Oral Answers to Questions
Debbie Abrahams Excerpts(2 months, 4 weeks ago)
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Rachel Hopkins (Luton South) (Lab)
Debbie Abrahams (Oldham East and Saddleworth) (Lab)
Dan Carden (Liverpool, Walton) (Lab)
Gillian Keegan
That is one reason the high-needs budget is up by over 60% in the past four years, and will reach £10.5 billion in 2024-25. We are also supporting local authorities with financial deficits through the safety valve and delivering better- value programmes. In most constituencies, including in the hon. Lady’s area, the funding has gone up by 25% to 35%.
Debbie Abrahams
I also have several cases in my constituency, where children and young people can wait months, if not years, not just for assessment but for a plan to address their needs. Sense has reported that less than half of local authorities have multi-sensory impairment teachers, and the National Autistic Society reports that three in four parents say that their children’s schools do not fully cover their needs. What are the Government doing about that?
Gillian Keegan
Our plan to introduce national consistency and standards will be published in 2025. We will deliver it through local partnerships and inclusion, digitise records, and make it much more transparent so that parents can see what is happening. In terms of mainstream support, we will improve early language support, we are working with integrated care boards to improve support for neurodiversity in schools, and 100,000 teachers have received autism training. There is additional special educational needs co-ordinator training as well as vital early language support.
Oral Answers to Questions
Debbie Abrahams Excerpts(10 months, 2 weeks ago)
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Claire Coutinho
I know that the hon. Gentleman is a passionate campaigner on such issues. He will know that education is devolved, but Ministers engage with our counterparts through the UK Education Ministers Council, and a session was held just last week, on 8 June.
Debbie Abrahams (Oldham East and Saddleworth) (Lab)
Jack Brereton (Stoke-on-Trent South) (Con)
The Parliamentary Under-Secretary of State for Education (Claire Coutinho)
I want every child and young person, regardless of their special educational need or disability, to receive the right support to enjoy their childhood and succeed in life. The SEND and AP improvement plan, published in March 2023, sets out the next steps that we are taking to deliver a more positive experience for children, young people and families.
Debbie Abrahams
The Children’s Commissioner has expressed concerns about the gaps in the Government’s plan to improve the system for children with special educational needs and disabilities, identifying:
“A vicious cycle of late intervention, low confidence and inefficient resource allocation”
that needs addressing. In particular, she points to the issues for looked-after children with SEND. Given that the plan is to be implemented by 2025, what are the Government doing now to achieve those things?
Claire Coutinho
We have not waited to take action on this issue. We have increased, for example, high needs block funding by 50% over the last four years to 2023-24. We have set out £2.6 billion to increase the number of specialist schools. We have also hired educational psychologists. We have done a lot of work to date, but the reforms are ambitious and wide-ranging and they will, I hope, help with the issues mentioned.
Higher Education Students: Statutory Duty of Care
Debbie Abrahams Excerpts(10 months, 3 weeks ago)
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Matt Western (Warwick and Leamington) (Lab)
It is a pleasure to serve under your chairmanship, Sir Robert. I express my particular thanks to the hon. Member for Don Valley (Nick Fletcher) for his impassioned speech. I thank all Members who have contributed to the debate, all of whom I believe have spoken with a degree of respect and understanding that I can only hope members of the LEARN Network will feel does justice to their campaign. This debate is the culmination of the LEARN Network’s tireless work. The ability for members of the group to turn their grief into such a formidable and effective political campaign is remarkable and to be commended. I thank all those who signed the petition.
In terms of the LEARN Network, I have had the privilege of meeting many of the parents, most recently at the parliamentary reception. I must say that that event left a lasting mark on me, as well as all my colleagues who attended. The powerful testimonies were incredibly moving, and gave us all cause for reflection. I want to place on record my particular thanks to Gillian Green and Bob and Maggie Abrahart, all three of whom have been instrumental in pushing forward the campaign. I extend my thanks to the hon. Member for Maidstone and The Weald (Mrs Grant) for her role in sponsoring the parliamentary event and encouraging participation in the comprehensive debate we have had today.
