Autism and Learning Disability Training

Julian Smith Excerpts

Tuesday 21st November 2023 Westminster Hall

[Dame Caroline Dinenage]

First of all, I am very pleased to see my hon. Friend on this side of the House. She does a brilliant job as the chair of the APPG for disability, and I am very grateful to her for taking the time to make that commendation.

I will conclude very quickly. Following the success of the Oliver McGowan mandatory training, Paula has started a petition for all staff in educational settings to have similar mandatory training on learning disabilities and autism. As I said, that training needs to start with professionals in early years settings and go all the way through to colleges and universities: teachers, lecturers and education staff must know how to adapt to their environment, how to listen to what young people are saying, how to understand, how to manage a sensory overload and crisis and how to adapt communication to meet individual needs. George, a teacher, said:

“Training is often focused on the symptoms rather than the sensory issues and the understanding behind it. Whilst dealing with symptomatic behaviour is important it can be difficult to understand some causes.”

[Julian Smith (Skipton and Ripon) (Con)]

On the point about sensory overload, demands and anxiety, does my hon. Friend agree that, with the discrepancy between what kids see and what teachers feel they are doing, part of the challenge is in fully understanding what an autistic child or adult actually sees and has to deal with? Does she agree that that is quite difficult and that it requires significant time to fully understand the major challenges that lots of these kids go through and often succeed in pushing through, despite the challenges they face?

[Dame Caroline Dinenage]

That is an excellent point. It is worth pointing out that sometimes the behaviours that autistic children in particular can demonstrate can be very different. Autistic boys in the classroom behave very differently from autistic girls who might just sit at the back very quietly, mirroring others’ behaviour, while struggling inside and not having the support that they need. That point is really important.

Finally, has the Minister’s Department considered the brilliant Oliver McGowan model of mandatory training? What assessments has the Minister made for how that would benefit education professionals? By making the training mandatory, as it is for health and care staff, no teacher will miss out, which means that every child has an equal opportunity to gain support.

I ask the Minister to reflect on the stories that I have shared today and on those that we heard from other Members. While his Department is no doubt bolstering financial support, I ask him to consider the positive impact that mandatory training will have on the education of professionals and students. The success in health and care has been immediate and game changing, and I know that it has similar potential for children and young people’s education.

--- Later in debate ---

[Barbara Keeley (Worsley and Eccles South) (Lab)]

I am very pleased to speak in this important debate with you in the Chair, Mr Vickers. I congratulate the hon. Member for Gosport (Dame Caroline Dinenage) on securing the debate and on the way in which she opened it.

I would like to pay tribute to Paula McGowan for her persistence in campaigning for this debate, for all her work to get the original debate that we held on this issue in 2018 and for all the campaigning work she has done since then. Paula has campaigned to secure around 70,000 signatures on the petition, so it is very good that we can discuss the Oliver McGowan mandatory training programme again. Her work has been instrumental in raising awareness of how we treat autistic people and people with learning disabilities in our health and care services. I pay tribute to her for that work.

In the debate which Paula helped to secure five years ago, I called for the Government to treat the introduction of mandatory training as an urgent priority. The Oliver McGowan mandatory training on learning disability and autism programme has now been delivered to around 750,000 healthcare staff—I think the hon. Lady said it was more than that, but that is the figure I have—and 200 people with a learning disability or autism have been trained to deliver parts of the programme. As we have heard, that is a very important part of it. Those are significant steps forward, but there is much more still to do.

Oliver’s case illustrates the degree to which people with learning disabilities or autism do not get the healthcare treatment they should expect from a civilised, compassionate society. Oliver was a young man with a full life expectancy who had overcome many challenges to excel as a footballer, as an athlete and in his exams. He was let down repeatedly because clinicians simply did not understand the nature of his autism. With better awareness and care adjustments, his death could have been avoided.

The petition on mandatory training that we are discussing recognises the role of teachers and schools in offering support to children and young people with a learning disability or autism. The rolling out of training on learning disabilities and autism is likely to significantly benefit the raising of awareness of learning disabilities and autism in the education sector.

The Government’s response to the petition states that headteachers should

“use their professional judgement to identify any further training”

for teachers. But the roll out of further training for education staff is clearly needed. Research by the National Autistic Society showed that 86% of secondary school teachers had received just half a day’s training on autism, and that three in four parents or carers of autistic children feel that their child’s school does not meet their needs.

One of my constituents—the parent of a boy aged nearly five who is showing traits of autism—told me about the struggle to get him support. She was told that he is “too naughty”, and he is limited to two hours of school a day. She said that her child

“is treated so differently, and he is more aware of it now. This makes him want to act out, as he thinks it’s what is expected of him. He cries every day when he has to leave so many hours earlier than the other children. I think this is another reason he acts out, because every day he knows he will only get a couple of hours of play with everything. He is overstimulated, and his behaviour is a lot worse during that time. If he had time to settle down, and a proper routine at school, he would be calmer and his behaviour would be a lot better, as it is at home. I worry that if he doesn’t receive the support he needs now, school may be a lot more difficult for him in the long run.”

Mandatory training on learning disabilities and autism for education staff could help to improve the situation for children and young people, as it undoubtably has been doing for health and care staff since it was rolled out.

