Draft Social Workers Regulations 2018

George Howarth Excerpts

Monday 2nd July 2018 General Committees

[Mr George Howarth (Knowsley) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Pritchard. I believe this is the first Delegated Legislation Committee I have served on for about 15 years, so I intend to take full advantage of the opportunity that the Opposition Whips Office has presented me with.

I begin by echoing the Minister’s words that social workers make an important contribution. I fully acknowledge that he conceded that fact. All too often, particularly in some of the popular press, social workers are denigrated for the important professional work that they do. I concede that there have been examples where social services departments have let down individual vulnerable young people—the baby P case being the obvious one—but their work is depressing at times and they have to work in areas that most of us, even MPs, who are used to having difficult cases put on our desks, would find harrowing to deal with, including the neglect of young people or elderly people. It is right that the Minister acknowledges the important contribution social workers make, and that we, as Members of Parliament, do so too.

I have a number of concerns about the draft regulations. I will try not to go on too long, although on one occasion I did detain the House for two hours and 10 minutes. I do not intend to do the same today, because I know I would exhaust your patience, Mr Pritchard.

[The Chair]

You have 67 minutes.

[Mr Howarth]

Yes, we do not have that much time anyway. I intend to be reasonably concise.

My first concern relates to regulation 3(4)(a) and (b), which states that

“the Secretary of State must notify the regulator accordingly”

if there are any concerns about proposals that it makes, and

“the regulator must modify the rules in light of the objection, but is not required to comply with paragraph (2)”.

I have difficulty with “modify” because it is a definite word and means that some action ought to follow. My hon. Friend the Member for St Helens North said that we all support the idea of a strong independent regulator that can take appropriate action without political interference, but if it is specifically asked to “modify” something, rather than, for example, “have regard to” or “consider” it, that is quite specific. I seek the Minister’s reassurance on that, because that wording could override the independence of the regulator. I am sure that that is not the intention, but it could be the effect.

The Minister referred to the consultation that took place in March and April. I have been able to confirm with Knowsley Council that that did take place and that the social workers and senior social workers in the local authority were consulted in the way that the Minister described. However, they expressed some concerns at the time that I am not entirely convinced the regulations properly reflect, so I will listen carefully to the Minister’s response.

The social workers were concerned about the separation of the investigation and adjudication functions, which I am sure the Minister will accept is an important separation. They were concerned about interim orders and about political interference, which comes back to the role and independence of the regulator. They also had concerns about what would and would not be a criminal offence and, finally, about the co-operation of Social Work England. I hope that the Minister is able to satisfy me on those points, which were raised at the time.

I am also indebted to the British Association of Social Workers, which briefed me and one or two colleagues on this matter. It has concerns about the role of the regulator and the need for it to be independent and strong, which the association, supported by many of us, has campaigned for over many years. It suggests replacing “modify” in the sub-paragraph I just referred to with “consider”. I know that the draft instrument is not amendable, but perhaps the Minister can assure us that, in such circumstances, the regulator’s actions will be more a matter of considering the Secretary of State’s objections, rather than definitely modifying the rules accordingly, which I am sure he accepts would undermine the independence from political interference that social workers in Knowsley and the British Association of Social Workers raised during the consultation.

There is also concern about the sole control of the continuous professional development of social workers. Because of the difficult, delicate and sometimes onerous issues that social workers are involved in, it is right that there should be regular and continuous professional development. The British Association of Social Workers wants a framework in which that can happen, but to do that, it is necessary to consult everybody involved in that process. For example, the 80 or so universities that deliver social work pre-qualification and post-qualification education need to be consulted on any changes to professional development. I cannot see any reference to that in the draft order; perhaps the Minister can help me. That is clearly hugely important, because if we are to get it right, it will not only be a matter of providing the appropriate regulatory framework, but the regulators should themselves consult those who will be charged with providing professional development.

The British Association of Social Workers England has also raised concerns about the process of annotation on the register of additional qualifications, the process of annotation for fitness to practise, the proposed process of automatic removal and the principle of accepted disposal. The association believes that a strong regulator, independent of Government interference, could carry out that role in a satisfactory and constructive way, but it also feels, with some justice, that if it is not strong and independent of Government, there is a danger that individual cases, or individual types of case, could become a political football between Ministers—not necessarily this Minister, but future Ministers—and the regulator.

A number of concerns need to be addressed, and my hon. Friends the Members for St Helens North and for Garston and Halewood highlighted some of theirs in interventions. I hope that the Minister can satisfy us all on those points, but at the moment I remain to be satisfied on any of them.

--- Later in debate ---

[Nadhim Zahawi]

I thank the hon. Member for Batley and Spen for stepping in at the last minute. I am sure that the whole Committee wishes the hon. Member for South Shields well and hopes that she returns to the House soon.

I am grateful to hon. Members for their comments and questions, and I will attempt to address them all. The hon. Member for St Helens North and the right hon. Member for Knowsley raised the separation between the Secretary of State and the independent regulator. I am clear that the system needs to support every social worker to qualify to the highest standard and to continue to develop their skills and knowledge throughout their career so that they, in turn, can support those in need. During the passage of the Children and Social Work Act, we heard and recognised the importance of maintaining an appropriate distance between the regulator of social workers and the Government. We have therefore changed the nature of the new regulator from an Executive agency to a separate legal entity in the form of a non-departmental public body, in line with the approach of the devolved Administrations.

On the point made by the right hon. Member for Knowsley, I believe the rule-making procedure meets the ambition for Social Work England to have a flexible model of professional regulation that can adapt swiftly to future developments and provide appropriate, proportionate, targeted and efficient regulation. That in turn will achieve better public protection and support the implementation of improvements within the profession. I hope that this helps the right hon. Gentleman: Social Work England will be required to consult publicly on all its rules, other than in cases of minor or technical changes. That will ensure that the sector, service users and the public can contribute their views.

[Mr Howarth]

It is useful that the Minister has explained the progression of the idea; that is helpful. Perhaps he is coming on to this; I do not know. My concern in relation to regulation 3(4)(b) is about the use of the word “modify” as distinct from, for example, “consider”, which seems to me much more appropriate than “modify”, because modify means change.

[Nadhim Zahawi]

I have heard the right hon. Gentleman’s concern, but I think that where we are now, with the change to an arm’s length public body, is where we should be.

The right hon. Gentleman asked a very important question about fitness to practise. We want to ensure that the Social Work England fitness-to-practise system is transparent, accountable and, of course, consistent. That includes having a robust investigative process, a clear and transparent mechanism for hearings, a clear separation between investigation and adjudication—I know he is concerned about that—and a clear right of appeal for registrants. To achieve that, the draft regulations set out the essential elements of the fitness-to-practise decision-making framework. That covers determining which allegations meet the thresholds for undertaking investigations, which are set by the regulator in rules; investigating allegations that meet the threshold; deciding what action to take following the investigation; and a process for holding hearings where necessary. In addition, drawing on feedback received through the consultation exercise, we have strengthened the proposed regulations to make it even clearer that the investigation, case examination and adjudication functions are separate. In particular, we have responded to potential European convention on human rights concerns about the process for making interim orders, by ensuring that those can be made only by adjudicators, with a clear right to a hearing. That will, I believe, enable Social Work England to operate a fitness-to-practise system that is efficient, proportionate and robust.

The right hon. Gentleman spoke about the BASW’s concern about continuing professional development. Social Work England will be required to set its approval process for education and training in rules. All rules must be consulted on. Social Work England can, under regulation 20(7), use its approval scheme for post-qualification training approvals.

The hon. Member for St Helens North raised the issue of case loads. Professional regulation is central to the system of assurance that underpins public trust. Professional regulators are responsible for regulating individuals who are members of a particular profession, but it is for councils to ensure that social workers’ case loads are manageable. We are supporting them to consider how they can manage delivery so that resources are effectively utilised.

The hon. Members for Garston and Halewood and for Batley and Spen raised the important issue of fees. I want to be clear about that. Future fees will be a matter for Social Work England. I think the fee level, at £90 for social workers, is at the right place compared with that charged by the Nursing and Midwifery Council, which is about £120. We do not anticipate any fee increases before 2020.

We have also committed to ensuring that the set-up costs and the costs of transfer do not fall on social workers—the hon. Member for Batley and Spen was concerned about the smooth transfer to the new regulator. We have built in additional safeguards by requiring Social Work England to consult on any proposals to change the level of fees and to seek approval from the Secretary of State. The Children and Social Work Act provides further restrictions by explicitly preventing the regulator's fee income from exceeding its expenses, which will ensure that SWE cannot be a profit-making body.

I share the ambition of my predecessors and ministerial colleagues to achieve genuine and long-lasting positive change across the social work landscape. Social Work England as a single professional regulator is key to that. In establishing a new regulator, I believe we are rightly taking the opportunity to pioneer new approaches that will bring significant improvements to the way social workers are held to account, supported and recognised for the vital work they do, day in, day out, for the most vulnerable people in our society. The regulations provide a strong foundation for improved and effective regulation of social work in England, and I commend them to the Committee.

Question put and agreed to.

Resolved,

That the Committee has considered the draft Social Workers Regulations 2018.

