Lifelong Learning (Higher Education Fee Limits) Bill

Munira Wilson Excerpts

2nd reading
Monday 27th February 2023 Commons Chamber

[Munira Wilson (Twickenham) (LD)]

It is a pleasure to follow the Chairman of the Education Select Committee, the hon. Member for Worcester (Mr Walker).

Mr Deputy Speaker,

“adult education must not be regarded as a luxury for a few exceptional persons here and there, nor as a thing which concerns only a short span of early manhood, but that adult education is a permanent national necessity, an inseparable aspect of citizenship, and therefore should be both universal and lifelong”.

That is not a quote from one of the many briefings that was sent to me ahead of the debate. It comes from Arthur Smith, who was the master of Balliol College, Oxford, in his foreword to a report commissioned by David Lloyd George’s Government in 1919. This Bill is trying to fulfil an ambition outlined more than a century ago by a Liberal Prime Minister—one that, sadly, successive Governments of all colours have failed to deliver.

As we have already heard, there is consensus on all sides of the House about the need for a revolution in adult education. That cannot be understated, given the pace of economic and societal change before us. Research from the Confederation of British Industry predicts that, as a result of changes in the world of work driven by digitalisation and the transition to a green economy, 25 million workers will need to upskill by 2030, and 5 million will need to retrain completely. The 2022 business barometer, which was put together by the Open University with the British Chambers of Commerce, found that 78% of UK organisations suffered a decline in output, profitability and growth as a consequence of the lack of available skills.

Liberal Democrats see investment in education and skills not only as an investment in our country’s future, but much more than that. It is about helping people to maximise their potential, nurture their creativity and develop their interests and talents, so I share the Secretary of State’s ambition that, no matter a person’s background or what path they have trodden, we all deserve equality of opportunity. That is the reason I am a Liberal. The Secretary of State says that it is the reason she is a Conservative. Maybe we can hammer it out over a drink sometime, and I might persuade her to cross the Floor, because as we have seen, it was a Liberal Prime Minister who originally set out that ambition.

However, I fear that the Government’s investment in lifelong learning over recent years does not meet the scale of the ambition that the Secretary of State has outlined. According to the Institute for Fiscal Studies, total adult skills spending in 2024-2025 will still be 22% below 2009-10 levels. The number of students taking non-degree undergraduate courses at higher education providers fell from 330,000 in 2007-08 to 110,000 in 2021-22, most of whom were part-time learners. We are promised that the lifelong learning entitlement will change that, and that it will be flexible, unified and high-quality, with parity between technical and academic routes. We are promised that this Bill will underpin the LLE scheme by providing a credit-based method for calculating the fee limit for whole courses and individual modules. While I commend the Minister and the Secretary of State for their commitment to the cause, I agree with many of the comments made by the shadow Minister, the hon. Member for Warwick and Leamington (Matt Western), that it is plain to see that this Bill is not the century-in-the-making panacea we have all been waiting for.

Many questions remain unanswered in what the shadow Minister described as a skeletal Bill. First, we are debating the Bill in reverse. Parliament is meant to debate and approve the policy framework and then let the regulations deal with the technical details. This Bill does the opposite—it sets out the mechanism through which an LLE will be delivered without setting out any of the major policy decisions about how it will work. As we have already heard, the LLE consultation was published more than a year ago, but we are yet to see the Government response. The hon. Member for Meon Valley (Mrs Drummond), who is no longer in her place, asked the Secretary of State how old someone would have to be to access the loan entitlement. How will maintenance support work? There are no details in the consultation. Will the repayment terms for these loans be the same as for 18-year-olds going to university when many of these learners will have only 20, 15 or 10 years left in their working lives? Will the equivalent and lower qualifications rule be abolished?

Those are basic questions about the nature and structure of the LLE that the Government do not seem to be any closer to answering as yet, but they will make huge differences to the effectiveness of the programme. The lack of any detail on how to support students with living costs, particularly during a cost of living crisis, seems to me a significant oversight, which is made even more unforgivable by the fact that the Department is increasing undergraduate maintenance loans by just 2.8% next year, when inflation is running at more than triple that rate.

I question whether the Government have correctly identified the major problem they are attempting to address through this Bill, because I am not sure they have made the case that the LLE is something that aspiring learners actually want. The Department for Education sought to prove its concept by making student finance available for 104 courses, yet according to Wonkhe, just 26 of those courses are advertising a future start date and just 33 students have applied for student finance as part of that trial. That was backed up by a survey last year by Public First, which found that telling people about the LLE made no statistically significant difference to whether people would retrain. I do not believe that reveals a lack of demand for lifelong learning, but it does show a considerable lack of interest from the public in this mechanism for financing it.

