Schools White Paper
Lindsay Hoyle Excerpts(4 years ago)
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The Secretary of State for Education (Nadhim Zahawi)
With permission, Mr Speaker, I will make a statement on the publication of the schools White Paper.
Since 2010, we have been on a mission to give every child a great education. We have made huge strides, but we know there is still further to go on that journey, which my predecessors began and I am proud to lead today. Too many children still do not get the start in life that will enable them to go on and make the best use of their talents and abilities. Sadly, disadvantaged pupils or those who have special educational needs are less likely to achieve the standards we expect for them. Since 2010, we have been rolling out many changes to our education system—changes that have driven up standards, lifted us up the league tables internationally and given us measurable evidence of what works. We will now put that evidence to use and scale up what we know will create a high-quality system for children, parents and teachers.
We have an ambition that by 2030 we will expect 90% of primary school children to achieve the agreed standard in reading, writing and maths. In secondary schools, I want to see the national GCSE average grade in both English language and maths increase from 4.5 in 2019 to 5. By boosting the average grade, we show a real determination to see all children, whatever their level of attainment, do better. A child who goes from a grade 2 to a grade 3, or one who goes from a grade 8 to a grade 9, contributes to that ambition as much as a child on the borderline who may go up from a grade 4 to a grade 5. So every parent can rest assured that their child is going to get the attention they deserve, however well they are doing.
It goes without saying that every child needs an excellent teacher. This White Paper continues our reforms to training and professional development, to give every child a world-class teacher. The quality of teaching is the single most important factor within a school for improving outcomes for children, especially for those from disadvantaged backgrounds. Our vision is for an excellent teacher for every child in our country, but if we are to do that, we need to make teaching even more of an attractive profession. To make sure that it is, we will deliver 500,000 teacher training and development opportunities by 2024, giving all teachers and school leaders access to world-class evidence-based training and professional development, at every stage of their career. We will also make a £180 million investment in the early years workforce. Teachers’ starting salaries are set to rise to £30,000, as we promised in our manifesto, and there will be extra incentives to work in schools with the most need.
A world-class education also needs environments in which great teaching can have maximum impact. Therefore, we will improve standards across the curriculum, behaviour and attendance. Making sure that all children are in school and ready to learn in calm, safe, supportive classes is my priority. All children will be taught a broad, ambitious, knowledge-rich curriculum and have access to high-quality experiences. We will set up a new national curriculum body to support teachers, founded on the success of the Oak National Academy. This body will work with groups across the sector to identify best practice, deepen expertise in curriculum design and develop a set of optional resources for teachers that can be used either online or in the classroom. These resources will be available across the United Kingdom, levelling up education across our great country. We will continue to support leaders and teachers to create a classroom where all children can learn in a way that recognises individual needs and abilities. In addition, we are going to boost our ability to gather and share data on behaviour and attendance. We will move forward with a national behaviour survey to form an accurate picture of what really goes on in schools and classrooms and, of course, to modernise our systems to monitor attendance. We will introduce a minimum expectation for the length of the school week to the national average of 32-and-a-half hours for all mainstream state-funded schools from September 2023, at the latest. Thousands of schools already deliver that but a number do not and that needs to change.
Too many children, especially those who are most vulnerable, routinely fall behind and never catch up with their peers. The awful covid pandemic has made that worse. Even though I am relieved to tell the House that the latest research on learning loss and recovery shows that pupils continue to make progress, there is still much more to do. That is why today’s White Paper sets out a really ambitious plan for scaling up that recovery, building on the nearly £5 billion of recovery funding that has already been announced.
My children are the most important thing in the world to me and I know that I am not alone in saying that. All parents want their children to be happy and to grow up to a future that is full of promise, so I am today making a pledge to parents; it is a pledge from me and this Government via schools to all families. The parent pledge is that any child who falls behind in English or maths will receive timely support to enable them to reach their potential. A child’s school will let parents know how their child is doing and how the school is supporting them to catch up.
Tutoring has been a great success and that is making a difference. It is here to stay and we want it to become mainstream and a fundamental pillar of every school’s approach to delivering the parent pledge. There will be up to 6 million tutoring packages by 2024.
We know that the approaches that I have outlined make a huge difference to pupils, so I have asked myself this. We have 22,000 schools in England; how do we ensure that these happen systematically in every school for every child? How do we get that consistency across the system? It has become clear from my six months in the Department studying the evidence that well-managed, tightly managed families of schools are those that can consistently deliver a high-quality and inclusive education. It is one where expertise is shared for the benefit of all and where resources and support can help more teachers and leaders to deliver better outcomes for children.
With that in mind, by 2030, we intend for every child to benefit from being taught in a family of schools, with their school in a strong—I underline the word “strong”—multi-academy trust or with plans to join or form one. That move towards a fully trust-led system, with a single regulatory approach, will drive up standards. We also want to encourage local authorities, if they think that they do well in running their schools, to establish their own strong trusts, and we will back them. There will be a clear role for every part of the school system, with local authorities given the power that they need to support children. We will set up a new collaborative standard requiring trusts to work constructively with other partners.
I know from my experience in business and in rolling out the covid vaccine that the hardest thing for any complex system, whether it is health or education, is scaling up, but I have faith both in the brilliant leaderships that we already have in our school systems and in our educationalists to be able to deliver on this White Paper. We want to spread brilliance throughout our country, levelling up opportunity and creating a school system where there is a clear role for every part of the system, all working together and all focused on one thing: delivering outstanding outcomes for our children.
Soon, everyone will see what we all know—that this Conservative Government are busy making our schools the very best in the world. We should be so proud of how far we have come and rightly hopeful about where we are going next. For that reason, I commend this statement to the House.
Bridget Phillipson (Houghton and Sunderland South) (Lab)
I thank the right hon. Gentleman for advance sight of his statement today. It has been a little over two years since schools were closed to most pupils and almost 12 years since his party came to power, yet among the many reannouncements that we heard over the weekend, the big ideas were that three quarters of our schools should carry on as normal, teaching the hours that they already teach; that when children are falling behind, schools will be there to help; and that the national tutoring programme—described by providers as being at risk of catastrophic failure—is the answer to all our problems.
Is that really it? Is that the limit of the Secretary of State’s ambition for our children and for our country? He rightly stresses the need to be evidence-led. Is that all he thinks the evidence supports? [Interruption.]
Mr Speaker
Order. I expected good order to be kept during the Secretary of State’s statement, which in fairness it was, and I certainly want the same for the shadow Secretary of State. If somebody does not want to keep good order, will they please leave now?
Bridget Phillipson
The Secretary of State rightly stresses the need to be evidence-led. Is that all he thinks the evidence supports, or is it all he could persuade the Chancellor to support?