I will turn to what have been very reflective and considered contributions from around the Chamber. As I said, the hon. Member for Don Valley gave a particularly impassioned speech, but I was really disturbed to hear the evidence given by certain colleagues of automated emails being issued by institutions, without any empathy or understanding, and being received cold by students. There is clearly something wrong with that.
My hon. Friend the Member for City of Durham (Mary Kelly Foy) talked about the wider mental health crisis we have had for over a decade, and the hon. Member for Maidstone and The Weald talked about a lottery that is perhaps out there in the quality of provision among our higher education providers. The hon. Member for Westmorland and Lonsdale (Tim Farron), among others, spoke about how these are all preventable deaths. The right hon. Member for North West Hampshire (Kit Malthouse) spoke about universities—institutions—becoming more transactional places. Not just the academic pressures, but the financial pressures faced by students—whether it be the fees, the maintenance costs or the cost of living—have driven so many to despair, so I agree with him on that particular point.
My hon. Friend the Member for Sheffield Central (Paul Blomfield) made the point, which I think was a suggestion from his constituent and picked up by the vice-chancellor of UWE, that if we have TEF and REF, why should we not have a support excellence framework? There is real merit in pursuing that as a means of measuring. That is a point that I think has been made around the Chamber today; there is a need to measure and understand the quality of provision among our higher education providers.
Debbie Abrahams (Oldham East and Saddleworth) (Lab)
First, Sir Robert, there was a delay in my arrival; unfortunately, the trains were not behaving this afternoon. I wanted to make an intervention, particularly given the death of our nephew, Jack, while at the University of York. One of the things we put to the coroner and the university was that in addition to ensuring there was training for all university staff at all levels—not just departmental or front-facing, but all levels involved in the administration—it was important that there should be a named advocate, if not a parent, who can be notified if there are concerns about the mental health of any student. Does my hon. Friend agree that that would be a practical way forward?
Matt Western
I thank my hon. Friend. I totally agree, and my condolences to her on her particular experience. I believe that is something that should be introduced as well.
I will come to the powerful testimony and example given by my hon. Friend the Member for Stretford and Urmston (Andrew Western). I was surprised to hear about his constituents’ experience. In many cases across the piece, we have heard of the wellbeing service failing to identity risk, but I was most disturbed by that particularly absurd and impossible situation. It was a totally insensitive situation to put a family in.
I have met many families from the network. Their diversity and number are a painful reminder that no family is immune from the consequences of the mental health crisis that affects many students on campuses today. Every suicide is a tragedy—a death that is preventable. Student suicides are no different from similar tragedies in wider society. They send shockwaves through families, loved ones and communities, and leave lasting impacts. They also represent a failure, whether partial or total, of structures intended to provide support to students in mental distress.
I appreciate the time and money that many universities give to providing mental health support for students and staff, and I am confident that student support services in universities are doing the best they can to support student welfare with the resources they have available. However, the gap between the expectations of students and parents and the reality of mental health provision in universities is far too great. A 2023 survey for The Tab, a student news site, revealed that only 12% of students think that their university handles the issue of student mental health well. Parents responded similarly, with 67% saying that their child had not felt that their university supported them with their mental health. Many have to wait a whole year for access to support; others are granted a maximum of only six sessions over the course of their degree.
As we have heard, demand for services and support is clearly rising, with one in four student respondents to one survey reporting a diagnosed mental health issue. Many of those issues are also starting earlier in students’ lives. The number of accepted home applicants who declared a disability related to their mental health on their UCAS application form increased from around 2,500 in 2011 to almost 22,500 in 2022. We should also not be blind to the effect of recent trends on student mental health, notably the cost of living crisis. Ninety per cent. of students surveyed by the National Union of Students in September 2022 said the rising cost of living had negatively impacted their mental health. It is almost impossible to argue there is not a serious mental health crisis on our campuses. The question, then, becomes what we can do to remedy it and prevent further unnecessary loss of life.
