A Brighter Future for the Next Generation

Eleanor Laing Excerpts

Thursday 13th May 2021 Commons Chamber

[Beth Winter (Cynon Valley) (Lab) [V]]

I am grateful for the opportunity to speak on this important topic. The Queen’s Speech is an important date in our calendar, but, sadly, this Queen’s Speech was another missed opportunity to deliver the transformational change needed to enable every young person to reach their potential. It lacks ambition and is hardly the radical change we need to build back better or level up.

The proposed legislation laid out in the Queen’s Speech does little to address the issues that threaten future generations: poverty, inequality, unemployment, debt, poor education, low skills, mental health strains, high costs of living and, crucially, an impending climate and ecological crisis. The returning Environment Bill is insufficient to tackle the climate emergency. I have concerns that it will not prevent regression on environmental standards as we leave the EU, especially with regard to air quality, waste management and the use of pesticides.

The proposed introduction of voter ID will disenfranchise and marginalise young people, alongside black, Asian and minority ethnic communities, by creating additional barriers to voting. The Government’s failure to include the much-anticipated employment Bill will mean that when future generations enter the workforce, they will continue to be exposed to poor pay, insecurity, inequality and damaging and immoral fire and rehire practices. In Wales, we have done better and there is a lot the UK Government can learn from us. We are the only country in the UK to have a wellbeing of future generations Act, which places a legal obligation on all public authorities to improve our social, cultural, environmental and economic wellbeing. The Well-being of Future Generations (Wales) Act 2015 includes seven wellbeing goals, which all policies should work towards. They are prosperity, resilience, health, equality, building cohesive communities, being responsible globally, and encouraging the vibrant culture and thriving Welsh language. Therefore, the need to protect future generations is in Wales embedded in law, and that has made sustainable development the organising principle of government. That means that the needs of the present should be met without compromising the needs of future generations, and the UN has described the Act as “world-leading”.

The legislation is cross-cutting and underpins all the work of the Welsh Government. It has contributed to the introduction of bold, progressive and radical initiatives in Wales, such as the declaration of a climate emergency; the retention of the education maintenance allowance; a new, innovative school curriculum; free school meal provision for all school holidays up to and including Easter 2022, and a Bill that enables 16 and 17-year-olds to vote in Welsh elections, which they did for the first time last week. Under the leadership of Mark Drakeford, the newly elected Labour Government in Wales have committed to continuing this good work, which seeks to secure a brighter future for the next generation, including through a guarantee of an offer of work, education, training or self-employment for young people; a new framework for youth services in Wales; 125,000 all-age apprenticeships; a real living wage for social care staff; the enactment of the social partnership Bill; and the abolition of the use of single-use plastics.

Despite our progress, decades of underfunding and austerity imposed by successive UK Tory Governments continue to impact negatively on that good work. The Welsh Government budget set by the Treasury here is still lower per head in real terms than it was in 2010. The UK Government’s attempts to bypass the Senedd with levelling-up and community renewal funding exposes their contempt for devolution and their lack of understanding of the real priorities for us here in Wales. The process is a complete shambles. Funding is limited and not properly targeted, and it excludes some deprived areas. To quote Jeremy Miles, the Counsel General,

“this UK Government has an appalling record on providing Wales with even a fair share of UK spending, let alone the kind of funding needed to ‘level up’”.

This Government could have gone a lot further and followed the lead given in the alternative Queen’s Speech by introducing a wellbeing of future generations Bill, a real living wage Bill, a climate and ecology Bill and the social security Bill. So it will come as no surprise that I am supporting amendment (a), tabled by the hon. Member for Brighton, Pavilion (Caroline Lucas), which calls on the Government to bring forward a climate and ecological emergency Bill; amendment (c), tabled by my hon. Friend the Member for Coventry South (Zarah Sultana), which calls for a people’s green new deal Bill to provide a state-led programme of economic transformation with a green jobs revolution; and amendment (f), tabled by my hon. Friend the Member for Leeds East (Richard Burgon), which calls on the Government to bring forward a Bill to introduce a progressive tax system, taxing the wealthy, and a windfall tax on companies making super-profits. The late Dr Imtiaz, once mayor of my constituency, Cynon Valley, sent me a Christmas card some years ago and it said, “We do not inherit the world. We only borrowed it from our children.” We need to be sure that we leave it in a better place, for my children and yours.

[Madam Deputy Speaker (Dame Eleanor Laing)]

After the next speaker, the time limit will reduce to five minutes, but it remains the same for Flick Drummond.

Education (Guidance about Costs of School Uniforms) Bill

Eleanor Laing Excerpts

Report stage & 3rd reading
Friday 12th March 2021 Commons Chamber

[Sir Christopher Chope]

On a point of order, Madam Deputy Speaker. I did not rise in my place to speak on Third Reading because I understood that, as I was on the call list, I would be called, but the Minister is after me on the call list.

[Madam Deputy Speaker (Dame Eleanor Laing)]

Well, that is an interesting point of order. I must say to the hon. Gentleman that the order of the call list is a matter for me. Yes, things are written down and these are unusual proceedings, but the order in which Members are called to speak is still a matter for the Chair. He will of course have his turn in due course.

[Nick Gibb]

I also thank the hon. Members for Putney (Fleur Anderson) and for Kingston upon Hull West and Hessle (Emma Hardy).

Uniform helps to promote the ethos of a school and set an appropriate tone. Moreover, by creating a common identity among pupils, a school uniform can act as a social leveller. The Bill will protect and reinforce that role.

I know that many Members, including my hon. Friend the Member for Christchurch, will want to know the intended contents of the statutory guidance, so I will take this opportunity to set out briefly our proposed approach to the key issues raised in the debate. In developing and implementing their school uniform policy, schools should consider the total cost of all items of uniform or clothing that parents will need to provide while the pupil is at the school.

On the question of branded items, the current non-statutory guidance states that compulsory branded items should be kept to a minimum. We plan to keep that approach in the statutory guidance and, additionally, specify that their use should be limited to low-cost or long-lasting items. We will provide guidance about ways to reap the benefits of a branded item while also keeping costs low. The Government believe that this approach will set a clear expectation on schools not to overuse branded items, while allowing schools to take sensible decisions in their own contexts.

On sole-supplier arrangements, schools should be able to demonstrate that they have obtained best value for money in their supply arrangements, but we do not intend to ban sole-supplier contracts. To ensure that there is competition and transparency, we want schools to tender their school uniform contracts regularly—at least every five years. To support schools to carry out good tenders, we will provide information on the key areas to consider when tendering their uniform contracts. The Bill will not punish good suppliers; far from it. Their emphasis on quality and value for money will be rewarded as standards across the industry increase due to competition.

I believe that second-hand uniform can play a valuable role in keeping costs reasonable for all parents, and I know that many Members share that view. I would like every school to ensure that arrangements are in place to make second-hand school uniform available for parents to acquire. I myself had a second-hand rugby shirt at school, and I can confirm that when I grew out of it, after a few years, it remained in the same pristine condition it had been in when my parents purchased it.

Education Route Map: Covid-19

Eleanor Laing Excerpts

Thursday 25th February 2021 Commons Chamber

[Robert Halfon (Harlow) (Con) [V]]

I beg to move,

That this House has considered the proposal for a national education route map for schools and colleges in response to the covid-19 outbreak.

I thank the Backbench Business Committee for giving me this debate, and pay real tribute to my hon. Friend the Member for Winchester (Steve Brine) and the hon. Member for Twickenham (Munira Wilson), who have been relentless campaigners for getting our children learning again and who went with me to the Backbench Business Committee. I wish to pay tribute to all the teachers and support staff in my constituency, many of whom have worked day and night to keep children learning, in early years provider schools and in our excellent Harlow College.

Why is this debate so important today? It is because this past year has been nothing short of a national disaster for our children and young people. The—[Inaudible.]

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. There is a problem; I have to stop the right hon. Gentleman, as we have a technical hitch. It must be a serious one, because Mr Halfon clearly cannot hear me and cannot see that I am standing up. I hope that something is being done behind the scenes to try to get through to him. I think we must have a two-way problem, as we cannot hear him and he cannot hear me. As he is introducing the debate, this does give us a little difficulty, so I am taking the decision to suspend the House for three minutes until we can sort out the technical problem.

--- Later in debate ---

On resuming—

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. It seems that the technical difficulty has been overcome. I will just check with the right hon. Member for Harlow that he can hear me.

[Robert Halfon]

I can hear you perfectly; thank you, Madam Deputy Speaker.

[Madam Deputy Speaker]

And wonderfully, Mr Halfon, we can hear you. I am afraid that all but the first sentence of your speech was lost, so let us start again from the very beginning.

[Robert Halfon]

I thank the Backbench Business Committee for giving me this debate, and pay real tribute to my hon. Friend the Member for Winchester and the hon. Member for Twickenham, who have been relentless campaigners for getting our children learning again, and who supported me in my Backbench Business application. I pay real tribute to all—[Inaudible.]

[Madam Deputy Speaker]

Order. I am afraid we have another problem. I am so sorry. Once again, the right hon. Member cannot hear me. I am going to stop him immediately. Instead, I am going to ask the hon. Member for Winchester (Steve Brine), to whom the right hon. Member for Harlow has just paid tribute for his support, to open the debate—with no notice whatever.

--- Later in debate ---

[Jim Shannon]

I spoke to the Minister before coming to the House. In the past, before covid-19, we had things called summer schools. We have not had summer schools for the past year. Does the hon. Gentleman feel that one way of getting beyond this, whenever the schools go back, is to also have summer schools, and for that to happen we need the funding—

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. I hope that we can now proceed. These are rather difficult circumstances.

[Steve Brine]

Summer schools are part of the catch-up programme. The hon. Gentleman has got his point on the record.

In many ways, the announcement on Monday about the return of schools was naming a date. That was the easy part. The challenge now is how we do that in the cautious, irreversible way that I have spoken about. I have reached out and heard from many of my constituency headteachers in the past 48 hours, and I have to say that the negativity and “yes, but what about” drain from some national figures on this subject is strikingly different from talking to my constituency heads, and the practical Winchester good sense I have seen from them. Let me quote one, who said:

“There is certainly a lot of work to be done before the 8th of March, but there is a sense of positivity and relief of our pupils coming back to school”,

and that is typical of what I have heard. I have been interested to hear, as there is much talk during the debate about safety in schools, comments such as:

“I am very happy to report that we have had no covid cases in school since September”,

or,

“no confirmed adult or child covid cases since this all started almost a year ago (not tempting fate).”

