Bereaved Children: Registry

Carol Monaghan Excerpts

Tuesday 28th March 2023 Westminster Hall

[Carol Monaghan (Glasgow North West) (SNP)]

It is a pleasure to speak in this important debate on a subject that I think many of us had not considered. I thank the hon. Member for Edinburgh West (Christine Jardine) for bringing the debate forward, and for drawing the House’s attention to what is clearly a very big issue. I also thank her for talking about her personal experience. It is when hon. Members talk personally or, indeed, as the hon. Member for Strangford (Jim Shannon) said, talk about people we are aware of that we start to get a sense of how such issues affect the people we serve. He summed the subject up when he talked about the eight-year-old who was more worried about her granny than herself. That internalisation of grief will obviously have an impact on the little ones we are talking about, so we need to start looking at this subject properly.

Bereavement affects many aspects of our lives and we have to put proper care and support in place for those who are bereaved; that is crucial for the health and wellbeing of anyone who is grieving, but particularly for children. It is difficult to get the statistics on this issue, as has been mentioned, but it is reckoned that by the age of 10, 60% of children and young people have experienced the loss of a family member in some way. Perhaps it is not a very close family member; possibly it is a grandparent, aunt or cousin. By the age of 16, between 4% and 7% of children in the UK will have lost a parent. That is quite a stark statistic. That will affect children from low-income households more than those who are born into wealthier ones. They may lose a parent or a sibling. The key factor for a grieving child is having a supportive adult in their life. Some parents might not be in a position to provide that support if they are overwhelmed by their own grief, so other adults, such as teachers and support workers, can do that.

In Scotland, we have done a lot of work with care-experienced children and young people; we have identified them and made sure that support is in place, but that was possible only because we identified them. We have to do the same for bereaved children, so that we can unlock available services. The Scottish Government have awarded the charitable organisation includem a contract to deliver the national childhood bereavement project, which will develop a curriculum in bereavement. It was created to improve support for those who are bereaved during their childhood.

During the pandemic, many children and young people not only suffered major disruption to their life and potentially lost a parent or grandparent prematurely, but were affected by social distancing measures that did not allow them the normal grief they would have had. Limits were put on numbers of people attending funerals, and there were barriers to the usual support. Even simple things such as getting hugs from family members were not possible. The project has tried to understand the experiences of children, young people and young adults in Scotland. The hon. Member for Edinburgh West mentioned that a 20-year-old is an adult. Is an adult really ready to cope with everything life can throw at them? In most cases, no. It is important that we look at how the issue impacts young adults as well.

To ensure that support is available to all young people who experience a bereavement, we need to know who those young people are. Schools have an important role to play. They are often aware of young people’s bereavement, and they will have a guidance teacher to whom the young person can speak, or pupil support assistants will be assigned to that young person to ensure the support is there. Schools are probably where there is good support, but are we sure it is always provided? We need to be careful about that. Ensuring that high-quality, person-centred care and support is available requires us to know who has to access it, and how do we sort that?

I have been dealing with a case over the last few months. I will not mention a great deal of detail, but this young person was bereaved as he was about to sit his exams. He actually did incredibly well in them, apart from one, in which he did not do so well. Often, exam boards do not properly take into account the impact of grief and bereavement, and the process that young people go through to get themselves back up and running. Of course, exam results can determine future chances, so it is not just schools and social services that should be aware. A register of the kind that the hon. Member for Edinburgh West is talking about would ensure that when young people were sitting exams, there was a flag or highlighter to show that they have gone through—and are still going through—a traumatic experience.

I have been involved in school records in Glasgow. When parents are filling in start-of-year information, there is now a box to tick to show whether the child or young person comes from an armed forces or veteran family. That allows support to be put in place, if required, for that young person. It would be easy to add another tick-box on the school register. I know that the hon. Lady is talking about far more than that, but it would be an easy, simple thing to do at the start of the year, so that we know that the issue is definitely recorded. With the best will in the world, while the school might be aware of the death of a parent, other family members can also have an important role in a young person’s life. This is about getting support in place, and being a voice for young people who would not necessarily have that voice themselves.

Finally, I pay tribute to the hon. Member for Edinburgh West for the work she has done. I was not aware of how important this issue was until I started looking into it. As she said, this change should be a straightforward, easy thing to do. We can register people to vote in elections; we can register people with GPs; and we collect all sorts of information, so let us get that tick added to the box for these young people, to ensure that support is available when and however they need it.

Suicide Prevention and the National Curriculum

Carol Monaghan Excerpts

Monday 13th March 2023 Westminster Hall

[Nick Fletcher (Don Valley) (Con)]

I beg to move,

That this House has considered e-petition 623390, relating to suicide prevention and the national curriculum.