The UK higher education sector, by the unfortunate necessities I have described, needs to be at the forefront of tackling wider trends in mental health problems in society. The right hon. Member for North West Hampshire made that point. It is therefore important for the sector to work in harmony. I welcome UUK’s “Stepchange: Mentally Healthy Universities” framework and welcome the fact that almost all universities have used it to feed into their student mental health policies. In my many visits to higher education providers, I always insist on meeting with students and their representatives, and mental health is a topic I always cover.
It is clear that approaches vary among institutions, but that some have designed comprehensive strategies to ensuring student welfare is central and integrated into the experience. These are centres of excellence whose work I want to see replicated across the piece. Where best practice is well-informed, widely applied, comprehensive and open to constant improvement, I believe the sector can create strong support structures for students. However, I was concerned to read in the transcript of the Petitions Committee evidence session that best practice guidelines were being adopted inconsistently with little accountability. If true, that needs addressing urgently and I implore UUK to investigate it as a matter of priority.
I note that the university mental health charter has been regularly cited. The principles behind it are certainly worthy, but it is somewhat disappointing that fewer than half of universities are signatories. I welcome the Minister’s announcement this morning requiring universities to become signatories by September 2024. While the charter is not a panacea, it sends an important signal to prospective and current students that a university takes its commitments to student welfare seriously. Absent a statutory duty of care, clear, unequivocal statements such as the charter would go a long way in assuaging the concerns that many people have regarding student mental health provision.
With demand for services clearly outstripping provision, however, surely the time has come for more investment in our young people’s mental health. That is why Labour has committed to guaranteeing mental health treatment within a month for all who need it, by recruiting 8,500 new mental health professionals to support 1 million additional people a year. With a particular focus on child mental health, such investment might begin to stem the rising tide of the mental health crisis on campus.
Labour would also prioritise ensuring that universities are far more integrated into local national health service trusts, so that students can readily access services via their campuses and communities. Too often, students feel isolated from those services. I note that the previous Minister, the right hon. Member for Chippenham (Michelle Donelan), announced a similar policy over a year ago, alongside the Department of Health and Social Care, so I would welcome an update on that work all these months on.
In Wales, the Tertiary Education and Research (Wales) Act 2022 requires the new Commission for Tertiary Education and Research to ensure that it is satisfied with the effectiveness of the registered tertiary education providers’ arrangements for supporting and promoting the welfare of their students and staff. The point is that, although it is fine to have a charter, it has to be enforced; there has to be an audit of how that charter is being delivered by an institution—the institution cannot just have a charter mark on its wall. Wales is the first country in the UK to introduce such a requirement for higher and further education providers, and to provide for it in legislation. My question to the Minister is: has he considered, or will he consider, a similar approach for the English regulator, the Officer for Students?
It is regrettable that, rather than investigating a similar statutory requirement for England, the Government have spent two years attempting to exacerbate culture war divisions through the passage of the Higher Education (Freedom of Speech) Act 2023. I would argue that the matter we are discussing is a much higher priority. To that end, I would also be grateful if the Minister provided an update on the work of the student wellbeing champion in promoting good mental health support among higher education providers. In addition, in light of real-terms cuts for student premium and mental health funding for the academic year 2023-24, how confident is he that the Office for Students has adequate funds to promote and encourage good mental health support among providers?
Can the Minister provide an update on the UK mental health charter? What steps is he taking to encourage universities to sign by the recently announced new deadline of September 2024? How will that be audited and who will determine whether higher education providers continue to meet their duties under the charter? Finally, will the Minister provide an update on the roundtable convened by the previous Minister, the right hon. Member for Chippenham, in July 2021 on suicide prevention in the higher education sector? I also suggest to the Minister that, if he chose to reconvene that roundtable to include members of the LEARN Network, universities, myself on a cross-party basis, and sector stakeholders and student representatives, we might be well-placed to advance effective policies that enjoy a broad range of support.
