Pupil Roll Numbers and School Closures: London

Marsha De Cordova Excerpts

Wednesday 7th June 2023 Westminster Hall

[Florence Eshalomi (Vauxhall) (Lab/Co-op)]

I beg to move,

That this House has considered pupil roll numbers and school closures in London.

It is a pleasure to serve under your chairmanship this afternoon, Mr Hollobone. It is a pleasure to lead my third Westminster Hall debate and to discuss this really important issue. I am grateful to everyone for coming. I also thank London Councils, which has supported me to raise this important issue.

This is an emotive topic. I think everybody here remembers when they went to school; those experiences really do stay with us for life. I still have memories of when I went on a visit from primary school to big school—secondary school—in my summer uniform. I thought this place was like Hogwarts, but when I walked into secondary school it felt like Hogwarts too, because it was so much bigger! Schools are places that communities are built around: places where, as children, we learn to make friends and find our passions in life; and, as parents, we watch our children learn about the world and their place in it.

As a proud Londoner who has lived in Lambeth all my life and now has the opportunity to represent my home constituency of Vauxhall, this debate is personal for me. I went to four schools in total: Durand Primary School and St Helen’s Catholic Primary School, then to Bishop Thomas Grant School and St Francis Xavier Catholic Sixth Form College, all of which were a short trip away from where we stand now. We will talk about policy over the course of the debate, but this is a human issue. We all care deeply about the communities we represent, and schools sit at the centre of them. We all want our city to thrive, with an education system that produces the next generation of Londoners—one that gives them the chances we all had. That is a shared purpose that I hope will define this debate.

The current situation facing London schools is a difficult one. There has been a sharp decline in the number of children born here. In fact, the latest data shows that between 2012 and 2021, there was a 17% decrease in London’s birth rate, which represents a reduction of over 20,000 births. We are only just beginning to see the effects, as children born across that period reach school age, but it is already clear that it will have a drastic impact on the number of pupils attending London schools. The scale varies across boroughs, but it is predicted that reception numbers will fall by an average of 7.3% by 2027—a drop of more than 7,000 pupils. And it is not just primary schools; secondary schools are seeing the same thing happen at a slightly delayed rate, with an anticipated decline of 3.5% over five years. That figure will increase further over time as children currently starting primary school reach secondary age.

The declining birth rate leaves many schools facing an uphill struggle to stay afloat. Our national education funding model works on a per pupil basis. Across the country, schools are already working hard on very tight budgets.

[Marsha De Cordova (Battersea) (Lab)]

My hon. Friend is making a fantastic speech. Many headteachers in my constituency of Battersea have raised concerns about the viability of their schools remaining open. Obviously, the inflation challenges are having an impact on their budgets, but, more importantly, is the fall in the numbers of children coming into their schools. Form entry is reducing due to things like the pandemic, London becoming an unaffordable place to live, a lack of affordable housing, Brexit and many other factors. If schools are having to close, which has been the case in some London boroughs—thankfully not in my own constituency—they will leave a hole in our communities. Does my hon. Friend agree that the Government need to work with our teachers and all authorities to look for solutions to ensure that we do not see schools in our communities closing, which also takes away choice from families and children?

[Florence Eshalomi]

I thank my hon. Friend for making such an important point; her constituency neighbours mine, so a number of my constituents attend schools in her constituency and vice versa. This is about parental choice. The fact is that if schools are closing in some London boroughs and the Government do not address the situation now, there could be a ripple effect. I will come to that point later.

This process happening in secondary schools. Our national education funding model works on a per pupil basis and across the country schools are struggling. In Lambeth, where my constituency is, we are sadly at the forefront of these pressures. It is predicted that we will be hit harder than any other London borough, with an anticipated drop of 15% in the number of reception pupils by 2027. Secondary school numbers are also predicted to reduce by more than 12% over the same period.

The reality is that this trend can be linked to the Government’s record. In the years before they came to power in 2010, Lambeth experienced a 19% increase in demand for reception places. As a result, schools were built, refurbished or redeveloped across the borough to account for this fast-growing population of school-age children. I feel proud that I added to their number with my son, who is six years old today, and my daughter, who is eight; they both attend Lambeth schools.