It is a pleasure to serve under your chairmanship, Mr Stringer. First, I thank the petitioners—the 3 Dads Walking—for their brilliant campaign; I know that they are here today. I also thank Papyrus, the charity leading the prevention of young suicide in the UK, for its work and the support it has given to 3 Dads Walking. This is something that those dads never thought they would be involved with, or even want to be, but sadly, each of them, along with their families, has suffered immensely through the loss of their daughters. If anything good can come out of three such tragedies, we in this place must do all we can to help.

I will speak about the three dads and their daughters. First, there is Tim and his daughter Emily from Norfolk. Emily was 19 and took her life in March 2020. She was the life and soul of every room, meeting and party—a free spirit and a talented artist. She had struggled for some time and a late diagnosis of autism had not helped. She could not cope with life under lockdown and attempted to take her life. She sadly died five days later.

Secondly, there is Andy and his daughter Sophie from Cumbria. Sophie took her life just before Christmas 2018. She was 29. She was an open, happy young lady with a wide circle of friends. She brought a smile and a sense of fun to everyone she met. No one had an inkling that she was feeling suicidal—everyone said,

“she seemed like ‘normal’ Sophie.”

If she had felt able to share her emotions, everyone would have helped, but sadly, she did not.

Thirdly, there is Mike and his daughter Beth from south Manchester. Beth was 17 and she died in March 2020. She was a leader, including being the head girl at her primary school. She was outgoing, independent and an artist with a record contract. Her dad Mike says:

“Not one single person…saw this coming.”

If she had only known about the many charities, maybe she would still be alive. Those are three tragic stories and three brave dads.

Those three brave dads came together to set off on walks to raise more than £1 million for Papyrus and its HopelineUK helpline and text service, which provide much-needed support for our young people. More importantly, they have raised awareness of a subject that sadly affects many families across the country.

I am fortunate to be able to stand and lead debates in this place, and I hope that many are watching. When leading such debates, I like to not only ask the Government what the petitioners have requested, which I will come on to, but speak directly to the public. Hopefully, I can pass on information that I have learned in my research and in my position as a Member of Parliament. I will therefore start by sharing some guidance on talking about this subject.

The first message is never to say “commit” when speaking of suicide. That is an out-of-date term for people taking their own lives, and one that we should refrain from using. People do not commit a crime when they take their own life. They are obviously in a place of deep unhappiness, and their memory should not be tarnished by poor language. They took their own life or they died by suicide. Let us all try to remember that today.

There are many great charities working hard to end suicide. As well as Papyrus, there are the Samaritans, James’ Place, Mind, the Campaign Against Living Miserably, Mates in Mind, Baton of Hope and many others that do great work in this field. We should pay tribute to them all in this place.

Helpfully, Samaritans has produced some basic rules for discussing or reporting suicide, and we should all take note. The rules include: not reporting the method or sensationalising the act; not referring to a site or a location; and avoiding an excessive amount of coverage and/or speculation in the media or on social media. Those are really helpful tips that might just prevent someone from taking their life. I recommend the information on the Samaritans website and also its excellent Small Talk Saves Lives campaign.

Let me now look at what Andy, Tim and Mike, Papyrus and the 160,000 people who signed the petition are asking for. It is to ensure that suicide and self-harm awareness is included in the national curriculum, specifically in the relationship, sex and health education curriculum, and that it should be age appropriate. Obviously, all three dads have a specific interest because they have each suffered their own individual tragic loss. However, their main aim is to help other families and young people, and to stop the biggest single killer of our young people.

[Carol Monaghan (Glasgow North West) (SNP)]

I thank the hon. Member for giving way and he is making a very important speech about this subject, which is not talked about often enough. Some of my constituents got in touch with me about their son, Peter, who sadly took his own life in 2012. They are clear that there has to be more information about suicide and suicide prevention in schools. I know that Scotland has a different curriculum to England, but this is something that we can work on on a cross-party basis to achieve across the UK.

[Nick Fletcher]

I thank the hon. Member for her intervention and I offer my condolences to Peter’s family. As she said, this greater awareness is something that we want across the entire UK.

As I was saying, suicide is the single biggest killer of young people in Britain. The figures are very difficult to swallow. The latest statistics from the Office for National Statistics show that between April 2020 and March 2021 157 young boys and 72 young girls between the ages of 10 and 19 took their own life. That cannot be right, can it?

At least until my time in this place began, I was one of the many people who thought that talking about self-harm and suicide was not a good idea; I thought that putting thoughts into young people’s minds by discussing the issue openly would only make things worse. However, the many professionals and charities I have spoken to disagree, and a literature review conducted by Cambridge University showed that there is no research to prove that that idea about putting thoughts into young people’s minds about suicide was true. Children are exposed to so much on their phones that they need the tools to help them to deal with the subject. An appropriate curriculum, taught well, could do just that. However, we also need to think and act maturely and responsibly on this issue. If we find that, by discussing this issue, an unintended consequence is that suicide rates among young people increase, we must be prepared to think again.