The attainment gap is widening. Performance at GCSE for our most disadvantaged kids was going into reverse even before the pandemic. After two years of ongoing disruption, it is clear enough where the focus should be. The Secretary of State says that he has ambitions, but they are hollow—hollow because they are wholly disconnected from any means of achieving them, hollow because there is no plan to deliver them, but also hollow because there is no vision for what education is for, what growing up in our country should involve and what priority we should give our children.
We are two years into the pandemic. Two years is a long time, and an important time—half a lifetime for the children starting school in September. We can all see the impact that the years of disruption, botched exams, isolation and time spent at home has had on our children, yet time and again the Government fail to grasp the truth that time out of education for children and young people means more than time out in the rest of their lives. Instead, our children have been an afterthought for this Government—a Government who showed their priorities when they reopened pubs before they reopened schools, a Prime Minister whose own adviser on education recovery resigned in despair, a Department that closed schools to most children with little thought for how it would repair the damage or reopen them safely.
Labour listened to parents and young people and set out the children’s recovery plan that our children need and our country deserves—breakfast clubs and new activities, quality mental health support in every school, small group tutoring for all who need it. Our children have waited long enough. When will they see a recovery plan that rises to the generational challenge staring us all in the face? Only today, the Department published research setting out that in reading in particular, pupils are falling further behind and the disadvantage gap is widening.
It goes deeper than just the past two years. We see the value and worth of every child. We see them as ambitious and optimistic, with dreams for their future. We see the role of a Government as one of matching, not tempering, that ambition. Education is about opportunity; we want opportunity for every child, in every corner of our country, at every stage.
We want childcare that is high-quality, affordable and available, not a cost that prices people out of parenting. We want every parent to be able to send their child to a great local state school, which is why we would launch the most ambitious school improvement plan for a generation, focusing on what happens inside the school, not the name above the door. We want teachers supported to succeed, not leaving the profession as they are doing, which is why we have set out plans for career development and for thousands of new teachers: because the success and professionalism of our teachers enables the success of our children.
We want to see our children not just achieving, but thriving at school, with a rich and broad curriculum that enables them to flourish. We want to give children and young people real choices and see them succeed through strong colleges and apprenticeships. That is why we would deliver work experience, careers advice and digital skills for all our young people so that everyone leaves education ready for work and ready for life. That is why today’s White Paper represents such a missed opportunity.
However, for all the disappointment that we feel on these Opposition Benches, echoed by school staff and school leaders across our country today—and the Secretary of State, in his heart, probably feels that disappointment himself—it is our children, whose voices are rarely heard in this place, who are the real losers today.
Nadhim Zahawi
I was hoping for a plan, but none was forthcoming. The hon. Lady spoke about schools being closed. Labour, dancing to the tune of its union paymasters, wanted to keep them closed. If the hon. Lady thinks that that is a plan, perhaps she should go and visit one of those schools, as I did earlier today with the right hon. Member for East Ham (Stephen Timms). If she had been with me at Monega school in Newham and observed the brilliant leadership of Liz Harris and her team, she would know that our reforms are working. There is a family of schools in a high-performing trust which is delivering for those children, 24% of whom are on pupil premium. Great leadership and great teachers are being supported by a fantastic teaching hub within the group that is part of that trust, delivering great outcomes for children rather than playing politics with our education system.
I seem to recall that it was the leader of the hon. Lady’s party who wanted schools to remain closed—and, of course, wanted to pause the whole vaccination campaign so that we would lose three months before we could vaccinate teachers. Because we did not do that, and because so many of the Leader of the Opposition’s Back Benchers went against him, we continued to vaccinate, we protected teachers, and we got schools open again.
The hon. Lady spoke about our standing in the world rankings. I can share with her the information that England achieved its highest ever scores in both reading and maths in two international comparison studies, the 2016 progress in international reading literacy study and the 2019 trends in international mathematics and science study. In 2019, following the introduction of the phonics screening check in 2012, the proportion of year 1 pupils meeting the expected standard rose from 58% to 82%, and the figure rose to 91% among those in year 2. That is a record of real delivery for young people of which the Government are proud. Of course we have had a pandemic since then, but the £5 billion invested in our recovery is making a real difference.
The hon. Lady questioned that recovery, and questioned what the national tutoring programme was achieving. We have just announced that the NTP has delivered 1 million 15-hour blocks of tutoring. It will meet its targets. School leaders told us that they wanted a school-led pillar—as well as the other two pillars which are also delivering—and we have provided that for them. Evidence that we published today, to which the hon. Lady referred, suggests that since the spring of 2021, primary school pupils have recovered about two thirds of the progress that was lost owing to the pandemic in reading, and about half in maths. That is real delivery.
Robert Halfon (Harlow) (Con)
I welcome the White Paper. I think that we are seeing the beginnings of a long-term plan for education, especially given tomorrow’s publication of the special needs review and the publication of the care review. The Government have begun to provide a washing line for all the clothes pegs of different educational initiatives. The parent pledge and the catch-up plan are also important.
The White Paper refers to a knowledge-rich curriculum. I am thoroughly in favour of that, but what about a skills-rich curriculum to sit alongside it? I see that the skills Minister, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart), is paying close attention. Such a curriculum would prioritise skills including oracy and financial, technical and vocational education, reverse the huge decline in design and technology skills, and prepare students better for the world of work.
What does the White Paper do for children from care backgrounds, exclusion backgrounds and special needs backgrounds who underperform in GCSEs to such an extent in comparison with their peers? We know the grim statistics. How will this White Paper help them? How will the curriculum better prepare pupils for the world of work? Perhaps one of the most important priorities is the 124,000 Oliver Twist ghost children, who are possibly on our streets. What is he doing about those children who have not returned since schools reopened last year?
Several hon. Members rose—
Mr Speaker
Order. This has to finish by 5.15 pm, so please help each other by being short and sweet with questions as well as answers.
Kate Green (Stretford and Urmston) (Lab)
It is good that the Secretary of State has clearly been listening to the concerns of the profession, of parents and of young people since he came into post, but I am afraid that his announcements today are underpowered because of the funding pressures that will continue in the system. Schools continue to face covid costs and they continue to face rising salary costs, which are not being fully funded by the Department. These include the increased starting salary for new teachers, which is still on the horizon and not yet delivered. Schools also face rising energy costs and all the other pressures that organisations are facing. In particular, the Secretary of State will know that there is particular funding pressure in relation to pupils with SEND. What is he doing to ensure that schools have the funds they need to rise to the ambitions he has set out today?