That of course will not be the case everywhere. There are a terrible tales and terrible examples, but I cannot but be honest and report to the House that that is what I have had from some of my constituency heads. None of that is to say that we do not have problems—of course we do—and I will just touch on three and then let others speak.

Testing for covid is right up there for my secondaries. Whether we like it or not, the return will be staggered for many in the week of 8 March, prioritising years 10 and 11, but it is the sheer practicality of testing all students three times that is the challenge. As one school said to me, “I’m deploying as many staff as possible to testing while still allowing teaching to take place”. For big secondary schools where the majority arrive by bus, there is an obvious compounding factor that makes extended hours or weekend testing very difficult. We will get it done with that can-do attitude. Speaking to the Secretary of State this lunchtime, he reminded me that the guidance released yesterday said that schools can test in the week leading up to 8 March, which is next week. I hope that some big secondary schools—the one that gave me that example has 1,200 pupils—will take up the offer of doing that next week.

Secondly, in terms of testing in the academic sense, Minister, can we please be brave and face the issue of statutory testing at primary levels at this time? Having now missed two years of these tests, this may be the moment to draw breath and check that they are what we want to do, and that they are there for the right reasons.

Thirdly, on the catch-up programme, which I know we will hear more about from the Chair of the Select Committee, my right hon. Friend the Member for Harlow, if and when we can get him back online, I welcome the one-off recovery premium and the fact that it is for schools to use “as they feel best”, as per the Government’s statement, but we would be wrong to rest on that. It cannot remain a one-off.

On the national tutoring programme, £300 million is a lot of money. I know that the Department for Education has said that it has been shown to boost catch-up learning by as much as three to five months at a time, but I want to be reassured—this may be one for my right hon. Friend’s Select Committee in due course—that external tutors, who do not know the pupils, their profile as learners or the individual strategies used by an individual school to ensure consistency in the approach to that learning, continue to be the best way to spend that large amount of money.

On mental health and anxiety, I think that educational catch-up in my area will be okay in the short to medium term, but the anxiety and the mental health challenge that I am hearing about, and which I referred to at the start, is structural. There is a structural weakness that is undermining it all. I have heard from so many constituents and parents who have said that, of course, they are pleased that schools are going back from 8 March, but their children are nervous about going back. They have got used to not being out in society—can I believe that I am even saying these words in the House of Commons? They are incredibly anxious about doing this, and that structural challenge will be with them long after the catch-up programmes have done, hopefully, their best. I have to say, masks for the anxious are really not helping, so I very much welcome the Government’s intention to review that after the Easter holidays.

Finally, on Monday, I mentioned organised outdoor sport—not school sport, which I know is allowed from 8 March. The fact that organised outdoor sport is not allowed at the same time does not help with getting over the anxiety and getting the endorphins that we know and I know, as a former Public Health Minister—I have spoken about this many times in this place—run from that sport. That not coming back at the same time does not help.

I hope, in opening the debate, that I have framed some of the key issues and that we can now proceed without incident.

[Madam Deputy Speaker (Dame Eleanor Laing)]

I thank the hon. Gentleman for his impromptu opening of the debate. We will now have a three-minute limit on Back-Bench speeches, and I am afraid that not everyone who is on the call list will be called this afternoon.

--- Later in debate ---

[Catherine West (Hornsey and Wood Green) (Lab) [V]]

I would like to pick up the point that the hon. Member for Winchester (Steve Brine) introduced about anxiety and childhood mental health. First, drawing on the work done by the excellent Professor Michael Marmot, covid-19 has exposed deep health inequalities, and I see this every day in my constituency work. Some 80% of young people say their mental health has deteriorated during the covid crisis. Before the first lockdown, about 10% of LGBT young people reported feeling depressed every day, which rose to 25% during the first lockdown. One in five young people experiences a mental health problem dropping out of education, due to stigma, and we know that, in our alternative provision for children who cannot remain in mainstream school, there is a huge mental health burden.

Today, I want to talk briefly about the mental health problems associated with eating disorders. First, I would like to put on record my respect for the hon. Member for Chelmsford (Vicky Ford), who has spoken very movingly about having an eating disorder as a teenager, and for the hon. Member for Bath (Wera Hobhouse), who leads the all-party group on eating disorders. Obviously, the Government have done some important work in response to the Marmot review and have developed the wellbeing for education return scheme and the mental health support teams, together with the designated senior lead and in schools and colleges.

However, Mind—and I should say that I am a patron of Mind in Haringey—and its partner YoungMinds have briefed me about how there is a lack of awareness in schools and colleges of the wellbeing for education return scheme. I would like the Minister to respond in her closing remarks on what will be done by the Government to develop awareness in schools and colleges of the wellbeing for education return scheme. In addition, the mental health support teams and the designated senior lead are both good innovations. What is being done to put them in place on the ground?

Next week is Eating Disorders Awareness Week. Hope Virgo, who leads the campaign for people to understand eating disorders and do something about them, has emphasised the importance of more funding for primary and secondary care, and enhanced counselling sessions, really addressing the wider mental health problems associated with eating disorders. I hope that next week all Members of Parliament can get in touch with their local services and promote locally the stopping of eating disorders.

[Madam Deputy Speaker (Dame Eleanor Laing)]

We will now go back to Harlow, but sadly only via audio link and with a limit of five minutes. I call the Chairman of the Education Committee, Rob Halfon.

--- Later in debate ---

[Daisy Cooper (St Albans) (LD) [V]]

We all agree that schools should be the first to reopen, but I am really concerned about the lack of robust measures to make our schools truly safe for pupils, teachers and staff. The announcement about fully reopening schools should have been accompanied by details on rotas, smaller bubbles and vaccinations for teachers. We now know that SAGE itself preferred a phased reopening, and I have real concerns about whether schools, when they start to fully reopen, will be able to stay open safely.

However, today’s debate is about a road map and our ideas for recovery, and I would like to cover five areas. First, we must acknowledge that educational and emotional recovery should go hand in hand. I was heartened to hear the Government’s new education recovery commissioner, Sir Kevan Collins, say something similar in the last couple of days. The educational and emotional recovery of our young people are two sides of the same coin.

Secondly, I would like to hear the Government commit to doing whatever it takes for as long as it takes, even if that is up to a decade, to ensure that every child has the chance to reclaim the opportunities for learning and social interaction that they have lost in the last year due to school closures. A big boost in schools funding will be a huge part of that. The summer catch-up fund must be only the start.

Thirdly, we need an urgent and bold offering to those pupils who are due to leave school this year. Liberal Democrats would like to see an optional additional year of fully-funded education, with living costs funded where needed, delivered in colleges and universities before students move on to higher education or training, or into the world of work.

Fourthly, my hon. Friend the Member for Twickenham (Munira Wilson) has already raised the recognition and retention of teachers and other teaching staff, but school governors here in St Albans have identified it as a major concern. Teachers are battling enormous workloads, enormous stress, testing, inspections and ever-changing guidance. They have no time off. They get no clapping. They get no recognition or rewards. The Government must address this urgently if we are to keep our experienced and committed school staff.

Fifthly, we have an opportunity to look afresh at our education system. Are exams on their own really the fairest way of assessing students? How will we use the innovation of online learning? Valuable skills have been learned very quickly. With a rapidly changing economy, we need to foster an expectation and culture of lifelong learning. That is less likely to happen if people have a bad experience at school. How can we use the recovery to support pupils to develop a real love of learning? For that, we need inspirational teachers, and for teachers to inspire, we need to trust them to teach. The current system of top-down, Westminster-knows-best prescription, inspection and sanction is never going to get the best out of anyone.

I am grateful to the Backbench Business Committee for granting this debate, and—

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. The hon. Lady has exceeded her time. I call the hon. Member for The Cotswolds (Sir Geoffrey Clifton-Brown).

--- Later in debate ---

[Olivia Blake (Sheffield, Hallam) (Lab)]

First, I thank the schools, teachers and school leaders for working tirelessly throughout the pandemic. A polite way to describe the Government’s approach to education throughout the covid-19 pandemic would be “headline grabbing”, from the exams debacle and discriminatory algorithms to the unclear guidance on public health measures in education settings, free school meals and January’s U-turn on the return to schools. Government planning during the covid crisis has felt a little kneejerk and reactive, and sometimes these reactions have been incredibly slow. Despite the new academic year starting in September, the exam scandal last summer, and a chorus of requests from teaching unions and educators, Ministers only today published their plans for using teacher-assessed grades. It does sometimes feel as though things are being made up as we go along. That is why this debate is so important—it allows us to have a clear road map for young people, parents and educators so that we all know the plan and no one is left behind.

I want to focus on one group that has at times been completely ignored during the public health crisis: children and young people with special educational needs and disabilities, and their families. This debate is about national education route maps for schools and colleges in response to the outbreak. Any route map must acknowledge the journey that many SEND families have already been on during this crisis and plot a way forward for them too.

Even before coronavirus, SEND provision was in crisis. Both the Education Committee and the Public Accounts Committee have provided damning assessments of the state of education for people with SEND. Now we are still awaiting the SEND review, which has again been delayed. Ministers have explained that the multiple delays have been caused by the public health crisis, but covid-19 gives more of a reason to publish this review, not less. I sit on the Public Accounts Committee, where I have heard care home witnesses say that people with learning disabilities were very much ignored at the start of the pandemic. We were discussing PPE provision, but I think it is a fair summary of how people are feeling, and the same can be said for education.

I have heard similar while chairing the all-party parliamentary group on SEND during our inquiry into provision during covid-19. SEND families have faced massive amounts of pressure throughout this public health crisis. Many have had difficulties getting online and significant problems accessing their equipment for home learning. We have also heard first-hand the experiences of young people taking assessments, from outperforming teachers’ best grades to not having the correct equipment in language listening exams. The announcement today on teacher-assessed grades is a step forward, but we need to ensure that SEND children—

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. I am afraid the hon. Lady has exceeded her time.

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[Zarah Sultana (Coventry South) (Lab) [V]]

I begin by paying tribute to teachers and education staff in Coventry South and across the country. This past year they have once again demonstrated their incredible commitment to education, working flat out. Thank you to all the educators in Coventry South, in particular to Coventry National Education Union, which started the “Coventry learning pack” campaign to promote remote learning resources for working-class kids in the city.

