarks as part of the DFE’s statutory guidance on careers education represents welcome and modest progress, but ultimately, despite a northern powerhouse strategy in 2016, a careers strategy in 2017, the “Skills for Jobs” White Paper in January 2021 and the Skills and Post-16 Education Bill, little action has been taken to address the postcode lottery that our children face in accessing the skills and opportunities that they need in school to navigate the world of work.

Labour is backing pupils, parents, businesses and educators with its pledge to give every child access to quality careers advice in their school. Our plan would allow children to access a professional careers adviser one day a week. That would be achieved by increasing the Careers and Enterprise Company’s grant funding, allowing it to employ more advisers in every school. That would enhance the ability to strengthen links between schools and local employers across the board, guaranteeing standards and eliminating the current postcode lottery.

Practical careers advice is closely linked to the invaluable hands-on experience that children get during periods of work experience. Here again, we find a record of failure from successive Conservative-led Governments. The next Labour Government would introduce six weeks’ worth of compulsory work experience, reversing its removal from the curriculum by the coalition Government and equipping young people with the skills that they need. In addition to support for schools, we will work with businesses, communities and others to ensure that they offer the placements needed. Once again, Labour is restoring a skills-led agenda for our children, while successive Conservative Governments have mortgaged their future.

[Ben Bradley (Mansfield) (Con)]

The hon. Member makes an interesting point about the need for careers advice. We would all love for young people to spend more time with business, engaging with different kinds of work and getting to grips with what they want to do in life. He says that the Labour party is committed to a statutory six weeks of work experience per child. How does he envisage that he will find all those placements in his communities, and where will the capacity come from to deliver that level of experience?

[Stephen Morgan]

I thank the hon. Gentleman for his remarks. We have already heard a number of examples of how businesses are working closely with schools across the country, and we want to amplify that message even further.

Improved careers advice in schools must be a key building block in our children’s lives, and I therefore have a number of questions to ask the Minister. Alongside academic attainment, enhanced vocational and technical qualifications, and university, does the Minister agree that careers advice must play a much larger role in getting young people ready for work? Will she adopt Labour’s pledges to ensure that schools have the funding and structures in place that are needed to deliver this? I would also be keen to hear her reflections on the availability and quality of careers guidance in schools, and particularly on the disparity in access that exists for students at maintained schools.

We owe it to the next generation to get this right. From an economic perspective, we cannot afford not to.

[The Minister for Higher and Further Education (Michelle Donelan)]

I want to start by congratulating my right hon. Friend the Member for Tatton (Esther McVey) on securing this really important debate, and on building on her years of pioneering work in this space by setting up the charity If Chloe Can, which is empowering thousands of young girls and women in Cheshire and beyond. Like her, I know from personal experience that role models can inspire and change lives. I am sure that many of us would not be sitting in this room had it not been for role models in our lives, but not everybody has that luxury. The value of having people whom we look up to and turn to for guidance and support at a young age is something that I see every day in the Department for Education, so I am delighted that If Chloe Can is helping to connect schools to leaders and mentors from many different industries and sectors.

Having spoken in Westminster Hall and the main Chamber a number of times over the last two years about the exciting skills and careers revolution that is taking place in education, I must say that I am pleased to be here today to talk specifically about what we are doing to improve careers guidance across all our schools and colleges. As my right hon. Friend the Member for Tatton and my hon. Friend the Member for Bolsover (Mark Fletcher) highlighted, all the evidence shows that improving careers guidance fuels ambition, lifts aspiration and encourages young people to reflect on their strengths and interests, to find careers that they are interested in pursuing, and to develop the skills and attributes that they need to succeed in those careers. The foundation of making that a reality is careers guidance in our secondary schools.

As I am sure right hon. and hon. Members agree, every secondary school pupil, regardless of background or geography, should have inspiring careers resources available to them, just as the hon. Member for Portsmouth South (Stephen Morgan) outlined. Clear, universal careers guidance from an early age not only ensures that everyone has a fair opportunity to get on in life; it also levels up the playing field. That is why we are strengthening the legal framework so that every secondary pupil is guaranteed access to high-quality, independent careers guidance. Careers guidance, in itself, is not the panacea; the quality is absolutely crucial.

[Ben Bradley]

My hon. Friend is right to say that high-quality careers advice should be available to everybody throughout their time at secondary school. I once asked a former Secretary of State for Education what happens if the Baker clause is not enacted by the school and it is not delivering such education or allowing outside bodies to come in and deliver careers advice. He replied that the Department would write a strongly worded letter to the school in order to insist that they should, but that did not really have a great deal of leverage. Can the Minister confirm that the Skills and Post-16 Education Bill strengthens the ability of the Government to direct that and ensures that it is much more likely that children will have access to external education providers?

