School Building Conditions

Florence Eshalomi Excerpts

Tuesday 21st September 2021 Westminster Hall

[Florence Eshalomi (Vauxhall) (Lab/Co-op)]

Like my hon. Friend the Member for York Central (Rachael Maskell), I have a number of schools in Vauxhall, just across the bridge here, that are in desperate need of refurbishment: Wyvil School, Allen Edwards Primary School, Vauxhall Primary School and Walnut Tree Walk Primary School. These are schools where, unfortunately, there is water coming through the roof, and teachers are having to place buckets to catch it. Does my hon. Friend agree that the Government need to ramp up school capital funding? The Government’s levelling-up agenda has to mean levelling up in all our schools across the country.

[Andrew Gwynne]

I completely agree with my hon. Friend. To some extent it is a separate debate. I agree with her that education has to be the key to levelling up communities like mine and hers, and ensuring that all young people have opportunities to excel and be the best, whatever they are destined to be. It is the challenge of teachers to find out what that something is and to encourage pupils, nurture them and allow them to grow. In some communities, that needs an extra boost, and I certainly agree with her that levelling up is part of that. Her children, just like my children, deserve to be taught in the very best facilities.

As I said, I could list myriad schools in my constituency that I would want to be rebuilt. However, I make a special case for an exceptionally serious situation that one particular school finds itself in because of the shockingly poor work of Carillion. Baroness Berridge also assured me that Government officials would develop a robust contingency plan for the event that the school became unsafe to use. That is crucial, because there is not capacity in Tameside, as I have said before, to accommodate almost 500 extra pupils. I am not sure that there are 500 places in total across the whole of the Tameside primary estate, but there are also the logistics of having 500 children from Denton in the south-east of the borough travelling to 30 different schools. It is just not feasible, even if the spaces were there, and they are not.

I am aware that the Department for Education has undergone profound changes over the last week and that Baroness Berridge has been replaced by Baroness Barran. It is incredibly remiss of me not to have welcomed the Minister for Schools, the hon. Member for Worcester (Mr Walker), to his new position at the Department for Education. I might say glowing things about him, depending on his response. I have always found him to be a very decent Member of Parliament and colleague from across the Floor. I know that he will do his best with this case to ensure that we can forward the issues at Russell Scott as best we can. I have every confidence in that.

Can the Minister reassure me that what Baroness Berridge said in our meeting last week still stands? If so, can he advise what the point of contact should be within the DFE or Tameside council and the relevant officers over the coming months, as we work collaboratively to address this serious situation? Tameside council has said it is more than happy to share its independent surveys with the team at the DFE. That is the first step, and I hope we can come to a common position on those findings and work a route through from there.

I would also be grateful if the Minister could assure me that the DFE is already working to implement the contingency plans that Baroness Berridge mentioned were of the utmost urgency. In the event of a building failure—we could literally be one or two severe weather events away from one—we will have a major problem if we have not thought about how we deal with accommodating almost 500 pupils.

Russell Scott serves a fairly deprived catchment in a heavily built-up urban environment. The children have wonderful opportunities there. The staff are second to none, and no child is left behind—one of them became a Member of this House.

I am really grateful to be given the opportunity to speak about this issue. The children at Russell Scott deserve to be taught in a safe and secure environment. There is a lot of talk in this country and from the Government Benches about the need to level up. I agree with that—I have always agreed with the need to level up those parts of the country that, sadly, are lagging behind. Here is a real opportunity to make a tangible difference to the lives of pupils, staff and parents in a part of my constituency. I hope the Minister agrees that the issue is of the utmost importance, urgent and serious and that he recommits to facilitating the work that was just beginning prior to Baroness Berridge’s departure.

University Students: Compensation for Lost Teaching and Rent

Florence Eshalomi Excerpts

Thursday 15th April 2021 Commons Chamber

[Michelle Donelan]

My hon. Friend touches on a really important point. Throughout this pandemic I have reiterated to universities and sector bodies the importance of prioritising student wellbeing and mental health and moving that provision online in tandem with academic provision. I convened a working group to enable this. I have worked with the OfS to launch Student Space—a £3 million mental health project. We continue to evaluate the situation. We have also launched an action group with the Under-Secretary of State for Education, my hon. Friend the Member for Chelmsford (Vicky Ford), looking at mental health across the spectrum of education, because these challenges are not going away and we need to continue to support students throughout this period.

