Careers Service (Young People)
Lindsay Hoyle Excerpts(15 years ago)
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Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
It is a pleasure to be called in this debate. I shall start with a confession: when I chaired the Education and Skills Committee—
Mr Deputy Speaker (Mr Lindsay Hoyle)
May I just say that we have nine Members left to speak, and that if the hon. Gentleman limits his speech to eight minutes it will help everybody?
Mr Sheerman
I was going to confess that when I was Chair of the Education Committee I never did an inquiry into careers, but in 2008 I was co-chair of the Skills Commission and we undertook a major inquiry into careers. Lord Boswell, Baroness Sharp and I were on the commission and we produced an all-party report, “Inspiration and Aspiration: Realising our Potential in the 21st Century.” Dame Ruth Silver, whom the Minister and anyone who knows anything about careers will know, the former principal of Lewisham college, was a very important influence on our inquiry, and she now chairs the Government advisory organisation that fell out with the Government recently.
We found pretty simple things. We found that, yes, information technology is very useful and that it will increasingly be used by many young people and older people, but at that stage—three years ago—it was used by only about 17% or 18%, which is not a lot. We also found that it was not enough in itself—face-to-face experience and trusted professionals were vital. There was no doubt that all the research, all the evidence that we took, showed it could not be done by technology alone, and that we blanked out many people by relying only on the technology and the internet.
We also found that yes, the careers service was not as good as it should have been. Anyone who does a PhD in future about the Conservatives’ enthralment with localism will have a wonderful time with the Minister’s speech tonight, because what is this localism? I intervened and said, “The trouble is that Connexions was patchy.” It is true that in every local government service I know, much is good in some things, but less is good in others and things are pretty average too much of the time. So how does one, believing in localism, raise the bar for careers advice? It is a great challenge, as Conservative Members will find. Pushing the responsibility back entirely on to schools, they will find the service very patchy indeed, especially if there are very few resources to some schools and better resources at others.
The Skills Commission report was accepted by all three parties and influenced all three manifestos, so there was the start of a good cross-party agreement on the need for high-quality careers advice—absolutely everyone from whom we took evidence agreed on that. But how do we push that forward? When we found that all the manifestos had been influenced by the cross-party consensus, we were very hopeful. But how did we get to the Government advisory group on the all-age careers service? The Labour Government of 2008 did not want an all-age careers service. They were eventually persuaded—again, there was cross-party consensus. All three main parties agreed on an all-age careers service, and they reconstituted it under a different name—the national careers service advisory group. I understand that it is now in the Department for Business, Innovation and Skills, with the Education Department visiting, rather than its being in the Education Department. I have some concerns, and I think hon. Members will have some concerns, about careers being put very securely in BIS rather than in the Education Department.
Responsibility for providing face-to-face services is, however, being transferred to schools, without funding. I have the report from the advisory group on the all-age careers service and the comments by Dame Ruth Silver about the very real problems with it. It says:
“The new National Careers Service will include face-to-face services for adults, but not for young people. Instead, its service for young people will be confined to telephone- and web-based services. Responsibility for providing the face-to-face services is being transferred to schools, without any transfer of funding: the previous provision of around £200 million per annum for the service for young people has been allowed to disappear.”
That is the Government’s advisory group speaking. These are the leading people in the country advising on careers. The report continues:
“There are widespread concerns about the destruction of careers services across the country, with heavy staff redundancies. At a time when young people are facing massive changes in further and higher education, and new apprenticeships—as well as high youth unemployment—stripping out the professional help available to them is not only foolhardy; it is potentially damaging to young people’s lives and ultimately to the economy.”
What a damning report by the Government’s advisory committee! It cannot be right to go in this direction.
As a result of this kind of localism, schools with few resources will have very little careers advice. That is the truth. At the same time, local authorities up and down the land, under pressure of resources, are getting rid of their careers services or slimming them down to the very bone. We will not recreate a culture of high-quality careers service professionals in that way, even though the Government asked Ruth Silver to chair a committee to determine how to increase the professional quality of the careers service.
Everything was going in the right direction, with all-party consensus. Localism could have worked in this respect if the money had followed local responsibility and accountability. I worked closely with the Minister, who was a good member of the Education and Skills Committee for some years, when I chaired it. He is a reasonable man, and he will understand that this is not a party political issue. Good-quality careers advice is absolutely essential to everyone of whatever age. I am one of those people who believe that it is shame and a stain on our country to have a thing called NEETs. I believe that anyone who is not in education, employment or training of whatever age is a NEET, and we cannot have them.
Julie Hilling
I thank the hon. Lady for giving way, because I have been sitting here getting increasingly frustrated at the notion that history, geography, modern foreign languages, maths and science are the only subjects that will give a student the breadth of knowledge with which to go forward in their lives. Is the issue not about academic rigour and young people learning to learn and learning to evaluate what they learn? That is the important thing, not the subject that they are doing.
