Oral Answers to Questions

Chris Bryant Excerpts

Monday 23rd October 2023 Commons Chamber

[Gillian Keegan]

I entirely agree with my hon. Friend: School-Home Support does incredible work in Blackpool. The Government’s supporting families programme, backed by £200 million, focuses on attendance by supporting the whole family. Blackpool is also one of our 24 priority education investment areas, with six family support workers helping 11 schools to improve attendance. I am sure that my right hon. Friend the Minister for Schools would be happy to meet my hon. Friend to discuss these issues further.

[Sir Chris Bryant (Rhondda) (Lab)]

It is not uncommon for kids who have had a brain injury, particularly a significant brain injury, to receive plenty of care and support at school immediately after the event, but, some six to nine months later, to suffer real cognitive problems. They may suffer from depression or anxiety, they may sometimes be unable to inhibit themselves, and they may stop turning up for school and start getting into trouble. Can the Secretary of State commission a specific piece of work on providing protection and support for those children and their families, who desperately need it?

[Gillian Keegan]

As the hon. Gentleman knows, he and I both worked on this topic when I had a different role. Of course we want all children to be helped to get into school, because they can only benefit from this fantastic education if they are there, and of course schools should make adjustments if children need them. I am sure that my right hon. Friend the Minister for Schools will be happy to meet him as well in order to understand further what more we can do in this regard.

Oral Answers to Questions

Chris Bryant Excerpts

Monday 28th November 2022 Commons Chamber

[Nick Gibb]

My hon. Friend is right; attendance at school is key to a child’s life chances, but the pandemic has affected some children, particularly some with special educational needs and disabilities. We are working with headteachers, teachers and children’s social care to help to overcome the barriers that those children face in returning to school, be they mental health issues, driven in part by the lockdown, or having fallen further behind in their studies. As I have said, we have committed £5 billion on catch-up programmes and one-to-one tutoring, focused on the children who have fallen furthest behind.

[Chris Bryant (Rhondda) (Lab)]

I am not sure I do welcome the Secretary of State to her new post, because she was such a good co-chair of the acquired brain injuries programme board in her previous job. The Minister will know very well, as will the Secretary of State, that one thing that sometimes affects attendance at school is kids who have had brain injuries. For the first few months, everybody understands in the school but perhaps a year later their executive function is not as well developed as it might be, they have problems with attendance, they end up being treated like a naughty child and they end up in the criminal justice system. Will the Secretary of State make sure that her Department plays as strong a part as she previously did in making sure that we have a national strategy on acquired brain injury, so that we do not let our kids down?

[Nick Gibb]

The hon. Gentleman is right: we need to make sure that every child, no matter what injuries they have suffered, and what cognitive problems or mental health problems they face, are able to thrive in our schools system, and we will do precisely what he suggests.

Oral Answers to Questions

Chris Bryant Excerpts

Monday 23rd May 2022 Commons Chamber

[Alex Burghart]

It is great to hear how our education investment areas are starting to change the game in areas of great need across the country, including my hon. Friend’s. This is aimed at building a stronger schools system that works to improve outcomes for all pupils, including those with SEND. Our investment will mean improved teacher retention, more pupils in stronger trusts that can offer SEND support effectively, and better connectivity so that schools can use new technology to support learning needs.

[Chris Bryant (Rhondda) (Lab)]

Will the Government expressly include acquired brain injury in the SEND review? A lot of youngsters who are affected by it, particularly those from poorer backgrounds, who are four times more likely to have a major brain injury in their teenage years. Everybody gathers round for a few days after the event, but a year later they can be suffering from neurocognitive stall, have terrible fatigue and find it really difficult to get back into the educational system because the support is not there.

[Alex Burghart]

The hon. Gentleman has been a powerful champion in this House for that cause, and I am pleased to say that the Under-Secretary of State for Education, my hon. Friend the Member for Colchester—the city of Colchester—(Will Quince) will meet him to discuss this.