Suicide Prevention and the National Curriculum
Debbie Abrahams Excerpts(1 year, 1 month ago)
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Debbie Abrahams (Oldham East and Saddleworth) (Lab)
It is a pleasure to serve under your chairmanship, Mr Stringer, and I congratulate the hon. Member for Don Valley (Nick Fletcher) on introducing the debate, but I pay particular tribute to Andy Airey, Mike Palmer and Tim Owen, whom we know collectively as 3 Dads Walking. My hon. Friend the Member for Blaydon (Liz Twist) summed it up brilliantly: there could be no greater tribute to your beautiful girls than the work you are doing in raising awareness, in fundraising and in getting this petition. I agree with my hon. Friend the Member for York Central (Rachael Maskell) that the Minister will probably not attend a more important debate in his career. We have already heard personal stories of people who have been affected by suicide, and I think we will be hearing more as the debate proceeds.
I fully support the proposals set out in the petition to make suicide prevention a compulsory part of the school curriculum. My hon. Friend the Member for York Central also made such an important point about converting walking to talking. I think we should bottle that phrase; it sums up where we need to go.
We know that 90% of suicides are associated with mental health issues but that 75% of people who take their own life had no prior contact with mental health services, so the earlier that children and young people are aware of and understand their feelings, but also where to access mental health services when they need them, the better. I would like to raise a few more points specifically in relation to deaths by suicide. In 2021, 5,583 people died by suicide.
Debbie Abrahams
My hon. Friend is very kind, and I thank him.
Unfortunately, our much-loved 20-year-old nephew, Jack, died when he took his life. Jack was a lot younger than his 11 cousins and was doted on by all. At our regular Sunday morning breakfasts, he would be in the centre of the room, laughing at someone’s joke or telling everybody about the week that he had had at school. He was gentle, bright and kind. We are a very large family—my husband, John, is the eldest of seven and we all have our children; of course, Jack’s mum is John’s baby sister—but we are a very close one, and 19 months on from Jack’s death and a month after his inquest, to say we are all still devastated would be no exaggeration. This is absolutely nothing compared with the heartbreak his mum is going through. She has given me her permission to speak about the context of Jack’s suicide, in the hope that that may help others.
At 17 and without his mum’s knowledge, Jack was prescribed Roaccutane. Roaccutane is the trade name for isotretinoin, a medicine prescribed for severe acne, and has been available in the UK since 1983. It was also approved for use in the USA, under the trade name Accutane, in 1982. However, in July 2009, following the filing of thousands of lawsuits in which Accutane use was said to be associated with severe, life-changing health problems, both physical and psychological—in some cases many years after Accutane use—it was withdrawn from sale in the US.
In November 2020, the UK’s Medicines and Healthcare Products Regulatory Agency announced that the Commission on Human Medicines had established an isotretinoin expert working group. This evidence review was prompted when the highest levels of fatalities associated with Roaccutane use was recorded in 2019 by the MHRA’s yellow card reporting scheme—an online portal for reporting adverse drug reactions. In total, 12 fatalities were reported in 2019—10 by suicide—and there were 85 serious incidents and 19 non-serious ones.
At Jack’s inquest last month, the coroner requested that the MHRA present evidence about the review’s findings. The scandal is that the review had been completed at the end of 2021, but the findings and recommendations had not been published because of “complications associated with Brexit”. It transpired that the recommendations, which 15 months on still have not been published, included requiring two doctors to agree to Roaccutane being prescribed to under-18s and prescribing it only after all other acne treatments had been tried. It is a serious drug, and it needs to be closely monitored.