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. Interventions are getting a little bit too long.
Elizabeth Truss
I thank the hon. Lady for her intervention. Perhaps in due course she could tell me why Canada, France and Germany insist on those subjects being taken to age 16, and why all those countries are doing better than us in the OECD PISA—programme for international student assessment—tables.
The Government are taking absolutely the right approach of strengthening the core, getting rid of modules from exams, making rigorous assessments, and encouraging students to take the E-bac. It is so encouraging that this year the numbers of new entries to these subjects have gone up. We are also offering proper apprenticeships to get people the proper work experience that they need to build a successful career. We will not create careers with more hot air; we will create careers through real learning in real subjects and real jobs.
St George’s Day and St David’s Day Bill
Lindsay Hoyle Excerpts(15 years, 4 months ago)
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Ian Austin (Dudley North) (Lab)
I support the proposal and have supported such campaigns in the past. I am keen that we do everything we can to celebrate St George’s day and what it means to be English and British, as well as to celebrate the Union. I can assure the hon. Gentleman that there is nothing casual about how we celebrate St George’s day already, despite the fact that there is no bank holiday. Just a couple of weeks ago, I proudly took part in the celebrations of St George’s day in Dudley—we have them every year—and there is a nothing casual about them, but the point about the date is an interesting one. There is already a series of bank holidays— Whit and Easter, and so on—at this time of the year. Of course, the Welsh celebrate St David’s day with an Eisteddfod festival. I am not an expert on the Welsh, but I think that that takes place during the summer—
Nadhim Zahawi
Thank you, Mr Deputy Speaker. The hon. Gentleman makes a valid point. I would just remind him that because of a quirk this year, we have had a number of bank holidays, and the nation found them positive. There were some economic benefits too. It may be preferable to have a bank holiday at a different time of the year, but for me the importance of St George’s day overrides that consideration.
Education Bill
Lindsay Hoyle Excerpts(15 years, 4 months ago)
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The Minister of State, Department for Education (Mr Nick Gibb)
I beg to move, That the clause be read a Second time.
Mr Deputy Speaker (Mr Lindsay Hoyle)
With this it will be convenient to discuss the following:
Government new clause 21—Charges at boarding Academies.
New clause 1—Tackling educational underachievement—
‘(1) The Secretary of State may, by order, in circumstances where an existing school has for the preceding two years or for three of the preceding five years failed to meet or exceed the “National Floor Standards”, disapply any provisions of the Academies Act 2010 to facilitate the making of an academy under section 4 of the Academies Act 2010 (Academy orders).
(2) For the purposes of this clause the term “National Floor Standards” means standards of educational attainment and progress of pupils established from time to time by the Secretary of State and in place at the time of the order and which may be applied retrospectively for the purposes of this section.’.
New clause 13—Schools Causing Concern and disapplication of the Transfer of Undertakings (Protection of Employment) Regulations 2006—
‘(1) The Academies Act 2010 shall be amended as follows.
(2) In section 4, at end insert— “The Secretary of State may by order disapply the Transfer of Undertakings (Protection of Employment) Regulations 2006 when making an academy order under this section if the school is eligible for intervention (within the meaning of Part 4 of the Education and Inspections Act 2006).”’.
New clause 19—Purchase by academies of places for pupils aged 14 at a private school—
‘(1) An Academy may apply its funds for the purpose of purchasing a place at a private school for a relevant pupil for the whole or part of the pupil’s remaining school career.
(2) For the purposes of this section, a relevant pupil—
(a) is a pupil on the school roll of the Academy; and
(b) is aged 14.’.
Government amendments 34, 35, 38 and 39.
Mr Gibb
The issues were raised in Committee, and these are technical amendments—they are about getting the wording of the provisions right. These things could have been done in a more cumbersome way, but we decided to deal with them in the Bill, so that the provisions are made simpler for people who read it. There is no policy difference between what we discussed in Committee and what is set out clearly in the White Paper.
Government amendment 39 is even more technical. It seeks to correct a missed consequential amendment in the Bill. It removes a reference in section 77(3) of the School Standards and Framework Act 1998 to section 77(4) because, if the Bill is passed, paragraph 17(4) of schedule 14 to the Bill will remove subsection (4) from section 77, so we do not want any references to section 77(4) in the Bill. I urge hon. Members to support the Government amendments and new clauses.
Andy Burnham (Leigh) (Lab)
Thank you, Mr Deputy Speaker.
Labour’s main objection to this Bill is with how it takes power off parents and pupils—[Interruption.] Have we moved on to the amendments about admissions, Mr Deputy Speaker?
Andy Burnham
Then I think that you should have called Kevin Brennan instead.
Kevin Brennan
Sorry about that, Mr Deputy Speaker. Of course I would never interrupt my boss in mid-flow—we know the consequences of that sort of thing.