[Michelle Donelan]

I can confirm that. Ofsted is now playing a much more active role in looking at the careers support and guidance that is available to schools, including their utilisation of the Baker clause, so that we do not have the postcode lottery to which the hon. Member for Portsmouth South referred. My right hon. Friend the Member for Tatton spoke in support of the Education (Careers Guidance in Schools) Bill, which is sponsored by my hon. Friend the Member for Workington (Mark Jenkinson). The Government wholeheartedly support that important Bill, which will, as my hon. Friend the Member for Keighley (Robbie Moore) outlined, extend careers provision to all pupils in state education, bringing year 7 and upwards into scope for the first time—something that my hon. Friend the Member for Loughborough (Jane Hunt) called for in the debate. The Bill will also place a duty on all academy schools and alternative provision academies.

Through the Skills and Post-16 Education Bill, we are also improving access to colleges and opportunities so that young people can hear directly from providers of approved technical education qualifications and apprenticeships about the wide range of opportunities that are open to them beyond school. A recent report by The Careers & Enterprise Company shows why that is so important. Uptake of apprenticeships was 16% higher in the schools that provided information on apprenticeships to most or all of their students, compared with the schools that provided information to a small minority.

It is for that very reason that we have taken such committed action in this area. First, we have put in place support to help schools to develop their careers offer so that pupils have much more comprehensive support, something that was stressed by my right hon. Friend the Member for South Holland and The Deepings (Sir John Hayes). That support helps them to plan for the next stages in their lives.

The Gatsby benchmarks, for example, are eight clear benchmarks recommended in the “Good Career Guidance” report produced by Gatsby, a leading education charity. Data from schools in England has shown that when all eight Gatsby benchmarks are met, the proportion of students in sustained post-16 education, employment or training rises by nearly 10%. In disadvantaged areas, that same figure rises by a staggering 20%. We have adopted the Gatsby benchmarks as our career framework for secondary schools and colleges. They are based on robust international evidence and they provide a clear definition of what world-class careers guidance really looks like.

In fact, we are investing £28 million this year for the CEC to support schools and colleges to implement the Gatsby benchmarks. That is part of a total £100 million investment in careers guidance for the financial year 2021-22. New careers hubs allow schools and colleges to form strong local partnerships with businesses, providers and the voluntary sector so that they can collaborate and improve careers guidance. By September 2021, two thirds of schools and colleges in England were already part of the careers hub. Additionally, careers leaders are a brand-new workforce of specially trained staff who will drive forward careers programmes in schools and colleges. Since the launch of the training in September 2018, more than 2,200 careers leaders have engaged in the funded training. In addition, around 4,000 senior business volunteers are now working as enterprise advisers to schools and colleges.

Already 21 secondary schools and colleges in the Cheshire and Warrington LEP are in a careers hub, and enterprise advisers are already matched with 90% of schools and colleges across the area. Of those enterprise advisers, 64% are sourced from small and medium enterprises, and I am pleased to say that 52% are female.

To return to the importance of role models, our funding is helping to increase young people’s exposure to employers and the world of work. That includes schools and colleges linking up with providers and employers that offer mentoring opportunities.

My right hon. Friend the Member for Tatton also raised important points about the work of the CEC in relation to the National Careers Service. Sir John Holman has been tasked with making recommendations to drive greater alignment and collaboration between the CEC and the service. I am pleased to inform my hon. Friend the Member for Totnes (Anthony Mangnall) that those findings will be published in the summer. I am sure that hon. Members will be updated as and when those responses are forthcoming. It is a brilliant achievement that, through the CEC, we are now working with 300 cornerstone employers to challenge those negative stereotypes identified by Members to—as the hon. Member for Stoke-on-Trent Central (Jo Gideon) put it—instil aspiration and understanding of the opportunities available. Those employers are working closely with local partnerships at schools and colleges to support employer encounters and ensure that young people are exposed to the world of work and the broad possibilities of potential career paths lying ahead.

Employers such as the Nuclear Decommissioning Authority, Gatwick airport and Hilton hotels have seen benefits from their roles as cornerstone employers in developing their pipeline of skilled employees. As a cornerstone employer, Pinewood Studios has recently co-designed immersive maths lessons for pupils at 21 different secondary schools. Thanks to that partnership, 14,000 young people are now learning about careers in new ways, and the ambition is to showcase those lessons to hundreds more schools in the coming years.

With those achievements in mind, I want to conclude with a look ahead to the future. Our skills revolution, combined with an innovative new careers guidance system, will help to lead millions of young people into the careers that suit them. Initiatives like If Chloe Can are helping to drive us forward. I am delighted that my right hon. Friend the Member for Tatton is due to meet the Secretary of State for Education to explore how we can collaborate and build on that excellent work. I am sure that the skills Minister will be only too happy to join that meeting.

Education: Return in January

Ben Bradley Excerpts

Wednesday 5th January 2022 Commons Chamber

[Madam Deputy Speaker (Dame Eleanor Laing)]

Finally, I call Ben Bradley.