The MHRA representative attending the inquest revealed that, since the completion of the review in 2021, there had been a further 81 adverse psychiatric events, including one suicide and one attempted suicide. On this issue, the family were pleased that the coroner had issued a prevention of future deaths report to the Health and Social Care Secretary, and the family looks forward to his early response and the publication of the 2021 review on isotretinoin. However, we believe that there needs to be an immediate awareness of the dangers of this group of drugs so that more of our young people and their families do not go through what we have been through.
The family also want to raise issues about the suicides of university students. Every year, three students per 100,000 will take their own life. Despite Universities UK’s “Suicide-safer universities” guidelines, there seems to be an ad hoc approach to how they are implemented. Prior to his death, Jack had been a first-year student at the University of York. In March 2020, he expressed concerns about his mental health to his departmental support officer, but although Jack was signposted to mental health support, this was not followed through. What Jack displayed was more or less word for word what was in the Universities UK’s guidelines on recognising signs and vulnerabilities, but it was not responded to as such, and it certainly was not flagged centrally.
We believe that, at registration, universities should get students to identify an individual—a parent, guardian or named advocate—for university staff to get in touch with if they have health concerns about a student. We also believe that there needs to be training for all university staff regarding suicide prevention. At this stage, I also pay tribute to Papyrus for its work on awareness training, particularly its campaign #SpotTheSigns, and similarly to the Samaritans for its training. That needs to be widespread not just in schools but in higher education institutions, so there is an understanding of the signs and symptoms.
We will never know exactly why our Jack took his life. We miss him every day, and want to do all that we can to prevent others from feeling that suicide is the only way out of the pain that they feel, because it is not.
Educational Settings: Reopening
Debbie Abrahams Excerpts(3 years, 3 months ago)
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Nick Gibb
I am always happy to debate these issues with my hon. Friend. The national lockdown was based on very clear criteria, and our emergence from the national lockdown will also be based on very clear criteria. The schools element of the national lockdown is very much part of that process. We continually talk to stakeholders and advisory groups, but ultimately we will be led in our decision making by the advice of the Scientific Advisory Group for Emergencies, the Joint Biosecurity Centre, the chief medical officer and the Department of Health and Social Care.
Debbie Abrahams (Oldham East and Saddleworth) (Lab) [V]
We all want schools and other educational settings to reopen as soon as it is safe to do so, and it is absolutely right for the shadow Education Secretary to be calling on the Government to publish their plan defining the conditions for this safe reopening, given, once again, the confusing mixed messages from this Government. The Minister has said that NHS pressures and the level of covid circulating in the community are key criteria for determining lockdowns, including of schools. So what discussion has the Education Secretary had with the Transport Secretary about the Driver and Vehicle Licensing Agency outbreak and the impact that workplace transmissions are having on covid case levels?
Nick Gibb
These criteria are, of course, monitored the whole time, wherever there are outbreaks, in whatever segment of society or the economy increasing or decreasing transmissions take place; they are the criteria upon which the Scientific Advisory Group for Emergencies, the Joint Biosecurity Centre, the chief medical officer and Public Health England will advise us about when it is safe to reopen schools.
Oral Answers to Questions
Debbie Abrahams Excerpts(3 years, 6 months ago)
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Nick Gibb
My right hon. Friend raises an important point. We do believe that the subject level changes to the content of assessment that was confirmed by Ofqual recently will reduce the pressure on students and free up teaching time. Combined with the timing changes to exams announced today, this does free up more teaching time to help address any unfairness. On top of that, as I have said before, there is the £1 billion catch-up fund, and we will have more to say later in the autumn about the issue of grading.
Debbie Abrahams (Oldham East and Saddleworth) (Lab)
Mohammad Yasin (Bedford) (Lab)
The Secretary of State for Education (Gavin Williamson)
We are taking unprecedented action to help schools support wellbeing, including wellbeing for education return training, and world-leading trials on ways to promote mental health wellbeing. Disadvantaged pupils will receive high-quality tuition through the £350 million national tutoring programme, and we continue to provide schools with the £2.4 billion pupil premium.
