Oral Answers to Questions

Caroline Dinenage Excerpts

Monday 16th June 2014 Commons Chamber

[Matthew Hancock]

Yes, absolutely. One example is the introduction of tech levels for those between 16 and 19 who want to go into vocational education, which will get them into a job. These qualifications have to be signed off as valuable by an employer before we will accept them as tech levels, thus demonstrating the line of sight from work that exists in all educational vocational education.

[Caroline Dinenage (Gosport) (Con)]

As the Minister said, it is vital for schools to forge strong links with businesses to ensure that school leavers are not just numerate and literate, but employable. Does he agree that organisations such as the Education Business Partnership can often play a significant role in building these links?

[Matthew Hancock]

Yes, I do. There is a huge array of organisations. Only this morning, I was launching Careers Lab with Steve Holliday, who runs National Grid. That is another organisation, like the one my hon. Friend mentioned, that can help to broker links between employers and education, which are so important after the systems were separated for far too long.

Child Care

Caroline Dinenage Excerpts

Wednesday 2nd April 2014 Westminster Hall

[Chloe Smith (Norwich North) (Con)]

Child care is a crucial issue for many working families around Norwich, and I am grateful for the opportunity to raise it. I have been talking to a lot of mums, dads, nurseries and pre-schools in Norwich, and I would like to express on their behalf some of their concerns about the quality and affordability of child care. The Under-Secretary of State for Education, my hon. Friend the Member for South West Norfolk (Elizabeth Truss) has been absolutely right to say in the past that a changing economy means that parents need affordable and available child care more than ever, and that, at the same time, a changing world means that children need a rigorous and rounded education more than ever. I agree with her that we have the opportunity to do both at once.

I would like to put the issue in context. Let us not forget the tax and benefit changes that are coming into effect this very week—the biggest changes in a generation—which will create more jobs and get more people off welfare and into work. Child care naturally follows from parents going out to work, so it is crucial to see it in the context of the whole economy. It is also clear this week that only by sticking to a long-term economic plan will we build a more resilient economy that provides a more financially secure future for families. We cannot look at the cost of living in isolation, and there can be no economic or household security if the public finances are not under control.

I want to look briefly at the Asda income tracker—the Mumdex—which was published this week. In February, the average UK household had £169 of discretionary income a week, up by £5 a week, year on year, and interestingly representing the fastest growth in family spending power since November 2012. That was the fifth month in a row that families had seen their household incomes rise—a rise boosted by a fall in the price of petrol, which is 5% lower than in the same month last year, easing the pressure on household finances. I do not cite those figures to try to explain that everything is currently easy for parents and families, because we all know that it is not, but it is important to note that things are slowly improving. Such improvements in family finances can, of course, come about only with the control of the public finances, and through the serious decisions that a Government can take, and that this Government have taken, about what to spend hard-earned taxes on.

I am particularly pleased that the Chancellor has put public money towards the tax-free child care scheme outlined in the Budget, because it stands to ease costs for families even further. I am also pleased that the scheme will be bigger and faster than first outlined, and glad that it will particularly help families who face the real squeeze—basic rate taxpayers who often find that the cost of child care outweighs the financial benefits of both parents working.

[Caroline Dinenage (Gosport) (Con)]

I am grateful to my hon. Friend for raising such an important issue. I am one of the few MPs who had two children in child care during the days of the last Labour Government, and I watched as my child care costs spiralled. I am disgusted that no Opposition Members are present to hear what my hon. Friend has to say. Does she agree that the Government’s support for child care will bring much-needed respite and help to working parents who struggled desperately with the added bureaucracy and cost of child care under the previous Government?

[Chloe Smith]

My hon. Friend is absolutely right, and I am very interested to hear about her personal experience. I agree with her, and think that the Government’s support for child care will give families greater stability and flexibility, so that they can make choices about what best suits their family picture. I know that the Minister is passionate about that.

In response to my hon. Friend, I would like to refer to a constituent, Mr C, who told me:

“I’m now on 10k a year, at 39 years of age. My wife, an amazing mother, has to stay at home to look after two of our children, as we cannot afford the child care or would be worse off if my wife went to work”.

I have obviously spoken to that constituent about the changes that will be coming in with universal credit, for example, which I think will help with his wife’s choices about going out to work. Also, the personal allowance will rise to £10,500 from April 2015. Based on the figures he cited, my constituent may be one of the 400 people in Norwich North who will be taken out of tax entirely. He will certainly be one of the more than 38,000 people in my constituency who will benefit from our tax changes overall. On top of that, it may just be that he and his wife would benefit from the tax-free child care scheme, if she chose to work.

I also welcome the targeted provision of taxpayer-funded child care for families on the lowest incomes. We began with all three and four-year-olds receiving 15 hours a week of free child care, and have gone on to target the offer at the 240,000 poorest two-year-olds. However, the provision to spend taxpayers’ money in that way is nothing if people do not know about it. I am therefore keen to use today’s debate to call on Norwich parents, as well as others around the country, to take up what they are now entitled to by law.

In Education questions last week, my hon. Friend the Minister confirmed to me that 1,537 two-year-olds in our shared county of Norfolk are now enrolled in the programme. I am pleased to see that number of families on lower incomes making the most of the help available once their child turns two, but I think that the number actually represents fewer than half of the eligible children in our county, according to the figures published when the Minister first made the announcement. Will she confirm, either today or perhaps by letter later, whether that is one of the lowest percentages of target met by a local authority in the east of England? That appears to be suggested by table seven on page 20 of the Family and Childcare Trust’s 2014 survey, so I would be interested to know whether that is indeed the case in our shared county of Norfolk. In any case, I strongly urge Norwich families to take up the taxpayer funding that has been put aside, and say to constituents that if they are not sure whether they are eligible, they should please check the county council website, because that funding is there to help them.

Turning to issues of quality, I want to be absolutely clear that I want more great child care available for children, just as my hon. Friend the Member for Gosport (Caroline Dinenage) has described, and I want to be able to provide more choice and flexibility for parents. I want it to be easier for new providers to enter the market and for good existing providers to expand, because that brings consequent benefits in both affordability and quality. My hon. Friend the Minister has previously given the example of countries such as France and Germany, which have excellent systems for comparable amounts of Government spending, while paying staff good salaries and keeping costs affordable for parents. For me, those are the crucial things that we want British child care to achieve for parents and children.