The Opposition do not have any fundamental objections to the Government amendments and new clauses. We merely seek to question, as my hon. Friend the Member for Sheffield, Heeley (Meg Munn) has done, the late stage at which they have been introduced, because we are now on Report.
I have asked the Minister some questions about how each PRU’s budget share will be calculated, and he has given half an answer. I wonder whether that calculation will be done on the same basis as that for a special school, where the majority of funding goes on the basis of places and not on occupancy, unlike in mainstream schools. When Labour produced a White Paper on this very subject, we gave more examples of where that is already happening.
The Minister has confirmed that new clause 21, to which he has referred, will not give a blank cheque to independent boarding schools seeking to become academies that will enable them to charge excessive fees and that it will be up to local authorities to decide whether it is appropriate to support pupils in such a way. He is absolutely right that there are circumstances in which it is appropriate for pupils to be supported in boarding provision by the state. In some cases, that is entirely appropriate, but it is important that we should have safeguards in place to ensure that there is no blank cheque for independent schools that are seeking to become academies, and the Minister sought to reassure me on that.
Mr Frank Field
On a point of order, Mr Deputy Speaker. I am not pressing my new clause, even though the Minister could have had his speech written for him by old Labour, which I think will be noted. I wish for the proceedings to go forward as expeditiously as possible.
Mr Deputy Speaker (Mr Lindsay Hoyle)
As amusing as that may be, it is not a point of order.
New Clause 2
Admissions policy of independent schools opting for Academy status
‘(1) Section 6 of the Academies Act 2010 (effect of Academy order) is amended as follows.
(2) In subsection (4) (definition of “selective school”), after paragraph (b), insert—
“, or
(c) it is an independent school with a selective admissions policy converting to an Academy”.’.—(Mr Brady.)
Brought up, and read the First time.
Mr Graham Brady (Altrincham and Sale West) (Con)
I beg to move, That the clause be read a Second time.
Mr Deputy Speaker (Mr Lindsay Hoyle)
With this it will be convenient to discuss the following:
New clause 10—Fair access to education and training—
‘(1) EA 1996 is amended as follows.
(2) In section 10 (General duty of the Secretary of State), at the end insert “and ensure fair access to opportunity for education and training.”.’.
New clause 22—Guidance on draft Regulations on pupil registration and school attendance codes—
‘The Secretary of State shall provide guidance to local authorities for dealing with families who have chosen to home educate their children prior to the implementation of the Education (Pupil Registration) (England) Regulations and the School Attendance and Absence codes.’.
Amendment 40, in clause 4, page 9, line 26, at end add
‘The Secretary of State must lay before Parliament an annual report on the numbers of students at all schools in England and Wales subject to these powers including—
(a) details as to whether these pupils have identified special educational needs or additional learning needs,
(b) the numbers of times these powers have been exercised,
(c) the previous and current status of their schooling provision,
(d) whether their exclusion was referred to a review panel, and
(e) where known the outcome of any review panel action including any financial adjustment of the schools budget share for a funding period incurred by schools as a direct consequence of the exclusion.’.
Amendment 9, in clause 34, page 33, line 4, at end insert—
‘(1A) In section 84 (Code for school admissions) in subsection (2) after “other matters”, insert “which ensure fair access to opportunity for education”.’.
Amendment 10, page 33, line 5, leave out subsection (2).
Amendment 13, page 33, line 14, leave out subsection (3) and insert—
‘(3) For section 88J (changes to admission arrangements by schools adjudicator) substitute—
“88J Implementation of decisions by adjudicator
(1) This section applies where the adjudicator has made a decision (‘the primary decision’)—
(a) under section 88H(4) on whether to uphold an objection to admission arrangements, or
(b) under section 88I(4)(b) or (5)(b) on whether admission arrangements conform with the requirements relating to admissions.
(2) If the admission authority has not amended its admission arrangements within a period of 14 days of being notified of the primary decision, the local authority for the area in which the school is situated may direct appropriate changes to any aspect of the admission arrangements in consequence of the primary decision.
(3) Following the amendment of the admission arrangements by the admission authority following a primary decision, the local authority for the area, if it considers that the changes to the admission arrangements are not consistent with the primary decision, may direct appropriate changes to any aspect of the admission arrangements in consequence of the primary decision.
(4) An admission authority which is subject to a direction under subsections (2) or (3) may ask the adjudicator to set aside the direction on the grounds that the changes to the admission arrangements contained in the local authority’s direction are not consistent with the primary decision.”.’.
Amendment 11, in schedule 10, page 83, line 4, leave out paragraphs 1 to 3.
Mr Brady
It is a great pleasure to have this opportunity to participate in this important debate, which has so far been excellent, with colleagues on both sides of the House making points that are focused on the important task of raising standards and extending opportunity without too much ideology and dogma getting in the way.
