Higher Education (Freedom of Speech) Bill (Sixth sitting)

David Simmonds Excerpts

Wednesday 15th September 2021 Public Bill Committees

[David Simmonds (Ruislip, Northwood and Pinner) (Con)]

Similarly, I am an honorary fellow of Birkbeck.

[Lloyd Russell-Moyle]

I have a professional connection with the University of Sussex and the University and College Union, and I am a trustee of the University of Bradford union.

Higher Education (Freedom of Speech) Bill (Fourth sitting)

David Simmonds Excerpts

Monday 13th September 2021 Public Bill Committees

[The Chair]

[David Simmonds (Ruislip, Northwood and Pinner) (Con)]

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

--- Later in debate ---

[The Chair]

[David Simmonds]

[The Chair]

[Mr Holden]

[David Simmonds]

[John McDonnell (Hayes and Harlington) (Lab)]

Higher Education (Freedom of Speech) Bill (Fourth sitting)

David Simmonds Excerpts

Monday 13th September 2021 Public Bill Committees

[The Chair]

May I ask you to keep your answer brief, Professor Layzell, because two more members of the Committee have indicated that they want to speak?

Professor Layzell: There is a concern around the litigation and making both student unions and universities more risk averse, without the sort of protections that we put in our written submission.

[David Simmonds (Ruislip, Northwood and Pinner) (Con)]

Q I want to push you on this point about the effectiveness of non-legislative measures and how we compare the norms in different environments. I am not entirely convinced that Facebook, which is essentially an unregulated environment, would have the same norms as you would find in a university and the world of academia. I am not entirely convinced by that analogy, although I understand the point. Both of you have mentioned training and things like anonymisation of promotion processes as a way of addressing the issue, but presumably if those things were entirely effective and consistent, we wouldn’t be hearing the evidence about people suffering this chilling effect. Would you like to reflect on the effectiveness of those existing measures and any lessons that we as a Committee might need to take on board from what appears to be inconsistency in the way they operate?

Professor Layzell: As I said earlier, I think Universities UK would recognise that there have been cases where this approach has not worked as well as one would have wished. If the legislation is proportionate and does not create undesired side-effects such as more risk aversion, it may help to achieve a greater degree of consistency, but it is about keeping proportionality.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

Q Thank you for your evidence, which has been extremely interesting. I am going to ask similar questions to those I asked earlier about the director of freedom of speech. In the past few evidence sessions, we have heard varying opinions on who the director should be, how they should be appointed and what skills or knowledge they should have. In your evidence, you referred to

“the desirability of the preferred candidate having experience of either the higher education or legal sector.”

Why do you think that is desirable?

Professor Layzell: I think because the challenges that vice-chancellors feel they face arise when situations are complex. A simple black and white issue of saying yes or no is not where the problem is. It is the confluence of a number of legal requirements that you need to get your head around. You have got to have that legal experience and/or experience of dealing with these sorts of situations in higher education. It would be wrong to think that these issues are very simple yes/no decisions; they are generally more complex.

--- Later in debate ---

[The Chair]

Okay. I call David Simmonds.

[David Simmonds]

Q I thank Danny for his comments about the usefulness of the IHRA definition. A brief question for Hillary: you said in a number of your responses that there are a lot of things in the Bill that need to be closely scrutinised; luckily, the purpose of this Committee is to ensure that scrutiny. Can you say specifically which points in the Bill the NUS wishes to express a view about, and how you feel the Bill should change in the light of the NUS’s point of view?

Hillary Gyebi-Ababio: Hopefully you will have seen our amendments, so to save time I will not repeat them. All our amendments cover the fact that there are confusing regulatory positions in the Bill, which add regulation to a sector and a space that are already regulated quite well. It is concerning, in that the Bill will cause chaos and confusion for students and academics alike, I imagine. There is not a lot of clarity around the measures. I have spoken a lot about the disproportionate financial impact that they will have on student unions. They do not show a preparedness to be transparent and accountable in relation to the Director for Freedom of Speech, and more generally in how the regulatory framework will work. Again, as I said—and this speaks to the last question I was answering—there is not enough reassurance—

[The Chair]

Order. I am afraid that brings us to the end of the time allocated for the Committee to ask questions of this panel. I thank the witnesses on behalf of the Committee for their evidence. I invite any member of the Committee who wishes to register an interest to do so now.