Higher Education Reform

Chris Bryant Excerpts

Thursday 24th February 2022 Commons Chamber

[Chris Bryant (Rhondda) (Lab)]

Not very well. [Laughter.]

[Mr Sheerman]

Obviously not very well.

I am also a visiting professor and have a long-term interest in this area, and I have worked with the Secretary of State before. I am worried about some of the unintended consequences of this. I am worried about the long-term impact on many, many people’s lives of higher tax burdens. I am not thinking of the high-fliers, such as those who go into high finance and merchant banking; I am thinking of the core of our skills, the people who became teachers, doctors, nurses and social workers. May I ask him to make this inclusive and, as far as possible, to secure all-party agreement on some of the aspects? As for lifelong skills, many people have tried it but no one has really cracked it. Please value FE as well as HE.

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[Mr Deputy Speaker]

I call Chris Bryant.

[Chris Bryant]

Thank you, Mr Deputy Speaker. I do not mind that you were taught by the hon. Member for Huddersfield (Mr Sheerman).

I am concerned about academics, because working in academia is pretty grinding at the moment. Academics are trying to run a business, trying to make the sums add up every year, trying to recruit the right students and the best students, and trying to meet all sorts of different quotas, while also trying to get on with their research. What in this package will really make the life of an academic an attractive one?

[Nadhim Zahawi]

I hope that our £900 million investment in the higher education sector will send a strong message about our backing for it. The Augar panel recommended that we bring down the fees, but we did not choose to take on that recommendation. I think that academics are doing an excellent job, and I am very grateful to them. I am pleased to see them making sure that students are given the quality of HE that they deserve by returning to face-to-face education.

Points of Order

Chris Bryant Excerpts

Wednesday 23rd February 2022 Commons Chamber

[Mr Speaker]

You have absolutely put it on record that Alex Salmond is no longer the leader of the SNP. That was many years ago and, as I understand it, he is now a member of the Alba party. That has now been corrected and I am sure everyone is aware of it.

[Chris Bryant (Rhondda) (Lab)]

On a point of order, Mr Speaker. You will recall that, yesterday, I raised a point of order about the Prime Minister saying to the House that Roman Abramovich had been sanctioned when it turned out that he had not been. I gather that the Prime Minister has now corrected the record. I wonder whether there is a means of ensuring that, tomorrow, Hansard is printed in gold letters, or red letters, because that is the first time. It is particularly exciting that it has only taken a Russian billionaire to get the Prime Minister to correct the record.

[Mr Speaker]

I think it has just been gold-plated. It has certainly been registered and you will be able to read it tomorrow.

Education Recovery

Chris Bryant Excerpts

Monday 7th June 2021 Commons Chamber

[Gavin Williamson]

I thank my right hon. Friend for all the work she has been doing with her report, and in setting out an inspiring vision of how we can go that little bit further to help children in the earliest stages of their lives, as well as— importantly—the mothers and families around them. Family hubs is a key element of that, and she is right to highlight the benefits that can be given virtually. We must consider how to expand and grow that concept across the country, bringing many services together, so that those families most in need of support can access it. We must bring health visitors closer to schools, and the Department for Work and Pensions and everything together, properly to support families. There are real benefits to that and real change that we can make. My right hon. Friend outlined much of that in her report, and I look forward to working more closely with her to deliver far more over the coming years.

[Chris Bryant (Rhondda) (Lab)]

I know that it would be hard to spot it in what the Secretary of State has said this afternoon, but I have a sneaking suspicion that when the Chancellor of the Exchequer rang him and said, “You know that request for £15 billion? You’re only going to get one and a half”, he was not exactly over the moon. I can imagine some of the words that he might have expressed, and perhaps he would, in private, do so again. Will he please try to ensure that this money, which I think he knows perfectly well is not enough, is just a down payment? The truth is that there are only two routes out of poverty: one is education and the other is employment, and the two are intertwined. If we fail this generation of young people, we will have failed their opportunities for the future. Will he just tell us—he can tell us now; we will not tell the Chancellor—how disappointed he was not to get the full amount that he wants?