My new clause 2 is supported by 38 colleagues from both sides of the House—a very broad spectrum of support that reflects the fact that it demonstrates basic common sense in moving forward the educational debate. It is modest, but it would do something quite important. It seeks to remove an anomaly that the Government have themselves created, arising from the fact that in the Academies Act 2010 they legislated to allow state grammar schools to become academies without changing their admissions status, thereby accepting the principle that it is possible to be an academy and a selective school.
The new clause would merely extend exactly the same arrangements to independent schools seeking to become academies and retain their existing admissions arrangements. It would address the point made by my hon. Friend the Minister earlier when he referred to the vital importance of our excellent independent schools and excellent state schools working more closely together, breaking down the artificial divides between them and ensuring that we open up for as many children as possible access to what he describes as some of the best schools in the world, according to the OECD.
New clause 2 makes an important amendment, even though all it would do is remove an anomaly, because it would send the clear message that what matters in education is providing quality and new opportunities, and opening access to the very best schools without dogma getting in the way. At a time when the Government and the Opposition are deeply concerned with raising our performance on social mobility and ensuring that people, regardless of background, can progress in life according to their talents and abilities, the new clause would remove one of the impediments that stand in the way.
Sure Start Children’s Centres
Lindsay Hoyle Excerpts(15 years, 4 months ago)
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Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. Before I call the next speaker, let me say that 11 Members still wish to speak and the wind-ups will start at 3.40 pm.
Further and Higher Education (Access) Bill
Lindsay Hoyle Excerpts(15 years, 6 months ago)
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Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. I think we should get back to the subject, rather than discus the Barnsley results.
Mr Chope
Certainly, Mr Deputy Speaker. It would ill-behove either you or me to bask in any glory as a result of that by-election result. It is a pity, however, that there is no Liberal Democrat representative in today’s debate to discuss these very important issues.
I turn to the measures being taken already to improve access. There is going to be a measurement system under the proposals for assessing the ability or willingness of OFFA to allow universities to charge higher fees. The system for measuring the success in improving access needs to include—it does not at the moment—access to other institutions as a result of the work carried out by a particular university. The Russell group welcomed
“the Government’s guidance that institutions should set their own targets and measures of progress”,
but was concerned that
“existing…widening participation benchmarks are unsuitable as targets against which institutions’ progress can be meaningfully measured.”
It quotes Lord Browne—the guru on this issue, who produced his report last year—who found that
“the benchmarks do not provide a sophisticated enough picture of the student population actually qualified to meet the entry requirements of many courses. For example, they take no account of the fact that someone with 4 A*s at A-level might have a high tariff score but would not have a strong chance of being accepted on a Medicine course if these A-levels are in the wrong subjects…Moreover, financial penalties for not meeting these targets would be unfair and unhelpful to our aim of investing in ways to help poorer students win a place at our universities.”
Philip Davies
I do not particularly want to get sidetracked—I am sure that you will not allow it, Mr Deputy Speaker—but the Government’s position on grammar schools, which is pertinent to my point about merit, is frankly a nonsense. Basically, they are saying, “If you’re lucky enough to have grammar schools in your area, that’s fine and you can keep them, but if you poor swine in Bradford want a grammar school system, you aren’t allowed it.” The Minister’s support for grammar schools extends only so far as those areas that already have them, and those of us who would like them cannot have them. That is lukewarm support—
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. I think that the hon. Gentleman has been sidetracked. I am sure the Minister did not want that because I know that he is very interested in higher education in this debate, rather than grammar schools. I am sure that the hon. Member for Shipley (Philip Davies), as he suggested, will want to come back to the topic of the debate.
Philip Davies
I am grateful, Mr Deputy Speaker; I was indeed tempted by the Minister to go down a route that neither you nor I want us to go down.
I will keep my remarks brief because I am intrigued to hear what the Minister has to say. I want to hear some kind of confirmation, not only that while he lives and breathes he will support grammar schools, but that while he is the Minister and while our right hon. Friend the Member for Witney (Mr Cameron) is the Prime Minister, he will ensure that universities recruit people on merit alone and that people are not allocated places simple because of their background, the school they went to, the socio-economic environment in which they live or the wealth or otherwise of their parents. If we started going down that route, it would be a disaster for this country. The idea of positive discrimination, which lies behind such proposals, is a disaster. Positive discrimination is discrimination, and we should not advocate it, because it demeans people. Many parents make terrific sacrifices to send their kids to private schools. People who cannot ordinarily afford to do so make the most amazing sacrifices, because they understandably want their children to have the best start and opportunities in life.
My parents made terrific sacrifices to enable me to go to a boarding school that they really could not afford to send me to, and I am immensely grateful to them. I do not see why this Government, in particular, or anybody for that matter, would want to say to such parents, “Well done. You’ve made these sacrifices to help your children get the best possible start in life. What we’re going to do now is rig the rules to make sure that all your sacrifices have been in vain, because we’re going to stop your daughter or son having the opportunity to go to the university they deserve to go to, based on the hard work that they put in, as you don’t meet the criteria, you’re not from the right socio-economic background or they didn’t go to the school we would have preferred them to go to.” What an appalling message.