I would like to give some examples. My hon. Friend the Minister and I recently visited Magdalen Gates pre-school in north Norwich, which has been rated “good” by Ofsted and also won multiple awards. Staff there would like to expand, but they are concerned about the sheer scale of the project of extending a building. As child carers, they do not feel that that is an area in which they have expertise, but as they are on an enclosed city site, it is one of the few things that they could do to provide more places. Will the Minister explain what she is doing to set such sites free from bureaucracy? Will she also lay out what she expects from local authorities—or, indeed, from local educational chains—in terms of sharing services to help parents more?

A second example is the Acorn playgroup in Thorpe St Andrew in Norwich, which is rated “outstanding” by Ofsted. Staff there are also greatly interested in running more places for two-year-olds under the scheme I have discussed, but they are concerned about the pressure of having two-year-olds through to four-and-a-half-year-olds in the same limited physical space. Will the Minister explain how she expects good settings to be able to deal with such concerns in the short term?

My third example is another nursery school in my constituency that is rated “good”, the Once Upon A Time nursery. Staff there raised with me the point that, inevitably, the rate paid for the free provision—it is of course paid for by taxpayers and is free only at the point of use—differs from the market rate. Other settings have also expressed concern about that, and I am sure that the issue is not unknown to the Minister.

Another outstanding local setting, the Montessori group, raised a parallel point with me. It finds it hard to cater for 15 hours of sessions, provided for free, to three and four-year-olds, even though it believes that it is crucial to provide quality full-time child care. Its problem is the combination of, as it were, part-time and full-time children. Will the Minister explain how she thinks a good setting should be able to deal, in a mixed market, with issues about the rate and—to use a horrible word, but I suspect the right one for the problem—sessionality?

Another example comes again from Magdalen Gates pre-school. It told us about the importance of language skills in early years. That is certainly one reason to value good-quality early years provision, because it can help children to develop social skills and vocabulary. Evidence suggests that once an attainment gap opens up, it is incredibly hard to close it in later life. I think all of us Government Members share a passion for helping people to move to where they wish to go in life. By the time they start school, poorer children are already behind and are somewhat trapped. They can be up to a full 18 months behind their richer peers in vocabulary development. That is just not good enough for those of us who believe that life is about where one wants to go, not where one started from.

The Minister confirmed to me last week in the Chamber that there has been a 25% increase in enrolment in higher-quality early years training. Will she explain a bit more about what that entails? How can people in my constituency apply to be part of that as a great career? That is an incredibly important message that we might be able to send out today.

My final example comes from Hellesdon Community pre-school, another outstanding setting in my constituency. This relates to the thorny question of committee-run pre-schools, which is well known to the Minister. Does she have any advice for my constituents in such settings, who would like to encourage more volunteers to be part of the committee, to provide the great-quality child care that we are all looking for?

I will draw my comments to a close, because I want to hear from the Minister on those points. I am grateful for having had the chance to raise some cases from my constituency. I have made a great effort to survey all the child care settings in my constituency, and I am expecting a deluge of more data that I can pass on to the Minister, who I know shares my passion for getting better child care, and more of it, at a price that parents can afford.

Adult Literacy and Numeracy

Caroline Dinenage Excerpts

Thursday 10th October 2013 Commons Chamber

[Caroline Dinenage (Gosport) (Con)]

I beg to move,

That this House believes that, with one in six adults functionally illiterate, the UK’s skills gap is preventing the country from fully realising its economic potential; understands that improved literacy rates not only have economic benefits but also have positive effects on an individual’s self-confidence, aspirations and emotional health and wellbeing; notes that literacy rates for school leavers have shown little change in spite of initiatives introduced by successive governments over recent decades; understands that the social stigma attached to illiteracy and innumeracy often prevents adults from seeking the help they need, which means that signposting illiterate and innumerate adults to Further Education Colleges is not always the most effective course of action; recognises that literacy and numeracy programmes must be made easily accessible to the most hard-to-reach functionally illiterate and innumerate adults if valued progress is to be made; and calls on the Government to renew efforts to provide imaginative, targeted and accessible support to illiterate and innumerate adults.

I thank the Backbench Business Committee for granting us the time for this debate, which raises a matter that many Members of the House feel passionate about. For everyone fortunate enough to be able to read the Order Paper without any trouble, adult literacy might not seem like a pressing issue. It is certainly easy to take the ability to read for granted without thinking about it from day to day, but for the millions of functionally illiterate adults in the UK, the inability to read will define and limit their whole lives. The loss goes far beyond missing out on the delights of the Order Paper, with everything from bus timetables to important medication leaflets remaining a challenge.

You might think, Mr Speaker, as I did, that the issue affects only a small minority of people. You might assume that everyone around you can read fluently as you have never heard them say otherwise. In reality, a staggering one in six adults in the UK is functionally illiterate.

I should probably take the time to remind the House what illiteracy and innumeracy mean, as they are not always the most helpful terms. There is a spectrum of ability. For example, the one in six figure is not for adults who are completely unable to read but for those who have a reading age no greater than that expected of an 11-year-old child. According to the most recently published Government survey, there have been welcome gains for many of those at upper levels, but the big worry is that those at or below entry level—that is, those with the poorest skills—appear to have increased in number, at around 15% of the adult population. That is a staggering 5 million adults. Those people might be struggling on, desperately trying to hold down a job or manage a household without the basic skills every person in the UK deserves. That could be anyone we know, from a fellow parent at our child’s school to a friend who seems always to forget their glasses. Numeracy figures are an even greater cause for concern, with almost 50% of the adult population—17 million adults—having only primary mathematics skills.

According to research released by the OECD this week, some 16.4% of adults living in England and Northern Ireland—or about 5.8 million people—score at the lowest levels of proficiency in literacy. We must address that issue if we are to build a skilled economy that will drive Britain forward in the global race. The figures get worse for those aged 16 to 24, where we bump along at the bottom of the league tables below Estonia, Slovakia and Poland. In fact, England is the only country in the survey where young people today have lower basic skills than their grandparents did.

Weak literacy and numeracy have an impact not only on the business and skills agenda but on Government policy and community life. How can someone hope to get off welfare and get a job if they cannot read or write? How can we decrease rates of recidivism when illiteracy in prisons is so high? How can we properly prepare our troops for civilian life when literacy is not valued among our armed forces?

There are many social consequences of our collective failure to give people the help they need, but, more than that, this is a crisis for individuals. National numeracy statistics reveal that adults with poor numeracy are twice as likely to be unemployed as those who are competent, and more than twice as likely to have children while still in their teens. Those with the lowest numeracy skills are twice as likely to miss their repayments and risk losing their home. Children who struggle with numeracy are twice as likely to be excluded from school. Tackling that is the first step to raising aspiration, increasing self-confidence and helping everyone to reach their potential.

