English for Speakers of Other Languages

Marion Fellows Excerpts

Wednesday 3rd July 2019 Westminster Hall

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

It is a pleasure to serve under your chairmanship, Ms Dorries. I congratulate the hon. Member for Birmingham, Edgbaston (Preet Kaur Gill) on securing this important debate, and I congratulate all the others who were inspired to take part, even if they did so quite late on.

The hon. Member for Birmingham, Edgbaston spoke authoritatively about the problems faced by refugees struggling to learn English in England. She spoke fluently on an issue that she obviously cares passionately about and gave many relevant examples of why it is so important. The hon. Member for Henley (John Howell) spoke about the all-party group on social integration and was able to inject an objective view as there are not many refugees in Henley. He gave us good information about the Council of Europe and the linguistic integration of adult migrants programme. I was not aware of it per se, but it is something that we can all take from here.

The hon. Member for Halifax (Holly Lynch) referred to the 60% drop in ESOL funding in England and talked about the work of her all-party group in trying to push Government Departments into doing better. The hon. Member for Hornsey and Wood Green (Catherine West) talked about funding for Syrian refugees and reminded us all that it is only two weeks since Refugee Week. I, too, was inspired by some of the refugees I met in Parliament during that time. She talked about funding, the JAN Trust and the wage levels of ESOL teachers. As a former further education lecturer, I can vouch for the fact that no one in FE is a slacker. You have to be nimble, light on your feet and able to do several jobs at once, but the sector will always manage to retain staff if they are paid appropriately.

[Catherine West]

I want to reiterate the point that someone often needs to be more skilled to teach in an FE setting than in a standard school setting. Does the hon. Lady agree?

[Marion Fellows]

I do indeed, based on my own long experience and that of my friend who is in the Gallery listening to this debate.

The hon. Member for Keighley (John Grogan) hosted a conference on integration and he talked about how the ability to speak English is liberating. I loved the idea of Keighley College doing a course in driving test theory with English. We often need a hook to draw people in and to get funding—again, another problem in further education—and that is a real winner.

The Scottish Government are committed to the principle that all Scottish residents for whom English is not a first language should have the opportunity to access high-quality English language provision. Access to English language lessons allows people to acquire the language skills to enable them to participate in Scottish life: in the workplace, through further study, within the family, the local community and Scottish society, and through the economy. It is one of the joys of life to hear immigrants from all over the world speaking with a broad Scottish accent.

Language skills are central to giving people a democratic voice and supporting them to contribute to the society in which they live. Scotland’s population at the last census was recorded as 5,295,403. The census also showed that more than 310,000, or about 5%, of that population over the age of three spoke a language other than English in the home. ESOL learning is crucial in supporting residents in Scotland for whom English is not a first language. It equips those residents with the communication skills necessary to contribute and integrate economically, culturally and socially, as we have heard from all the speakers today.

To support the delivery of the ESOL programme in line with the national strategy, during 2016-17 funding of almost £1.5 million was allocated to community planning partnerships, which are wide ranging in Scotland. As a result, almost 13,000 learners were recorded as accessing provision, a 24% increase on the numbers recorded in the previous year. Funding is necessary and must be given to promote ESOL. Some 20% of those learners achieved a Scottish Qualifications Authority accreditation, which represents almost 21% of the total number of learning opportunities made available. A total of 129 projects were proposed for the fund and 116 are reported as being complete, giving a 90% completion rate, which is, from my own experience, extraordinary.

Society has changed since the 2007 adult ESOL strategy for Scotland was first launched. Social, political and economic factors have impacted on ESOL provision; these include a change in the profile of refugees and asylum seekers coming to Scotland, and migrants become part of settled communities. There have also been changes to the requirements for English language skills for immigration and welfare benefits and the reform of public services following the Christie commission on the future delivery of public services report. Public services in Scotland are adapting to cuts in funding under Tory austerity, while technology becomes increasingly prevalent and public services and personal lives are challenged to maximise the use of technology, which someone cannot access and use if they do not have the language skills.

We know more about the ESOL provision in Scotland, including who delivers it, how it is delivered and what is delivered. As a result, the Scottish Government refreshed the English for speakers of other languages strategy for adults in Scotland. The refresh provides an updated and informed context for the provision of publicly funded ESOL in Scotland. It sets it in the broad context of learning in Scotland with the expectation that providers will look at the broader context to inform the direction of provision.

We in the Scottish National party believe that refugees and asylum seekers should be welcomed, supported and integrated into our communities from day one. The New Scots refugee integration strategy for 2018 to 2022 sets out a vision for a welcoming Scotland where refugees and asylum seekers are able to rebuild their lives from the day they arrive. The strategy commits to better access to essential services such as education, housing, health and employment. It recognises the skills, knowledge and resilience that refugees bring, and aims to help people settle, become part of the community and pursue their ambitions. There is not a hostile environment for refugees in Scotland.

[Catherine West]

I am grateful to the hon. Lady for taking a second intervention. Would the Scottish National party join with others in the House to support the Lift the Ban campaign to lift the ban on asylum seekers working once they have done their paperwork?

[Marion Fellows]

Absolutely, because the ban undervalues people and the skills that they can bring into the UK. As has already been stated, many refugees bring really good skills with them. If they can then learn English, they can contribute a huge amount to the economy and our society.

In 2010, the literacy action plan emphasised the Scottish Government’s commitment to raising the literacy skills of Scotland’s citizens. The strategic guidance, “Adult Literacies in Scotland 2020”, notes the importance of literacy and language skills for ESOL learners:

“Some adults whose first language is not English may have reading, writing and number difficulties very similar to those encountered by ‘traditional’ literacies learners, due to limited schooling in their first language or because they come from a mainly oral culture.”

It is important to support people whose first language is not English to become full and active citizens. Those adults can make an important contribution to the economic success of Scotland, but to do so they must be able to read, write, speak and understand English. I talk a lot about Scotland, which is my role here, but much of what I am talking about could happen in England as well, with the political will.

For young adults, the 16-plus learning choices framework is a commitment in the senior phase of education that guarantees a place in learning for every eligible young person who wants it. It is the model for helping young people to stay in learning post-16. Provisions that support ESOL learners to find employment have great returns personally, socially and economically. Economic integration can help to reduce isolation in a new country. Increasing the opportunities for individuals to develop and use their skills as best they can is not just a strategy for improved economic performance. It is also an effective way of improving the satisfaction and security of work, promoting the health and wellbeing of individuals and enhancing the fabric of our communities.