[Gavin Williamson]

The hon. Gentleman is, as always, incredibly eloquent. We are seeing a substantial investment —we have seen that laid out—of £3 billion over the next 12 months, but he asks whether we think further investment will be needed, and yes, we do. Obviously, as he is aware, for every pound that is gained for English schools there is a benefit to Welsh schools too. I am very conscious that ensuring that we get this investment of additional resources into our schools benefits the whole United Kingdom and shows the strength of our being a United Kingdom.

Oral Answers to Questions

Chris Bryant Excerpts

Monday 1st March 2021 Commons Chamber

[Vicky Ford]

I thank all schools, especially those special schools that have helped to care for vulnerable children throughout the pandemic. Attendance has risen. We have provided bespoke advice on testing children with special educational needs, and we will provide families of all pupils with access to home testing, including those with special educational needs. That will help to keep covid out of the classroom. Where a teacher is supporting a clinically extremely vulnerable child, as the care provider that teacher may also be entitled to a vaccine, and those decisions are made locally.

[Chris Bryant (Rhondda) (Lab)]

What estimate he has made of the number of pupils under the age of 18 who are in receipt of specialist education support as a result of experiencing a brain injury in the last 12 months.

[The Parliamentary Under-Secretary of State for Education (Vicky Ford)]

The Department does not collect specific data on brain injuries. A pupil’s acquired brain injury could manifest in many different ways, and support should be tailored to their learning barriers, irrespective of the diagnosis. The SEND code of practice asks schools and colleges to address pupils’ individual educational needs, regardless of their condition.

[Chris Bryant [V]]

Happy St David’s day, Mr Speaker.

I really find that a disappointing answer. There will be children going back to school after several weeks who will have had brain injuries of various kinds. If the Department does not even keep statistics on them, it is probably likely that lots of headteachers will not even know whether their children have had acquired brain injuries. Sometimes, the results of a brain injury can look remarkably like being naughty or unco-operative in school, and kids end up being excluded despite the fact that they have a medical condition. The special educational needs code still does not even mention brain injury. How are we ever going to take this seriously if we do not even gather the information and make sure that those children who really need support get it? It is often referred to as a hidden disability; well, it is completely hidden from the Minister herself.

[Vicky Ford]

No, the Government take brain injury and the devastating impact that it can have on a child’s life especially seriously, but the important thing is to make sure that each child gets the support that they need for their particular circumstances. That is why the SEND system is specifically designed to get the right support to each individual child, and that is what we are working on through the SEND review. I am very happy to discuss with the hon. Member exactly how we are working on making sure that each child gets the support that they need for how the brain injury manifests for that child.

Oral Answers to Questions

Chris Bryant Excerpts

Monday 20th January 2020 Commons Chamber

[Michelle Donelan]

We understand that Lancashire County Council is consulting on the proposed change as part of a strategy to create an additional 60 special-school places in the local area. When such changes are proposed, the council must go through a formal consultation process. In doing so, it must take into account the views of all those affected by the proposal.

[Chris Bryant (Rhondda) (Lab)]

Children from poorer backgrounds are four times more likely to suffer from a significant brain injury, either in their very early years or in their teenage years. If they do not get the right neurorehabilitation, there is a real danger that the effects will not be known until a year later, when the school completely misunderstands what is happening because of neurocognitive stall. Will the Government meet me and others who are interested in the subject to try to make sure that we put a proper package around every single child who has a brain injury, so that they really stand a chance in life?

