Oral Answers to Questions

Esther McVey Excerpts

Thursday 8th December 2011 Commons Chamber

[Esther McVey (Wirral West) (Con)]

8. What assessment he has made of the effect of the regional growth fund on private sector investment.

[The Secretary of State for Business, Innovation and Skills (Vince Cable)]

In April we announced that the regional growth fund would conditionally support 50 projects, amounting to £450 million of Government investment and leveraging an estimated £2.7 billion of private sector investment. In October we announced that 126 projects would receive conditional funding of £950 million, leveraging an estimated £6 billion of private sector investment.

[Esther McVey]

I welcome the regional growth fund, in rounds 1 and 2 of which, companies on Merseyside, including Stobart, Pilkington, Liverpool Vision and Trinity Mirror, have done very well. Wirral Investment Network, a business network for smaller companies, wants to know by what routes it can apply to the regional growth fund.

[Vince Cable]

Our estimate is that roughly a third of all regional growth fund money is going to SMEs, and there are several routes through which it goes. First, there are packets of SME loans, one of which was in Liverpool, while another is in Plymouth. Indeed, I saw that one a couple of weeks ago, and it is going extraordinarily well. There are specifically tailored schemes—for example, the RBS-HSBC scheme linked to asset finance—and programme bids, as in Manchester, all of which are targeted at SMEs.

Girls (Educational Development)

Esther McVey Excerpts

Tuesday 29th November 2011 Westminster Hall

[Esther McVey (Wirral West) (Con)]

It is a pleasure to serve under your chairmanship today, Mrs Main, in this important debate on the development of confidence for girls in school and the importance of role models to the future career paths of young girls. The debate is important to every schoolgirl in the country. The outcome and agreed actions need to take effect to ensure that girls achieve their full potential. As Mrs Robinson, the headmistress of West Kirby grammar school, has said, we have to encourage girls to have a can-do attitude from as young as possible, perhaps from year 7. Many schoolgirls lack confidence in themselves and their ability, and while boys think that they can, girls think that they cannot.

I have worked in the area for the past decade with schoolgirls, women-in-business organisations and through academic study and research. Today, I hope to bring to the debate not only my experiences, but those of my colleagues, renowned academics, Girlguiding UK, which, with more than 500,000 members aged four to 25, is the biggest voluntary girls’ organisation in the country, teaching professionals and business women who mentor other business women and schoolgirls. I will also talk about the findings from a recent Ofsted report titled, “Girls’ careers aspirations”.

My personal journey resulted in my writing a careers guide for girls called, “If Chloe Can”. The book was written to help provide an array of role models for girls, showing them examples of inspiring women from different backgrounds who all excelled in their careers. The book has now become a play to inspire girls and to show them what they are capable of achieving with hard work and determination. The play is now being done with the National Youth Theatre, which found a young writer, Karla Crome. She is only 23 and was delighted to write the play, which helped her along her playwriting path. There is also a group of young female actresses, who are also gaining experience to help launch their careers. All that is consistent with the theme of building confidence through doing and achieving in a supportive environment, while being helped by role models.

The female role models who took part in the play and the career book totalled some 100 women, who are some of the most successful women in the UK and the world.

[Karen Lumley (Redditch) (Con)]

Does my hon. Friend agree that we, as Members of Parliament, also have a great deal to offer as role models? I am mentoring six young girls in Redditch, and I learn a great deal more from them than they learn from me.

[Esther McVey]

My hon. Friend has an excellent point. As female MPs, we are role models. To become an MP, someone has to be one in 100,000 people, and there are so few of us here, which relates to the cycle of learning that she has discussed. Knowledge from one generation can be passed to the next.

I was impressed by how openly and honestly the 100 successful women that I have mentioned talked about confidence, the need to develop it and how important it was for them in achieving in life. They compared confidence to a muscle that needed to be worked out through repetition of small, ever-increasing achievements. From those accomplishments, they developed a mental power—a power based on ability, achievement and a track record, further enabling them to strive for success.

Confidence can be difficult to describe. Helen Fraser, chief executive of the Girls’ Day School Trust groups of schools, past managing director of Penguin Books and two-time winner of “Publisher of the Year”, explained it as follows:

“There are many interrelated aspects to confidence, but there are two I would highlight as particularly important for girls, and which schools can help girls develop. The first is having the confidence to take risks, to ‘feel the fear and do it anyway’. Schools can nurture this by encouraging girls to take small risks—to stand up in front of a crowd and make a speech”—

like I am doing today—

to direct and produce plays, to take part in debates, to take on challenges like the Duke of Edinburgh’s award. These kinds of experiences make girls much more confident about risk, and risk is absolutely essential in working life.”

[Pauline Latham (Mid Derbyshire) (Con)]

rose—

[Mrs Helen Grant (Maidstone and The Weald) (Con)]

rose—

[Esther McVey]

I will give way first to my hon. Friend the Member for Mid Derbyshire (Pauline Latham) and then to my hon. Friend the Member for Maidstone and The Weald (Mrs Grant).

[Pauline Latham]

My hon. Friend says that confidence can be difficult to describe, but we know exactly what it is when we see it. Does she agree that girls often do much better in a single-sex environment in schools, even if it is only in a single-sex class in a co-educational comprehensive? They are not having to live up to a stereotype in front of their colleagues and friends, the boys—

[Pauline Latham]

Thank you, Mrs Main. Does my hon. Friend agree that girls do much better if they are not threatened by apparently more confident boys?

[Esther McVey]

My hon. Friend raises a point about girls being taught in a single-sex environment. Obviously, parents know best whether they want their children to be taught in single-sex environments. Whether there is stereotyping, whether girls are living up to stereotypes and whether they have the ability to speak freely within their peer groups can affect their confidence.

[Mrs Grant]

Although academic subjects are important, does my hon. Friend agree that confidence-building subjects such as music, drama, the arts, sports and reading out loud in class are also important? Some children may not flower academically at a particular moment, and those subjects can boost their self-confidence and self-esteem.

[Esther McVey]

I totally concur. That is what Helen Fraser was talking about—little bits that people can do to build up confidence. As we know, some of us flourish and blossom at different times in life. Therefore, someone has to feel confident in what they have done when they do it.

The second aspect that Helen Fraser raised is

“the confidence to be yourself, not to feel you have to conform to everyone’s expectations. This includes the confidence to stand up for yourself, to disagree with the group consensus if you believe they’re wrong and you’re right. Even if it is just speaking up at a meeting, or daring to have an opinion that isn’t the same as everyone else’s, it’s important to have the confidence that your…opinions and beliefs matter just as much as any other woman’s or man’s.”

[Heather Wheeler (South Derbyshire) (Con)]

An interesting thing that I found in business clubs, particularly in girls-only schools, is that when girls set up and run companies—the companies are sort of junior social enterprises—it builds their confidence and helps them break out from ordinary school. Will my hon. Friend comment on that?

[Esther McVey]

I will indeed. I will talk about work experience and employing other styles of developing confidence later on. My hon. Friend has certainly touched on an important subject.

The aspects that I have talked about make up confidence. They are important throughout life, and girls lack them. Quantitative studies over many years have shown that levels of self-confidence in girls and young women are much lower than those in boys—Hisrich and Bowen in 1986, Hollenstead and Wilt in 2000 and Kickul, Wilson, Marlino and Barbosa in 2008. Such issues need to be addressed, because they have lifelong implications.

Today’s debate centres on the key ingredients that assist in life fulfilment and in achieving personal potential, which need to be nurtured especially in girls far more than boys. Broadbridge noted that a lack of confidence resulted in girls being far more critical of themselves and their abilities. That can become self-doubt later in life, preventing them from applying for promotion and bringing attention to their own achievements, as Singh, Vinnicombe, James said in 2006.

That stands the test from a recruitment point of view. Having conducted informal quantitative studies, recruiters will say that they can probably check a woman’s CV in 20 minutes, because a woman usually underestimates her ability, whereas they might need up to two hours to check a bloke’s CV, because he is convinced that he can do something, even if he has not necessarily done it yet.

In Carol Gilligan’s book, “In A Different Voice”, she explained how male and female traits develop differently from birth through parental guidance. Boys strive to be independent by, for example, playing competitive games, whereas girls stay close to their mother and their games are dominated by “sharing” and “playing together”. That means that men can put “winning” ahead of relationships and that women value co-operation and do not like the quest for victory, if it threatens the harmony of a group. The academic Albert Bandura noted that

“confidence in our ability to perform”

is developed in four key ways—social persuasions, mastery of experience, modelling and judgment of our own psychological state. Social persuasions and stereotyping, as identified by Bandura, are a huge concern when considering girls in school.

Girlguiding UK’s 2009 girls’ attitudes survey showed that girls aspire, stereotypically, to female careers. Hairdressing was the No.1 choice for under-16s; teaching was the No.1 choice for 16 to 21-year-olds; and only 1% of those surveyed said that they wanted to work in science or engineering. In the same survey in 2011, when the girls were asked why so many of them aspired to be hairdressers and so few to be engineers, more than half those surveyed—57%—said that hairdressing is what girls are interested in, while they veer away from engineering because of a lack of interest, as expressed by 51%, and a significant lack of female role models, as expressed by 60%. It was also perceived that girls “don’t do that sort of job”, as expressed by 47%, and that they did not know enough about it anyway, as expressed by 43%.

As demonstrated by those figures, there is a confidence issue when we explore areas of work that are outside the stereotypical areas of female work, which often limits the job prospects, wages and promotion of women. In turn, that often leaves women in much more vulnerable jobs later in life, such as “the five Cs”—cleaning, catering, caring, cashiering and clerical work. The widening of girls’ horizons from a young age is vital, especially as there is a constant battle with the daily barrage of media sexualisation and stereotyping of girls. Studies over the past 30 years—from McArthur and Resko, to Manstead and McCulloch, to Hyde—have constantly found that, overall, men and women in the media and advertisements differed in terms of credibility, with men being portrayed as authorities and women as users, and women in terms of relationships and men as independent. Given the daily amount of television alone that we consume—on average, four hours a day—and how highly we regard TV as our major source of entertainment and our most important news medium, we can realise how important that constant barrage of TV images is when it comes to fixing our views and adding to existing stereotypes.

Many girls tend to be seen, and see themselves, as the nurturers, which is reflected in their choice of occupation. The recent Ofsted report, “Girls’ Aspirations”, showed that the sort of fixed views exhibited by girls in the Girlguiding UK report are being maintained, because girls are sticking to strict, old-fashioned stereotyping. The Ofsted report also found a lack of knowledge among girls about what careers are available and about progression and promotion in careers in general, which highlights concerns about the careers system and careers advice.