But teaching staff are again being put in an impossible situation by the Government. On Monday, just as the Prime Minister confirmed the “big bang” reopening of schools in England, minutes from a SAGE meeting were published showing that the Government’s own top scientists recommended a phased reopening of schools. When I challenged the Prime Minister about that on Monday, highlighting his shocking pandemic record, with more than 120,000 covid deaths, he responded with jokes and parliamentary theatrics. Well, I do not think there is anything funny about tens of thousands of avoidable deaths or recklessly ignoring the science yet again. Once more, I urge the Government: listen to scientists and education unions and follow the devolved Administrations with a phased reopening of schools in England.

There is so much more that the Government could be doing to make sure that schools are safe. They have ignored calls for Nightingale schools, for measures to ensure small classroom sizes and for teachers to be vaccinated as a priority group. Teachers, again, will be put in poorly ventilated rooms with dozens of children and no added protection against the virus. It is not just schools, as nurseries in my constituency tell me that they have not been given adequate additional support. Having to stay open through this lockdown while trying to implement covid safety measures has been unmanageable. With early years not having been given extra financial support this lockdown, nurseries’ already precarious financial situation has been made worse. Like school staff, nursery staff love their jobs, but they are being asked to work incredibly hard with pay that simply does not reflect their contribution.

The Education Secretary said that no child’s prospects should be blighted by the pandemic, but the truth is that, even before the pandemic, young people’s futures were already blighted by his Government’s education cuts and the deepening child poverty crisis. Per-pupil spending has fallen by nearly 10% in the past decade; in a classroom of 30 children, nine on average are living in poverty. Now, the pandemic has highlighted the flaws in the education system. We need to address them. That means tackling child poverty by building a humane social security system, funding mental health services for young people, and reorientating our education system so that it is geared towards learning and the wellbeing of children, with a proper recognition of and funding for our teachers and schools.

[Madam Deputy Speaker (Dame Eleanor Laing)]

The final contribution from the Back Benches will come from Miriam Cates.

--- Later in debate ---

[Steve Brine]

I will wrap up the debate. Every speaker thanked and praised their teachers and support staff for the work that they have done, and rightly so. Everyone touched on that challenge in one way, shape or form, whether they spoke about eating disorders or about general anxiety and mental health. I thought the hon. Member for Twickenham (Munira Wilson) put it well when she said that pupils cannot catch up educationally if they are struggling emotionally. I think we would all agree with that. A number of colleagues touched on the whole issue of the chance, perhaps, for a radical rethink of our educational offering and exams, for instance, and maybe that is right.

Let me finish by thanking the Backbench Business Committee for agreeing to today’s debate, all those Members who put their name to it, and, of course, the Chair of the Education Committee, my right hon. Friend the Member for Harlow (Robert Halfon), for opening the debate alongside us today. I thank him for his comments, especially when he said that there is no room for negativity in achieving what we need to achieve in education full stop, but especially around the catch-up that is needed. We need a plan for education and we need a plan for positivity, and if we can all do that, we might get somewhere.

Question put and agreed to.

Resolved,

That this House has considered the proposal for a national education route map for schools and colleges in response to the covid-19 outbreak.

[Madam Deputy Speaker (Dame Eleanor Laing)]

I am now going to suspend the House for three minutes in order that arrangements can be made for the next item of business.

Remote Education and Free School Meals

Eleanor Laing Excerpts

Monday 18th January 2021 Commons Chamber

[Yasmin Qureshi (Bolton South East) (Lab) [V]]

The provision of home schooling—[Inaudible.]

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. There is something deeply wrong with the sound system. We will try to come back to Yasmin Qureshi, but meanwhile we will go to Brendan Clarke-Smith.

--- Later in debate ---

[Jack Brereton (Stoke-on-Trent South) (Con) [V]]

It is generous of the Opposition to call a debate on an area of policy in which the Government are leading the way. Ministers, faced with a backdrop to public policy decisions that is the most challenging possible, have worked tirelessly to deliver. Across the country most people have made huge efforts in response to covid, none more so than our teachers. I have seen the efforts made by teachers in Stoke-on-Trent, who deserve all our thanks for continuing the learning of our young people and protecting the most vulnerable. We are all struggling, and it is right that we debate how the Government’s good intentions can be delivered most effectively, especially for the most vulnerable.

The Government are not alone in having a responsibility to tackle this crisis: we all share a responsibility for our younger and future generations. Unfortunately, not everyone has recognised this. It is appalling to see some Labour-backed unions playing politics and doing everything possible to prevent the learning of our young people, even suggesting that remote learning is an invasion of privacy, when we all know that it is possible to use a filter on most remote platforms. The Government were right to try to keep schools open for as long as possible, and I know they are keen to get schools reopened as soon as they can. No matter how good remote learning is, it is a poor substitute, and I know from teachers in Stoke-on-Trent South that the last time pupils returned to school from lockdown, there was a notable performance gap, especially among the most disadvantaged pupils.

Schools being closed also has a more serious consequence. Last week, I met remotely with representatives of New Era, which provides domestic abuse services in Stoke-on-Trent and Staffordshire—I am grateful to them for sharing their insights. It is worrying that the number of children and young people seeking support dropped nationally by 6,000, while the number of domestic violence victims has increased significantly during lockdown. I hope that issue will be investigated further. According to the Local Government Association, referrals to social care have tragically increased to a 10-year high.

Lockdown has also hit a whole range of families mentally and financially when it comes to juggling their work and childcare responsibilities. In many cases, the strain has been too hard, and the school and community support networks that families rely on are just not there now. It is therefore particularly welcome that through the Government’s covid winter grant scheme, Stoke-on-Trent City Council received over £1 million to support the hardest-hit families. As a father of a three-year-old, I am personally grateful that the Government have also kept early years education open to all, and I am glad that support bubbles, which provide vital support for families at this very difficult time, have been maintained.

As we get the virus under control thanks to everyone’s efforts, and with the increased roll-out of vaccines, there is understandably a real eagerness among parents to get children back into the classroom as soon as possible. When we do reopen, we must ensure that there is intense catch-up, so that no pupil is left behind.

[Madam Deputy Speaker (Dame Eleanor Laing)]

We will go back to Yasmin Qureshi.

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

This Government want to see children, young people and adults fully connected so that they can access our world-class education, and we recognise the importance of a nutritious lunch to help children concentrate while they learn. I thank all the Members who have spoken in tonight’s debate. Many of them have taken the time to thank staff in schools, and I agree with them. I say thank you to our schools, but I also thank our early years, our colleges, our social workers who support vulnerable children, our families—and I say thank you to our children, too.

We must all do everything we can to support those who need help most at this time. On free school meals, the Prime Minister has said again and again that no child should go hungry because of this pandemic, and every single Member of this House agrees. Children should not miss out on a school lunch because school is closed to them. The contents of some of the lunch parcels that we saw on social media last week were completely unacceptable. Lunch parcels should be balanced and nutritious. The Secretary of State for Education and I immediately met leading school food suppliers to demand urgent action to make sure that lunch parcels are of a high standard.

We are in a global pandemic and no one should be profiteering on free school meal contracts, but some Opposition Members suggested that those contracts were with the Government. That is simply not true. Schools are responsible for their relationships with their own caterers—through the local authority if the local authority runs schools. Schools are doing a phenomenal job at this time. If parents have a problem with a school meal parcel, they should contact the school first to resolve it, but if that does not sort it out, we have set up a hotline so that parents can call us. The small number of complaints that we have already received have been individually investigated and sorted.

Schools can decide whether to offer lunch parcels or local vouchers, or use the national voucher scheme. Some schools and parents prefer those parcels, because that helps them keep in contact at this challenging time. The all-party parliamentary group on school food recommends and supports the use of lunch parcels. That all-party group is chaired by a Labour MP.[Official Report, 21 January 2021, Vol. 687, c. 6MC.]

It is up to schools to decide how they want to sort out their own provision, but our national voucher scheme has reopened today. As of 5 o’clock this evening, more than 6,500 orders had been placed by schools, worth a total of £12.7 million. Parents have already started converting over £1.1 million-worth of codes into supermarket vouchers. That is well ahead of the schedule expected.

The current advice on school meals covers the time up to half-term, because that is the period when we currently know schools will for many children remain restricted. However, I want to be absolutely clear that children will be receiving food over February half-term. We started planning for that many months ago when we announced the £170 million covid winter grant scheme. Many Members, including my hon. Friends the Members for Winchester (Steve Brine), for Scunthorpe (Holly Mumby-Croft) and for Darlington (Peter Gibson) spoke about how it is working in their own constituencies with parcels, vouchers or holiday clubs. The covid winter grant scheme is there to support the most vulnerable families, including children not of school age. It is there to help not only with food, but with other essentials such as energy bills. It is there to help with food for the whole day, not just at lunchtime. It is there for families and individuals who need extra support at this time. It was there in the Christmas holidays and it will be there through term-time. It will be there at half-term.

We have also announced our brilliant holiday activities and food programme, which will run all across the country from next Easter. My right hon. Friend the Member for Harlow (Robert Halfon), my hon. Friend the Member for Bury South (Christian Wakeford), my right hon. Friend the Member for East Hampshire (Damian Hinds) and my hon. Friend the Member for Ipswich (Tom Hunt) all praised the scheme. It means that eligible children in every local authority area will be able to access healthy food and take part in fun activities over Easter, summer and Christmas if they need it—food, fun and friendship.

On technology, during the summer term we delivered more than 220,000 laptops and tablets, prioritising children with a social worker, care leavers and disadvantaged 10-year-olds. We have now distributed over three quarters of a million. Just last week, the Government confirmed the purchase of a further 300,000, which will take the total number of laptops and tablets we will be distributing up to £1.3 million. That is on top of the 2.9 million that were already owned by schools before the start of the pandemic. We are literally ordering and delivering laptops and other devices as fast as manufacturers can make them, at a time of peak global demand. Some 139,000 devices were delivered between 4 and 11 January—the first week of term. It is a phenomenal logistical effort.

The hon. Member for Glasgow North West (Carol Monaghan) asked about British Telecom. We ran a pilot in partnership with BT to provide our children and young people with free access to a BT wi-fi hotspot, but we did not extend it because the pilot found that it did not suitably meet the needs of children and young people for a reliable and consistent internet connection. However, we have partnered with all the UK’s leading mobile providers, including BT, to provide free data uplifts to disadvantaged families. We have provided 54,000 4G wireless routers and we will continue to provide more. They have a roaming sim card so the router can find the strongest signal for 4G locally, making them more reliable even in areas where the signal may not be strong. We have extended our technology programme to 16 and 17-year-olds, many of whom already got devices through the bursary scheme. We are also extending more technology to our adult learners, because we support everyone who wants to access education at any stage of life.