[Mr Holden]

I declare an interest as the vice-chair of the all-party parliamentary group on Durham University.

[David Simmonds]

I am an honorary fellow of Birkbeck College.

Higher Education (Freedom of Speech) Bill (First sitting)

David Simmonds Excerpts

Tuesday 7th September 2021 Public Bill Committees

[Lloyd Russell-Moyle]

[David Simmonds (Ruislip, Northwood and Pinner) (Con)]

[Charlotte Nichols (Warrington North) (Lab)]

Higher Education (Freedom of Speech) Bill (First sitting)

David Simmonds Excerpts

Tuesday 7th September 2021 Public Bill Committees

[Lloyd Russell-Moyle]

Q The devil is in the detail. You mentioned at the beginning of your evidence, in response to some of the questions, about part of the problem being that people are unsure, particularly those on short-term contracts, and that academics might not be promoted. Is the problem that you identify the very problem that UCU and many of us went on strike over only a few years ago—the gradual move towards temporary contracts in institutions, the move towards lack of tenure and requiring students to do teaching? It is not a problem of freedom of speech; it is a problem of giving people security in their workplace.

Professor Stock: That is a false opposition. It is both. Just for the record, UCU had adopted an irrational view on exactly the issues that I am engaged with. I am no longer a member of the union because it would not support me in my academic freedom, so UCU is not blameless in this area.

[David Simmonds (Ruislip, Northwood and Pinner) (Con)]

Q I draw the Committee’s attention to my entry in the Register of Members’ Financial Interests. I am an honorary fellow at Birkbeck College at the University of London.

The European convention on human rights is the main underpinning of most human rights rules in the UK, including freedom of speech. The UK, like most of the member states, goes well beyond what that says is the minimum. Given the international nature of academic research and the experiences that you have outlined, I am interested in your view on the adequacy of the minimum protections that that provides for freedom of speech and whether you foresee potential conflicts with other pieces of legislation—for example, inequalities that might result?

Dr Ahmed: With regard to tension with other legislation, I suspect there might well be tension with the Equality Act and difficult decisions to make about a breach of the duty to promote freedom of speech versus the duties imposed under the Equality Act, so I think there are issues that guidance should be able to sort out with regard to what counts. My understanding of the ECHR is that there is the strongest possible protection for academic speech, so almost nothing can count as harassment in a pedagogical context.

[Charlotte Nichols (Warrington North) (Lab)]

Q I am interested in two of the points that we have come back to a few times today. The first is around the distinction between academic freedom and freedom of speech. You referred to your view that in that context there is no such thing as harassment. I wonder, in relation to remarks made by the Secretary of State when the Bill was first announced, whether you think there is a limit to academic freedom versus freedom of speech and where that limit should be drawn. Holocaust denial was given as an example. To declare an interest, I am Jewish, so that is something that I am interested in.

Professor Stock: To clarify, do you mean the tension between academic freedom, freedom of speech and the rules against harassment?

Children and Families: Cross-Government Strategy

David Simmonds Excerpts

Wednesday 14th July 2021 Westminster Hall

[Peter Dowd (in the Chair)]

I remind hon. Members that there have been some changes to normal practice to support the hybrid arrangements. Members attending physically should clean their spaces before they use them and as they leave the room. I also remind Members that Mr Speaker has stated that masks should be worn.

[David Simmonds (Ruislip, Northwood and Pinner) (Con)]

I beg to move,

That this House has considered developing a cross-Government strategy for improving outcomes for children and families.

First, I draw the House’s attention to my entry in the Register of Members’ Financial Interests as a serving councillor and unpaid vice-president of the Local Government Association. I also put on the record my thanks to the LGA and the National Society for the Prevention of Cruelty to Children, whose research I will draw on in my speech.

The NSPCC’s report, “Bringing the global to the local”, suggests that the UK continues to have a child protection system that is among the best in the world. However, a good childhood goes beyond effective protection from harm; we need to consider how we support children to thrive. Child protection is a good example of where cross-Government co-ordination is required. I very much welcome the Home Secretary’s recent comments about corporal punishment and hope that the Minister can press colleagues across Government to consider bringing England into line with Wales, Scotland and most of our international allies with a reasonable chastisement rule—something that is well evidenced in the research for another NSPCC report, “Equally Protected?”