[Florence Eshalomi (Vauxhall) (Lab/Co-op) [V]]

I have two privately run student accommodation blocks in my constituency, which in normal times are home to hundreds of students from London’s top universities. Because of the travel restrictions and physical closure, they have had to live elsewhere for most of the year, but they still continue to pay the rent. These students have exhausted all means, including discussions with their accommodation provider, and they have been looking at trying to terminate their contracts or to be offered a rent reduction, but to no avail. They have been put into an impossible position, having faced huge restrictions on their education and their social life, but they are still paying rent. All they want is a fair deal from their accommodation provider. What plans do the Government have to address this?

[Michelle Donelan]

We have urged accommodation providers to have students’ best interests at heart, to review their policies and to give refunds where they can, and a number have done so, including a plethora of universities and private providers such as Unite. The hardship money is there for those students who have faced a situation where they cannot access a refund. I again urge all students to access that, particularly if accommodation pressures are putting them in financial difficulties.

Free School Meals: Summer Holidays

Florence Eshalomi Excerpts

Tuesday 16th June 2020 Commons Chamber

[Florence Eshalomi (Vauxhall) (Lab/Co-op)]

Like so many Members we have heard from today, I was also in receipt of free school meals when I was at school. I remember having to go to reception daily, in the morning, to collect my voucher and hand it over to the dinner ladies. I remember the bullying and the stigma I faced as a child because of that. That was in the late ’80s and early ’90s and it is shocking that we still need free school meals today.

In my constituency of Vauxhall, there are more than 4,000 children on free school meals. It is unimaginable that their families have to choose between putting food on the table and keeping a roof over their heads. I welcome the Government’s U-turn, but the fact that Labour had to table the debate in the first place shows a huge blind spot in the Government when it comes to child poverty.

I would like to highlight the Co-op Group’s announcement that it has taken the decision to extend the free school meals scheme over the summer holidays in all Co-op academies, which means that 6,000 students across 25 schools in the Co-op Academies Trust will continue to receive £20 vouchers every week, which is higher than the £15 provided by the Department for Education.

We all know the financial impact of covid on our families and that will have a big hit over the summer holidays. Will the Government reassure families in Vauxhall and across the country that they understand how important free school meals are and what a difference they will make to those families? I also urge the Government to look not just at the symptoms, but at the causes of child poverty.

Education (Guidance about Costs of School Uniforms) Bill

Florence Eshalomi Excerpts

2nd reading & 2nd reading: House of Commons
Friday 13th March 2020 Commons Chamber

[Florence Eshalomi (Vauxhall) (Lab/Co-op)]

I pay tribute to my hon. Friend the Member for Weaver Vale (Mike Amesbury) for using his good fortune in the private Member’s Bill ballot to bring forward this critical Bill, which I am sure is welcomed by parents and carers across the country. Many hon. Friends have mentioned this. I still remember that sense of pride many years ago when I first put on my primary school uniform and that sense of belonging to a team. I was in the red team, which made sure that I would join the Labour party later in life.

I am a parent of two young children. When my eldest daughter started reception in September, I remember the sense of pride when we put on her school uniform, yet in the back of my head I could hear my husband going, “How much did that cost?” School uniforms are expensive for a number of families in Vauxhall and across the country. As parents and carers from disadvantaged and lower-income households struggle, these costs are really high; they are struggling from pay cheque to pay cheque. That is the reality.

We need action on lower costs for school uniforms and to provide flexibility for many families who are struggling to get by. That is why I am pleased to support the Bill, which would give the Government the power to set guidance once and for all about the cost of school uniform for parents and prevent the spiralling costs they are seeing up and down the country. The impact of those costs can be severe, with one in six families having to cut back on basic food essentials and one in eight getting into debt just to pay for school uniforms. That should not be happening. When parents and carers cannot afford these costs, their children also face the brunt of it, as we have heard, with some schools imposing draconian school discipline and some kids actually being sent home. The Children’s Society did a survey and reported the experience of a child who was sent home just for wearing the wrong school uniform. I am therefore glad that the Government are accepting the Bill today, but its failure or success will come from the strength of the guidance issued by the Government. I am therefore happy to see the Minister is here listening to all our contributions.

I urge the Government to use guidance to limit the amount of branded items that are strictly necessary. If a school feels that use of its logo is necessary—I think it does provide a sense of emphasis—and is right, it must be sure that parents and carers can use cost-saving measures such as self-attachment without fear of their child being excluded or reprimanded.