My hon. Friends the Members for Ipswich, and for Henley (John Howell), mentioned the importance of accessibility for those with special educational needs and disabilities. There has been massive progress and innovation in this area during the pandemic, which will make a huge difference for some of our most vulnerable children.

The best place for children and young people to learn is at school, and I am very proud that we are one of the few countries that have kept schools open for our most vulnerable children. We know that it is not possible for all to attend at this time, but we are doing everything in our power to make remote education a reality for all. No child should go hungry because of the pandemic. We are prepared. We are providing free school meals to children over the half-term and in the holidays ahead. Our Government projects do that and so much more.

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. Before I name the Tellers, let me make it absolutely clear, for those who appear not to understand our procedures, that it matters not on which side of the House a Member sits; if he or she chooses to oppose a motion, that is up to him or her. If two Tellers present themselves to me now to vote against a motion, I will take them at their word and at face value, and we will have a Division. There is no discretion for the Chair.

Question put.

Covid-19: Educational Settings

Eleanor Laing Excerpts

Wednesday 6th January 2021 Commons Chamber

[Gavin Williamson]

I would very much like to join the hon. Lady in paying tribute to Gareth. I had the great privilege of working with Gareth during his time as deputy general secretary of the NASUWT, as well as with his colleagues there. Our thoughts and prayers are very much with his family and with his friends and colleagues.

The hon. Lady raises a number of very important points, including the roll-out of digital devices and our commitment to deliver 1 million digital devices across the country. We will be getting three quarters of a million of those devices out by the end of next week, supporting schools in delivering the full allocation of devices that they need and looking at how we can go further. It has been a great privilege to work with those brilliant teachers, those inspiring leaders, and to help fund and support them in setting up the Oak National Academy—a brilliant online school that is being viewed not just right across this country, but right across the world, for its quality of teaching. We want to see that used more and more as a vital teaching resource.

The hon. Lady is right to raise concerns about free school meals and how important this is for every one of our constituents. That is why we are putting the funding and support in place. There are many parts of the country where it will be best for schools to deliver those free school meals themselves, and they want to do that, but that will not be the case in other parts of the country where schools will want to do it as part of the national voucher scheme. That is why we will be standing up that scheme over the next few days and making sure that schools are not out of pocket and, most importantly of all, that children and families are supported at this incredibly difficult time.

The hon. Lady asks whether there will be training and guidance for teachers across the country as we move to teacher-assessed grades, and I can absolutely confirm that that will be the case. We have always been aware that there could be a situation where we would not be in a position to be able to proceed with examinations. We have always had a clear view that the best way of assessing children is through examination, so I will not apologise for being enthusiastic to ensure that we have been able to be in a position to roll out exams, but we do recognise that due to where we are as a result of this pandemic, we have to take a different course, and that is why we are taking the route that we are.

The hon. Lady mentioned technical and vocational qualifications. As she will know, it is very important that we give colleges, schools and all providers, including independent training providers, the necessary flexibility, because a lot of young people will need to complete some of their professional competency qualifications in order to take up work and job opportunities, such as those on electricians’ or gas courses where they have to do a practical assessment in order to be able to get the qualifications to take the work, the jobs and the opportunities. We want to ensure that the door is kept open for them. That is why we have taken the decision to give providers the discretion, because they will be the ones who best and most accurately understand the needs of their students and those who possibly need these qualifications to be able to progress into a job that they would not be able to do if they did not have that option.

On vaccination, the Government have already set out the important need to vaccinate those who are most likely to be hospitalised if they catch this disease, and not just hospitalised but most at risk of death. Like the hon. Lady, and like everyone in the education community, I very much want to see the vaccination of all those who are tirelessly, every single day through the week and every week, keeping schools open for the children of critical workers and vulnerable children, when schools are fully reopened again, but coupled with this is a really important step forward, the mass testing programme that we have already started rolling out in schools. The mass testing programme in schools will be one of the largest testing programmes that this country has ever seen. It is ready to go—ready to be implemented—and it will be an important plank in ensuring that we can get schools opened at the earliest possible opportunity.

It will not surprise the hon. Lady that we listen to the best scientific and public health advice in making the decision to keep early years open. We all have a clear understanding of how important early years education is for every child. As I have always said, I will do everything I can to keep every educational establishment open if that is possible and if it is the right thing to do. When we were given the health advice that we could be in a position to keep early years open, which is so important not just for those children themselves but for families, I felt that that was the right decision to take.

I do not want to see any school closed for a moment longer than it has to be. That is why, in June, we all worked so hard and fought so hard to ensure that schools opened right across the country for primary years. That is why, during June, we did so much to ensure that years 10 and 12 were able to return to school at the earliest possible opportunity. That is why, in September, we saw the opening of schools right across the country and all children being able to return to school.

I can absolutely assure the hon. Lady that I will not let schools be closed for a moment longer than they need to be. I will do everything I can to ensure that every school is open, so that children are able to benefit from the brilliant teaching that goes on in so many of our primary schools, secondary schools and colleges, because I know that is the best place for children. That is what I want for my children, I know that is what Members want for their children, but most importantly, that is what we want for our nation’s children. That is why I will give everything in order to ensure that schools are the first things to be opened in every instance, because that is what is best for every one of our children.

[Madam Deputy Speaker (Dame Eleanor Laing)]

We now go to the Chairman of the Select Committee on Education, Robert Halfon.

[Robert Halfon (Harlow) (Con) [V]]

I strongly welcome the Government’s laptop scheme, but we know that there will still be possibly hundreds of thousands of people on the wrong side of the digital divide. Will my right hon. Friend confirm that those students who just do not have an internet connection or computers at home will be able to go to school alongside children of critical workers? Will he also confirm that any centre-assessed grade system will not only maintain standards but provide a level playing field for disadvantaged children and have a fair appeals process? Will he ensure that there are independent assessors—perhaps retired teachers or Ofsted inspectors—to provide a check and balance for each assessed grade awarded?

Finally, I welcome what my right hon. Friend has said about wanting to open schools again, and I know that he believes that strongly. Will he do everything possible to ensure that teachers and support staff are given priority for vaccination alongside NHS workers, so that we can get our schools open again sooner rather than later?

--- Later in debate ---

[Gavin Williamson]

We have already seen the mass distribution of testing kits, and all the equipment that is required, in schools and colleges that take years 7 and above. We will be looking at how we can roll out testing beyond secondary schools into primary settings and earlier years to support staff.

I am as enthusiastic about vaccination as the hon. Gentleman is, but we are very much forward with our programme of mass testing for children, with all secondary schools receiving the initial deliveries. All schools will be getting that level of support in secondary settings, and we are looking at expanding that in primary settings as well. That would include all the schools in his constituency, as well as those in all our constituencies.

[Madam Deputy Speaker (Dame Eleanor Laing)]

I appreciate that the Secretary of State is giving thorough and detailed answers to a great many questions, but we have already taken up considerably more than an hour on this statement. There are still 13 people to participate and I would like to give everyone the chance to ask their question, but I must ask them not to make speeches or statements. Just ask a question, and if it is a short question the Secretary of State will be able to give quite a short answer.

[Anne Marie Morris (Newton Abbot) (Con) [V]]

Secretary of State, the future of the country is very much in your hands—the children are our future. I pay tribute to my local schools, who have risen to the challenge and continue to deliver an exemplary education. Closing schools is one thing; what is your plan to open them? What are your criteria? It cannot be to end lockdown having had a devastating effect on children’s mental health. What is your vision and what is your plan for optimising children’s life chances and giving a clear map of the future for children, parents, teachers, universities and employers? What, in your eyes, does good look like?

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. I did tell the hon. Lady not to make a speech but to ask a question. She has asked several questions, which I am sure the Secretary of State will answer, but I must insist that while we have virtual proceedings in this Chamber, people who participate virtually adhere to the same rules that we adhere to in the Chamber. Nobody calls the Secretary of State “you”. “You” means the Chair; the Secretary of State is the right hon. Gentleman.

[Gavin Williamson]

I will endeavour to be very brief, Madam Deputy Speaker. My hon. Friend is right to pay tribute to all those who work in schools, colleges and nurseries in Newton Abbot, and I add my thanks for the work that they do. We have been clear that the testing regime is a clear element in opening schools once more. We rely on the pressure that the NHS is currently feeling starting to lift, as that is one of the key reasons we had to take the difficult and unpalatable decision to close schools.

--- Later in debate ---

[Gavin Williamson]

My hon. Friend and I have both championed the importance of keeping all schools open at every stage. I very much thank him for his support. I spy in the distance the Health Secretary, who is progressing slowly to the Chamber. I guarantee that I will make those arguments as forcibly as possible about recognising children and the workforce in special schools, where there is often a crossover between education and care. We will make those arguments, while recognising the broad clinical requirements under which the Department of Health and Social Care has to operate. I will certainly echo those comments to the Health Secretary.

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. I allowed the hon. Member for Barrow and Furness (Simon Fell) two questions because I could not get in quickly enough to stop the second one. From now on, one question, no speeches, no statements.

[Bill Esterson (Sefton Central) (Lab) [V]]

Ofqual suggests that as many as 1.78 million children do not have access to a computer. What the Education Secretary has announced today is just a 10% reduction in those numbers by the end of next week, which will still leave 1.6 million children unable to access a computer. Bridging the digital divide is essential, so when will those 1.6 million children receive their laptops, and when will he address the situation of the 900,000 children who do not have data access?

--- Later in debate ---

[Gavin Williamson]

I can absolutely confirm that. That was issued in our initial guidance on school closures back in March last year. We have repeated that self-same guidance all the way through where schools have been in an unfortunate position, because we have had to recognise that during the latter stages of last year, there were schools that were closed, and even during that time children who did not have access to that type of education were able to access education settings.[Official Report, 20 January 2021, Vol. 687, c. 4MC.]

[Madam Deputy Speaker (Dame Eleanor Laing)]

In order to allow the safe changeover of colleagues in the Chamber, I will now suspend the House for three minutes.

Education: Return in January

Eleanor Laing Excerpts

Wednesday 30th December 2020 Commons Chamber

[Gavin Williamson]

My hon. Friend will be aware that I want to see all children in schools at all times, if possible. As he highlights, however, there will be certain areas of the country where additional action needs to be taken that will lead to the temporary closure of schools. That has happened across the country all the way through the pandemic, but we will probably see a little more of it over the coming term than we saw in the previous term. That is part of the reason why we made the announcement of the distribution of 1 million laptops to support remote learning in schools, and that is why we have made and continue to make increased investment in the Oak National Academy to support online learning and to make sure that there is a whole suite of lessons for every subject and every year group to support schools. It is an important resource for them to be able teach their children. That support will continue, as well as the covid catch-up fund of £1 billion, which has been made available to schools and colleges.