Debbie Abrahams
We have seen the educational attainment gap between disadvantaged and advantaged children widen over the past decade, especially for children with special educational needs and disabilities. On top of this, earlier this year we heard from the Education Policy Institute that this attainment gap had widened during covid. What is the Secretary of State’s assessment of the impact of covid on levelling up for SEND children?
Gavin Williamson
I think the hon. Lady and I have a shared passion to make sure that we close that gap, making sure that children, wherever they are born anywhere in the United Kingdom, have the very best opportunities in life. As the Prime Minister himself said, talent and ability are evenly spread in this country, but opportunity has not always been so. In an earlier answer to my hon. Friend the Member for Wolverhampton South West (Stuart Anderson), I touched on the fact that there is a three times weighting for children with special educational needs in terms of the covid catch-up fund, making sure that extra support is channelled that way. I am sure that the hon. Lady has welcomed the announcements we made not just last year but this year which saw a total of £1.5 billion-worth of extra funding being channelled into high need funding in this country over this year and next year.
Education (Guidance about Costs of School Uniforms) Bill
Debbie Abrahams ExcerptsFriday 13th March 2020
(4 years, 1 month ago)
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Seema Malhotra (Feltham and Heston) (Lab/Co-op)
It is a pleasure to speak in today’s debate. I congratulate my hon. Friend the Member for Weaver Vale (Mike Amesbury) on bringing forward this Bill.
I grew up in a family shop that also sold school uniforms for local schools in Hounslow. Interestingly, I remember how as a child the relationship that my parents had with other parents was important as was the relationship that they had with the local schools.
This Bill requires the Government to make new statutory guidance for all schools on the costs aspect of school uniforms, and it is right to ensure that schools give priority to the consideration of cost and affordability when setting and implementing school uniform policy. The Bill is rightly pro-uniform, because uniform acts as an equaliser between pupils, and many charities also support the campaign.
In preparing for the debate, I conducted a short survey of my schools, local suppliers and parents. I am also grateful to Prashant at School Bells, a local company providing uniforms for many local schools, for his input.
The Bill seeks to make school uniforms more affordable for parents, and I thank the Children’s Society for its work, although its research on costs is worrying. It is also important to note that costs show great variation across the country. The schools I consulted suggested that the cost of their uniforms was considerably lower than the average, but an average is an average, and it shows high rates being charged across the country. We have to have a much more level playing field.
Schools sometimes foot the bill for school uniforms. A few years ago, I undertook some research covered by The Guardian. Schools were hiding the fact that parents could not afford the school uniform and—from the experience of shops in my constituency—telling the supplier to cover the cost for them, allowing the parents to have the uniforms with the school paying later. In recent years, that has got worse, as family incomes have been squeezed. That is another example of the hidden costs and price of austerity.
Debbie Abrahams (Oldham East and Saddleworth) (Lab)
Is my hon. Friend aware of the Children’s Society research that has just been published? It shows that one in five families on lower incomes are struggling to pay for school uniforms. Given that the average cost is about £300 a year, that means they are cutting back on other things—[Interruption.] According to the research.
Seema Malhotra
My hon. Friend is absolutely right. I, too, wanted to look at the detail of the costs, so when I did the research in my local schools, I asked about the individual items included. The costs were considerably lower than the full average coming through the Children’s Society, but I am sure that as the debate goes on, the details of how that was calculated will be looked at closely. The point my hon. Friend makes, however, about one in five families struggling, is important. There is also variation across the country. We cannot allow that to be hidden.
Local authorities are another part of the picture. Sometimes they help in cases of hardship, but in Hounslow the grant has been cut from £120 to £60, which is not enough to cover the whole cost of a school uniform, even where it is cheaper. That is another example of the impact of austerity and its effect on children in our society collectively. The Bill will place a duty on the Secretary of State, as we have discussed.