The professionals who I have spoken to are all agreed that this subject should be included in the curriculum. They also agreed that year 7 and upwards was the best time to start. Furthermore, they agreed that it should not be discussed just in one year of secondary school, which I believe some schools already do, but should form part of each academic year for 11 to 12-year-olds upwards. For those children who are younger, this subject should not necessarily be broached. However, the message to them should be that they have the right to be, and to feel, safe. There should be no secrets and nothing should be kept from parents, on this matter or any other.

The professionals said that ideally this subject should be taught by external providers who are specialists in it and that after each session there should be a follow-up session to talk to any children who are concerned. They also said that both parents and teachers should be trained in how to deal with children who were struggling; in how to better spot any signs that something might be wrong; and in being proactive in starting conversations. We cannot place the responsibility on the shoulders of our young boys and girls to come forward and talk. It is our responsibility—in fact, our duty—to keep our eyes and ears open at all times. Mental health first aid training might be one way of achieving that.

I have concerns about bringing external providers into schools, as I have seen some highly inappropriate content on other subjects within RSHE, and parents are kept in the dark about what is being taught. If we are to use such providers, the content must be shared with parents. If a parent has concerns, their voice should be respected. I am sure the Government will take that on board.

Last week, I was delighted to receive a letter for the 3 Dads and I from the Secretary of State for Education. It said that the Government will include suicide prevention as a key priority area in their forthcoming review of RSHE. I greatly welcome that move; it is a real step forward. I am hopeful of a good debate today where we all have one aim: stopping our children and young people taking their own lives. Their lives are so precious. As a dad, my children are my life and my greatest joy; I cannot think of anything worse than losing them. I ask the Minister to do what we can to stop this. The Government are good, and they can—and do—do good things. Let this be the next good thing they do.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 27th February 2023 Commons Chamber

[Nick Gibb]

The hon. Member may have missed the autumn statement, but we added £2 billion to next year’s school funding, meaning that it will rise by £3.5 billion next year. By 2024-25, we will be spending record amounts in real terms and per pupil on our schools. We take education extremely seriously and, as my right hon. Friend the Minister for Skills, Apprenticeships and Higher Education said earlier, that is resulting in standards rising in our schools, with better reading, better maths, better attainment, higher quality and a higher proportion of schools graded good or outstanding—88%, compared with 68% when the Labour party left office in 2010. Of course, as I said earlier, we are also providing households with £26 billion of support for 2023-24.

[Carol Monaghan (Glasgow North West) (SNP)]

First, on behalf of SNP Members present, I join other Members in paying tribute to Betty Boothroyd. I did not know Betty personally, but I am certainly well aware of her legacy, and I pass on our condolences to her family.

The Chancellor has recently received an unexpected £5.4 billion surplus due to higher than expected tax receipts. We know that hungry children cannot learn effectively, and the Scottish Government have committed to providing free school meals for all primary school children in Scotland. What discussions has the Minister had with Treasury colleagues, and indeed the Chancellor, on using a tiny part of that surplus to provide free school meals for all children in England?

[Nick Gibb]

Of course, my right hon. Friend the Secretary of State has frequent meetings with the Chancellor. Indeed, in her first few weeks in office she achieved an extra £2 billion of funding for our schools, bringing the increase next year to £3.5 billion. As I said earlier, the Government have extended free school meals to more children than any other Government over the past half-century. We remain committed to ensuring that the most disadvantaged children continue to be supported.

--- Later in debate ---

[Mr Speaker]

I call the SNP spokesperson.

[Carol Monaghan (Glasgow North West) (SNP)]

It is concerning to hear that the Home Secretary is considering changing visa rules significantly to reduce the period that international students can remain in the UK post-graduation. When the post-study work visa was previously withdrawn, huge damage was done to the higher education sector. Will the Minister assure the House that he will oppose such short-sighted and reactionary policies from the Home Secretary?

[Robert Halfon]

Immigration matters are for the Home Office, but I am proud that we have a target of 600,000 international students every year. We have exceeded that target, and they have ensured that the economic worth to our country is £25 billion.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 16th January 2023 Commons Chamber

[Mr Speaker]

I call the Scottish National party spokesperson.

[Carol Monaghan (Glasgow North West) (SNP)]

The Levelling Up Secretary said in October that extending free school meal provision would be the most timely, effective and targeted of all public health interventions that this Government could make. The Scottish Government have already committed to universal free school meals for primary children. Does the Minister agree with his colleague? If not, what targeted interventions would he make to tackle child hunger?

[Nick Gibb]

We are spending £1.6 billion a year on free school meals for children. We want to make sure that that funding is targeted at the most needy. That is precisely what is happening. We accept the point, and I agree with the hon. Lady that it is important that free school meals are provided to children from disadvantaged backgrounds and those who cannot afford meals at lunchtime—and we are doing that. As I said, we have increased the number of children eligible for benefit-related free school meals from 1.7 million to 1.9 million pupils.