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. We still have a lot of business to get through today. I appreciate it is more difficult when people are participating virtually for them to work out how long they are taking in asking a question, but can I remind Members that a question should be a question? It is not a speech; it is just a question. If we have short questions, I know the Secretary of State will be able to give short answers.

[Andrew Gwynne (Denton and Reddish) (Lab) [V]]

Greater Manchester has been under restrictions since the end of July. Many areas got the virus right down only for rates to spike again when schools, colleges and universities went back. What happened in the autumn term did not work; it was too disruptive for too many. What guarantee can the Secretary of State give the House that that will not happen again? Where schools are closed, will he guarantee that all students will have the laptops and digital access required to learn remotely, because not all did last time?

History Curriculum: Black History

Eleanor Laing Excerpts

Tuesday 8th September 2020 Commons Chamber

[David Simmonds]

I am very proud of the fact that in the predecessor constituency to the one I have the privilege of representing, William Wilberforce had his London home. He lived there when he was campaigning in this House for the abolition of slavery, although he was a Member of Parliament from Hull. He was a resident of a house called the Chestnuts. That is very much celebrated locally, but will my right hon. Friend expand on the remarks she has made about the complexity of this representation in our curriculum? The guidance covers everything from slavery as something where, in the country that is now the United Kingdom, we saw empires taking people, through to the role of Britain in the abolition of that trade. It also talks about the incredible positive contribution that so many black Britons have made throughout our history and identifies the complexity of those relationships in the context of empire; again that is strongly reflected in the guidance to schools. Does she also agree that in an incredibly diverse city like the one where we are both privileged to be Members of Parliament, the ability for teachers to take that guidance and translate it back so that those children get their education very much in context is a vital part of how our society responds to this debate today?

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. I should just point out for the record that there is plenty of time and there are very few people here, and that was a very interesting intervention from the hon. Gentleman, but it was rather long and I do not want to create a precedent. There is a difference between an intervention and a mini speech.

[Theresa Villiers]

Thank you for that guidance, Madam Deputy Speaker. I welcome my hon. Friend’s point. It is important that teachers are engaged in this process and have the flexibility to explore the complexities. As he says, the history of empire is one of the most complex. There are undoubtedly gravely negative aspects of the history of colonialism but there are some positives as well, and it is important for people to be able to explore that within the history curriculum.

My outlook on life was profoundly shaped by the history that I learnt in school, and I would like to take this opportunity to thank two inspirational teachers—Valerie St Johnston and Gillian Blyth—who taught me. My study of history has greatly influenced the way I think, the way I write, and the way I analyse problems and challenges. I very much doubt that I would have achieved the political office that I have been privileged to hold were it not for the rigorous intellectual grounding that those two very gifted teachers gave to me.

I can well understand why changes to the history curriculum have been a key demand from many who took to the streets earlier this year to protest about inequality and racism, or who took time to email their Member of Parliament. In diverse, complex, multi-ethnic Britain, we need far more people to understand that we have a diverse, complex, multi-ethnic past. It is not possible to understand modern Britain without an understanding of its past. As the eminent US historian, David McCullough, put it:

“History is who we are and why we are the way we are”,

and as Marcus Garvey once said:

“A people without the knowledge of their past history, origin and culture is like a tree without roots.”

I call on the Minister to announce plans to give black history a much more prominent place in the school curriculum. I call on him to embrace the enthusiasm that we have seen on our streets for the study of black history, so that we can give future generations a better knowledge and understanding of how we came to be the nation that we are today.

--- Later in debate ---

[Nick Gibb]

If the hon. Lady will forgive me, at the moment we are in the middle of a covid crisis: we are focused on tackling the issues of GCSEs and A-levels, the autumn season and next year’s summer exams, making sure that schools are reopened safely—getting people back into school, back into study and back into catching up on lost education—and all the other issues that relate to tackling the covid crisis that is confronting this country and the Government. Department officials have actually, though, discussed black issues with a number of organisations, and we do welcome the profile given to the importance of teaching about the contribution of black and minority ethnic people to Britain’s history by bodies such as the Runnymede Trust, The Black Curriculum, Fill in the Blanks, and many other groups and individuals over the years.

On tackling discrimination and intolerance in our schools, I first want to say that there is no place for racial inequality in our society or in our education system. The Department for Education is committed to an inclusive education system that recognises and embraces diversity and supports all pupils and students to tackle racism and have the knowledge and tools to do so. We are funding several anti-bullying programmes that encompass tackling discriminatory bullying—for example, the Anne Frank Trust’s Free To Be programme, which encourages young people to think about the importance of tackling prejudice, discrimination and bullying. Our preventing and tackling bullying guidance sets out that schools should develop a consistent approach to monitoring bullying incidents and evaluating the effectiveness of their approaches. It also points schools to organisations that can provide support with tackling bullying related to race, religion and nationality.

In addition, effective holocaust education supports pupils to learn about the possible consequences of antisemitism and other forms of racism and extremism and to help reduce the spread of antisemitism and religious intolerance. The Department supports schools’, pupils’ and teachers’ understanding of the holocaust by providing funding for the Holocaust Education Trust’s Lessons from Auschwitz project and University College London’s Centre for Holocaust Education. Additionally, in October 2018 the Chancellor announced £1.7 million for a new programme in 2019-20 to commemorate the 75th anniversary of the liberation of Bergen-Belsen by British troops. Within and beyond the national curriculum, schools are required to promote fundamental British values actively, including democracy, the rule of law, individual liberty, and mutual respect for and tolerance of those of different faiths and beliefs.

I am grateful to my right hon. Friend the Member for Chipping Barnet for raising these important matters. I welcome the opportunity to set out how black history is already supported within and beyond the national curriculum. I am confident that our schools will continue to educate children to become tolerant, culturally and historically knowledgeable citizens who embrace the values of modern Britain.

[Madam Deputy Speaker (Dame Eleanor Laing)]

What an interesting debate! That is not always the case on the Adjournment.

Question put and agreed to.

Support for Left-Behind Children

Eleanor Laing Excerpts

Tuesday 7th July 2020 Commons Chamber

[Christian Wakeford (Bury South) (Con)]

I thank the Backbench Business Committee for granting this debate on support for disadvantaged children. I have been asked to speak on behalf of the Education Committee and will deliver a speech along the lines of that which my right hon. Friend the Member for Harlow (Robert Halfon) would have given had the House’s temporary coronavirus procedures allowed him to participate.

I should take this opportunity to express my appreciation to all the teachers, support staff, Ministers and Department for Education staff who have been working flat out throughout the coronavirus pandemic. I welcome the increase in funding for education. The Government’s extra spending over the next three years adds up to £14.5 billion. This will return spending on schools in England to the levels seen a decade ago. Back in October 2019, the Government announced a one-off cash injection of £780 million to support children with special educational needs over the 2020-21 academic year in their response to the Committee’s report. Will the Minister confirm that the commitment to school and college spending uplifts announced in the spring budget will stand and be met in the coming academic year?

We also have substantial investment in bricks and mortar. The Prime Minister has rightly said “Build, build, build”. I welcome the £1 billion announced to fund the first 50 projects of a 10-year school-building programme—I myself am currently lobbying for funding for a new school in Radcliffe in my constituency—and the £1.5 billion for the refurbishment of further education colleges over the next five years. On top of that, an extra £1 billion of catch-up funding will tackle the devastating effects of lockdown on many children’s learning and wellbeing—something that I have been campaigning for alongside the Northern Powerhouse Partnership.

Children in poorer households are undoubtedly the most likely to have no internet access and their households are most likely to be struggling to cover the cost of food and other essentials. The extra funding will provide extra tuition for them and level up their learning opportunities to those of children from wealthier families. It would help to hear more from the Minister about how the £650 million going directly to schools will reach our most disadvantaged children. First, will the funding be targeted at areas with the highest levels of deprivation? Will schools have complete autonomy, or will the Department have oversight of spending? Secondly, will Ministers allow the Education Endowment Foundation to signpost non-academic catch-up support to schools, including pastoral care, safeguarding and intervention, in order to look after children who may have spent many months in difficult home circumstances—especially considering the Domestic Abuse Bill, which we debated in this place yesterday?

That brings me on to what should happen over the summer. I welcome the news of a £650 million catch-up fund for schools to host summer schools, the use of which should be encouraged as widely as possible. So many of us have eagerly awaited the Secretary of State’s confirmation that all children would return to the classroom come September—a real relief for frustrated parents, children and teachers alike across the entire country. Anxiety has grown over the past few months because every single day that a child is out of classroom chips away at their future life chances, and the consensus is that the wellbeing and learning of disadvantaged and vulnerable children are being scarred the most.

Why does that matter? It matters because even before lockdown, disadvantaged pupils were already 18 months behind their peers by the time they took their GCSEs. It matters because the Education Policy Institute’s 2019 annual report showed that the rate at which the attainment gap was closing was already beginning to slow before the pandemic, and we have indications that it was actually starting to widen again in 2017-18.

Some groups are particularly impacted. Looked-after children fall well below the average by the time they leave school, and many children live in persistently disadvantaged households. That group of young people are expected to have fallen further behind—more than at any other time in the past 20 years—because of this pandemic. A report produced by the Scientific Advisory Group for Emergencies warned that a whole cohort of children will have experienced a shock to their education that will persist and affect their schooling and work outcomes for the rest of their lives.

The most vulnerable and poorest of children have been hit the hardest, so I put on the record the Education Committee’s gratitude to schools, parents and children across the country for dealing with the unprecedented educational challenges caused by this pandemic. In particular, I thank teachers and all the support staff who have kept schools and childcare facilities open for vulnerable children and those of critical workers, and I commend all the teachers and teaching assistants who have put in extra hours to adjust to remote teaching methods.

However, schools’ approaches to remote learning have been highly variable, which prompts the question: why? UCL’s Institute of Education estimates that a fifth of children, or over 2 million—let that sink in—have done no schoolwork at home and have managed less than an hour a day during lockdown. Another report by the National Foundation for Educational Research indicates that four in 10 pupils have not been in regular contact with their teacher during lockdown. A six-month learning loss is an eternity in a child’s life, and this is close to being a national educational disaster. Something has clearly gone wrong, and we must examine why.