Oral Answers to Questions
Lindsay Hoyle Excerpts(4 years ago)
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Mr Walker
Let me join the hon. Lady in paying tribute to the work that the Ursuline academy did during lockdown. It is very important that schools reached out and provided the help where they could. It is important to recognise that the 1.9 million devices that were provided by the Department during the course of the pandemic were on top of around 2.9 million devices already with schools, so the kit is out there to do this. We will continue to work with colleagues at the Department for Digital, Culture, Media and Sport and the Department for Work and Pensions to ensure that disadvantaged households get the technology that they need.
Stephen Morgan (Portsmouth South) (Lab)
The Education Secretary has announced that his Department will repurpose the Oak National Academy to provide UK-wide online learning. Families facing the Tory cost of living crisis need a guarantee that data used to support learning will not add to their spiralling household bills. Ofcom’s recent affordability report found that 1.1 million households are struggling to afford broadband. With more schools delivering learning via digital means, can the Minister set out whether he intends to keep these services zero-rated indefinitely?
Nadhim Zahawi
We have been working hard in the Department to ensure that we have, certainly in the initial phase, a capacity of up to 100,000 children going into early years, primary and secondary education, and into further and higher education as well.
Robert Halfon (Harlow) (Con)
Thank you, Mr Speaker.
Has my right hon. Friend seen the investigation by Theo Usherwood on LBC exposing pro-Putinist propaganda at some of our leading universities? At Leeds, Professor Ray Bush, still publicly listed on its website despite retiring, suggested that the US had chemical installations in Ukraine. That is, as we know, a lie that is being spread by the Kremlin. At Edinburgh, Professor Tim Hayward retweeted a Russian representative to the UN describing the attack on Mariupol’s hospital as “fake news”. At Leicester, Tom McCormack talks about “ludicrous disinformation” on both sides and boasts about appearing on Russia Today. Will my right hon. Friend contact these universities directly to stop them acting as useful idiots for President Putin’s atrocities in Ukraine?
Nadhim Zahawi
I am grateful to my right hon. Friend. I know that he and his family are passionate about wanting to support Ukrainians who are so vulnerable. We are making plans to make sure, as we did with the Afghan resettlement, that every child gets into the appropriate early years, primary, secondary or further or higher education, but I will certainly look at this. I think what he is getting at is that if there is a gap they may be wanting to feel welcome at their schools. I am already getting anecdotal stories about many schools where there is excitement about some of the Ukrainian children who are coming in.
Carol Monaghan (Glasgow North West) (SNP)
Thank you, Mr Speaker.
In Ireland, Ukrainian teachers are being fast-tracked through the teaching registration process to enable them to support youngsters who will be attending school in Ireland. Obviously, language will be a big challenge for these youngsters initially. Has the Secretary of State considered replicating that Irish scheme to ensure that young people coming to school in the UK will be properly supported?
Michelle Donelan
Under our Government, disadvantaged 18-year-olds in England are now 82% more likely to go to university than in 2010. We want universities to play an even greater role in improving access for those who are disadvantaged, however, so we are asking them to raise standards in schools and colleges; offer flexible and skills-based courses; tackle drop-out rates; and support students throughout university and on to graduation.
Mr Toby Perkins (Chesterfield) (Lab)
Whether we look at the national tutoring programme, which is failing to reach disadvantaged children; qualification changes that Ofqual admits will hamper progress to HE; the disparaging of university courses with higher numbers of deprived students on them; or the falling apprenticeship numbers, the truth is that this is a “Get back in your place” Government who stand as a barrier to aspiration for deprived students. Does the Minister not realise that the Government have not a shred of credibility on this subject? Their policies are the barrier to working-class aspiration, not the solution.
Michelle Donelan
It is a desperate time when we have a question such as that from the Opposition, which is not even really a question. The Government are delivering on our manifesto and enhancing quality, and have aspiration at the heart of everything we do.
Mr Speaker
Order. I think I will decide whether something is in order or not, but thanks for that little lesson for me. Just to say, I do laugh when you talk about policy when the Government have been in power, so I try to balance out the political issues and objections on both sides.
Danny Kruger (Devizes) (Con)
The Higher Education (Freedom of Speech) Bill is one of the most important Bills now before Parliament. When does my right hon. Friend expect the Bill to come back before the House?
Michelle Donelan
I can inform the House that the Bill will be back in due course, and we can guarantee this Government’s commitment to honour our manifesto pledge to strengthen free speech in our universities, because of how important we believe it to be.
Carol Monaghan (Glasgow North West) (SNP)
According to the Government’s own equality analysis of their reforms to student finance, those likely to see a negative impact, with increased lifetime repayments, include female graduates and those from disadvantaged backgrounds. Male graduates and those from more privileged backgrounds will benefit more than average from the changes. Can the Minister explain why policies that will hinder social mobility and undermine equality of opportunity in higher education have been introduced?
Mr Speaker
Order. Minister, that is nothing to do with the question. The problem is that supplementaries have to be linked to the question. If the hon. Lady tries again in topicals, she may just catch my eye.
Gill Furniss (Sheffield, Brightside and Hillsborough) (Lab)
The Parliamentary Under-Secretary of State for Education (Will Quince)
I will certainly join the hon. Lady in those congratulations. Only last week I was with girls playing basketball. It is so important that we encourage girls in particular to take part in competitive sport. We know that there is a massive drop-off from primary to secondary. We are investing significant extra money through the pupil premium as well as £30 million of funding to open up school places after hours. I would be happy to meet her, because I know that she shares my passion in this area. Health and nutrition are really important, and we must get more people playing sport.
Mr David Davis (Haltemprice and Howden) (Con)
Some of the most rapid progress in the world is being made by schools in all countries that use information technology and artificial intelligence to support classroom tuition. Is the Department investigating how we could use that?
Points of Order
Lindsay Hoyle Excerpts(4 years, 1 month ago)
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Bridget Phillipson (Houghton and Sunderland South) (Lab)
On a point of order, Mr Speaker. Have you been given notice that an Education Minister will make a statement to the House on the Government’s response to the Augar review; the future of student and university finance; and the financial arrangements governing student loan repayments? No less than 1,000 days after Augar reported, it seems that the Government are, once more, more interested in briefing journalists than in informing the House on the future of our universities. It is extraordinary that the Government are yet again choosing to announce serious changes to higher education in that way. This morning, students will have seen their hard work belittled by Ministers—
Mr Speaker
Order. You have raised the point of order; you cannot make a speech on it. The Secretary of State may wish to answer you.
The Secretary of State for Education (Nadhim Zahawi)
Further to that point of order, Mr Speaker. As you know, I am making a statement to the House tomorrow.
Ian Blackford (Ross, Skye and Lochaber) (SNP)
On a point of order, Mr Speaker. Can you give me some guidance? Twice in Prime Minister’s questions, the Prime Minister referred to Alex Salmond and talked about him being one of our own, which is quite disgraceful. Alex Salmond has nothing to do with the Scottish National party. He is the leader of—[Interruption.]