However, the key thing for all Government policy is that it works well in practice. For most children, the key things in their life will be education and healthcare, and on the whole these things work extremely well at giving our children a great start. The challenges arise when we start to address more complex issues in areas such as public health, child poverty, enrichment activity, financial education and preparation for the world of work, and almost every Government Department has an impact on children and their welfare.

I particularly commend the Minister for her work on the programme to support children during school holidays. It has been a great illustration of both how complex but also how effective cross-Government co-ordination can be, with Departments, including the Department for Education, the Ministry for Housing, Communities and Local Government, the Department for Work and Pensions, and the Department for Digital, Culture, Media and Sport, all having a direct stake in both the process and the outcomes for the children involved. This programme, as strong as it has been, has not high- lighted something that is simply a covid issue; it has demonstrated a challenge that has existed for decades, which covid has brought into even sharper focus.

So why is it timely to consider the cross-Government co-ordination of children’s policy now? First, this is an opportunity to consider how we articulate our ambitions—what we as a country want to achieve for our children. Secondly, today I will make the case for the boring but absolutely essential task of sorting out what one might term the plumbing of the system—the complex web of budgets, policies, markets and providers that we need to support our children as effectively and efficiently as possible. Many across the sector argue that we need to think about what our plan looks like for the future.

I will consider first the question of ambition. The purpose of this debate is to press the case for a clear sense of cross-Government ambition for children. All political experience shows that government—manifestations of the state such as local authorities, schools, health authorities and police forces—is very good at fulfilling the specific tasks it is given by legislation. That is why, for example, councils have prioritised their legal obligations under our child protection system in response to the tough choices driven by financial pressure.

However, the downside to that is that by keeping our policies for children in a state of “just about managing” across some parts of government, we forgo the opportunity to make the strategic decisions that bring about the long-term benefits we want to see, which I have heard the Minister and others articulate their desire for. Many of those things have lifetime cost implications for the state, as well as significant human consequences.

It is right, for example, that the Government have set out a cross-departmental strategy on the environment and climate change. The focus brought by COP26 has enabled us to see all parts of government thinking about how our actions contribute to achieving those climate goals and working with all kinds of stakeholders on the action that they need to take. In the same way, I call for a clear, cross-government strategy for children that sets out what we want to achieve for the health, education and wellbeing of our youngest constituents. On the whole, we have a system that supports children well, but it remains inconsistent in some respects. From early years health and nutrition to entry to university, we still have some distance to travel before we can say that our youngest constituents are able to make the best of the opportunities that our country seeks to offer.

I turn briefly to the specifics. Our children would benefit from a clear set of national outcomes—a list, perhaps—starting from consistent, high-quality antenatal support, as argued for by some, such as my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom) in her recent review, through to access to vaccinations, early education, the financial benefits from the Treasury relevant to childhood, accountable education providers with a restless ambition for every child, and a clear national offer on enrichment to engage all young people in the opportunities and responsibilities of our society.

That brings me to the heart of the issue. As the Local Government Association publication “Rewiring Public Services” highlighted, setting out ambitions is all very well, but unless we think through how to fulfil them, we are setting ourselves up to fail. The research base emerging from the network of What Works centres brings together a good deal of evidence in this respect. It highlights how the best value for the taxpayer is often achieved through programmes, such as the troubled families programme, that move away from specific, legislatively mandated actions to locally co-ordinated interventions.

We need to consider that schools are the one place where the state has eyes on almost all children. They have a unique opportunity and responsibility in all aspects of a child’s life. Too often, our system has prioritised institutional performance rather than the outcomes for every child. We need to think, across all life stages, how we maximise the achievement of every participant—something that remains a legally mandated responsibility of local authorities, but which currently relies on a complex web of often conflicting interests across different providers. We need to ensure that regulation supports the delivery of those national priority outcomes. Anecdotal examples of high-performing institutions are clearly not a proxy for the rigorous pursuit of ambition for all.

We need to bolster the power of our local authorities to fulfil their statutory role as champions for children. Public health is a clear example of this. In practice, many councils have been pushed to accept mixed-quality contracts passed on from historic NHS providers. We need to ensure that NHS bodies welcome the scrutiny of accountable local colleagues and welcome the opportunity to reconfigure services so that, for example, child protection and health visiting become a seamless experience from the point of view of a vulnerable child, rather than a process of navigating an internal market.