[Julian Smith]

One of the challenges for autistic kids seems to be that many people they interact with in the school system have not received the training that the hon. Lady has been talking about, and they are being treated in a behavioural context. Does she agree that we should persuade teachers, or people who interact with kids, that the reason why these children act in the way they do is nothing to do with behaviour?

[Barbara Keeley]

It is very much like the case I have just given: the parent of that five-year-old boy is told that he is “too naughty” to have more than two hours of school a day, and that is absolutely disgraceful. It is not a behavioural problem if it is autism.

Education, health and care plans are another important source of support. As we have heard, there are 200,000 school-age autistic pupils in England, but just 55% have an education, health and care plan. The Government’s investment plan for children with special educational needs and disabilities claims that this is a priority area, but the National Autistic Society said there is “little substance” in the Government’s plan for reducing waits for a child’s education, health and care plan.

Concerningly, there have also been reports that the Government have signed a deal with a consultancy aiming to reduce targets for education, health and care plans by 20% for 55 local authorities, as part of a delivering better value in SEND programme. The consultancy firm was tasked with reducing cost pressures on local authorities by targeting a 20% reduction in the number of new education, health and care plans issued. It is painfully ironic that the design of this so-called value-for-money programme seems to have to cost the Government nearly £20 million in consultancy fees to Newton Europe. It is also painful to understand that the Government see education, health and care plans as cost pressures to be managed down, and not as vital documents that set out the education provision that children with significant needs must receive by law.

--- Later in debate ---

[Peter Gibson (Darlington) (Con)]

It is a pleasure to serve under your chairmanship, Mr Vickers. I congratulate my hon. Friend the Member for Gosport (Dame Caroline Dinenage) on leading this petitions debate. I put on the record my congratulations to the Minister, this being is my first opportunity to do so.

I thank the 171 members of the public from Darlington who signed the petition that led to today’s debate. Every single week in my surgery, it is almost guaranteed that at least one family will come to see me with concerns related to neurodiverse conditions. It could be that they are awaiting an assessment or there are difficulties with the relationship with the school, or it could be that there are challenges with accessing medications. Each and every one of those families is trying to do the best for their children, and seemingly having to battle for the best for their children.

The day after I was elected, I was stopped in the street by three mothers in Darlington town centre. One of them asked me what I was going to do to help their families with autistic children. I must confess to having known very little about autism at that time, so I resolved to find out more and do all I could to support them. That learning continues, and only last week I was pleased to attend the understanding autism training for parliamentarians organised by the National Autistic Society.

I established the Darlington autism forum for parents of autistic children, and have organised multiple roundtable meetings with our local mental health trust and parents. I have visited Daisy Chain, a local charity that provides help and support to families who face these challenges, as well as places such as the Mackenzie Thorpe Centre in Redcar, which is operated by the North East Autism Society, to see the amazing work that they do with children.

[Julian Smith]

I congratulate my hon. Friend on the work he is doing with families in his constituency. Does he agree that standing up for families who have autistic or neurodiverse kids—amazing kids they are supporting—can be really challenging? The parents are often judged by others on how they are handling very difficult situations, and they themselves need significant support.

[Peter Gibson]

My right hon. Friend makes an incredibly important point. We in this place are sent here to stand up for our constituents. In my view, there could be nobody more important than those families facing the battles of looking after an autistic child.

As a constituency MP, I have visited almost every school in Darlington; I have two left to go. My visits almost always involve a discussion about children with special educational needs and autism. It is clear that there are growing numbers in every single one of our schools, putting pressure on the staff, some of whom are not necessarily specialists in the conditions. I must single out Red Hall School in Darlington, which secured funding to expand and provide a social, emotional and mental health specialist centre called Strive. Red Hall and others are doing fantastic work in Darlington.

I was disappointed to learn through written parliamentary questions that the Department for Education holds no national records of the training that teachers undertake on the relevant conditions. I welcome the Government’s recent announcement of additional funding, particularly for the new 40-place school in Darlington, which will deliver special educational needs places. However, my primary concern is for the pupils who are already in our mainstream schools and the support that they need.

The assessment backlog is frankly a scandal, with families sometimes having to wait up to three years to be seen. I acknowledge that there is a range of help and support available while they are awaiting assessment, but getting children into the right school place, with the necessary specialists, is part of the solution. Staff need to be properly trained. The key has to be clearing the backlog of assessments. Today’s important debate provides an opportunity to put on the record my support for improved and expanded training on neurodiverse conditions for our hard-working teachers. I look forward to the Minister’s response.

[Marion Fellows (Motherwell and Wishaw) (SNP)]

It is a pleasure to serve under your chairmanship, Mr Vickers. I congratulate the hon. Member for Gosport (Dame Caroline Dinenage) on securing this important debate.

I have a personal interest in this subject. Many years ago, as a reasonably experienced further education lecturer, I was faced with a young man who was severely autistic, and I did not know what to do. Things have changed a bit since those days. Like the hon. Member for Darlington (Peter Gibson), I have undertaken autism training. It is important that we get an awareness of autism into the general public as well as schools. It was difficult to listen to some of the stories told by the hon. Member for Worsley and Eccles South (Barbara Keeley), because we all know that it happens, although none of us want it to happen anywhere.

In their recent programme for government, the Scottish Government have outlined their commitment to work with teachers to provide additional professional learning opportunities while seeking to build on the additional support for learning plan. I was a member of the Education Committee when I first came here, and I often think that it is easier to make big changes in a small country such as Scotland, with one main type of school—local authority schools—than it is to make them in England, which has many varieties of schools and a number of local authorities involved.