Language learning remains an important curriculum area in schools and is supported by “Language Learning in Scotland: A 1+2 Approach”. That policy is aimed at schools, but it notes the potential of language learning in general. Work-based ESOL and ESOL for employability can be considered in the context of the Government’s employability and economic strategies. Refreshing the employability framework for Scotland provides a framework that focuses on jobs and growth and recognises the importance of ESOL in helping to address inequality issues that impact on employability. Providers and practitioners report that migrant workers are now becoming part of settled communities in Scotland. ESOL learners in general are becoming less transient. In that regard, I thank those who work tirelessly to improve the lives of Congolese and Syrian refugees who have settled in my constituency. Those people are welcome, and they contribute to our communities.

Refugee Action has made five recommendations for change and I think it important to restate them. It wants a fund to be created to allow all refugees to receive a minimum eight hours a week of formal, accredited English language teaching. It wants the Government to publish an ESOL strategy for England. It wants to ensure that all refugees have access to ESOL. It wants free English teaching to be provided to people seeking asylum in England from the point of their asylum claim. It wants a national framework for community-based language support to be facilitated. Community-based language support is so important. I have talked jokingly—but perhaps I was not joking too much—about asylum seekers and refugees speaking with a Scottish accent. That absolutely helps to empower them, and to embed them in their communities. When the weans start school at five the mothers know what is going on at the school gate.

All those asks are in line with the SNP Scottish Government strategy. Will the Minister commit to providing for them in England?

Special Educational Needs

Marion Fellows Excerpts

Wednesday 20th March 2019 Westminster Hall

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

I will make every effort to go faster, Mr Davies. It is a pleasure to serve under your chairmanship. I congratulate the hon. Member for York Outer (Julian Sturdy) on securing the debate.

It was a real privilege to listen to the powerful evidence of the young people who spoke to the Education Committee yesterday morning. They forcefully and movingly shared their experiences of school, college and university. Representatives from RIP:STARS talked about the research they had carried out with Coventry University on EHCPs and their experiences of them. Young people who are supported by my AFK and who have experience of accessing further education and employment focused on their experiences of post-16 provision. And young people who are supported by the National Deaf Children’s Society and who have current and recent experience of secondary school spoke about their experiences of school.

I ask the Minister to view the footage of yesterday’s evidence gathering session and not to wait for our report, which is due to published just before the summer recess. The footage is moving and could be fundamentally life changing if we addressed the issues those young people raised in telling us about their experiences.

In Scotland, the Scottish National party believes that all young people and children are entitled to the support they need to reach their full learning potential—education to go out and lead forth. Scotland has a system that focuses on overcoming barriers to learning and getting it right for every child. About 16,000 school-aged children in Scotland have learning disabilities. Education authorities have statutory duties to ensure that pupils with additional support needs who are due to leave secondary school are supported in making that transition. I am not going to pretend that everything in Scotland is perfect—it is not—but we have the advantage of a Government who promote collaborative working among all those supporting children and young people at the heart of the system, and an Act that sets out the rights of young children and parents.

In addition, through the national implementation of their action plans, “Getting it right for every child” and “Delivering excellence and equity in Scottish education”, the Scottish Government are working to improve outcomes for children and young people with special needs. The Scottish Government have published an implementation framework for the delivery of the Scotland learning disability strategy, which outlines the vision for children who have learning disabilities. The Scottish Government also work closely with Dyslexia Scotland and others to produce resources for schools and to ensure that children and young people with dyslexia are able to realise their potential. Similarly, they support pupils with autism, and, working with Autism Network Scotland, have produced an autism toolbox that provides information to help the identification, support and planning of learning for pupils with autism, as well as helping teachers with their professional development.

The Scottish Government are investing to ensure that the resources are in place to deliver on their commitments to all pupils, including those with special educational needs. One of the challenges we face in Scotland is that a no-deal Brexit would have a catastrophic effect on staffing levels and EU grants, which are vital to our education system and help children and young adults.

I hope the Minister will look at the recent footage of every evidence gathering session held by the Education Committee. I think we can all agree that all children should receive the best possible education that not only prepares them for academic success but fits them to be the citizens of the future. No matter what our Government or party allegiance, we should all seek to give our children the best education we can.

Primary Schools: Nurture and Alternative Provision

Marion Fellows Excerpts

Wednesday 13th February 2019 Westminster Hall

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

It is a pleasure to serve under your chairmanship, Sir Christopher. I congratulate the hon. Member for Mansfield (Ben Bradley) on securing this important debate. It is good to see so many fellow colleagues from the Education Committee in attendance.

Nurture groups are recognised as the best way forward for children, especially those from a disadvantaged background. In Scotland, we have a system that we call “Getting it right for every child”, which is the basis of how children are put at the centre of any educational initiative. Having been a member of the local education committee when I was a councillor, I can tell hon. Members that this GIRFEC policy is well thought of, well established and well used across Scotland.

Nurtureuk has pointed out that there are more nurture groups in Scotland, especially in Glasgow, Angus and West Lothian, than in the rest of the UK, which sends a signal that education in Scotland is setting about things in the best way possible. Indeed, the First Minister has made the closing of the attainment gap—the gap between children from the poorest and richest households in Scotland—the cause célèbre of this particular term of office.

All children and young people deserve to get the support they need to reach their full learning potential. The evidence for the use of nurture groups to do that is long-established. Children and young people should learn in the environment that best suits their needs, whether that is in a mainstream or special school setting. Ninety-seven per cent. of children with additional support needs are educated in mainstream schools in Scotland. The Education (Additional Support for Learning) (Scotland) Act 2004 places duties on education authorities to identify, provide for and review the additional support needs of their pupils.

In my time on the Education Committee, in particular in this Session, as my colleague the hon. Member for Mansfield said, there has been a lot of focus on SEND issues. We are still taking in evidence. I do not think that there is any debate or difference across the Chamber about the need to focus on giving all our young children the best possible start in their educational life, even if they come from a background that does not lead them to know what education should be like.

The phenomenon is not new. I remember many years ago talking to a teacher who could not believe that young children were coming into school unable to hold a book. If that was 40 years ago and that experience is replicated across the UK, it must be even worse now. Children might well be able to use a tablet, but many of them do not understand the value of books.

Nurture groups help to give children, teachers and the support-for-learning assistants in schools a real insight into pupils and how they can best develop. They also help to develop resilience in children. Nurture UK defines the outcomes from nurture groups as greater academic attainment and improved behaviour. As we all know, if children are to learn, they need to be in the right state to behave and to sit and listen. A large mainstream classroom is not necessarily the best place for that to happen; nurture groups are typically much smaller. As my friend and colleague on the Education Committee, the hon. Member for Mansfield, has said, nurture groups can be on site. It is important that children feel part of the main school, because that helps them to improve their behaviour.