What are the Government doing? They have taken some important steps. I welcome the introduction of the E-bac, or English baccalaureate, which is one of the Government’s most recent initiatives. It is a new performance measure for schools and is designed to give children a more rounded education, encouraging more students to take traditional academic subjects, including English, maths, history, geography, the sciences and a language. It was reported in August that the E-bac is steering twice as many pupils in England’s secondary schools towards core academic subjects. A Government-commissioned survey showed that 33% of pupils will take E-bac subjects in 2012 and 47% in 2013 compared with only 22% in 2010.

[Kevin Brennan (Cardiff West) (Lab)]

Further to the point made in an earlier intervention, will the hon. Lady tell us what the impact of the introduction of the E-bac has been on the study of music?

--- Later in debate ---

[Esther McVey]

I must admit that I do not know what the impact of the E-bac has been on the study of music, but hopefully the Minister can answer the hon. Gentleman’s question.

I am working with the 30% Club, which is a group of women aiming to increase the percentage of women on top company boards to 30%. One member of the 30% Club, Katushka Giltsoff, a partner at the Miles Partnership, said that knowledge is key and that the most important thing that girls can do is study serious, mainstream subjects and obtain an all-round education, so that they can do what is best for them later in life. It is also important that we do not limit girls’ choice of subject early on, because limiting subject choice early on ultimately limits career choice later.

Where could we be doing more? We need to ensure that girls have a better understanding about career choice and its impact on their long-term earnings. We also need to develop better and more carefully planned opportunities for girls to meet female professionals who are working in non-stereotypical roles, so that they gain a better understanding of what a job entails and how they can follow a career path. That process could even be extended so that female professionals could act as mentors to guide girls into careers that they are interested in. Everywoman has begun the Modern Muse project, which tries to link business women with schoolgirls. Claire Young of Girls Out Loud is piloting Big Sister. That project is very much like the American model of Big Brothers and Big Sisters, which bring mentors and business professionals into schools so that children can have a selection of role models. Similarly, Etta Cohen, who is the founder of the biggest women’s network in the north-west and an ex-teacher herself, has said that schools and teachers in particular have a big role to play in getting real role models into schools and in getting schools to engage more closely with the business world. The Government could address that issue by preparing more girls to become women entrepreneurs, which we know is important. At the moment, 150,000 fewer women than men are setting up in business. If we had 150,000 more women in business, they would be fulfilling their potential and paying into the economy. Moderate estimates are that they would pay in £9 billion, but it could be as much as £30 billion.

There are various routes to follow. The other thing that the Government are doing, and need to do, is link up what is already out there. We should not reinvent the wheel but encourage organisations to do more together, whether that involves MerseySTEM promoting the study of science to girls, the Chemical Industries Association and the Royal Society of Chemistry encouraging girls to study chemistry or—if I can mention it again—the National Youth Theatre producing the play based on my book, which will be seen by 1,000 schoolgirls at a time. All those organisations can give girls an array of role models.

All this activity is vital for future generations of girls, and we are looking at this issue at a very important time. Lots of changes are going on, but the progress of girls has not improved in the past 30 years. The progress of girls has been glacial, and whatever has happened in the past 30 years has not helped girls. That is why today I have specifically cited academic studies from the past 30 years, as well as very practical studies and reports by business groups. I have done so to say, “We must do more.” The help and support is out there, and I know, from working within our Government, that we have a will to improve things.

I have a question for the Minister, who I know has done so much to change the landscape of apprenticeships and expand their availability and take-up by both companies and individuals. I hope that he can shine his spotlight on this area and achieve similarly successful results. To do so, he must encourage confidence-building measures for girls, through the types of activities that I have discussed, beginning with girls in year 7 or younger, and he must actively encourage girls in the pursuit of the Duke of Edinburgh award in performance, arts and music.

I welcome the Government’s national citizenship service, which was piloted in the summer. On Wirral, it brought children together from all kinds of backgrounds and at the end of the two-week project the children said it had pushed them, allowed them to engage in activities that they had never done before, including team play, and built their confidence. They said that it had been life-changing and transformational. If we could build on that success in one way or another and encourage more children, particularly girls, to participate in those projects in their summer holidays, it would be a giant step forward.

The Government should develop work experience links during summer holidays. I wonder whether the Government’s plans, for 5,000 women mentors over the next three years to inspire female entrepreneurs, could be extended into schools to help with initiatives such as Modern Muse and Big Sister. As John Asgian, a teacher at St George’s school in Maida Vale, puts it:

“Self-confidence is a function of self-identity. It is not always about ‘feeling good about yourself’, it is about doing well for yourself and doing good for others.”

If we want a generation who are doing well for themselves and good for others, it is time we helped them build the ability to do it, and we can do just that by building self-confidence for girls.

--- Later in debate ---

[Tracey Crouch]

I agree. Competitive sport is important as it builds team spirit and confidence in many different ways, but other sports build personal confidence. I am thinking of dance and the advent of “Strictly Come Dancing”, which has inspired many more young people to get involved and interested in dance. We should try to maintain as much variety as possible in the range of sports available to young girls.

[Esther McVey]

That reminds me of Debbie Moore, the first lady to set up a public limited company. She did not like sport, but wanted physical exercise, team play, confidence building and to go before an audience, and dance was how she found those things. That is not sport, but the encouragement of other active pursuits.

[Tracey Crouch]

I completely agree with my hon. Friend, and have been careful not to talk just about sport, because physical activity is incredibly important.

Getting people involved in sport or physical activity is one thing; keeping them involved as they get older is a very different problem, and all clubs or organisations involved in providing sports opportunities are finding it difficult. In my field, football, girls drop out more as they get older. The Football Association and other organisations that are looking at sport for women are trying to deal with that. Interestingly, when girls start to drop out of sport their confidence often drops, partly because when they are participating they become more confident about their weight and body shape, so it follows that they get less confident if they drop out.

Access is one way of keeping girls involved, and that is a debate for another day, but confidence can be instilled by others, which is why media portrayal and positive role models are important factors. So far, every Member has mentioned those two elements. I hope that I am a positive role model for my girls football team and indeed for local schoolgirls, who may or may not be interested in politics, but see a female politician in the local area. There are only three female MPs in Kent, and I think it is important for me to go out to schools in my area. We have a few single-sex schools in Medway, and I visit them to show them that women locally can achieve.

I am merely one woman in their lives, and television and local newspapers are often shaping influences. The shape, size and style of women on our TV screens or in magazines is often commented on. I applauded loudly when in the current series of “The X Factor” talented but not stereotypically size 8 beauty-queen participants were put through to the later stages. From an early age girls see what happens, and they go from wanting to be the Disney Princess to wanting to be a slimline pop star. The irony is that often the bigger girls are better singers. What we do to encourage diversity of representation in the sector is important.

--- Later in debate ---

[Kevin Brennan]

She would be quite capable of doing so, having recently got through to the next stage of a debating competition with her school. Members may be interested to know, however, that she is not particularly interested in following me into politics—I think that she has higher ambitions than that.

The contribution of the hon. Member for Wirral West highlighted the work that she has done on the subject. I commend her for her work with girls to try to build their confidence and make sure that they have opportunities. She spoke about the National Youth Theatre project in which she is involved with her book and her work with Girlguiding UK, an excellent organisation with which I had many dealings as a Minister in the old Department for Children, Schools and Families. Girlguiding UK is a superb organisation that does great work with young women and girls, and it is also extremely progressive and forward looking. I commend some of its publications to hon. Members, if they have not had the chance to look at them and see the work that it is doing with young women. It is a modern organisation doing a great deal of good work, and the hon. Lady gave an extremely thoughtful and thoroughly researched speech on the subject.

The hon. Lady then talked about the English baccalaureate and the role that it might play in building confidence, but that is one point on which my opinion might differ from hers. The reason why I intervened on her on the matter of music—another hon. Member said that it is a subject that can give confidence to young people and to girls in particular—is that, when I asked the Minister of State, Department for Education, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb), who has responsibility for schools, a question recently, I was unable to ascertain an answer from him about the survey to which the hon. Lady has referred as to what has happened to those subjects not included in the E-bac.

[Esther McVey]

The hon. Gentleman is making a good point—we have all said that music, drama and sport are vital in developing confidence—but my point was about the ability of a person to have confidence and choice in their career later in life, so that they have the skeleton of a very good, sound education that does not limit them later. That is what we found to be the case for so many girls who limited their choices and future avenues early on.

[Kevin Brennan]

That is a valid point. I completely accept that it is important that, when it comes to those crucial points in school when choices are made, young people and young girls in particular are aware of the choices that they are making and given good advice and mentoring about their consequences. My personal view is that the English baccalaureate does not serve that purpose particularly well and that it demonstrates that more young people are choosing the subjects that the Government want them to choose at a particular level. It is a self-fulfilling prophecy that that will happen when schools are told that that is how they will be measured. Inevitably, they will then change their timetables and resources in order for that to happen. My point is that that does not necessarily deal with the issue of having the confidence to take those subjects in the first place. I am concerned that we still do not know, because the Government did not ask the question thoroughly in the survey, what impact that has had on the other subjects that are outwith the English baccalaureate, such as religious education and music and drama, both of which have been referred to as confidence-building subjects.

The hon. Lady was followed by the hon. Member for Hastings and Rye (Amber Rudd), who made some important points about confidence in relation to teenage pregnancy and the rates of teenage pregnancy in this country. She is absolutely right. Teenage pregnancy fell by about 13% during the period in which the previous Government were in office, but the figure is still far too high in this country. All hon. Members want to figure out the best way to tackle that, because it is far too high. There are sometimes differences of opinion on the best way to approach the matter in relation to sex and relationship education and other such issues, but I have no doubt that the hon. Lady is absolutely right that building girls’ confidence and self-esteem is key to lowering that all-too-high statistic.

The hon. Lady also mentioned the issue of self-image, weight and obesity. I commend to hon. Members, if they have an opportunity to read it, the Foresight report, which was produced during the previous Government’s time in office, although it is not a political report. It centres on obesity and was published about four years ago. It is a key document to understanding the subject and its importance, particularly in relation to some of the issues under discussion.