While many schools have done remarkable work, others have not been able to provide the same offer for one reason or another, and that also needs investigating.

We have questioned why there was not clearer guidance for schools on what was to be expected of them in supporting remote learning and checking on children, something the September for Schools working group, co-ordinated by parents, has called for. Given Ofsted’s oversight of schools, it really should have taken a leading role in setting out expectations during this time. Ofsted seems to have taken a badger approach: reducing its activity and hibernating during these difficult months.

To repeat, 2.4 million children have been doing barely any schoolwork from home. Some 40% of pupils have not had regular contact with their teachers. I know that Her Majesty’s chief inspector will respond by saying that they have encouraged their employees to take up civil service and volunteering roles, and that should be commended.

However, the fact remains that the latest plans for Ofsted do not see inspections resume until January 2021, with visits to schools and brief letters published in the autumn term.

I also want to understand why the Department for Education did not appear to do any analysis itself to consider the impact of school closures on children’s learning. That was confirmed by the Minister for School Standards, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb) in our Committee meeting on 27 May. School closures were widely expected in the weeks before lockdown. Should the Department have published its central guidance earlier to mitigate that? It has not been wholly clear what local authorities were meant to be doing either. Ahead of any further disruption, schools must be set minimum standards for the provision of remote learning and for checking on those not taking part in lessons. The question is whether or not the standards should have been in place before we even went into lockdown. However, as our Chair has already put on record, I recognise the remarkable achievements of the Department, particularly with the Oak National Academy and the free school meal voucher system. I reiterate our appreciation for all the efforts of Ministers and their teams.

It is clear that Ministers faced huge difficulties because of the pandemic, but that does not mean there are not lessons to be learned. Clearly, if we ever face a situation like this again, there must be strict guidelines from the Department on what schools are expected to teach pupils in terms of distance learning, and clearer guidelines for Ofsted and local authorities to provide a supervisory role.

I mentioned previously that I strongly welcome the £1 billion catch-up programme, but, as has been previously highlighted, that does not include early years or post-16 education. Early intervention is vital, and those groups will have been clearly impacted by lockdown. I speak as the father of a toddler myself. I know the impact it has had on her education and development. Will the Minister explain to the House whether there are any separate plans in the offing to support early years?

It is no secret that the UK’s further education sector has been left behind for decades. A briefing on FE by the House of Commons Library outlines concerns about funding that predates the outbreak of covid-19. In 16-to-19 education, funding per student has fallen by 16% in real terms between 2010-11 and 2018-19. The total funding allocated to 16-to-19 providers declined from £6.26 billion in 2013-14 to £5.72 billion in 2018-19. That is a fall of 8.5% in cash terms and 15.7% in real terms. It is the often-neglected part of the education system that is frequently thought of as being for other people’s children. That cannot continue. FE is sometimes referred to as the Cinderella sector, but it is worth remembering that Cinderella became a member of the royal family. We must abolish the two ugly sisters of snobbery and underfunding.

Like me, the Prime Minister believes that apprenticeships will play a vital role in the recovery post-covid. Young people must have the opportunity to get the skills they need for a prosperous future. The Prime Minister has committed to offering every young person an opportunity guarantee, so that they have the chance of an apprenticeship or an in-work placement. That, too, is to be commended. No doubt we will hear more detail on that from the Chancellor tomorrow in his statement. It is no secret that our Committee Chair is a big fan—as am I—of apprenticeships. It is well known that his two favourite words in the English language are “degree apprenticeships”. Apprenticeships combine a real job with training so that people can earn while they learn. They offer opportunities in a huge range of sectors and they have fantastic returns for all involved, so how should we go about guaranteeing an apprenticeship guarantee?

First, now is the time to refocus the apprenticeship levy so that it can be used primarily on apprenticeships for 16 to 24-year-olds and to tackle disadvantage. Secondly, we must look to the public sector to lead the way with a massive increase in jobs and apprenticeship opportunities.

Thirdly, the £3.3 billion national skills fund should be used towards covering training costs and the first year of salary costs for small and medium-sized businesses taking on young apprentices.

Fourthly, we should recalibrate the levy so that employers are incentivised to spend more on taking on younger degree apprentices, those from disadvantaged backgrounds and those in disciplines that meet the country’s skills needs, rather than funding middle management apprenticeships.

Finally, we need proper targets for schools for encouraging pupils to go on to apprenticeships—something that I hope we will be discussing when the Education Committee meets tomorrow. There must be much tougher inspections by Ofsted to ensure that schools encourage pupils to go on to apprenticeships and further education. Enough of the letters that do not make a difference. We need a carrot and stick approach, with encouragement and funding.

I welcome the extra catch-up funding, given everything that has happened in recent months, but there needs to be an even greater focus on those who are being left behind. The attainment gap was worryingly wide before and it is still worryingly wide. Given that millions of children may not have been participating in schooling for nearly six months, this position is expected to get even worse. That is why the Education Committee is working relentlessly on tackling disadvantage and why we are approaching all our work with the social justice agenda firmly in our minds. We need to ensure that all our young people can climb the educational ladder of opportunity. That really must be a priority for the Government over the months and years ahead.

The NHS has a long-term plan—so, too, should education. Education should have a long-term, 10-year plan that is focused on closing the disadvantage gap and ensuring that those left-behind pupils, who have suffered enormously during coronavirus, are able to catch up.

[Madam Deputy Speaker (Dame Eleanor Laing)]

We go immediately into a time limit of four minutes.

Education Standards: Stoke-on-Trent

Eleanor Laing Excerpts

Thursday 18th June 2020 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

I congratulate my hon. Friend the Member for Stoke-on-Trent South (Jack Brereton) on securing this important debate. I know that he is particularly passionate about schools in his constituency, and he continues to feed back his views and the views of his constituents about various local education issues. The Stoke-on-Trent area is one of huge potential, as he said, and an area targeted by the Government for additional support through the opportunity area policy, which I will talk about in a moment. He also shares the Government’s ambition that every state school is a good school, providing a world-class education that helps every child and young person to reach his or her potential, regardless of background.

Since 2010, the Government have worked hard to drive up academic standards in all our schools, and we continue to provide support to the schools that require it most. Nevertheless, it is important to recognise that some schools are still on a journey of improvement, and those schools continue to benefit from the Government’s commitment of support.

An example of that support was the introduction of opportunity areas in October 2016, when the then Education Secretary announced that six social mobility coldspots would become opportunity areas. These opportunity areas were expanded further in January 2017, with six additional areas, including Stoke-on-Trent. As part of this announcement, £72 million of funding was made available to those areas to support education and communities. Stoke-on-Trent and those 11 other areas are benefiting from a range of additional support, which I think will have a huge impact in the long run in Stoke-on-Trent.

I join my hon. Friend in recognising the tremendous work of headteachers and teachers in Stoke-on-Trent, which has resulted in 80% of schools being judged good or better by Ofsted. Part of the support that the Government offer to all schools nationally is through the academies programme, which my hon. Friend talked about. This programme builds on our ongoing vision to develop a world-class, school-led system, giving school leaders the freedom to run their schools as they see fit. We now have more than 9,000 open academies. This system is working. My hon. Friend will have seen improvements in Whitfield Valley Primary School, which my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis) also mentioned, reflecting the strength of the academies programme. The school joined the Inspirational Learning Academies Trust as a sponsored academy, and following its sponsorship, performance improved rapidly. The school was judged good in January last year, and its 2019 academic performance places it well above the national average. The trust also includes Newstead Primary Academy, located in the constituency of my hon. Friend the Member for Stoke-on-Trent South.

In a bid to support academy trusts in Stoke-on-Trent and nationally, we have launched a trust capacity fund, which will help trusts to expand. As my hon. Friend knows, the statutory duty to provide sufficient school places sits with local authorities. We provide capital funding for every place that is needed, based on local authorities’ own data on pupil forecasts. They can use that funding to build new schools or expand existing schools. Stoke-on-Trent has been allocated £32.7 million to provide new schools and new school places between 2011 and 2022.

Building on the need for more school places nationally, the Government have delivered a hugely ambitious free schools programme, through which we have funded thousands of good school places and opened hundreds of new schools across the country. That happens in waves, and we are now on wave 14. My hon. Friend mentioned Florence MacWilliams Academy. There have been 89 applications received for wave 14 of free schools, two of which came from Stoke-on-Trent. One application has been withdrawn. Florence MacWilliams Academy is a free school proposal submitted by the newly formed trust, Educo Academies. The application seeks to establish a co-educational 11-to-16 school in the south of the city of Stoke-on-Trent. We will make an announcement on the successful bidders to that scheme in due course.

In the final seconds left, I again pay tribute to my hon. Friend for his commitment to education in general and to the schools in his constituency in particular.

[Madam Deputy Speaker (Dame Eleanor Laing)]

What a race! The Minister managed to get it all in with hardly any time.

Question put and agreed to.

Education and Local Government

Eleanor Laing Excerpts

Tuesday 14th January 2020 Commons Chamber

[Several hon. Members rose—]

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. I am relying on people who are not making maiden speeches to show courtesy and compassion to those who are about to do so by taking only six minutes. For those who are not conversant with the system, let me explain that if I put on a time limit, it will apply to everybody henceforward, and it would be better for those making maiden speeches if they do not have to watch every second on the clock, whereas experienced Members who have had the opportunity to speak many times in this Chamber—and will probably, if they behave today, have that opportunity many more times—are well able to limit their remarks to six minutes. I am asking them to do so, starting with Sir Robert Syms.

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[Several hon. Members rose—]

[Madam Deputy Speaker (Dame Eleanor Laing)]

I am delighted to call Rachel Hopkins to make her maiden speech.

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[Jim Shannon]

As the right hon. Gentleman is looking forward to the future, does he welcome the starting again of the Northern Ireland Assembly and accountability being back in the process there? That has enabled new schools to be announced today, two of them in my constituency, which is again an example—

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. That is a long intervention; did nobody listen to what was said about the maiden speeches?

[Sir David Evennett]

I am delighted that the Assembly is back in operation, because that is good news for Northern Ireland and for the whole United Kingdom.

I want briefly to highlight the fact that every child deserves the best start in life regardless of their background or where they live. Access to good schools is essential to build the foundations for success in future life. I am concerned about the underachievement of many working-class boys; this topic has not received enough attention in the past. This particular demographic is falling ever further behind and it shows no sign of catching up with its peers. The difference in attainment between richer pupils and their disadvantaged classmates has closed since 2011, but when results are broken down by ethnicity, it appears that the improved results among poorer pupils are largely down to the achievement of non-white children; this is exacerbated when gender is taken into account.