Nurture groups also help to improve attendance and reduce exclusions, which is an important point, and they can help to provide a whole-school ethos. It should not simply be about those children in a small group in one area of the school. Where nurture groups work well, the whole-school ethos is affected and improved. I can give a simple example. My granddaughter, who is educated in Perth, comes home and says things such as, “I can’t do this yet,” which is a huge improvement on “I cannae dae that”—full stop—which I used to hear from students who came to me in further education in West Lothian. When people start to nurture young children by saying simple things like that, it really improves their life chances.

[Emma Hardy]

On school ethos, is the hon. Lady as concerned and deeply disturbed as I am by recent comments in the press about “flattening the grass” policies? The CEO of one academy trust advocates going into assemblies and bullying and humiliating a child until they are in tears as a way to intimidate the rest of the children into silence. Does she agree that that is not the kind of ethos that we want to promote in our schools—one where children are bullied or shamed until they cry if they do not behave themselves?

[Marion Fellows]

I totally agree that that is not the way that children should be helped to learn.

I do not want to stray too far from the point, but I did not know much about the English education system until I joined the Education Committee in 2015. It was a steep learning curve and I still struggle with the idea that schools are not run by local authorities, that different types of schools can be run differently, and that some schools are seen as “good” by Ofsted because there are not many exclusions and because they get high academic results. I agree with other hon. Members that it is better for everyone in the community, and for society at large, to have children who come out of school as better people, more enriched, curious and ready to learn in different ways, rather than simply being able to pass a standard exam.

In my experience of teaching in further education colleges, I saw many children who were damaged by a school system that did not suit them. I am not saying that the Scottish ethos and the Scottish way are perfect, because no education system can be, but putting children at the heart of the education system and committing to getting it right for every child is the best way forward. I would like to hear the Minister’s views on that.

Special Educational Needs and Disabilities Funding

Marion Fellows Excerpts

Tuesday 12th February 2019 Westminster Hall

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

It is a pleasure to serve under your chairmanship yet again, Sir Gary, and I congratulate the right hon. Member for Twickenham (Sir Vince Cable) on securing this important debate. Hon. Members will not be surprised to hear that I will not reiterate what others have said or mention individual Members, but I will give the Scottish perspective on this issue.

In Scotland, like here, we believe that all children and young people deserve to receive the support they need to reach their full learning potential. The Scottish system focuses on overcoming barriers to learning and on “Getting it right for every child”, known as GIRFEC. Children and young people should learn in the environment that best suits their needs, whether that is a mainstream or special school setting. Some 97% of children in Scotland who need additional support are educated in mainstream schools, and the Education (Additional Support for Learning) (Scotland) Act 2004 places a duty on education authorities to identify, provide for and review the additional support needs of their pupils. Local government financial statistics for 2016-17 show a 0.3% increase in real-terms spending on education, and £610 million of that was on additional support for learning—a real-terms increase of 2.3%. Teacher numbers have also increased, as have numbers of support staff.

Despite challenging circumstances, children and young people continue to achieve, and in 2016-17, 87% of school leavers with additional support needs had a positive follow-up destination—a 5% increase on 2011-12. The Scottish credit and qualifications framework highlights an interesting statistic, because 69% of school leavers with SEN left school with one or more level 5 qualifications. That is important for people with special educational needs, because such achievements help their employment possibilities and give them and their parents a far better sense of worth.

The 2004 Act places a duty on education authorities to identify, provide for and review the additional support needs of their pupils, including those with dyslexia. The Scottish definition of dyslexia has been developed by the Scottish Government, Dyslexia Scotland, the cross-party group on dyslexia in the Scottish Parliament, and a wide range of stakeholders.

Members have mentioned autism, and in 2018 the Scottish Government published “The Scottish Strategy for Autism: Outcomes and Priorities 2018-2021”. That document sets out the priorities for action to improve outcomes for autistic people, including support for improved educational outcomes for children and young people with autism. The SNP understands the importance of autistic people and their families being understood and welcomed within their communities.

The budget passed recently in the Scottish Parliament helps with concessionary travel schemes that allow disabled people to access education and employment opportunities, and Companion Cards are given to parents or carers to help with that.

With new powers over disability benefits coming to the Scottish Parliament, a Scottish social security agency—Social Security Scotland—has been established, with dignity and respect at its heart. The Scottish Government will maintain disability benefits, not cut them, and ensure that they remain universal, rather than means-tested. In Scotland, the carer’s allowance supplement is available to those who care for people who are sick or disabled, and it puts an extra £442 into carers’ pockets, which is important for parents who have children with special needs. I received an interesting briefing from the Association of Educational Psychologists, which is concerned that local government funding and changes to school funding arrangements are preventing it from doing its job as well as it would like.

I am a member of the Education Committee, and we are conducting an inquiry into special educational needs and disabilities. I have listened to the concerns raised by hon. Members this afternoon, including on issues that have been considered by the Committee. We have taken evidence from children and parents, local authorities, schools and other interested parties, and we look forward to more input from hon. Members here today. I look forward to the eventual publishing of the Committee’s report and recommendations, and to an effective Government response. In that regard, I urge the Minister to look at the good work being done in Scotland.

Apprenticeships and Skills Policy

Marion Fellows Excerpts

Tuesday 8th January 2019 Westminster Hall

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

It is a pleasure to see you in the Chair again, Sir David, in the new year, chairing this very interesting and far-reaching debate, in which there have been widely differing views. I congratulate the hon. Member for Bradford South (Judith Cummins) on securing an important debate. I am a member of the Select Committee on Education. Many of the topics she discussed are close to my heart. I have learned very much from being on the Committee in the past three years about English education and about the differences within education.

There are huge differences between Scotland and England with regard to the ways in which modern apprentices are trained, and how apprenticeships work. In fact, when I was a further education lecturer at West Lothian College, I delivered programmes as part of modern apprenticeships, and it was always a delight when the college took on modern apprentices who went right through the programme and also picked up academic qualifications. Some also worked hard to gain a degree in their chosen subject.

It is always a pleasure to be part of people’s development, and the Scottish Government feel strongly about apprenticeships and skills development in Scotland. One of the first things that happened when Tata Steel was sold was the securing of apprentices by Dalzell Works in my constituency to ensure that they were able to continue and finish their apprenticeships. It is important that Scotland is seen as a world leader in that area, so let us ensure that the figures are correct. In 2015-16, 2016-17, and 2017-18, the Scottish Government beat their own targets for apprenticeships. In England over the same period, apprenticeship targets fell, which is an absolute disgrace.