Nick de Bois (Enfield North) (Con)
Does my hon. Friend share my concern that even if people choose to go into business to pursue their ambitions, there is now a suggestion that we should select directors based on their sex rather than merit? Does he agree that we should put an end to such creeping social engineering?
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. We are not going to go down that line. We are going to stick to the subject in hand. As tempted as Mr Davies will be, I know he will restrain himself.
Philip Davies
I will follow your guidance as always, Mr Deputy Speaker. It is fair to say that you know my opinion just as much as my hon. Friend does. We can leave it there. I must say in passing that my hon. Friend is probably the best person in the House to speak about job opportunities, because of his marvellous work in his constituency helping with jobs fairs and trying to get people into work. He will have seen at first hand in his constituency the skills that people need to get jobs, and he will know that a university education is not always essential for a person to get the right job. He should be commended for what he has done, and we should listen to his advice, because he knows more about the matter than most.
I commend my hon. Friend the Member for Christchurch, because he has raised an important matter, notwithstanding what I would describe as the technical opposition to the Bill offered by my hon. Friend the Member for North East Somerset. Whether or not we agree with the Bill, I think we all agree that the Government should not feel it necessary to stick their nose into university recruitment. They should allow universities to do what they have always done, which is to recruit people on merit, and merit alone, irrespective of their background, gender, race or any other factor. Those things should be irrelevant, and people’s ability alone should be decisive.
Sure Start Children’s Centres
Lindsay Hoyle Excerpts(15 years, 6 months ago)
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Mrs Hodgson
I read that same paragraph in a copy of a letter from the hon. Member for Mid Dorset and North Poole (Annette Brooke), which was a response to a letter to the Minister of State, Department for Education, the hon. Member for Brent Central (Sarah Teather), from the all-party Sure Start group. I was curious because I thought it sounded like closing the stable door after the horse had bolted. Once the budget cut has been made, the consultation does not matter, because if the consultation showed that people wanted to keep the centres, where would the money come—
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. We need much shorter interventions, as there are more Members wishing to participate in the debate.
Mr Slaughter
The whole situation is clearly nonsense. The belated process of consultation closed on Monday 28 February, but the budget for the year was decided at the budget council meeting on 23 February. Nobody is fooled by this, and I suspect that the divisional court will also not be fooled by it when it comes to look at the decision-making process over Sure Start in Hammersmith and Fulham.
There is a fourth reason for the last-minute change of heart, whereby no money suddenly became £19,000. Another paragraph of the later report said:
“We understand that there is no expectation of claw back of capital spend on children’s centres”—
that is, by the Department for Education—
“unless the buildings are no longer used for the services for under fives and their families. We are confident that the proposal outlined above will satisfy DfE requirements.”
So one of the officers said that if the grant was withdrawn as intended and as decided, the Minister of State would come round, not to see what wonderful work had been done but to take back the buildings that had subsequently closed.
Two centres are closing in the ward where I live, in a substantial area of deprivation. About a minute’s walk from my home is Wendell Park children’s centre. A number of parents whose children attend the centre were at the seminar held this morning by the shadow Secretary of State for Education, my right hon. Friend the Member for Leigh (Andy Burnham), and I met them afterwards. They are campaigning to keep their centre open, and they are under no illusion—
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. I think that we had better continue with the debate.
Steve Rotheram
You just don’t get it, do you? I do not know what the settlement is in your area. [Interruption.] Well, let me tell you that the total settlement in Liverpool is—
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. Members must address each other through the Chair.
Steve Rotheram
I apologise, Mr Deputy Speaker. To address the hon. Lady’s point, Liverpool is the most deprived area in the country—I have said that before in the Chamber—and it is facing the biggest cuts not just in the policy area under discussion, but in all areas. I invite both the hon. Lady and the Secretary of State for Education to come and see my constituency. It is not only in the most deprived area in the country; it is one of the most deprived constituencies in the most deprived area in the country.
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. We will have less noise from the Back Benches, unless it is an intervention. I have two people standing. Steve Rotheram, I do not know whether you are giving way. I call Luciana Berger.
Luciana Berger
Did my hon. Friend see the report on BBC news only the other evening in which an independent efficiency expert, Colm Reilly from PA Consulting, singled out Liverpool city council for the work it had done to make £70 million of efficiency savings so far, with £30 million to come in the next couple of months? He said that, despite all these efficiency savings, there was no way that Liverpool city council could protect the front line.
Education Bill
Lindsay Hoyle Excerpts(15 years, 7 months ago)
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Mr Sheerman
On a point of order, Mr Deputy Speaker. Is there any point in Back Benchers turning up to education debates? The Secretary of State spent 52 minutes at the Dispatch Box and this is the fourth intervention that he is making on my right hon. Friend’s speech. What is the point of the rest of us who are interested in education and who want to participate coming here at all.