The Tory failure to manage the economy has led to the spiralling cost of living crisis and the situation is not helped by the lack of affordable housing being built. This has priced people out of their communities and caused the decline in school numbers across Lambeth. Sadly, we are witnessing the harsh impact of this situation. Two schools in Lambeth are closing because they do not have enough pupils to be financially sustainable.

Oral Answers to Questions

Marsha De Cordova Excerpts

Monday 17th April 2023 Commons Chamber

[Gillian Keegan]

I absolutely agree with my right hon. Friend. I have been to many schools that are not only rebuilding the schools but transforming their facilities, so that children have excellent conditions in which to get the most fantastic education.

[Marsha De Cordova (Battersea) (Lab)]

2. What steps her Department is taking to safeguard children in schools.

[The Secretary of State for Education (Gillian Keegan)]

The safety and wellbeing of our children is one of our highest priorities. Parents place their trust in teachers and schools and, by extension, in my Department. Those responsibilities are taken extremely seriously, and I pay tribute to all teachers for putting our children’s safety first.

We provide schools and teachers with information and guidance to enable strong safeguarding in schools and colleges. Our “Keeping children safe in education” guidance and our searching, screening and confiscation guidance, updated in the light of recent events involving Child Q, support schools to create a safe environment for children.

[Marsha De Cordova]

The case of Child Q was shocking, but the recent report by the Children’s Commissioner found that 14 strip searches took place either in schools or in a police vehicle, and states that that number could be higher because no location was recorded in 45% of cases. That report recommends changes to Police and Criminal Evidence Act 1984 codes A and C to strengthen the statutory safeguards for children, including excluding schools as an appropriate location for strip searches. Does the Secretary of State agree that that should be implemented as a matter of urgency, and will she press the Home Secretary to get on and implement all the report’s recommendations in full?

[Gillian Keegan]

I thank the hon. Lady for her question, and I want to be clear that any use of strip search should be carried out in accordance with the law, following safeguarding codes of practice, and with full regard for the dignity and welfare of the individual being searched.

As the hon. Lady has said, the Children’s Commissioner recommended that schools be specifically excluded as an appropriate place to strip search children. That is a recommendation that the Home Office will need to consider, and my Department would need to update any schools guidance accordingly. The Home Office does not hold figures on the number of pupils strip searched by police officers in primary or secondary schools each year, or on how many of those searches were conducted without an appropriate adult present, but it has now introduced a data collection on strip searches to the annual data requirement. That data collection includes details on the age, sex and ethnicity of the persons strip searched by police in England and Wales.

SEND and Alternative Provision

Marsha De Cordova Excerpts

Monday 6th March 2023 Commons Chamber

[Claire Coutinho]

I thank my hon. Friend for that question. He is absolutely right that getting the right provision in mainstream is the key to success, particularly in respect of early identification, so that needs do not escalate, as we know they so often do if people do not get the help that they need at the right time. I welcome the new specialist provision that my hon. Friend will have in Worcestershire. I know that he has campaigned long and hard on that. I would also be delighted to give evidence to the Education Committee.

[Marsha De Cordova (Battersea) (Lab)]

The goal must be to ensure that every child with a special educational need or disability gets the support that they need now—not in a year or in two or three years’ time—in order for them to achieve their potential. The curriculum framework for children and young people with vision impairment provides a framework of support to those children to access the curriculum and develop the broad range of skills that are necessary to learn alongside their peers and live independently. The curriculum also involves developing life skills for visually impaired children and young people. Will the Government agree to include that new curriculum framework for children living with sight loss in their new standards, or the soon-to-come code of conduct, and draw on the vast knowledge from within the sight-loss sector?

[Claire Coutinho]

I thank the hon. Lady for her question. As we set out national standards and best practice guides, we will be trying to work with the best possible evidence from all providers to ensure that we have those included. We have also set out a new apprenticeship, with the Institute for Apprenticeships and Technical Education, for teachers of children with sensory impairment. That may be an area that we can collaborate further on.