This morning the Education Committee took evidence from experts on the fourth industrial revolution. It is imperative across the UK that skills are fostered and encouraged so that we can meet the challenges of the future. I must give credit to the hon. Member for Ealing North (Stephen Pound). I did not know anything about ornamental horticulture and landscaping, but he gave such an eloquent performance that I feel I must mention it as it I sum up the debate.

Jamie Hepburn, the Minister for Business, Fair Work and Skills in Scotland, stated:

“Apprenticeships are a fantastic way for all employers to invest in their workforce and provide the skills the economy needs now and in the future…We are continuing to enhance the apprenticeship opportunities available to provide the right balance of skills to meet the needs of employers and the economy, including prioritising higher skilled apprenticeships and STEM occupations.”

Some Members have mentioned schools. Last year I had the pleasure of attending a meeting at Dalziel High School in Motherwell along with the Deputy First Minister, John Swinney. Prizes were given to students who were doing work placements. Those placements were not just for one or two weeks a year—pupils went from that school every week to work with Morgan Stanley in Glasgow, or the engineering firm WorleyParsons, which does a lot of work in the energy sector in Scotland and across the UK. The enthusiasm and experience that those young people gained from that weekly commitment was outstanding, and they fed that back into the school. There is an ongoing programme between that school and education and industry trusts in Scotland, and they are all to be commended on their work.

I do not think anyone in this Chamber underestimates the issues involved, but as the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) said, this is about parity of esteem. When, years ago, I did my teaching qualification in further education, I made a comparative study between vocational education in Scotland and in Germany, although because there was not yet a Scottish Parliament, it was really about UK-wide education. The lack of esteem, especially in a country such as Scotland whose engineers are renowned all over the world, given to people who worked with their hands was amazing. We still need to break down those barriers and show parents, students and pupils that there is a good future for them if they take on an apprenticeship. Indeed, last year I saw the enthusiasm and interest of apprentices at Gateshead College who were doing degree apprenticeships. The fact that they had to persuade their parents that it was a good idea to do those courses is testament to the work that still needs to be done.

I thank all those who have contributed to the debate. I have learned a lot. I realise that many issues are still to be covered, so I will let the hon. Member for Blackpool South (Gordon Marsden) sum up on behalf of the Labour party and ask hard questions of the Minister.

Mental Health and Wellbeing in Schools

Marion Fellows Excerpts

Tuesday 4th December 2018 Westminster Hall

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

It is a pleasure to serve under your chairmanship, Mr Stringer. I congratulate the hon. Member for Oxford West and Abingdon (Layla Moran) on securing this very important debate. I will not run through all hon. Members’ contributions because we are running very short of time, but I have a few words to say. The hon. Lady’s knowledge and breadth of experience shone through her contribution, and her clinical dissection of the high stakes in the school system was informative and chilling.

As a member of the Education Committee, I am aware that the UK Government are not responsible for education matters in Scotland, Wales or Northern Ireland, but that does not mean that I or anybody else in the House have no desire to improve the mental health and wellbeing of children right across the UK. Schools are on the frontline of supporting children and young people’s mental wellbeing. We can shift the focus on to preventing mental health problems and building resilience through simple methods. In one of my granddaughter’s schools, children are being taught to think not, “I can’t do this,” but, “I cannot do this yet.” That is a huge step forward. It was never done in schools in my and my children’s time.

Increasing the availability of learning tools and experiences in health and wellbeing ensures that children and young develop knowledge about mental health and understand the skills, capabilities and attributes that they need for mental, emotional, social and physical wellbeing now and in the future. The Scottish Government’s mental health strategy focuses on early intervention and prevention, which feeds into this issue.

Over the course of their education, children spend more than 7,800 hours in school. Emotional wellbeing is a clear indicator of academic achievement, success and satisfaction in later life. Combining mental health awareness and coping mechanisms is critical for prolonged resilience. The Scottish Government have spent quite a bit of money recently. I spoke to Clare Haughey MSP, the Minister for Mental Health, who had recently taken on the recommendations of the “Children and young people’s mental health audit” report, which was produced by the Auditor General and given to the Public Audit Committee on 22 September.

It is important that we do not just throw money at these problems. There has to be a change in attitude. Money helps by making counselling available. In Scotland, our hope is that £20 million will provide 250 additional school nurses, and that £60 million will provide 350 counsellors. There will be other counsellors in further and higher education.

In Scotland, we are also doing mental health first aid programmes for teachers so that the early signs of mental health problems are spotted and children can be moved forward into services. In the package of money given by the Scottish Government, there is also provision for community support. The Scottish Government have set up a Mental Health Youth Commission, which is working with the Scottish Association for Mental Health and Young Scot to put young people’s issues front and centre. The Scottish National party Government are committed to meeting their commitments to ensure all children are given the tools they need to achieve a happy and prosperous life.

The UK has signed up to the UN convention on the rights of the child, but has stopped short of making it part of its legislation. That has been done in Wales, and the First Minister of Scotland is committed to making it part of domestic law in Scotland. Article 19 of the UNCRC says:

“State Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence”.

The First Minister’s commitment will better enable positive mental health and wellbeing practice in Scottish schools.

Will the updated guidance, which is intended to come into force in September 2020, apply in academies and free schools, as well as local authority-maintained schools? It is my understanding that those types of school do not have to follow national school curriculums.

[The Minister for School Standards (Nick Gibb)]

We have changed the basic curriculum, rather than the national curriculum, to ensure that it applies to academies as well as local authority-maintained schools.

[Marion Fellows]

I am very grateful to the Minister for that response.

It is necessary that children across the UK are able to access timely and helpful support when they need it.

Speech, Language and Communication Support for Children

Marion Fellows Excerpts

Wednesday 4th July 2018 Westminster Hall

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

It is a pleasure to serve under your chairmanship, Ms Dorries. I congratulate the hon. Member for Taunton Deane (Rebecca Pow) on securing the debate. She gave a wonderful, learned speech and talked of her own experiences. I found it really interesting.

Everyone who has spoken agrees that it is important that speech and language is set early on, and hon. Members have spoken of the different ways in which we can do that and how much it affects children’s life chances. That is also really important for the economy. I also give credit to the Bercow report and the follow-up report.

The hon. Member for Taunton Deane talked about how many young offenders have speech and language difficulties, and that is an important point. I enjoyed how the hon. Lady spoke about teaching our children to speak. I have three children and three granddaughters, and I have always talked to my children. Sometimes now I notice that some of my grandchildren and some of my friends’ grandchildren—I am not pointing any fingers—are, as the hon. Member for Stoke-on-Trent Central (Gareth Snell) said, growing up with an American accent. In some cases in Scotland, they are growing up with an English accent because they listen to English TV programmes made in England. Really, children should be speaking their own language—it makes it much easier for them all round.