Mr Speaker
Order. I am sorry, but I want to hear the point of order, because I have to answer to the question. I must hear the question.
Ian Blackford
Alex Salmond is not a member of the Scottish National party. Indeed, he is a member of another party. Moreover, the SNP has made it quite clear that no parliamentarian is permitted to appear on RT. To be traduced in the way that we were by the Prime Minister is simply unacceptable and he should withdraw his comments.
Mr Speaker
You have absolutely put it on record that Alex Salmond is no longer the leader of the SNP. That was many years ago and, as I understand it, he is now a member of the Alba party. That has now been corrected and I am sure everyone is aware of it.
Chris Bryant (Rhondda) (Lab)
On a point of order, Mr Speaker. You will recall that, yesterday, I raised a point of order about the Prime Minister saying to the House that Roman Abramovich had been sanctioned when it turned out that he had not been. I gather that the Prime Minister has now corrected the record. I wonder whether there is a means of ensuring that, tomorrow, Hansard is printed in gold letters, or red letters, because that is the first time. It is particularly exciting that it has only taken a Russian billionaire to get the Prime Minister to correct the record.
Mr Speaker
I think it has just been gold-plated. It has certainly been registered and you will be able to read it tomorrow.
Richard Graham (Gloucester) (Con)
On a point of order, Mr Speaker. Earlier today, before PMQs, a joint written ministerial statement was published on the decision to waive the right to remain application costs for non-UK personnel of our armed forces who have served at least six years—a cause that was supported by 200 Members of the House in a letter to the Home Secretary some while ago. It provides a clear and affordable pathway to British citizenship for all those, of whatever nationality, who have been prepared to serve the United Kingdom. Could you help to secure time for a debate on that important measure?
Mr Speaker
The hon. Member has been here long enough to know that business questions are tomorrow and he will be wanting to raise this. I will give him a pat on the back because he has done a great job.
Michael Fabricant (Lichfield) (Con)
On a point of order, Mr Speaker. The leader of the SNP may have inadvertently misled the House earlier. He said that no SNP member appears on Russian television. I am told—[Interruption.] I thought he did; perhaps he would like to clarify. I thought he said that every member of the SNP—[Interruption.]—had been told not to appear on Russian television.
Mr Speaker
Order. We cannot both be on our feet at the same time. I would say that is not the case. We will be able to read Hansard tomorrow and if you feel it is not correct, you can come back with a point of order.
Oral Answers to Questions
Lindsay Hoyle Excerpts(4 years, 1 month ago)
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Mr Walker
We recognise some of the pressures facing schools and, indeed, all parts of the economy as a result of rising energy costs. That is part of the reason why we have provided a £4 billion increase for schools in the next financial year, which is allowing them to deliver on all the pressures that they are currently facing.
Robert Halfon (Harlow) (Con)
The Centre for Social Justice report published yesterday showed that more than 100,000 “ghost children” are still not returning to school for the most part, almost 800 schools are missing entirely a class-worth of pupils, and more than 13,000 children in year 11—a critical exam year—are severely absent from school. Will the Department get the proper data to find out where those children are and what is happening to them? Will it do as the CSJ has recommended and use the forecast underspend from the national tutoring programme to appoint 2,000 attendance officers to work with families to get those children back into school and learning again?
Mr Robin Walker
I can say to my hon. Friend that having discussed this matter with Her Majesty’s chief inspector, I know that she does take such impacts into account. Ofsted is offering deferrals to schools facing particularly high levels of staff absence, but I would be happy to meet my hon. Friend to discuss the case to which he refers.
Mr Speaker
Before we move on to the first statement, I assure the House that following the comments made at the start of questions—[Interruption.] I do not think that is appropriate for what I am going to say. You ought to be ashamed. I assure the House that following the comments made at the start of questions, there will be an opportunity to pay tribute to our friend and colleague the late Jack Dromey. [Hon. Members: “Hear, hear.”] That will take place on Wednesday. I am sure that hon. and right hon. Members will welcome the opportunity to pay tribute at that point.
I should inform the House that given the brief period of time available to review the report, I will be allowing the Leaders of the Opposition parties a little longer to question the Prime Minister than is usually the case. I am sure the Prime Minister may wish to take a little longer at the beginning.
Education (Careers Guidance in Schools) Bill
Lindsay Hoyle ExcerptsFriday 14th January 2022
(4 years, 2 months ago)
Commons ChamberRead Full debate Education (Careers Guidance in Schools) Act 2022 View all Education (Careers Guidance in Schools) Act 2022 Debates Read Hansard Text Read Debate Ministerial Extracts Amendment Paper: Consideration of Bill Amendments as at 14 January 2022 - (14 Jan 2022)
Sir Christopher Chope (Christchurch) (Con)
I beg to move amendment
1, page 1, after subsection (4) insert—
“(4A) In subsection (4)(c), omit “the person giving it considers”.”
Mr Speaker
With this it will be convenient to discuss amendment 2, page 1, leave out subsection (5).
Sir Christopher Chope
Let me put the amendment in context, for colleagues who have not looked at the text of section 42A of the Education Act 1997. Under section 42A(4)(c), the Act states:
“The responsible authorities must secure that careers guidance provided under subsection (1)…is guidance that the person giving it considers will promote the best interests of the pupils to whom it is given.”
In other words, the test is a subjective one on the part of the provider, rather than an objective test. My amendment would remove the words
“the person giving it considers”
thereby making it an objective test for the responsible authorities when securing the careers guidance required by the Act.
The context of the amendment is very much about quality. I was delighted that in the debate that took place in Westminster Hall on Tuesday there was much emphasis on quality in careers guidance, and a lot of reference to what the Gatsby rules set out. Let me briefly tell the House about some of the points raised by my right hon. Friend the Member for Tatton (Esther McVey), who introduced that debate. She said how important it is that children know what they want to do when they leave school, but that they will not be able to do that if they are not told about all the career opportunities available to them, the qualifications they will need, and the different educational paths they can take.
For example, when my daughter was at school she aspired to become a member of the veterinary profession, and I am proud to say that that is what she is. However, it was difficult because her teachers said, “Well, I’m not sure you’re going to be suitable for science A-levels”, and obviously without them she would never have been able to get the qualifications to go to veterinary school and attain the qualification that she has. The good advice she got from a teacher at the school meant that she could embark on science A-levels. That is a personal example from my own experience of the importance of quality. I do not doubt that some people at the school would have taken the view that the best thing was for her not to do science A-levels, but on any objective assessment it was the right decision. I therefore agree absolutely with my right hon. Friend the Member for Tatton.