Independent Review of Children’s Social Care

Marsha De Cordova Excerpts

Thursday 24th November 2022 Commons Chamber

[Rachael Maskell]

This has been an incredibly powerful debate and the quality has been of the highest standards of this place. I thank all hon. Members for their contributions, including my hon. Friend the shadow Minister, and the Minister for setting out her proposals.

It is disappointing to hear that we will have to wait until the new year to hear about the Government’s implementation plan, but I trust it will come with strength and fortitude when it comes. Certainly we look forward to seeing that, scrutinising it and pushing the Minister further to make sure that it goes the furthest that it can.

We are indebted to Josh MacAlister for the careful consideration he has given to the future of children within the care system. We are also indebted to all those who step up, day in, day out, to care for children—be they social workers and other professional staff, charities and local authorities, parents, adoptive parents, foster carers or kinship carers. For the children who are dependent on us, we cannot let them down. We cannot give them second best. I trust the Minister will do her utmost to make sure we see the real transformation that those children deserve.

Question put and agreed to.

Resolved,

That this House has considered the Independent Review of Children’s Social Care.

[Marsha De Cordova (Battersea) (Lab)]

On a point of order, Madam Deputy Speaker. The rules of this House are very clear: should any hon. Member be visiting another Member’s constituency, they are to inform them in advance and in good time. The ministerial code is also very clear that any Minister undertaking an official visit should do the same. Today, the Secretary of State for Education visited a school in my constituency but sadly failed to inform me of the visit. I am concerned, because she is the third Minister to visit my constituency in the space of six weeks without informing me. My making this point of order is becoming a regular occurrence and something I should not have to do. May I just seek your guidance on how to ensure that everybody adheres to the rules of this House?

[Madam Deputy Speaker (Dame Eleanor Laing)]

I thank the hon. Lady for having given me notice that she intended to raise a point of order. I take it that she has informed the right hon. Member to whom she refers that she intended to make this point of order?

[Marsha De Cordova]

indicated assent.

[Madam Deputy Speaker]

Yes, she has; I thank her for having done so. She is right to have observed the courtesies, and she is also right to say that the rules of this House are clear. Mr Speaker has made it very clear on many an occasion that he deprecates the discourtesy of any hon. or right hon. Member, no matter whether they are a Minister or not, going to an event in the constituency of another Member without having informed that Member. It says that very clearly in “Rules of behaviour and courtesies in the House of Commons”—this little booklet that I sometimes wonder if anyone has ever noticed. We took some trouble to make the rules really clear, in a readable form, and they really ought to be adhered to. We are well into a Parliament. Nobody has any excuse for saying that they do not know what the rules of this House are. It says very clearly in paragraph 43, on page 14:

“All reasonable efforts should be taken to notify the other Member”

if

“you intend to visit a colleague’s constituency (except on purely private visits)…and failing to do so is regarded…as very discourteous.”

I regard it as discourteous for a member of the Cabinet to make a visit to the hon. Lady’s constituency without having informed her, and I hope that an apology will be forthcoming.

Oral Answers to Questions

Marsha De Cordova Excerpts

Monday 24th October 2022 Commons Chamber

[Kelly Tolhurst]

This past year adoptions have gone up, but it is on a lower trajectory. One potential reason for that is that in 2013 a court ruling confirmed that adoption orders should be made only when there is no alternative provision. That has led to an increase in special guardianships. We will obviously keep the issue under review. The time that it is taking for children to be adopted has reduced, and we want to ensure that no child remains in care any longer than they need to be, and that we find supportive parents for them.

[Marsha De Cordova (Battersea) (Lab)]

Off-rolling is a hidden crisis happening in some of our schools, with black schoolboys being disproportionately affected by the practice, and many being given only a few formal hours of teaching, if any at all. We should be outraged at that, given the attainment gap and the disproportionate numbers of black children who are being excluded from school. What action is the Secretary of State taking to tackle the crisis of off-rolling, and will he ensure that all schools that engage in that practice are recording the numbers affected, including their ethnicity, age and gender?