The contribution of my hon. Friend the Member for Vale of Clwyd (Chris Ruane) was also very thoughtful and well researched. He made the point, which I think all of us strongly recognise, about the confidence that young girls have at about the age of 10. I have always thought that if someone wants to find common sense on legs, they should talk to a 10-year-old girl and they will get the common-sense answer to any question on any subject. Something happens, however, during the course of secondary education, puberty and the teenage years, and, often, girls who were tremendously confident, articulate and able to speak up for themselves, and who had ambitious ideas about what they wanted to do for their future, become withdrawn all of a sudden.

I was a secondary school teacher for 10 years from the mid-’80s to the mid-’90s, teaching children between the ages of 11 and 18, and I saw that for myself when I observed their progress during that period. I was lucky enough to be a form tutor for one form group for seven years, so I saw the boys and girls who stayed for each of those years grow up during that time. It can be depressing to see what can happen to young girls in particular at the crucial age mentioned by my hon. Friend, although I did everything that I could as their teacher and form tutor to try to instil in them the kind of confidence that they should have had. My hon. Friend also mentioned the importance of networks and the frightening statistic that the only group in which smoking is increasing in the country is 15-year-old, white, working-class girls.

My hon. Friend was followed by the hon. Member for Gosport (Caroline Dinenage), who spoke with a great deal of passion and commitment about the importance of science and engineering, and about encouraging girls to take up those subjects and to have the confidence to do so. I listened recently, while driving, to Jocelyn Bell on Radio 4. She was, of course, denied the Nobel prize for science. Many people think that that would not have happened to a man if he had discovered the pulsar, but because she was a relatively junior scientist at the time she never got the recognition, through the Nobel prize, for her achievement. She still went on to be an extremely distinguished scientist, but her description of the sexism that she faced as a young scientist working in the scientific community was disturbing. That was back in the 1960s, which is quite a long time ago, but there remains a certain attitude towards girls and science that we need to make sure is overcome.

The hon. Lady was followed by the hon. Member for Chatham and Aylesford (Tracey Crouch), who spoke about the importance of sport and physical activities in instilling confidence in girls. When I was a Minister with responsibility for school sport, I was fortunate enough to work with Dame Kelly Holmes and Baroness Sue Campbell on this subject. The hon. Lady is absolutely right. I had the wonderful experience of witnessing my daughter’s one and only brief experience on the hockey field at the age of 11, but then, somehow or other, she disengaged from sport and physical activity, so I think that the hon. Lady is absolutely right that we need to do more to encourage a wider range of activities for girls.

I want to mention one sporting heroine of mine, Nicole Cooke from south Wales, who won the gold medal for Great Britain in the cycling road race at Beijing. She won the world championship in the same year, which is something no other cyclist has ever achieved. If she were a man, I am sure that the recognition would have been absolutely enormous. It is a shame that there is not a female sports person on the sports personality of the year shortlist this year, as the hon. Lady has rightly said.

As I have said, I was a school teacher for 10 years until 1995 and became an MP in 2001. There is rightly a focus on standards and on the need for high achievement in the curriculum. However, I am absolutely convinced that we should not lose sight of some of the things that I fear might be regarded in some quarters of Government as the softer, wishy-washy liberal aspects of our discussion today. For example, one of the things that I was responsible for when I was a Minister was the social and emotional aspects of the learning programme in school. That dealt head-on with the problem that some children, particularly girls, were sometimes coming to school with a lot of baggage—emotional baggage rather than the bag in which they carried their school books—because of the nature of modern society, which some hon. Members have described today.

As my hon. Friend the Member for Vale of Clwyd has said, girls can come under pressure in the home, from the media or from the pace of modern life. As was mentioned earlier, the social and emotional aspects of learning programmes and subjects such as dance, drama and sport, or extra-curricular subjects such as debating, group work or the Duke of Edinburgh award can build self-esteem, confidence, resilience and the ability to take risks.

As the hon. Member for Wirral West has rightly said, those things are extremely important. I sometimes fear—it is entirely possible that when we were in government, we gave this message as well—that, in our desire rightly to say, “We want to raise standards. We want academic standards to improve. We want this to be the country that is the best place to go to school in the world and that has the highest academic achievements,” we lose sight of the importance of some of the social and emotional aspects of learning. Such subjects actually promote better academic achievement. Anyone who has worked in education will know that children who are well-balanced, well-rounded and emotionally stable will do better in the classroom.

--- Later in debate ---

[Mr Hayes]

It is important to appreciate the value of face-to-face guidance. The hon. Gentleman will know that the Education Bill establishes the new statutory duty on schools to secure independent, impartial advice and guidance. When it was debated in the House, we agreed, in the statutory guidance accompanying the Bill, to ensure that face-to-face guidance was available in particular to people with the greatest disadvantage, those special needs and learning difficulties. We also said that schools should make the most appropriate provision for their pupils. I emphasise that it is vital that that should include a range of provision, and that that provision should be linked to the quality standards that are being developed by the profession itself.

As well as changing the law, we have worked with the careers profession to establish a new set of qualifications, with appropriate training and accreditation. That means that we will re-professionalise the careers service after the disappointing years—I put that as mildly as I can—of Connexions. We are on the cusp of a new dawn for careers advice and guidance, with a professionalised service, a new set of standards, a new statutory duty and the launch of the national service co-located in Jobcentre Plus, colleges, community organisations, charities and voluntary organisations. I do not say that the task will be straightforward, but it is a worthwhile journey. The destination to which we are heading will be altogether better than the place we have been for the past several years. That advice and guidance will assist young women, in particular, to fulfil their potential in the way I have described and, as a result of this debate, will re-emphasise the significance of opportunities for girls and young women in the establishment of the national careers service this spring.

The second issue I wanted to speak about was apprenticeships. I made a point—the hon. Member for Cardiff West knows this subject well too—when I became the Minister of challenging the National Apprenticeship Service on the under-representation of particular groups. The obvious example in relation to this debate is women in some of what might be called the traditional apprenticeship frameworks: engineering, construction and so on.

[Esther McVey]

I conducted some surveys and analysis on that, which was very interesting. For young girls who took science apprenticeships, it fitted in far better with their family life because they could achieve a job and status far more quickly than the slow process of going through university. It fitted in much better with the cycle of a woman’s life and child-bearing age.

[Mr Hayes]

How interesting. I defer to the greater expertise of my hon. Friend, but what I have done is ask the National Apprenticeship Service to run a series of pilots, building competencies and understanding on how we can make the apprenticeship system more accessible to those who are currently poorly represented. That is not to say that women are poorly represented in apprenticeships per se. More than half of all apprenticeships are taken up by women, but they tend to be in areas such as care and retail. The effect of that, because of the wage rates in those sectors, is to exaggerate the difference in wage-earning potential among successful apprenticeships between men and women. I have asked the NAS to work on a series of pilots. Bradford college is prioritising action to increase female representation in the energy sector. Essex county council is focused on women in engineering and on acting as the prime contractor for a regional provider network. West Notts college, whose representatives I met recently, is also looking at increasing female representation in engineering. There are a number of others, but I want to give the Chamber merely a flavour of what we are trying to do.

The third issue I wanted to speak about is women and science, technology, engineering and maths. Basically, not enough girls study STEM after the age of 16, as has been mentioned a number of times, including by my hon. Friend the Member for Gosport. There are several things that we can do. The Department for Education has worked closely with the Institute of Physics. Its stimulating physics network incorporates many of the recommendations of the Girls into Physics report, which the hon. Lady will know about. The STEM ambassador scheme, co-ordinated by STEMNET, is arranging for working scientists and engineers to visit schools to support teachers, and engage and enthuse pupils to continue studying science. The hon. Lady will know that a large proportion of the STEM ambassadors are women. We want to focus that energy on what we can do to encourage more girls to study STEM subjects. By making different choices early, they cut off some of the routes that might be available to them later. So much of this is about early intervention and changing perceptions about what choices can be taken to facilitate subsequent progress. I will happily give way before I come on to my exciting conclusion.

[Esther McVey]

Will the Minister congratulate the new president of the Royal Society of Chemistry? For the first time in 300 years, it has a female president. In the next year, she will try to increase the number of female teachers becoming ambassadors and the number of girls taking chemistry.

[Mr Hayes]

I not only add my voice to that congratulation, I suggest that we invite her here to a tea party with the hon. Lady and myself, which, needless to say, she will be funding.

This debate has brought to the attention of the House the important subject of opportunities for girls and women. I do not take the orthodox view, by the way, that men and women are more alike than is often supposed. I think that they are rather less alike—my life has taught me that. However, that does not mean that the opportunities available to them should not be just as demanding, just as exciting and just as exhilarating. We should work tirelessly to create those opportunities in the way that my hon. Friend the Member for Wirral West has done for so long, beyond old frontiers to new horizons.

I learned at my mother’s knee first, and I learn from my wife every day, as Yeats said:

“That Solomon grew wise

While talking with his queens”.

In that spirit, I assure the Chamber, and all those who have contributed to this important debate, that the Government will go the further mile that I described at the outset to achieve the ambitions of my hon. Friend, which reflect the ambitions of so many girls and young women.

Adoption

Esther McVey Excerpts

Wednesday 9th November 2011 Westminster Hall

[Esther McVey (Wirral West) (Con)]

I congratulate my hon. Friend the Member for Erewash (Jessica Lee) on securing this debate. We have had an overview of the situation from her, and a personal story from my hon. colleague the Member for Upper Bann (David Simpson). I want to look at two issues raised by constituents of mine, one about the choice and selection of adoption agencies, the other about awareness in the education system of the needs and sensitivities of adopted children.

Statistics show that the number of children being adopted has fallen, with decreases of 5% from 2010, 20% from 2005, and 8.4% from 2009. I will look at that significant 2009 figure a little later. We must, however, look at the reality of the situation. We are talking about a child’s journey, about the most formative years in their life when they are at their most vulnerable and learn the most, not from the spoken word but from the things that shape their characteristics and personality traits for the rest of their life—how they are accepted and rejected, how they form a loving bond with their parents or new adoptive parents, and how that has a significant impact on their future relationships. That is key. Some 33% of children who leave care are not in education, employment or training, compared with a national average of 18%, so there are huge implications and ramifications later in life.

[James Morris (Halesowen and Rowley Regis) (Con)]

My hon. Friend makes an important point. Part of this debate is about policy that has social benefits down the line. There are clearly issues about parents being able to adopt as quickly as possible, but the critical point is that this is part of an early intervention policy and we need to get it right because it has benefits for society.

[Esther McVey]

I completely agree. There are benefits to society, but also huge benefits to the child who progresses into adulthood.