In Feltham and Heston, almost 5,000 households depend on universal credit and have child dependants, with about 66% of them being lone parents. It is not surprising, therefore, when we look at the economics being dealt with by families, that thousands of parents are struggling to make ends meet. Anything we can do to reduce the costs of purchasing school uniforms for their children will be a positive step. For any parent to have to cut back on food or other basic essentials in order to afford school uniform—it happens at particular times of the year—is completely unacceptable.
I welcome the Bill. I look forward to the consultation on how to implement the guidance to get the long-term answer to this, with the input of schools, parents and providers.
Over the past few weeks, I have been contacted by many constituents. At first glance, the Bill seems uncontroversial, asking the important question of how we move forward. I want to make a few points for consideration on that. The first is about the quality and durability of school uniforms. That has to be considered because of the way uniforms might be supplied. None of us wants to see a situation in which school uniforms are produced cheaply, imported and sold in local supermarkets. We want to see a different way, in which durability and quality are also considered, with guidance on that as well.
Secondly, the single supplier arrangements have been much discussed. The Bill does not rule those out, but understanding in more detail whether schools should be allowed to have single suppliers is important. The analysis is mixed on the use of single supplier contracts and whether they drive up prices for parents. Some analysis and examples show that the contracts can add value, as long as robust tendering processes are in place. A number of the schools that came back to me have single supplier relationships which, when they run well, can provide better for families because they ensure better year-round availability of products for all. Single suppliers also tend to overstock, allowing for tailored affordability and other relationships with the school in the interests of parents.
Equality of Funding: Post-16 Education
Debbie Abrahams Excerpts(4 years, 2 months ago)
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Lloyd Russell-Moyle
My hon. Friend is quite right. We have debated T-levels previously, and there is the difficulty of transition as we go forward. I hope that we will eventually get to a situation where we have A-levels; good general vocational training, with BTECs continuing as a strong component of that; and T-levels. They all offer something different and important.
Until 2011, the funding for a student at a sixth form in a school continued at the school rate, not at the college rate. Given the concerns about the inequality that that caused, there was quite rightly a campaign. Organisations such as the Institute for Public Policy Research said that we needed to equalise the funding. The Government did that but they equalised it down, meaning that we took away about £800 per pupil in today’s terms from the budget, rather than adding to the college budget. That hurts sixth-form colleges even more, as they generally pay teachers’ terms and conditions and do not get additional remuneration for it. For many years, general FE colleges have got away with underpaying their staff, or rather, the Government have got away without giving them additional resources.
Debbie Abrahams (Oldham East and Saddleworth) (Lab)
Will my hon. Friend comment on the impact on the availability of science, technology, engineering and maths subjects and modern language courses, as well as on our competitiveness? The 15 hours per week contact time compares very poorly with, for example, the 25 to 30 hours per week in Canada, Singapore and elsewhere.
Oral Answers to Questions
Debbie Abrahams Excerpts(4 years, 10 months ago)
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Liz McInnes (Heywood and Middleton) (Lab)
Debbie Abrahams (Oldham East and Saddleworth) (Lab)
Nadhim Zahawi
There are clearly funding pressures on the system, which is why we have announced £250 million in additional funding to take the funding to £6.3 billion. We are in the middle of a spending review and I will be putting my best foot forward to make sure that we get the funding in place.
Debbie Abrahams
The £1.2 billion shortfall in SEND funding means that children with an education, health and care plan may be refused a local place because schools cannot afford to provide the support that these children need. Does the Minister agree that all children, regardless of their disability, should have the support that they need to reach their potential?
Nadhim Zahawi
I do; all children should have the ability to reach their potential, which is why we introduced the reforms in the first place in 2014. We are beginning to see really good practice in places such as Wiltshire and elsewhere, and we learn from best practice and try to scale it to other parts of the country.