Mr Deputy Speaker (Mr Lindsay Hoyle)
That is not a point of order but it is a good point that should be made to the House. I understand that both Front Benchers have a lot to say, but it does prevent Back Benchers from taking part in the debate. The sooner we can get on the better.
Andy Burnham
I have answered the Secretary of State’s question—[Interruption.]—and have I put it to him that an expert whom he commissioned is saying to him, “Keep music as an option in the English baccalaureate,” and answer there was none about what he is going to do with that recommendation. The Secretary of State has not convinced the experts and he is not even convincing his own side. [Interruption.]
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. Mr Gove, I am sure that we can restrain ourselves for a little longer.
Andy Burnham
The Secretary of State is not even convincing his own activists. On ConservativeHome today, there was an article by Ed Watkins, a music teacher in south London and the deputy chairman of Dulwich and West Norwood Conservatives. [Hon. Members: “Hear, hear.”] Conservative Members cheer him, but will they still be cheering in a moment? He wrote:
“The principles lying behind the English Baccalaureate are therefore grounded in a sensible solution to a problem.”—
He is halfway there with that. He continued:
“Those principles have, however, been applied in an arbitrary manner in the selection of subjects. Why History but not R.E.? Why Biblical Hebrew but not Art? Why Geography but not Music?”
It seems that rather than heckling me, the Secretary of State has a little more work to do with his own side.
Glenda Jackson
He is talking about children with special educational needs and you are going on about other matters. It is a disgrace—
Michael Gove
Those of us who have family members with special educational needs will have found the hon. Lady’s outburst objectionable. Can the right hon. Gentleman tell us how many special schools closed under the Labour Government and how many more parents were forced to buy private education for their children with special educational needs over the past 13 years?
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. Before we go on, I remind Members that there is an eight-minute limit. Members do not have to take all eight minutes and if they take fewer interventions, we will get more Members in. There is a huge list and very little time.
Disadvantaged Children
Lindsay Hoyle Excerpts(15 years, 8 months ago)
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Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. Before we set off, may I remind Members that I hope to keep the opening speeches to 15 minutes?
Mr Deputy Speaker
Order. I remind all hon. Members of Mr Speaker’s decision to have an eight-minute limit. The full eight minutes need not be taken up, unless there are many interventions. I hope to be able to call every Member who wants to speak. That is important.
Sarah Newton
Does my hon. Friend agree that to address that imbalance, we might encourage more men to volunteer? In my town of Falmouth, the Rotary club does excellent work in a local primary school to help with reading, which has really improved reading standards.
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. I remind Members that they must speak to the Chair and not in the opposite direction.
Jeremy Lefroy
I entirely agree with my hon. Friend. In my constituency, the Rotary club does work on reading in Doxey primary school. I remember how much I enjoyed reading to my children. I am not sure whether the feeling was mutual, although they told me later that it was.
My second point, which was mentioned by the hon. Member for Stretford and Urmston (Kate Green) and many other hon. Members, is the critical role of children’s centres. We should ensure that, with the changes, we do not lose what has been achieved. The report by the right hon. Member for Birkenhead states that Sure Start centres
“should maintain some universal services so that Centres are welcoming, inclusive, socially mixed and non-stigmatising, but aim to target services towards those who can benefit from them most.”
I urge the Government to take note of that, and I am sure that they will.
My third point regards television and media. I take up a point made by the hon. Member for Upper Bann (David Simpson), who is no longer in his place, about Staffordshire university—[Interruption.] I beg his pardon; I missed him. He referred to a particular media studies course at Staffordshire university. I must say that Staffordshire university has a very high reputation in media studies and is one of the major institutions in the country for developing state-of-the-art video games technology, which is a major export industry for this country. I just want to give some balance to the impression that people may have got from his comment, which I am sure was not intended as a generalisation.
The right hon. Member for Birkenhead talks about the role of the BBC. He recommends that it kitemark the children’s programmes that are most beneficial to parents in the development of language. I urge the BBC and other broadcasters to pay attention to that.
I grew up in a house without a television, and indeed still live in a house without one. I do not recommend that for everybody, although it has certainly done me, my family and my children no harm. However, I do think that parents should be encouraged to consider their use of television, and whether it is necessary to have one in every room in the house, including the bedrooms. Perhaps television could become a social activity with the whole family watching it together, rather than an individual activity with everybody watching their own programmes.
I echo the point made by the hon. Member for Slough about reading. Again, that is absolutely essential and something that we must never forget. I underline the point made by my hon. Friend the Member for East Surrey (Mr Gyimah) about character—something that is sometimes forgotten. We have to have qualitative, not just quantitative, measures in approaching this subject.