My constituents came to see me about the significant changes to adoption agencies under Labour’s 2010 equality laws, which state that the prohibition of discrimination on the grounds of sexual orientation is a fundamental principle of human rights laws and that such discrimination can be permitted only in the most compelling circumstances. I completely agree. That is the law; that is the way forward. The consequence, however, has been the closing of Catholic adoption agencies across the country. We have a huge problem, because those adoption agencies were the best at finding parents for older children—the most difficult to place with adoptive parents—and were the most successful in ensuring that those children remained in families.

People said to me, “You put the Catholic Church in a situation in which Parliament’s laws conflicted with the Church laws,” which they considered a higher law. They said, “When does tolerance become intolerance? Why were we tolerant of other people but not of the Catholic Church? When did equality for the Catholic Church become inequality?” We have seen that inequality, as all of a sudden the help that the agencies provided stopped because they were no longer given funding. Agencies that can trace their origins back to orphanages set up in Leeds in 1863 ended up closing down. Of course, we have to live within the law—of course, we must have the correct outcome—but surely that does not mean that we cannot have choice in how adoption agencies go about their work and in how they meet the needs of parents who come to them.

I looked slightly closer at the falling numbers of children being adopted. At the moment, there are 177 adoption agencies, 150 in local authorities and 27 voluntary ones, but if we go back, there were 11 more—Catholic ones that closed. That was a 5.83% decrease in the total number of agencies, but a 30% drop in the number of voluntary ones. How do we replace those valuable agencies? How do we find a selection—a choice—for people wanting to come forward, and how do we find those people? Some people come forward via the Church. This is a fundamental need for them, and they feel they are helping the Church, local communities and children. We must look very carefully at how we reach out to people who want to adopt, but for the past couple of years feel that they have been overlooked. There must be equality for everyone, but we need choice, which will ultimately provide equality for everyone and for the children who so desperately need to be adopted.

[Caroline Dinenage]

I want to reinforce my hon. Friend’s point. In my constituency of Gosport and in the wider Hampshire area, only 35 children were adopted last year. The older children are, the harder they are to place, and looked-after children have half the success rate of other kids in English and maths. We therefore need to explore every possible avenue to enable older children to be adopted, and the Catholic agencies were very successful at placing them and other harder-to-help children.

[Esther McVey]

Absolutely. The key point is, “When does tolerance become intolerance?” The Catholics who came to see me thought that that had happened. They believed that providing choice could bring about equality, but that what we had stopped was choice.

My second point, which a constituent of mine, Paula Davies, raised with me, is about the lack of awareness in the education system. She had adopted a daughter, and thought that she had unique needs arising from the adoption, which had happened later in life. She was concerned that the schools did not seem to be fully aware of the requirements of children from such backgrounds. She did not want something specific for her child; she did not want anybody taking her aside or teaching her differently. She was not looking for something different or extreme. However, she told me that two county councils, Hertfordshire and Somerset, have documents for staff who work with looked-after or adopted children in schools, and she wondered why every county council could not have those documents to hand for teachers to read, so that they could be aware of such children’s unique sensitivities and awareness.

Children adopted later in life are particularly vulnerable to rejection. They might take being told off or made to sit over there in a slightly different way, having been rejected early or later in life. It would be a simple change. The documents already exist, so I am not asking for anything with a cost implication. We are asking that they be made available to other councils, and therefore to teachers across the country.

[Richard Graham]

My hon. Friend makes a powerful point about education for adopted children. Does she agree that local authorities treat adopted children differently from children in care, in terms of the support that they get and the schools that they go to? Does she agree with the proposal to change that and enable adopted children to receive the same support as children in care?

[Esther McVey]

I thank my hon. Friend for raising that point. I was not aware that there were differences, but if so, of course they need to be addressed. Particularly for children adopted later in life, it is painfully apparent that they might need the same support as children in care. I will conclude on that point, but I would like replies from the Minister on my points about choice, equality and awareness of the need to help children in school.

[Mr Timpson]

rose—

--- Later in debate ---

[Sarah Teather]

Local authorities have been working with the Government to improve their performance, with more peer-led performance improvement across the piece, particularly in this area. We are encouraging much more peer mentoring and working together to challenge performance on the ground. I will ensure that the right hon. Gentleman’s suggestion is brought to the attention of the Under-Secretary when considering what action we might take.

Last week, we published an adopters’ charter, to ensure that anyone who really wants to adopt a child is welcomed with open arms and can receive all the help and support that they need. That picks up on what many hon. Members have said. We want adopters to feel valued and respected for offering a chance to transform a child’s life. Many of the issues raised earlier, such as age, smoking or obesity, are not written into statutory guidance or legislation. Some things build up on the ground, unfortunately, as an expected way in which people will be rejected, but those are not things that the Government are facing or that local authorities ought automatically to use to rule some people out as parents. The child’s needs must always be paramount. I hope that things such as the adopters’ charter will help to deal with all those issues that potential families might face, to ensure that they are given the necessary support.

The hon. Member for Stockport (Ann Coffey) asked whether we are doing any research on support for adopted—

[Esther McVey]

Will the Minister give way?

[Sarah Teather]

I will, but I only have two minutes left.

[Esther McVey]

I have two specific questions, one about the loss of 28% of voluntary adoption agencies because of the 2009 Labour legislation, and what we as a Government will do to fill that huge gap. The other is about support in the education system for children who are adopted.

[Sarah Teather]

On the first point, as I only have one minute left, a number of the agencies that closed reopened under new structures and new names. I will ensure that I or my colleague write to the hon. Lady with more information. On schools, that is exactly why we have commissioned research through Bristol university to look at support for adoptive families. Another specific issue raised was ensuring that the school admissions code, for example, takes such matters into account. How children are considered throughout their school life is something that the Under-Secretary keeps very much in mind. We are considering how we can support young people who might be vulnerable, as the hon. Member for Crewe and Nantwich said, for the rest of their life but certainly during their school life.

I have only one minute left, unfortunately, and so many issues were raised—in fact, it is now 11 o’clock. I thank hon. Members for their many contributions.

Grammar Schools

Esther McVey Excerpts

Tuesday 8th November 2011 Westminster Hall

[Esther McVey (Wirral West) (Con)]

I congratulate my hon. Friend the Member for Dartford (Gareth Johnson) on raising this issue. All of us are saying that grammar schools provide excellent education for all children from all backgrounds. As my hon. Friend the Member for South Thanet (Laura Sandys) explained most powerfully, we would not necessarily know what schools people’s children go to when we are knocking on doors while out canvassing.

For me, the debate is about acknowledging grammar schools and the excellent work they do. It is also about acknowledging the part that they play in the educational system. There are a number of different kinds of schools, and grammar schools are just one, but we cannot run away from the fact that they do an excellent job. They need to be supported, and I am delighted that the Government are backing them, which will enable them to flourish.

Grammar schools produce consistent, successful results and well-rounded citizens and adults. I say that as a previous governor of Calday Grange grammar, which is 365 years old this year. I was most impressed by the way in which the parents there came together to support not only the school, but the pupils in it. I was also impressed by the community engagement there. If parents want grammar schools and support them—this one has been going for 365 years, and there are many more like it, not just in Wirral West, but right across Wirral—we must keep hold of them. Parents know what is right for their kids and they want these schools to keep going.

The successful results of grammar schools in Wirral West speak for themselves, so let me give just a couple of examples. On the average point score per student, Calday Grange grammar gets 34.5% above the average in the country, Upton Hall school for girls gets 37% above the average and West Kirby grammar gets nearly 40% above the average. On the five A to C grades at GCSE, Calday Grange grammar is 44.5% higher than the average, Upton Hall is 35.5% higher and West Kirby grammar school is 43.5% higher. That is outstanding, and it is part of the grammar school system. Why try to mend something that is not broken? Why take away something that is unbelievably successful?

Wirral grammar school for girls had a 100% pass rate for A-level students, with 43% of its pupils getting A* and A grades and 73% getting between A* and B grades. The school is unbelievably successful. It is ranked in the top 100 state schools in the country in The Sunday Times list.

My area desperately needs great schools—I can say that because I am from Merseyside. In fact, every area could say the same. That really is key when we look at the future generation we are creating and at social mobility. Grammar schools have to be the engines for social mobility in communities.

Grammar schools are academic schools, and our top universities look to them. More than 1,000 grammar school pupils went to Oxford and Cambridge after taking A-levels in 2008. In areas such as mine, grammar schools provide an outlet for academic potential.

We all watch BBC and ITV and select excellence in dancing, singing or some other kind of performance—nobody has a problem with that. We all vote on these things and say that someone can win because they are the best. Why do we have a problem with looking at academic excellence and selecting people in that way, when the whole country is quite happy to send in a text to vote in these shows?

[Jim Shannon]

Why do people vote for Russell Grant in “Strictly Come Dancing” if this is about excellence? I cannot understand that.

[Esther McVey]

To be fair, I think that man has got move and groove and slinky hips, and I will be voting for him. As an ex-dancer, I was taken by his dancing abilities.

I welcome what the Government are doing. I welcome free schools and academies, because I believe in choice. The grammar schools in Wirral West are moving to become academies and following the academy route. As they progress towards becoming academies, I hope they will remain true to their beliefs, aims, aspirations and founding principles. I hope they will remain the same when they become academies. I hope that our support for them will allow them to flourish, that we do not change a winning formula and that we ensure that these excellent schools remain in our community.

What the coalition Government are doing is a refreshing change. They are offering choice, pushing for discipline, looking to support and encourage all sorts of schools and looking for achievement in every area. Yes, there must be academic achievement, but there must be achievement and fulfilment for every child. What some might do in academia, others might do through practical skills, while others might provide for their community in a very different way. I support all those kids, because they all have a talent; we just have to find out what theirs is and nurture them.

--- Later in debate ---

[Kevin Brennan]

I think that there is an argument, because I agree with the Minister that more grammar schools should not open, and I sense an undercurrent among the hon. Members who have spoken that they would like more to open. Perhaps if I am wrong about that, one of them will intervene and tell me so, but no one is standing up to speak, so we can take it that they do not agree with the Minister and that they have an argument with his policy—

[Esther McVey]

Will the hon. Gentleman give way?

[Kevin Brennan]

In a minute. I will finish and let the hon. Lady intervene in a second, if she will contain her slinky hips, as she said in her speech earlier. I apologise—I should not have said that: I was simply quoting what she said about “Strictly Come Dancing”.