My right hon. Friend went to say:
“The latest report from the Centre for Social Justice says that there is a growing need for tailored, innovative and inspiring career guidance with links to role models and employers.”—[Official Report, 11 January 2022; Vol. 706, c. 211WH.]
I think everybody agrees that that is so, but it is a concern that there is no single place where a young person can get comprehensive Government-backed careers information. The Centre for Social Justice also found that schools are not consistently delivering good quality careers advice. About one in five schools does not meet any of the eight Gatsby benchmarks, a series of internationally respected benchmarks that help the Government to quality assure careers advice in schools. That is very serious.
Everybody seems to agree that the Gatsby benchmarks should be the standard, yet we know that only one in five schools meet any of them. The question I want to pose, in moving the amendment, is this: what are the Government doing to ensure that we get not just careers guidance, but good quality careers guidance? I remind the House of the eight Gatsby benchmarks of good careers guidance: a stable careers programme; learning from career and labour market information; addressing the needs of each pupil; linking curriculum learning to careers; encounters with employers and employees; experiences of work places; encounters with further and higher education; and personal guidance. The fact that so many schools do not even comply with any of them should raise significant alarm bells. That is why my right hon. Friend the Member for Tatton, in concluding her remarks in the Westminster Hall debate, said:
“How do the Government plan to ensure that careers guidance is of a high quality for all pupils, irrespective of where they come from?”—[Official Report, 11 January 2022; Vol. 706, c. 212WH.]
That is the issue.
I am delighted to see the Under-Secretary of State for Education, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart), who was not able to attend the Westminster Hall debate, on the Front Bench. In welcoming him to the debate, may I say how much I appreciate his decision to give Ferndown Upper School in my constituency a significant capital grant for its T-levels programme, which was announced just before Christmas? That is much appreciated. Ferndown Upper School has made enormous progress over recent years under excellent leadership and has expanded its numbers accordingly. If we were able to see an equivalent increase in the quality of careers guidance in schools across the country, we would all be absolutely delighted.
Let me turn to the response to the Westminster Hall debate from the Minister for Higher and Further Education. She said:
“The foundation of making that a reality is careers guidance in our secondary schools.”
She went on to say:
“That is why we are strengthening the legal framework so that every secondary pupil is guaranteed access to high-quality, independent careers guidance. Careers guidance, in itself, is not the panacea; the quality is absolutely crucial.”—[Official Report, 11 January 2022; Vol. 706, c. 224WH.]
How will we ensure that we have that quality, which we are told will increasingly be assessed by Ofsted, if it is going to be constrained? If Ofsted goes to a school and says, “Your provision is not of sufficiently good quality”, the school will be able to say, “Under the guidance—under the existing legislation—we think, or the person giving the advice thinks, that that is the right advice to be given for this child,” and there is no objective test. If the provider thinks that what it has done is correct, there is no possible way of criticising that or exercising any sanctions against it. That is why removing these words is of absolute importance if the Government want to deliver much better quality careers guidance in our schools. That is a small but important point, and I hope that we will get a constructive response from the Minister. If there is resistance to accepting the amendment in this place, perhaps it can be considered in the other place. However, we need to have more than just words about the importance of good quality; we need to ensure that the legislation facilitates it.
Mr Toby Perkins (Chesterfield) (Lab)
Let us start by congratulating the hon. Member for Workington (Mark Jenkinson) on reaching this stage with his Bill. I fully anticipate that he will ultimately achieve his aim of aligning academy provision with current state-maintained provision in the sphere of careers guidance, and I am pleased to give Labour’s backing for this small but important Bill. Careers guidance is an important component of any serious social mobility strategy. For many people, and certainly for people in my family and other young people I have spoken to in Chesterfield, careers guidance and work experience are often the first time that young people really get a chance to put their head up and start looking into the future.
Mr Speaker
Order. Is the hon. Gentleman making a Third Reading speech or speaking to the amendments?
Mr Perkins
Okay, so I will just speak to the amendments. That will speed us up nicely. None the less, I thought it was important to give some background to that point. Let me turn to the amendments tabled by the hon. Member for Christchurch (Sir Christopher Chope). I suspect it would not be a sitting Friday if we did not hear the view from Christchurch. I have often wondered whether a sitting Friday when we did not hear what the residents of Christchurch thought would be followed by a Saturday at all. Today, we have heard their views on careers guidance.
The hon. Gentleman made a number of significant points, and I have good news for him. We in the Labour party share his fear about quality, breadth and objectivity when it comes to understanding whether provision is of a high standard. I think his proposed amendment is not necessarily the way to address that, but several of the Labour amendments to the Skills and Post-16 Education Bill are. Quality and breadth of provision are important so that young people have the opportunity to consider a broad range of alternatives, and some careers guidance may be of a high standard but lack breadth. Our amendments to the Skills Bill—they have been supported by Lord Baker and others, and I hope they will return from the other place—will give the hon. Member for Workington the opportunity to get the assurances he seeks about quality and breadth. I look forward to speaking to the Bill further.
Mr Speaker
Order. If Members wish to speak, it would be helpful if they stood when the Member who is speaking sits down. I am just trying to put some names down.
Julie Marson (Hertford and Stortford) (Con)
Thank you for calling me so early in this debate, Mr Speaker. It is a pleasure to speak in it, and I congratulate my hon. Friend the Member for Workington (Mark Jenkinson) on bringing this Bill before the House.
I want to give a little bit of perspective from my own background. In my maiden speech, I referred to my family background as moving from workhouse to Westminster. My great grandmother was born in a workhouse in the east end of London. She was a foundling and she met my great grandfather in the Foundling Hospital, so they had very modest beginnings. The emphasis in the Foundling Hospital was not on a choice of careers but on set career paths. All the boys who were put into the Foundling Hospital were trained to become Army bandsmen, and all the girls were trained to become maternity nurses—midwives. They did not have a choice in that.
My great grandparents went on to have great careers, in the Army and as a midwife. They met each other in the hospital, and it absolutely changed their lives. They had rewarding careers and their own family, and—workhouse to Westminster—I managed to get here, for some reason. I think that shows the fundamental need for a career and a job to make our lives what we want them to be. That opportunity, which is fundamental to levelling up and everything that we stand for—
Mr Speaker
Order. I want to be helpful, but Members should be speaking to amendments to the Bill and not making Third Reading speeches. I think, unfortunately, you are making one of those, which I would love to hear later rather than now. If you can speak to the amendments and what we are dealing with, that would be helpful to the Chair.
Julie Marson
Thank you, Mr Speaker, for your guidance. On the amendment, I echo what my hon. Friend the Member for Workington said in response to my hon. Friend the Member for Christchurch (Sir Christopher Chope). I think that the Bill, as it stands, answers the questions that it seeks to address, so I support it as it is presented today. But I absolutely agree with my hon. Friend the Member for Christchurch—I like to relate things to personal experience, and I think his daughter’s experience is very telling. It shows us about the cart and the horse. If someone has a vision for the future, they need to know the pathway to get there, so it is important that they have advice at an early stage. I absolutely take what he says, but I think that my hon. Friend the Member for Workington has answered that question.