To those who lack the ability to read and write, every door appears closed. They cannot apply for most jobs because filling in forms poses a challenge; and they lose their sense of self-worth because they lack the skills that so many of us take for granted.

[Mr Mark Williams (Ceredigion) (LD)]

I congratulate my hon. Friend on securing the debate. I have a background in primary education. Does she agree that the best education that we as parents can offer our children is a partnership between what we do in school and what we are able to do in support of our children at home? That reveals a deep problem—the effect that illiteracy and innumeracy have, not just on community but within families. A few years ago I was lucky enough to run a scheme for parents to help them support their children in numeracy. It revealed starkly the problems that my hon. Friend is alluding to—parents’ lack of confidence to support their children.

[Caroline Dinenage]

My hon. Friend makes an incredibly valid point. It is often where parents have weak literacy and numeracy skills that the children are least inclined to learn. I will return to that later in my speech.

It is worth pointing out strongly that just because someone is illiterate or innumerate, it does not mean they are stupid. Just think how sharp they have to be to get through even a day without these skills. Some people are incredibly bright but they just missed an opportunity somewhere in their life. That is the situation for one in six adults in the UK, and there is no quick fix to overcome it.

Literacy and numeracy rates have shown little change, despite numerous initiatives by successive Governments. Between 2001 and 2011, Labour spent £9 billion on adult literacy programmes, with little improvement at the bottom end of the literacy spectrum. Illiteracy and innumeracy are not problems that can be tackled simply by a Government throwing money at them.

[Huw Irranca-Davies (Ogmore) (Lab)]

The hon. Lady is making an excellent speech. I draw her attention to the progress that has been made on adult numeracy in Wales since 2001. There has been a marked improvement, and now over 80% of the adult population exceeds level 1. However, we now need to make great strides in literacy, so there will be a constant effort to drive up standards. Will she acknowledge the work that has gone on in Wales, where there has been a marked improvement in numeracy?

[Caroline Dinenage]

I thank the hon. Gentleman for that intervention. Sadly, the OECD report relates only to England and Northern Ireland, so it does not bring into consideration the results for Wales, but it is fascinating to hear those statistics.

There is a social stigma in being unable to read or write, which prevents individuals from seeking the help that they desperately need. Between a third and a half of adults with poor literacy and numeracy want to improve their skills, although less than 5% have actually been to a class. If we are to boost literacy and numeracy rates in the United Kingdom, we must first help learners to overcome the barriers created by social norms, and provide the help that people need right in the heart of our most vulnerable communities.

Over the past two years, I have raised this issue at Prime Minister’s questions. I have posed numerous oral and written questions on the subject to the Department for Work and Pensions, the Department for Business, Innovation and Skills, the Ministry of Defence and the Department for Education. The responses tend, almost without exception, to direct me to the great work that is being done via formal adult education providers, such as further education colleges. But literacy and numeracy are not further education; they are basic education. If we are to make them accessible to the most hard-to-reach individuals, we must think about where, and how, we deliver them. In many cases, a formal educational environment did not work out very well for these people the first time around, so the prospect of going back as an adult is, quiet literally, terrifying.

One exemplar of a formal education provider tackling this issue is in my Gosport constituency. The Out There project, which is funded by Hampshire Learning in collaboration with St Vincent college, provides courses for those wanting to extend their basic skills. These courses are delivered in community centres right on the doorstep of some of our most vulnerable—and valuable—residents. It is the friendly, informal environment, the free courses and the access to free child care which break down many of the frequently cited barriers to adult learning. This is what is giving individuals the confidence to go out and transform their lives for themselves. Between 2012 and 2013, the Out There project attracted 2,427 hard-to-reach learners, making it the most effective scheme of its type in Hampshire. It has even been used as a case study of excellence in the EU-REALM Platform against Poverty initiative. I am proud not only of the recognition that it has received from overseas, but that it has had such a positive impact on my constituency.

The Government have secured continued funding for over 600,000 adults to take maths courses and 600,000 to take English courses, which are essential, but it is also essential that funding continues to flow into projects such as the Out There project, and I hope the Government will continue to maintain their support, both financially and politically.

Clearly, the problems of illiteracy and innumeracy begin in schools. A crucial component of raising standards of literacy and numeracy has to be getting children to think that it matters: 25% of kids do not believe there is a link between reading and success. This failure to value literacy at a very young age has a profound impact on someone’s life chances. Once someone starts down this path, the problems become deeply embedded, and part of the experience is the problem of parents. If a parent has weak literacy or numeracy skills, a child is less likely to be imbued with an aspiration to learn. I agree with the National Institute of Adult Continuing Education—NIACE—which suggests that all schools should develop a family learning policy and all local authorities should form strategies for child and family development.

The percentage of children who, at 16, lack basic literacy remains stubbornly high at around 19%. Of course, ensuring that our children leave school with good literacy and numeracy skills is essential and it must be a priority, but we cannot leave behind a generation of adults who have been failed by the education systems of the past. Low skill adults need a second chance and we must recognise that skills can be developed outside formal education. One way of doing this is through peer-to-peer learning.

In my constituency, there is a truly remarkable man by the quite glorious name of Andy Paradise. He has set up a charity called Read and Grow, which combats illiteracy. Andy was shocked by the very low levels of literacy that he witnessed while he was an inmate in Dorchester prison, and he was inspired to help others less fortunate than himself. Under the ethos of “each one teach one”, Andy and his volunteers at Read and Grow use a reading tool called “Yes we can read” to share their skills in environments such as the local library discovery centre. This book is the brainchild of a brilliant author, Libby Coleman, a former head teacher in some of England’s most challenging schools. “Yes we can read” facilitates peer-to-peer learning. The idea is that anyone who can read can use the tool to teach somebody who cannot. The results are startling.

The London-based homeless charity The Passage piloted a literacy scheme in one of its hostels using “Yes we can read” to help former rough sleepers develop their skills. One of the most amazing side effects was that staff at the hostel noticed a drop in drug and alcohol use by their homeless learners the night before they were due to have a lesson. The scheme has been so successful that Westminster council announced that it would roll out the project to all its hostels. I hope other councils will recognise the huge potential of literacy schemes to turn around the lives of those who have fallen on tough times.

[Christopher Pincher (Tamworth) (Con)]

My hon. Friend is making a powerful speech. Does she agree that this is another area where local volunteers, whether from a church or a local charity, can assist local councils in helping people who are in such desperate need?