Oral Answers to Questions

George Howarth Excerpts

Monday 19th March 2018 Commons Chamber

[Mr George Howarth (Knowsley) (Lab)]

5. What steps he is taking to support alternative educational provision.

[James Frith (Bury North) (Lab)]

14. What steps he is taking to support alternative educational provision. [R]

[The Minister for School Standards (Nick Gibb)]

I, too, congratulate Andria Zafirako on winning the global teacher prize. I have met Andria. She is an inspirational teacher who is dedicated to her pupils, and she has a love of teaching and the profession.

On 16 March, we published a policy paper setting out our approach to the reform of alternative provision. We want to ensure that the right children are placed in AP, and that they receive a higher-quality education with better outcomes than is currently the case.

[Mr Howarth]

The Minister will know that, at its best, alternative provision can give young people an opportunity to get back on track, but that at its worst, in some cases, it is nothing more than childminding. He will also know that because of pressure on budgets, headteachers often take the cheapest option. Will he address that problem and ensure that schools have no incentive to send young people to alternative provision that is unsuitable and of no use?

[Nick Gibb]

The right hon. Gentleman is absolutely right. The GCSE outcomes of children in alternative provision are significantly worse than those of children outside it. Only 4.5% of pupils in AP achieve grade 4 or better in English and maths, compared with 65% of all other pupils. We have asked Ed Timpson to conduct an exclusions review to establish which groups of young people are being excluded from schools, focusing particularly on groups who are disproportionately excluded from mainstream education.

Foster Care

George Howarth Excerpts

Wednesday 14th March 2018 Westminster Hall

[Mrs Lewell-Buck]

It will come as no surprise to my hon. Friend that I completely agree. I am also a keen advocate of extending Staying Put to children in residential care. It cannot be right that there is a two-tier system where some children are treated differently simply because of their placement.

The recommendation is also symptomatic of the Government’s obsession with adoption as the gold standard, to the detriment of all other forms of care. We need a consistent, overall strategy for children in care under this current Government. Rather than seeing the holistic picture and attempting to address issues when they first arise, their piecemeal approach has led to separate and unaligned strategies around early intervention, children in need of help or protection, fostering and adoption.

Can the Minister confirm that he will robustly refute those recommendations? I respectfully remind him that full adoption comes with the severance of birth ties. He knows as well as I do that that is not always right for those children in long-term foster care who enjoy continued contact with their birth families throughout placement.

The report deeply disappointed again when it came to contact. It stated that the well-established presumption in favour of contact was removed by the Children and Families Act 2014. It was not. The presumption remains as enshrined in the Children Act 1989. I again make a plea to the Government for parity in legislation between the rights that children have to contact with their parents when in care and those that they have for contact with their siblings. As passionately explained by my hon. Friend the Member for Wigan (Lisa Nandy), relationships matter deeply to children in care.

I hope that the Minister will reject the recommendation that local authorities should not presume that siblings are best placed together. I acknowledge that it is not always appropriate, which is why the law states that siblings should be placed together as far as is “reasonably practicable”. This proposal, as with the false assertions about contact, is completely at odds with well-established practice and law, which is built on robust evidence.

The majority of organisations, charities, foster-carers and social workers are not only deeply concerned about some of the recommendations in the review, but disgusted by its shoddy nature. It makes assertions backed up with no evidence and at times contradicts existing research and evidence, which are coupled with an absence of children’s voices and a lack of understanding of the relevant legislation and policy in this field. Can the Minister advise when his counterpart will formally respond to the report, and will he pass on the request that, in doing so, he very seriously takes into account what has been said today and these misgivings, and ensures that our foster-carers and children are, once and for all, given the respect that they deserve?

[Mr George Howarth (in the Chair)]

Before I call the Minister, I remind him of the convention that the motion’s proposer has a short time to respond at the end of the debate.

A-Level Provision: Knowsley Metropolitan Borough

George Howarth Excerpts

Tuesday 27th February 2018 Westminster Hall

[Mr George Howarth (Knowsley) (Lab)]

I congratulate my hon. Friend the Member for Garston and Halewood (Maria Eagle) on securing this important debate on an issue that we have been concerned about, as she rightly said, for several years.

I recall that during the meeting with Lord Nash in, I think, July 2016, to which my hon. Friend referred, I suggested that what was then Knowsley Community College—it is now the merged St Helens and Knowsley Community College—should be the provider. The then Minister and his officials were very negative about the potential for that to happen. It therefore came as something of a surprise, although a pleasant one, when it was announced last year that the new A-level provision based in north Huyton in my constituency would indeed be the merged St Helens and Knowsley Community College. As my hon. Friend said, the intention at the time appeared to be to look for a provider with a strong track record in A-level provision—not necessarily in Knowsley or even Liverpool, but further afield than Knowsley. I do not want to mislead anybody. Like my hon. Friend, I am delighted that from next September there will be A-level provision at the college, but there seems to have been a change that nobody has ever explained to us between the initial meeting in July 2016 and what eventually happened.

I will be brief, because we are short of time. I welcome the fact that there will be 21 A-level subjects on offer, linked up with other qualifications, and that, as my hon. Friend said, there will be a wide range of subjects, including English literature, English language, mathematics and more specialist subjects such as politics, product design and computer science. Offering those subjects is a good step forward, although they will be not necessarily pure A-level courses but a combination of BTEC and A-levels.

I welcome the fact that there is a three-year commitment to the proposal because, given what I am about to say about the problems confronting the college, it will take three years. I also welcome the fact that, because of issues relating to Knowsley’s geography which we have talked about all along, there will be free transport arrangements, including from Halewood and Kirkby in my constituency, which will enable students to travel to the centre of the borough. Hopefully, that inducement will enable them to overcome what my hon. Friend described as insurmountable travel problems.

I want to point out something that is not generally known, which is that it is not quite true that there is no A-level provision anywhere else in Knowsley. I visited All Saints Catholic High School in my constituency last Friday, and I met a group of students—10 young women in year 11—called the scholars group. Some of them will stay on at the school to do a combination of A-level and BTEC courses. Admittedly, only the art, graphics and textiles A-level is on offer, in addition to which there are BTEC courses in business, health and social care, science, sport and performing arts. It is a relatively small sixth form, and it offers a narrow range of options.

I was very encouraged to meet those young women, together with the headteacher, and to find out what they felt about the offer that the college is putting forward. Interestingly—this is a challenge for the new arrangements—not one of those 10 young women intends to study A-levels at the newly established A-level academy in north Huyton. They intend to go to Carmel College, which as we have already heard will be part of the arrangements, although we are not clear exactly how, and to Winstanley College in Wigan—that may seem strange, but there is a connection between some schools in Kirkby and Winstanley College, and some young people are prepared to travel that far to get a good course. A couple of them hope to go to a fee-paying school—Merchant Taylors’ in Crosby, which is in Sefton —on a scholarship.

The challenge for the new college—I hope the Minister will think about how the Government might support it in this—is that the young people in year 11 have already made decisions about where they want to go, and they are understandably choosing to go to colleges that have a good track record in A-levels. That is something we need to address if those young people decide in the end to go to the college. There are a lot of advantages to the offer, and I hope that a lot of young people will take it up—we have heard that there is a lot of interest already—but I think it will take three years, which is what the plan is, before it is established on a proper footing.

[Mike Kane (Wythenshawe and Sale East) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Hollobone. I, too, congratulate my hon. Friend the Member for Garston and Halewood (Maria Eagle) on securing this debate. She started with the principle that good education is a right for all. That should happen everywhere—not just in areas of advantage, but in areas of disadvantage. She succinctly outlined the issues facing young people in her borough, where 45% of young people grow up in some of the most deprived neighbourhoods in the UK. My right hon. Friend the Member for Knowsley (Mr Howarth) has championed this issue for a number of years. They are MPs looking for a solution for the common good. They are not just critical of Government policy; they want to do the best for their borough. He gave some extraordinarily powerful testimony about the young people studying at All Saints and talked about what their future might look like.

My hon. Friend the Member for Garston and Halewood rightly talked about the gap between the north and the south. Evidence from Government reviews shows that, if we draw a line from the Humber estuary to the Mersey estuary, the number of children getting five good GCSEs is about 34%. In London, the previous Labour Government and the London challenge brought the number there right up so that nowadays 50% of children receiving free school meals in London achieve five good GCSEs or more. That gap needs to be challenged. It is not just me and the Labour party saying that. The former chief inspector of Ofsted, Sir Michael Wilshaw, said that

“the people of Liverpool, Manchester and the north are not being treated fairly—that their children have less of a chance of educational success than people south of the Wash.”

I do not want to talk about my constituency—although there is good provision in my city, it is being centralised to locations many miles away in certain colleges. My hon. Friend said that we are creating deserts of post-16 education in the poorest areas. That is probably the quote for today.

The further education sector educates more than 4 million people a year in England, with students shared between mandatory education and university, including those going back to education in later life. Under the coalition Government, spending on further education in sixth forms fell by 14% in real terms. Core funding is only protected in cash terms up to 2019-20. At the end of the spending review period in ’19-’20, the Institute for Fiscal Studies expects that the spending per student in further education will be just above the level 30 years ago, at the end of the 1980s.