I and my family spent many years living in Tanzania. A Swahili proverb says, “It takes a whole village to raise a child.” Many hon. Members have made that point in various ways. My hon. Friend the Member for Congleton (Fiona Bruce) talked about the importance of community as well as family. My hon. Friend the Member for Stroud (Neil Carmichael) talked about the way in which the built environment can help or hinder the sense of community.
I look forward to several further debates on this matter in this Parliament. It is absolutely essential that we take note of everything that has been said today and return to it time and again to see what progress is being made. We are talking about something that is vital to the future of this country and of our children, and it is essential that we do not just leave it to one debate and one day in a Parliament.
Education Maintenance Allowance
Lindsay Hoyle Excerpts(15 years, 8 months ago)
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Paul Maynard
It is kind of the right hon. Gentleman to give way, I am sure. I listened carefully to the powerful case studies of people he has met over recent weeks. I am concerned, however, that he might be out of touch with some of his constituents, and that he does not fully understand the needs of those with complex needs. Is he seriously arguing that a capped payment of £30 a week will fully meet the needs of the people he described? In that case, why does he not support a discretionary learner support fund that would allow individual schools to tailor provision to the needs of their students? Why is he so scared of that?
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. We must have shorter interventions, because many Members want to speak.
Andy Burnham
All I can say is that I do not think the hon. Gentleman was listening. I said that EMA makes life possible, and makes the calculations that young people have to do to stay in education that bit more doable. Is he seriously arguing that taking it from those young people will help them to make a success of their lives and circumstances? I find that hard to believe.
The vast majority of EMA is spent on travel, as a survey for the Association of Colleges confirmed this week. It states that
“94% of Colleges believe that the abolition of the EMA will affect students’ ability to travel to and from College.”
The survey also suggests that some students may be at risk of not being able to follow the college course of their choice due to the cost or availability of transport. That goes to the heart of student choice in education. If students do not have the ability to travel, they cannot get on to the courses that they want to study. The Secretary of State needs to come up with a convincing answer to that.
I want the Secretary of State also to think about the effect of the change on the aspirations of young people who are still in secondary school. I want him to reflect on what a young woman from my constituency told me this week—that her 15-year-old brother had already given up at school because, without EMA, he could not see any way that he would be able to go to Wigan and Leigh college to study the motor engineering course that he had planned to do. Is there not a real risk that taking the lifeline of EMA away from young people will lower the aspirations of children in secondary school? Better participation, attendance, retention and results, supporting choice and keeping hope alive for all kids—surely it all adds up to a compelling educational case for keeping EMA.
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. Before I call the Secretary of State, let me say that many Members wish to speak, and if we have fewer interventions, we will get through contributions more quickly.
Michael Gove
Sit down. It is rank hypocrisy—[Interruption.] The hon. Gentleman voted for it; we all know the role he played.
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. The Secretary of State is getting very excited. Members are trying to intervene, but I will decide when they have stood on their feet too long. I am sure that the right hon. Gentleman would like to carry on putting his points across to the Chamber.
Michael Gove
Thank you, Mr Deputy Speaker.
Yes, I am passionate about this. Why should young people be saddled with the economic mess left by that lot? That lot then come back here to say that we are taking opportunity away, knocking the ladder away and increasing youth unemployment, but who created this mess? It was the guilty men and women on the Opposition Front Bench. When the right hon. Member for Leigh was Chief Secretary to the Treasury—
Kevin Brennan
On a point of order, Mr Deputy Speaker. The hon. Member for Cambridge (Dr Huppert) is tweeting from the Chamber right now that the shadow Secretary of State has refused to meet the right hon. Member for Bermondsey and Old Southwark (Simon Hughes), but in fact the shadow Secretary of State has already met him, and is prepared to meet him at any time. Is it in order for a Member, in the course of a debate, to make points about participants in the debate without doing it here so that everyone can hear the point they are making and have an opportunity to rebut it?
Mr Deputy Speaker (Mr Lindsay Hoyle)
What I can say is that it is for me to keep order in the Chamber. I am glad that the hon. Gentleman has brought this to my attention, and I am sure that no hon. Member will be tweeting from the Chamber to let people outside know what is going on.
Michael Gove
Thank you, Mr Deputy Speaker. I am grateful to the hon. Gentleman for making his point, but I do not know what it says about my hon. Friend the Member for Brigg and Goole (Andrew Percy) or the right hon. Member for Lewisham, Deptford (Joan Ruddock) that while they were making their interventions, he thought his own Twitter feed was more intriguing than the points they had to make. However, he is a genial soul and I know they will forgive him everything, as will I.