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[Mr Speaker]

I call the SNP spokesperson.

[Carol Monaghan (Glasgow North West) (SNP)]

As a former teacher, I support the right of our teachers to strike and will oppose this Government’s anti-strike legislation. Does the Secretary of State agree that constructive dialogue with our dedicated teachers is vital, rather than demonising them as “Bolsheviks” and “commies”, as one of her colleagues has disgracefully done?

[Gillian Keegan]

I thank the hon. Lady for her question. I always believe in constructive dialogue. The very first meeting I took as we welcomed in the new year was with all four main teaching unions, and I will be meeting them again later this week.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 28th November 2022 Commons Chamber

[Mr Speaker]

I call the SNP spokesperson.

[Carol Monaghan (Glasgow North West) (SNP)]

I welcome the Secretary of State to her new position, and indeed her team.

It was deplorable that the Chancellor failed to expand free school meals in his autumn statement. It means that at least 100,000 schoolchildren in poverty in England will continue to be denied a nutritious meal at school, which puts additional pressure on parents trying to provide for them. Will the Secretary of State urge the Chancellor to replicate the work of the Scottish Government, who have committed to providing universal free school meals to all primary children?

[Gillian Keegan]

We understand the pressures that many households are under, and that is why we are spending more than £1.6 billion per year so that children have access to nutritious meals during the school day and in holidays. The Government have indeed expanded free school meals more than any other Government in recent decades. We have put in place generous protection that means families on universal credit will also retain their free school meal eligibility. We now have a third of children in this country on free school meals, and I know that is very welcome for the families. We will have extended free school meals, and we will continue to support further education students with them as well.

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[Mr Speaker]

I call the SNP spokesperson.

[Carol Monaghan (Glasgow North West) (SNP)]

Reports that this Government could cause monumental damage to higher education by restricting international students to so-called elite universities have been described by former Universities Minister Lord Johnson as a “mindless crackdown”. Can the Secretary of State confirm that this Government will not implement such a mindless policy?

[Gillian Keegan]

I can confirm that we have a world-class education system and we will attract the brightest students from around the world. That is good for our universities and delivers growth at home. We were proud to meet our international student ambition earlier this year to attract 600,000 international students per year by 2030. Today that is worth £29.5 billion and we are now focused on bringing in £35 billion from our education exports, which are the best in the world.

International Students: Contribution to the UK

Carol Monaghan Excerpts

Wednesday 2nd November 2022 Westminster Hall

[Carol Monaghan (Glasgow North West) (SNP)]

It is a pleasure to serve under your chairmanship, Mr Stringer. I thank my hon. Friend the Member for Stirling (Alyn Smith) for securing this debate. It is unusual that we have so much consensus in a debate. Mind you, we do not have any speakers on the Government’s side other than the Minister. I hope that we get some consensus from him as well.

I do not have a university in my constituency, but I do have a huge number of international students living there. My hon. Friend the Member for Glasgow North (Patrick Grady) has pointed out that, in Glasgow, as well as the University of Glasgow, we have the University of Strathclyde, Glasgow Caledonian University, the Glasgow School of Art and the Royal Conservatoire of Scotland, and, of course, very close to Glasgow, we have the University of the West of Scotland. We also have Glasgow Kelvin College, Glasgow Clyde College and City of Glasgow College within the city, all of which attract huge numbers of international students. It is impossible to underestimate the contribution that they make to the economy. All Members have made that point, but I think the hon. Member for Strangford (Jim Shannon) really hammered home the financial aspect and the economic multipliers that come as a result of having those students in our communities.

It is not just about the financial contribution. International students make critical contributions, particularly in areas such as science, technology, engineering and maths, where we are short of skills. They also contribute to the teaching staff of many universities. It is impossible to overestimate the damage that this Government have done to our international student community. As a result of this Government’s actions, the demographic has changed considerably. We have heard mention of the make-up of international students. We have seen a huge increase in the number of Chinese students coming to our universities. While, of course, they are very welcome, we have to appreciate that if the geopolitical situation is changed or disturbed we suddenly have a huge shortfall because we have not been recruiting actively enough in countries where we would have recruited in the past. That has to change. All the eggs have been put in one basket, and it is a pretty shaky basket at the moment.

The hon. Member for Sheffield Central (Paul Blomfield) made a point about the decision made by the then Home Secretary, the right hon. Member for Maidenhead (Mrs May), to scrap the post-study work visas. That decision was entirely illogical; it spoke to a certain type of person, but it certainly did not speak to anybody who was hoping to develop new businesses or to bring in new skills and talent. That decision exacerbated skill shortages, again particularly in science and technology. That hostile immigration policy worked against the public interest.