Since 2010, the sector has faced sustained budget cuts amounting to 14% in real terms. That has had a number of serious consequences for the provision of further education, from a sharp rise in the number of providers facing a financial crisis to many reducing the number of courses they have to offer or, as in Knowsley, courses going altogether. Between 2010-11 and 2016-17, spending on 16-to-19 education fell by 17.5% in real terms.

On A-levels, as our Front-Bench team under my hon. Friend the Member for Ashton-under-Lyne (Angela Rayner) have raised time and time again, the funding that sixth-form colleges, schools and academies now receive to educate sixth formers covers the cost of delivering three A-level or equivalent qualifications and little more. According to the Sixth Form Colleges Association, the average annual funding received by sixth-form colleges and school or academy sixth forms is now only £4,531 per student. That is 21% less than the funding received to educate younger students in secondary schools, 48% less than the average university tuition fee and 70% less than the average sixth-form fee in the independent sector.

In March 2017, plans were announced to increase investment in 16-to-19 education for students studying technical courses in further education colleges. That will have no impact on the vast majority of students in sixth-form colleges, or school or academy sixth forms, as they are primarily studying academic qualifications such as A-levels.

To come back to the Knowsley situation, the essence of what has been raised today involves six secondary schools in the borough, four of which have been academised. The Gove reforms introduced by the former Education Secretary threw the sector up into the air and brought it down so that there is now little chance of local elements changing the dynamic in their boroughs, because we have lost the principle of subsidiarity in education that was enshrined by Ellen Wilkinson, the first Labour Minister of Education in ’45, when she implemented the Butler Act.

Local leaders can do very little now. Michael Wilshaw has said that he wants to see MPs, such as the MPs present today, leading the charge for higher standards and better education, but there is little that they, local leaders or even elected city-wide Mayors or council leaders can do nowadays, because the power has been brought back to Whitehall. As we have seen, however, Whitehall cannot run 24,000 schools from the centre.

[Mr Howarth]

As my hon. Friend the Member for Garston and Halewood rightly said, Knowsley as a local borough council does not have a great deal of purchase in the situation, but it is worth placing on record the support we did get from the local authority and its officers with the Department to bring that about.

[Mike Kane]

I too praise Knowsley for all it is trying to do to get the best provision. It now has no hand in four of its schools, although it has soft power, and its direct influence is on only the two Roman Catholic schools, which are yet to be academised. They are all working as hard as they can with the Archdiocese of Liverpool.

I will finish as I began with what Michael Wilshaw, the outgoing head of Ofsted, talked about. He warned that any attempts to achieve a geographic rebalancing of the British economy would be fatally undermined if children in the north of England could not be better educated. We cannot leave the education of our young people to chance, under a veil of ignorance, just because the place they are born and brought up in has differential levels of education. My hon. Friend the Member for Garston and Halewood is right: education is a right for all our young people, no matter where they are born and brought up or what their social circumstances are. The Government must remember that in their response today.

Statutory PHSE Education

George Howarth Excerpts

Tuesday 6th February 2018 Westminster Hall

[Teresa Pearce]

I agree. Things work best when the home and the school work in partnership, not when they are in conflict. I am the mother of a teacher who often tells me about problems she has in trying to teach religious education in school. Some parents want their child removed from the lessons, because they do not want their child to be taught about other religions. That does not help. All children should be treated equally and have equal access to information, as the hon. Lady says. I completely agree.

One of the key benefits of PSHE, I believe, is that it increases academic attainment. A report by Pro Bono Economics in 2017 found that the provision of high-quality PSHE has a positive impact on young people’s academic attainment. Moreover, a study of 200 social and emotional skills programmes, predominantly delivered through PSHE lessons, demonstrated an 11% improvement in young people’s academic achievement. Encouragingly, evidence also showed that PSHE can have a positive impact on life chances, as it was the academic performance of the most disadvantaged children that improved by the greatest amount as the result of receiving high-quality PSHE.

PSHE does more than just add value to the qualifications that young people leave school with. Evidence suggests that it supports children in developing skills and characteristics such as teamwork, confidence, flexibility and resilience—all of which will enable them to achieve in their future lives and careers. I am sure that many hon. Members in the Chamber have had conversations with employers about young people leaving education with a handful of perhaps excellent qualifications, but no life skills. Many years ago when I was young I learned those life skills through such things as Saturday or holiday jobs, which are hard to get now. I learned what it was to be an adult by working with older women in Timothy Whites—whatever happened to them?—on a Saturday. Those things are not there for young people now; they need somewhere where we can teach them the life skills that they need to become the sort of employee that employers are looking for.

That is because the world of work that young people enter now is very different from the one I entered when I left school. People are not just looking for examination results; they want a candidate with the ability to adapt, innovate and work in partnership. Key leaders in business and industry support that view. The CBI has said that there is a need to focus

“not only on knowledge and skills, but also on the key attitudes and behaviours that are needed for success in life outside the school gates”.

That is where PSHE can certainly help. There is strong evidence that it improves academic attainment and young people’s prospects. I remind the Minister that at the Education World Forum in January he said:

“Preparing pupils to compete in an ever more competitive jobs market is the core purpose of schooling”.

I agree, and if he means what he says, as I believe he does, we need to be serious about attainment and social mobility, and about making provision for high-quality PSHE as a statutory requirement in schools.

Many other Members want to speak, and I do not want to cover every aspect of the subject, but I want to talk in particular about one area that is dear to my heart. In 2015 I tried to get a private Member’s Bill through Parliament—the Compulsory Emergency First Aid Education (State-funded Secondary Schools) Bill. Unfortunately it did not succeed, and the Government and the Minister did not support it. Perhaps the Minister was right and it was not the right place for the matter to be dealt with; perhaps the place for it is in PSHE. I should be happy to know whether he thinks that that is so.

I have worked hard on the issue for a number of years, as have many other Members of Parliament. The British Red Cross, the British Heart Foundation and St John Ambulance have all welcomed the call for evidence, believing that the teaching of first aid could sit happily within PSHE. The teaching of first aid, including cardiopulmonary resuscitation, as a mandatory component of statutory PSHE in both primary and secondary school, could be done in one hour a year, each year. It would ensure that all children and young people had the opportunity to learn that crucial life skill, building up knowledge and confidence over the course of their time in school. We know the statistics about first aid: only 5% of adults feel knowledgeable or willing to act in an emergency. Up to 59% of pre-hospital deaths from injury could have been prevented with basic first aid. More than 30,000 cardiac arrests occur out of hospital every year in the UK, and fewer than one in 10 people survive. If we could match the survival rates found in parts of Norway, where CPR is routinely taught in secondary schools, we could save around 5,000 lives per year in the UK.

As a mother of teachers, I understand that teachers are hard pressed and that their job is difficult, with long hours and little space, but I believe teachers are best placed to deliver the training, and they are not alone. They do not need specialist training to deliver it, because there are many quality, approved resources already being used in schools, such as those used by the three organisations I mentioned. The British Heart Foundation provides free CPR “watch and learn” training kits, which are in place in 66% of secondary schools. The British Red Cross provides “Life. Live it.” first aid for children and first aid learning for young people, with resources for primary and secondary schools. St John Ambulance provides free online access to its streamed sessions under the banner, “The Big First Aid Lesson”, which many of us will be aware of. The most recent session reached 125,000 students in a single sitting, in addition to more traditional teaching resources.

First aid learning must be appropriate to the development level. The optimal age to start teaching cardiac compressions is around 12, but learning the symptoms of cardiac arrest and how to call for help can begin with much younger children. When they start school, children should be taught how to dial 999 and what happens when they do. That will impart a sense of confidence and responsibility to act. In the current climate, when we all, particularly young people, go out to bars, cinemas or concerts, there is an ever-present threat of terrorism. We need to turn young people into life-savers so that they do not become bystanders.

[Mr George Howarth (Knowsley) (Lab)]

I hesitate to intervene, because my hon. Friend is making such a powerful case, but does she agree that as well as the practical benefits she is talking about in terms of saving lives, another benefit of first aid training for young people is that it builds up their personal confidence and their employability?

[Teresa Pearce]

I absolutely agree; that is almost the next point I was coming on to.

The training needs to be appropriate to the developmental level, but no matter how young children are, they can start learning about things such as what to do if they get a cut, how to put somebody in the recovery position and how to ring for help. Those are important things.

Beyond the process of learning those skills, as my right hon. Friend has just said, their inclusion in PHSE could have other benefits. The International Committee of the Red Cross believes:

“First aid is not just about techniques. It is an act of humanity”.

I agree. It is a key responsibility of citizenship. Teaching those skills will help create the next generation of good, caring citizens. It will teach character, something we all want to see happen. The Red Cross is surely right about that. Empowering young people with the ability to act and potentially save a life can transform how they feel about themselves and improve their self-esteem. It could also encourage more people to go into that career area and become paramedics. I have met many young people who, after having first aid training and perhaps joining St John Ambulance, went on to become paramedics and work in the national health service, because they found that they had a key skill and they understood its importance.