The Scottish Government are proud—as am I—of their investment in education. It is important that every pupil gets the best education possible for them. That is why in Scotland there is a national neurodevelopment specification for children and young people. It is based on the Scottish Government’s “Getting it right for every child”—GIRFEC—approach, which I have talked about in this place before. It is important that the same kind of education is given across the piece. The neurodevelopment specification makes it clear that support should be in place to meet the child or young person’s requirements when they need it, rather than depending on a formal diagnosis. That is particularly important. Parents often know what is best for their child, no matter which part of the United Kingdom they live in.

The Scottish Government’s additional support for learning legislation clearly places education authorities under duties to identify, provide for and review the support needs of their pupils. In 2021, the Scottish Government published the Autism in Schools action plan, and the majority of its actions are complete. Several of the actions, such as the funding of professional learning resources like the autism toolbox, are intended to be ongoing, to reflect best practice and current research in the area. The Scottish Government have outlined their commitment to work with teachers to provide additional professional learning opportunities while seeking to build on the additional support plan for learning.

It is really important that autistic pupils and those with other learning difficulties are treated equitably with others in their class. It is also important that not just teachers are involved in training when it comes to autism. In Scotland, a pupil support staff working group listens to pupil support workers in schools, who are often the staff who deal the most with autistic children. It is important that they have the training as well.

[Julian Smith]

Does the hon. Lady agree that it is about not just teaching support but dinner and food providers, janitors and other staff? Everybody who interacts with a child at a school should be able to deal with whatever part of the spectrum the child is on.

[Marion Fellows]

I absolutely agree with the right hon. Gentleman. Raising autism awareness is so important across the spectrum, but especially in a school, where there should be a nurturing and welcoming environment for all pupils. The teaching standards in Scotland are set by the General Teaching Council, which requires teachers to be able to identify and respond appropriately to pupils with difficulties in or barriers to learning. In 2021, professional standards included a specific recognition of additional support needs, which is really important. Teachers cannot now be registered without that.

I referred earlier to my experience, which was really difficult, because I was presented with a young autistic man who was accompanied by a care worker, and I had no idea what to do. Things have changed in the intervening years. One thing worth mentioning is that the other students in my class really benefited after a year of this young man being with them. They became much more aware and supportive of him. It is important that all autistic children are allowed in the mainstream, where appropriate. Mainstream pupils and students learn as much as the autistic person.

[Julian Smith]

On the point of different children in mainstream education and how to deal with autistic children, along with the challenges that many autistic children face, they also have a huge opportunity, through the many aspects of neurodiversity that provide them with the ability to excel. Does the hon. Lady agree that it is critical to stress the positives as well as the challenges they face?

[Marion Fellows]

Yes. I find it strange to be so much in agreement with a Member from the Government side, but in this instance I am absolutely in agreement. I was in a school on Friday talking to fifth and sixth-year pupils. At the very end, a young lady came up and said, “I am autistic and want to know what you are going to do about this. Do you know about this particular society?” I had never heard of it, but I took that on board. I felt real pride and pleasure in the fact that she was able to use her autism as a way to approach her MP and was very proud of the fact that she was autistic. She knew more about the subject than I did—[Interruption.] Mr Vickers, I acknowledge your hand signal; I am going to wind up my speech.

It is really important that money is spent in schools to good effect, which is why I am proud that Scotland spends more per pupil than anywhere else in the UK. The Government need to look at training for teachers in England—that is what this debate is about—and support workers. Perhaps they should look at what they can learn from the Scottish example.

Oral Answers to Questions

Julian Smith Excerpts

Monday 19th January 2015 Commons Chamber

[Nicky Morgan]

The hon. Lady is absolutely right to say that the aspirations of girls in particular should be opened to engineering and other subjects that have traditionally been seen as something for the boys. I have frequently made the point that we need 83,000 more engineers every year for the next 10 years—and they cannot all be men. That is why the new careers enterprise company that I announced before Christmas is to be employer led. I fully expect that companies offering engineering careers will be heavily involved in going into schools. However, I think that the hon. Lady will agree that we are not doing children a favour if we advocate just one set of subjects.

[Julian Smith (Skipton and Ripon) (Con)]

T7. I thank the Government for their support for rural schools on the sparsity factor and dealing with Labour’s historic legacy of underfunding for Britain’s most rural schools. Will my right hon. Friend pay tribute to schools such as Upper Wharfedale school in my constituency, which have federated with other primary schools around them, are taking responsibility for their own efficiency and are being more competitive?

[Mr Laws]

I absolutely agree with my hon. Friend that that is the right way for many schools to go. I agree that it should be on a voluntary basis—locally supported by the Government, but not imposed. I also agree that we have hugely helped schools in rural areas by addressing the historic underfunding in many parts of the country. My hon. Friend’s own area of North Yorkshire has gained £10 million per year from the changes that we have made.

Oral Answers to Questions

Julian Smith Excerpts

Thursday 16th October 2014 Commons Chamber

[Jo Swinson]

I thank the hon. Gentleman for his question; he is an avid campaigner on these issues. I think there is great joy about the new measures on women bishops that will come forward for debate on Monday. We need to look at what requirements are needed by religious organisations, as there may well be some cases where they need particular provisions to be made. I will happily look into the issue and write to him.