[Caroline Dinenage]

That is the key. The interventions that can take place in the community through volunteers—those who care passionately and those whom others feel they can more easily relate to—are extremely important.

[Huw Irranca-Davies]

I commend the hon. Lady for her excellent speech. Following the point the hon. Member for Tamworth (Christopher Pincher) made, I pay tribute to the schemes run in partnership with not only the voluntary sector but the public sector, like those run by the Bridgend county borough council libraries, by Cymorth, and by Flying Start, the equivalent of Sure Start in Wales, where parents and children sit together and read. There is a role for both the voluntary and public sectors in driving the agenda forward.

[Caroline Dinenage]

I think that this problem can only be tackled from the grass roots up.

“Yes we can read” is also reaching offenders in Britain’s prisons. In 2008 over two thirds of prisoners starting a custodial sentence had numeracy levels at or below level 1. The book has recently been made available in prison libraries, providing prisoners with invaluable access to this excellent resource. Peer-to-peer learning is arguably the most effective way to boost skills among prisoners. It removed the barriers created by an uncomfortable classroom and teachers whom the inmates often cannot relate to.

Improving literacy skills is crucial to reducing reoffending, as it boosts the chances of getting a job and holding on to it when released. One of the Prison Reform Trust’s Bromley briefings describes the National Grid-led offender training and employment programme. It works with prisoners coming to the end of their sentences and provides training and a job on release. More than 2,000 prisoners have passed through the scheme, which has an average reoffending rate of just 6%.

[Mr Stewart Jackson (Peterborough) (Con)]

I thank my hon. Friend for giving way and apologise for arriving late—I was serving on a Select Committee. She touches on recidivism and penal issues. Is she aware that the exemplar national payment-by-results scheme at Peterborough prison, which will hopefully be rolled out across the prison estate, depends on literacy, numeracy and life skills to reduce the level of reoffending and that it is absolutely crucial to prepare prisoners for life outside prison? Adult literacy must be at the centre of all such schemes.

[Caroline Dinenage]

My hon. Friend makes an excellent point. Although the scheme is not just about basic skills, the statistics are quite striking. It has a reoffending rate of just 6%, nearly eight times less than the UK average rate of 47%.

Basic literacy and numeracy skills are the foundation for an adult’s employability. Young men and women who lack literacy are the least likely to be in full-time employment by the time they are 30. That failure has a dramatic impact on business. A 2011 CBI study showed that 42% of employers were unhappy with literacy among school leavers and 44% were investing in remedial classes to improve basic skills. That is in line with my experience. I have owned a small business for the past 20 years and seen for myself the gradual decline in the level of numeracy, literacy and employability one can expect as the norm from school leavers.

I am pleased, therefore, that the Government have embedded a system whereby Jobcentre Plus advisers must scrupulously assess the English and maths needs of a relevant benefit claimant, mandating them to an initial interview with a provider where the lack of skills is preventing them from moving into work. NIACE is concerned that without improving basic skills among benefit claimants, we will be unable to improve employability and help reduce the number of long-term benefit claimants in the UK.

In order to achieve that, jobcentre advisers need to invest time in clients. Historically, their attempts to combat illiteracy and innumeracy have been hampered by staff choosing the quickest methods of assessing skills needs, falling for the “I’ve forgotten my glasses” line that we have already discussed, but that is not satisfactory and we must ensure that such practice does not continue.

I am pleased that all apprenticeship providers will be required to support apprentices to achieve level 2 in English and maths. Apprenticeships are a fantastic way for people to develop their skills and get a foot on the jobs ladder. With that in mind, I welcome the progress the Government have made in tackling adult literacy and numeracy problems, but there is still more to be done.

In closing, I reiterate that the focus must be on grass-roots learning. Community learning is a great way to promote skills development, and I welcome the Government’s support for that progress so far. I firmly believe that courses aimed at improving literacy for families and individuals who are most disadvantaged and furthest from learning are one of the best ways to tackle the absence of fundamental skills among our adult population. Adult literacy and numeracy problems cannot be solved by top-down Government policy and investment; our action must be bottom up, from the grass roots of society. If we can raise standards in schools and embed programmes that help right in the heart of our local communities, we can provide hope and opportunity to millions.

[Several hon. Members]

rose—

--- Later in debate ---

[Caroline Dinenage]

I thank the Minister of State and the shadow Minister for their words and thank colleagues from both sides of the House for a fascinating and valuable debate. We have heard some thoughtful and thought-provoking speeches, which have demonstrated a huge underlying passion for this important subject.

There have been some outstanding individual contributions. I am primarily grateful for the support of the hon. Member for Huddersfield (Mr Sheerman). Adult literacy and numeracy are a crusade for me and he has been steadfast in his support on every step of the journey. I feel only sadness that I was not at Swansea university when he was a lecturer there and that I missed him by some years, unlike my hon. Friend the Member for Ribble Valley (Mr Evans), who had that great opportunity in life. I was also extremely honoured that we got to hear my hon. Friend’s speech from the Back Benches. It was outstanding and showed a depth of understanding of this important subject.

I am grateful to colleagues from the Department for Business, Innovation and Skills for their support. The Select Committee on Business, Innovation and Skills takes the issue seriously and also understands that it is not just the responsibility of BIS to address the issue. That must be done across government and across society.

My hon. Friend the Member for North Swindon (Justin Tomlinson), who is a hero in the world of financial education and has been a champion for the whole issue, asked why I was not more angry in my opening speech. I am angry. I am frustrated, sad and desperately upset that we have failed generations of people in this country through their education and through adult education. We need to grab this issue by the throat and shake it until it works, because people are being failed.

As the Minister said, the most staggering result of the OECD report is the fact that in the developed world we are the only country in which 16 to 24-year-olds have fewer skills in this regard than their grandparents. The most important point to come out of the debate is that this is not a party political issue. It is much more important than that. We must work on the problem for generations to get it right. There is no quick fix and it will not be solved overnight. We must have policies that will get it right far into the future. It cannot be solved quickly and it is not an issue that should be tackled by just BIS and the Department for Education, as the situation is cross-departmental. For example, the Department for Work and Pensions has plans to get as many people as possible off welfare and into work. That is a noble aim but one that must take account of the vast levels of illiteracy that prevent people from getting and holding down a job. We must put the systems in place to recognise that and to help them. The universal credit system, which will be coming in online, presupposes a certain element of not only literacy and numeracy but of computer literacy. That must be a huge concern. In the Ministry of Justice, where the staggering illiteracy rate among prisoners is no coincidence, the promise to reduce reoffending must go hand in hand with promises to tackle illiteracy and innumeracy.