I welcome the fact that girls are achieving so much more now. In my constituency, we have a very good secondary school, Townley Grammar, which is excellent and is offering girls tremendous opportunities, but the boys—the working-class heroes we should have in the future—are not achieving and the Government must look into that. I welcome my right hon. Friend the Secretary of State’s positive approach to education, I welcome his speech today, and I welcome the fact that he understands the need for colleges to have more money and for working-class white boys in particular to be helped to make sure that they can fulfil their potential. If we do not do that, it will be a tragedy—a tragedy for them, for their families and for society and our communities. Even more importantly, we owe it to them to make sure that they have the same opportunities as the rest of the country and other cohorts within the age group.

This Government have done well in increasing funding for education, and have done well in setting standards in Ofsted and in the academies programme that my right hon. Friend the Member for Surrey Heath (Michael Gove) introduced in 2010 to 2012; that is a real achievement, of which we can all be proud, but we need to address other areas for the future, particularly the colleges, working-class lads and social mobility. Our society requires the opportunity for people to move up the social scale; we have not had as much success in that as I would like.

However, I am sure that we will be moving forward with the programmes in the Queen’s Speech and the agenda on education and opportunity. I believe strongly in the Queen’s Speech and that the Government are on the right track, and they will have a lot of support not only in Bexleyheath and Crayford but across the country.

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[Madam Deputy Speaker (Dame Eleanor Laing)]

I am delighted to call, to make his maiden speech, Tom Hunt.

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[Conor McGinn (St Helens North) (Lab)]

It is a pleasure to follow the hon. Member for Ipswich (Tom Hunt), whom I congratulate on a very gracious and eloquent maiden speech. It is also a pleasure to see you returned to your place, Madam Deputy Speaker. I congratulate you on your elevation to Chairman of Ways and Means.

In the limited time available, I want to speak about some of the challenges facing us in St Helens and the wider coalfield communities in the north of England, but I also want to speak about what constitutes those communities and why we have reasons to be optimistic. To outline the state of play in St Helens is to paint an unattractive and difficult picture: our local authority is losing £90 million a year in funding, and with a low business rates base we cannot even begin to mitigate that and have had to freeze spending on all but essential services; our schools have lost £5.3 million in the last year, which is the equivalent of £211 per pupil; early years provision has suffered as well; 4,000 households in my constituency are on universal credit; and we had the highest rate of suicide in the country. I am pleased to say we have taken steps to address that, as a result of which it is no longer the highest, but our rates of depression are also higher than the national average. We have seen knife crime increase, we have lost 1,700 police officers on Merseyside, and youth provision has declined as well. This week the NHS announced that it would erect temporary structures outside Whiston Hospital because of a lack of space caused by the demand placed on its services. Record numbers attended our A&E department last week, which is no wonder given that in St Helens people can wait up to 28 days for a GP appointment.

That is the reality of 10 years of Conservative government. However, I have always put St Helens and the people who live there first, and I think it fair to say that I have a very constructive and good relationship with the Minister for the Northern Powerhouse and Local Growth, the right hon. Member for Rossendale and Darwen (Jake Berry), and with the Secretary of State. When it is in the interests of my constituents and the community in which I live and which I represent, I want to work collaboratively with the Members—from whichever side of the House—who I believe have the best interests of those communities at heart.

Ours is a very proud and resilient community. The towns of St Helens and Newton-le-Willows are anchored and rooted in tradition, but they are changing as well, in terms of sport, arts, culture and all the other things that make a community, such as families and the role of faith organisations, which are very strong in St Helens. The churches provide care for the elderly, run food banks and operate parent and toddler groups. I hope that the leadership debate in my own party, but also the implementation of the programme for government in the Queen’s Speech, will give due consideration to the role of faith organisations in communities, which has too often been overlooked and not properly valued. We do not have to “do God” to “get” faith, and to understand the importance of the part that those organisations play in our communities.

In the last Parliament, I chaired the all-party parliamentary group for the coalfield communities. I was delighted that before the election we were able to publish 10 priorities for the former coalfields, alongside the Coalfields Regeneration Trust and the Industrial Communities Alliance. I think that all Members will have received copies this week. I urge the Secretary of State and the Minister for the Northern Powerhouse to look carefully at what is not a nostalgic hark back to what those communities had and unjustifiably lost—they still feel deep and justified pain about that—but something that looks to the future, and considers what those communities need to thrive again.

There are opportunities, and there are reasons to be optimistic. The pit at Parkside, the former colliery site in my constituency, was the last in east Lancashire to close. For nearly 30 years we have been waiting for plans to develop it, and I am glad to say that those are now advancing, alongside the infrastructure that we need to bring jobs and growth back to St Helens. The jobs that we bring will be not the jobs of the past but the jobs of today and tomorrow, and a new green industrial deal and strategy will be an important part of that. St Helens is, of course, famous for its glass industry. We led the world in the past, and we can lead the world again. Glass Futures has a hugely impressive programme, and is planning to base a £40 million research facility in St Helens.

I am delighted that Ministers are present to hear me say that we have been invited to apply for funding from the town deals fund, and I will be attending a board meeting along with stakeholders representing the whole community. The bid has invigorated a sense of civic duty and political leadership in St Helens. I hope that it will be as competitive as we believe it will be, and that the Government will look on it favourably.

I do not come from St Helens, or from Newton-le-Willows. That may come as a shock to those who have been listening to my very thickly disguised Lancashire accent. [Laughter.] However, I love living in the area, and I am very proud to represent it. My family are part of the community and my children go to school there, so I have a personal investment in building a better future for them and, indeed, for every family in St Helens. I should be really grateful if the Government helped me to do that.

[Madam Deputy Speaker (Dame Eleanor Laing)]

I am very pleased to call Ben Everitt to make his maiden speech.

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[Steve McCabe (Birmingham, Selly Oak) (Lab)]

I congratulate the hon. Member for Milton Keynes North (Ben Everitt) on a very good and well balanced maiden speech. I liked Mark Lancaster and, from what we have heard today, we have a worthy successor in the hon. Gentleman.

I acknowledge the achievement of the Secretary of State for Northern Ireland in getting the Assembly back up and running. We should support the Government when they do the right thing.

I also acknowledge the election result. Opposition Members need to recognise the message when the electorate produce a majority on that scale. We cannot just condemn policies and ideas because someone else suggests them; it is about analysing what is being done, exposing the downsides and offering credible alternatives.

I was first elected in 1997, so I understand the euphoria of Conservative Members, but government is tough and it gets tougher. Westminster is not just about party or the Chamber. There are lots of all-party parliamentary groups in this place, and they require people to work together. It is not all tribal, and sometimes those all-party groups can be just as influential as anything we hear from the Dispatch Box.

I gently say to the Secretary of State for Education, who is not in his place, that government also requires some humility. I welcome any promise to raise spending on education, but I remind Ministers that many schools in Birmingham are already facing deficit budgets. Raising pupil spending is welcome but, unless real adjustments are made to recognise disadvantage, per capita increases may only serve to cement that disadvantage.

I welcome the Secretary of State’s admission of the problems faced by pupils with special educational needs and disabilities, such as problems with access to schools and transport, shortages of teaching assistants and a lack of speech and language therapy. We are failing these children. Education, health and care plans are being delayed to save money, and in most places the concept of the local offer is meaningless. We need to review this aspect of the Children and Families Act 2014. We need to know that the high needs funding block will be ring-fenced and that all the money will go to youngsters with special needs. We need to know that local authorities and health bodies will have the money to reinforce the aspects of the Act for which they are responsible.

I hope that the new student visa will make it easier for people to come here to study, but PhD students do not find it particularly easy to stay after they complete their doctorates. They are often young and at a stage where they do not earn much money. Unless we incentivise them to stay and perhaps make a life here, we will be risking the very talent and expertise we need. I hope the Government will say more about how the proposals for post-study work opportunities will operate alongside the points system.

On social care, I hope the Government move quickly, as too many people are being denied proper help and cannot afford the costs of care. Any plans that involve local authorities need to spell out proper funding arrangements and obligations. We require good common standards applied to commissioners and delivery bodies. Home care and home support should mean the same in Birmingham, Bournemouth or Burnley. It is ridiculous that the same job title can cost and mean something so different in different places. It leads to people being trapped in hospital beds because necessary home support is unavailable or woefully inadequate.

New laws to make schools, police, local authorities and health groups work together to prevent crime sound remarkably like many of the early measures of the Blair Government to me. Those had success because they were backed up by extra resources and I simply say that there is no point in commanding underfunded agencies to take on more responsibilities. If the police make an arrest as part of an operation in Birmingham, they cancel the operation while the offenders are carted across town to the only police station with cells. Schools are already providing a range of welfare services for children and families, which used to be a local authority responsibility, but the schools are not being funded for doing that. In addition, as we all know, local authorities and clinical commissioning groups are devoted to rationing services to save money. Joint working needs proper resources and the proper measurement of anticipated outcomes.

I can detect that, much as you would love to hear more and more from me, Madam Deputy Speaker, you are indicating, in your new elevated position, that I should perhaps withdraw now.

[Madam Deputy Speaker (Dame Eleanor Laing)]

I am grateful to the hon. Gentleman because his courtesy is not only to the Chair and the Chamber, but, in particular, to Members who are about to make their maiden speeches. I am delighted to call James Daly to make his maiden speech.

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[Several hon. Members rose—]

[Madam Deputy Speaker (Dame Eleanor Laing)]

It is a great pleasure to call Wendy Chamberlain to make her maiden speech.

[Wendy Chamberlain (North East Fife) (LD)]

I begin my maiden speech, perhaps unusually, by congratulating the hon. Member for Bury North (James Daly) on his excellent maiden speech. We can certainly agree on ensuring that deprived children and those with additional support needs are supported. I note his work on the board of governors of Hoyle nursery and commend its achievements as well as those of Springfield Primary and Bury College. I commend the hon. Gentleman’s commitment to education. I appreciate his telling us about his cricket-playing career and the fact that perhaps it does not live up to expectations. I play the amateur Scottish sport of shinty and would be happy to tell Members all about it. I do not play particularly well, so stand well back. I look forward to hearing from the hon. Gentleman again during his time in Parliament.