[Ben Bradley (Mansfield) (Con)]

Thank you, Madam Deputy Speaker. It is a shame to find myself bottom of the class, but I guess I must try harder.

I welcome the Secretary of State’s statement and his commitment to keeping schools open, which will be really important to parents in my constituency. It is not without its challenges, but given what we know about the lower heath risk to children and the emerging evidence about perhaps the less severe impact of the omicron variant, arguably the biggest challenge is staffing, which is why some of the measures he took over Christmas are so important.

I have two questions. First, could the Secretary of State tell my residents whether his scheme to promote people coming back into classrooms is still open, and if so, how can I encourage my constituents to sign up or where can I encourage them to sign up? Secondly, along with teachers, support staff are clearly hugely important—at Mansfield council, we have found shortages of cleaners and all sorts of other very important roles in schools—so has his Department considered what support or advice he might offer schools about those roles?

[Nadhim Zahawi]

My hon. Friend is certainly not bottom of the class. His experience of local government and his contribution to national Government are exemplary. That was a very good double question. On the first question, we have set up a dedicated site where people can register, inquire and come forward, and then be signposted to local agencies in their area to be able to sign up. On his second very good question, I am also looking at and monitoring support staff absenteeism because of the omicron virus, because they are equally important in making sure that our schools continue to remain open for face-to-face education.

Skills and Post-16 Education Bill [ Lords ] (Fifth sitting)

Ben Bradley Excerpts

Committee stage
Tuesday 7th December 2021 Public Bill Committees

[Ben Bradley (Mansfield) (Con)]

I shared many of the hon. Gentleman’s concerns so I went to the Department for Education to seek clarity. As I understand it, many of the things that he is suggesting are already possible. Under both the current system and the new proposals, if a job coach accepts that a qualification would help someone into work, that coach can already approve that qualification and allow someone to do that training instead of job seeking under the work-based requirements for universal credit. Someone can also do a part-time qualification outside of working hours and still receive universal credit. Does he accept that that is true and perhaps contradicts some of his comments?

[The Chair]

Before Mr Perkins responds, may I remind Members that an intervention is just that; if you want to make a speech, make a speech.

Oral Answers to Questions

Ben Bradley Excerpts

Monday 6th December 2021 Commons Chamber

[Jane Stevenson (Wolverhampton North East) (Con)]

12. What steps his Department is taking to support disadvantaged pupils during the 2022-23 academic year.

[Ben Bradley (Mansfield) (Con)]

18. What steps his Department is taking to support disadvantaged pupils during the 2022-23 academic year.

[The Minister for School Standards (Mr Robin Walker)]

The Government have announced an additional £1 billion recovery premium over the academic years 2022-23 and 2023-24, building on this year’s recovery premium. It will help schools to deliver evidence-based approaches to support the most disadvantaged pupils. This funding is in addition to the dedicated schools grant pupil premium, which was £2.5 billion this year, and the national tutoring programme.

--- Later in debate ---

[Mr Walker]

Employers tell us that good numeracy and literacy are key to securing employment, and our three-year £1.5 billion investment in the national tutoring programme—complemented by £2.5 billion for the pupil premium and the new two-year recovery premium, worth £1 billion—focuses on raising disadvantaged pupils’ achievements in those key areas for employment.

[Ben Bradley]

We know that additional face-to-face learning will be an important factor in helping students to catch up after lost time at school during the pandemic, especially, perhaps, disadvantaged young people. Can my hon. Friend update the House on the progress of the national tutoring programme, and what efforts is he making to ensure that young people in Mansfield who really need it are able to access it?

Skills and Post-16 Education Bill (First sitting)

Ben Bradley Excerpts

Tuesday 30th November 2021 Public Bill Committees

Andrew Gwynne

- - Excerpts

My hon. Friend must have eyes in the back of his head, because that was pretty much the next point that I wanted to make. It all hinges on the term “due consideration”. We are doing this in city regions such as Greater Manchester, and we are getting there. We have the skills, and we have good collaboration with local businesses to shape the agenda. We have a shared vision. I accept that that might not be the case in other devolved areas—there might be a degree of friction between the business community and the combined authority—but in Greater Manchester, it is genuinely a partnership. The skills programmes, strategies and priorities are genuinely developed in partnership.

The Minister talks about “due consideration” in relation to the amendment, but I want assurances from him that Ministers will take a genuinely collaborative approach and we will not end up with some monolithic, top-down and Whitehall-knows-best approach being imposed on city regions that are already starting to develop the very skills strategies that are envisaged in the Bill. I will be grateful if the Minister can address my concerns.

Ben Bradley (Mansfield) (Con)

-

It is a pleasure to serve under your chairmanship, Mrs Miller. I will keep my comments brief, but I want to touch on some of the issues raised by colleagues.

First, LEPs, chambers of commerce and other instances of local involvement in skills plans have been mentioned. Some of those are excellent and some are awful. Will the Minister touch on what safeguards might exist for those plans, particularly in areas without combined authorities? Combined authorities have devolved local oversight or engagement in the plans, but for areas that do not, where will the safeguard be if chambers of commerce that are not delivering for business bring forward less effective plans?