[Jonathan Gullis]

Off-rolling is totally unacceptable, and no school should be doing that or using it as a method. Where there are unruly children, we must also balance that carefully by ensuring that headteachers have the power to remove them from the classroom, because their impact has a detrimental impact on the other 29 in the class. I am more than happy to meet the hon. Lady to look at any examples she can provide, so that we can call out schools and school leaders who are using that tactic inappropriately. The Department is monitoring the issue and taking it seriously.

BTEC Qualifications

Marsha De Cordova Excerpts

Monday 18th July 2022 Westminster Hall

[Sir Mark Hendrick (in the Chair)]

Before we start, I want to say something about the exceptional heat. While the heat remains at this level, I am content for Members not to wear jackets or ties in Westminster Hall. Mr Speaker has announced similar arrangements for the main Chamber. When the House returns in the autumn, Mr Speaker and the Deputy Speakers will expect Members to revert to wearing jackets and will also strongly encourage male members to wear ties when speaking in the main Chamber and in Westminster Hall.

[Marsha De Cordova (Battersea) (Lab)]

I beg to move,

That this House has considered e-petition 592642, relating to BTEC qualifications.

It is a pleasure to serve under your chairmanship again, Sir Mark. The petition, entitled “Protect student choice: do not withdraw funding for BTEC qualifications”, aims to reverse the plan to withdraw funding for most applied general qualifications, such as BTECs, and guarantee that they will continue to play a major role in the qualifications landscape.

The petition is about choice, and not forcing students to choose between studying only A-levels or T-Levels from the age of 16. I begin by acknowledging and congratulating the #ProtectStudentChoice coalition, an unprecedented gathering of 30 organisations from various sectors, including the Association of School and College Leaders, national teachers’ unions and the National Union of Students, for its brilliant campaigning against the defunding of BTECs.

The strong level of support—including the petition, which gathered over 108,329 signatures, leading to today’s debate—is credit to the brilliant work done by the coalition and, in particular, by the petition’s creators, Noni and James at the Sixth Form Colleges Association. The fact that the Government have had to make changes to their plans—although those changes still do not go far enough—shows the power of the work of the coalition and the value of the petition. I also want to say a special thanks to St Francis Xavier Sixth Form College and South Thames College in my Battersea constituency—two brilliant institutions providing BTECs for young people in Battersea and neighbouring constituencies.

Many of us are here because we are passionate about ensuring that the education system provides young people with the skills employers need. As we come out of the pandemic, we need students to finish education well equipped to progress to further training or to get skilled jobs, allowing businesses to recover and young people to flourish. That is why I am extremely concerned about the Government’s proposal to remove funding for the vast majority of BTECs. That will remove choice for many young people and may lead to some missing the opportunity to go to university.

[Several hon. Members rose—]

[Marsha De Cordova]

I have too much choice. That is what we want our students to have, right? I give way first to my hon. Friend the Member for St Helens South and Whiston (Ms Rimmer).

[Ms Marie Rimmer (St Helens South and Whiston) (Lab)]

It is pleasure to serve under your chairmanship for the first time, Sir Mark. I congratulate my hon. Friend, who is a dear friend of mine, on securing the debate. BTECs have been a lifeline for so many of my constituents across St Helens and Knowsley. They have a positive impact on social mobility and have helped so many young people get on in life. Does my hon. Friend agree that BTECs offer the right balance of academic and vocational learning, and that funding for them must be maintained?

[Marsha De Cordova]

I congratulate my hon. Friend on making that point; she has clearly read my speech, because I am going to come on to that. She is absolutely spot on. That is why I was proud to join over 100 parliamentarians calling on the Government to reconsider their plan.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

My hon. Friend is right: one thing that we want to promote, of course, is choice. I agree that scrapping BTECs will hinder social mobility, and hinder progress into skilled labour markets and higher education. As Paul Britton, the principal of Wyke Sixth Form College, pointed out—I am a bit biased as I went there myself as a student—scrapping BTECs will also have an impact on the local economy. Not only is it bad for social mobility, but it is bad for choice and for the local economy. I support BTECs so much that even my daughter is going to do one next year.