Chris Clarkson (Heywood and Middleton) (Con)
I will not speak at great length about the amendments, only to say that every time my hon. Friend the Member for Christchurch (Sir Christopher Chope) speaks, I always think that I went to the right university, because like him I am a graduate of Queen’s College, St Andrews, now Dundee University. I was interested in the way that he rationalised the idea of moving to an objective test. He will know that that relies on the man on the Clapham omnibus being the benchmark as the unified standard of quality, shall we say. My hon. Friend the Member for Workington (Mark Jenkinson) eloquently made the point that that could end up baking in that quality.
I can speak only to my own experience. I was dead set throughout most of my A-levels on being a doctor. I have no scientific aptitude, but I convinced myself that that was what I was going to do—
Chris Clarkson
I do apologise, Mr Speaker. We are doing so well today. I have suddenly got louder—that is good.
It took a tutor who recognised that that might not have been my best skillset to point me in the right direction, and I am very glad that she did when she did. It led to a fulfilling career, with one slight blip when I was elected in 2019. I will not support the amendment if it is pressed to a vote, but I have a great deal of sympathy with my hon. Friend’s intentions.
Several hon. Members rose—
Mr Speaker
Order. You are all going to have to stand if you want to speak, because I am having to guess here. If people do not want to speak, can they let their Whip know and at least then I know what I am working to?
Simon Baynes (Clwyd South) (Con)
I commend my hon. Friend the Member for Workington (Mark Jenkinson) on bringing his Bill to this stage, and my hon. Friend the Member for Christchurch (Sir Christopher Chope) on his amendments. I have some sympathy with what the latter said about his first amendment. My own daughter is at university at the moment and she has found the mentoring skills offered by industrialists to be extremely helpful. I agree with the spirit of the amendment but, as my hon. Friend the Member for Workington said, the Bill is well established and structured, and is sufficient as it stands.
On the second amendment, I have made recent visits in my constituency to Ysgol y Grango in Rhos and Ysgol Rhiwabon, and I have seen how keen students are there to discuss their future career prospects. The more that we can satisfy that thirst for knowledge, the better, especially by bringing professionals into schools to provide their experience.
I respect very much the spirit of the amendments tabled by my hon. Friend the Member for Christchurch, but I feel that the Bill is sufficient as currently constituted, as my hon. Friend the Member for Workington said.
Joy Morrissey (Beaconsfield) (Con)
I thank my hon. Friend the Member for Workington (Mark Jenkinson) for long championing all things education and for standing up for children. I have seen him, not just in respect of this Bill but on many other occasions, be a lone voice for children and for opportunities in education.
I appreciate the issues raised by the amendments. I agree that we need further scrutiny in that respect and to look into how we can help to give tailored support to everyone in need. In particular, clause 1, which extends the careers duty to all pupils to secure education in all types of state-funded provision—particularly alternative provision—is excellent, but the amendment talks about giving advice to all from one set point and I have an issue with that. We could look at further ways to dig down into a bespoke way of targeting, perhaps through a funding settlement agreement that provides a funding incentive for those providers that are able to get students into an apprenticeship successfully. The school could get an economic settlement for that in the same way as applies when students are able to get into university at sixth-form level.
From my previous work, I have found that alternative provision is often overlooked—it is often the way in which schools shunt off students who are more challenging and they are not then given the support that they need. When I worked in disadvantaged areas and with schools with low skills, my concern was that children were being taken out of the main school, put into alternative provision and then left at 16 with no qualifications, no help, no skills and no guidance. I appreciate the fact that the Bill and the amendments are trying to target that inequality.
The nuanced issues raised by the amendments are great but I would go even further. Clause 1(3), which extends the duty to secure careers guidance to academies and alternative provision, is welcome, but I would like to see a way of incentivising schools to pursue apprenticeships and to stress that they should. Many schools do not pursue apprenticeships because it takes a lot of time to liaise with the businesses and with the educational provider. Schools need an extra financial settlement or incentive to do it correctly, so we should look at how to move that forward. I know we are not allowed to discuss that in a debate on a private Member’s Bill, but I wanted to put that out there as we are discussing the amendment.
This is a nuanced issue. If things are done correctly, the Bill could help the levelling-up agenda throughout the UK. This is where children are falling through the cracks. They are being put through their paces until they are 16 and then left. They are not being diagnosed with learning difficulties and they are not being given careers advice, which would help the most disadvantaged access the career choices that they need.
I love that the amendments and the Bill are looking at how we target young people—people younger than 16 to 18. Young people from a disadvantaged background who have no family member in a job or career need to be told which A-levels to study. They need to be told that they need a triple science if they want to do something science related. If a young person does not come from that background, they have no idea that that is something they should be doing. This is a way to give that information to every child from every background. The immigrant child might be the only member of the family who speaks English as their first language. They are trying to navigate the British system and this kind of careers advice can give them the levelling-up advantage that they need.
I welcome the Bill and think that we can look further at these amendments to find a way to make the Bill as sharp and crisp as we possibly can.
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
You are very kind, Mr Speaker, and it is lovely to be here with you this Friday morning.
What a very interesting debate we have had on the amendments of my hon. Friend the Member for Christchurch (Sir Christopher Chope), even if some of our colleagues have been so anxious to get onto Third Reading. I can understand why, but we do have a couple of very important amendments to discuss.
I must declare a small amount of interest: I grew up very close to my hon. Friend’s constituency. Many is the time that I have cycled past Ferndown Upper. I am delighted to hear that it is joining us on the T-level journey, which will help transform the lives of so many young people who want to have excellent vocational training as well as qualifications that have been designed with employers. They want to get that really serious long-term experience on the job while they are still at school or in college, knowing that they are getting the skills that the economy needs. I am absolutely delighted that Ferndown is part of that journey.
I often think of my hon. Friend when I am reading the Anglo-Saxon Chronicle, which is one of my favourite early medieval texts. As you will know well, Mr Speaker, after King Alfred the Great died, his nephew, a nobleman, tried to seize the throne. He did so by starting at Tweoxneam, which is the archaic name for Christchurch. Whenever I think of that noble rebel of old, my mind sometimes flits to my noble friend from Christchurch today.
The thrust of my hon. Friend’s amendments is extremely important, because it focuses on quality, and the quality of our careers advice and careers service that we intend to provide young people is paramount. This was something that was central to a debate on Tuesday in Westminster Hall, which, sadly, I was unable to attend. Those present got the Minister of State instead of the mere Parliamentary Under-Secretary of State, so they benefited from my absence.