It is an injustice that illiterate and innumerate adults are cut off from so much, whether that is a rewarding job or just being able to read their kid a bedtime story. That needs to be tackled jointly by the Government, society, community groups and charities—some amazing charities are working on the issue. We must ensure that the injustice does not continue into another generation.

Question put and agreed to.

Resolved,

That this House believes that, with one in six adults functionally illiterate, the UK’s skills gap is preventing the country from fully realising its economic potential; understands that improved literacy rates not only have economic benefits but also have positive effects on an individual’s self-confidence, aspirations and emotional health and wellbeing ; notes that literacy rates for school leavers have shown little change in spite of initiatives introduced by successive governments over recent decades; understands that the social stigma attached to illiteracy and innumeracy often prevents adults from seeking the help they need, which means that signposting illiterate and innumerate adults to Further Education Colleges is not always the most effective course of action; recognises that literacy and numeracy programmes must be made easily accessible to the most hard-to-reach functionally illiterate and innumerate adults if valued progress is to be made; and calls on the Government to renew efforts to provide imaginative, targeted and accessible support to illiterate and innumerate adults.

[Ian Murray (Edinburgh South) (Lab)]

On a point of order, Madam Deputy Speaker. A senior member of the Government party in the other place said live on television at lunchtime that he believed that Royal Mail was significantly undervalued. Given that Royal Mail will enter the stock market system tomorrow and that taxpayers are set to lose out on anything from hundreds of millions to billions of pounds, is there any mechanism by which we could bring the Minister or Secretary of State to the House to explain to the public why the undervaluing of Royal Mail could lose the taxpayer millions?

Manufacturing and SMEs

Caroline Dinenage Excerpts

Wednesday 4th September 2013 Westminster Hall

[John Stevenson]

I completely agree. The hon. Gentleman and I, as fellow Cumbrians, agree that our local council does not do enough to support businesses locally or to take a proactive stance in Cumbria.

Is local government up to the job? What support or direction is it getting from central Government to ensure that it gives support to businesses, especially manufacturing ones? Councils can have a direct link to businesses through their everyday activities—planning, highways, environmental issues, health and safety, and, often, property ownership and rentals. What about other advice and help that local government could give, such as with business plans, legal and accountancy advice, finance, business structure, regulations and changes within an industry, and consumer and employment law? I have already commented on many other matters as well.

My experience of local government is that it is not nearly active enough in support of business. I agree with the point made by the hon. Member for Workington (Sir Tony Cunningham).

[Caroline Dinenage (Gosport) (Con)]

Does my hon. Friend agree that there is also a role for universities to advise businesses on some of the issues that he raised? In many cases, local enterprise partnerships could be a good way of facilitating that relationship.

[John Stevenson]

I agree with my hon. Friend. It is sensible for businesses fortunate enough to have a local university to engage with it. It will be interesting to hear the Government’s view of local enterprise partnerships taking on the role of helping small businesses in particular in their localities.

My final point is about the interface between the Government, civil servants and the businesses and the individuals within them. I have spoken to many businesses and the common comment is that the Government can be detached from the business environment. That is particularly true of local government, which does not always have a real grasp of the needs of businesses or the complexity of what they are trying to do. That is where there is a huge gap between the thinking behind strategy plans and the reality of businesses engaging and benefiting from support.

On procurement, are smaller businesses, whether manufacturing or otherwise, getting a real opportunity to win Government contracts at both national and local levels? I am aware of the Government’s 25% target and understand that it has reached around 16%, but there is still some way to go. Inaccessibility or inappropriateness of many policy instruments may affect a business’s ability to engage with the Government. Departments and think-tanks often have good ideas, but what about reality? Schemes may suit different sectors and different-sized businesses, but one size does not fit all.

On complexity, the Government must bear in mind fraud and audit trails, but the complexity of application forms for funding often puts people off from even applying. Those who are more engaged with the Government are often the ones who are always applying for funding, assistance or support, but many businesses do not engage with the Government or are not even aware of what they can offer. Real feedback should include those who have not applied for funding and support, but companies that have not applied should also be contacted to find out why not and what are the obstacles and barriers to that.

I am setting out some of the issues facing SMEs rather than offering solutions. I appreciate that the Government are trying to support the manufacturing sector, but there is room for improvement and it is incumbent on MPs on both sides to give their views and to encourage the Government to be open-minded, willing to take on board suggestions and, when appropriate, to make changes.

Other hon. Members will have additional points and issues to make that are relevant to this debate and I look forward to hearing them. I have touched on four. How worth while is it to have a definition of an SME that covers nearly 99% of all businesses in the UK across all sectors? Clearly, greater refinement and relevance is needed across all sectors, and I shall be interested in hearing the Minister’s comments on that. What support have the Government given to the manufacturing sector, taking account of the varying size and complexity of businesses and the accessibility of that support?

Importantly, is there a strategy for dividing the roles of central Government and local government, and does one know what the other is doing? Is there a clear division between the two? Where should businesses go—to central Government or local government? For small businesses particularly, it may be a big thing to talk to their local councillor, let alone MPs and central Government. When they want to access legal or accountancy advice, should that be at local, regional or even national level? My hon. Friend the Member for Gosport (Caroline Dinenage) referred to the role of local enterprise partnerships and universities. Do the Government want LEPs to take a role in helping small businesses particularly?

My final point is about the interface between users and the Government, and the requirement for feedback and for the Government to realise what the reality is for users on the ground. It is vital that Government initiatives fulfil their goals. Advice, support and assistance for small businesses particularly could help to transform the manufacturing sector. SMEs, however they are defined, are the great growth area for employment. They are the backbone of local economies, and they can be the engine for growth in our economy.

I look forward to hearing other contributions and what the Minister has to say about his views and intentions in supporting the world of manufacturing SMEs.

--- Later in debate ---

[Mr Bailey]

My right hon. Friend raises a valuable point. I talked about the risk profile. A huge body of evidence demonstrates that banks are excessive in the security they demand in order to lend to businesses, and that is one of the main barriers to businesses wanting to apply for loans. If there is a criticism of the Government, it is that while the Government have provided cheaper money for banks to lend to businesses, I do not think that has addressed the obstacles that are far more significant in terms of getting the money out where it is needed, into investment in small businesses.

[Caroline Dinenage]

Will the hon. Gentleman give way?

[Mr Bailey]

Certainly. I have to give way to my colleague from the Select Committee on Business, Innovation and Skills.