I am pleased that the Government have finally recognised their short-sightedness and reintroduced the post-study work visa. However, the ramifications of that initial decision are still being felt. When the UK closed its doors to that talent, individuals looked and went elsewhere, as the hon. Member for Sheffield Central mentioned. Other countries recognised those skills and benefited from them. As mentioned by the hon. Member for Stretford and Urmston (Kate Green), it is not just our academic institutions that are casualties of that policy; it is also the wider community. We have lost brain power and entrepreneurs—we are still on the back foot today. Our academic institutions are trying to re-establish links with those countries, but that will take time. At a critical point, when we are trying to re-establish those links, the Home Secretary talks about reducing numbers. It is economically stupid, and it causes more reputational damage.

My hon. Friend the Member for Stirling talked about the European institutions that are under threat, and our membership of those institutions is not guaranteed. That is not just about the money that we get from Horizon Europe, it is about the rich collaborations with organisations such as Euratom, Copernicus and Galileo. As a result of Brexit, EU students are now forced to pay international student fees and, as a result, we have seen a 73% decline in EU students coming to the UK. That is a huge hit to us and changes our demographic. Students from the EU are more likely to come and contribute and stay longer. If we do not have them here in the first place—not to mention the loss of Erasmus—we have a problem.

I will finish by talking about the rhetoric. Both my hon. Friend the Member for Stirling and the hon. Member for Sheffield Central talked about the Home Secretary’s recent comments. The rhetoric is problematic and it has to change. International students enrich our campuses and make a vital, positive contribution to our economy, culture and society. Research from Universities UK found that in my constituency alone, for one year, the economic benefit of international students was nearly £50 million. The fact that the Home Secretary may seek to limit international students and the wealth of knowledge and talent that they offer this country is hugely damaging. I welcome the Minister to his place; will he make representations to the Home Secretary in his new role to ensure that we can keep the flow of international students coming to enrich our communities?

--- Later in debate ---

[The Minister of State, Department for Education (Robert Halfon)]

It is a pleasure to serve under you, Mr Stringer. I congratulate the hon. Member for Stirling (Alyn Smith) on a very thoughtful speech. I love what he said about science and technology. I have a picture of President Kennedy on my wall in the Department for Education, because he put a man on the moon, and moved the whole engine of government, universities and science to achieve that purpose.

There has been a fair bit of doom and gloom, but our higher education sector has an extraordinary reputation. Four of the top 10 universities in the world are in the UK. It is no surprise that Britain is such a destination of choice for students around the world. We had the ambition of housing at least 600,000 international students in the UK per year by 2030, and we met it, for the first time, nearly 10 years early. There are 68,180 international students in Scotland. The hon. Member for Glasgow North West (Carol Monaghan) talked about EU students, but my figures show that, according to data from the Higher Education Statistics Agency, EU-domiciled student entrants increased by 4% in 2021 compared with the previous year. I am guessing that the hon. Lady’s figures are based on UCAS applications.

It has rightly been highlighted that international students contribute £25.9 billion to the economy, which is quite extraordinary, and are the source of over 60% of the UK’s education export earnings. Every resident is about £390 a year better off as a result. On the question asked by the hon. Member for Sheffield Central (Paul Blomfield), the net economic impact per student was estimated to be £95,000 per typical international student in the 2018-19 cohort. In other words, every 11 international students generate £1 million-worth of net economic impact for the UK economy over the duration of their studies.

I want to be clear that the target remains 600,000 students. That is something to be proud of. I am as keen on soft power as the hon. Member for Stretford and Urmston (Kate Green). She gave an example of meeting somebody who had studied in the UK. I have met many people as well. When I was over in Taiwan, I met an incredible person who started showing us slides of the Beatles. He was in charge of national security, and we were wondering what was going on. He said, “I went to the University of Liverpool, and that is why I love your country.” I get it. I have seen people from Iraq—I know that the hon. Member for Stirling has been involved in Iraq. I have seen the incredible work that goes on with Kurdistan in northern Iraq, particularly; so many of the leaders came to this country. I completely understand why international students are so important. I am a liberal interventionist: I believe in soft power as much as hard power.

I accept what the SNP spokesperson, the hon. Member for Glasgow North West, said about relying too much on one cohort, or on people from certain countries. Just as a business should be cautious about being overly reliant on a single supplier, universities should be cautious about having a single source of income.

I remind Members that the Government appointed Sir Steve Smith as the UK’s international education champion. His job is to make the most of the opportunities in key priority regions. We have roughly 84,000 Indian students in our country, and he is exploring the opportunities for UK skills partnerships.

The Government should be proud of the Turing scheme. I know it is for students further afield, but it supports our students to go to places such as Germany or Spain, and all over the world. The Turing scheme is much wider than the Erasmus scheme and has students in vocational education. Some £100 million is being invested in it, and it has more than 38,000 students—not just from universities, but from further education providers and schools.