The Minister’s policy is not to open more grammar schools, and I understood from the speeches of other hon. Members that they want to open more, so perhaps the hon. Lady will clarify matters.

[Esther McVey]

I think that if the hon. Gentleman was listening to what I was saying, he would know that I gave full acknowledgment to the grammar schools that we have and the fact that parents want to keep them. My speech was not about increasing them, or making alterations; I was saying that they are an important part of the education system, for which they must be acknowledged.

[Kevin Brennan]

I accept that one hon. Member in the debate agrees with the Minister’s—and the Government’s—policy that more grammar schools should not be opened. The hon. Lady has made it clear that she agrees with that. I am looking around the Chamber to see whether other hon. Members want to tell us they agree with the Minister, but I do not see any.

Employment (North-West)

Esther McVey Excerpts

Wednesday 6th July 2011 Westminster Hall

[Esther McVey (Wirral West) (Con)]

I am delighted that this debate has been secured, because youth unemployment and the lack of youth opportunities are one of the main reasons why I came into politics. Given that I grew up in Liverpool in the 1970s and 1980s, it is understandable that I wanted to change that. It feels a bit like déjà vu at the moment; it reminds me of what happened in the ’70s and ’80s. Sometimes there are defining moments in a life. One such moment for me was 3 July 1981, when I was in Princes park at the top of Devonshire road as the Toxteth riots began. It was 30 years ago this week when the blue sky changed to orange and smoke billowed up into the air.

The riots might have happened in July 1981, but the situation had been festering for some time, perhaps throughout the ’70s. There was much social unrest, as well as complex economic issues and problems with city leaders. People did not feel that they were being heard or given opportunities, although there was a lot of talent in the area. That was a formative experience in my youth, and I desperately wanted to address the issue.

At the time, the Scarman report recognised that the riots represented the result of social problems such as poverty and deprivation, and the Government responded by sending Michael Heseltine to Liverpool to be Minister for Merseyside. He set up the Merseyside taskforce and launched a set of initiatives to begin the regeneration of Liverpool. That is what I am thinking about. We are talking about education and opportunities, but city regeneration is also needed, so that the kids who have learned can take up opportunities. The statistics show that youth unemployment is one of the biggest issues that the coalition Government have been left to tackle. In September 2009, Wirral West had some of the worst unemployment rates in the north-west for 16 to 24-year-olds, ranking seventh—

[Graham Jones (Hyndburn) (Lab)]

The hon. Lady mentions regeneration in Merseyside; a lot of people were employed in the housing market renewal programme in Merseyside. Does she regret the loss of that programme?

[Esther McVey]

It is slightly off the subject to talk about a specific housing renewal project, but I will say that infrastructure is key, and we have put £450 million into the Mersey gateway. We have set up enterprise zones in the area, and we are putting money into the Royal Liverpool hospital, which will develop the Merseybio campus to extend the knowledge economy. We are also considering ways to develop Wirral Waters and Liverpool Waters. There are various ways to create regeneration and improve an area.

[Bill Esterson (Sefton Central) (Lab)]

Will the hon. Lady give way?

[Esther McVey]

She will indeed.

[Bill Esterson]

The hon. Lady has never been so popular.

[Esther McVey]

I have.

[Bill Esterson]

I jest. I wanted to ask, as my hon. Friend the Member for Blackpool South (Mr Marsden) did, about the future jobs fund. It reduced youth unemployment, which was falling as Labour left power. The hon. Lady discussed the scale of the problem, but does she recognise that the future jobs fund was a success, and does she regret the fact that one of this Government’s early decisions was to scrap it?

[Esther McVey]

The future jobs fund had some successes, but 50% of people never ended up in a job. It focused on providing temporary and short-term jobs, which led to false expectations and a lot of upset when jobs did not come to pass. It was also one of the most expensive schemes ever. I do not think that it was a success. It might have been for a small set of people, but it was expensive. Given the timing of its introduction, some might consider it a pre-election stunt. We have to consider schemes that are sustainable. The Work programme, which we are working on now, can get more people into employment.

The statistics in our area show that unemployment for 16 to 24-year-olds across the country stands at more than 1 million. The figure for the north-west is 160,000, making it the region with the highest unemployment. Unemployment for 16 to 24-year-olds has decreased by 35,000 since the last election. It is a tiny dent, but necessary.

The hon. Member for Hyndburn (Graham Jones) asked about development in Merseyside. I mentioned some of the schemes and the things that we must develop. Merseyside, in its heyday as a maritime port, had a population of 1 million, which dropped to 400,000. We must develop our natural unique selling points. On Merseyside, one of those must be the port. That is why I am delighted that the Minister with responsibility for ports, my hon. Friend the Member for Hemel Hempstead (Mike Penning), has been negotiating with city council leader Joe Anderson. We need a stop-and-start cruise terminal there. We must also work with private enterprise—we are working with Peel Holdings, Cammell Laird and the Stobart Group—to open up the port, with a vision of Merseyside as the port of the north. If we want to achieve our goals on carbon emissions or other issues, surely developing the port is a way forward and an opportunity for the people there.

As well as increasing employment within the area, we need training schemes for the youth of the day. That is why I am delighted that we are investing in and supporting apprenticeships and increasing the number of places, although I agree with the hon. Member for Blackpool South (Mr Marsden) that the issue is not just about apprenticeships; it must be about attracting buy-in from businesses, which must understand that they will benefit. We are considering work experience schemes, voluntary work and the Work programme. All those things are key.

There are things that we can do ourselves. I am doing something this Friday in Wirral West. I visit schools every week; I have seen 5,000 schoolchildren since this time last year. One of them said to me, “Esther, it is a hugely changing landscape. Things are getting more complicated. What will happen at universities? Who will fund us? Who will sponsor us?” I am putting on a youth summit in Wirral this Friday. I will bring together a collection of universities and everybody who could sponsor the event, such as the Manufacturing Institute, which has been mentioned by the hon. Gentleman, the Institute of Physics, the police and the Army. I will also bring businesses together to see how they can fund young people, and to discuss the paths they could take to become perhaps a legal executive, solicitor or accountant. I will also bring together apprenticeship schemes from the BBC, the Chemical Industries Association, INEOS, Merseytravel and Andrew Collinge. The National Youth Theatre will also be there, as will a head of recruitment, who will speak to young kids who are at school about what employers need.

Having spent the past 10 years looking into and researching the traits and characteristics of people who succeed in business, I know that what we are talking about is not just grades, but character traits and personality types. It is key that pupils at school understand that, so recruitment people will be present to talk about that. In an ever more complicated age in which CVs might all seem the same, those character traits are key.

We are members of different parties, but we all want more people, particularly the youth, in jobs. If people think that there are no opportunities for them and that they have no future, that will have deep, long-term effects on what they will achieve and what they will want to do. I was slightly different from my friends. In 1984, when we were wondering what we were going to do and most jobs were not available, I thought, “Well, if most jobs aren’t available, I can do whatever I want to do, so why not have a go, and go into TV?” Some of my friends did not have that outlook and were somewhat disappointed for many years to come.

As I have said, the issue is about education and the opportunities that we as a Government can provide in the field of learning, and through apprenticeships and the Work programme. Equally, however, it is about regenerating areas so that they have jobs. I have said all that I wanted to say. We need to do something. The scars that have been left on Merseyside for a long time need to be healed, and one key thing would be the development of the port to provide Merseyside with maritime jobs for a long time to come.

--- Later in debate ---

[Bill Esterson]

I am grateful for that intervention, because it ties in with two other issues that I was going to raise: the abolition of the future jobs fund and the phasing out of the young apprenticeship scheme. Both programmes are being phased out because of the high cost of success. The hon. Gentleman is making the same point about the RDA.

[Esther McVey]

It is about not only cost but sustainability. We should not have short six-month schemes, because such programmes must lead to sustainability. It is about cost and sustainability.

[Bill Esterson]

Those are closely linked issues. Whether we are talking about the RDA, the young apprenticeship scheme or the future jobs fund, the issue is about finding better ways of running such schemes, rather than just abolishing them and leaving a void that could go on for many years.

In the north-west, there was the particular problem because the recession peaked in 1981, but youth unemployment only peaked four years later in 1985. Unless we deal with these issues now, there will be a repeat of that pattern. There was success. I consider a 50% conversion in relation to the future jobs fund to be a success not a failure. We need to learn the lessons of the past if we are to get it right in the future.

I want briefly to say something about the EMA before I finish. The EMA was crucial to apprenticeships and to colleges. It was a core part of family income. Evidence from Hugh Baird college in Sefton and elsewhere in the north-west shows not only that it was a core part of family income, but that it increased achievement and attainment. It is hard for college principals to identify who absolutely needs it and who will continue to attend without it. Those issues were not considered in the haste to make changes. The sorts of changes that have been made to the EMA, the future jobs fund and the young apprenticeship scheme are, as with so many other areas, too far, too fast. That is my major concern.

I hope that such an approach will not lead to young people of the current generation paying a very steep price, as people of my generation did in the ’80s. Even now, some of those people have never found well-paid jobs or established careers. Their families have paid the price over many years. I hope that the Minister will address those points in his summing up. We are 14 months into this Government. If we do not get it right very quickly, the time will have passed and it will be too late for this generation as well.

Apprenticeships (Small Businesses)

Esther McVey Excerpts

Thursday 9th June 2011 Westminster Hall

[Esther McVey (Wirral West) (Con)]

I want to add some personal knowledge as someone who has had an apprentice since last October and as the owner of a small business. It is the cost that concerns small businesses. What can the Government do to incentivise them to take on apprentices? We need to look at the cost to employ one and the payroll costs.

[Richard Graham]

My hon. Friend is absolutely right to raise those points. The incentives—the carrots—to encourage more small businesses are a crucial part of the argument, which I will come on to. May I take the opportunity to congratulate her? She has helped a number of us to take on our own apprentices, demonstrating the local and national leadership that she is renowned for in her constituency.

--- Later in debate ---

[Richard Graham]

The hon. Gentleman raises an interesting point about the ways in which we can get people back into work. The Work programme is starting this week. I am sure that he is already in touch with both the contractors and sub-contractors in his own constituency. Working closely with those who are rolling out the Work programme offers the best chances of getting older people back into the workplace. What we are really talking about today is apprenticeships that are focused specifically on the 16-to-24 age group. I acknowledge the hon. Gentleman’s general point, but I think that it ranges wider than today’s debate, although the Minister might want to comment on that.