[Julian Smith (Skipton and Ripon) (Con)]

3. What steps she is taking to increase representation of women on the boards of public institutions.

[The Parliamentary Under-Secretary of State for Business, Innovation and Skills (Jo Swinson)]

The Government want half of new public appointments to be women by the end of this Parliament. The Cabinet Office has established the Centre for Public Appointments, which is supporting Departments in modernising recruitment practices, removing long-standing barriers, and emphasising skills and ability over previous experience. This has attracted a more diverse field of candidates to these important roles. The proportion of new female appointments stood at 39% last year, but there is clearly more to do.

[Julian Smith]

Does the Minister agree that as well as board appointments, it is vital that we have more women chief executives in public sector roles? Will she pay tribute to Ros Tolcher, who has become the chief executive of Harrogate hospital, which serves part of my constituency, taking to 100% the female leadership of NHS hospitals supporting Skipton and Ripon?

[Jo Swinson]

I certainly support the hon. Gentleman in congratulating the excellent senior women delivering public services in his local health care system. It is important that we have women on boards but also in executive roles. We have been making progress on this in the private sector, although there is clearly a lot more to be done there as well. The executive challenge has perhaps been a slightly more difficult nut to crack at the same speed at which we have been able to improve the numbers of women on boards more generally. The work we are doing to improve the pipeline support for women in the workplace is absolutely vital.

Birmingham Schools

Julian Smith Excerpts

Tuesday 22nd July 2014 Commons Chamber

[Nicky Morgan]

I will certainly consider it, and I will let the hon. Lady know.

[Julian Smith (Skipton and Ripon) (Con)]

As well as the counter-extremism unit, my right hon. Friend’s predecessor put in place a whole set of measures for looking at barring teachers, making funding more difficult to exclude poor schools, and having no-notice inspections. Is it not vital that we reassure parents through the action that this Government have already taken?

[Nicky Morgan]

My hon. Friend is entirely right. My predecessor certainly put in place a number of robust strategies to deal with this issue, and Ofsted has increased its use of no-notice inspections, particularly where it is concerned about behaviour or deteriorating results.

Oral Answers to Questions

Julian Smith Excerpts

Thursday 26th June 2014 Commons Chamber

[Matthew Hancock]

I recognise the problem that used to exist. The introduction of traineeships has tackled that. It is now possible for someone to go on a traineeship while still receiving their jobseeker’s allowance, because we have tackled the 16-hour rule for traineeships. If the hon. Lady writes to me about the individual case, I will make sure it is taken into account.

[Julian Smith (Skipton and Ripon) (Con)]

At the Mighty Middle conference held by GE Capital and the Reform think-tank this week, mid-sized companies from across Britain were exceptionally positive about the Government’s long-term economic plan. What more can we do to celebrate and assist those mid-sized companies?

[Vince Cable]

Mid-sized companies are absolutely central to the Government’s industrial strategy. We are working with them to develop supply chains in the car industry, aerospace and the various energy sectors, and to support access to finance, training and innovation. They have a great deal of potential, as they do in countries such as Germany, where the Mittelstand are better developed than they are here.

Oral Answers to Questions

Julian Smith Excerpts

Thursday 10th April 2014 Commons Chamber

[Mr Willetts]

I would be happy to meet my right hon. Friend. That is exactly the kind of initiative that the Mayor of London envisaged when he launched his MedCity initiative earlier this week. We look forward to a golden triangle that links Oxford, Cambridge and Sutton.

[Julian Smith (Skipton and Ripon) (Con)]

11. What steps he is taking to help small and medium-sized businesses to export.

[The Minister for Skills and Enterprise (Matthew Hancock)]

Last year, we supported more than £4 billion of export finance, which is more than in any other year for a decade. This week, we announced additional funding to enable UKTI to support 3,000 more medium-sized businesses.

[Julian Smith]

Following the question from my hon. Friend the Member for Shipley (Philip Davies), will the Minister agree that the best way to exploit emerging markets is often through EU free trade agreements? In the light of that, will he support the all-party parliamentary group on European Union-United States trade and investment to ensure that small and micro businesses are front and centre in the proposed free trade agreement with America?

[Matthew Hancock]

I am a strong supporter of the transatlantic trade and investment partnership. The trade deal between the EU and Canada is a big step forward and provides a basis on which we can build TTIP. The involvement of small businesses in TTIP will provide them with extremely valuable support in creating jobs.

--- Later in debate ---

[Vince Cable]

It is not my job to collect information on the Conservative party’s funding. All I can tell the hon. Gentleman is what the Minister of State has already told him: that a majority of the shares allocated to priority investors are still held by them and a substantial majority of the shares in Royal Mail that were issued through the initial public offering are being held by long-term institutional investors.

[Julian Smith (Skipton and Ripon) (Con)]

The start-up loan scheme is one of the most inspirational business policies that this Government are pursuing. Can the small business Minister confirm that we are right behind it, we are putting more money into it and we will do everything we can to grow the scheme as much as possible?

[Matthew Hancock]

Yes, I will. Only this week, we took through the statutory instrument to expand the start-up loans scheme and ensure that the funding is available. Fifteen thousand people have now had the benefit of using the scheme, but it is not just about the money; it is about the mentoring and the wider support that come with a start-up loan, and I commend everyone to have a look at the scheme and commend it to their constituents.