Finally, we need a clear process across government for driving these ambitions. Ofsted would not accept a local authority’s saying that it cannot fulfil a priority because it is someone else’s department. We must apply the same principle in Whitehall. A Government with a substantial majority, ambition for levelling up, the support of great Ministers with experience in the area—all these things are an opportunity for setting out a new ambition for what it means to grow up in the UK in the coming decades. That cannot simply be about addressing deficits and failings; it needs to be about having that sense of ambition. Too often, deficits and failings are patched up—with great, but often piecemeal initiatives—and long- term challenges still need to be addressed.

Growing pressure on the special educational needs and disability system is pushing education budgets to breaking point in many areas. Department for Education figures suggest that there is more than £1.4 billion in school surpluses, and many schools on the Department’s radar have excessive surpluses. Councils are criticised for spending on child protection rather than early intervention, but the law of the land makes this inevitable. In respect of refugee children, the Home Office owns the national transfer scheme, designed with the Department for Education and local authorities to improve capacity, but market failure in the system sometimes means a lack of placements for willing local authority participants to procure.

In conclusion, we need to apply the excellent research base that has developed—from many organisations, including those funded by the Department—to build on the depth and strength of the experience of our local authorities and our schools. We also need to set out across government that clear vision of our national priorities for our children, so that we have a system that consistently supports all our children to thrive and make the most of the opportunities that our country has to offer.

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

It is a pleasure to serve under your chairmanship, Mr Dowd. I congratulate my hon. Friend the Member for Ruislip, Northwood and Pinner (David Simmonds) for securing this important debate about how we work across Government to improve outcomes for children and their families. I am also grateful for the focus on this topic through the Lords Public Services Committee. The Secretary of State for Education is the lead Cabinet Minister for families and has spoken about the critical importance of families in ensuring the best start in life for children and young people. The Government have been clear that providing the right support for children and families is a priority across policy and decision making, particularly for those with vulnerabilities. We all share an ambition to ensure the system works and delivers the best outcomes.

Over the past decade, we have worked consistently to improve outcomes for every child. For example, I am proud that through the work of the Department for Education, alongside schools, the attainment gap has narrowed at every stage of education. However, we know the pandemic has thrown up additional challenges, and families and children rely on policies and programmes owned across Government. For example, that means being able to access a good school and early education place; the welfare support system being there when families need it; providing first-class child and family health provision through our NHS; and, where families need more support, ensuring that the right, targeted services are in place through children’s social care, early help, special education needs and disabilities services, and multi-service providers, such as family hubs.

Departments must keep families front and centre of all they do, and I am proud of the progress the Government have made in joining up services for children and families. I assure my hon. Friend that Ministers and officials have never worked more closely together than over this pandemic period. I have had frequent meetings at the Home Office with the Minister for Safeguarding, at the Department of Health and Social Care with the Minister for Minister for Prevention, Public Health and Primary Care, the Minister for Patient Safety, Suicide Prevention and Mental Health and the Minister for Care, at the Department for Work and Pensions with the Minister for Welfare Delivery, at the Ministry of Justice with the Parliamentary Under-Secretaries of State, the hon. Member for Cheltenham (Alex Chalk) and Lord Wolfson, and at the Department for Environment, Food and Rural Affairs with my the Under-Secretary of State for Environment, Food and Rural Affairs, my hon. Friend the Member for Banbury (Victoria Prentis). All these meetings have brought us together to better our approach to protect the most vulnerable children and young people.

At official level, Departments continue to partner to deliver the cross-Government vulnerable children and young people’s programme, which has reported to the Cabinet Office since April 2020—right at the beginning of the pandemic. This approach has cemented strong cross-Government working and includes both central Government Departments and agencies, such as Ofsted, Public Health England and NHS England. Cross-Government work has been essential to ensuring children and young people continue to have access to the critical services they need and deserve, even over the challenges of the past 16 months. These services have continued to operate, thanks to the dedication of frontline workers, including health visitors, NHS mental health service providers, social workers, school teachers and staff.

To support local services, we have co-ordinated across Government an increase to funding for councils. An additional £4.6 billion of un-ringfenced funding in 2020 to 2021 went to councils for both children and adult social care, with another £1.5 billion-plus this year. My Department is providing an additional £3 billion for education recovery, which comes on top of investment of over £14 billion in schools over the three-year-period, compared with 2019 to 2020. The schools budget will be over £52 billion next year.

