Social Mobility

Debate between Graham Brady and Mark Pawsey

Thursday 28th June 2012 Westminster Hall

[Mark Pawsey (Rugby) (Con)]

It is a pleasure to serve under your chairmanship, Mr Hollobone. Like the other Members who have spoken, I congratulate my hon. Friend the Member for East Hampshire (Damian Hinds) and the right hon. Member for Salford and Eccles (Hazel Blears) on securing this debate. My hon. Friend made an interesting speech, demonstrating his knowledge of and enthusiasm for the topic, and the right hon. Lady gave an interesting account of why it is so important to her.

It is great that there is cross-party consensus on the issue. We all agree that everybody in this country should be born with equal life chances, although, as my hon. Friend the Member for East Hampshire told us, in many instances the situation is going backwards. The cohort that he grew up with, who are in their 40s, have less social mobility than the cohort that I grew up with, who are in their 50s. It is beholden on the Government to equalise life chances so that everybody has the best possible chance of success.

I want to talk about a couple of issues: the Government’s troubled families initiative and my hopes for its success; and the value of education. Parliament’s troubled families support group consists of a number of Conservative MPs, including my hon. Friend and me, who have an interest in that area of policy and who support the Minister. I am pleased that my county council in Warwickshire has signed up early to the troubled families initiative and that, as a consequence, 800 families in my county—many of them in my constituency of Rugby—will get extra help.

The key ideas are to reduce truancy, get young people back into school and reduce youth and anti-social behaviour, as well as help adults back into work. The initiative has a payment-by-results mechanism, with up to £4,000 available for every family who are successfully turned around. That means that there is £3 million available to Warwickshire over the next three years. The council has already appointed a troubled families co-ordinator, and I am looking forward to meeting directors and officers of the council over the coming weeks to discuss how the process will work.

My hon. Friend articulated the importance of mobility when he spoke about social justice and economic growth. Such growth depends on the best deployment of resources. Many factors contribute to the problem, such as the care system, the welfare system, a lack of role models and regional inequalities, but, judging from Members remarks so far, the issue of education is to the fore.

That is a key part of the troubled families initiative: getting excluded children back into the classroom. Local authorities have to hit a target of achieving 85% attendance in schools for the children from the families involved, and fewer than three exclusions during a year. Those are tough targets for local councils to achieve, but such work is worth it given the importance of education in dealing with people’s life chances. The pupil premium has also been mentioned. I am proud that the Government have extended the remit of the pupil premium and are providing a total of £625 million this year and a further £1.25 billion next year in additional funding for children from disadvantaged backgrounds.

My hon. Friend the Member for East Hampshire said that it was inevitable that a Conservative Member would raise the matter of grammar schools. In this debate, so far, it will be me. I make no apologies for taking the opportunity to talk about the benefits of a selective education. I went to a grammar school in Rugby and there are three other MPs who also went to that school. In school, we rarely got to talk about the backgrounds of those we were at school with, but I was in a class with the sons of factory workers and mechanics, some of whom went on to set up their own businesses, to rise to senior positions in plcs, and to enter professions.

The issue of selective education is important because although there have been many improvements in schools since the 1960s, there are fewer opportunities for poorer children to access the very highest achieving schools available. Of course, it is up to each local area to decide on its constituent schools. I am proud that my constituency has an excellent system of selective education. However, in the area I represent, improvements could be made to the process of selection to ensure that we have a fairer result.

In the Warwickshire selection system, people should be able to opt out of the selection exam, rather than having the current opt-in system. I fully understand that some parents do not wish their child to have a selective education or for their child to take part in the exam. However, the children of many families who do not know about or understand registration deadlines or the forms to fill in miss out on an opportunity. In canvassing for local elections some time ago, I met a very bright 12-year-old whose parents told me that their child was denied the chance of a grammar school education simply because they did not manage to fill the forms in on time. That is a real tragedy and that issue is something I would like to see changed.

The current process whereby children take the selection exam in an exam centre rather than where they regularly go to school is also inappropriate. For youngsters aged 11, the pressure and anxiety to perform well can be exacerbated by unfamiliar surroundings. I would like the process of identifying those bright and capable children who are able to benefit from a selective education to take place in surroundings they are familiar with. I know that those are local decisions, but attention to both matters would help to improve social mobility.

[Mr Graham Brady (Altrincham and Sale West) (Con)]

As my hon. Friend might expect, I agree with everything he has been saying. One further point I would like to add to the list is the importance of state primary schools giving practice tests to all their pupils. That would mean pupils in state schools had the same experience as prep school pupils or those who have had the benefit of tutoring: they will have encountered the test before and will not be fazed by being confronted with a selection test they have not seen before.

[Mark Pawsey]

I entirely endorse my hon. Friend’s words. I support selective education as a driver of social mobility on the basis that it is made equally accessible to all children. There is a danger that the system is being taken advantage of by those who are able to do so, and I would like the playing field to be made as level as possible.

I would also like to talk about the role of fathers in the home and the strength that children can derive from a family unit. In this day and age, I recognise that those circumstances are not available for everyone. There is a strong role for fathers, but young people can also benefit from help with homework, summer camps and extra tutoring. People step in to provide support when fathers are absent. There are some great national schemes such as the Prince’s Trust and local organisations such as the Mayday Trust in my constituency. I want them to be given every help and support.

On the issue of education, it is entirely right that we place emphasis on the early years. However, there should also be influence on the later years. I was interested to hear the remarks of the right hon. Member for Salford and Eccles about second and third chances. The Government’s agenda on apprenticeships could contribute. The previous Government made a great deal about the percentage of school leavers going to university, but a university degree is not the sole route to success within a career; there can be more hands-on routes. Those who know a trade or a skill can use that as a route to the top of an organisation just as effectively as winning a degree. I want more recognition for those who go down that particular route.

As politicians, we knock on people’s doors and are often invited into their homes. We often see in the hallway and in the living room photographs of people—it may be their children or grandchildren—receiving their degree certificate. The question I often ask myself is: where is the equivalent celebration for those who have pursued a less academic route?

A couple of weeks ago, I was delighted to attend the Rugby apprentice of year award on national vocational qualification day. I acknowledge the great success of Lee Bradley in my constituency as the first recipient of that award. We need to have the same regard for those who take that route in their career as for those who take a more academic route.

I am delighted that that issue is being taken more seriously by business. Earlier today, I had the great pleasure to meet the midlands business woman of the year, Julie White, who runs a business called D-Drill. She puts a massive emphasis on apprentices. In fact, she is doing an apprenticeship herself, so that she knows exactly the work that the guys in her business are doing. She tells me that somebody in a very senior management role in her business was, some years ago, an apprentice.

In conclusion, I thank hon. Members who have contributed for their work. Great work is being done in the all-party group on social mobility, and I look forward to it continuing its work and effecting change in this very important area.