Points of Order

Julian Smith Excerpts

Thursday 13th March 2014 Commons Chamber

[Clive Efford (Eltham) (Lab)]

On a point of order, Madam Deputy Speaker. We were told that the figures for our constituencies would be in the document, but I went to the Vote Office and they are not. We have only a list of 62 authorities that have benefited from the £350 million that has been announced today. Furthermore—this is important—the document states that there are implications for converging funding under one formula in the future. That clearly has serious consequences for the constituents of those of us who miss out, but we are not being told. We have a right to know.

[Julian Smith (Skipton and Ripon) (Con)]

Further to that point of order, Madam Deputy Speaker. Is it in order that in a serious debate on school funding, the shadow Minister behaves like a school bully in the playground—[Interruption.]

[Madam Deputy Speaker]

Order. I thought the hon. Gentleman was going to make a point of order further to that raised by the hon. Member for Eltham (Clive Efford). That is not a point of order but rather a matter for me to deal with. I have dealt with it, and the shadow Minister has acknowledged that and apologised.

I fully appreciate that the hon. Member for Eltham is making a point about which he feels passionately, but it is not a matter on which the Chair can rule at this moment. The information given to the House by the Minister is a matter for him. He is here and hears the point. If he would care to respond to the point of order, I give him the opportunity to do so.

School Funding

Julian Smith Excerpts

Thursday 13th March 2014 Commons Chamber

[Mr Laws]

I am grateful to my hon. Friend for his support. He has been a robust campaigner for fairness for Norfolk. He is right to say that we must focus not only on the quantity of additional money that is going to areas such as Norfolk, which will get £16 million extra under our proposals, but on ensuring that the money is spent effectively. I believe that providing high-quality continuing professional development for teachers would be a good way of spending it.

[Julian Smith (Skipton and Ripon) (Con)]

Will the Minister join the tributes to my hon. Friend the Member for Worcester (Mr Walker) who, ironically, cannot be here today but has done incredible work over many years on this issue? Will he also confirm his announcement on schools in sparsely populated areas, which is important for Nidderdale high school, Upper Wharfedale and other schools in North Yorkshire?

[Mr Laws]

My hon. Friend is right to highlight the work done by the hon. Member for Worcester (Mr Walker) in leading the recent campaign at a national level with the so-called F40 authorities, and I am sorry that he cannot be here today because his area gets an uplift. I agree that sparsity should be a consideration. We must ensure that where we need more schools because of rurality, that is reflected in the way we fund local authorities.

Educational Attainment (Disadvantaged Pupils)

Julian Smith Excerpts

Tuesday 25th February 2014 Westminster Hall

[Damian Hinds (East Hampshire) (Con)]

It is a great pleasure to serve under your chairmanship, Mr Caton.

There is in this country a large gap in educational attainment between children from richer homes and those from poorer homes as measured by eligibility for free school meals. As the Minister has said on a number of occasions, closing that gap is a moral imperative. I am proud of the Government’s commitment on that front, and of the fact that every time Ministers discuss raising standards in education the issue is always both increasing overall attainment and closing the gap between rich and poor. There have been many initiatives on that matter, and I am sure that there will be more, but probably the biggest change of all is how the pupil premium structurally funds schools. That has at least three effects. First, it ensures that schools in disadvantaged areas are better resourced; secondly, it funds specific programmes and interventions; and thirdly, it makes pupils who are eligible for free school meals more attractive—as it were—to schools.

The key problem is that opportunity in Britain is still not evenly spread. Much continues to depend on the type of family and income bracket that someone is born into. Of course, today we are discussing the fact that opportunity also has much to do with where someone is born. There are several aspects to that, and I am going to touch on three. First is the straightforward fact that there is variation in attainment for disadvantaged children both within and between regions, and that seems to happen differentially for primary and secondary phases. Secondly, there is the perhaps counterintuitive problem of being born poor into a relatively wealthy area. Thirdly, there is my main focus: outperformance at the top end and the increasing exceptionalism of London.

I will talk first about the overall variation within and between regions, although we must be careful when we talk about regions because, in a sense, they are not really anything—they are just administrative constructs; geographical niceties. Nevertheless, there does seem to be some sort of regional pattern. If we look at the proportion of children who get five or more GCSEs at grade C or above, including English and maths, we see that there is significant variation between regions. That variation is more marked, however, in children eligible for free school meals. On both counts—children overall and disadvantaged children—London tops the table. Versus the rest, it is ahead by 3% overall and by 16% for disadvantaged children specifically.

There are also variations between individual areas within regions. In a number of local authorities, more than 55% of children eligible for free school meals achieve five or more GCSEs at grade C or above: Newham, Redbridge, Lambeth, Tower Hamlets, Westminster, and Kensington and Chelsea. At the other end of the scale, in 14 authorities, fewer than 25% of children achieve that benchmark. Those areas are liberally scattered throughout the country—north, south, east and west. The important point is that all the top performers are in London and the poorest performers are all over the place.

[Julian Smith (Skipton and Ripon) (Con)]

I apologise to my hon. Friend for missing the start of his speech. Our challenge in North Yorkshire is that the overall performance of schools is good, but only 33.9% of children eligible for free school meals achieve five GCSEs at grade C or above.

[Damian Hinds]

Indeed; there are issues of that nature—a wide variation—throughout the country. Sometimes it makes sense to look at this issue at the regional level—for my hon. Friend, that would be Yorkshire and the Humber—and in other cases it makes sense to look at individual local authorities. Sometimes we must actually drill down lower still.