[Mike Wood]

I think all parents of school-age children have been slightly frustrated by the rate at which their children tend to grow out of school uniforms, long before those uniforms wear out—invariably, children have a growth spurt just after they have been bought a new uniform. Many schools have introduced second-hand uniform shops. Does the hon. Lady think that that should be encouraged and made best practice in all schools?

[Florence Eshalomi]

I thank the hon. Gentleman for that point. As the eldest of three girls, I can guarantee that my mum used to recycle all our school uniforms. To the horror of my immediate sister, when she started secondary school, she had to wear my blazer. That blazer was passed down again when my cousin started at the same school. Those initiatives are excellent to help families who are struggling.

[Seema Malhotra]

My hon. Friend has reminded me that I was the fourth of four girls, all at the same school. I did not have a single piece of new school uniform; I had three hand-me-downs.

[Florence Eshalomi]

Thankfully, I have a son and a daughter, so there will not be any passing down. If I could, I would.

[Rachel Hopkins (Luton South) (Lab)]

As the sister of an older brother, I assure my hon. Friend that hand-me-downs happened and I can wear a navy blue jumper as well as any boy.

--- Later in debate ---

[Florence Eshalomi]

That highlights the problem for a number of parents and carers right across the country. If we pass the Bill, its measures will bring costs down significantly for a number of parents and carers across the country. However, even if it passes, the hard reality is that school uniforms will still be an expense that some of our poorest in society fail to afford. While there is support for poor families, it is at the behest of local authorities—which have also seen their budgets cut in the last 10 years—and how much support they can offer.

The proponents of school uniforms argue that they create a level playing field for children from all backgrounds and drive down inequality, but how can that be the case when parents and carers are having to fork out hundreds of pounds to pay for uniforms and when support for poorer families is based on a postcode lottery? The Bill is not to question the rights and wrongs of school uniform—I think we all agree with that—but it gives the Government the potential to create a genuine level playing field for pupils up and down the country and ensure that our children continue to learn.

--- Later in debate ---

[Kevin Hollinrake (Thirsk and Malton) (Con)]

I am delighted to speak in the debate and to co-sponsor the Bill. When my hon. Friend the Member for Weaver Vale (Mike Amesbury) asked me to support it, I quickly agreed for a number of reasons. The first is that he is a very decent fellow, and I enjoyed the time we spent as members of the Housing, Communities and Local Government Committee. Secondly, I thought it was a very sensible Bill. Thirdly, he told me that the Whips were supporting it, which is always a bit of a help.

The Bill has a simple purpose. It is not about restricting the ability of schools and school governors to set a sensible branding policy for their school. It is about increasing the amount of competition, which it is right that we do. It is great to hear so many Labour Members speaking about the need to create more competition—they are absolutely right that that is what we need to do. We should guard at all costs, at any time, against monopolies, be it private sector monopolies or, even worse, public sector monopolies. When we think about the way we run many different things in this country, we have to try to prevent monopolies. Public sector monopolies are worse because there is nobody to hold them to account. If the Government own a monopoly, who can possibly hold that public sector monopoly to account?

It is right that we support the creation of more competition. Competition is the best way to drive up service and reduce costs, as I know from my own life. I draw the House’s attention to my entry in the Register of Members’ Financial Interests. I have been in business for most of my life, and I still am. As we look to become more effective and do better in our marketplace, the thing that has made our business more competitive has been when new competition has entered the market and started to put pressure on our business. At that point, we look at our business model, try to reduce costs in order to gain market share, and try to drive up our service. It is fundamentally right that we try to engender more competition in every single marketplace. Competition is not just a dog-eat-dog situation that is about driving other businesses out of business; it is about giving the consumer more choice. That is the fundamental principle about such needs and our ambition to make the consumer market more competitive. That is so absolutely right, and I believe the Bill does that.

We also have to guard—unfortunately, this tends to happen in some instances—against vested interests. For some reason, some schools will use a uniform policy for the wrong rationale. It is sometimes about generating more profit or more revenue for the school’s suppliers. It is absolutely right that this Bill is not about restricting the ability of a school to put in place a sensible uniform policy that allows for branding. It is simply a Bill that means we do a minimum of branding, but can increase competition for the other elements of the uniform.