Parental Involvement in Teaching: Equality Act

Chris Bryant Excerpts

Tuesday 25th June 2019 Commons Chamber

[Chris Bryant (Rhondda) (Lab)]

I was always taught as a child, by my parents and at all the schools that I went to, not to judge somebody according to the colour of their skin, what school they went to, what accent they spoke with, whether they were a man or woman, whether they were rich or poor, or, for that matter, whether they were straight or gay. I was taught simply to judge them according to the strength of their character, which would be evinced not by the words that they used, but the things that they did in their life. I approach this debate presuming that that is what all education should be. It should be about teaching people to judge people according to the strength of their character, what they stand for and what they do with their lives, and not some part of their personality, which is almost certainly indelible and which was not acquired by—I don’t know—watching Graham Norton, passing through the aftershave department, or whatever prejudice people may have about how people come to be gay.

I have never wanted a tolerant society; I hate the idea of being tolerated. It feels like people are saying, “Oh yes, all right, if you have to—if you really have to—you can live with somebody else and love them.” I have always wanted a world and a society that was based on respect. My hon. Friend the Member for Cardiff South and Penarth (Stephen Doughty) is absolutely right to say that when all of us in this Chamber were growing up—a lot of people are a lot younger than me, including you, Mr Speaker—it was not a world of respect for people’s different sexualities. It was a world where people would shout “Faggot”, “Queer, “Shirt-raiser”, “Bender”, and all these kinds of things at you.

What was particularly difficult was that you brought it into yourself—you sort of believed it—and it took a terrible struggle for many people to be able to tell another single human being. You might be thinking this other person might be gay and that they might have feelings for you, and then you suddenly find oh, my God, no, you’ve completely and utterly got it wrong, and then you end up being beaten up. Or it might be because you are terrified of what your parents might think. When I told my mother, she said she should always have known because I walked oddly. [Laughter.] You’ll all check later, won’t you? She didn’t mean it in a mean way at all; it was just the reactions people had in a different era.

I want to talk about why I am so proud of being a member of the Labour party—this is not a criticism of people who are not members of the Labour party. There was a man, Edward Carpenter, who campaigned for homosexual freedom in a generation when you got sent to prison and given seven years with hard labour for homosexuality. On his 80th birthday, every member of the Labour Cabinet in the 1920s sent him a birthday card. I feel proud of being part of a Labour movement that has always wanted to do right by people who are gay.

There is a little story of a young man in the 1920s from the Rhondda. He worked on the railways. His name was Thomas. I don’t know his surname. He was arrested in London and taken to court for soliciting—“importuning” was the word that was used at the time. There did not have to be any proof of anybody having touched anybody. The only proof that he might have been homosexual and committed an offence was that he had a powder puff in his pocket. He said it was his mother’s, but the police did not believe him, and he was carted off and charged and he went to the magistrates court. Again what I am proud of is that the local MP for the Rhondda stood character witnesses for him. This was in the 1920s.

I take enormous pride in the fact that we have tried as a movement to build through the years that sense of respect and eventually were able to change the law in many different ways. We brought in civil partnerships. Many young people who were gay throughout the 20th century thought they would never be able to live with another person, let alone be able to publicly acknowledge that they were entering into a union for life. The Conservative party then had the opportunity to bring in equal marriage as well, which is a matter of enormous pride for the whole of this Parliament. There are very few people now in this Parliament who oppose any of those measures, or adoption for gay couples or individual gays. If we go to a secondary school these days, we will see kids who are openly gay at school, and it is not a problem. Some will be camp; some will not be camp—it is not a problem. That is a source of immense joy.

But I have an immense fear, too, and this is why today’s debate really matters. I want to say in generosity, I hope, to my hon. Friend the Member for Birmingham, Hall Green (Mr Godsiff) that the reason this debate hurts so many of us is that we had hoped we had made progress that would never be pushed back. We have only to look at Berlin in the 1930s. It was the most liberal place in the world for gay men, and then people were sent to the concentration camps, and thousands of them died in the late 1930s and 1940s. Some of us fear that all this could be rolled back. We will fight—not physically, of course; we will do it probably with drag queens and feather boas, and all the stereotypes you can gather—and with rugby players and football players one day, please God. We will fight to make sure this is not rolled back.