Secondly, I should declare an interest as a local government leader in talks with Government about devolution. In all honesty, I would devolve adult skills to all upper-tier local authorities. However, recognising that areas with combined authorities will have local engagement in the discussion—the hon. Member for Denton and Reddish has mentioned future-proofing the Bill—does the Minister acknowledge that the Government are in talks about devolution with counties that will not be part of combined authorities, but that might have powers over adult skills? Is that something that has been considered in the wording of the Bill? Such areas might have that local input or devolved skills budgets and options available to them in future, although they might not be covered by the term combined authority.

Matt Western

- - Excerpts

It is a pleasure to serve under your chairship, Mrs Miller. As my hon. Friend the Member for Kingston upon Hull West and Hessle was saying, it is great to be in a room that contains so many educationalists and educators, including my hon. Friend and the hon. Member for Great Grimsby, who will bring a lot to bear on the Bill.

I will preface my remarks by turning to earlier comments on vocational qualifications and the relative value of one sector versus another. We must remind ourselves to talk about the HE sector as opposed to universities and think about the great breadth brought to our educational sector by higher education providers, who are diverse in nature.

On Government amendment 4, given that COP was a month ago and how disappointing it was, we must ensure that all Bills include elements that remind us of the importance of climate change, which is the issue of our time and that of decades to come. The Government are seeking to remove subsection (6), inserted by the Peers for the Planet group, which importantly sees LSIPs granted to authorities by the Secretary of State only if they comply with the duty in the Climate Change Act 2008. We must ensure that, at every opportunity, in every piece of legislation, that duty is embedded in our thinking, and future generations must know of our determination on that.

I am sure that the Government are committed to environmentalism—they certainly talk about their commitment—and addressing the issue. I urge Government Members to think about this measure as it is particularly important in terms of education and what is being shared with the next generation. I remind the Committee that it was a concession in the Lords, so I am surprised that it should be opposed in the Commons.

I turn to Government amendment 5. It is important when designating LSIPs to consider the views and wishes of the mayoral combined authorities and the Greater London Authority. The Association of Colleges made that clear when it said:

“The voice of employers is critical—but it is also important that LSIPs reflect wider priorities too”.

Through the pandemic, we should have learned just how important localism is. One of the great successes was the delivery of track and trace and the vaccine programme locally. The same should be said of how we design our needs for skills and education in our regions. The principle of subsidiarity—decisions being made at the local level—is really important.

--- Later in debate ---

Andrew Gwynne

- - Excerpts

No, we cannot. In other countries where there is a partnership between academia and industry, I have seen that the concepts of products are developed in universities, enterprise parks and science parks, and with the support of business they are brought to the market and developed across the world. I know that I have spoken a lot about Manchester, but one good example is the development of graphene by the University of Manchester. We are a world leader in that technology, and that was born out of genuine collaboration. Excluding universities and colleges from the plans for the economic development of our country is therefore barmy.

Ben Bradley

-

It is important to clarify this point, and I assume the Minister will do so as well. The hon. Member keeps using the word “exclude” as if others will be unable to take part in these conversations, and that is certainty not what amendment 7 says. Opposition Members have argued that the Government are taking too much central control, but when the Government try to give those at the local level flexibility to include the people they want to include, as opposed to mandating that certain groups be included, the hon. Member says that it is not specific enough. I wonder which one he is actually after.

Surely it would be better for local skills plans to be put together by partners who want to be involved, because not all the businesses or local bodies that he mentions will want or have the capacity to engage, and to have local flexibility to choose the most representative groups, rather than it being decreed that all such organisations must be involved in the discussions. It could become very unwieldly if we had to include every sixth form or FE provider in a whole region in those bodies. Surely flexibility is a good thing.

Andrew Gwynne

- - Excerpts

Clearly their lordships thought differently from the hon. Gentleman, and I think he is reading a different Bill. I will read it out to him. It says:

“draw on the views of employers operating within the specified area”.

The plans will be drawn from the views of employers.

Ben Bradley

-

Where does it say “exclude” them?

Andrew Gwynne

- - Excerpts

Why does it need to specify employers, and only employers? It is a very one-sided view, and it strikes out regional and local authorities, post-16 education providers that are active in the area, schools, FE institutions, community learning providers, specialist designated institutions and universities.

To come on to my final point, why is

“such sources of information on long-term national skills needs as the Secretary of State may specify”

being removed? If the Government spotted on the horizon that there was likely to be a skills shortage, especially in our brave new world where we have taken back control and will upskill our own population to meet the coming challenges, I would expect the Secretary of State to ensure that our long-term national skills needs were included in every single one of those plans across England. Again, it is incomprehensible to think that the Secretary of State would not say to each and every one of those local areas, “We need to make sure that we have enough skills to do x, y or z, because we will face skills shortages in the future.”