When schools were closed to most pupils, we provided £450 million for the national voucher scheme to support pupils eligible for free school meals when they stayed at home. However, many children missed out on opportunities to have fun with their friends, and parents had little respite from caring for their children. That is why we have also expanded our holiday activities and food programme this year and are making up to £220 million available to local authorities across the country to co-ordinate free holiday provision, including healthy food and enriching activities. The Department for Work and Pensions has provided more than £400 million in local authority welfare schemes, including the covid local support grant, which is to support families and individuals to stay warm and well fed. The primary focus of those grants is children and their families.

[David Simmonds]

I very much welcome the Minister’s commitment to enrichment, and I highlight the particular benefits that flow from that approach in policy terms. I am sure that, as constituency MPs, we have all heard from headteachers, school governors and parents in our areas that one of the striking features of the pandemic has been not so much the loss of learning, but the loss of learning skills. There is a real concern among those involved with education about the impact that will have on young people’s ability to return to full engagement. I commend the Minister’s position and promise to do anything I can to strengthen it and drive forward that approach to enrichment, which is absolutely crucial in making up for those lost learning skills.

[Vicky Ford]

My hon. Friend is absolutely right. Another thing that our young people have missed out on is having fun and gaining the confidence to meet new friends. They gained that in previous years, when we piloted our holiday activities and food programmes. To take him up on his offer, I ask him to please visit and support the holiday activities and food programme in his constituency and encourage others to do so. Perhaps I can encourage you to do so too, Mr Dowd.

This is about children getting confidence back when they have missed out on so much. They have been amazing and have given up so much. In doing so, they have saved the lives of others. We owe it to them to help them rebuild and have the fun that is such an important part of childhood and the teenage years.

Beyond the pandemic, there are many ways that Governments can come together to improve outcomes for children and families. Often, that is through the delivery of local services, which I have described already. That will be overseen by national Government.

We in national Government take an active role to shape and influence delivery, ensure it aligns with national priorities, and support co-ordination across departmental boundaries. For example, MHCLG’s supporting families programme helps families experiencing unemployment, domestic abuse and mental ill health, and supports other priorities, including school attendance and reducing crime. But it is not the only programme to use strong collaboration between services and Departments to help families with that wide range of issues. The reducing parental conflict programme works with all English local authorities to help them integrate help to reduce parental conflict in their local support for families. Violence reduction units are bringing together local partners in the 18 areas most affected by serious violence to deliver an effective and joined-up approach to tackling violent crime and its drivers, especially when it affects children and young people.

We are also tackling youth crime by addressing the risk factors for offending at an early stage. That includes boosting investment in local multi-agency youth offending teams, which provide holistic support to children who have committed offences or are at risk of offending. We must continue to work in those strong partnerships to improve outcomes for our children and families, especially the most vulnerable.

The pandemic has shown us just how important it is to get this right, but there is much more to do to ensure that families, parents and carers benefit from services, and that the services are seamless and built around their needs. That is why we are doing a SEND review and a care review, and are working with my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom) to support the implementation of the early years healthy development review and all those recommendations. That is why we are improving children and young people’s mental health support with significant reforms and investment.

The public commitments that we set out in the joint Green Paper are only one part of the story. I have been working with ministerial colleagues, the Department of Health and Social Care and across Government more widely to produce the covid-19 mental health and wellbeing recovery action plan and to see that delivered. It includes extensive actions we are taking to support children and young people’s mental health and wellbeing.

We are also leading a cross-Government approach to champion the family hub model, providing more than £14 million of investment and working with DHSC, DWP, MHCLG and the Ministry of Justice. Family hubs bring those services together and aim to secure greater impact from those services for children and families.

[David Simmonds]

I welcome the Government’s initiative on family hubs. We often still hear that mental health is a Cinderella service, especially for teenagers at the point of transition to adulthood. I have had examples of constituents being told by the children’s side of the service that it is unwilling to take them on at the age of 17 because they will not be seen before they become an adult, and adult services saying that it will not see them until they pass their 18th birthday. Does the Minister agree that that is an example of the kind of area where rigorous accountability is needed, to ensure that the ambitions rightly set out by Government are fulfilled in practice?