The work that we are doing in the Department for Education centres on this very important issue of quality, and there are a number of changes that we have introduced, and are introducing, on that score. One key thing the Secretary of State has done is commission Sir John Holman to undertake a review of careers advice in the round, not just for young people, but for adults and those furthest from the workplace. I met Sir John yesterday. His work is coming along extremely well. We are looking forward to getting the formal findings of his report in the summer. We are also seeing accelerated progress in schools and colleges of the enterprise adviser—
Mr Speaker
Order. I think the Minister is almost in danger of doing his Third Reading speech. This is about the amendments—whether we do or do not support them and where we are going with them. I think Members would like to hear this speech in the Third Reading debate rather than now.
Alex Burghart
Absolutely, Mr Speaker. The thrust of my hon. Friend’s amendments is about quality in the careers service, which is very much where I was trying to go in my remarks. I will speed ahead to the specifics, and perhaps we will come back to the general points on Third Reading.
Given the challenges that young people have faced throughout the pandemic, there has never been a more important time to help them plan for the future with confidence. That is why, as I say, we are focusing on quality. That said, the two amendments that my hon. Friend the Member for Christchurch has tabled, however well intentioned, are unnecessary.
Alex Sobel (Leeds North West) (Lab/Co-op)
I very much welcome the hon. Member’s Bill and the speech that he is giving. Careers advice has come on a long way in the last 50 years. I am sure that we all remember the scene in “Kes” where my constituent, the former lord mayor of Leeds, Bernard Atha, played the careers teacher who gave Billy and all the boys and girls in the school exactly the same careers advice. Although that was a drama, it reflected what happened in the sort of communities that we represent.
The quality of careers guidance depends on the person giving it. We have NVQs at levels 4, 5, 6 and even 7 in higher education for careers guidance, so it is a profession in and of itself. It is not just an add-on or to be left to online quizzes, but that is what has happened to my child at school, so there is still a long way to go. We need to professionalise careers guidance and see it as something in and of itself, not just an add-on.
Mr Speaker
Order. I think the hon. Member knows that an intervention is not meant to be a speech. You can speak—I will put you on the list—there is no problem there.
Mark Jenkinson
Thank you, Mr Speaker, and I thank the hon. Gentleman for making that important point. I will talk later about funded bursaries and the training that is available for careers leaders, and will explain how the Minister’s Department is putting careers leader training at the forefront of careers advice. We cannot abandon our children to the whims of fortune without a map, a compass or a torch to light the way.
The Bill is particularly timely given the disruption and disorientation caused by covid-19. It is hardly surprising that young people are worried about their education and employment prospects in these unprecedented times. Uncertainty and change inevitably fuel anxiety, and covid-19 has forced many young people to reconsider their options and look again at their career paths.
As I said in my earlier speech, unexpected change and challenges are not necessarily bad. They can open new doors, and encourage us to be adaptable in our goals and innovative in our approaches. Difficult experiences can help us to see new opportunities that we may not have considered before, bringing out latent talents and teaching us new skills. However, the support structures and safety nets must be in place to help young people. It is incumbent upon us—indeed, it is our duty—to help our children to negotiate these obstacles and to encourage them when they lose their way, or, even worse, lose faith in themselves.
In my constituency, as in others across England, there are pockets of deprivation, unemployment and sometimes, I have to say, hopelessness. I am acutely aware of the stark disadvantages faced by so many young people. They have so much to contribute, but so often they are written off too soon. If we are serious about “levelling up”—if it is to be more than just a slogan or a soundbite—giving all children access to good-quality careers advice is one of the most important weapons in our fight against poverty and despair. We must leave no child behind.
Providing this enhanced careers education and guidance makes economic sense too, as it will contribute to a high-skills and high-productivity recovery. The Bill will help all young people to develop the skills and attributes that will enable them to succeed in the workplace, and in some cases it will nurture the community leaders of the future.
School Openings: January 2022
Lindsay Hoyle Excerpts(4 years, 3 months ago)
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Mr Speaker
Order. We do not need any extra comments, Mr Gullis. You were hoping to catch my eye and I was thinking about coming to you next, but you obviously do not want me to.
Alex Burghart
I thank my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton), the former Children’s Minister, for his remarks. We are absolutely determined to do everything that we can to keep schools open. My right hon. Friend the Member for Harlow asked how we are going to maintain the workforce. I remind the House that during the surge of the delta variant, the Department created the workforce fund, which enabled the vast majority of schools to stay open, even in the teeth of that variant. We still have the workforce fund, and intend to say more about it in the next few days.
Mr Harper
On a point of order, Mr Speaker. You heard me ask the Minister, in the urgent question, whether there were plans for a press conference today. No. 10 has now confirmed that the Prime Minister and the chief medical officer will be carrying out a press conference. No. 10 has briefed the media that new information and the latest data on omicron will be provided. I understand that the chief medical officer was scheduled to give evidence to a Select Committee this afternoon. That has now been postponed until tomorrow, so it looks like the new information, instead of being provided first to Members, will be provided to the media. Have you had any notice of an intention of a Minister to come to the House at the end of business today to update Members on the booster roll-out and the latest information about omicron so that we can ask questions on behalf of our constituents?
Mr Speaker
Nobody has been to see me about a statement, but of course my office door is open, and I hope that those on the Front Bench will be listening to me say that I would welcome that statement. Once again, I say that Members of Parliament are elected to this House to hear things in this Chamber, not on the media. I hope the message goes back that new information should be shared with Members of Parliament. I would like to believe that somebody will be knocking on my door very shortly to say, “Can we have a statement later?”, and of course I would welcome that statement.
Sarah Green (Chesham and Amersham) (LD)
On a point of order, Mr Speaker. The hon. Member for Winchester (Steve Brine) asked where were the Lib Dem MPs at this very important urgent question. I may be new to the House, but I point out that I am a Liberal Democrat and I asked my question right after the hon. Gentleman, who is no longer in his place. I am sure it was an oversight and that all can be forgiven, but can I please ask that he withdraws that comment for the record?
Mr Speaker
The good news is that you have corrected the record, and yes, we can all see that you are here.
Oral Answers to Questions
Lindsay Hoyle Excerpts(4 years, 3 months ago)
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Nadhim Zahawi
I thank my hon. Friend for highlighting the great work of our schools. I would be happy to meet him and the headteacher of the high school, Ms Hubert, to discuss plans for how we can build on the success of pupils in Bury.
Mr Speaker
We now come to Bridget Phillipson and welcome her as the new shadow Secretary of State.
Bridget Phillipson (Houghton and Sunderland South) (Lab)
Thank you, Mr Speaker. I thank the Secretary of State for his warm welcome, and welcome his intention to make a statement later today on the tragic death of Arthur.