The most commonly cited reason for not showing an interest in the scheme is not wanting to take on debt. Seeing as talking about our predecessors is in vogue, I will say that was the conclusion my predecessor, the former Member of Parliament for Twickenham, Sir Vince Cable, came to in 2019 when he commissioned an expert panel of university, college and adult education leaders to explore alternatives for financing lifelong learning. They found that most mature students have work, a mortgage or family responsibilities, and so are unlikely to be attracted to a scheme requiring them in effect to pay a higher rate of tax for the rest of their working life to participate in further study.

The commission recommended giving every adult a personal education and skills account—what the Liberal Democrats have nicknamed a skills wallet. The skills wallet is not about just bolting modular learning on to the existing higher education fees system, as this Bill proposes, but would offer central Government grants throughout life to incentivise learning at all levels and would leverage private and public investment from employers, local government and learners themselves.

The Government’s consultation says that a learner’s account will show their learning balance “like a bank account”, so why not operate it like a bank account with tax breaks to incentivise individuals to save for retraining? Many short courses are being paid for by employers, so why not make employers’ contributions as commonplace as a workplace pension? Local, regional and central Government could also incentivise retraining during a downturn or following the collapse of a large local employer by topping up the accounts of affected workers.

Tom Bewick, the chief executive of the Federation of Awarding Bodies said:

“The LLE Bill has the potential to be the most radical entitlement to adult education, skills…and retraining…ever introduced.”

But he goes on to say:

“Grants and maintenance support will also be required.”

I fear that the ambition of Education Ministers for the Bill and its scope have been shackled by the Treasury.

[David Johnston]

The hon. Lady is making an interesting case, but does she accept that some people do not want further or higher education and will not benefit from it? People talk about the archetypal bus driver who has not done such courses—of course, sometimes they will have—and ask why he should have to pay for other people to do them. I can see that the measure could be important for low-income families, but does she accept the principle that people who want to do the course should have to contribute themselves?

[Munira Wilson]

I see where the hon. Gentleman is coming from, but equally, we are ambitious about making sure that the whole population, or many parts of it, are reskilling and are ready for the jobs of the future, and for people from low-income backgrounds, loans are a real barrier to putting themselves forward for additional courses. The skills wallet, as in our 2019 proposal, would be a grant given at various points of someone’s lifetime between the age of 25 and 55, with top-ups from local or national Government or employers and some tax breaks to go with it. That is an innovative and pluralistic way of funding that ambition, particularly given the challenges that we face as a country to fulfil the skills that we need for us to thrive and grow, which seems to be a cross-party ambition.

I fear that the narrow scope of the Bill will prevent amendments that probe the big policy choices that await the Government before LLEs are rolled out in 2025, but I hope that Ministers will answer the following questions as the Bill progresses. Will the Secretary of State consider putting the notional hourly value of a credit in the Bill so that modules cannot be devalued by a future Government looking to save money? Universities UK and other stakeholders have raised concerns that clause 2 may allow the Secretary of State to set differential fees based on subject of the course. Ministers should bring forward amendments in Committee to ensure that that is not possible and protect universities’ institutional autonomy.

How will Ministers ensure that learners have access to high-quality careers advice before they get their loan entitlement? David Cameron promised Islamic-compliant student finance in 2013. It is unacceptable that, 10 years later, it has still not been introduced. Will the LLE also be blocked off to Muslim students? Will the equivalent or lower qualification rule be abolished to give learners more flexibility in what they study? Will the Government support the Liberal Democrats’ plan to restore maintenance grants so that university graduates from low-income backgrounds are not punished by having to pay back more of their loans for longer?

This is a pivotal opportunity to shape lifelong learning in this country, and it is desperately important given the digital and green revolutions that are already under way. If we want to ensure that we as a country are at the forefront of capitalising on these opportunities, we need to equip people with the right skills, so these plans need further thought and further detail. We will rue the day if, in another 100 years, Arthur Smith’s ambitions have still not been fulfilled.