First aid training has wide support: 97% of teachers think it is vital for young people to learn essential skills in school, and 89% of people think that CPR should be taught in all schools in the UK. Some 95% of parents agree that first aid should be taught in secondary school, and 97% of 11 to 16-year-olds agree that they should be taught first aid, saying that they either definitely or probably should be taught it at secondary school.

We have a world that is fast changing—very different from the one I grew up in. It is a world full of threats online and the demands of social media. We hear a lot about the pressure young people are under. We know that young people need to learn about consent and about the terrorist threat. I am from a lucky generation; I grew up after the second world war, in a time of peace. Young children now face constant threats—things we could never have dreamed they would face—and if we are to equip them for those threats, to deal with them in their everyday lives, we have a duty to ensure that in school every child is taught PHSE. It is a place to learn life skills that will equip them for the challenges ahead.

Oral Answers to Questions

George Howarth Excerpts

Monday 11th December 2017 Commons Chamber

[Justine Greening]

I was happy to meet the hon. Lady and her colleagues, and I am sure she will remember from the letter I sent her following that meeting that I have asked my officials specifically to convene a further meeting locally to agree an approach on the maths support programme, which will focus on improving level 3 maths, and on the English hub roll-out for Knowsley.

[Mr George Howarth (Knowsley) (Lab)]

The new A-level provision from next September in Knowsley is very welcome, but will the Secretary of State commit to working with the local authority and the commission established under the leadership of Christine Gilbert to ensure that more young people in Knowsley are able to take advantage not only of academic A-levels but of vocational qualifications?

[Justine Greening]

We want to ensure that that kind of offer is available for every child in our country, including in Knowsley. As the right hon. Gentleman suggests, there is a lot of work to be done to ensure that the education offer on people’s doorsteps in Knowsley gets better over the coming years. He will know that a lot of work is going on locally, and that is complemented by our national focus on standards. I have written to him about this, and I am happy to do my role in ensuring that we work together to improve education outcomes for children in Knowsley.

Education Funding (South Liverpool)

George Howarth Excerpts

Tuesday 10th October 2017 Westminster Hall

[Maria Eagle]

I will indeed—and I think my hon. Friend has himself just pushed the Minister for a response. I am sure the Minister will want to make some points in reply and set out his understanding of the impact of the national funding formula, which seems not to advantage schools in our area as much as I would like.

Liverpool City Council told me that, according to its calculations, the Garston and Halewood constituency will lose £390 per pupil—a cut of more than £4.5 million between 2015 and 2020—which is not dissimilar to what my hon. Friend said is happening in his area. That is the equivalent of a cut of 125 teaching jobs. The local authority told me that across Liverpool as a whole the loss is £487 per pupil, or a 9% cut overall, and a cut of almost £28.5 million between 2015 and 2020, equivalent to 778 teaching jobs.

The Minister may well say that the revisions that were made to the national funding formula in July and September, with the finding of savings from his Department and the raiding of various capital budgets for £1.3 billion, will make a difference to that, but many of the schools in my constituency have reported to me that they have or are planning to cut teaching and support staff posts. One headteacher of a local primary school, which the Minister’s letter tells me will see an increase of 0.9%, told me that

“the current staffing levels are unsustainable due to the differentials between school income and school expenditure on staff… The Governors are currently planning a staffing review to identify how we can reduce staffing costs by making teachers and teaching assistants redundant. We need to lose three teachers by 2019 if we are to manage our school budget without going into deficit. This will mean we will not have a qualified teacher in each class, which by law we must have. We are looking ahead at troubled times in schools.”

That is not the only school to have told me it is planning staffing reductions. One school, which has already seen a significant cut in teaching and support staff and a narrowing of the breadth of its curriculum as a result, is now contemplating further reductions to the curriculum, to pastoral staffing and to the length of the school day and the school week.

Some of my schools have been hit particularly hard, according to Liverpool City Council figures. Springwood Heath Primary School in Allerton is a unique school. It is a mainstream primary with enhanced provision places, which integrates children with significant physical and medical needs into its community. The city council projects that it will lose more than £719 per pupil—a 14% cut. Although that may be ameliorated by the changes to the national funding formula, which the Minister will no doubt tell us about later, it is already losing teachers and support staff, and to lose support staff at Springwood Heath is to put at risk the ability of some pupils to continue to attend because they depend on those support staff, who enable them to attend that mainstream school. That would be a particular concern to me. It might be said, “Well, so you lose a few support staff,” but if those staff are ensuring that severely disabled children can attend a mainstream school, that is more than simply losing support staff; it is losing a richness and quality of education that no other school offers. If the Minister comes to Liverpool, which I invite him to do, I hope he visits Springwood Heath Primary School. Then he could tell me whether in his experience there is another school like it. I am not sure that there is.

[Mr George Howarth (Knowsley) (Lab)]

A few moments ago my hon. Friend made the point that the evidence is that the funding formula adjustments announced in the summer have not really resolved the problems in south Liverpool. As she is aware, my information is that all bar three of the schools in Knowsley—so this affects her constituency as well—will have either no change or further reduction to their funding. The sort of situations that she described in that one important school will then be played out across Knowsley, to the detriment of the education of the children concerned.

[Maria Eagle]

My right hon. Friend is correct. He and I, as representatives of the borough, know that there is an issue of attainment in Knowsley schools. It is a long-standing one, which we continue to try to tackle, as Governments of all stripes have tried to do. It is certainly not ameliorated and improved by taking money away from schools. That will just deepen and worsen the attainment gap that is already there. If that were to happen, it would be a very great worry.

Liverpool City Council figures also tell me that Stockton Wood Primary School in Speke, one of the most deprived wards in the country, will lose £659 per pupil, which is a 13% cut; Garston Church of England Primary School will lose £616 per pupil, a 12% cut; and Childwall Valley Primary School, in Belle Vale, will lose 12% or £671 per pupil.

Lest the Minister believe that only schools in the most deprived wards are being hit, I can tell him that St Julie’s Catholic High School in Woolton is facing a £555 per pupil cut, which is a 10% cut, and St Francis Xavier’s College—the school that first contacted me to express worries and about which I wrote to his Department in February—is facing a cut of £508 per pupil, or 10%. Given that the school told me at the time that its financial situation was unsustainable and that it has made 13 staff redundant, with a further six posts unfilled, I wonder what the Minister thinks will be the impact on it of the revision to the national funding formula. The revised figures from the National Education Union suggest that SFX will still lose 5% per pupil. His letter tells me that the school will have an increase, but since the new figures were produced no one has told me—certainly not the headteacher, to whom I have spoken—that it will be able to avoid painful decisions about what to do in respect of its provision.

I note that the Minister sent me a letter—as I am sure he did to many other Members—dated 14 September about the impact of his revisions to the national funding formula on schools in my constituency. For the life of me, I cannot work out how he has come to the conclusion that he came to, which is that every school on the list will have an increase in its funding. The Minister’s letter refers to “illustrative figures”, stressing that they are “not actual allocations”, which might provide some clue as to what is going on. There is also an assumption that the new formula is being implemented in full this financial year, without any transition. The baseline figure is from a year subsequent to the one in which the £2.7 billion cuts were implemented, so it is not clear how realistic the figures produced are. All that sounds like a way of saying that the table the Minister has produced contains fantasy figures that bear no relation to what is happening, and that those figures are all mysteriously going up, even though schools and headteachers still tell me that they are facing budget shortfalls that necessitate their cutting teachers and having to consider other painful decisions in order to balance their budgets.

The National Education Union has revised its own list of the impact of the new funding formula to take into account the extra, recycled £1.3 billion of Department for Education money that the Secretary of State announced in July she had found and expanded upon in her statement in September. The NEU figures at least have the merit of setting out their methodology in full: based on the core schools budget, which represents 75% of school spending, and using block funding allocations for 2015-16 as the baseline, the NEU figures compare the 2019-20 amounts for schools in the Government’s NFF document, apply the Office for Budget Responsibility estimate for inflation, and take pupil numbers from the most up-to-date school census. On that basis, 29 of the 31 schools in my constituency lose out, some seeing a cut of up to 12% and many of those with the highest number of pupils receiving free school meals losing the most.

To my mind, that is one of the most pernicious effects of the Government’s new way of funding schools. How can it be right that Middlefield Community Primary School, where 68% of pupils are entitled to free school meals, is set to lose £558 per pupil, a cut of 10%, and that even Enterprise South Liverpool Academy, where 81% of pupils are entitled to free school meals, is losing £61 per pupil, a cut of 1%? I do not call that fair funding; I call that hitting the most deprived communities the hardest.

Providing a good and rounded education for all citizens is one of our society’s greatest benefits and achievements. It also has the merit of being a great leveller, enabling people to make their way in life, to succeed and to make the most effective contribution they possibly can to our society, no matter what the circumstances of their birth. I want all my constituents to be able to benefit from an excellent education. That must start, however, by enabling those born with disadvantages to overcome them and to flourish.