[Vicky Ford]

I thank my hon. Friend for his support for family hubs. I have a little bit of constituency pride—my family hub, the Essex Child and Family Wellbeing Service, which supports the mental health of teenagers and young people, was recently the regional award winner in the NHS Parliamentary Awards. I am very proud of them.

It is so important that teenagers can also access that type of support. It is exactly those sorts of transitions that we have been looking at most deeply, not only with the Minister for Patient Safety, Suicide Prevention and Mental Health, but also through the mental health action group, which brings together a broad range of expertise on young people’s mental health and is chaired by myself and my hon. Friend the Minister for Universities. We have been looking at how we can support young people through, for example, the transitions from primary to secondary school and from secondary education on into higher education. At key transition points, they need additional help, especially at this time.

As we continue to take steps towards recovering from covid, we must not lose any of the benefits that have come to us by the close working relationships that have been strengthened in the pandemic. I know I speak on behalf of all my ministerial colleagues when I say we are committed to continuing to work together to ensure that we grow those relationships further. Just before the pandemic, we made changes to multi-agency working. We strengthened the duties placed on police, health and the local authority to work collaboratively to make arrangements to safeguard and promote the welfare of local children. It is clear that multi-agency arrangements are needed.

The recent Ofsted review into sexual abuse in schools and colleges was a prime example of bringing young people’s departments, local services, charities and parent groups together to identify the issues and deliver those cross-societal solutions to ensure that our children do not grow up thinking that harassment and abuse are just a normal part of their childhood. My Department, the Home Office and the Department for Digital, Culture, Media and Sport are all working really closely to ensure that we interweave our responses into the Ofsted review, the violence against women and girls strategy and the online safety Bill, to maximise the collective response and make that deep-rooted change. We have to reset the dial and we only do that by working together.

We have recently published revised statutory guidance on keeping children safe in education. We are working with local authority safeguarding partners and the sector on tightening the statutory guidance, to interlock all those wider efforts to best support our children and young people.

The pandemic has strengthened local partnership working between schools and colleges and local authorities with social care and other services to identify and support vulnerable children and ensure their regular school attendance. Those multi-agency safeguarding partners are continuing to work in their committed partnerships to keep children in care safe and to keep them well. Yes, there is a lot more to do, but I am so proud of what we have achieved to make life better for children and families.

I want to take a moment to thank all my colleagues nationally and locally for their efforts, and to reiterate my personal commitment to work across Government, across programmes and across initiatives in order to place the needs of children and families at the heart of everything the Government are striving to achieve, and to ensure that we work with our partners in local government to make sure that they also can help to achieve this.

Question put and agreed to.

Higher Education (Freedom of Speech) Bill

David Simmonds Excerpts

2nd reading
Monday 12th July 2021 Commons Chamber

[David Simmonds (Ruislip, Northwood and Pinner) (Con) [V]]

One characteristic of good education settings is that there are opportunities to be challenged. Education must be a place for open minds rather than narrow minds.

Speaking personally, I found that university was an opportunity to have my view of the world challenged. As a newly minted student, I joined the Durham Union Society, a venerable debating society that is known for bringing a very wide range of speakers in front of the student body. It gave me, and thousands of other students, a chance to hear from people on a range of issues, from nuclear power to environmentalism and various forms of human rights. It gave me a chance to hear from people whose views were simply beyond the range of anything I ever heard or learned about at my school in the south Wales valleys.

I heard from Dave Nellist, the inspiration for Private Eye’s Dave Spart of the loony left, who set out a very robust defence of his view of socialism, something I had never heard or learned about in my life. I heard Peter Tatchell set out a robust defence of direct action in pursuit of his campaign about gay rights. More importantly, I heard him articulate, in a way that many, like me, will have heard for the first time at university, the long history of injustice and prejudice that needed to be addressed. We then heard and saw his commitment to that action in opposition to the appointment of a Bishop of Durham whom he regarded as having been a hypocrite on that issue.

I had the opportunity to encounter speakers representing organisations as diverse as the Monday Club on the extreme right and the British Communist party on the extreme left, and every point in between. I strongly believe that I am in good company, in that that diverse range of challenges to what I had learned and what I perceived about the world helped me to become, as I believe I am, a more socially liberal and a more enlightened person. It certainly developed my interest in and my commitment to politics.

It is clear from the engagement that I have had with constituents who are students, who are part of the academic life of many of our university campuses across the country, that there is a serious, well-founded and genuine concern that the actions of some in our university system have had a chilling effect on their ability to speak freely, to ensure that future generations of students are able to enjoy the benefit of having their prejudices and views challenged, on whichever side of the spectrum.