The hon. Member for Birmingham, Edgbaston (Preet Kaur Gill) highlighted the problems across England and congratulated the Royal College of Speech and Language Therapists on its work. I am glad to see so many members of the Royal College here today.

The hon. Member for Banff and Buchan (David Duguid) is chair of the all-party parliamentary group on 22q11 syndrome. I have had dealings with a constituent who left Banff and Buchan and moved to Motherwell and Wishaw, who has spoken to me at great length about that issue. I will help her, but am unable to help as much as I would like, because that is a devolved issue in Scotland. I have signposted her to the local Member of the Scottish Parliament so that she can get the help she needs. Some of the stories she told me are heart-rending—the hon. Member for Banff and Buchan exemplified that point.

Language is such an important foundation for the whole education process. The hon. Member for Stoke-on-Trent Central mentioned that 50% of under-threes in his area have up to a 12-month delay in language skills. The UK cannot afford those delays, which affect the life of the children and which, as we have heard, can lead to offending. That must be addressed. The hon. Gentleman talked about the importance of early intervention, which is a keystone of Scottish Government policy. If, as the First Minister hopes, we are to close the educational attainment gap, it is before children go to school that a lot of work needs to be done to help them.

The Scottish Government believe that it is vital that speech and language communication support for children is evidence-based and responds to the needs of the child. The “Getting it right for every child” plan is Scotland-wide and is at the heart of early intervention.

People talk about the crossover between health and education. Great progress has been made on that in Scotland. NHS Education for Scotland has recently announced a new educational resource to help to meet speech, language and communication needs. It is an interactive, portable tool that people such as health visitors can take into family homes to pick up on language difficulties early on. It helps them to signpost parents to where they can get more help and support for their children, in order to prevent the gap and language delay before children start school or nursery.

There are many free book schemes in Scotland for young children at nursery age and in primary 1. Sometimes, if a child brings home a book, the parent is more likely to be pestered into reading to the child. That is also something that the Minister might look at. There has been some co-operation with Dolly Parton’s Imagination Library, which also gives out free books. It is vital that children are read to and learn to read as quickly as possible so that their whole education has a much more sound basis.

In 2016, the Scottish Government held a communications summit jointly with the RCSLT, and work is ongoing. They have called for an action plan to support the changing and growth of speech, language and communication assets and have asked for key stakeholder support.

The Bookbug club runs in my constituency, as it does in many Scottish libraries. I do not know whether they run in England, but in Scotland, almost all local libraries run Bookbug sessions, to which parents with children as young as three months can go along. They work on language and singing. I attended one in Perth with my granddaughter and it was great fun. At one time, I wondered what the benefit was so early on—she was six months old when I took her—but it is of great benefit and supports the point about children picking up early on language.

I have a wonderful resource in the Wishaw part of my Motherwell and Wishaw constituency at Orchard Primary School. It has a language unit for children with a wide range of language difficulties. Some children need to be taught in the unit, but many go into the mainstream primary school. I have had great reports from constituents whose children are autistic or somewhere on the spectrum, who have been able to go on to a mainstream secondary school because their language skills have been so much improved by the unit.

The Scottish Government are still working with the Royal College, which is helping them to go over the submissions that have been made, to get the action plan up and running across Scotland to aid the development of our young children. The working group is looking forward to producing that action plan.

I ask the Minister to look at what the Scottish Government are doing and use that as part of the evidence. In Scotland, we sometimes do things differently—not always better, but differently—in a number of areas. Since I came to this place, I have noticed that there is sometimes a reluctance to look close to home, at what is being done north of the border, to see where it might help improve the situation. We are not exclusive. We want to help everybody, and we might help children in England as well, so I encourage the Minister to look at that. It is vital that our children acquire these skills, and I am happy to speak to him about anything he wishes to know. From my service on the Education Committee, I know that such discussion does not always happen. This is about children’s life chances and giving them the best possible start in life so that the whole economy can benefit. Children can benefit, and their families will too—everyone will benefits if we can put that into practice.

Apprentices: Financial Support

Marion Fellows Excerpts

Wednesday 8th March 2017 Westminster Hall

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

It is a pleasure to serve under your chairmanship, Ms Ryan. I congratulate the hon. Member for Luton North (Kelvin Hopkins) on securing the debate.

I want to put a kilt on this debate, as everyone in this room would expect me to do, and in Scotland there is a good story to be told, but before I do that I will talk about my visit yesterday, as part of the Select Committee on Education, to Gateshead College. I was absolutely enthralled. It was like coming home for me, as a former further education lecturer, to see the commitment and enthusiasm in that well known and highly regarded college, and to see what it is doing with apprentices. It was very positive and I saw an example of a new type of apprenticeship—the PlanBEE—where apprentices are taken on at a much higher level and work within different companies in the north-east, gaining absolutely wonderful training that can eventually lead to a degree. The hon. Gentleman talked about funding; those are the types of course that also need to be funded to the maximum.

As some of my late preparation for this debate, I looked at the rates in Scotland and at what the Scottish Government have been doing. Scotland has led the way in many regards, because it has had modern apprentices for years, but the UK Government bringing in the apprenticeship levy and changing the law here has had a subsequent effect in Scotland. The Scottish Government consulted with employers across Scotland to see how they might best deal with the additional funding, so they set up a special skills fund. The distances in Scotland tend not to be so large in some cases, but are extremely hard in others. It is very difficult for some apprentices in the north of Scotland to secure work, but there is a real drive by the Scottish Government to look at how best that can be localised and help be given.

[David Simpson]

The hon. Lady is on a roll about Scotland. In Northern Ireland, the Government have new incentives for apprenticeships and there is now a closer working relationship between the business and education and apprenticeship sectors to tailor courses to suit industry, and to make sure we get apprentices for the jobs.

[Marion Fellows]

To that end, a lot of money from the Scottish Government is going to local colleges that are mandated to work with local employers. As I said, I have previous experience of this area. Now the focus has moved from being on when a large company goes bust and people need retraining, to getting business owners and companies in and saying, “What is it that you need?” and then planning courses around that.

[Kelvin Hopkins]

It is not for me to praise the Scottish National party or the Scottish Government, but is it possible that the British Government serving England and Wales could learn something from Scotland?

[Marion Fellows]

Of course I agree with that. In this case, there is a lot to be learnt because of the positive way forward and how the Scottish Government understand and realise the necessity of training a highly skilled workforce to move us forward with lots of economic opportunity. We have a different agenda—I will not go into that now—but it is important for economic growth that every country looks at how it best trains and prepares.