Relationships and Sex Education
Debbie Abrahams Excerpts(5 years, 2 months ago)
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Debbie Abrahams (Oldham East and Saddleworth) (Lab)
It is a pleasure to serve under your chairmanship, Mrs Moon. I commend Members on an excellent debate. There have been some outstanding speeches, particularly that of my hon. Friend the Member for Warrington North (Helen Jones), who opened the debate.
When we are seeing growing intolerance and even hatred across our country, the importance of good-quality relationships and sex education cannot be overstated. I came into politics because I want a fairer, more equal and just society, and good-quality education, including RSE, is vital to achieving that. We have already mentioned the importance of the Human Rights Act 1998 and the Equality Act 2010 in enshrining in law that, as human beings, we are all equal. We have the same rights and freedoms, whether we are female, male, non-binary or trans. Whatever our race or colour, whether we are disabled or non-disabled, whether we are of faith or none, however old we are, whatever our sexual orientation, our marital status or whether we are pregnant, our laws demand that we behave in line with them. However, they cannot dictate our attitudes, beliefs or values. That comes from formal and informal education.
The reality is that hate crime, including against Jews, Muslims, disabled people, gay people and other minorities, is on the rise. There is evidence from Stonewall that nearly half of LGBT pupils are bullied at school for being LGBT. That has a dreadful effect on their mental health, which includes one in eight attempting to take their own life. We have seen some horrendous videos of Muslim schoolgirls having their hijabs pulled off by baying mobs of their peers. I have been told about adults shouting abuse at Jewish children as they make their way to school.
The horror of child sexual exploitation and abuse has unfolded across all our communities. One in 20 children is sexually abused and one in three of those children did not tell an adult. It is vital that all children learn the difference between what is a healthy relationship and what is not. RSE has a key role in teaching our children and young people to treat each other with kindness, respect and integrity so that they can grow into happy, confident and caring adults. As a former public health professional, there is overwhelming evidence about the importance of providing high-quality, age-appropriate RSE in preventing sexually transmitted infections and unplanned teenage pregnancies. While I respect the views of those parents who believe they should be the ones who teach their children RSE, according to the PSHE Association more than nine out of 10 parents want schools to teach RSE, whether that is because they feel they do not have the necessary skills or knowledge or they are too embarrassed. We should not forget the 400,000 or so children in care, too.
RSE should be taught at school in partnership with children’s parents or guardians. RSE should be high-quality, age-appropriate and taught by well-trained staff following consultation and agreement between parents and schools. As has been so well enunciated today, where there is difficulty, we need a resolution process to ensure that we can agree something. Where we have not been clear as parliamentarians, we need a process to enable that clarity. Parents need to have confidence in what their children are being taught. That will also allow key messages to be reinforced at home and at school.
For those reasons, I do not believe an opt-out from RSE at school would be helpful. If that policy goes ahead, opt-outs should be the exception rather than the rule. My hon. Friend the Member for Walthamstow (Stella Creasy) made an excellent point about ensuring that we monitor the level of opt-out. I want to mention my gratitude to the faith leaders in Oldham who have been in touch and have shown great leadership. They share my concern about the intolerant tone and misleading information of some of the campaigns expressing a counter view. There is strong evidence to show that babies are not born hating people who may be different from themselves. They learn those attitudes, and sometimes those attitudes manifest into intolerant, hateful and even unlawful behaviour. Good-quality RSE at home and at school can help to prevent that.
[Sir David Amess in the Chair]
Imran Hussain
Not at the moment, because we are on the clock and I have a number of points that I want to get on the record. I may give way later.
Throughout the existing education system, the age-appropriateness of the curriculum is woven in alongside the maturity, understanding and preparedness of the children in question. To some degree, that question of preparedness and maturity is why primary school children do not sit GCSEs or A-levels. That is just one example; hon. Members have given a number of others that demonstrate that point. Age-appropriateness and preparedness must be central, yet right now there is no indication or absolute guarantee that content will be age-appropriate and suitable for primary school children.