It is a great honour to make my maiden speech as the new Member of Parliament for North East Fife. I pay tribute to my most recent predecessor, Stephen Gethins, who served North East Fife with distinction from 2015. It is clear from my few days here that he was well liked and well respected by Members across the House. I recognise the work of his parliamentary team, both here and in the constituency. It is easy to forget in the heat of an election that when Members lose or resign their seat that has a direct impact on their employees, so I wish all of them the best for the future.

I thought of Stephen last week, as he is a committed European and a strong supporter of the Erasmus scheme. He will be saddened that the House voted against the scheme, which has nothing to do with the EU’s institutions, which will simply deprive British students of the chance to enjoy studying across Europe—something from which Stephen benefited.

There is much that Stephen, his former SNP colleagues and I agree on regarding Europe and the UK’s role within it. North East Fife as a constituency voted to remain within the UK and in the European Union in recent referendums. Maintaining Scotland’s place in the UK is best for the economic and social wellbeing of these islands, and it is incumbent on everyone who believes that to demonstrate it not only in our words but in our actions. It was my friend and colleague, Lord Campbell of Pittenweem, who turned North East Fife into a Liberal Democrat constituency, to which it has returned with my election. He is held in much affection in the constituency, but North East Fife has a longer Liberal tradition, with Prime Minister Herbert Asquith representing the seat in its previous form of East Fife. Asquith and I might differ in our views on universal suffrage, but 100 years on from Nancy Astor it is a huge honour to be the first female Member of Parliament to represent the constituency. I could not have achieved that without the support of the Liberal Democrat campaign for gender balance, the Parliament Project and the 50:50 Parliament #AskHertoStand campaign.

I am aware that I come from a position of privilege. I am white, heterosexual and cisgender. I was in a position where I could afford to take an unpaid career break during the election campaign, then leave my employment directly after my election. I know that for many who have an ambition to enter politics, whether at local or national level, that is simply not possible. I urge the House to consider how it continues to increase diversity not only in the Chamber but throughout politics and across all areas of diversity, including disability, ethnicity and socioeconomic background—we should not limit ourselves to a gender perspective. Local government in particular needs increased diversity. I had the privilege of serving for 12 years as a police officer. Like the police service, we should seek to ensure that we are truly reflective of the communities we serve and represent.

North East Fife is a diverse and beautiful constituency, taking in Levenmouth, the Howe of Fife, the East Neuk, the royal burgh of Cupar and communities on the south banks of the Tay. It is home to Leuchars Army and former RAF base. St Andrews is the home of golf, which will again welcome the Open in 2021. It is also home to St Andrews University, Scotland’s oldest university, established in 1413. The university is the area’s major employer, and was recently ranked by The Guardian as Scotland’s top university, and second in the UK—a considerable achievement, I am sure Members agree.

My constituency’s other industries include tourism, farming, agriculture and our vital fishing communities. One area that combines a number of these is the growth in distilleries in the constituency that are providing both produce and visitor attractions. My predecessor mentioned our whisky distilleries in his maiden speech, but I would also like to mention North East Fife’s increasing number of gin distilleries, such as Eden Mill, Pilgrim’s, Darnley’s of Kingsbarns and Lundin Links. Having come to this House directly from the drinks industry, I hold a general certificate in distilling and would be more than happy to tutor Members accordingly. I am also noticing a theme to my party’s maiden speeches, given that my hon. Friend the Member for St Albans (Daisy Cooper) referred to the number of pubs in her constituency yesterday.

North East Fife is a largely rural constituency. As well as presenting many of the opportunities I have outlined, this also means that it has challenges, particularly around transport, rural poverty and accessing public services. I am delighted to see that the reinstatement of the Levenmouth railway is now moving forward. This will see one of the local communities that is most poorly served by public transport properly connected to the central belt of Scotland. I commend the work of the members of the Levenmouth Rail Campaign for their efforts in this regard.

I am my party’s spokesperson on political and constitutional reform, and believe that transformation is required in local government in England in order to ensure better representation. Alongside the introduction of a written constitution and renewed support for the devolved Administrations, these steps are urgently needed. Local government in England is confusing and often unaccountable, and that also speaks to the Westminster electoral first-past-the-post system. It took 330,000 votes in the general election to elect me or one of my Liberal Democrat MP colleagues, whereas it took just 38,000 votes to elect a Conservative. To elect the only MP for the Greens—the hon. Member for Brighton, Pavilion (Caroline Lucas)—took 866,000 votes. On a personal level, I would much rather that people voted for me and my party because they liked and agreed with me and my party’s policies the most, rather than because we are the option that they disliked the least.

We have myriad electoral systems, resulting in confusion and disengagement. Ultimately, when we then ask for binary answers to complex questions, we should not be surprised if they come out with results that we were not expecting. The sinews of our parliamentary democracy are being strained, and it is our role as parliamentarians and legislators to ensure that these systems are fit for purpose. Without solving that democratic deficit in the voting systems, which differ in all four nations of our country, we continue to weaken the bonds of the UK. Is that fair? In the Brexit referendum, two of our nations voted against such a step, yet we are set to leave the European Union on the hardest of terms. There has been no attempt by this Government to treat this as a process of four nations. This has failed the devolved Administrations, weakened our democracy and undermined the United Kingdom. And yet, the Government’s own electoral reform proposal in this Queen’s Speech will make it more difficult for people to vote, by introducing voter identification. If the Government think that making it more difficult to vote is the answer, I would respectfully ask, “What is the question and where is the evidence?”—remember, I did mention that I had been a police officer. In an era of social media, when MPs are more accessible than ever, surely our voting system should be too. That means giving EU citizens the guarantees they were promised about the voting rights post Brexit, and following the devolved Administrations by delivering votes at 16.

In this Parliament, I look forward to representing the people of North East Fife and working with Members across the House to deliver the changes to our democracy that will make the United Kingdom fit for purpose as we enter the third decade of the 21st century.

[Madam Deputy Speaker (Dame Eleanor Laing)]

I remind the House that my request that speeches should be short applies to those making maiden speeches as well. What I had hoped we could do is have maiden speeches of approximately eight to nine minutes and other speeches of approximately five to six minutes, but that does not seem to be working. If we do not get co-operation on that, I am afraid that there will have to be a very short time limit on everyone’s speeches, but I hope that we can manage better than that. I am delighted to call Paul Holmes to make his maiden speech.

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[Ms Marie Rimmer (St Helens South and Whiston) (Lab)]

I congratulate the hon. Member for Eastleigh (Paul Holmes) on his speech, which gave much laughter. I wish him luck on receiving those cheques, and I hope that those of us on the Opposition Benches will get some as well.

One of the most important responsibilities of any Government is the protection of society’s most vulnerable people. It is not some utopian ideal to believe that we must protect our young and look after our elderly. It is, in fact, a basic measure of a just and compassionate society, as well as a statutory duty for local councils. Sadly, in both those respects, this nation is falling short. In the past decade, we have seen the number of children in care increase by 28%. There are now more than 78,000 children in care in England alone, and as of 31 December last year a total of 529 young children were in the care of St Helens local authority—63 more than the previous year and approximately double the national average. It is an unfortunate reality that there will always be children in need of care. However, I am sure that Members would agree that those numbers are far too high. Demand is outstripping provision and resources.

Another fundamental reason why care is so pressured is a lack of funding right across local authorities, affecting youth services and education. Support staff are no longer in schools to help keep children in mainstream education, which drives them out. Last year, councils had to overspend by £800 million to keep children safe. In St Helens, the greatest financial pressure on the council is children’s social care costs, and particularly looked-after children. In just 10 years, expenditure on those children is expected to have risen from £10.5 million to £25.5 million this year. That is an increase of £15 million—143%. I ask Ministers to consider the challenge presented to that local authority, and there are many more like it.

Often we are not necessarily speaking about good-quality care, as more and more councils are being forced to rely on unregulated care, care not registered with Ofsted and out-of-borough care, away from the child’s support network. I have spoken about these issues before, so I will not go into too much detail; Members can look at what I have said. But those young people who are being placed in unregulated or unregistered care because of a lack of other provision, many of whom have learning difficulties, are far more likely to be vulnerable to predatory groups such as county lines gangs, which are so prevalent in communities like mine. This situation has worsened since I last spoke.

It is not just our youngest who are being let down by a lack of funding. On the opposite end of the spectrum, our adult social care system is on the brink of collapse. Vulnerable adults are also facing the impact of austerity policies. Some 44% of expenditure by Knowsley Council is on adult social care and adult services budgets, and in St Helens we have seen a 40% net reduction in available resources due to austerity cuts. Every £1 million of shortfall equates to 62,500 hours of domiciliary care. In the past two weeks, an additional 52,000 hours of domiciliary care have been commissioned by St Helens Council—not far off £1 million—which can be at between £12 and £20 per hour. This shows an increase in demand as finances are being cut, with more pressure on the care system and people not receiving the care they need.

Without this care, many are driven into hospitals, leading to increased pressures on hospitals. Just on one day last week, Whiston Hospital pleaded with the public not to go to A&E. It had 35 ambulances parked outside waiting for space—space, rather than beds, because the corridors were filled with patients receiving inappropriate care on stretchers. It is now applying to install a two-storey Portacabin to create 60 beds. And this is in an outstanding hospital in this country that has been built for only 10 years.

Councils continue to see their responsibilities increase, with the deprivation of living safeguards, the independent living fund, the Care Act 2014 and transforming care—to name a few. Despite this increase in responsibility, local councils have not seen their funding increase in line. In fact, much more they have seen it decrease. Knowsley, which is one part of my borough, has seen £100 million in cuts in its budget since 2010, with St Helens making £90 million of cuts. The increase in social care funding recently announced for 2020-21 is welcome, but it is not enough to meet current, let alone future, demands. However, there is no news on 2021 onwards. How can local authorities properly plan to meet this statutory duty?

We have heard declarations from Members on the Government Front Bench, including the Prime Minister and the Chancellor, that austerity is over. The Queen’s Speech refers to cross-party consensus on social care reform. I therefore call on Ministers to put this into action. The Government must release the long delayed Green Paper on the future of social care funding. They must also begin a bottom-up review and restructure the way in which we fund social care for children, young people and adults. We must also see an end to austerity and an increase in local government funding that matches the ever-growing responsibilities and pressures that it is facing. It is councils that are looking after the public, not us. They are facing the problems, and we have to provide the resources and structures to enable them to do so.

[Madam Deputy Speaker (Dame Eleanor Laing)]

I now call, to make his maiden speech, Jonathan Gullis.