[Caroline Dinenage]

I apologise for interrupting the hon. Gentleman’s brilliant speech. Does he agree that it is also up to the local community to look at ways in which they can help businesses grow and invest? In my area, the local newspaper, The News, made a regional growth fund bid, which they used as a “bridging the gap” fund for small start-up businesses and those that wanted to grow, as a way of helping them to get access to the finance that they needed. Will the hon. Gentleman join me in welcoming that sort of initiative?

[Mr Bailey]

I certainly join the hon. Lady in welcoming that. In fact, one of the unintended, beneficial by-products of the problem has been the resourceful and inventive ways that communities and businesses have got together to overcome it. Peer-to-peer lending is an example of that. In my area, we have the Black Country Reinvestment Society, with which my fellow west midlands MPs will be very familiar. However, the scale of the entrepreneurial alternative lending sources still does not match what is needed for our manufacturing base as a whole.

I turn to a specific issue that applies not only to my constituency, but to the whole of the west midlands and the black country—other west midlands MPs may refer to this, too. First, I pay tribute to the Tata brothers for their investment in Jaguar Land Rover, which, I think it is fair to say, has transformed manufacturing prospects in the west midlands in a way that we have not known for 30 years. It is an indication of the value of our relationships with the Indian subcontinent and that growing market and growing access of capital, and of the historic association between the Indian diaspora in this country, and of course, the native India.

--- Later in debate ---

[Caroline Dinenage (Gosport) (Con)]

It is a pleasure to serve under your stewardship, Dr McCrea. I join others in congratulating my hon. Friend the Member for Carlisle (John Stevenson) on securing this important debate and on introducing it in such an insightful and thorough way.

I should probably start by declaring an interest. I have been the owner of a small marketing business since I was 19 years old, which is sadly many more years ago than I would care to admit. I would like to echo my hon. Friend’s comments in welcoming the current resurgence in UK manufacturing. It is great news that after a debt-fuelled boom and bust, our economy is finally starting to rebalance, with manufacturing and exports playing an important role in our recovery.

The latest data show that we have seen the biggest jump in output and new orders for almost two decades. That is great news for Britain, but there is no room for complacency. Speaking as a business owner, I would say that the key things the Government need to facilitate to allow other small businesses to flourish are: a skilled work force, the availability of finance, a solid infrastructure, ease of access to both domestic and international markets, and the reduction in red tape and bureaucracy.

While I support the many steps the Government are taking to boost access to finance, and there has definitely been a marked improvement, many businesses, sadly, still find it difficult to obtain credit. A concern all too often voiced by local business owners in my constituency is that, despite their best efforts to weather the economic storm, and no matter how thriving their order book, the failure to secure meaningful credit and the regular hits to their cash flow that result from late payment leave them on the brink of collapse.

I am still concerned about the regulatory burden on small and medium-sized businesses. The country’s 5 million SMEs provide 60% of jobs and generate more than 50% of GDP, and we must do everything we can to ensure that their chances of growth are not strangled by bureaucracy. I therefore welcome the work the Government have done on cutting red tape; indeed, through the red tape challenge, they have committed to scrapping, improving or simplifying at least 3,000 regulations. The one in, one out rule has saved businesses about £1 billion in regulatory costs, and I am glad it has been stepped up so that it is now one in, two out, although I will resist any pressure to enforce that in my shoe cabinet.

My particular bugbear, and one area where we still need to see progress, is the procurement of Government and other public sector contracts. That is one thing I know about, because, as I say, I have owned a business for more than 20 years. The paperwork involved in trying to get considered for a Government contract can still be overwhelming. The tendering process for private sector contracts is still significantly less complex than for public sector contracts.

Although I warmly welcome the scrapping of many of the pre-qualification questionnaire requirements, as do businesses in Gosport, there is still room for such processes to become even more efficient. John Allan, the chairman of the Federation of Small Businesses, quotes research showing that only about a fifth of SMEs have bid for public sector contracts in the past year, in large part because it simply is not worth the effort and because of the intrusive amount of company information that needs to be supplied. A contract my business recently looked at bidding for required financial details of not only my company, but every company I was thinking of subcontracting to, which is hugely bureaucratic for a small business. There is still more to do on this issue.

Our SMEs are the drivers of prosperity in this country, and we should give them every opportunity to overcome obstacles and to expand. I welcome the Cabinet Office announcement in August that there will be a shake-up in Whitehall procurement and that the Government want to loosen the grip of an oligopoly of large suppliers and let in more SMEs. However, we must do more to cut bureaucracy in the application process. As we move from rescue to recovery, our economic success depends on a vibrant, innovative private sector.

That innovative private sector must have the Government’s backing when it develops new and exciting products. The Government rightly take great pride in our country’s innovation, and they invest heavily in R and D; indeed, globally, we are second only to the US in terms of our scientific knowledge base, but we slip down the chart when it comes to turning that innovation into economic prosperity and jobs. The Government’s enthusiasm for helping to develop new ideas is, sadly, not matched by an enthusiasm for buying the results. Unless we become earlier adopters of innovation, British R and D tax credits will continue to deliver German and American manufacturing jobs and profits, as those countries invest in making the things that originate in Britain.

SMEs are often cited as the lifeblood of our economy. We must match those words with action and eradicate the lethargic culture of bureaucracy, which sometimes clogs the procurement process and holds back British business. We must celebrate all that the Government and business, working together, have done in that regard, and we must ensure that SMEs continue to flourish.

Oral Answers to Questions

Caroline Dinenage Excerpts

Monday 22nd April 2013 Commons Chamber

The Secretary of State was asked—

[Caroline Dinenage (Gosport) (Con)]

1. What steps he is taking to ensure that all pupils attain basic levels of literacy and mathematics before leaving school.

[Paul Uppal (Wolverhampton South West) (Con)]

5. What steps he is taking to ensure that all pupils attain basic levels of literacy and mathematics before leaving school.

[The Secretary of State for Education (Michael Gove)]

Before I answer the questions, may I say on behalf of the House that you, Mr Speaker, would want us to pass on our best wishes to the Chairman of the Select Committee on Education, my hon. Friend the Member for Beverley and Holderness (Mr Stuart), who has recently suffered an accident from which he is slowly recovering. We all miss him. He was a fantastic constituency MP and great scrutineer of education [Hon. Members: “He still is!”] He still is, and we look forward to him being restored to full health.

The new national curriculum includes more demanding content in English and mathematics. In line with high-performing south-east Asian countries, mathematics will have more emphasis on arithmetic, fractions and decimals. There will be a new professional development programme for mathematics teachers at key stage 3, which will help them teach fractions more effectively, with robust evaluation of the results. We are, of course, also reforming GCSEs and making changes to nursery education.