Part of the fight is, of course, with religion. I say this as somebody who was ordained a priest. I hope that the former Bishop of Oxford, Richard Harries, now a Member of the other place, will forgive me if I remind him that two weeks after he ordained me, which involved the laying on of hands, he was asked by a newspaper what he thought about homosexuality in the Church. He said that he had never laid hands on a homosexual, and I just had to say to him, “Well, you did—the very first one you ordained, in fact.” He is now a magnificent man: he came to my civil partnership, and I have deep affection for him.

We have had this battle in the Church of England, and it is an ongoing battle in the Catholic Church. I think that there are many more open minds than there were 15 or 20 years ago. The Pope himself has a more liberal mind on these issues, and he would be furious at the idea that Catholicism, and the name of Christ, could ever be invoked to lead to bullying or to people not valuing themselves because of their sexuality.

Incidentally, just as people cannot “catch” homosexuality, I do not think they can be cured of it. [Laughter.] I know that we smile and laugh at that, but terrible pain has been brought to so many individuals by the whole gay conversation therapy theory, and I truly hope that it will never be a thing of the future.

I know that this is a difficult issue for many who are Muslim. As it happens, my constituency is not diverse at all; it is more like the constituency of the hon. Member for East Dunbartonshire—

[Martin Docherty-Hughes]

West Dunbartonshire.

[Chris Bryant]

I mean the hon. Member for West Dunbartonshire (Martin Docherty-Hughes). I am sure that there is no segregation between the two.

In fact, despite my having been ordained, my constituency is, according to the last census, the second least religious constituency in the country, but there are people of faith among my constituents. I often speak to them, and I think that, in the main, they have found a profound generosity in recent years, but this is still a difficult issue for many Muslims. There are those who struggle to find new, liberal ways of expressing Islam in a modern world. Many Catholic Members of both this House and the other place have often voted for equality although their Church has voted in a different way, so my biggest hope is that Islam will find a way of reconciling itself with the modern era—with the things that we know, which, I would argue, our God has taught us to understand in the last 100 or 200 years about ourselves, about humanity and about human sexuality.

I hope that Muslims will be campaigning outside all those schools to make sure that every child knows that sometimes there are two daddies and sometimes there are two mummies. They may not be your parents, but they may be the parents of someone else in the family or someone else in the school, and you should not spit at them, and you should not denigrate them, and you should not laugh at them, and you should not call them names, and you should not bully them.

In the end—and here I use a religious term again—equality is a seamless garment. The tunic worn by Christ on the cross was a seamless garment, which is why the soldiers could not tear it apart when He was taken down from the cross. The equality that we demand for people regardless of their religion, or their political allegiance, or the colour of their skin, or their gender must also apply in equal measure—in full and equal measure—to our sexuality.

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[Nick Gibb]

We will certainly be providing materials to schools, together with the guidance published today, on how to consult and engage with parents on this issue. At Education questions yesterday, the Secretary of State made clear his view on the importance of teaching about LGBT issues in schools, including primary schools, and I have written articles, and so on. We will continue to make the case for the importance of RSE.

[Chris Bryant]

rose—

[Stephen Doughty]

rose—

--- Later in debate ---

[Chris Bryant]

I think we are all excited by the Minister moving slightly leftwards, and I am grateful to him. Is it not also worth pointing out the irony that many parents who are particularly concerned about their children growing up might want to know that good sex and relationships education nearly always leads to children delaying their first sexual experience, making fewer risky decisions when they do so and making more informed choices? Surely that can only be in the interests of every single child.

[Nick Gibb]

The hon. Gentleman is absolutely right, and he puts it better than I could. He will have seen the guidance, which was published in draft and is now in its final form, and it sets out the important aspects of all the issues he has cited and what we believe should be taught in our schools.