To conclude, I cannot fathom the logic behind striking out these Lords amendments. Doing so runs against everything the Minister said a moment ago about collaboration. If he believed in true collaboration—a true partnership— he would not be doing this today.

Skills and Post-16 Education Bill (Second sitting)

Ben Bradley Excerpts

Committee Debates: 2nd Sitting & Committee stage
Tuesday 30th November 2021 Public Bill Committees

[Mr Perkins]

I appreciate what the Minister has said. He has not really given us any detail on why he does not think that it is appropriate. I take his point on supported internships being one strategy: our amendment acknowledged that. However, in terms of amendment 1 on people with disabilities, we are not talking about a fractional thing that is not worth mentioning because there are so many other things that could be mentioned, but about a substantial body of people who have often been missed out by education providers. This is an opportunity to ensure that when the chambers of commerce, or whoever the employer representative bodies are, are writing their local skills improvement plans, those people do not continue to be left out.

I still think that amendment 1 should be accepted, so we will press it to a vote. I am willing to not press the other amendments in this group to a vote, but will look very carefully at the statutory guidance. I think that many people—such as my hon. Friend the Member for Kingston upon Hull West and Hessle and the cross-party group, which was very supportive of this—will listen to the Minister’s response and still wonder why the amendment is not appropriate. For future amendments, it would be useful if we had a bit more of a response as to why the Government are against it, rather than just the fact that they are.

[Ben Bradley (Mansfield) (Con)]

I might try to give the hon. Gentleman a clue on that question. We spent much of the morning arguing about why this policy needed to be locally led, why we wanted devolved authorities to take more control over it and why local government should have more of a say in it. Does the hon. Gentleman recognise how asking Government to dictate what must be in it conflicts with the arguments he has already made today?

[Mr Perkins]

The hon. Gentleman makes an interesting point, but what kind of devolution is it if we say “Well, look, it is up to local chambers of commerce to decide whether or not they have a strategy to support those who are disabled or furthest from the labour market”? If we have a document that must be signed off by the Secretary of State—so on the devolution argument, it is more “devolution of a sort”—what is wrong with saying, “And by the way, for that document that you sign off, we’d better know what the strategy is around disabilities”?

I do not think that the devolution argument is a strong one. Maybe, at a future point in the hon. Gentleman’s career, he will argue for devolution in some kind of role and say, “But trust me, I won’t be having any strategies for disabled people”. I cannot imagine that he would do that, or that any others would. Amendment 1 is just about making sure that those employment representative bodies understand the importance of this issue; that is why we will press it to a vote.

Skills and Post-16 Education Bill (First sitting)

Ben Bradley Excerpts

Committee stage
Tuesday 30th November 2021 Public Bill Committees

[Andrew Gwynne]

My hon. Friend must have eyes in the back of his head, because that was pretty much the next point that I wanted to make. It all hinges on the term “due consideration”. We are doing this in city regions such as Greater Manchester, and we are getting there. We have the skills, and we have good collaboration with local businesses to shape the agenda. We have a shared vision. I accept that that might not be the case in other devolved areas—there might be a degree of friction between the business community and the combined authority—but in Greater Manchester, it is genuinely a partnership. The skills programmes, strategies and priorities are genuinely developed in partnership.

The Minister talks about “due consideration” in relation to the amendment, but I want assurances from him that Ministers will take a genuinely collaborative approach and we will not end up with some monolithic, top-down and Whitehall-knows-best approach being imposed on city regions that are already starting to develop the very skills strategies that are envisaged in the Bill. I will be grateful if the Minister can address my concerns.

[Ben Bradley (Mansfield) (Con)]

It is a pleasure to serve under your chairmanship, Mrs Miller. I will keep my comments brief, but I want to touch on some of the issues raised by colleagues.

First, LEPs, chambers of commerce and other instances of local involvement in skills plans have been mentioned. Some of those are excellent and some are awful. Will the Minister touch on what safeguards might exist for those plans, particularly in areas without combined authorities? Combined authorities have devolved local oversight or engagement in the plans, but for areas that do not, where will the safeguard be if chambers of commerce that are not delivering for business bring forward less effective plans?

Secondly, I should declare an interest as a local government leader in talks with Government about devolution. In all honesty, I would devolve adult skills to all upper-tier local authorities. However, recognising that areas with combined authorities will have local engagement in the discussion—the hon. Member for Denton and Reddish has mentioned future-proofing the Bill—does the Minister acknowledge that the Government are in talks about devolution with counties that will not be part of combined authorities, but that might have powers over adult skills? Is that something that has been considered in the wording of the Bill? Such areas might have that local input or devolved skills budgets and options available to them in future, although they might not be covered by the term combined authority.

[Matt Western]

It is a pleasure to serve under your chairship, Mrs Miller. As my hon. Friend the Member for Kingston upon Hull West and Hessle was saying, it is great to be in a room that contains so many educationalists and educators, including my hon. Friend and the hon. Member for Great Grimsby, who will bring a lot to bear on the Bill.