The Secretary of State will be aware that in the north-west and the west midlands, just 40% of children aged 12 to 15 have been vaccinated. Will he use the Christmas holidays to vaccinate our children, support schools in planning for next term and get ahead of the virus?
Several hon. Members rose—
Mr Speaker
After the sad news that he has announced— that he is stepping down at the next election—I call Barry Sheerman.
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
Thank you, Mr Speaker.
Is the Secretary of State aware that in the 10 years that I chaired the Select Committee on Education, one point came through really strongly—that every bit of money that we put into early years is the best investment that we can possibly make? When are we going to take that seriously and have good, accessible and cheap pre-school care, and the best Sure Start and children’s centres, like those we created under Tony Blair?
Arthur Labinjo-Hughes
Lindsay Hoyle Excerpts(4 years, 3 months ago)
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Nadhim Zahawi
I am grateful to the hon. Lady for her words, and especially for her final few sentences about the way that we should remember Arthur, and the fact that there are family members grieving for him today.
The hon. Lady makes a powerful point about making sure that we continue on the path to improvement. Having spent a good amount of time as Children and Families Minister in the Department, I think that the team has really focused on those improvements in children’s social care. The hon. Lady said that we have a long way to go. I recognise that there are challenges, but it is also worth praising the teams both in the Department and in local government up and down the country. Not that long ago, only about 37% of local authorities had a good Ofsted inspection. The one thing I would correct her on is that it is not so binary as pass and fail, because, actually, it is very much about areas of improvement in children’s social care. That 37% has now risen to 57% of local authorities that have a good inspection.[Official Report, 16 December 2021, Vol. 705, c. 5MC.] Of course, we will have to continue on that path and keep going further. None the less, I am very pleased to see her supporting the course of action that we are taking today.
Budget Resolutions
Lindsay Hoyle Excerpts(4 years, 4 months ago)
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Mr Speaker
I inform the House that I have not selected any amendments to the motion.
Nadhim Zahawi
I know that Mr Speaker is looking at his watch, so perhaps the hon. Lady will forgive me if I make some headway and let others into the debate.
Nadhim Zahawi
Indeed, Mr Speaker. We are investing £2.7 billion of capital funding to improve provision for pupils with special educational needs and disabilities.[Official Report, 2 December 2021, Vol. 704, c. 10MC.] That funding represents a significant investment in high needs provision and will help to deliver tens of thousands of new places for some of the most vulnerable children in our country. Over the next three years, we will provide £259 million to expand the number of places available in secure and open residential children’s homes. That will provide high-quality, safe homes for some of our most vulnerable children and young people.
We will also support families through our adoption strategy. That will go a long way to improving the process of matching children who need a home with the adopters who are desperate to provide one for them. That means encouraging all those who can provide a loving home to come forward, not just those from a narrow, rather middle-class demographic. We will, in due course, see more centres of excellence for our regional adoption agencies.
Every child deserves to grow up in a secure and loving home and every single one of us, young and old alike, deserves to live in a community where we feel safe. The whole country has been shocked to the core by the recent violent attacks on people who have been walking home or out enjoying themselves, especially vulnerable young women. This is simply unacceptable. We promised to recruit an extra 20,000 police officers in 2022-23 and we are putting an extra £540 million into recruiting a further 8,000 additional police officers. We are allocating £42 million for new crime and drugs programmes. That will help to fund our Safer Streets programme and will help more people to improve home security, especially in areas that have a high incidence of burglary, car theft and robbery. We have always taken a zero-tolerance approach to crime, and tackling drugs is a priority, especially through our county lines programme. We will set up a national crime and justice lab to analyse crime reduction and prevention data.
Part and parcel of keeping our streets safe is making sure that those who threaten that security are dealt with quickly and efficiently through our criminal justice system. The covid pandemic has had a massive impact on this, so we are making an extra £2.2 billion available to manage the increased number of offenders being brought to justice and to reduce backlogs in criminal courts. There will be an extra 20,000 prison places, which builds on the additional 18,000 prison places that we announced at the last spending review, plus a further 2,000 temporary places. That represents the largest prison-building programme in a generation.
For those people who have been victims of crime, we will increase our support services to over £185 million a year. Security, safety and support are going to underpin our public services, but we must also take a proactive approach to make sure that all our communities are vibrant, resilient places where people can live, learn and work. One of the chief ways to make sure that everyone can get from A to B smoothly and efficiently is through world-class public services, and we will need world-class local transport systems. The investment there makes a huge difference across the board.
I know that you are anxious about the time, Mr Speaker, so I will conclude. This Budget will provide billions of pounds to deliver the public services that the British people deserve. It puts skills, schools and families at the centre of everything we do and it embeds levelling up throughout all our services and our national infrastructure. The Budget is a clear statement of intent: world-class public services backed by £150 billion a year in cash terms.
Oral Answers to Questions
Lindsay Hoyle Excerpts(4 years, 4 months ago)
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Nadhim Zahawi
I am pleased to hear that Orchards Academy is one of the first 100 schools to benefit from the schools rebuilding programme. I will certainly join my hon. Friend on a visit.
Carol Monaghan (Glasgow North West) (SNP)
The presence of anti-vaxxers outside schools throughout the United Kingdom is something that should concern us all, particularly as we enter the winter months. What work is the Secretary of State doing to ensure that young people are safeguarded against dangerous misinformation, and what work is being done to counter the misinformation that they are being given?
The Minister for Further and Higher Education (Michelle Donelan)
I, too, was horrified by what has happened in regard to Professor Stock, who has had to resign due to sustained harassment and bullying. This cannot be tolerated on our campuses, which is why the Government are delivering a freedom of speech and academic freedom Bill that will ensure that universities not only protect, but promote free speech. I welcome at this opportunity—
Munira Wilson (Twickenham) (LD)
I was shocked to learn on a recent visit to St James’s Catholic Primary School in Twickenham that parents were being asked to donate to fund pupils’ recovery from the pandemic. Although last week’s announcement was welcome, it is still only a third of the amount that the Government’s own adviser recommends for education recovery. Will the Minister commit to the additional £10 billion?
Tulip Siddiq
On a point of order, Mr Speaker. Can I ask the Secretary of State to clarify what he meant by “3,000 family centres”, because we know that they are not 3,000 family hubs?
Mr Speaker
Does the Secretary of State want to answer? Does somebody want to clarify whether that is right or wrong? Secretary of State, go on.
Nadhim Zahawi
The family hubs are a new investment. There are local authorities that have reconfigured how they do things, but there are 3,000 centres that serve those families in different ways—that may be virtual or physical.
Mr Speaker
We are not going to prolong the debate further, so we will move on to the urgent question.