While I strongly welcome the fact that we will continue to have, completely unaffected by this Bill, very robust laws that tackle hate speech in all its forms and that deal with the many prejudices that we have as a society decided are unacceptable, as well as enshrined protections for people in the Equality Act 2010, through the Bill we will also have measures in place to ensure that the freedom of speech of our academics and our students and the ability of future generations to be challenged and to develop their thinking—in a way that is fundamentally important and that we see going on every day in our House of Commons and our parliamentary democracy—are preserved for future generations.

Through the Bill, we will not see a narrowing of the thinking or a narrowing of the debate in our universities, but we will ensure that they remain what they have been for generations: a place where open minds can thrive and prejudices can be challenged and where we can develop our thinking as a society in a way that then contributes to our national life. For all those reasons, it seems to me that this proposal from the Government is a sensible step. We need to demonstrate to academics and students who have these concerns that we take them seriously. If we are to be the bastion of democracy that we wish to be, we have to ensure that free speech can happen in our universities and in every other part of our education system as well. That is why I strongly support this legislation from the Government.

I hope that the Bill will bring about the great benefit of demonstrating that the United Kingdom is not just genuinely committed to tackling those who would peddle hate and prejudice in our universities and other education settings, but determined to be a place where open minds, debate and free speech can thrive for the long-term benefit of our democracy.

Ofsted Review of Sexual Abuse in Schools and Colleges

David Simmonds Excerpts

Thursday 10th June 2021 Commons Chamber

[Vicky Ford]

First, let me discuss the specific helpline that we have set up. We obviously fund many other helplines through the NSPCC, including the ChildLine number, at the moment. Since we set up the helpline, we have had 400 calls, so as long as it is being used, it is good. If we start to see it tailing away—I cannot comment post October.[Official Report, 17 June 2021, Vol. 697, c. 6MC.] But we do want to ensure that there is always a place that a child can go to for advice. At the moment, this helpline is the bespoke place for advice, but that is why we have committed to the NSPCC and ChildLine for so many years.

Let me turn to boys. Again, part of the whole new RSHE curriculum is teaching healthy relationships and healthy behaviour: what is acceptable and not acceptable; what is coercive behaviour; what is abusive behaviour; what is harassment; and respect for each other. I think it is important that while we are clear that abuse is abhorrent, we also need to recognise that not all boys and men are abusers, and no one is saying that. We need to make sure that we put in protections and that we are there to act and help a girl who has been abused, but not make the suggestion that all boys are inherently abusers. That is the level that teachers will be working to when they are teaching this, to ensure that they get the balance right.

[David Simmonds (Ruislip, Northwood and Pinner) (Con) [V]]

I commend my hon. Friend for the progress that has been made in providing effective education in schools to equip our young people with the skills and knowledge they need to deal with the risks of inappropriate sexual behaviour. Does she agree that despite the many reviews of safeguarding arrangements—the latest being the Wood review—we still lack a sufficiently robust duty on schools to co-operate with local safeguarding arrangements, which in the experience of lead members and directors of children’s services leads to inconsistent practice and makes emerging issues across the school sector harder to spot?

[Vicky Ford]

As ever, my hon. Friend raises an important question, which is about how schools and colleges co-operate with safeguarding partners. They are under a statutory duty to co-operate with those partners once they are named as a relevant agency to that partnership. Our guidance is clear that we expect all schools to be brought into local safeguarding arrangements, and that is one reason why we have asked all our local safeguarding partnerships across the country to review now how that system is working locally.

We want to make sure that our safeguarding partners are supporting our schools. It is really important that a school feels it has a relationship with, for example, the police so that if it has a sensitive issue it wants to discuss with them, that can be done with somebody who understands children and young people, understands the behaviour and understands the school. It is about having that sort of closeness of relationship to support each other. That is what I have been told by headteachers again and again, and that is what I would like to see—that sort of close relationship working through those partnerships to keep schools safe. I believe that schools want to do that, and we need to ensure that our safeguarding partnerships are working hand in hand with our schools.