I will preface my remarks by turning to earlier comments on vocational qualifications and the relative value of one sector versus another. We must remind ourselves to talk about the HE sector as opposed to universities and think about the great breadth brought to our educational sector by higher education providers, who are diverse in nature.

On Government amendment 4, given that COP was a month ago and how disappointing it was, we must ensure that all Bills include elements that remind us of the importance of climate change, which is the issue of our time and that of decades to come. The Government are seeking to remove subsection (6), inserted by the Peers for the Planet group, which importantly sees LSIPs granted to authorities by the Secretary of State only if they comply with the duty in the Climate Change Act 2008. We must ensure that, at every opportunity, in every piece of legislation, that duty is embedded in our thinking, and future generations must know of our determination on that.

I am sure that the Government are committed to environmentalism—they certainly talk about their commitment—and addressing the issue. I urge Government Members to think about this measure as it is particularly important in terms of education and what is being shared with the next generation. I remind the Committee that it was a concession in the Lords, so I am surprised that it should be opposed in the Commons.

I turn to Government amendment 5. It is important when designating LSIPs to consider the views and wishes of the mayoral combined authorities and the Greater London Authority. The Association of Colleges made that clear when it said:

“The voice of employers is critical—but it is also important that LSIPs reflect wider priorities too”.

Through the pandemic, we should have learned just how important localism is. One of the great successes was the delivery of track and trace and the vaccine programme locally. The same should be said of how we design our needs for skills and education in our regions. The principle of subsidiarity—decisions being made at the local level—is really important.

--- Later in debate ---

[Ben Bradley]

It is important to clarify this point, and I assume the Minister will do so as well. The hon. Member keeps using the word “exclude” as if others will be unable to take part in these conversations, and that is certainty not what amendment 7 says. Opposition Members have argued that the Government are taking too much central control, but when the Government try to give those at the local level flexibility to include the people they want to include, as opposed to mandating that certain groups be included, the hon. Member says that it is not specific enough. I wonder which one he is actually after.

Surely it would be better for local skills plans to be put together by partners who want to be involved, because not all the businesses or local bodies that he mentions will want or have the capacity to engage, and to have local flexibility to choose the most representative groups, rather than it being decreed that all such organisations must be involved in the discussions. It could become very unwieldly if we had to include every sixth form or FE provider in a whole region in those bodies. Surely flexibility is a good thing.

[Andrew Gwynne]

Clearly their lordships thought differently from the hon. Gentleman, and I think he is reading a different Bill. I will read it out to him. It says:

“draw on the views of employers operating within the specified area”.

The plans will be drawn from the views of employers.

[Ben Bradley]

Where does it say “exclude” them?

[Andrew Gwynne]

Why does it need to specify employers, and only employers? It is a very one-sided view, and it strikes out regional and local authorities, post-16 education providers that are active in the area, schools, FE institutions, community learning providers, specialist designated institutions and universities.

To come on to my final point, why is

“such sources of information on long-term national skills needs as the Secretary of State may specify”

being removed? If the Government spotted on the horizon that there was likely to be a skills shortage, especially in our brave new world where we have taken back control and will upskill our own population to meet the coming challenges, I would expect the Secretary of State to ensure that our long-term national skills needs were included in every single one of those plans across England. Again, it is incomprehensible to think that the Secretary of State would not say to each and every one of those local areas, “We need to make sure that we have enough skills to do x, y or z, because we will face skills shortages in the future.”

To conclude, I cannot fathom the logic behind striking out these Lords amendments. Doing so runs against everything the Minister said a moment ago about collaboration. If he believed in true collaboration—a true partnership— he would not be doing this today.

Skills and Post-16 Education Bill [ Lords ] (Second sitting)

Ben Bradley Excerpts

Tuesday 30th November 2021 Public Bill Committees

[Mr Perkins]

I appreciate what the Minister has said. He has not really given us any detail on why he does not think that it is appropriate. I take his point on supported internships being one strategy: our amendment acknowledged that. However, in terms of amendment 1 on people with disabilities, we are not talking about a fractional thing that is not worth mentioning because there are so many other things that could be mentioned, but about a substantial body of people who have often been missed out by education providers. This is an opportunity to ensure that when the chambers of commerce, or whoever the employer representative bodies are, are writing their local skills improvement plans, those people do not continue to be left out.

I still think that amendment 1 should be accepted, so we will press it to a vote. I am willing to not press the other amendments in this group to a vote, but will look very carefully at the statutory guidance. I think that many people—such as my hon. Friend the Member for Kingston upon Hull West and Hessle and the cross-party group, which was very supportive of this—will listen to the Minister’s response and still wonder why the amendment is not appropriate. For future amendments, it would be useful if we had a bit more of a response as to why the Government are against it, rather than just the fact that they are.