I will return to the obstacles for small businesses and quote from the NAS in Gloucestershire, which works with hundreds of SMEs on a daily basis. We know that the definition of an SME can include businesses that, on a constituency basis, are really quite large. Companies employing 250 employees are big employers as far as I am concerned, but they are categorised as SMEs. One of the challenges for the NAS, which is resourced by one representative per county, is to engage with the small businesses that we are discussing today, which would technically be called micro-businesses. I do not use the term “micro” because I do not think that companies enjoy being called “micro”—they do not relate to that word. We are talking today predominantly about companies with fewer than 12 employees.

The NAS in Gloucestershire has spoken to more than 15,000 small businesses in the past five months. That is an astonishing achievement, and I pay tribute to its hard work in spreading its tentacles so widely among small businesses in our county. Its experience has shown that it has been able to spread the word about apprenticeships and their role.

As hon. Members have said, the role of the media and further education colleges has also been critical in spreading the word, but it can be very difficult to reach businesses of the size that we are discussing today. Many people

“simply don’t have the time to come out of their businesses”

to attend events. Such companies—often one man, one woman or a family working together—do not have the sort of people who typically sit on the committees of their local Federation of Small Businesses. We are fortunate if we can persuade them to come to an event, a lunch or a supper to discuss topical issues.

There are some breakfast clubs for very small businesses—I have certainly been to them, as have other hon. Members. They are quite good at doing business-to-business with each other, but the process of filling in forms, searching on websites, discussing with training providers and working out whether to go to the further education college or a more specialist training provider is quite time-consuming for people who are dealing with customers minute by minute in their shops.

To try to ensure that very small businesses get the opportunities to incorporate apprenticeships into their companies, the Department and the NAS are therefore supporting projects among group training associations and apprenticeship training agencies. In response to a letter that I wrote him, the Minister highlighted that

“recently, Group Training Association and Apprenticeship Training Agency models have been proving successful in making it easier for small business to take on apprentices.”

I hope that the Minister will share some examples of those successes with us, whether they are geographical or sectoral, and share with us how we can help him to promote GTA and ATA models in our own constituencies, as a way of helping small businesses to overcome the apparent obstacle of administration.

It is true, for example, that the South West Apprenticeship Company in my own constituency is able to provide the legal ownership of apprentices taken on by small businesses should there be future employment law concerns with an apprentice who has not worked out. Many of us will know that the business of finding the right apprentice is the single most important thing and often a very hard thing for a small company to do. As far as employment law is concerned, ownership of the apprenticeship is with the training provider, which can be enormously helpful to small businesses.

The next stage covers what sort of carrots might be offered to very small businesses as part of the incentive to take on an apprentice. I start from the presumption that if we were all able to persuade half the small companies in our constituencies to take on one apprentice each, we would have solved the youth unemployment problem in this country by that step alone. The opportunity, if we were able to seize it, would be enormous. The goal would be considerable, so how can we get closer to achieving it? We could consider two or three things, the first of which is to provide a financial incentive. In March 2010, there was an apprenticeship grant for employer scheme—AGE—which gave a straightforward cash amount of £2,500 to employers taking on their first apprentice. As a result of that incentive, which was offered for a limited period of three months, 5,000 unemployed 16 to 17-year-olds were taken on during that time.

It is right to ask ourselves whether that incentive was entirely motivated by a long-term solution for youth unemployment or by a short-term concern to keep teenagers off the unemployment statistics in the run-up to a general election. It is also right to ask whether cash incentives for taking on a first apprentice, without necessarily a time commitment on how long that apprentice will work, will always generate good long-term results, or whether that is a very short-term way to enhance small business profitability without necessarily leading on to career opportunities for 16 to 17-year-olds, but it is something on which perhaps the Minister might comment today.

A slightly different thought offered to me by the chairman of the FSB in Gloucester was to look at ways to subsidise apprentices over a three-year period. For example, when a company takes on an apprentice for the first time, a percentage of the amount paid by the employer could be reimbursed by the Government at the end of the first year. A smaller amount would be reimbursed in the second year, and in the third year all the cost would be absorbed by the company. That is a slightly different and more interesting model to look at, were the Government able to offer financial compensation for some of the employment costs of taking on new apprentices for small businesses.

Other ways to help small businesses to take on apprentices could be considered. One of them could be to rationalise the training costs for 18 to 24-year-olds as well as 16 to 18-year-olds. The Government have previously differentiated between the two age groups on the basis that getting people started is the most important thing and that, by the time people are 19 to 24, they should have more experience and more maturity to offer employers. But we know that that is not always the case. Some 19-year-olds and older people might still need considerable investment of time and effort by very small businesses to bring them to a stage where they can contribute to the growth of that company. The cost of that investment in time is as important to the smallest companies as the financial cost of paying apprentices for however many hours a week they are employed.

[Esther McVey]

I totally agree. If there is one thing that small companies have told me about the hurdles to taking on apprentices and about why they want incentivising to do so, it is that the hidden cost of spending time with a person, bringing them on, encouraging them and making them work-ready cannot be underestimated.

[Richard Graham]

I am grateful to my hon. Friend for making that point. She has direct experience of these things, as do so many Members here today. It is absolutely true that the smallest companies’ greatest fear on the administrative or bureaucratic side relates not necessarily to the paperwork involved in filling in an application form or designing an advert, but to the fact that a huge amount of time and effort may be required, hour by hour and day by day, to manage the apprentice. The worry is that the investment that will need to be made over a year or two before the apprentice can make a significant contribution to the business may not be rewarded at the end of that time because the apprentice might leave, might be recruited by somebody else or might not be able to deliver the return that the small business is looking for on its investment.

I want now to raise a few of the points that the FSB has raised with me, which it believes are relevant to the promotion of apprenticeships in the smallest businesses. On the promotion of ATAs to help small business, one advantage of such agencies is that they would employ the apprentice in the same way that the training company I mentioned in my constituency does. The ATA would deal with issues such as employer compulsory liability insurance, and help of that kind with modern administrative requirements would be useful.

On skill recognition, GTAs could provide an effective route for solving the problem I raised in answer to the point about tailoring the training of apprentices to companies’ requirements. GTAs might well be able to help design new training programmes for specific companies to meet their requirements. Component manufacturers in the engineering sector, for example, which are an important employer in my constituency, may have more concerns and requirements regarding training than we realise. There might be small businesses out there that need something like a GTA to help them design the appropriate training course.

Perhaps I can bring that point alive with an anecdote. In my constituency, we have two makers of high-quality shirts; in fact, when I made my maiden speech in the House last year, I was delighted to be wearing a shirt made in Gloucester. Their shirts are made from high-quality English cotton and sometimes cotton from abroad. They are made in England, but one of the firms is increasingly taking on workers from Poland, where there is a high-quality sewing qualification. People arriving here with that qualification can immediately be put on the factory floor to contribute to the making of high-quality English shirts. It appears that this country does not yet have a similar qualification, which could easily provide the basis for a new form of apprenticeship with shirt manufacturers in my constituency and elsewhere.

I have also touched base with the British Chambers of Commerce, and it is important to recognise its remarks on the take-up of apprentices among small businesses. It believes that there is a case for better marketing to businesses of the resources that are available to them and of the benefits of apprenticeships. If we follow the suggestion of my hon. Friend the Member for North Swindon (Justin Tomlinson), such issues could be covered in what would, effectively, be a marketing flyer. Indeed, it could be designed by the company that he used to run in Swindon. That could be done at very low cost—possibly even pro bono—and the Department could distribute the details with information on business rates.

The British Chambers of Commerce also wants to place greater emphasis on the relevant agency sifting through candidates to find the right ones, rather than simply box-ticking. It says that small businesses have

“a greater fear than larger companies of the wrong candidate”.

From my own experience, I know that finding the right candidate and spending time taking them through an induction programme before offering them a job, which is difficult for a small business, will be increasingly relevant.

Two weeks ago, I presented certificates to people on an apprenticeship course in a large distribution company in my constituency. I asked the gentleman in charge of recruiting apprentices how he did it. He explained that he took all the people who applied, and who had not been ruled out because of a criminal background, on a one-day induction course in his warehousing company. He made a point of having an escorted walk through the company, which was led by a manager who explained the business as the group went through the various parts of the company. A lot of candidates were ruled out early on because they simply were not paying attention or contributing. When the group sat down later for a PowerPoint presentation on the business and what it was trying to achieve, some of those at the back of the room were texting on their mobiles or BlackBerries—something, Mr Davies, I am sure would never happen in this Chamber. In effect, there was a series of soft hurdles, which, by the end of the day, had reduced the number of candidates from about 40 to 15.

The vast majority of our teenagers do not realise how important such things are and what an impact they will have on their job opportunities. There is therefore a duty on us all as constituency MPs, and possibly on the National Apprenticeship Service, to ask employers to lay out in schools, before teenagers leave after their GCSEs or A-levels, exactly what is involved in getting a job, because it is not just about writing a CV. The NAS and the Department for Education could do something on that. The Minister wears the hats of two Departments, and he might want to comment on the way in which the Department for Education could co-operate more with employers to promote apprenticeships for businesses and, indeed, for small businesses that decide to take them up, so that school leavers really understand the challenges ahead.

Education Bill

Esther McVey Excerpts

Wednesday 11th May 2011 Commons Chamber

[Lisa Nandy]

First, it is absolutely clear who is sending a message to young people in this country that we do not value them, will not support them and will not back them, and it is the hon. Gentleman’s party. It is an absolute disgrace that on the things that we are discussing today—Aimhigher, the EMA and tuition fees—all the progress that has been made is being unravelled, with very little humility or apology from the Government. On the hon. Gentleman’s accusations that my hon. Friend the Member for Scunthorpe is overstating his case, I simply ask where on earth the hon. Gentleman has been for the past 12 months. The outcry has not just come from young people in Wigan and Scunthorpe, because there has been a national outcry at the removal of the EMA, which is one of the most successful things introduced by the previous Government. I simply ask him to spend a bit more time outside this place listening to young people who are experiencing serious hardship and a bit less time trying to support his Front-Bench team.

That brings me to the subject of enrichment funding, on which my hon. Friend and I have tabled a provision as we are seeking to protect it today. The withdrawal of enrichment funding will have an astonishing impact in my constituency—my local college, Winstanley college, is losing £200,000 of its funding next year, which represents a 10% cut—yet we have heard so little about this. Over the past year, I have heard Ministers talk a lot in the Select Committee about trying to improve the situation of the most disadvantaged young people, but the withdrawal of enrichment funding is doing a great deal to widen the gap between the haves and the have-nots. Winstanley college is being forced to say that only students whose parents can afford to send them on trips will be able to go on them as part of their course. That is just one of many examples that the college gave me and is distraught about. The withdrawal of this funding will have a real impact, and I urge Ministers to think again.