As a former further education lecturer, I understand only too well the difficulties young people have when they are in any kind of education, and how important it is that they are properly resourced. It is also true in Scotland that apprentices do not fare quite as well as others. Although the rates are higher, they have the same issues and do not qualify for some things—again, that is a DWP issue to do with child benefit and so on. I would like the Minister to look at that because it is important.

I am the product of an academic route, as are many people in this room. I know the academic route does not suit everyone, and even if someone goes down the academic route, it does not always guarantee them a job. In Scotland we have the graduate apprenticeship scheme, which is proving really useful because it gives people real, hands-on experience and makes them much more employable. The whole idea of apprentices being cheap labour, serving their time and then being paid off has to end.

[Kelvin Hopkins]

I thank the hon. Lady for giving way again and apologise for interrupting her speech. Like her, I used to teach in further education and one of the problems that occurred was young people being pressurised by parents to stay in inappropriate education courses because it was financially advantageous for them to do so. Such students were not only in the wrong courses, but unhappy in the courses and sometimes disruptive in class because they were not meant to be there. Will the hon. Lady comment on that problem?

[Marion Fellows]

I also have experience of that. For funding, the students had to be kept in colleges, but I used to do a lot of student counselling and I would counsel them to finish the course, even if they did not like or enjoy it, so that they could then move on to other employment and say, “Look, I hated this. I absolutely hated it, but I got there.” That shows proof of purpose and the fact that they can learn.

It is vital that across the UK we look at apprenticeships in a totally different light. This goes back to what I said earlier. Apprenticeships should not be cheap labour, but should be seen as a progressive and forward-looking thing for parents to consider. From my experience on the Education Committee, I know that there is often a real dearth of good careers advice for young people in schools; students are channelled into the academic route and schools want to promote that, and there is not enough good careers advice to show that some young people, especially those who are less academic, would benefit from a career starting at 16, 17 or 18.

Some of the young people I spoke to yesterday were highly qualified and had very good A-levels, but their peers and some of their families were horrified that they had not gone to university. They had chosen that route within the building and architecture sectors; it is an interesting and wide-ranging course, and those young people saw it as what they wanted to do. We need more of that across the UK.

When I studied to be a further education lecturer, I did a comparative education course. I looked at Germany, which the hon. Gentleman referred to, where there is true parity of esteem between the academic and non-academic routes, and that is reflected in the funding as well. We really need to promote that view across the entire UK. Apprenticeship is not a second chance or second choice, but is something we should actively encourage our young people to do because it will lead to good, well paying jobs that benefit the economy.

[David Simpson]

Another issue that is raised from time to time in Northern Ireland is apprentices being sponsored by companies to go into training colleges. With the economic crisis that we have had for a number of years, it has been very difficult for young people to do that. Is there another mechanism we could look at to encourage people to do that, rather than that route being solely based on sponsorship?

[Marion Fellows]

That is an absolutely crucial point and we do need some form of Government funding for it. Scotland still has education maintenance allowance for people going into college, but not for apprentices on day release. It still believes in funding, and our students do not pay fees. This is almost a case of chicken and egg—if there is not a thriving economy, it is more difficult. Government have to show business and industry how important it is that we carry forward a skills agenda that benefits everyone, but does not do it on the cheap as far as apprentices are concerned.

[Gavin Robinson (Belfast East) (DUP)]

The hon. Lady is very generous in giving of her time. When I was the Lord Mayor of Belfast, I recognised that there was a deficit in apprenticeship opportunities. As a council, we went forward with 400 apprenticeship places. The local authorities in Northern Ireland are small, but we led the way. When we asked other anchor institutions in the public sector in Belfast to do the same, the largest came back and offered £500 to the scheme. There is a failure to recognise the opportunity and the benefit for the public sector, Government Departments, local authorities and here in Parliament of offering apprenticeships. Does the hon. Lady have a view on that?

[Marion Fellows]

Yes. Some of the things to do with the apprenticeship levy have affected local authorities in Scotland, as funding is not done in the same way any more. My local authority works closely with and gets a large sum of money from the Scottish Government to make sure that young people especially find work, which often happens through apprenticeships.

In Scotland, we have had modern apprenticeships for a number of years. They are linked to the Scottish qualifications framework, and apprentices are put on to all the different levels within that. I have known young modern apprentices who started as admin staff in a college and moved right through it, ending up later on part-time degrees courses. We should look at that.

The synchronicity between college and practical courses, and articulation later to universities, was raised yesterday. I know that I am going slightly off subject, but all that has to be funded. The root of the matter is that apprenticeships have to be seen as of equal value to academic courses. Students and parents can claim a number of benefits at present, and apprentices and their families should also be entitled to the same amount of money. I know that might be controversial, but I think it is the way forward.

I will leave my remarks at that, because this is not necessarily my area of expertise, but it is really important that people move this agenda forward.

--- Later in debate ---

[Robert Halfon]

I promise to answer my hon. Friend’s question, but I hope he does not mind if I answer it later because I want to deal with the points made by the hon. Member for Luton North, who initiated the debate. My hon. Friend raises an important issue. One of my key motivations in my job is to make sure that people from disadvantaged backgrounds can have the same equality of opportunity as everybody else, but I will come on to that in a minute.

[Marion Fellows]

On the question of careers, I met careers advisers and the students who talked to them. I think the Minister should address pre-college and what happens in schools to encourage children and schools to look at alternative academic progression.

[Robert Halfon]

The hon. Lady spoke thoughtfully in a previous debate on apprenticeships in this Chamber. She is completely right. I ask every single apprentice I meet—I have met a few thousand since being in post—“Did you get any apprenticeship or skills advice in your school?” and nine times out of 10 they did not. If they say yes it is usually because they have been to a university technical college or a place that specialises in technical work. That is depressing. I have mentioned before the story that Gateshead College told me about its own degree apprentice students and how the college was not allowed to talk to them about apprenticeships in their schools. It was the same with Heathrow airport and other apprentices I have met. That is shocking. We are reviewing our careers strategy and hope to publish a serious careers strategy in the coming months. We want it to be more focused on schools, and we are looking at the best way to incentivise schools to teach students about apprenticeships and skills, as not enough are doing that.

Women apprentices have been mentioned: 53% of apprentices are female. A survey showed that female apprentices earn more than men, so I do not accept the wage disparity point. However, very few do STEM subjects. If I go to a college that teaches healthcare, the room will be filled with mostly females and there might be one or two men, which of course is fantastic. If the subject is engineering or electrical, it is all men, and that has got to change.