[Marsha De Cordova]

Fantastic—I could not say it better myself. My hon. Friend makes a fantastic contribution and she is absolutely right: it is not just about social mobility; it is about the local economy too.

The introduction of T-levels does have value in terms of technical education; however, there is no rationale for why BTEC qualifications must make way for them. It makes sense to have A-levels, T-levels and BTECs in all future qualification landscapes. It is clear that the Government are forcing through these changes so they can drive up T-level take-up. The Sixth Form Colleges Association has described T-levels as a

“minority, untested product that the Government is pushing as a mass product.”

It is still too early to analyse the effectiveness of T-levels. The Government should not be pulling away from BTECs without evidence about the success of T-levels. That is grossly unfair to young people, removing their choice and opportunity.

The notion that we can divide people into “academic” or “technical” is wrong. BTECs provide a different type of educational experience—one that combines the development of skills with academic learning. I believe that the Minister studied a BTEC and said that it had a transformative impact on her life. Perhaps she agrees with me that, after last week, we need a new BTEC course on public anger management.

Leaders from various education institutions have said that, for some students, BTECs will continue to be a more effective route to higher education or skilled employment than studying A-levels or T-levels.

[Steve Brine (Winchester) (Con)]

I am fortunate to have Peter Symonds College in my constituency. It is one of the biggest in England and it educates about 4,500 young people. Many of its students progress to higher education or to skilled employment after studying an applied general qualification such as a BTEC. Does the hon. Lady agree that if the Government are to proceed with this policy and remove BTECs, we need to hear from the new Minister—I welcome her to her place—what viable pathway they envisage for those young people who will then want to move on to higher education or skilled employment through colleges such as Peter Symonds, which serves my constituents and those of many of the MPs around me in Hampshire?

[Marsha De Cordova]

I thank the hon. Gentleman for his contribution. It is important that we retain the three routes that are currently available.

In particular, BTECs provide a good route to get young people into university. The Nuffield Foundation found that around a quarter of students who go to university have BTEC qualifications. A significant number of those students complete their studies successfully, with 60% graduating with at least an upper second-class degree. The Government must listen to students. It is clear from the data that students value these qualifications. An estimate suggests that around 34% of the 921,046 16 to 18-year-olds studying a level 3 qualification in England are pursuing at least one BTEC.

On the benefits of BTECs, I will share some students’ experiences. First, BTECs allow students to specialise and learn a wider range of skills. Isabella, who is studying for a BTEC in IT at St Francis Xavier Sixth Form College, said:

“If I was to do A level computer science, I would have to pick two other subjects that weren’t related to my chosen career path…I would like to do something in artificial intelligence or computer science or web developing and I realised that me doing BTEC IT really benefits me as I study a lot of”

those areas.

Secondly, BTECs are more accessible than alternatives such as T-levels. Summer, a level 3 aviation operations student at Newcastle College, said:

“Many people won’t meet the qualifications”

to go on to T-levels, and

“everyone deserves an education no matter what grades they get.”

Thirdly, BTECs also lead to beneficial health outcomes, including for mental health. Sylvia, who is studying art, design and communications at St Francis Xavier College, said:

“I don’t need to worry about exams or any tests, I’m just in the moment—I design buildings and I build them.”

Not everybody is cut out to do exams.

The reality is that the plan for T-levels and A-levels to become the qualifications of choice for most young people will leave many students—including those with special educational needs or disabilities and those from a black, Asian or ethnic minority background—without a viable pathway after their GCSEs. The Department for Education’s own impact assessment concluded that such students had the most to lose from these changes. Defunding BTECs risks reversing the progress made by higher education institutions, especially in London, on access and participation in recent years. BTECs are engines of social mobility, as my hon. Friends have highlighted. Research from the Social Market Foundation found that 44% of white working-class students who enter university studied at least one BTEC, and that 37% of black students enter with only BTEC qualifications.