In many of the schools I visit in my constituency, I see teachers and staff striving to deliver those life chances to children and young people who face significant barriers to learning. However, I increasingly see disadvantage being reinforced rather than eliminated. That is being exacerbated by the policies being implemented by this Government. In the Knowsley Metropolitan Borough Council area no academic A-level provision is now available—none. That has happened because of funding arrangements that effectively require the same density of pupils who want to study academic A-levels in the most deprived areas as in the most affluent, when in reality there are likely to be fewer, at least until the attainment gap is closed, which in practice has proven stubbornly difficult to achieve.

Last year the last sixth form providing academic A-levels in the borough—Halewood Academy in my constituency—was closed because the school could not attract enough pupils to make it pay at a time when the forced academisation of the school meant that it had to balance its budget. I do not blame the headteacher or the governors for what happened, and I am glad that the academic achievements of the school improved this year—including, ironically, at A-level—but it is not right to make it harder for pupils from deprived areas to get easy access, in their local communities, to the opportunities that studying A-level subjects provide.

The barriers to success are already formidable, without making pupils travel out of area when they are less able to do so because of their families’ financial circumstances. In addition, I do not think it right that multi-academy trusts, all based and run from outside Knowsley MBC’s area, should be able in effect to choose which local pupils they wish to offer opportunities to with no accountability to local communities.

[Mr Howarth]

My hon. Friend is generous in giving way again. She, my hon. Friend the Member for St Helens South and Whiston (Ms Rimmer) and I have been pressing the Government to provide support for sixth-form A-level provision in the borough. Does she agree that if we do not get that, the effect on other secondary schools will also be detrimental?

[Maria Eagle]

I believe it will be—my right hon. Friend is correct. That is essential. I hope that we can make a difference and that the Government will come through to help us get academic A-level provision back in the borough, because if that does not happen, in due course—this will not take long—young families will not locate themselves in Knowsley. They will not think it is a place to bring up their kids unless there is a good chance of their staying in a school all the way through to do their A-levels and to go on to university from there.

Where is the accountability to local parents and communities in the existing arrangement? Knowsley no longer has any community secondary schools and all the academies are controlled by different MATs, all based outside the borough. The local council still has the obligation to provide for education in its area, but it has no levers whatever to pull to affect the provision, except for persuasion. The multi-academy trusts are all controlled elsewhere and will make decisions based on factors that may or may not matter to Knowsley communities but will certainly relate to the financial circumstances of their own organisations. In addition, when the council controlled schools, local people could vote out their councillors if they did not like developments. Now, there is no way for them to affect provision. The MATs have no accountability to the communities whose future they influence so greatly.

I worry that the school provision and funding structure developed by the Government can soon go wrong in areas where there is an attainment issue and can be hard to put right. I worry that provision is now being determined by financial considerations above all else. Communities such as those in my constituency need greater local provision to enable everyone to reach their potential, but that provision is in retreat. I worry that the phenomenon of the loss of sixth forms and academic A-level provision in Knowsley could continue to spread, and that young people soon will have less chance to go down that route if they do not live in a more affluent area that can easily meet the increasingly high numbers of pupils needed to provide academic A-levels.

I would like the Minister to assure me that he is aware of those problems and is determined to reverse those trends, so that young people from the communities of south Liverpool have no fewer chances to reach their potential than those who come from more advantaged areas. If he cannot do so, our education system will have lost one of its great features: the ability to facilitate social mobility and life chances for those whose family circumstances may not give them such opportunities. We will all be poorer for that.

--- Later in debate ---

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship once again, Sir Edward. I congratulate the hon. Member for Garston and Halewood (Maria Eagle) on securing this important debate. As she said, we recently met to discuss in detail the funding position of schools in her constituency, and I welcome this opportunity to continue that discussion.

Debating this issue is welcome at a time when the Government have recently announced an increase in school funding, as well as the details of the historic new national funding formula. The Government want to ensure that all children, regardless of where they live, receive a world-class education. Over the past seven years, we have made significant progress: more schools than ever before are rated by Ofsted as good or outstanding, and the attainment gap between those from advantaged and disadvantaged backgrounds is beginning to close.

That progress has been made despite an unfair national funding system that has failed to take account of significant changes in the challenges faced by schools in different parts of the country. For too long, the unfair distribution of funding between schools has acted, I believe, as a brake on the progress they have been able to make. That is why it is so important that we are delivering on our promise to reform the unfair, opaque and outdated school and high-needs funding systems and introduce a national funding formula.

[Mr Howarth]

I think it is agreed on both sides that the existing funding formula is unfair. Part of the case that my hon. Friend the Member for Garston and Halewood (Maria Eagle) and I have made is that the recent adjustments somehow succeeded in making it even more unfair for some schools. That does not seem to be a sensible way to deal with this.

Education and Local Services

George Howarth Excerpts

Tuesday 27th June 2017 Commons Chamber

[Several hon. Members rose—]

[Mr Deputy Speaker (Mr George Howarth)]

Order. In order to accommodate as many Members as possible, I will now impose a time limit of five minutes. It may need to be brought down even further later in the debate, but for now it will be five minutes.

--- Later in debate ---

[Richard Graham (Gloucester) (Con)]

My right hon. Friend is making a number of good points about the opportunities for young people. Does he agree that, in Gloucestershire in particular, we have seen a rapid rise in the number of apprenticeships? There have been 7,000 in the city of Gloucester alone over the past seven years. Does he absolutely support another great opportunity, which is to have a health university technical college serving the people of the whole of our county and beyond?

[Mr Deputy Speaker (Mr George Howarth)]

Order. Before Mr Speaker left the Chair, he did point out that interventions needed to be brief. If anybody finds themselves using the word “and”, it means that they are making one point too many.

[Mr Harper]

What excellent advice, Mr Deputy Speaker. I agree with my hon. Friend. He has led a number of successful job fairs and apprenticeship opportunities in Gloucester. Indeed, my hon. Friend the Member for Cheltenham (Alex Chalk) has also helped to introduce a cyber training centre in Cheltenham to deliver those extra opportunities for our young people in the industries of the future.

Finally, let me touch briefly on local services, particularly social care. Too often when we talk about social care, we refer only to older people. I want to remind Ministers that almost half the social care spending in England is on working age people between 18 and 24. That social care spending is incredibly important, as it ensures that those people can be independent and that they have the opportunity to work, but we need to think about how we can fund it. It cannot be funded in the same way as social care for older people, as younger people are not likely to have accumulated assets. Any form of means-testing sets up another barrier to work, and I want to ensure that more of those young people can get into work.

In our manifesto, we pledged to get a million more disabled people into work. As chair-designate of the all-party group on learning disability, I want to ensure that more people with learning disabilities have the opportunity to get into work and to succeed in the years to come. I hope that the Minister will bear that in mind as the Government make their plans for the future. We have a proud record. The only thing that I regret about our record is that we did not talk about it enough during the election campaign. If we had, the Leader of the Opposition would not have got away with his irresponsible over-spending manifesto that would have bankrupted our country. I am glad that the people of Britain saw through it and made sure that they returned this Government to office. We will continue to deliver for Britain as we have done over the past seven years. We have a record of which we can be proud.

--- Later in debate ---

[Thelma Walker (Colne Valley) (Lab)]

I am so honoured to be here to deliver my maiden speech as the Member of Parliament for Colne Valley. I would like to take this opportunity to thank my predecessor, Jason McCartney, for his work for the constituency over the past seven years and I wish him well for the future.

The beautiful valleys that are my home hold an important place in Labour’s radical history and are closely associated with the luddites, chartists and suffragettes. Colne Valley is in fact the oldest Labour constituency in the country, and celebrates its 126th birthday next month. One of our greatest and wisest Prime Ministers, Harold Wilson, was raised less than a mile from my home and attended local schools. His words when he spoke about Labour:

“This party is a moral crusade or it is nothing”,

ring so true for me now as a newly elected Labour MP. More recently, the honourable Lord David Clark and Kali Mountford have served as outstanding representatives of my community.

The beautiful Pennine landscape that many Members saw as the Tour de France cyclists scaled the heights is something to be proud of, but it is not just the place but the people who make Colne Valley so distinctive. It is about their creativity, compassion and dry wit. My constituency has a rich diversity, with a vibrant Asian community. Since the second world war, such diversity has enriched our economy and our culture. As a former teacher and headteacher, I took part in the Kirklees schools twinning projects, where black Muslim children and white working-class children shared lessons, food and play. Those children saw no difference in colour or faith but just enjoyed friendship and the joy of one another’s company. Such an experience reminds me of Wordsworth’s words:

“The Child is father of the Man”.

In these testing times of terrorism and radicalisation, young children can give many adults the lessons of forgiveness, tolerance and compassion.

Within the discussion and debate about what is a “good” school, my experience of education and of how children learn and thrive tells me that a culture of targets and tests does not result in a happy, clever or creative child. A whole child approach that cares for their emotional, physical and intellectual wellbeing is needed. Our own head of Ofsted has recently spoken about the need for an education that meets the child’s needs, not the school’s targets.

Colne Valley has some of the best schools and sixth form colleges in the country. The professionals who work there deserve to be supported through adequate funding and ownership of a broad and balanced curriculum. Huddersfield University has just been awarded a gold standard for teaching and leads our areas economic and cultural success. We are well proud of our flagship university.