--- Later in debate ---

[Nick Gibb]

No, what I am saying is that we need to leave these very sensitive decisions to the teachers on the ground and to the headteachers of the schools themselves, because they are best placed to make decisions that cannot be made at a national level and that will apply to all schools in all communities. What we are clear about is that children must be taught about LGBT relationships, and that they must be taught the relationships curriculum. No other Government have delivered such a policy. It is the right policy, but I strongly believe that it needs to have the consensus of the religious organisations, as well as Stonewall, to enable it to land effectively in our schools; and I believe that it is landing successfully in our schools.

[Chris Bryant]

I agree with the Minister to the extent that it should, of course, be up to the school and the teachers to make the decision about what is age-appropriate. However, he seemed to be suggesting that it was only once homophobic bullying had arisen in a school that a school would start talking about respect for gay people and that it was only once a gay couple who are parents of a child appeared in the school that this subject should be taught. I am sure that that is not what he really means. I hope he can clarify his point.

[Nick Gibb]

I was trying to give an example of a situation where, after consultation, a school may well want to change their policy because of events that have happened in the school. It might be that the school had, ab initio, decided to teach about LGBT issues at an earlier stage in the primary school curriculum. Schools are perfectly entitled to do that. If a school wanted to change its policy, it might consult parents. It would then be the policy of the school going forward, regardless of whether any of those issues arose and regardless of whether the school knew or did not know about the parental background of its pupils.

Education

Chris Bryant Excerpts

Wednesday 20th March 2019 Commons Chamber

[Nick Gibb]

Yes, and my right hon. Friend the Secretary of State has just told me that he and I would be keen to meet the hon. Gentleman and the other members of the all-party group to discuss these really important issues. The guidance refers to the importance of teaching children about the importance of rationing time spent online, given that it detracts from other aspects of life, such as sleeping, friends, talking to parents and doing homework.

I acknowledge the significant input we had from external organisations and educational professionals, from the tens of thousands of individuals who contributed to the call for evidence and public consultation, and indeed from right hon. and hon. Members on both sides of the House who contributed constructively.

[Chris Bryant (Rhondda) (Lab)]

One reason I support the Government’s move is that all the evidence shows that good sex and relationships education enables youngsters to delay their first experience of sex, make healthier decisions about their sexual relationships and to enter into healthier sexual relationships throughout their whole lives. Does the Minister not find it utterly depressing that the one bit that people seem to object to is that pupils might be “exposed”—not my word, but other people’s—to the fact that there are homosexuals in society, and is that not deeply painful to gay parents, to children who might be gay or have gay uncles, aunts or other family members and to gay teachers?

[Nick Gibb]

One of the key elements of relationships education is ensuring that children are aware, including in primary schools, that loving families can be made up of two mothers, two fathers or one mother and one father. Children are being taught that other family structures are just as loving and caring as their own. There is a consensus on that among all right hon. and hon. Members.

The responses and submissions have helped to finalise the statutory guidance and regulations. It is clear, as was reflected in the Government consultation response, that there are understandable and legitimate areas of contention, but it is also clear that for many people the subjects and their content are important to help equip children and young people to manage the challenges they face. It is important to provide clear and concise guidance for schools. In reviewing responses and determining the final content, we have retained a focus on the core principles for the new subjects that Parliament endorsed through the Children and Social Work Act 2017.



Those principles are that the subjects should help to keep children safe, help to prepare them for the world in which they are growing up, including its laws, and help to foster respect for others and for difference. The content included must be developmentally and age-appropriate, and it must be taught in a sensitive and inclusive way that respects the backgrounds and beliefs of pupils. We believe that in developing the accompanying statutory guidance and required content for these subjects, we have struck the right balance between prescribing the core knowledge that all pupils should be taught and allowing flexibility for schools to design a curriculum that is relevant to their pupils.

Parents and carers are the prime teachers for children, and schools complement and reinforce that role by building on what pupils learn at home. That is why we decided to strengthen the requirement for schools to consult parents on their relationships and relationships and sex education policy by enshrining it in the regulations as well as the guidance.