There are enlightened employers. Among the Jaguar apprentices at Warwickshire College, 20% are women. There are lots of other examples of good employers and we need to encourage them, but a lot of that comes from careers advice in schools. I was told by one student yesterday that when they were given careers advice they were shown pictures. All the pictures of engineering jobs showed men and the nursing picture had a woman. That is why we face a problem. It is a cultural problem in our country, and schools need to do a huge amount more to promote apprenticeships. We are doing an enormous amount of work on that. We strongly welcome the Baker amendment, which the hon. Member for Blackpool South (Gordon Marsden) highlighted, because that will make it law that schools have to accept careers advice from further education and apprenticeship providers.

The hon. Gentleman said we were not doing enough on quality. Again, I take issue with that, although we have had a problem in the past. There were too many qualifications and an apprenticeship could mean anything. I remember speaking to people at a hotel. I said, “Have you got apprentices?” and they said, “Yes, we have got apprentices. In fact, we have a few in the kitchen who are here for a few weeks.” They were perfectly lovely people who genuinely believed they had apprentices. We have changed the situation and changed the legislation on apprenticeships. An apprenticeship has to be for a minimum of a year. Apprentices I met yesterday were doing two, three and four-year apprenticeships. They have to spend 20% of their time in training.

We have moved from frameworks to standards—we have had many discussions about that—because of the spaghetti junction of frameworks and qualifications. We have moved to standards that are primarily employer-led. From the beginning of April, subject to progress on the Bill in the Lords, the new Institute for Apprenticeships and Technical Education will design the new standards and training for apprentices so that employers will be given what they need, which has not necessarily happened in the past. Degree apprenticeships are not only about prestige, but quality. The Premier Inn apprentice I met yesterday is 23 years old. Having done levels 2 and 3 with the company, they were going on to do a level 4 and level 5 degree apprenticeship. That will transform the quality and prestige because it shows that apprenticeships are really serious and go up to different levels. They will offer students—again, as the hon. Gentleman rightly pointed out—an amazing chance to get a degree and earn while they learn. They will have no student debt and will be virtually guaranteed a job at the end of it. That is the future. That is what we need to encourage our young people to do.

When I visited Tyneside, I spoke to Accenture, which has degree apprentices, some of whom do not even have their GCSEs yet, doing coding. I said to Accenture, “How do you choose the people?” and it said, “It is attitude, attitude, attitude.” It offers people from disadvantaged backgrounds a chance to get a serious degree apprenticeship.

The hon. Member for Luton North rightly talked about the skills deficit. I have acknowledged countless times that we are way behind other OECD countries. Our skills deficit is a long-standing problem, and we highlighted it in the industrial strategy we announced a few weeks ago. That is why we put money into STEM apprenticeships and increased the frameworks by between 40% and 80%. We pledged £170 million to create the new institute of technology colleges and £80 million to set up national colleges focusing on nuclear, digital and the creative industries to try to change the skills base. We created an employer-led qualification to ensure that apprentice standards provide the skills that employers need. Through the Sainsbury reforms, which will be rolled out from 2019, every student aged 16 will be able either to continue with a traditional academic education, or to go down a state-of-the-art, prestigious technical and professional educational route. We are doing everything we can to address the skills deficit that the hon. Gentleman rightly highlights.

International Women’s Day

Marion Fellows Excerpts

Thursday 2nd March 2017 Commons Chamber

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

I have been absolutely inspired by what I have heard this afternoon. In fact, I have rewritten my speech a good deal as I have been sitting here, but I am going to make the one that I originally started with. When I was asked to take part in the debate, I was also asked whether I could give the perspective of an older woman. I resisted for all of about 10 seconds, because I have now fully embraced my age.

A mother gives her child the best future she possibly can. She teaches her children what her mother taught her. My mother was born in 1919 and was an intelligent, caring woman who only wanted what was best for her three daughters, but she was raised in a time when men ruled. One of her favourite expressions to me was, “Marion, hen, don’t argue with your father. Just know that you’re right.” I could never take that advice and I frequently argued with my father, but I could only actually do that when only he and I were there, because he still had to be seen as the man of the house, and as untouchable and unarguable with it.

My husband was raised by his mother and four older sisters, although women are still a complete mystery to him. His mother insisted that George did not have to do any housework. Why should he? He had four sisters; I have heard frequently over the past 46 years how they felt about that. Many years later, he actually said to our daughter, “Rachel, why haven’t you tidied up?” My daughter said, “Why haven’t you asked my brothers that?” And he said, “Because you’re a girl.” I am not denigrating my husband—I actually asked him whether it was alright to tell these stories, because he knew I was going to do it anyway—but I just want to point out how much progress has been made in this regard. My husband would be horrified and absolutely heartbroken if his granddaughters did not receive equal opportunities and pay, and equality across the board. This is how progress has been made. It has not been easy and it is still ongoing work, but we have made progress in the Fellows household.

I have personally been discriminated against in my lifetime. I secured an exciting new job setting up jobcentres across the east coast of Scotland in 1974. When I phoned to confirm the final arrangements for starting, I mentioned I was pregnant and was told, “Goodbye.” I never started that job. It is vital that the kinds of tests that I had to face are never, ever revisited. Although there are laws to protect us, it is attitudes that matter, and attitudes have to change.

When I started working, I actually got equal pay with the men I worked alongside in Midlothian County Council. However, when I was a councillor in 2012, before I entered this place, I found myself on a member-officer working group on equal pay. The women on North Lanarkshire Council who did the best and worst jobs—home support assistants, lollipop women and all that—had fought for 10 years, but only when they went to a woman lawyer, Carol Fox, was their claim finally made. That should not happen.

I realise that I do not have much time left, but the one thing I want to say is that this is not about me, my family or the UK. I went to one.org last night, and I want to say, here and now, that I fully support its “Poverty is Sexist” campaign. It is vital that we educate women across the world. I quote the African proverb:

“If you educate a man you educate an individual, but if you educate a woman you educate a family”

and a nation. Let us do that. Please Minister, let us make sure that there is absolutely no cut to what we give to women internationally.

Maintained Nursery Schools Funding

Marion Fellows Excerpts

Wednesday 1st February 2017 Westminster Hall

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

It is a pleasure to serve under your chairmanship, Ms Dorries. I congratulate the hon. Member for Warrington North (Helen Jones) on securing this important debate. She said in her passionate and informed opening speech that the record of excellence for maintained nurseries has been achieved nowhere else in the education system and should be maintained.

The Government’s proposed changes and the loss of transitional funding will affect nurseries throughout England, which will be a great loss to local communities. Maintained nurseries make the difference between early years education and early years caring very prominent. There is a real difference—I know that from my experience as a local authority councillor in Scotland. Nursery education is the crème de la crème. Children need looking after in their early years, but just looking after them is not enough. If our economy is to grow and thrive, we will need people who are able to grow and thrive and to overcome their disadvantaged backgrounds. The message that I have heard clearly today is that it is maintained nurseries that best make that happen.