As a country our media and creative arts are the envy of the world, and in our own Colne Valley, we have hosted filming for “Last Tango in Halifax”, “Happy Valley” and other peak-time popular programmes. Our valleys are vibrant with creativity and we have a vision for not just a northern powerhouse but, more specifically, a Colne Valley powerhouse, leading in technology, culture and arts initiatives. The vision for the valleys is real, but the cuts to our local services are impacting on the most vulnerable in our communities and will make the vision harder to achieve.

Having taught in one of the most deprived areas of the country, I know the impact of poverty on a child’s physical, intellectual and emotional wellbeing. I know the child who will not let go of my hand at the end of the day because there is no heating on at home or food in the fridge. Cuts to our local frontline services are hurting our children and devastating the most vulnerable in our communities. I am committed to campaigning for appropriate funding for our schools, our hospitals and our local services. Such services are the people of Colne Valley’s right and not a privilege.

On a personal note, I am glad to see the increased number of women MPs seated in this Chamber. I do hope, however, that when my granddaughter, Iris, who is four years old, reaches maturity, she will not view it as unusual for there to be a majority of women MPs fairly representing the population of our country. I am also delighted that we now have four—

[Mr Deputy Speaker (Mr George Howarth)]

Order. I call Tim Loughton.

Education: Knowsley

George Howarth Excerpts

Tuesday 13th December 2016 Westminster Hall

[Mr George Howarth (Knowsley) (Lab)]

I beg to move,

That this House has considered education in Knowsley.

It is a pleasure to serve under your chairmanship, Sir Alan; I am sure we will be treated impartially and fairly. My hon. Friend the Member for St Helens South and Whiston (Marie Rimmer) had hoped to be here, but she is currently recovering from an accident; she wanted me to make it clear that she would be here if she was fit.

Secondary education in Knowsley has received attention in this House and in the media recently, particularly as a result of the report by the ResPublica think-tank. Unless urgent action is taken, at the end of this academic year not a single education institution in Knowsley will offer A-level provision.

Let me say first a word about the ResPublica report, which was commissioned by Knowsley Council. The Prime Minister is known for weighing up matters before pronouncing on them, but I doubt that she had actually read the report before quoting from the press release about it at Prime Minister’s questions on 16 November; if she had, she would have noticed that the report that the council received in May did not mention grammar schools at all. In Knowsley, 39% of the secondary school population attends schools in neighbouring boroughs, which amounts to 3,164 school students and takes more than £17 million a year out of Knowsley’s education system. Unchecked, that is in danger of escalating to the point at which secondary education in the borough becomes unviable.

Let me be clear: parents rightly decide what is the best education for their children and my comments should in no way be taken as a criticism of people who choose to send their children to schools outside Knowsley—that is their right. However, the fact that they do so does challenge us to improve attainment levels, and education in Knowsley needs some radical changes. Frankly, the problems we face would not be resolved by the creation of a grammar school. Indeed, it would make matters worse for the overwhelming majority of school students. For example, the Education Policy Institute yesterday concluded that, overall, its analysis

“supported the conclusions reached by the OECD for school systems across the world – that there is no evidence that an increase in selection would have any positive impact on social mobility.”

Sir Michael Wilshaw, head of Ofsted, said:

“The notion that the poor stand to benefit from the return of grammar schools strikes me as palpable tosh and nonsense”.

I think he put that firmly enough.

Together with my hon. Friends the Members for Garston and Halewood (Maria Eagle) and for St Helens South and Whiston, I have been exploring possibilities for ensuring that A-level provision in the borough continues beyond 2017. We had a meeting with the schools Minister in June. There are potential solutions. At a recent meeting with the principal of Knowsley Community College about the proposed merger with St Helens College, I was pleased to hear that, if the merger goes ahead, they have some serious ideas about how to restore viable A-level provision in the borough.

[Maria Eagle (Garston and Halewood) (Lab)]

Does my hon. Friend agree that for a borough such as Knowsley, which has a substantial population, the idea of having no academic A-level provision is embarrassing for all the schools and education institutes? It does not bode well for the future of the borough if our young people cannot get the education they need—of whatever variety—in the place that they live.

[Mr Howarth]

My hon. Friend puts that very well. I agree with her entirely and was just going on to add a word about the impact of the negative publicity and comment.

Before setting out some ideas that I believe will help improve secondary education, I want to note some positive things that are already happening. Hard-working heads and teachers are understandably demoralised at the continual denigration that they experience in the media and from the Government; parents and school students are understandably upset that their hard work and achievements are continually rubbished. Yet there is so much good work going on that never gets a mention.

Ten days ago, for example, I visited the Lord Derby Academy, part of the Dean Trust, and met head of school Vicky Gowan and assistant headteacher, Josette Arnold. On a tour of the school, it was obvious that they were doing a lot right. The sense of discipline and the rigorous approach to teaching were obvious and commendable, and promise to bring about big improvements. Much the same could be said for the other secondary schools in Knowsley. Similarly, I recently had the privilege of opening the new Northern Logistics Academy in Kirkby, a joint undertaking between St Helens College and Knowsley Community College. It provides logistics training for those seeking to work in that industry, which is a real growth industry in our city region.

Knowsley Council, having disowned the ResPublica report, has now established an education commission, chaired by Christine Gilbert, previously chief inspector of schools in England and head of Ofsted, and supported by other distinguished commissioners, which is charged with producing an improvement plan. That approach should be supported and I would ask the Minister to commit the Government to that. It is worth noting that the commission has the potential to signpost ways in which other deprived areas such as Knowsley can also make appropriate improvements.

Two developments which could lift achievement are the Shakespeare North and Bio-Inspire projects. Both implicitly offer opportunities to raise aspiration for school students in Knowsley, and I hope that the Government will continue to support both initiatives.

If we are to improve social mobility in areas such as Knowsley, the single most powerful engine for doing so is education. That being so, and given Knowsley’s high level of deprivation, it came as a surprise that Knowsley was not one of the six opportunity areas recently announced by the Government. I feel that the methodology used to identify those areas was flawed. Will the Minister undertake to review the methodology? Will she undertake to look at how Knowsley could be included in any further strategies to improve social mobility?

I want to make a suggestion about how educational attainment could be improved. Before doing so, I should say a word about how attainment is measured. Attainment 8 measures a student’s average grade across eight subjects, which are the same subjects that count for progress 8. Those new metrics are a significant change to education reporting; performance measurement is spread across a wider range of subjects and is no longer based solely on attainment, and there is an emphasis on progress.

Knowsley ranks bottom in the north-west, with an overall attainment 8 score of 39, compared with Liverpool on 47 and Trafford, which is top, on 57. It also has the worst progress 8 score in the north-west, with a score of minus 0.88 compared with Liverpool on minus 0.35. Those figures illustrate the scale of the challenge in Knowsley.

I expect that the commission established by Knowsley Council will look at how post-14 education could be radically reorganised. There is, in my view, a case to be made for creating a choice post-14, but not through a grammar school. Many students in their later years do not regard the sort of education on offer as suited to their future aspirations. Sir Michael Wilshaw has, on a number of occasions, called for a skills revolution in the UK, arguing that every multi-academy trust should run a vocational university technology college for youngsters aged 14 to 19. He said:

“We need to say to youngsters, ‘there are other paths than university’. If you’re going to make a success of Brexit, this should be the number one priority of government. Not grammar schools ... Otherwise we won’t have the skills. And the prospects for growth in the economy and productivity in the economy will suffer.”

[Maria Eagle]

Does my right hon. Friend accept that Halewood Academy closed its sixth form not because it no longer wished to teach A-levels but because, and I do not blame the head and the governors for their decision, financially it is obliged to balance its budget and it simply no longer had enough pupils wanting to go into the sixth form—for various reasons—to enable it financially to continue? As a consequence, there is now no academic A-level provision in the entire borough. Does my right hon. Friend agree that it is commendable that Knowsley, which has no longer has any levers to provide education in its own borough and gets blamed when it goes wrong, has done what it can in establishing the commission? We hope that the Government will do what they can, in supporting that process, for all the young people and families in Knowsley.

[Mr Howarth]

I agree entirely with my hon. Friend. She is right to point out the limited scope of Knowsley Council, which is the local authority that has suffered the greatest cuts in the country while also being among those with the highest need. As I said earlier—it is an extension of my hon. Friend’s point—it is no longer viable to offer sixth-form provision in Knowsley, and if we do not do something urgently it will become unviable to offer any kind of secondary education at all. I agree with my hon. Friend, and I also agree with Sir Michael Wilshaw.

In many cases it would be more effective if the opportunity for vocational education were available post-14, offering pupils a programme of GCSEs, technical and professional qualifications and work experience. That is not to say that those who aspire to a more academic education should not have that choice but, rather, that it should be a choice and not the only option.

Time does not allow me to give a detailed account of how such a reorganisation would need to be carried out. Who would offer the more vocational post-14 option and could the existing secondary system be adapted to provide the more academic option? Those are examples of tough questions that need to be worked through. It is also essential that the vocational and technical education courses on offer are of a high quality and of equal status to the conventional curriculum.