Oral Answers to Questions

Munira Wilson Excerpts

Monday 27th February 2023 Commons Chamber

[Gillian Keegan]

I thank my hon. Friend for that. All of us will be aware of the huge impacts that long waiting times for diagnosis for autism and for attention deficit hyperactivity disorder can have on children in our communities; many of us will see such cases in our surgeries. To address this, last year we invested £13 million, with a further £2.5 million this year, to improve autism assessment pathways. NHS England is developing national guidance to improve access to autism assessments and we are also committed to looking at improving data on ADHD assessment waiting times to help improve access. I am sure that she will join me in welcoming my Department’s SEND—special educational needs and disabilities—and alternative provision improvement plan, which we will be publishing within the next week.

[Munira Wilson (Twickenham) (LD)]

A special school in Oxfordshire is one of dozens of schools that in the past few years have had to close because their buildings were deemed unsafe for pupils. Last week, it was revealed that 39 schools have partly or fully closed for that reason since the general election. With the House of Commons Library confirming that money to maintain school buildings has been cut by 4% in real terms, how will Ministers assure parents of children in both special schools and mainstream schools that their children are safe and that buildings are fit for purpose?

[Gillian Keegan]

Obviously, it is always important that our children are in safe schools, and we always take action as soon as possible if any concerns are raised within a school. £15 billion has been spent on the condition of school buildings since 2015, but there are also additional funds for adding capacity. We have a lot of work ongoing in this area—not only school rebuilding but condition assessments, with structural engineers in some schools right now, to make sure that we have all the information and data we need to ensure that all our schools are fit for purpose.

School Sport Facilities: Reopening

Munira Wilson Excerpts

Tuesday 21st February 2023 Commons Chamber

[Ben Bradley (Mansfield) (Con)]

It is a pleasure to bring this issue to the Floor of the House and to be able to discuss opportunities to open up school sports facilities to the wider community. It is an issue very close to my heart as a self-confessed sports fanatic, hockey coach, occasional football referee, parent of kids involved in grassroots football and someone whose original ambition was to be a PE teacher. I cannot overstate how important I think sport, and particularly grassroots and community sport, is to our physical and mental health, to the development and growth of our young people, and to our social fabric and our general wellbeing.

The role sport plays and the value of it in the education and development of the next generation have, quite frankly, always been undervalued by Governments of all stripes. While the health benefits of physical activity are obvious, it also plays a major role in academic achievement and careers. Dundee University has shown an increase in academic performance by students who participated in more exercise than their peers, and this is something that can be scientifically measured: it is a real thing. If I wanted to get technical, I could even talk about how other studies have shown that regular exercise leads to better levels of concentration and better memory, but the real point that sport adds value across the board when it comes to developing young people is an important one. I consistently reiterate in this place that I think it is really important.

We also know that sport not only helps to develop the academic potential of a young person. Sport, particularly team games, helps to encourage the social development of young people and often provides that first instance of teamwork for many kids. All of us who have played sport know about the highs and lows it brings and the character building that comes from those experiences of determination, competitive spirit and overcoming challenges. These experiences help to make our young people more resilient and better able to deal with the rest of their lives.

The most disadvantaged communities also tend to be the least active, and they also tend to have the least access to sports facilities, so this is a levelling-up mission too, which is really important. As I keep saying, this is really important. We need to help more people to access facilities and to access sport. There is a lot to that, and I could bang on for ever. We recently had a debate here, with the Minister for Sport—the Under-Secretary of State for Culture, Media and Sport, my right hon. Friend the Member for Pudsey (Stuart Andrew)—on the Front Bench, about sport in schools and communities, so I am not going to reiterate all of that. However, as we have an Education Minister here, and I am very grateful for her time, I will flag again that the PE and sport premium is really important. I know it is being discussed, because teachers are regularly contacting me to ask if it can be finalised and sorted.

[Munira Wilson (Twickenham) (LD)]

The Football Association has raised concerns that school sport premium funding is often announced very late in the academic year, and therefore schools struggle to make plans on how to use that, often laying off staff who they then have to re-employ. Does the hon. Gentleman agree that the Department for Education and the Treasury should perhaps agree that settlement for two or three years so that planning, provision and people can be put in place?

[Ben Bradley]

The hon. Lady is absolutely right. We all know about the recent economic challenges around long-term planning, but the sooner we can have longer-term security around staffing the better. I would make the same point about the Department of Health and Social Care funding stream for school games organisers. They are in the same boat; if the funding is not confirmed soon, they will have to lay people off and then start again. The cost of that is unnecessary and burdensome for schools.