The hon. Member for Glasgow North (Patrick Grady) talked about Glasgow City College in his constituency, which was very interesting.

[Carol Monaghan]

City of Glasgow College.

[Robert Halfon]

Sorry, the City of Glasgow College, which has worked with Indonesian polytechnic colleges on skills for the maritime sector. That is what motivates me—skills and apprenticeships, and higher education—which is why the Turing scheme and other schemes are so important.

Of course, there are pressures on the overseas aid budget. I absolutely get that, and hopefully things will return to normal as soon as the financial conditions allow, but look at what we are doing to support Ukrainian students in the UK. A lot of work has gone into that. There is a twinning initiative set up by Universities UK and the Cormack Consultancy Group, which partners with a Ukrainian university. There are partnerships with higher education providers, including the University of Glasgow, Cardiff University, Queen’s University Belfast and Sheffield Hallam University, and there is the work of the University of Stirling. I saw that it won sporting awards not so long ago, and it is offering Ukrainian students the opportunity to apply to transfer on to courses matching their original programmes.

In England, we have extended access to higher education student support, the home fee status tuition caps, advanced learner loans, and further education funding for those who are granted leave under one of the three schemes for Ukrainians that have been introduced by the Home Office. If that is not soft power in action, I do not know what is. It is all about spending our overseas aid money wisely, and migration changes.

I want to make it absolutely clear in my last few seconds that we remain committed to working towards our ambitions, which are set out in the international education strategy, to host at least 600,000 students per year in the UK by 2030. We will continue to welcome and attract international students to the UK in order to enable our domestic students to experience and hear fresh perspectives, and to allow our HE sector to thrive.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 24th October 2022 Commons Chamber

[Mr Speaker]

I call the SNP spokesperson, Carol Monaghan.

[Carol Monaghan (Glasgow North West) (SNP)]

But of course £1.9 million is not even going to touch the scale of the problem that we have here. Recent research from PwC found that for every pound invested in free school meals there was a return of £1.71 in savings to the state. Given that many families have moved beyond “just about managing” into “just about surviving”, when will this Government match the Scottish Government’s commitment to universal free school meals for primary children and the transformational Scottish child payment?

[Michael Gove (Surrey Heath) (Con)]

That was our idea.

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[Mr Speaker]

I call the SNP spokesperson.

[Carol Monaghan (Glasgow North West) (SNP)]

The head of the Russell Group has said that the window for the UK to associate to Horizon Europe is “closing fast” and that

“failure to move forward with UK association would be bad news for research.”

What assurance can the Secretary of State give researchers that funding is imminent and that research will be protected at all costs?

[Kit Malthouse]

Mr Speaker, as I am sure you will have heard from other Ministers, we recognise that science and technology is critical to our future economy, and much of that originates from research within universities and other research bodies. We have made a huge commitment financially to research across the whole of the UK, and that will persist. We are dead keen to join the Horizon programme, but the hon. Member’s question is better directed at our European friends.

Department for Education

Carol Monaghan Excerpts

Wednesday 6th July 2022 Commons Chamber

[Carol Monaghan (Glasgow North West) (SNP)]

Let me begin by welcoming the new Secretary of State to her position. She has been committed and diligent in her role as Universities Minister, and I am sure she will bring the same commitment to this role. I know that she has spoken out strongly in favour of skills education, and I am sure that many of us will be watching with anticipation over the next few months.

Let me also congratulate the Chair of the Select Committee, the right hon. Member for Harlow (Robert Halfon). As always, he spoke with knowledge and passion, and I concur with much of what he said. He talked a great deal about the number of children who are absent from school, and I want to drill down into that. In the case of some children, absence is due to illness and not being able to connect properly with schools. There are many instances in which, if we had better links between schools and homes, young people would have better access to education. As the chair of the all-party parliamentary group on myalgic encephalomyelitis (ME), I have done a great deal of work on the issue of children who are excluded owing to that condition through no fault of their own, and I hope we can do some cross-party work on the subject. There are other reasons for children not to be at school. An issue that persists in England, but does not happen in Scotland, is the off-rolling of children. Off-rolling to massage school results or to get rid of the problem is not good enough. These young people should still be the responsibility of the local authority and of the school, and the school should be doing outreach to ensure that they can access education. This has to stop.

The hon. Member for Mitcham and Morsden (Siobhain McDonagh) talked about the importance of educating the whole person. She mentioned additional services such as after-school clubs. We need to be clear about those. They are not a nice add-on; they are key to the development of young people. With a different hat on, I am a volunteer coach at a local gymnastics club. Unfortunately, owing to the cost of living crisis, we are seeing young people not turning up—young people unable to access important activities delivered both in and outside schools. Such activities build young people’s resilience, they build healthy lifestyles, and they help those young people to communicate, collaborate and work with others. As I have said, they are key to development, and they should not be ignored. Amid all the talk about what is offered in schools, we must also look at what is offered outside schools for the development of a young person.