[Caroline Dinenage]

Given the evidence that parents who have lower levels of literacy and numeracy can be motivated to improve themselves in order to support their own children’s learning, will the Secretary of State explain what measures are being taken to support family learning programmes?

[Michael Gove]

It is absolutely right that if parents are given the opportunity to play a part in their child’s education and if they are given additional confidence in their own grasp of literacy and numeracy, the whole family can benefit from it. It is a commitment of myself and the Under-Secretary of State for Skills, my hon. Friend the Member for West Suffolk (Matthew Hancock), who has responsibility for skills and adult learning, to make sure that family learning programmes can be supported as effectively as possible.

--- Later in debate ---

[Elizabeth Truss]

I can confirm that Ofsted is currently recruiting more HMIs—Her Majesty’s inspectors—for the early years, and will increase the frequency of inspections of weaker providers. It will also give those providers support for improvement. Existing good quality support provided by local authorities will continue, provided that the providers agree. The issue is that such support is patchy across the country, and not necessarily the same in some local authority areas as in others.

[Caroline Dinenage (Gosport) (Con)]

T6. Given the vital role that vocational education plays in delivering the skilled work force of the future, will the Minister explain how the technical baccalaureate will raise standards of vocational courses and attract more learners?

Oral Answers to Questions

Caroline Dinenage Excerpts

Monday 4th March 2013 Commons Chamber

[Elizabeth Truss]

Overall, we have increased early intervention funding from £2.2 billion to £2.5 billion. We are also introducing a new scheme for low-income two-year-olds, starting this September and the following September, which will make sure that those two-year-olds access high-quality provision from good and outstanding providers. Let us face the fact, however, that over 13 years of Labour government what we ended up with was the most unaffordable child care in Europe as well as the lowest salaries with staff paid only £6.60 an hour.

[Caroline Dinenage (Gosport) (Con)]

As the Minister said, child care workers in England are paid barely more than the minimum wage. Does she agree that the present rigid staff-child ratios place a cap on wages and therefore on the quality of staff?

[Elizabeth Truss]

I completely agree with what my hon. Friend has just said. Let us make it clear that we will allow more flexibility in ratios only for high-quality providers where high-quality staff are being hired. The aim, as advocated by the shadow Secretary of State, is to move to systems such as those of Sweden and Denmark, which have high-quality providers, high-quality staff and more flexibility and professional judgment operated at a local level. Everyone, from Andreas Schleicher of the OECD to Sir Michael Wilshaw, backs that plan to raise quality.

Young People (Employment and Training)

Caroline Dinenage Excerpts

Tuesday 29th January 2013 Westminster Hall

[Mr Sheerman]

My right hon. Friend is absolutely right. I was talking about that rather obscure way of describing it—a well formulated dual education system. It is right to say that, too often, our education system is predicated on the expectation that children will go to school, go through the primary and junior years, go into secondary education at 11, take their GCSEs at 16 and be successful, and go through to the sixth form and get the qualifications to go into higher education. That does not apply to the majority of young people in our country yet. The majority of our young people do not actually do that, yet if people listened to most of the chattering classes, they would expect that that was the case.

The rest of the young people in our country have a much less certain future, only because we—all parties and all Governments—have tinkered with and changed the alternative. We have not changed the route through to higher education that dramatically, although there has been some change in nuance and there are some changes going through now. However, the fact is that we have been frantically trying to find ways in which to engage young people in meaningful further education, whether that be in colleges, by which I mean FE colleges, or whether it be through young people going into apprenticeships, going directly into employment—employment with training or, sadly, without training—or, of course, going into the hands of private trainers. There has been a range of opportunities.

The private training sector is very underestimated. I know the private training world very well. Unlike most parts of the education system, there are brilliant private sector educators and trainers, and there are some average ones and some not quite so good, but the market in private training is such that if someone does not perform, they are more likely to go out of business or see their business shrink quite dramatically than if they are running a college. That is the truth of the matter.

There is a cold wind coming through the education system and particularly in relation to the area that we are talking about today—the employability of young people and their getting the right skills for employability. That suggests that increasingly we must have greater transparency in the outcomes of the alternatives and accountability for what is delivered, whether it is the private sector through the Work programme, Jobcentre Plus and anything that it contributes, or what colleges do.

We all have to be very conscious of the last annual report of the chief inspector of schools. I was surprised that there was such a critical evaluation of the quality of FE in our country, which I felt, as a former Chairman of the Select Committee, was a slumbering giant. I was recently on the Skills Commission, looking at specialism in further education. Where further education is good, it is really good. We need only look at Newham and Hackney. We need only look at the brilliant experience in Cornwall. A fantastic-quality education is being delivered off six sites. People there know absolutely what the labour market is like and are engaging absolutely with small and medium-sized enterprises, not just the easy big ones, and delivering relevant skills training.

[Caroline Dinenage (Gosport) (Con)]

I commend the hon. Gentleman for the incredible work that he has always done in wanting to improve the life chances of our young people. Does he agree that there has been a tendency in recent years for the FE sector almost to compete for the low-hanging fruit, rather than seeking ways in which it can engage those who are not in education, employment or training by offering innovative and inspiring courses?

[Mr Sheerman]

I absolutely agree with the hon. Lady. There is no doubt that the blemish on the record of our country, under several Governments, has been the inability to deliver high-quality education and training to about 25%—it is sometimes as high as 30%—of the population. They are a lost generation in many ways.

How do we have a system that allows so many children to underperform in primary school? We can predict by the time they are 10 that a significant percentage will never get the GCSEs to take them into a fulfilling career. By then, all the odds are stacked against them. What have we done wrong in primary school education? It is the new frontier. More people will look at the quality of primary education outcomes over the next few years, especially given the enormous pressure on places due to the boom in population growth. There will be a crisis in primary education. I am looking at the Minister, because he must know that.

We are not talking about primary education today, but when one goes into schools, and I still go into many schools over the year, every head says that they can predict NEETdom—the likelihood of a child becoming not in education, employment or training—very early, as the child emerges out of pre-school and into the early years of primary education. That is how challenging the problem is.

I am not sure, Sir Roger, how much time we have left for the debate.

--- Later in debate ---

[The Parliamentary Under-Secretary of State for Skills (Matthew Hancock)]

I am grateful for the opportunity to set out what the Government are doing to tackle NEETs in the context of raising the participation age. I am particularly pleased to hear from the hon. Member for Huddersfield (Mr Sheerman). He has experience and a long-held passion. He was Chairman of the Select Committee on Education and Skills in the previous Parliament and clearly has a huge amount to say. It is important and valuable for young Ministers such as me to listen to what he has to say. I strongly agree that there is cross-party consensus on tackling youth unemployment, which rose too much in the good years and, although it is still far too high, is thankfully now falling.