[Ben Bradley (Mansfield) (Con)]

I might try to give the hon. Gentleman a clue on that question. We spent much of the morning arguing about why this policy needed to be locally led, why we wanted devolved authorities to take more control over it and why local government should have more of a say in it. Does the hon. Gentleman recognise how asking Government to dictate what must be in it conflicts with the arguments he has already made today?

[Mr Perkins]

The hon. Gentleman makes an interesting point, but what kind of devolution is it if we say “Well, look, it is up to local chambers of commerce to decide whether or not they have a strategy to support those who are disabled or furthest from the labour market”? If we have a document that must be signed off by the Secretary of State—so on the devolution argument, it is more “devolution of a sort”—what is wrong with saying, “And by the way, for that document that you sign off, we’d better know what the strategy is around disabilities”?

I do not think that the devolution argument is a strong one. Maybe, at a future point in the hon. Gentleman’s career, he will argue for devolution in some kind of role and say, “But trust me, I won’t be having any strategies for disabled people”. I cannot imagine that he would do that, or that any others would. Amendment 1 is just about making sure that those employment representative bodies understand the importance of this issue; that is why we will press it to a vote.

Skills and Post-16 Education Bill [ Lords ] (First sitting)

Ben Bradley Excerpts

Tuesday 30th November 2021 Public Bill Committees

[Andrew Gwynne]

My hon. Friend must have eyes in the back of his head, because that was pretty much the next point that I wanted to make. It all hinges on the term “due consideration”. We are doing this in city regions such as Greater Manchester, and we are getting there. We have the skills, and we have good collaboration with local businesses to shape the agenda. We have a shared vision. I accept that that might not be the case in other devolved areas—there might be a degree of friction between the business community and the combined authority—but in Greater Manchester, it is genuinely a partnership. The skills programmes, strategies and priorities are genuinely developed in partnership.

The Minister talks about “due consideration” in relation to the amendment, but I want assurances from him that Ministers will take a genuinely collaborative approach and we will not end up with some monolithic, top-down and Whitehall-knows-best approach being imposed on city regions that are already starting to develop the very skills strategies that are envisaged in the Bill. I will be grateful if the Minister can address my concerns.

[Ben Bradley (Mansfield) (Con)]

It is a pleasure to serve under your chairmanship, Mrs Miller. I will keep my comments brief, but I want to touch on some of the issues raised by colleagues.

First, LEPs, chambers of commerce and other instances of local involvement in skills plans have been mentioned. Some of those are excellent and some are awful. Will the Minister touch on what safeguards might exist for those plans, particularly in areas without combined authorities? Combined authorities have devolved local oversight or engagement in the plans, but for areas that do not, where will the safeguard be if chambers of commerce that are not delivering for business bring forward less effective plans?

Secondly, I should declare an interest as a local government leader in talks with Government about devolution. In all honesty, I would devolve adult skills to all upper-tier local authorities. However, recognising that areas with combined authorities will have local engagement in the discussion—the hon. Member for Denton and Reddish has mentioned future-proofing the Bill—does the Minister acknowledge that the Government are in talks about devolution with counties that will not be part of combined authorities, but that might have powers over adult skills? Is that something that has been considered in the wording of the Bill? Such areas might have that local input or devolved skills budgets and options available to them in future, although they might not be covered by the term combined authority.

[Matt Western]

It is a pleasure to serve under your chairship, Mrs Miller. As my hon. Friend the Member for Kingston upon Hull West and Hessle was saying, it is great to be in a room that contains so many educationalists and educators, including my hon. Friend and the hon. Member for Great Grimsby, who will bring a lot to bear on the Bill.

I will preface my remarks by turning to earlier comments on vocational qualifications and the relative value of one sector versus another. We must remind ourselves to talk about the HE sector as opposed to universities and think about the great breadth brought to our educational sector by higher education providers, who are diverse in nature.

On Government amendment 4, given that COP was a month ago and how disappointing it was, we must ensure that all Bills include elements that remind us of the importance of climate change, which is the issue of our time and that of decades to come. The Government are seeking to remove subsection (6), inserted by the Peers for the Planet group, which importantly sees LSIPs granted to authorities by the Secretary of State only if they comply with the duty in the Climate Change Act 2008. We must ensure that, at every opportunity, in every piece of legislation, that duty is embedded in our thinking, and future generations must know of our determination on that.

I am sure that the Government are committed to environmentalism—they certainly talk about their commitment—and addressing the issue. I urge Government Members to think about this measure as it is particularly important in terms of education and what is being shared with the next generation. I remind the Committee that it was a concession in the Lords, so I am surprised that it should be opposed in the Commons.

I turn to Government amendment 5. It is important when designating LSIPs to consider the views and wishes of the mayoral combined authorities and the Greater London Authority. The Association of Colleges made that clear when it said:

“The voice of employers is critical—but it is also important that LSIPs reflect wider priorities too”.