The withdrawal of enrichment funding will clearly hit hardest those schools that already have a disadvantaged intake. St John Rigby college, which is just down the road from me in my constituency, will take a funding hit next year, because of the withdrawal of £300,000. Half its students receive the EMA and only 2% of the students who come into that college average an A-grade at GCSE. Its very hard-working and talented principal has told me that enrichment funding is not an optional extra, but an essential part of giving its hard-working and talented students the chance to reach their full potential. It cannot replace that enrichment funding, so it must do other things. It is planning to halve the tutorial hours for all students, so that it can ensure that it protects those essential services. Like Winstanley college, which I mentioned earlier, class sizes will go up, which will disadvantage all students but will have a particular impact on the most disadvantaged.

I join my hon. Friend the Member for Scunthorpe in supporting the new clause because unless the Government think again, sports, arts, drama, counselling and career opportunities will be denied to precisely those young people who need them most. Surely that is not the intended consequence of the Government’s policies. I urge the Minister to think again.

[Esther McVey (Wirral West) (Con)]

I, along with Opposition colleagues, have tabled amendment 27 to require the Secretary of State to

“produce a transition plan…from the current system of careers guidance to the new all-age careers service.’.

How that transition is handled—all of it—is vital. First, I want to welcome the Government’s plans for an all-age careers service, but I emphasise the importance of careers advice. It is the bridge from education to work, fundamentally signposting the match between an individual and a job or a journey into education and fulfilment. As those choices become ever more sophisticated, an accompanying sophistication of knowledge and know-how is needed to enable a student to navigate their way, so that all young people—this is what makes me want to speak today—from all backgrounds and of all abilities, interests and ambitions can achieve their goal in life.

I believe that this transition has come at a critical and crucial time. We know that youth unemployment is particularly high, covering 1 million people across the country aged between 16 and 24 and 160,000 in the north-west, the highest in any region. In Wirral, 16.8% of those aged between 16 and 19 are not in education, training or work. At a time of incredibly high youth unemployment, opportunities and changes are opening up, too. There are changing opportunities in apprenticeships and what they have to offer, in tertiary education, in voluntary work, in work experience, in setting up a business or even in travelling around the world and doing something with charities elsewhere—so we have the double impact of high unemployment and changing opportunities.

On a personal note, I meet approximately 400 schoolgirls every week from all backgrounds and not only are they confused about their options and what they want to do, but they have an inner confusion, too. They do not know what is out there or whether they have the confidence or ability to do it, and they now need to ask whether they can get direction to help them. Those young girls tell me that they need role models and that they need to meet people who have done a job for real. They need to be able to choose a job and to get interested in it, and a person will need to tease out that interest and to show them those opportunities.

This transition must be right. People leaving school at a vulnerable time need the right options to be put in front of them and that must be delivered through proper careers advice. It is also a vulnerable time for people working in the profession and giving out careers advice. This is not just about their knowledge and know-how—this is a subject they love and about which they are passionate. We must not lose the knowledge on the internet, but we must also not lose those people and their personal knowledge. We cannot let something so vital slip through our fingertips when it was within our grasp and when we had the ability to save it.

School Governance

Esther McVey Excerpts

Tuesday 1st February 2011 Westminster Hall

[Esther McVey (Wirral West) (Con)]

I am delighted that my hon. Friend the Member for South Swindon (Mr Buckland) has secured this debate, and that I am able to add to it.

I welcome the Government’s plans to allow and encourage more schools to become independent of local authorities, but it has to be acknowledged that the role of governing bodies will therefore become more pivotal in the school system. With the increased freedom, there need to be clear guidelines, a coherent line of accountability and, should it be necessary, clear sanctions that can be imposed. Such clarity will add to the smooth running of a school, and to decisive action should there be a dispute.

I have personal knowledge of this matter, and am here today not just to seek clarity from the Minister but to share experiences—experiences that we could all learn from and which could shape future school governance policy and accountability. I am proud to boast of exceptional schools and teachers right across the board in my constituency, and of a strong tradition of grammar schools, faith schools and specialist colleges. I was, therefore, greatly dismayed when a dispute began between the governors and head teacher at Calday Grange grammar, one of the best schools on the Wirral, with more than 360 years’ experience and history. Over a year later, the matter is still not resolved. The school is without a permanent head teacher, which a school needs; parents and pupils are unhappy—rightly so—as well as confused by the whole affair; loyalties are split; and Ofsted has downgraded the school’s performance from outstanding to good. There have been parent demonstrations, newspaper coverage and a Facebook campaign to try to resolve the festering situation. In fact, in the local Wirral newspaper only yesterday there was yet another article on the ongoing dispute, about a survey that exposed that two thirds of parents quizzed did not believe that the governors were managing the school well.

I have a series of questions for the Minister, which I hope will be of use. What plans do the Government have to ensure that disputes between a head teacher and a board of governors are resolved amicably, quickly and for the benefit of the whole school? In this particular school, the head teacher became ill, creating further complications and a greater impasse. How would the Minister seek to resolve such a situation? When governors and head teachers have disputes, is there not a need for the utmost transparency, including fully informing teachers and parents? As more schools are freed from the direct control of local authorities, do we not require a better balance of powers and responsibilities, and in a dispute should parents perhaps not have the ultimate say? Under what circumstances could a board of governors be dissolved and a new one created? What would be deemed to constitute a fundamental breach of governors’ duties and obligations to a school? When would a school be deemed to be failing, allowing for intervention by the Secretary of State or parents? The meaning of “failing” appears to be vague, especially when dealing with a large and outstanding school, such as Calday Grange grammar, which might take many months to reach that criterion. Perhaps a drop in standards of certain kinds might constitute a failing.

Finally, I would like to take this opportunity to invite the Minister to the Wirral, to meet the staff and parents of Calday Grange grammar.

Careers Advice (Schools)

Esther McVey Excerpts

Thursday 13th January 2011 Commons Chamber

[Esther McVey (Wirral West) (Con)]

I am delighted that this important matter is being debated in the Chamber today. However, as it is an important and complex matter, I would very much like this to be the start of a discussion on careers advice for all ages, so that we can create a much greater awareness of the issue as a whole.

It is because of the scope of the topic of today’s debate that I shall focus on careers advice for those at school and the importance of specialist careers professionals as a separate practice and distinct occupation, pushing the sector towards professionalism under a unified body and voice. At the outset I welcome the Government’s plans for an all-age careers service, but it is important that all Members can discuss the matter before any further steps are taken. I therefore welcome the time that we have been given in the Chamber this evening.

It is an apt time to examine careers advice for the young given that the latest figures for those not in employment, education or training are at an all-time high. At the end of the third quarter in 2010, the figure for those aged between 16 and 24 in England was 1.026 million. Of those, 160,000 are in the north-west—the highest figure of any of the UK regions. Of particular concern to me is the fact that, in Wirral, 16.8% of those aged between 16 and 19 are not in education, training or work.

Added to that is the ever more sophisticated array of choices of job, training, education and routes to work. It requires the accompanying sophistication of knowledge and know-how to enable students, at the right juncture in their lives, to choose the right subject so as to follow the right education path, preferred course or apprenticeship training, or fill out the right job application form. It is not only providing up-to-date information that will allow every student the best opportunity to pursue subjects and interests that best suit their talents and aspirations, but ensuring that young people and their parents are well informed about the potential of the decisions and the positive ways in which they can influence their future working lives.

All young people, of all backgrounds, abilities, interests and ambitions need good careers education information, advice and guidance so that they can achieve their best and fulfil their potential. However, that is currently not happening with sufficient consistency for every child throughout the country. That has led to comments such as those by the Local Government Association, which said that careers advice was found to be “not useful” by

“the majority of young people”.

The Institute of Career Guidance said that the provision of careers services in England was “patchy and inconsistent”. Although the National Foundation for Educational Research recognised that Connexions was making a significant contribution, it was for a small number of people in a very specific situation. Again according to the LGA, the majority of young people were

“more likely to ask their parents, teachers and youth workers”

for careers advice than to seek formal careers services.

If those points are added together, we have a lot of young children who are not getting the service that they require. I therefore agreed wholeheartedly with the Secretary of State for Education when he said at the annual conference of the National College for Leadership of Schools and Children’s Services in June:

“We are clearly, as a nation, still wasting talent on a scale that is scandalous. It is a moral failure, an affront against social justice which we have to put right”.

The question for all hon. Members is how we are going to put that situation right. How will we find a system that works for all children of all abilities from all backgrounds? How will we provide a flexible system with underpinning standards and requirements? Today, I will make a few suggestions, welcome others, and await the Minister’s replies.

I want to make it clear at this point that, when I pass comment on the failings of the current system, I am in no way passing comment on the thousands of careers staff, educational welfare or youth service staff, who work tirelessly throughout the year, dedicated to their chosen profession. The debate tonight is a constructive overview of careers advice; it is not a question of the staff, but a look at the current system, asking how best that focus should be directed, as well as how best the staff, resources, infrastructure and intelligence already in place can be used to achieve what is best for our youth today. There is also a key question about the transition from the current to the proposed system which I would like the Minister to address.

A quick look at the history of careers advice might provide a useful insight. From April 1974 to April 1994, local education authorities had a statutory duty to provide a careers service under sections 8 to 10 of the Employment and Training Act 1973. The purpose of the service had been mainly to provide guidance and counselling to young people in full-time education in order to help them make the best of their abilities when selecting a career. It had also helped adults requiring information on retraining and in promoting schemes directed at unemployed young people.

In 1990, the Conservative Government undertook a review of services to consider the effectiveness of existing organisational arrangements, with the aim of recommending the most relevant system for delivering careers information, advice and guidance for young people. The review led to proposals to introduce legislation that would facilitate a mix of provisions, including direct management by training and enterprise councils, joint TEC-local education authority provision and a local service contracted out to the private sector. That amended the 1973 Act and transferred the responsibility for the careers service from LEAs to the Secretary of State.

Under the previous Government, in 2001, Connexions was implemented and the careers service subsumed completely within the new Connexions structure. Subsequently, in line with the social inclusion agenda, the emphasis for careers advice was shifted away from universal schools provision to those not in education, employment or training. However, in July 2009, Alan Milburn published a report commissioned by the right hon. Member for Kirkcaldy and Cowdenbeath (Mr Brown) into social mobility that was highly critical of the previous Government’s provision of career services, in which he judged Connexions an expensive failure.