Schools are, of course, not immune to inflation and the cost of living crisis. According to the Institute for Fiscal Studies, the 2021 spending review included an extra £4.4 billion for the schools budget in 2024-25, as compared with previous plans. While that may sound like a win, the IFS has also said that

“it will mean 15 years with no overall growth in spending. This squeeze on school resources is effectively without precedent in post-war UK history.”

The hon. Member for Hemsworth (Jon Trickett) detailed some of the other comments that the IFS has made, including the fact that deprived schools have seen larger cuts over the last decade. I will not repeat his comments, but what he said about funding in different areas was extremely important. If we are talking about equal opportunities for those from different backgrounds, this must be looked at. Conversely, in Scotland, the Scottish Government figures on education spending show that 2020-21 was the sixth year in a row that education expenditure saw a real-terms increase. This is important, and the money that has been directed to individual schools to help them to tackle issues such as child poverty and after-school clubs makes up part of that picture.

The problem is that the IFS figures and the Budget figures do not talk about child poverty, which is the biggest issue that will affect a child’s life chances and attainment. The hon. Member for Twickenham (Munira Wilson) talked about free school meals, and this is something that is really important to us in Scotland. We have identified that this must take place, and since January every youngster in primary 1 to primary 5 in Scotland gets a free school lunch, regardless of income. That will be rolled out to every primary pupil over this parliamentary term.

[Anne McLaughlin (Glasgow North East) (SNP)]

I wonder whether my hon. Friend was in the Chamber on the day that a Government Minister was ridiculing the Scottish Government for the amount of money they spent on what were called welfare payments, which would include providing free school meals for those children in years 1 to 5. Does she agree that, whatever a Government invest their money in, the primary thing they should invest in is their people and their children?

[Carol Monaghan]

I could not agree more with my hon. Friend, and it is not just about the money. As she says, it is about the value we are putting on those youngsters as well. In Scotland, that starts right from the moment when parents are given a baby box, followed by the Scottish Government’s commitment to childcare and free school meals, and now we have the Scottish child payment of £20 a week for every eligible child, which is transformational for families in need. Of course that only goes a little way towards tackling the cost of living crisis, but we know that hungry children cannot learn, so free school meals must be central to this and it would be good to see some movement on that from this Government.

We also have to look at skills for the future. No party or Government who have forced through a devastating Brexit in the middle of a pandemic can credibly claim to be focused on recovery. A fair recovery must be investment-led. At the centre of Scotland’s plan is fair work, which is why the Scottish Government have invested £500 million to support new jobs and retrain people for jobs for the future, as well as funding the young person’s guarantee of a free university, college, apprenticeship or training place for every young person. This is not about loans; it is about investment, and with 93% of our young people in training, employment or education—the highest in the UK—it is paying off.

[Gareth Thomas]

On the hon. Lady’s point about skills for the future, I am sure that she and others across the House will agree that more trade with India is essential to our economic growth in this country, so does she not think it is disappointing that there has been such a steep decline in the teaching and examinations of those who want to learn Gujarati, Hindi and Urdu, which are some of the key modern languages of India? Is there not a case for the Government to look at a discrete package—very small is all it would have to be—to help to reverse that trend? It could include support for those who teach on a Saturday, often at weekend schools, and professional development for the teachers, as well as support to pay for the cost of the places where that teaching takes place.

[Carol Monaghan]

The hon. Gentleman obviously speaks with great experience and knowledge of this area. That is knowledge I do not necessarily have, but I cannot see any problem with our young people learning languages and skills and developing links with other cultures, so this is only to be welcomed and promoted.

In Scotland we have invested more than £800 million in our further education estate since the SNP Scottish Government came to power in 2007. An equivalent investment in FE in England would be around £8 billion, not the £1.5 billion this Government have committed. It would be really good to know how the college estate in England is going to be brought up to the standards of the colleges we now have in Scotland, because we have world-leading facilities and brand-new colleges. Thousands of students are getting not just HNCs and HNDs but degrees in further education colleges such as Glasgow Clyde College in my constituency, City of Glasgow College in the centre of Glasgow and Glasgow Kelvin College in the constituency of my hon. Friend the Member for Glasgow North East (Anne McLaughlin). I do wonder how England can hope to compete with these colleges and be truly committed to skills development without better investment.

For young people in England who want to go to university, the threat of debt is ever present. The average graduate debt—depending on the figures we look at—is somewhere between £45,000 and £50,000 for a young person in England, but what is of greater concern is the huge number of graduates who now have much higher debts than that. This year for the first time we have seen more than 6,500 graduates with debts of more than £100,000. Inflation is rocketing, and over the next few years debts will only get worse.