In general and on average, if a child lives in a richer area they are more likely to go to a school judged good or outstanding by Ofsted than if they live in a poorer area. Ofsted’s report last year, “Unseen children”, highlights that point well. The report shows that the gap between the proportion of schools judged good or outstanding for leadership and management in the poorest parts relative to the wealthiest parts is biggest for primary schools in the south-east and east midlands, and biggest for secondary schools in Yorkshire and the Humber and the north-east. It is interesting that the report highlights how different areas have the biggest gap for primary and secondary schools. The area with the starkest difference is probably the north-east, which has the biggest gap of all between the proportion of secondary schools judged good or outstanding for leadership and management, whereas for primary schools it is the top performer in the entire country. The blended average of those two gaps ends up being quite good.

Another problem is the fact that within otherwise wealthy areas there is a danger that poorer children can be overlooked. I said at the start of my speech that it is counterintuitive in many ways, but it seems to be true—at least to an extent—at both school and area level, that a child from a disadvantaged background is best off being in a place where there are either hardly any other children in that category or loads of them. They are worse off if they are somewhere in the middle range.

Ofsted has just started publishing regional-level reports, and of the south-east it said that

“the poor performance of small numbers of pupils entitled to free school meals is lost in the midst of otherwise strong performance by 16-year-olds.”

Of course, there are exceptions, and I was delighted to note that one of the schools singled out in that report as doing particularly well in that regard was Bohunt school in my constituency, which the Secretary of State visited a couple of weeks ago. Nevertheless, there is a problem in the south-east overall with children eligible for free school meals. The report says that

“pupils eligible for free school meals in the South East attain at levels below the national figure for similar pupils in every single local authority in the region.”

--- Later in debate ---

[Damian Hinds]

The shadow Minister is such a nice man. He has read “Capital Mobility”, the report by the all-party group. I did not realise he had also read the sheet of paper in front of me, which states that many of those things were also true when London was the problem child of British education, before it became the poster child. Although such factors are relevant, we cannot ascribe the difference in London performance specifically to them.

The population make-up of London is one massive change and a massive difference. London is diverse on a scale unknown in the rest of the United Kingdom—indeed, unknown in most of the rest of the world. London’s state secondary schools are now 32% white British by ethnic origin, and the statistic for kids just starting secondary school is extraordinary: 48% do not have English as their mother tongue. An even more surprising statistic is that children with English as an additional language come very close in performance by GCSEs to children who have English as their mother tongue, and in London they beat them—in GCSEs in London, children who do not speak English as their mother tongue very slightly outperform those who do. That raises difficult questions.

I do not want to pre-empt tomorrow’s Committee meeting, at which, sadly, I will not be able to join my Opposition compadres, but I know the Minister will be appearing before the Committee to talk about the performance of white working class pupils. It is true that all ethnic groups do better in London than they do outside—spectacularly so in the case of children of Pakistani origin. There is a 14% gap between the performance of pupils of Pakistani origin in London versus the rest of the country.

There are other relevant differences in London, some of which might be driven by differences and diversity in ethnicity and religion, such as larger families and older, better educated mothers. Surprisingly, it is estimated that parents in London are slightly more likely to be married than parents outside London. It is slightly odd that we can only estimate that, but that is another question altogether. There are more families with a parent at home. There is less use of formal child care, slightly lower participation in free school provision, and slightly more use of tutors. One would normally associate such things with lower educational attainment, particularly in terms of early years participation, which again raises important, difficult and challenging questions.

What is different and what might we be able to have an impact on, given that we cannot have much impact on the composition of the population? London teachers are more diverse, more likely to have been educated abroad, more likely to be full time, and, before somebody says it, a bit less likely to have qualified teacher status—given the sorts of numbers we are talking about, I do not think that that is particularly relevant.

Teachers are also a little less likely to be on upper pay scales or the advanced skill scale and more likely to be on the main pay scales. Within the London challenge, there were various recruitment initiatives, which included addressing housing problems. One of those initiatives was Teach First. Opinions vary and sometimes teachers get wound up if we bang on too much about Teach First, but Teach First teachers can have a positive, disruptive impact as they come into schools, observe existing teachers, bring ideas of their own, swap things around and so on. Some 48% of Teach First teachers are still in London, and I think there is an opportunity to spread that scheme more widely.

There was a big focus on leadership in the London challenge. It was about supporting leaders in schools and ensuring that they were paid properly. As an aside, primary schools in London are on average a lot bigger than primary schools outside, and I wonder whether that means it is possible to afford more by way of leadership. Alongside that support and remuneration was intense scrutiny and what people close to the London challenge operation would describe as verging on ruthlessness to ensure that schools were being run absolutely as well as they could be. That was all facilitated by an intense use of data and what are called families of schools, whereby someone could compare their school to others in similar circumstances, so they could see what was really possible.

London also over-indexed greatly on sponsored academies. Compared with the rest of the country, London is much more likely to have sponsored academies. That relatively small number of schools had a disproportionately larger impact on the overall performance of London as a whole, because the results tended to go from very low to very good.

Where does all that leave us? I should like to put a number of things to the Minister. I do not pretend for a moment to have all the answers, or even most of them, but some things are obvious challenges. First, on attracting the best teachers, we know that most people stay in their home region. That puts a premium on marketing intensely the teaching profession to high performers within the areas and regions where they are most needed, at school-leaver level and university graduate level.