In the Government guidance, there is a simple example of how certain schools have been able to increase competition and reduce costs for their uniform. One particular school is Caldew School in Cumbria, and it has done that by keeping as many items of uniform as possible generic. Whether it is a simple pair of black trousers or a white shirt, this is about reducing the number of items in the uniform policy that are branded.

The hon. Member for Weaver Vale talked about restricting the number of branded items to two. I think that would probably be an unreasonable restriction. We can see why a school may want more latitude in having various items of clothing with different badges, but there are ways to do that without excess cost to the consumer, particularly by allowing people to buy a badge, rather than a whole blazer.

[Florence Eshalomi]

On branded items, I remember when my oldest child started school in the September, I thought we were ready, but then I realised I had not sewn the name tags on all the items. I had to spend the next three hours sewing them on each branded item, with the pain of pricking my fingers quite a number of times, hence limiting the number of branded items may be welcomed by many parents.

[Kevin Hollinrake]

I can see why we may want to reduce the number of branded items, but I guess that has to be done for name tags—for my son, Charlie Hollinrake, I remember my wife sewing them into jumpers, T-shirts and stuff—even in non-branded items, as well as in branded items.

I, too, was a school governor—for six years at our local school. In fact, it was the school I attended myself as a young child, which is a great place to be a governor. There is no doubt that most people can see that having a sensible uniform policy instils pride and identity in young people at their school. It can enhance productivity and create a greater focus, and it is less of a distraction if everybody is dressed in a similar way, they are dressed well, a uniform policy is properly implemented and properly imposed, and standards are high. However, schools can clearly do that without saying that children have to have a particular pair of black trousers. If they let people choose the more generic items—those that do not need to be branded—the greater choice for the consumer will drive down the cost of the uniform.

Interestingly, the Government’s own figures show that the average cost to parents of a uniform, adjusted for inflation, is lower than it was in 2007. It is right that we look at this policy, and that we take forward the guidance and make it statutory, but we should not think that lots of profiteering is going on in this sector. Generally, the costs are fair. On the costs mentioned earlier, the research from the Children’s Society says it is £340 a year, but that includes lots of other things. The research from the Schoolwear Association shows that, for branded elements, it is about £100 for a typical suite of items, which would typically last two years, so the annual cost of branded items is more like £50, which would be a fairer cost. That is not of course to say that some people will not still struggle: for a lot of people, £50 a year is a significant cost, so it is right that we should seek to minimise it. It is right that there should be measures in place to help people on low incomes afford the uniform.

Just outside my constituency, there is a business called NextGen Clothing, which is a member of the Schoolwear Association. I have spoken to those there, and they absolutely support this legislation. They talked about how they provide branded uniform items for schools, and they also provide a lot of the generic items. They compete on those generic items with Tesco and Marks & Spencer. For example, a pair of black trousers costs £15.40 from that provider, whereas from Marks & Spencer it is about £13. They know they are in a competitive market, and it is absolutely right that they are in a competitive market. It is not just about cost; as several Members have said, it is also about quality.

An interesting point was made by my hon. Friend the Member for Christchurch (Sir Christopher Chope) about VAT. VAT does apply to children’s clothes for children above the age of 14. After we have left the European Union, we may perhaps look at that. It has been the historical position for some time, but clearly people leave school at a later age than when that VAT policy was implemented, and perhaps we should look at it again. He is quite right that it would reduce by 20% the cost of uniforms for parents and young people.

I am very pleased to be able to support the Bill, and pleased that the Government are supporting it. I encourage all Members to do so, so that this Bill makes a smooth passage through the House.

School Exclusions

Florence Eshalomi Excerpts

Wednesday 26th February 2020 Westminster Hall

[Marsha De Cordova (Battersea) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Bone. I begin by thanking my hon. Friend the Member for Croydon Central (Sarah Jones) for securing this important debate and for the important work she has done as chair of the all-party parliamentary group on knife crime. Since 2012, the number of school pupils being permanently excluded has increased by 70%. Temporary exclusions, where a child is suspended for a fixed period, affect almost half a million children, and that is just the tip of the iceberg. Thousands of children have been unofficially moved from schools, or off-rolled, because the school is failing to meet their needs. A YouGov survey, published by Ofsted, found that children were being off-rolled particularly when close to their GCSEs. In essence, children are being failed. We do not even know how many children have been off-rolled by schools across the country.