I raised the issue at Education questions on Monday and the Minister, now Secretary of State, responded that she had to get the right balance between the graduate and the taxpayer, but that raises a fundamental question on the purpose of education: is it about individual gain or about societal good? Nurses, doctors and teachers, who do not command great salaries, should not be expected to bear the burden of this debt in order to provide a public service. According to the IFS, 87% of graduates will not pay back their student loans within the 30-year payback period, so what do this Government do? They lower the repayment threshold and extend the payback period to 40 years. They plan to tackle graduate debt by saddling young people with ever-increasing amounts of it. That cannot be right.

My final comments are about science, technology, engineering and maths—STEM—education. I know this is something that gets strong cross-party support, but I find it concerning—I declare an interest as a physics teacher—that the Government’s own social mobility tsar has talked about girls not taking physics because they do not like the “hard maths”. I want to hear from this Government how they are going to tackle that and increase the numbers of girls in physics. We have been talking about this issue since I was a pupil at school, and things have not shifted. We have tried the carrot and it has not helped, so perhaps we now need to look at the stick if we are to get more girls into doing physics. This Government need a different approach to post-16 education funding, to provide long-term security and put the interests of learners at the heart of everything. Education must be restored as a force for public good and, as such, it must be publicly funded to provide real lifelong access for all.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 4th July 2022 Commons Chamber

[Mr Speaker]

I call the SNP spokesperson.

[Carol Monaghan (Glasgow North West) (SNP)]

Last week, Scottish schools broke up for the summer holidays, so I am sure that Members across the House will join me in thanking the staff for the work they have done and wish all the youngsters a very happy and safe summer holidays.

The Scottish Government have invested more than £800 million since 2007 on the further education estate in Scotland. An equivalent investment in FE in England would be £8 billion, not the £1.5 billion that the Government have committed. Can the Minister detail how the college estate in England will be brought up to the standard of the world class Scottish FE buildings without a far greater investment?

[Alex Burghart]

In our manifesto in 2019, we said that we would upgrade the FE college estate. We set £1.5 billion aside to do that. I am afraid that I am not in a position to comment on the condition of the Scottish FE estate. It may well be that the Scottish estate was in a considerably worse state of repair after several years of SNP rule.

--- Later in debate ---

[Mr Speaker]

We now come to SNP spokesperson Carol Monaghan.

[Carol Monaghan (Glasgow North West) (SNP)]

The number of graduates owing more than £100,000 in student loans has gone up by more than 3,000% in a single year, with over 6,500 graduates now having six-figure balances. Next year, with inflation, things could be even worse. Will the Secretary of State detail what urgent action he is considering to tackle the huge levels of graduate debt?

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

As the hon. Member will know only too well, we responded to the Augar report in full a few months ago. We tried to get the right balance in who pays, between the graduate and the taxpayer, so that we have a fair system in which no student will pay back more in real terms than they borrowed. This Government are focused on outcomes, making sure that degrees pay and deliver graduate jobs.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 23rd May 2022 Commons Chamber

[Mr Speaker]

I call the Scottish National party spokesperson, Carol Monaghan.

[Carol Monaghan (Glasgow North West) (SNP)]

I was sorry to hear about the Minister for Higher and Further Education, the right hon. Member for Chippenham (Michelle Donelan), and I wish her a speedy recovery.

I am sure that Members on both sides of the House will join me in wishing all the young people throughout the United Kingdom who are currently sitting their national exams the best of success.

The Secretary of State has praised private schools, including Eton, for building free schools in places such as Oldham, which, according to him, need that investment in education. Can he confirm that it is now Government policy to rely on private school investment where Government funds have been lacking?

[Nadhim Zahawi]

I completely agree with the hon. Lady that we should send our congratulations to the brilliant teachers who have delivered the 650,000 pupils who have taken their key stage 2 standard assessment tests this month. Students began taking their A-levels and GCSEs last Monday, and 3 million individual test scripts have been returned for marking. That is a great achievement after two years of being stuck with covid.

The hon. Lady asked about funding. This Government will be putting £56.5 billion into our school system. We have a plan, which is well evidenced, for delivering a great school with a great teacher for every classroom in the country. Scotland has no plan, and is in freefall in the international league tables.

--- Later in debate ---

[Mr Speaker]

I call Carol Monaghan, the SNP spokesperson.

[Carol Monaghan (Glasgow North West) (SNP)]

This Government’s oven-ready Brexit deal allows the UK to associate with Horizon Europe, but because of the faffing around over their Northern Ireland protocol, there is still no certainty about this association. When will this Government stop treating research as a Brexit bargaining chip and provide assurance to our researchers that funding and collaboration are safe?

[Will Quince]

This Government have always been clear about our desire to secure a good relationship with Horizon and the huge benefits that the UK’s world-leading universities can bring the scientific community in that respect. We have made a clear offer to the EU, and it is for the EU to come forward and engage with us.