The only point of partisan contention was the rather disappointing part about information, advice and guidance. The new duty on schools to provide independent and impartial advice, the age range for which has since been extended, came into force only in September and is now in place. It did not replace a system. The Connexions system was widely regarded as a failure. It is incumbent on us all to ensure that the information, advice and guidance duty on schools is in place. Misrepresenting it, as the hon. Gentleman did—for party political reasons, he said—is unhelpful, because this is an area with broad party political support.

I shall take the opportunity to answer the series of questions the hon. Gentleman raised. I will try to get through as many of them as possible, but I am happy to answer them all in more detail if I cannot get through them in the seven or eight minutes I have left. The debate about the future of 16-to-18 education takes place in the context of raising the participation age, which was set out in legislation in 2008 under the previous Government and which we are taking forward. Since 2009, participation in education and work-based learning has risen from 78.8% to 82.2%. It is going in the right direction, but we must ensure that the tools are in place to make it go further. I shall touch on six areas where we are taking action to achieve that aim.

The hon. Gentleman rightly mentioned apprenticeships and their value and importance. Doug Richard’s recent review of apprenticeships puts employers in a central role, setting standards, overseeing testing and becoming more demanding purchasers of training. We can all sign up to and agree with that. He wants a shift from what he saw as a box-ticking assessment to having clear standards towards the end of an apprenticeship, accompanied by a more open and innovative training market, with greater freedoms in how people are trained and greater emphasis on the outcome. I am very attracted to that model, which builds on some of the principles being tested through the employer ownership pilot. We will respond formally to the Richard review in the spring, and we will consult employers, educators, providers and apprentices, but we welcome the review’s direction of travel.

We know that, as apprenticeships become more rigorous, many young people are highly motivated by the prospect of work, but need support to get into it. I strongly endorse the hon. Gentleman’s support for work experience. The statistic that four episodes of work experience lead to a 10 times greater chance of getting a job was new to me; I am interested in the analysis behind that and want to know more about it.

The idea behind having a high-quality apprenticeship programme is that, as employers often tell me, young people lack the right skills and attitudes to succeed in the application process. When they have to compete against adults for jobs, they risk being passed over because they do not have such skills. Traineeships will support a significant number of young people into apprenticeships. We are consulting very broadly on their design, but our aim is for them to be available for young people from September 2013. They will offer a combination of extended work placements, work skills and English and maths, together with other flexible training and support to suit individual needs.

[Caroline Dinenage]

I completely endorse everything that the Minister says about building links between business and students, which will give students much more experience of the real world. I wonder whether, like me, he was very impressed by the “We made it” school exhibition earlier today? It has encouraged young school kids—often from year 9 upwards—to get involved in innovation and invention to build the entrepreneurs, engineers and inventors of tomorrow. We should encourage more such projects.

[Matthew Hancock]

I am extremely excited by that project and many similar ones that are springing up. Part of the duty on schools to give information, advice and guidance to that age group is to encourage inspirational people to get into schools to show what they can do with their life, and to motivate pupils by bringing a plethora of opportunities and those from different industries face to face with them, so that they can understand what is available.

A-level Reform

Caroline Dinenage Excerpts

Wednesday 23rd January 2013 Commons Chamber

[Elizabeth Truss]

Many creative subjects are also facilitating subjects—I would argue that both maths and English are creative subjects—but we are thinking about the other subjects as well, and engaging in further discussions with universities and other organisations about them.

[Caroline Dinenage (Gosport) (Con)]

I congratulate the Minister on her strong and passionate delivery of a statement which I think will be broadly welcomed by students, universities and employers. Does she agree that allowing students to take the same exam three or even four times creates a distorted picture of their abilities which does not actually serve anyone?

[Elizabeth Truss]

I entirely agree. Our proposals have already been strongly supported by businesses as well as universities. The Institute of Directors has been very supportive, and, indeed, expressed its support this morning.

Oral Answers to Questions

Caroline Dinenage Excerpts

Monday 21st January 2013 Commons Chamber

[Michael Gove]

I am grateful to the hon. Gentleman, but as Minister responsible for vocational education I do not know why he is so dismissive of department stores. Retail provides many opportunities for young people to learn the skills that they need to be successful in the world of employment. Last week we had the opportunity to discuss qualifications at 16 and the importance of vocational education. I was delighted then that those on the Opposition Front Bench endorsed every recommendation in the Wolf report, and I am delighted also that we have an opportunity now to carry through those recommendations.

[Caroline Dinenage (Gosport) (Con)]

My local education business partnership does fantastic work linking local businesses with schools and giving pupils a bit more understanding of the world of work and the workplace. What are the Government doing to help to promote such social enterprises?

[Michael Gove]

I am absolutely delighted that business, not only in my hon. Friend’s constituency but elsewhere, is playing an increasingly positive role in supporting work experience in schools and promoting an understanding of the world of work among the next generation. In particular, I have been delighted to be able to work with Business in the Community, an outstanding organisation supported and established by the Prince of Wales, that has done much to ensure that business plays its part in encouraging our young people to aspire to achieve more.

Oral Answers to Questions

Caroline Dinenage Excerpts

Monday 3rd December 2012 Commons Chamber

[Elizabeth Truss]

We are giving head teachers the power over how they train up teachers and how to ensure that we have the best quality teachers in the classroom.

[Caroline Dinenage (Gosport) (Con)]

5. What steps he is taking to raise standards in mathematics in schools.

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

We treat maths as a very high priority and are working to attract the best graduates into mathematics teaching through bursaries of up to £20,000. From 2014, we will remove calculators from primary tests to ensure that pupils master the basics, and we are reforming the national curriculum to focus on core arithmetic, which is key to so much future success in employment.

[Caroline Dinenage]

With that in mind, what steps is my hon. Friend taking to ensure that children have a good basic grasp of mental arithmetic before they are able to rely on calculators?

[Elizabeth Truss]

At present, the evidence suggests that 10-year-olds in England are more likely to use calculators than those in virtually any other country in the world, and we are 28th in the world league tables for maths. It is important that children understand and are fluent in multiplication, division, addition and subtraction before they use calculators. That is why we are removing calculators from the primary tests, in line with high-performing countries such as Hong Kong and jurisdictions such as Massachusetts.