There is no question and no doubt that school exclusions are a social justice issue. It is no coincidence that there is a correlation between child poverty rates and exclusion rates. They are too high and they are in sync. According to research carried out by the Institute for Public Policy Research, excluded children are twice as likely to be in care and four times more likely to be brought up in poverty. Despite what the hon. Member for Stoke-on-Trent North (Jonathan Gullis) said, exclusions disproportionately impact on black Caribbean boys, who are nearly 40 times more likely to be permanently excluded from schools than other pupils.

Perhaps most striking is the rate of exclusions for children and young people with special educational needs and disability. As a disabled woman myself, I benefited greatly from the special educational needs provision that I had growing up going to primary and secondary school, so what is now taking place for those children is a scandal. More than 418,000 children with SEND were excluded in the last academic year; the majority have been diagnosed with speech and language needs and are unable to communicate with their teachers and support networks in their schools. What is happening is tragic and clearly a result of funding cuts, despite what the Government may say. Schools are being fundamentally let down and are fundamentally not able to provide support for those children with special education needs.

The National Education Union estimates that there is a £1 billion funding gap in SEND provision for our mainstream schools. Despite what the Government claim they are putting in, there is still a shortfall. In the London Borough of Wandsworth, where my constituency is located, a recent Ofsted and Care Quality Commission inspection concluded that SEND provision is in need of significant improvement. It revealed that there are currently 170 outstanding education, health and care plan assessments, and that is echoed across the country, where children are being failed and are not receiving their EHCP plans to ensure that the support they need in school is being implemented.

Inadequate support and provision for disabled children and those with special educational needs means they are excluded from education altogether. That is happening to my constituent, whom I will refer to as Jacob. He was diagnosed with attention deficit hyperactivity disorder at age 10. When he arrived at his secondary school, his parents were told that he risked being permanently excluded if he failed to sit up straight or turned around in his seat. Those behaviours are unavoidable for someone with ADHD, and Jacob was soon forced into a reflection room, where he was forced to sit in silence for large chunks of the day. The refusal to make any reasonable adjustments for Jacob’s behaviour in school has resulted in extreme anxiety for both Jacob and his parents. How is it acceptable that a young child is being put through that and being treated in that way?

Jacob’s parents are terrified by the prospect of a permanent exclusion and are worried that he will never get the chance of a decent education. A decent education is a human right. Does the Minister agree that it is unacceptable that children who are registered with special educational needs are not given the support they need? Someone with those needs is five times more likely to be permanently excluded. Does he agree that it is time for us to adequately fund SEND provision?

We know that the story does not end there. Once a child is off-rolled or excluded from school, they face exclusion from their communities, from society and from their friends. Many are placed in what are called pupil referral units or, as many would call them, prison referral units. The published Ministry of Justice figures show that 42% of prisoners have been permanently excluded from school, so it is no coincidence that the soaring rise in school exclusions is coupled together with the rise in crime and knife crime in my constituency and constituencies like it across the country.

[Florence Eshalomi (Vauxhall) (Lab/Co-op)]

My hon. Friend mentions that figure of 42%. Does she agree that the prison inspectorate report shows that nine out of 10 young people in police custody have been permanently excluded? A report by the London Assembly highlighted that school exclusions correlate with violence and criminal activity. Does she agree that the Government should welcome the Mayor of London’s funding for additional school provision and roll that out across the nation?

[Marsha De Cordova]

My hon. Friend is absolutely right. It is time the Government took some leadership from the Mayor of London, who is doing a fantastic job in trying to address some of the challenges that our young people are facing, despite the funding cuts implemented by the Government.

My hon. Friend the Member for Croydon Central raised this issue, but it is shameful that the Government have not taken action on the Timpson review. When the Minister responds, will he tell us when that will actually begin to happen?

In conclusion, I return to the point that I made earlier in my speech: it is no coincidence that during the period in which exclusions have risen, child poverty rates have also shot up. Countless youth services and provision have closed. Schools have faced billions in cuts. As the IPPR has illustrated, children in poverty are more likely to be excluded from school, and with more than 5 million children expected to be living in poverty by 2022, the problem is set to worsen. Disadvantaged children such as my constituent Jacob are being trapped in a vicious cycle. Breaking that cycle requires urgent action from the Government to end the funding crisis in our schools, outlaw the dangerous practice of off-rolling and overhaul our education system so that it is open to all children. Finally, we have two weeks until the Budget. Will the Government commit to investing in our young people and our children, because they are the future?