Let me return to the central theme of many of the interventions we have just heard—the need to target support better on the poorest. In the context of everything we are doing in education, the coalition Government have already made a series of decisions, with constrained resources, to make sure that the poorest benefit from our policies. We are extending free child care to 15 hours a week for all three and four-year-olds. That did not happen under the previous Government and I had hoped they would support it, but we have introduced it. We are also extending free child care to 100,000 of the poorest two-year-olds. That happened on this watch. Those 100,000 children would not have received free child care and preparation for school if it had not been for the commitment of the coalition Government. I am grateful that some Opposition Members, such as the hon. Member for Nottingham North (Mr Allen) and the right hon. Member for Birkenhead (Mr Field), support us, and I am sure that many others recognise that this is a progressive step that all should applaud.
We are also implementing a pupil premium—£625 million this year, rising to £2.5 billion by the end of the comprehensive spending review. As a direct result of that, every poor child will have thousands more spent on their education. That money will be invested in better teaching, one-to-one tuition and catch-up learning, all of which is additional money on top of the schools budget. That policy was rejected by the Labour party in coalition negotiations. In order to make sure that all those interventions to help the poorest could be funded, the coalition Government had to take some tough choices, one of which is to replace EMA with a new system of support.
Michael Gove
I shall not give way at this stage. I am conscious of the amount of time that has passed, and conscious too that many hon. Members want to speak in the remaining part of the debate.
If we are to increase participation, and if we are to generate greater social mobility, we need to be clear: we need to remove barriers. We also need to ask who faces the largest barriers. How can we help them better and what are the other barriers, as well as the financial one? The research shows us that, yes, the cost of transport, the cost of equipment or the cost of some maintenance can be a factor for some students, but it also shows us that there are bigger barriers: poor guidance, with students not being offered the right advice; poor choices, with an inadequate range of courses available; and above all, poor attainment. The real barrier to participation in education after the age of 16 is the quality of education that a person has received up to the age of 16. Yes, half this country’s students are in receipt of EMA, but by the time that half this country’s students reach the age of 16, they do not have five good GCSEs. We discovered the other week that barely 15% of students have GCSEs in the five essential areas of English, mathematics, science, languages and the humanities.
If we really believe in generating social mobility in this country, we must ask ourselves how every pound is best invested. Graham Allen is quite clear: spend it at the beginning. Frank Field is quite clear: spend it early on. The coalition Government are quite clear—
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. The right hon. Gentleman knows better than to refer to Members of the House in that way.
Michael Gove
I am sorry, Mr Deputy Speaker.
The hon. Member for Nottingham North—a Labour Member—and the right hon. Member for Birkenhead are quite clear that we should invest in the early years. That is what the coalition Government are doing, and at a greater rate and in a more powerful way than the previous Government. The investment in early years, the reform of education, the investment in the pupil premium and the range of reforms that I mentioned earlier—the right hon. Member for Leigh has remained silent about them—make up a powerful package to generate greater social mobility.
The question for all hon. Members is: are we going to be sufficiently grown up to acknowledge that we have a deficit, or are we going to be deficit deniers? Are we going to be progressive enough to target support at those who need it most, or are we going to say that the existing system is perfect and need not be reformed? Are we going to say, “Let’s get our whole school system right,” or are we just going to spend more on one unreformed benefit? There is a basic choice today: vote with the Opposition, and therefore vote for reaction, complacency and deficit denial; or vote with the Government, and therefore vote for progressive policies, an education policy that will really change things and an opportunity, at last, to kick-start social mobility in this country.
Mr Deputy Speaker
Order. Before I call the next speaker, I point out that many hon. Members wish to speak. The previous speaker set a good example by not using the full eight minutes. The fewer the interventions, the more speakers I can call.
Education
Lindsay Hoyle Excerpts(15 years, 9 months ago)
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Mr Deputy Speaker (Mr Lindsay Hoyle)
The House is well aware that we have tried to keep Ministers to 10 minutes, but we have now drifted over the 15-minute mark. I am sure that the Minister will have taken that on board, as he now comes to the end of his speech .
Mr Gibb
I apologise to my hon. Friend the Member for Wellingborough (Mr Bone) and to the House. I have probably taken too many interventions. I just want to cover one more point before I finish, and that is the point raised by the hon. Member for Liverpool, Wavertree about transport.
Local authorities have a statutory duty to ensure that no young person in their area is prevented from attending education post-16 because of a lack of transport, or support for it. If that duty is not being met, young people and families need to raise it with the local authority. Young people were never expected to use a significant proportion of their EMA to cover transport costs. Under the current arrangements for discretionary support funding, it cannot be used routinely for transport to and from college because local authorities have that statutory duty. However, we will consider introducing flexibility to that restriction as we develop the arrangements for enhanced discretionary learner support funding.
In today’s economic climate, we have a particular duty to ensure that we continue to invest where investment is needed and to obtain the best possible value for taxpayers’ money. In those circumstances, it is difficult to justify spending over £560 million a year on an allowance when 90% of its recipients would have stayed in education without it. That is why we have thought again about the most effective way of helping the most vulnerable young people to stay in education.
I wish all Members, and officials from the Department, a very good Christmas and a successful new year.