The Government have now said that they plan to delay the defunding until 2024-25 rather than 2023-24, and that their plans will apply to only a “small proportion” of the total level 3 BTECs and other applied general-style qualifications. On the first point, delaying a bad idea does not stop it being a bad idea. On the second, removing a small proportion of qualifications for which a high proportion of students are enrolled will still have a devastating impact. For example, around 80% of applied general enrolments in the sixth form college sector are in just 20 subject areas.

It is time for the Government to listen, and they need to consider reversing their plans. Does the Minister think that the new Prime Minister will change the Conservative party’s disastrous policy on this issue? Will she guarantee that funding will not be removed for any BTEC qualifications unless an impartial, evidence-based assessment has concluded that they are not valued by students, universities and employers? Will she ensure that students and practitioners can contribute to the process of identifying qualifications that are deemed to overlap with T-levels? Can she assure us that some of the most popular BTECs—in subjects such as health, business, IT and applied sciences—will not be scrapped through the reapproval process simply to help drive up the numbers of students taking T-levels?

[John Spellar (Warley) (Lab)]

Before my hon. Friend comes to the end of her speech, may I say to her that it is not just in London that BTECs have proved so useful? It is also the case in the west midlands conurbation, which has a very diverse population and a sizeable skills gap. That is why the Government should look at offering BTECs alongside T-levels. T-levels have a huge role to play, and employer demand is there, but employers also recognise the upgrading of young people’s skills and abilities through undertaking BTECs. It is not just on the educational side, but on what the Government always say they are looking at—the outputs, which employers value as well.

[Marsha De Cordova]

My right hon. Friend is absolutely spot on.

In conclusion, the Government argue that changes are needed and that their plans are about streamlining and improving the quality of post-16 qualifications, but I and others firmly disagree with that assessment. We do not believe that the reforms will achieve their desired outcomes. The Government need to listen not just to me but to students, practitioners and employers, who all see the value of retaining BTEC qualifications.

--- Later in debate ---

[Andrea Jenkyns]

As I have already said, where a course is not covered by a T-level or A-level—I mentioned performing arts, creative arts and sports science—the option is available.

We will fund two groups of technical qualifications alongside T-levels for 16 to 19-year-olds. The first will be qualifications in areas where there is no T-level. The second will be specialist qualifications that develop more specialist skills and knowledge than can be acquired through T-levels alone, helping to protect the skills supply in more specialist industries, and adding value to the T-level.

Adults will be able to study a broader range of technical qualifications than 16 to 19-year-olds, which takes account of prior learning experience. Those include technical qualifications that allow entry into occupations that are already served by T-levels, such as data technician or senior production chef.

On the pathway, we have made it clear that students will be able to take BTECs and applied general qualifications alongside A-levels as part of a mixed programme. Our impact assessment recognises that students who take qualifications that are more likely to be defunded have the most to gain from these changes.

There were questions about overlap, and about students who have already signed up for courses. All qualifications on the final overlap will be funded until the current students have completed their studies.

There was also a question about work placements, which is a valid one. We have put in place substantial support for schools, colleges and employers to help them deliver high-quality industry placements for all T-levels on a national scale. We are engaging directly with employers through the Department’s employer engagement team to develop a pipeline of industry placements, and we are providing an extensive programme of focused support to help ensure employers and providers are able to deliver placements.

We have a national campaign in place to raise the profile of T-levels to an employer audience, and we have established a network of T-level employer ambassadors to engage with others in their industries on T-levels and placements. We have also implemented different delivery models to ensure placements can be delivered by employers across all industries and all locations.

[Marsha De Cordova]

It is right that the Minister is doing all that engagement with employers and so forth, but what about the students who will not be able to take up work placements, given their other commitments? This is one of the advantages of studying a BTEC. That 45-day commitment might not be possible, particularly for mature students—possibly like the Minister herself.

[Andrea Jenkyns]

If anything, we could flip that on its head, because this is a unique selling point. In these work placements, students will gain the soft skills needed in employment, and valuable experience to build up their CVs, which can help secure them future employment.

We have invested over £200 million since 2018-19 through the capacity and delivery fund to support providers in building capacity and networks with employers. We will continue to monitor the delivery of placements and work closely with providers and employers to identify what support they will need to deliver high-quality placements.