I should perhaps declare an interest at this point. I was one of the generation who left secondary school at 15 but went to technical college. I studied engineering and then went on to do an engineering apprenticeship. Later, in my 20s, I did a degree. Those were options I had, and options I could take, and my worry is that such options are no longer available for young people, other than through the apprenticeship system. The problem with some apprenticeships is that they are too narrowly focused on the needs of the employer and, therefore, the young people who go through them do not acquire the transferable skills that might be needed when they are ready to move on to another employer. Post-14 opportunities in vocational education offer the prospect of their gaining those skills.

I am clear, as is Knowsley Council and my hon. Friend the Member for Garston and Halewood, that improvement is essential, and that a great deal of responsibility sits on the shoulders of the commissioners to come up with a way forward. Again, I ask the Minister to endorse that approach. Finally, it is important to point out that I have first-hand knowledge that young people in Knowsley are no less capable and no less ambitious than young people from better-off families. They deserve the same opportunities as young people from other parts of the country and from more prosperous areas. I hope that the Government will work with Knowsley Council, the commission, my hon. Friends the Members for Garston and Halewood and for St Helens South and Whiston, and me to ensure that that is exactly what happens.

--- Later in debate ---

[Caroline Dinenage]

The hon. Lady is absolutely right to raise that issue. I understand that the regional schools commissioner is meeting Lord Nash and local MPs in early January to discuss options for A-level provision in the area. Those options are being explored by the Department for Education as we speak. I also know that the educational issue across the board in Knowsley is one on which people are working very collaboratively. We have a number of strong multi-academy trusts in the north-west that are now supporting schools within Knowsley; and the regional schools commissioner, in conjunction with the education commission, is bringing them together for a roundtable discussion next week to consider some of the challenges around school performance in the borough and other issues.

The leader of Knowsley Council, Andy Moorhead, has acknowledged that educational performance in the local authority needs to improve. He recognises that although over the years a number of actions have been put in place to address the issue, a different approach is now needed. That is why we very much welcome the launch of the Education Commission for Knowsley, which I hope will provide that new approach. The commission will work closely with the Department for Education and national and local leaders in education, as well as with business partners, to address the underlying causes of educational under-performance in the area. The commission will draw on the expertise and knowledge of its members who are key leaders in education at a local, regional and national level, including Christine Gilbert, the former chief inspector of schools, Vicky Beer, the regional schools commissioner for Lancashire and West Yorkshire, and Sir Kevan Collins, chief executive of the Education Endowment Foundation.

I know that the commission will want to work closely with those who work in local schools; they are the real experts, who have clear views on how to get the much-needed improvement. The right hon. Member for Knowsley is right that we should be championing the dedication and commitment of the hard-working teaching professionals in our local schools, seeking to support, not denigrate, and seeking to encourage, not undermine. The commission will want to focus not only on immediate interventions to make visible improvements, but on long-term measures to ensure that all pupils achieve their full potential and leave school with confidence and ambition.

On A-level provision, we are working in partnership with Knowsley Council and other key stakeholders in the region, such as Learn and Lead and the Liverpool city region combined authority, to improve and extend the reach of high-performing schools and leaders to look for that solution and provide high-quality A-levels. I have already spoken about the meeting in January with the regional schools commissioner and Lord Nash.

To clear up the confusion that the right hon. Gentleman rightly raised about the ResPublica report, the version that was seen in May was a very early draft. The final report, “Achieving Educational Excellence in Knowsley”, did not come out until October. That is the one that acknowledges the transformative impact that grammar schools can have on the life chances of less well-off pupils. The Prime Minister has been clear that every child should be allowed to rise as far as their talents will take them, and that their background should not be a barrier. We want all pupils to have access to a good local school, which is why we are consulting on reforms to a number of different schools, including not only grammar schools, but independent and faith schools.

[Mr George Howarth]

rose—

[Caroline Dinenage]

I will give way to the right hon. Gentleman in a moment, but I will make a tiny bit of progress first; he has asked me a number of questions and I do not want to leave anything out.

We want to tap into the expertise of all these types of schools and spread the knowledge across the system, so that every child has access to a good space. That is what the consultation is all about, and it is still open. We are considering how new grammar schools can open where parents want them, but with strict conditions to make sure that they improve the education of pupils in other parts of the system. We believe that all “good” and “outstanding” schools that have the capacity to expand should be able to do so to meet the demands of parents in their local area. Our proposals will also result in more universities and independent schools sponsoring academies and establishing free schools. There are positive examples of that happening in Merseyside, where, for example, the Liverpool Institute for Performing Arts has set up a free school.

The Government’s reforms have increased autonomy in the education system, placing a relentless focus on improving standards and tackling underperformance and encouraging innovative partnerships to improve existing schools and create new ones. The right hon. Gentleman was absolutely right to raise the issue of post-14 technical education—he is one of the great alumni of that sort of system. Fourteen to sixteen-year-olds are able to take up high-quality, technical applied qualifications alongside their GCSEs, enabling students to gain valuable experience in a range of subjects not normally covered by GCSEs and develop practical and technical skills. Up to three technical awards can count in headline performance measures.

[Mr George Howarth]

Will the Minister give way?

[Caroline Dinenage]

I will in a moment, when I get to the end of this bit; the right hon. Gentleman was very keen to talk about technical education and I do not want to miss anything out. As he will be aware, 48 university technical colleges are currently open. A further seven are in development and plan to open in 2017 and beyond, and along with the 48 open UTCs, they will create opportunities for more than 35,000 young people to train as the engineers and scientists of the future.

[Mr George Howarth]

I am grateful to the Minister for giving way. I do not want to make a big issue of the Prime Minister’s comments at Prime Minister’s questions; I just want to set the record straight. Knowsley Council received the report that it commissioned from ResPublica in May, and that did not include any reference, in any shape or form, to the need for a grammar school in the borough. As I understand it—I spoke to the local authority at some length yesterday—the only reference to a grammar school was in a press release, which I assume the Prime Minister was quoting from. It was not in the body of the report that the council received.

[Caroline Dinenage]

I am grateful to the right hon. Gentleman for raising that point, which we will look into. My understanding is that the very early draft in May did not refer to grammar schools, but that the final report, which came out in October, did. However, I will pass his comments back to the Department.

Education (Merseyside)

George Howarth Excerpts

Wednesday 19th October 2016 Westminster Hall

[Mr George Howarth (Knowsley) (Lab)]

It is a pleasure to serve under your chairmanship, Sir Roger. I welcome the opportunity that my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg) has given us for this timely debate.

I want to make three points about education in our city region. First, I wish to raise a problem that confronts the governors and teaching staff at St Aloysius Catholic Primary School in Huyton. Its June 2015 Ofsted report stated:

“Disabled pupils and those who have special educational needs achieve very well. The progress that they make in all subjects is accelerated because of the high expectations of their teachers and good-quality support from skilled teaching assistants.”

There are 310 pupils on the roll at St Aloysius, six of whom are in receipt of an education, health and care plan. The first 12 hours of each plan are funded by the school, but some of the children’s needs are so significant that the school has to provide additional hours of support, causing further strain on its budget.

In 2015-16, the cost to the school of providing one-to-one support for those six children was £115,300—approximately 10% of the school’s overall budget. Effectively, this means that the teachers engaged in this resource-intensive area of the school’s work are not available to teach the other pupils. The cost of funding these plans, alongside investing time, money and support from educational psychologists and a range of therapists, is to the detriment of the school’s overall budget. That is a growing problem, as other schools, recognising St Aloysius’s strong commitment to children with special educational needs, are increasingly referring more children there, at the same time relieving their budget of the additional costs involved. Will the Minister note that schools that refer children with special educational needs to St Aloysius still receive that part of the general budget for special needs that all schools receive, even though they may not have any children with such needs? That is clearly unfair, and I ask the Minister to look at the problem, which, though it certainly affects St Aloysius, is, I suspect, not unique to that school.

My second point is about educational attainment in Knowsley. In early years and primary schools, outcomes for children have historically been close to or in line with national thresholds, but at the end of key stage 4, when children sit their GCSEs, Knowsley falls significantly behind national standards. To help to tackle that issue, Knowsley Council has set up an education commission. I hope that the Government will engage with that commission and support the work that it is doing to try to raise attainment levels.

I am sure that we all agree that improving social mobility is essential for improving the economic prospects of local residents and breaking the intergenerational cycle of poverty. I welcome the Government’s recent announcement on the creation of new opportunity areas across England, which will see £60 million spent on school improvement in six social mobility coldspots. However, I was surprised, given Knowsley’s usual placement in the indices of multiple deprivation, that it was not selected as one of the pilot areas, so will the Government consider how areas such as Knowsley could be supported with similar targeted investment shaped around improving social mobility?

There are a couple of more positive educational developments in Knowsley. One is the Shakespeare North Trust, which has been carrying out plans to build a Shakespearean playhouse in Prescot. Its plans support the Arts Council’s goal for children and young people, which includes ensuring that every child has the chance to visit, experience and participate in high-quality, extraordinary work, and the chance to know more, understand more and review the experiences that they have had.