Similarly, the Sutton Trust, the education charity, found that only 55% of pupils had a formal career action plan meeting with a careers adviser or a teacher—down from 85% in 1997. Recognising that the Connexions service was not working, in October 2009 Labour published “Quality, Choice and Aspiration: a strategy for young people’s information”. Criticism focused on the fact that poor or non-existent career advice had allowed many people to take A-levels inappropriate to the university degrees to which they aspired or to choose degrees unsuitable to their ideal career. Some were encouraged to go to universities when advanced apprenticeships would have been better or had gone for unsuitable short-term jobs from Jobcentre Plus. The National Council for Educational Excellence noted that

“state school teachers are often ill-equipped to offer adequate advice to students”,

leading to unjustified divisions of provision between different types of school.

Such criticisms of a system would lead me to believe that the advice being given was too little, too late, to too few, and of a varying quality. One of the questions being raised tonight is whether we need to start tackling careers at a much earlier age to discover where a child’s passions lie. We do not need anything prescriptive or pre-suggestive when a child is young; we need initially to allow a child to go on a natural discovery of his or her favourite subjects, and then to build on that love of a subject to explore career options constructively, asking, “Where would that subject lead?” We are talking about the application of education and appreciating the building blocks of school, work, employment and, most of all, life fulfilment.

In my mind, that falls in line with the recent report from the Institution of Mechanical Engineers, which stated that science, technology, engineering and maths—STEM subjects—are not being highlighted until later in the educational process, by which time students may have bypassed those career options. It added that there is evidence that

“engaging with young people before they reach secondary school has the potential to create more positive attitudes towards STEM”.

Potentially, therefore, we are missing out on a section of children who might have gone into a science career. Inadvertently, we have closed a career path to a swathe of children who may well have gone on to excel in and relish such a career. Most importantly, that affects the individual, but the wider picture is that it affects society as a whole.

As chair of the all-party group on the chemical industry, I am repeatedly told the same story, which is that we are losing valuable talent—so much so that reports are coming to me that we are losing and have lost generations of young technicians and engineers. Not only that, but the industry is crying out for posts to be filled. That equates to career opportunities and jobs that are not being taken. Those are employment gaps that we could easily be filling now, especially at a time of high youth unemployment. There have been so many wasted opportunities. The Institute for Manufacturing and Professor Allport, who is the head of particle physics at Liverpool university, co-ordinating projects at both Daresbury science and innovation campus and CERN in Geneva, confirm that point.

I hasten to add that I cannot believe that the current situation is unique to STEM subjects. It must span across a range of subject areas, the message being: if we can engage young people and children in future career options and get them interested from an early age, they can connect with a broad range of choices of which they might not otherwise be aware. If they have a particular interest, they can tailor their education to that interest. Young people often miss out on important opportunities because they do not take up the correct subjects and are not adequately informed early enough about the choices that they need to make for their careers.

[Bob Stewart (Beckenham) (Con)]

rose—

[Steve Rotheram (Liverpool, Walton) (Lab)]

rose—

[Esther McVey]

I have two hon. Members seeking to make an intervention—like buses, two have come along at the same time. I will give way first to my friend from Walton.

[Steve Rotheram]

I congratulate the hon. Lady on securing this Adjournment debate on an issue that is close to both our hearts: making certain that young people get the best possible careers advice, so that they can make informed choices—something that, unfortunately, I do not believe I got when I was 16. She asked how we were going to put the system right. Does she agree that sacking careers advisers and slashing funding would not achieve her aim of doing just that?

[Esther McVey]

I do not believe that that is what is happening. Not only have I read out quotations from other people, but when the right hon. Member for Kirkcaldy and Cowdenbeath commissioned a report into the matter, he said that the project in question had been expensive and had not worked. I also specifically said that I was not looking at the staff individually, because so many of them are well qualified, believe in the job passionately and are completely dedicated. The focus of this evening’s debate is where things are going wrong. Where do we need to focus our future direction so as to capture people with the infrastructure and the systems that are already in place, so that we do not lose anything, but instead take things forward?

[Bob Stewart]

I thank my hon. Friend for letting me get off the second bus. Does she agree that the focus in recent years has been far too much on pushing young people down the academic route, towards university? Many of the vocational ways of getting full-time work, including apprenticeships, have simply not been helped—I will not say “overlooked”—by the system. I want pupils in Beckenham, along with those in every other constituency, to be given more opportunity—a broader scope; a full range of options—so that they can choose the route that best suits them and their skills.

[Esther McVey]

My hon. Friend makes a key point, which I was going to touch on a little later. Did the requirements on schools perhaps produce some distortion, pushing children down a university route that might not benefit them all? That is why I am asking for far more sophisticated careers advice, so that each child gets the career outlet that is best for them, and not necessarily one that produces extra positive statistics for the school concerned. It is always about the child and how that child moves forward.

What sort of advice are we talking about, and who will provide it? In his review of higher education, Lord Browne stated that careers guidance should be

“delivered by certified professionals who are well informed, benefit from continued training and professional development and whose status in schools is respected and valued.”

However, in times of austerity, with ever-decreasing schools budgets, we need to ensure that we are able to make such a commitment. We need high-quality guidance for all children that can help young people make the right choices.

Added to that, a survey of young people from workless families found that 70% struggled to find work, that 25% felt that their parents did not have the knowledge to help them find employment and that 49% said that they did not have the role models to look up to or respect. That implies the need to bring such role models into schools to meet young people. In fact, the Deloitte Education and Employers Taskforce found a “substantial” divide between what young people wanted from their careers advice experience in school and what they actually got, including levels of involvement with employers. The findings showed that 95% of young people agreed that they would like employers to be more involved in providing advice and guidance about careers and jobs.

We therefore need to look at the interface between schools, other organisations and the professional careers bodies. I concur with the general secretary of the National Union of Teachers, Christine Blower, who said that the conclusion she drew from the Ofsted report on careers advice was that

“Not every teacher should be expert in careers advice, but… young people should know who to turn to when they need guidance on future learning or on employment. Careers education in secondary schools should not be an also ran. Schools should have the resources to employ staff who can give dedicated and knowledgeable advice.”

I would add that careers advice requires a co-ordinated interface of individuals and bodies working together, which requires standardisation as well as flexibility, aided by the creation of accredited professional organisations bringing real business examples into the schools.

My points for the Minister are these. We have to look at the new proposals, particularly the fact that schools will have a legal duty to secure independent and impartial careers advice for their students. Schools will be free to decide how best to support young people to make good career choices. It might be perceived that that could lead to a gulf in the provision of careers advice among schools, councils and areas. I would like to think that that will not happen, but I would like some clarification. Some children could be getting better advice than others, so we need to ensure that that does not happen. We need to ensure that what we have said about universal specialist training happens.

[Dr Stella Creasy (Walthamstow) (Lab/Co-op)]

I congratulate the hon. Lady on securing this debate. Like her, I feel strongly about the importance of careers advice. She makes a strong case for how to reform the careers advice system, but does she not accept the concern of some Opposition Members that our ability to provide the new careers service that she wants will be severely damaged by the fact that many careers professionals currently face redundancy? I understand that in Merseyside alone 130 places are due to be cut. In my borough of Waltham Forest, the careers service is at risk because of the cuts to local government. She might have great ambitions for an all-age careers service, but the people necessary to support it will simply not be there by September this year to facilitate it.

[Esther McVey]

What the hon. Lady has said is vital, which is why we are here today. We are saying that such a situation could be on the horizon, so we need to capture the people I mentioned. However, when Members on both sides of the House have said that Connexions is not working, failing and an expensive experiment, it shows that the system is wrong. It is not the people who are wrong but the system, so how do we get those people into the right system? That is what we are trying to do.

Moving on, we have to look at the transition stage. All Members are deeply concerned about that. We need to look at the age and the scope of career awareness. As my hon. Friend the Member for Beckenham (Bob Stewart) said, we also need to look into a possible distortion from within schools to push people into career paths down which they should not go—to university, for example. My hon. Friend is a champion of apprentices, and we know that there will be 75,000 more of them during this Parliament. How will people find out about that? That is why I am asking for a professional body with sophisticated knowledge which uses all the outlets—whether face-to-face or through the internet. There should be every opportunity.

[Steve Rotheram]

Thank you for allowing me to intervene, Mr. Speaker.

The hon. Member for Beckenham (Bob Stewart) made an important point. Apprenticeships are not just about careers advice: people do not embark on them just because someone has pointed them in that direction. It is true that there are real problems related to careers advice, but there is also the problem of the culture of apprenticeships and the lack of parity of esteem. In other countries, such as Germany, an apprentice is seen as the equivalent of someone who has taken an academic route. It is not just a question of those working in careers services pushing people into apprenticeships; it is a much wider issue. People should not be pushed into an academic route which might not be the best option for some individuals.

[Esther McVey]

The hon. Gentleman has hit the nail on the head. He has identified one of the key flaws in the careers advice that is currently provided. As he says, apprenticeships have equal standing. Careers advice should take account of the abilities and capabilities of the individual, and should aim for the complete fulfilment of that person. We need to increase understanding of the status of apprenticeships.

We have touched on many important points this evening, on which Members on both sides of the House have been able to agree. We all want children from all backgrounds and with all abilities to be able to fulfil their potential.

Oral Answers to Questions

Esther McVey Excerpts

Monday 20th December 2010 Commons Chamber

[Mr Gibb]

I think that that is an unnecessary comment. We have made it very clear—my right hon. Friend the Secretary of State is on record countless times talking about the importance of history, and I have talked about the importance of geography. The international baccalaureate, which we have introduced, sets out a key minimum that we expect schools to teach: English, maths, a modern foreign language and history or geography as a humanity. That demonstrates the importance that we attach not only to STEM subjects but to the humanities.

[Esther McVey (Wirral West) (Con)]

The Institution of Mechanical Engineers has produced a report noting that broad choices about STEM subjects are taken between the ages of 11 and 14. I agree with looking at A-level science subjects, but should we not concentrate particularly on helping younger children progress into science and maths?

[Mr Gibb]

My hon. Friend is absolutely right and it is disappointing that too few young people study the three separate sciences—biology, chemistry and physics—through to GCSE. That is why we have introduced the concept of an English baccalaureate: to encourage a broad range of academic subjects to be taught and taken up to the age of 16, particularly in maths and the other STEM subjects.