The right hon. Member for Chelmsford (Sir Simon Burns) did not really disagree much with the hon. Member for Warrington North. He, too, was very supportive of maintained nurseries, although he was trying to support his Government at the same time.

[Sir Simon Burns]

The hon. Lady is absolutely right. I speak as an English MP about English maintained nursery schools, and I support my hon. Friend the Minister because of her commitment and the work she does to navigate around the problem and find a meaningful solution.

[Marion Fellows]

I take refuge in my international observer status, which I frequently refer to on the Select Committee on Education. I look at things from a different perspective, but I passionately want children throughout the UK to have the best possible start.

The hon. Member for Washington and Sunderland West (Mrs Hodgson) spoke about maintained nurseries as the jewel in the crown of the education system. She also made the point, which was echoed throughout the Chamber, that there are more maintained nurseries in deprived areas. That is undoubtedly a good thing, because that is where they are needed. If the United Kingdom is to move forward, we need to encourage and help those who are most deprived. Some of us here will not recognise the shocking statistics about parents not reading to their children or even talking to them, but there are such parents, and they and their children are the ones who need most help. That is why early years education is so important.

The hon. Lady said that the end of the two-year transitional arrangement could lead to a quite significant number of closures of maintained nurseries. She spoke about a drop in funding from £5.38 to £5.11 per hour—a huge drop that could lead to closures that I am sure no one in the Chamber wants.

The hon. Member for Cleethorpes (Martin Vickers) reinforced the difference between childcare and early years education. He spoke eloquently and passionately about Scartho Nursery School, which typifies most maintained nursery schools. In fact, it would be difficult to name any hon. Member who has contributed to the debate without speaking passionately about the need to maintain these nurseries.

The hon. Member for Great Grimsby (Melanie Onn) said that she did not want this debate to be lost in the Brexit fog that has now descended on the main Chamber. I could not agree more. At times like this, we have to keep raising these issues and pushing the Minister to listen carefully, change her proposals and make a difference. Some nurseries will not even be offering an additional 30 hours of free provision because of the cost of implementation.

The hon. Member for Halton (Derek Twigg), too, was passionate about the excellent nurseries in his constituency. He described the devastating impact of the removal of transitional funding: the expertise that has been built up in the maintained nurseries in his area in supporting children with special educational needs and disabilities could be lost—and once these services are lost, it is very difficult to get them back.

The hon. Member for Bradford West (Naz Shah) said that nurseries are the part of the education system that has the least gap between children. The evidence on the subject, which the Scottish Government have based a lot of their measures on, shows that if we can get children into nurseries and give them proper education early on, we can carry it forward—the right hon. Member for Chelmsford also mentioned that. I cannot overstate the need for maintained nurseries with excellently educated staff who reach out across the whole sector.

This is not my debate or my area, but it is quite useful to turn briefly to what is happening in Scotland, as I do quite often. The political will in Scotland is different. The First Minister has made it her main priority to close the attainment gap, and the Scottish Government believe that the best way to do that is through transforming early years education and giving all children the best start in life.

[Nadine Dorries (in the Chair)]

Order. Ms Fellows, could you begin to wind up so that the other two Front Benchers have time to speak?

[Marion Fellows]

Yes. Let me just say that, as a former councillor, I know how partnership nurseries work in Scotland—the local authorities help to fund and give their expertise to privately funded nurseries—and perhaps the Minister would like to think about that. What is needed is political will. I urge her to take on board what she has heard this morning and make the changes necessary to retain maintained nurseries in England.

--- Later in debate ---

[Mike Kane]

My hon. Friend makes a fantastic point, as she defends the maintained nursery in her constituency. It has three “outstanding” judgments, yet it is under all that pressure. What sort of society are we living in when that is happening to professional staff, as well as to parents and their young children?

With so many nursery schools likely to rely on the transitional funding, this debate is of huge importance. In her eloquent speech, my hon. Friend the Member for Washington and Sunderland West (Mrs Hodgson) said that the order of the day at the moment is survival or closure for most of these operations. So can the Minister tell us how the transitional funding will be awarded, which nursery schools will benefit, and how will she ensure that it is used in a way that supports our nursery schools up and down the land? I ask these questions because providing transitional funding is not the same as providing certainty. My hon. Friend the Member for Bradford West (Naz Shah) also pointed that out. We need long-term sustainability.

Right now, nursery schools across the country support some of our most disadvantaged communities and they are highly valued by parents, as my hon. Friend the Member for Halton (Derek Twigg) said. He was also absolutely bang on the money about the quality of training provided in these nursery schools. I remember being a PGCE—postgraduate certificate in education—student and spending two, three or four weeks at a nursery school, and I understood that those nursery teachers knew with 95% accuracy what the kids at that nursery would attain at their key stage 1 standard assessment tests and at their key stage 2 SATs, because they knew that what they could do was make the most important intervention in a child’s life.

The Minister and her colleague, the Secretary of State for Education, have said—rather frequently—that the Government are investing a record £6 billion in early years and childcare; we will see if she comes to that figure today. However, that assessment does not tell us the whole story. For instance, it does nothing to consider the impact of changes in the early years funding formula, and nor does it consider the impact of the savage cuts to local government funding that the Minister’s party has pursued for nearly seven years in government.

I will just turn to the situation in Scotland. The hon. Member for Motherwell and Wishaw (Marion Fellows) said, “Nursery education is the crème de la crème”, and I agree with her that nursery education is the best start in life. However, the Scottish National party Government are taking £150 million a year out of Glasgow City Council’s budget. How do we think that will impact on nursery schools in Scotland? And that is after Glasgow Labour had rebuilt every new school of the campus at £600 million over the last 15 years. What do we think those sorts of cuts will do for disadvantaged children in Glasgow? Let us also be absolutely clear that the SNP Government are failing to inspect nursery schools, with inspection ratios going up to years and years before the equivalent of Ofsted goes in and inspects those schools. I am afraid that the SNP Government have a record of failure in Scotland.

[Marion Fellows]

That is why they keep getting voted back in.

[Mike Kane]

That might be the case, as the hon. Lady suggests by chuntering from a sedentary position, but we now face a party that is like the Liberal Democrats of this Parliament—everybody else is to blame, except themselves. Having said that, we are to blame—all Members—for this situation, because we are not doing our research on what is actually going on north of the border.

[Marion Fellows]

Will the hon. Member take an intervention?

[Mike Kane]

No, I have no time.

[Marion Fellows]

You have done your slagging off.

[Nadine Dorries (in the Chair)]

Order.