A further positive development is Knowsley Safari Park’s Bio-Inspire project, which will engage children of all ages in learning about the world around them, extending their innate interest in animals and wildlife to teach them about science, technology, engineering, humanities and art. I hope that the Government will be able to support that project also.

Finally, I would like to say a few words about the constant obsession of successive Governments with the branding of schools, whether we are talking about academies, free schools or, more recently, the proposals to expand grammar schools, and with decoupling secondary education in particular from local authority involvement. I think that my hon. Friend the Member for Liverpool, Walton (Steve Rotheram) will have more to say about that in a moment. Far too much time and energy has been committed to issues of governance and what schools are called, at the expense of a 21st-century cold hard look at the actual education that is required to equip young people properly for the world in which we live.

In an interview in last Sunday’s edition of The Observer, the chief inspector of schools, Sir Michael Wilshaw, gave a thoughtful account of the direction that we need to take in education reform if we are to serve the needs of future generations more effectively. Ruling out blanket solutions, and viewing the proposal for more grammar schools as an unnecessary distraction, he also drew attention to the post-Brexit challenge of the

“need to develop vocational education in the system so the country produces young people with skills to replace immigrant workers”.

That is not to say that core academic skills, and the ability for those who want to do so to follow a more traditional academic education, are not important—of course they are—but rather to argue that in some cases, there should be available a post-14 education that prepares more fully those who choose the option of vocational education.

The oft-repeated mantra about the need for lifelong education, to which my hon. Friend the Member for Liverpool, West Derby referred, needs to be developed beyond windy rhetoric—that is not what his speech was—into a concrete reality. In future, instead of education being a time-specific, one-off choice, as it too often is at present, it should be lifelong and flexible—in other words, an education for the 21st century.

--- Later in debate ---

[Mike Kane (Wythenshawe and Sale East) (Lab)]

It is a pleasure to serve under your chairmanship, Sir Roger, and, for once in a while, to be in a room where we are not defending or advocating for airports in our constituencies.

If I may allude to the physical layout of the Chamber, the Minister should not feel too isolated. A lot of great speeches have been made from the Opposition Benches, but I am always reminded of a story that came to me from a speech by my right hon. Friend the Member for Knowsley (Mr Howarth). There was a very controversial planning application in his area in the late 1960s for the safari park. He has talked with passion about work involving Shakespeare and the educational outcomes for the safari park, but the local councillor at that time was all on his own in supporting the development. One young, angry Knowsley resident stood up in a room of 700 and asked, with his baby in his arms, “What happens when one of those lions or tigers gets out on to the high street?” The crowd roared. This old councillor in his 80s—in Huyton, which was Harold Wilson’s constituency —rubbed his hair, sucked on his pipe and said, “Well, it’ll just have to take its chances, along with the rest of us.” If the Minister is feeling isolated, how does he think I feel as a Mancunian with all these Merseyside MPs right behind me? However, I have to say that since we built the ship canal in 1894, thanks to Daniel Adamson, the entente cordiale between our two great city regions has improved no end, so it is great to respond from the Front Bench in this debate.

[Mr George Howarth]

I gently mention to my hon. Friend that it is not usually a good idea to steal somebody’s lines when they are sitting behind you. [Laughter.]

[Mike Kane]

Let us get on to the real issue at hand.

In my opinion, the Government have failed to build an education system—as a former teacher, I see this day in, day out—that provides opportunity for all. They are increasingly obsessed with structures—which matter—more than the outcomes for young people. My hon. Friend the Member for Bootle (Peter Dowd) talked about shilly-shallying, and it is shilly-shallying of the first order. They are not tackling the key challenges facing our system: declining budgets and chronic shortages of teachers and places, as alluded to by a number of Members. They are failing to invest and our schools are facing, for the first time since the 1990s, real cuts to their funding.

As a teacher doing my teacher training course after Tony Blair got elected in 1997, part of my day job was going round with a bucket to try and catch the rain coming in from the roof. At the end of that Labour Government, if the roof had not been replaced, the school had been rebuilt, and the only thing going through the roof was children’s attainment. We have a very proud record of achievement in those 13 years.

There is still no certainty about how Merseyside will be affected by the Government’s proposed changes to the national funding formula. The Government continue to add to that uncertainty, despite the written ministerial statement on 21 July that the Secretary of State would set out proposals in Parliament in the early autumn. The Secretary of State still has not done that. It is important that the Government ensure that schools do not lose out as a result of changes in the funding formula.

Although the Labour party supports a fair national funding formula, we believe that it should be achieved by investing in all our schools, rather than by taking money away from some schools to give to others. The independent Institute for Fiscal Studies has shown that school budgets will fall by 8% over the course of this Parliament, as the budget was protected in cash terms, rather than in real terms, meaning that the schools budget is at the mercy of rising pressures and pupil numbers, and the impact of inflation on its true value.

With inflation today rising to a two-year high and many predicting it will rise again in the wake of Brexit—particularly a chaotic Brexit without single market access, which is the course we are pursuing—schools are facing real-term cuts. We have already warned that the Government’s proposed new school funding formula will hit areas such as Liverpool. As my hon. Friend the Member for Liverpool, Riverside (Mrs Ellman) pointed out, Liverpool has seen a 65% cut in core funding. Labour supports fairer funding, but areas such as Liverpool are likely to take the big hit. There should be mitigation in the system to protect school standards and ensure that a loss of funding does not hamstring local areas.

If the northern powerhouse strategy is to mean anything, it must enable local communities to tackle the root causes of low attainment and it must improve special educational needs provision, as highlighted by my right hon. Friend the Member for Knowsley. However, there was no SEN provision whatever in the Government’s recent schools paper, which included grammar schools. My hon. Friend the Member for St Helens South and Whiston (Marie Rimmer) pointed out that we need SEN provision within our school system, particularly for people with autism. If the Government were really committed to fair funding, they would invest in schools instead of cutting schools’ budgets for the first time in nearly two decades.

I congratulate my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg) on a terrific speech and on getting the subject on the agenda. I also congratulate Mayor Anderson, who appointed a commission for the city. We welcome, in principle, the introduction of the Liverpool challenge, and I hope the Minister matches our welcome.

The shadow Secretary of State has often mentioned how effective the London challenge was and how it provides a model for steps we could take to improve schools, with a focus on investment, leadership and collaboration. It would definitely be good to praise the initiative, which shows how Labour, in Labour areas, is taking steps to improve schools for all children, while the Government are pushing grammar schools, which would cause most children in our communities to lose out, as highlighted by my hon. Friend the Member for Bootle.

I remember the introduction of the Manchester challenge in 2008. That was cut when the coalition Government came into power, because of austerity. The reason that the London challenge was successful and improved schools right across the region in which we currently sit was that it lasted for longer and more money was put behind it. The outcomes showed that we can improve every area of the country if we match that provision.

Labour has called for more powers to be developed in local areas to help to tackle educational underperformance. The elected metro mayor of Liverpool would be a good place to start. I pay tribute to my hon. Friend the Member for Liverpool, Walton (Steve Rotheram), but he says that if he is elected as Liverpool’s metro mayor next May—and I hope he will be—he will start with one hand behind his back because of the current powers.

My hon. Friend the Member for Liverpool, West Derby talked eloquently about the principle of subsidiarity. The Government seem to have nationalised the school system and privatised it at the same time. Today, the BBC is showing that the Government are taking away councils’ powers to set their own standards for maintained schools. That is a ridiculous system. Subsidiarity tells us that the best decisions are made close to the ground by the people who need to be involved. Labour will go back to that principle when we form a Government.

--- Later in debate ---

[Mr Gibb]

We often hear that, and we are encouraging schools to encourage parents to register for free school meals, even though their child gets a free school meal anyway, so that their school does not lose the funding.

The right hon. Member for Knowsley (Mr Howarth) mentioned St Aloysius Catholic Primary School and funding for children with special educational needs. We have committed to reforming the funding system for pupils with high needs by introducing a national funding formula from 2018 for high needs as well as for schools. In 2017 we have protected local authorities so that no area will see a reduction in its high needs funding, which is in the context of our overall protection for the core schools budget in this Parliament. We have allocated an additional £93 million of high-needs funding for 2016-17.

[Mr George Howarth]

I am grateful to the Minister for giving way. My key point is that under the current arrangement schools are getting an allowance even if they have no children with special educational needs, whereas schools that have large and growing numbers of children with special educational needs do not get enough from the allowance to cover their additional costs.

[Mr Gibb]

I hope all those issues will be addressed by the reforms to our funding system.

The hon. Member for Liverpool, Riverside (Mrs Ellman) mentioned funding for apprenticeships. We are spending £2.5 billion on apprenticeships by 2020, which is double the 2010-11 budget in cash terms, and we will top up employer levy contributions by 10% and provide 90% of the funding for employers that want to buy more apprenticeships.

It is important that children get the best start in life, which is why the Government are spending an additional £1 billion a year on the early years free entitlement, including £300 million a year to increase the national average funding rate. The Government are working to ensure that early years funding is distributed fairly and transparently throughout the country. On 22 September we concluded the consultation on the fairest way to distribute early years funding, and the proposals included a new approach, namely an early years national funding formula. The consultation has now closed and we are analysing responses. We will respond in the autumn.