Secondly, there has to be a big opportunity for Teach First outside London. That is happening, or starting to happen, already. There is now a focus on Bournemouth, which is welcome. We need to bear in mind why 48% of Teach First teachers were in London. One reason is that the programme started there. Another is that, of course, young people like to move to London; that cannot be changed very much. Another big factor is the network effect: knowing that other new graduates are doing the same programme in schools relatively nearby and so having social and support networks. Some co-ordinated, geographically-focused expansion of Teach First would be smart.

There are always questions in some schools about what the pupil premium can be used for. What is the Minister’s attitude to schools in heavily disadvantaged areas using it to pay teachers more, to attract the best? Alongside attracting the best teachers, there is also the matter of getting top leadership to the areas where it is needed most. In that regard, I look to the growth of initiatives such as Future Leaders. I wonder whether the incentives are enough. Can those be looked at, to ensure that they are sufficient and that they persuade people to go where they are most needed?

I turn to geographical patterns. There can sometimes be an over-supply of national education leaders in areas away from schools where their support would be most beneficial. I wonder whether it is possible to improve that situation by using technology, for example.

[Julian Smith]

On attracting talent, does my hon. Friend agree that, as well as the Government’s coming up with initiatives, we need to encourage schools and local authorities to cast the net wider? Again, coming back to North Yorkshire, it is a challenge to get local authority education department leaders or heads from outside the region. We need to get the schools and council to work harder to achieve that.

[Damian Hinds]

My hon. Friend is right. An intense marketing effort, leaving no stone unturned in the search for talent, is absolutely essential.

Having mentioned people, let me speak more broadly. We need to be impatient on behalf of the places where the academies revolution has not happened. In London, we have seen what it can do. There needs, through whatever means, to be a lot more push on that issue in parts of the country where the change has not happened.

There are some specifics from the London challenge. Are we using data enough outside London—particularly in identifying families of schools, so that each school can compare itself with others? Although the term “sub-regional strategies” always gives me a bit of a rash, I wonder about the role of system-wide leadership. When I am talking to teachers and head teachers about the London challenge, they always talk about the person who led it and his assistant and immediate team. I wonder about the balance that must be struck between individual school autonomy, which I am a great supporter of, and having a sense of shared ownership and system leadership.

I started by commending the Government’s twin approach to education, in respect of raising overall attainment and narrowing the gap. It is right that we do both; it is no good equalising performance around some sort of acceptable average. A lot has been done, but the gap is still wide. There is much more to do in our quest for the combination of social justice and economic efficiency which is social mobility or opportunity for all.

There is a lot going for us in that quest. We have unprecedented amounts of data at our fingertips as well as international benchmarking and case studies. Schools have been set free to innovate, and we have the Early Intervention Foundation and the Education Endowment Foundation. There is certainly the political will from the Minister and his colleagues. However, quite a lot of questions remain. As I said, I certainly do not have all the answers and I am concerned that some of the answers do not yet exist. However, we need to keep asking questions, including about how one area of the country can learn from another. That is the focus of this debate, which I hope will play a small but useful role in that quest.

--- Later in debate ---

[Julian Smith]

In analysing such issues in Yorkshire, does the hon. Gentleman feel that councils of whatever political hue have been coasting for too many years and need to get real about what they have to do, to get the performance of their schools up, and markedly?

[Alex Cunningham]

I do agree that there are examples of local authorities across the country that have not been doing the job of driving up standards that we would have hoped for. That varies throughout the country. However, in local authority areas there are still excellent schools, whether they have converted to academy status or they remain as local authority schools. It is the ones that are not doing well that the local authorities and others need to turn their attentions to.

Across the country, there are nine local authority areas, predominantly in London, where every secondary school student attends a good or outstanding institution. Yet in 13 local authority areas a majority of secondary students attend a school that is not good or outstanding. Although there are areas of high performance across the regions, they are unfortunately far from the norm.

Ofsted’s report puts it bluntly, saying that secondary schools in the north-east and Yorkshire and the Humber are among the worst in the country. That is not an observation I relish, as a north-east Member of Parliament, but it is one that we cannot afford to hide from. Those results are symptomatic of an education system that is failing many of our young people, but it is not all about the system; there is something else.

As has already been said, the Education Committee is currently examining the underachievement of white working-class children, many of whom come from impoverished working and non-working families living in areas where jobs are hard to come by and, as is the case in north-east England, regions where unemployment continues to go up. We are looking for answers to that underachievement, and we want to understand the variation across the country. Perhaps the answer is back in early years, as Governments appear to have agreed over the years.

The previous Labour Government did much for early years provision. I witnessed that in the north-east region, where they did more than ever to give children a better chance at the start of their education. However, we are still not reaching the children we need to reach, and the loss of provision is a serious concern. It is not wholly surprising that young people in the north-east and Yorkshire and the Humber are less likely to attain results above the national level in the key indicator of five good GCSEs, including English and mathematics, than young people from almost anywhere else in the country.

As I said, we have successes in the north-east. The Secretary of State for Education, in his evidence to the Education Committee last month, talked about Sunderland, Gateshead and other pockets across the region where there have been improvements. In my own backyard, the North Shore academy in my constituency has improved considerably in the past few years. The school was developed under Labour and delivered under the current Government.