--- Later in debate ---

[Marsha De Cordova]

I thank every Member who spoke. We heard incredible speeches from my hon. Friends the Members for Birkenhead (Mick Whitley), for Luton South (Rachel Hopkins), for Lewisham, Deptford (Vicky Foxcroft), for Putney (Fleur Anderson) and for Stockport (Navendu Mishra), and the hon. Members for Meon Valley (Mrs Drummond), for Bath (Wera Hobhouse), for Taunton Deane (Rebecca Pow) and for Twickenham (Munira Wilson), and many other Members made powerful interventions.

The petition, which was signed by more than 100,000 people, is about preserving and protecting student choice, and unfortunately I do not believe the Minister addressed that in her response. The proposal will cut funding and reduce choice for the young people we say—well, many of us say—we want to ensure have choice and opportunity.

We heard about the transformative impact that BTECs can have on lives and vocational training—including for you, Sir Mark, among many others. Nobody is saying that T-levels are not the way to go, but students need options and choices, and the Minister did not acknowledge that.

I hope the Minister recognises the strength of feeling across the House. This is not party political: Members from all parties spoke about the difficulties that students from disadvantaged backgrounds—particularly those with special educational needs or a disability, and those from ethnic minority backgrounds—will face. I do not believe the Minister fully addressed how the new qualifications will support disabled students. If she did cover that, I ask that she writes to update me, but I do not believe that those points were addressed.

We have to keep pressing the Government on this issue. I hope that there will be transparency, and that they will involve campaign leaders and organisations, trade unions and student bodies in their review of the new T-levels. At the end of the day, although the Minister studied BTECs herself, I am just not sure she fully gets it.

Question put and agreed to.

Resolved,

That this House has considered e-petition 592642, relating to BTEC qualifications.

Oral Answers to Questions

Marsha De Cordova Excerpts

Monday 23rd May 2022 Commons Chamber

[Alex Burghart]

I thoroughly enjoyed my trip to Suffolk New College, and seeing some of the excellent work that it is doing in respect of a range of issues. I saw just how much the young people in that area are benefiting from their hard work. As my hon. Friend knows, we are engaging widely with a huge number of stakeholders to ensure that we get our consultation right, and I hope very much that Suffolk New College will bring its expertise to that process.

[Marsha De Cordova (Battersea) (Lab)]

Children with vision impairment require high-quality specialist support to access education and learn skills. I wrote to the Minister outlining concerns about the SEND review’s failure to include anything about the roles and responsibilities of local authority vision impairment specialist education services. According to research conducted by the Royal National Institute of Blind People, more than 60% of local authorities in England have reported a decrease or freeze in full-time specialist VI teaching support. We cannot have a two-tier system. Will the Minister agree to meet me to ensure that proposed local inclusion plans include protected high needs funding for local authorities to deliver specialist VI education services?

[Alex Burghart]

I know that the hon. Lady has a great deal of expertise in this regard. We are very keen to ensure, through the SEND review, that children and young people have the right support in the right place at the right time. I strongly encourage the hon. Lady to take part in that consultation, and the Minister responsible has agreed to meet her.

Special Educational Needs and Disabilities Review

Marsha De Cordova Excerpts

Tuesday 29th March 2022 Commons Chamber

[Nadhim Zahawi]

I am grateful to my hon. Friend for his characteristically thoughtful and well-evidenced question. The Green Paper contains a commitment from the Secretary of State for Health and Social Care to local inclusion dashboards, providing transparency so that parents can see the position locally. It is all well and good having a national view, but parents want to know how they and their child, and the rest of the family, are affected. This transparency will mean reform of the system, and CAMHS delivering what parents and children really need. Early identification is important. The long wait is adding cost to the system in many ways, and disadvantaging children in doing so. The Health Secretary has also given a commitment that those in the health system will look at resources and provision to ensure that we deliver consistency throughout the country.