Investing in Children and Young People

David Simmonds Excerpts

Wednesday 9th June 2021 Commons Chamber

[David Simmonds (Ruislip, Northwood and Pinner) (Con) [V]]

It has been a great pleasure for me in my constituency of Ruislip, Northwood and Pinner to have engaged directly today with children from Holy Trinity Primary School in Northwood, and a few weeks ago, in a direct personal visit, with children at Cannon Lane Primary School. It is very clear how much progress those children are making now that they are back in the classroom and how much they are enjoying being back with their friends.

The message that I have consistently received from headteachers, school staff and mums and dads is that they have valued enormously the support that has been put in place—the priority that the Government have rightly placed on ensuring that children can access education where it has been safe to do so and on ensuring that schools are able to reopen and stay open. Education is important not only in its own right, but in the way it supports the economy.

I pay particular tribute to the work of the Minister, my hon. Friend the Member for Chelmsford (Vicky Ford), in leading the programme to support the most vulnerable children in my community and communities across England. The roll-out of the programme has included not just ensuring that children get fed, but promoting other activities to help to keep their education, their social development and their lives on track and ensure that they are safeguarded. For me, that is probably the most important lesson from the pandemic: to recognise the complexity of the circumstances that the most vulnerable children in our country face, and acknowledge that local authorities, which know their communities best and are generally already engaged with those children and their families, are in the best place to design packages of support.

It is right that the siren calls for a simple extension of free school meals have been resisted: they do not help many households in which the children are below school age, for example, and they do not help households which, for whatever reason, have not made an application. It is very clear that we need a much more nuanced and targeted approach if we are to make a genuine difference in the lives of those children.

Hon. Members have raised a variety of concerns. It has certainly been very clear to me from speaking to headteachers that there have been issues with the availability of tutors under the national tutoring programme; the quality of what is available has been good, but sometimes identifying the support required has been a challenge. That goes to the heart of what I think is a reasonable criticism of the Opposition motion: we need to ensure that we have qualified, experienced people able to do what they need to do to help children to get their lives back on track. A motion that is about simply spending more money, not thinking about where we will identify those people and get them into jobs to make the difference that they need to make, is not worth the paper it is written on. We need to ensure that we can demonstrate that anything debated by this House is credible.

It is clear, once again, that the role of local authorities in supporting schools has been critical. I certainly would not criticise regional schools commissioners, but it is clear that the scale of their task and their inability to engage at a micro-local level, particularly with directors of public health, has been an inhibiting factor in the response that schools have been asked to produce to the pandemic crisis. We need to ensure that we look at how local authorities interact with all the schools for which they are a champion in their local area, so that in future we have the resilience that is required at a local level. Especially as we look at a more localised approach as we unlock the country in June, we need to ensure that that capacity is in place locally.

I will finish on what I think has been a really positive decision by my hon. Friends at the Department for Education to invest significantly in the professional development of our early years workforce. As all parents of young children know, it can make a transformational difference, especially to the lives of the most vulnerable and disadvantaged children, if they can access high-quality early education. The structure in place with tax-free childcare and free hours has enabled the capacity to be created for people to access. It is absolutely welcome that the Government have made the decision to invest a very significant sum—approximately £150 million—in the development of that workforce, so that we can ensure for future generations that we have the top-quality staff in place who can give children the very best start in life. That is an example of practical action: not just promising money, but choosing to do the thing that will make the difference in a child’s life.

Education Recovery

David Simmonds Excerpts

Monday 7th June 2021 Commons Chamber

[Gavin Williamson]

Of course I will meet the hon. Gentleman. Would he be kind enough, prior to the meeting, to send some more details about Aidan and some of the challenges? I would be very happy to meet him.

[David Simmonds (Ruislip, Northwood and Pinner) (Con) [V]]

All the research shows that money we spend in the early years has the biggest impact throughout the time a child spends in formal education. Does my right hon. Friend agree with me that the £153 million of investment in early education, intending to provide early years practitioners in Ruislip, Northwood and Pinner and across the country with world-class and evidence-based professional development, reflects the high priority we should place both on the current generation of young students and on the legacy for generations of students to come?

[Gavin Williamson]

As always, my hon. Friend makes a very thoughtful point. The challenges for children in early years have, proportionately, been very great for them. This is why we wanted to target this significant investment in the early years sector, recognising the importance of it not just in helping children who are in those early years settings today, but in leaving a very positive and lasting legacy in driving up standards and actually giving practitioners in the sector the very best tools to do the job for future generations.