Poverty is a strong and powerful player. The north-east has the highest proportion of pupils eligible for free school meals outside London, and the gap in attainment between those eligible for free school meals and those who are not is wider than the national average in primary schools. Worse still, the gap widens by the time pupils leave secondary school.

Her Majesty’s chief inspector of education, children’s services and skills may be right to assert that children in England now have the best chance they have ever had of attending a good school, but that broad remark fails to acknowledge the dramatic regional variations that are turning education into that most horrible of clichés, a postcode lottery. Indeed, Her Majesty’s chief inspector accepted as much when he described our school system as

“a tale of two nations.”

He said that the system is

“divided into lucky and unlucky children.”

“Luck” is not a word I work with, but that is what he said. He talked of an

“educational lottery that consigns some children to substandard schools and favours others”.

Her Majesty’s chief inspector is clearly right to state that too many children in our country are unlucky, but too many children from similar backgrounds and with similar abilities end up with widely different prospects because the quality of their education is not consistently good—in other words, because they grew up in different regions and attended different schools with different opportunities.

As my hon. Friend the Member for Gateshead outlined, the north-south divide means that people in the south can aspire to tremendous things, but there is not so much aspiration in the north and other regions. That is not fair. We must develop a system that minimises regional and local variations and restores fairness to our education system, ensuring that it delivers the skills and knowledge that the young people of today will need to succeed tomorrow.

We must deliver not only to some young people but to all young people. A crucial element of attaining that goal is to ensure that our teachers—their teachers—are fully equipped to do the job. The path to educational attainment, a path that every parent wants their children to follow, is guided by teachers. Nobody, apart from family, is more important in children’s lives. It is clear to me that the key to securing improved attainment for all, irrespective of the geographical fortune of social circumstance, lies in ensuring that teachers are trained to the highest standards to allow the cycle of progress to continue.

--- Later in debate ---

[Kevin Brennan]

That might well be a factor. There have been many initiatives in London and a real attempt to attract good quality graduates into the profession through a number of different routes, including Teach First, as the hon. Member for East Hampshire mentioned in his remarks. I have not seen data to show that the public regard teachers more highly in London than in other parts of the country, but that might be a factor.

Returning to the point I was making, on 13 January—I have asked this question subsequently, too—I asked the Minister

“when he intends to publish the findings of the most recent Teacher Workload Survey.”

Bear in mind that the survey was undertaken in March 2013, almost 12 months ago. The Minister’s answer was:

“Officials are currently analysing the data collected during the 2013 Teacher Workload Survey.”—[Official Report, 13 January 2014; Vol. 573, c. 360W.]

Now, when one asks a parliamentary question, one never expects an answer—certainly not from the Department for Education. The relevant word in my question was “when”, but there was no reference in the answer to when the Minister intends to publish the report—not even to “shortly”, “soon” or other civil service terms. Nor was there any reference to “in the autumn”—a term that usually extends to 31 December.

[Julian Smith]

The shadow Minister seems to be alluding to the suggestion that the report contains some sort of smoking gun that teachers are overworked or unhappy. Would it not be better to focus on what teachers need to do, which is to improve markedly, and on having a massive step change in our educational performance? Worrying about what happened last year or whether teachers are feeling a bit stressed is not the goal. We need to get our PISA rankings up, and that should be the priority.

[Kevin Brennan]

I do not know whether the report contains a smoking gun; I have no idea what it contains. It cannot contain a smoking gun, because the gun has not been fired, despite us waiting a year to hear what the survey says. If the hon. Gentleman would care to read in detail the OECD reports on the PISA rankings, he will see that they make the point that teacher morale matters, and that it is a key component of ensuring that our system produces good quality outcomes and, therefore, a component of raising our performance in the PISA tables.

Oral Answers to Questions

Julian Smith Excerpts

Thursday 23rd January 2014 Commons Chamber

[Matthew Hancock]

I, too, have seen the research showing that companies with women at the top tend to perform better than those that have only men. That balance in the boardroom is vital, and I am a strong supporter of the agenda the hon. Lady promotes. More than 4,000 start-up loans have gone to women, and we are bringing in a new partner directed precisely at people who are returning to work after having children. For the bigger picture, ensuring that we have more women on boards is a campaign we are working on across the Government.

[Julian Smith (Skipton and Ripon) (Con)]

The start-up loans scheme has been the most monumental success, but many female entrepreneurs ask me for more focused sectoral mentoring as part of that scheme. May I encourage the Minister to promote that as he develops the scheme further?

[Matthew Hancock]

A scheme exactly like the one my hon. Friend calls for is coming his way very soon.

--- Later in debate ---

[Mr Willetts]

We certainly understand the value of the work of the student opportunity fund. Indeed, I have visited Sheffield Hallam university and have seen the excellent work that it does.

[Julian Smith (Skipton and Ripon) (Con)]

As the Prime Minister’s recent excellent trip to China has shown, there are phenomenal opportunities for Britain to trade with the Chinese. May I urge the Department to continue to lobby for the simplification of visas for Chinese visitors and entrepreneurs?

[Vince Cable]

Yes, and we will do so. I understand that my colleague the Home Secretary has already introduced a revamped system which is much faster and which gives those who have secured British visas speedy access to the Schengen countries. We are very conscious of the importance of Chinese visitors, and we will do our best to make it clear that they are welcome.