[Marsha De Cordova (Battersea) (Lab)]

I know from my own experience how important it is to receive the right support at the right time, and I hope that when the Secretary of State is carrying out his consultation he will make a special effort to engage with parents and families of children who are blind and partially sighted. Surely, however, the purpose should be to ensure that we get the decision right in the first instance. We know that, in 95% of cases that go to tribunals, the finding is in favour of the parents. The Secretary of State referred to a new system of local dispute resolution through mediation, but how will adding a new process make the experience of families simpler?

[Nadhim Zahawi]

I know that the hon. Lady is a passionate champion for blind and partially sighted people. We will ensure that we consult them, as we have done already in formulating the Green Paper.

When things go wrong, parents will continue to have the right to redress. The proposals we have presented today are intended to resolve issues earlier. Parents will still be able to go to tribunals if they want to, but we are proposing to strengthen mediation overall so that we improve relationships locally and bring quick resolution. If we all agree that that early intervention is important, it is only right that we do this. We are of course consulting on mandatory mediation. There is evidence that all these measures work and that they improve the system, which is why I am launching the 13-week consultation.

Oral Answers to Questions

Marsha De Cordova Excerpts

Monday 6th December 2021 Commons Chamber

[Will Quince]

Sutton was revisited by Ofsted and the Care Quality Commission in 2020 and was found to have made progress in all previously identified areas of weakness. The Bill aims to improve services and life outcomes for people with Down’s syndrome, and we will support local authorities in the implementation of any future reforms. I know that my hon. Friend has concerns; I think that I am meeting him tomorrow to discuss the issue further. I look forward to it.

[Marsha De Cordova (Battersea) (Lab)]

Prior to the pandemic, there was a crisis in SEND provision, and it has only got worse—from bureaucratic hurdles to children having to face long delays before being assessed. It is having a devastating impact: 27% of families waiting for an education, health and care plan assessment are waiting for more than six months, despite the legal deadline of 20 weeks. I am sure that the Minister agrees that this is wholly unacceptable, so what action is he taking to ensure that children are assessed within the legal deadline and provided with the appropriate support that they need in school?

[Will Quince]

I thank the hon. Lady for her question. I will tell her exactly what we are doing. We have increased the high needs funding budget by £750 million a year for each of the previous three years. The spending review of 2021 provides a further £1.6 billion to that budget, an extra £2.6 billion in capital funding, an extra £42 million—but the hon. Lady is right: it is not just about money. That is why we have the comprehensive SEND review, which will report in the first quarter of next year.

Skills and Post-16 Education Bill [Lords]

Marsha De Cordova Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[The Secretary of State for Education (Nadhim Zahawi)]

I beg to move, That the Bill be now read a Second time.

In my previous role as Vaccines Minister, I set out how as a nation we would work our way back to normality by delivering an incredible vaccination programme—the product of evidence, expertise, commitment and, of course, collaboration. I am now here, I am very pleased to say, as Education Secretary, but I make it clear that my first and foremost aims remain the same. I am determined to focus on evidence, data and delivery, and on realising the huge potential in our most valuable resource: the human resource, our people.

[Marsha De Cordova (Battersea) (Lab)]

The Secretary of State refers to evidence and data, which all of us in this House rely on. Given the evidence and expertise from professionals about the move to get rid of the BTEC qualification, is it not time that he rethought that proposal?

[Nadhim Zahawi]

I hope, as I did in the weekly briefings that I gave as Vaccines Minister, to convince the hon. Lady tonight that that is incorrect. We are not getting rid of BTECs.

I know at first hand how important education is. As colleagues who have known me for a long time will know, I came to this country with my family at the age of 11, without a word of English—and here I am now in this Chamber. With the right education, opportunity abounds.

Unfortunately, we are still feeling the aftershocks of the pandemic and we still have many challenges ahead. We need to recover economically; we need to level up our country. I am glad to say that we are already making headway with levelling up. The Chancellor’s Budget is putting the money where it is needed, with £374 billion of direct support for the economy over this year and last year. The Prime Minister’s plan for jobs is working, with the peak of unemployment forecast to be 2 million lower than was previously predicted. Wages are growing, and we will build on that by having skills at the very heart of our plan.