Through the pandemic, we should have learned just how important localism is. One of the great successes was the delivery of track and trace and the vaccine programme locally. The same should be said of how we design our needs for skills and education in our regions. The principle of subsidiarity—decisions being made at the local level—is really important.

--- Later in debate ---

[Ben Bradley]

It is important to clarify this point, and I assume the Minister will do so as well. The hon. Member keeps using the word “exclude” as if others will be unable to take part in these conversations, and that is certainty not what amendment 7 says. Opposition Members have argued that the Government are taking too much central control, but when the Government try to give those at the local level flexibility to include the people they want to include, as opposed to mandating that certain groups be included, the hon. Member says that it is not specific enough. I wonder which one he is actually after.

Surely it would be better for local skills plans to be put together by partners who want to be involved, because not all the businesses or local bodies that he mentions will want or have the capacity to engage, and to have local flexibility to choose the most representative groups, rather than it being decreed that all such organisations must be involved in the discussions. It could become very unwieldly if we had to include every sixth form or FE provider in a whole region in those bodies. Surely flexibility is a good thing.

[Andrew Gwynne]

Clearly their lordships thought differently from the hon. Gentleman, and I think he is reading a different Bill. I will read it out to him. It says:

“draw on the views of employers operating within the specified area”.

The plans will be drawn from the views of employers.

[Ben Bradley]

Where does it say “exclude” them?

[Andrew Gwynne]

Why does it need to specify employers, and only employers? It is a very one-sided view, and it strikes out regional and local authorities, post-16 education providers that are active in the area, schools, FE institutions, community learning providers, specialist designated institutions and universities.

To come on to my final point, why is

“such sources of information on long-term national skills needs as the Secretary of State may specify”

being removed? If the Government spotted on the horizon that there was likely to be a skills shortage, especially in our brave new world where we have taken back control and will upskill our own population to meet the coming challenges, I would expect the Secretary of State to ensure that our long-term national skills needs were included in every single one of those plans across England. Again, it is incomprehensible to think that the Secretary of State would not say to each and every one of those local areas, “We need to make sure that we have enough skills to do x, y or z, because we will face skills shortages in the future.”

To conclude, I cannot fathom the logic behind striking out these Lords amendments. Doing so runs against everything the Minister said a moment ago about collaboration. If he believed in true collaboration—a true partnership— he would not be doing this today.

Skills and Post-16 Education Bill [Lords]

Ben Bradley Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[Ben Bradley (Mansfield) (Con)]

I welcome the Bill and the intention to create better technical and vocational pathways for young people and give them clear careers advice, so that they end up on the right route for them rather than on whatever all their mates are doing. The lifelong learning guarantee and finance are hugely important, particularly in these post-covid times of massive skills shortages. With more people changing roles and careers in an ever-changing economy, it will be more important than ever to ensure that we support adults as well as young people to train and upskill. I also welcome the huge boost in funding for technical skills and vocational learning in the Budget. There are some fantastic examples of this in Mansfield. West Notts College and Nottingham Trent University have a partnership around health in particular, where they are joining up post-16 and HE, technical and vocational routes into the local hospital, which is our biggest employer. That is a really great example that we could definitely build on. As a county council, we want to add into that social work and social care, and make sure that we have that output from our local organisations and education providers. That is exactly the kind of example of providers working with business to create the kind of roles that we need in our local area, which I think is really important. Mansfield is benefiting from additional funding, too, at the minute.

The Secretary of State picked up on some of the things I was going to ask, and either my telepathy is working better than I thought or he is as wise as I am. I was going to ask him not to bin BTECs in their entirety, but to rationalise them and to make sure that we keep the best ones as clear routes to post-16 education for young people, which he has committed to do. I was going to ask him to be more flexible about T-levels and the entry routes into them, because clearly we should not be preventing people who want to do a T-level in early years education from accessing it because they were not very good at trigonometry. That really does not make any sense, so I am glad that he has committed to doing that.

If I were to ask anything else of the Minister who is on the Bench at the minute, it would be to talk about the level 3 entitlement. I think that is really important and would be really beneficial, but in communities such as mine, where 25% of people leave school with no level 2 qualification, being able to access level 3 will still be challenging. I wonder whether we could offer any additional support to help people to get into that and expand it to perhaps some of the areas where that is the biggest challenge. If he wants to pilot something, I know a place that would really welcome it.

On some of the powers that the Bill looks at to review provision and how it engages with business, I mentioned the positive example in Mansfield. Nottinghamshire is currently having conversations with Government about devolution and about county deals. We talk about adult skills in that budget. I wonder what scope there is to look at post-16 in that conversation, too, to join these things up—as we are doing at West Notts College with Nottingham Trent University—and to look at how we can embed social care interventions and youth work into that to do something really positive for young people’s life chances. I would welcome a conversation with the DFE about that as part of those talks, but I really welcome the scope and the intent of the Bill, which I think will make a huge difference to the people in my constituency.