This evening I want to focus on school facilities, however. One way to increase access to sports facilities across the country is by ensuring that schools are able to open their sports facilities for public use. We are investing in new sports centres, and lots of levelling-up funds and other funds have recently come forward for new facilities, including Warsop leisure and health centre in my constituency. That is really positive, and means that, thanks to this Government, we will finally replace the old, dilapidated leisure centre that the Mansfield independent-led council closed around four years ago. That is great; I have campaigned on it and have been keen to secure it, and I am really pleased we are going to be able to do it this year. But when I look across the road from the leisure centre, I see a school sports field with football pitches, a multi-use games area, a basketball court, tennis courts and school sports facilities that are already there. It is fortunate that in Warsop some of them—not all—are open to the wider community, but when I first came to Parliament five years ago I was shocked to find that the general public were not able to access 45% of the sports facilities in state-funded schools; almost half provide no public access at all.

--- Later in debate ---

[Claire Coutinho]

I thank my right hon. Friend for that, and he is of course right in what he says; I have seen lots of examples of independent schools being real hubs in their communities and bringing lots of people together. I also have a personal viewpoint on this, because a lot of independent schools are specialist schools and are providing amazing provision to children with special educational needs—I have seen some of them in action.

We know that covid-19 restricted the amount of sport that schools could offer during and after the school day. It is important that we help not just to get things back on track, but to lay the groundwork for going further and increasing physical activity and participation in sport. The chief medical officers recommend that children should take part in 60 minutes of physical activity a day. The latest annual data from the “Active Lives Children and Young People” survey, released in December, has been encouraging. It shows that the proportion of children who are active has increased by 2.6% compared with the previous academic year, bringing activity levels back in line with the pre-pandemic numbers.

Fundamental to an active community is having sufficient sports facilities of the right quality. That is why the Government are investing £230 million between 2022 and 2025 in improving community sports facilities across all four home nations.

[Munira Wilson]

The Minister was making a point about children’s participation in sport, particularly in schools. Does she share my concern that over the past 10 years some 40,000 hours of physical education have been lost in secondary schools? Will she update the House on what her Department’s progress is in delivering the commitment the Prime Minister made to the Lionesses last year, after their spectacular win in the Euros, to have two hours of PE per week as a minimum in every school across the country and to involve Ofsted in inspecting sport in schools?

[Claire Coutinho]

The Prime Minister and many other people in the Government are passionate about children’s access to PE. I will come on to some of the sport strategies we are looking at and set them out in further detail.

The Government also support physical activity and sport outside the school term. The £200 million a year we are spending on the holiday activities and food programme, which is delivered by local authorities in England, has been a tremendous way to increase access. Some of the figures I have looked at on children accessing holiday activities who have never done anything like that before are really quite heartwarming.

Alongside community facilities, facilities on school sites represent an important resource for pupils and their families. Although schools may need support with the logistics of opening up their facilities—my hon. Friend the Member for Mansfield spoke to some of them—the phase 3 funding we have set out will allow them to ensure that their facilities are more easily accessible to families, other community users and local clubs, while remaining secure. Since October 2019, the Department for Education has provided £11.7 million to schools to support them to make best use of their sports facilities beyond the core school day and to start to reopen them after the pandemic.

In phase 2 of the Opening School Facilities programme, over 280,000 young people were supported to take part in over 60 types of extracurricular sports and physical activities, including traditional sports such as football and tennis, and new activities such as BMX and skateboarding. The Department will also be providing further investment support to schools to open their sports facilities in the evening, at weekends and during the holidays by funding phase 3 of the programme with up to £57 million over three years. As well as providing practical support and advice, phase 3 will also support schools to create new partnerships with national governing bodies and local sport providers to broaden the extracurricular opportunities available to their pupils, as well as providing a benefit to the wider community.

With that, I would like to thank everyone who has taken part in today’s debate, and in particular my hon. Friend the Member for Mansfield, who I know will continue to press on this issue.

Childcare: Affordability and Availability

Munira Wilson Excerpts

Tuesday 21st February 2023 Westminster Hall

[Ruth Cadbury]

I thank the hon. Gentleman for that excellent point. This is a universal issue across the UK and affects people at all income levels and in all areas.

I recently spoke to a friend who has a young baby and who is planning her return to work, having struggled to find a nursery place. She told me that Sweden, where her brother lives, pays £100 per month per child for a nursery place. However, across England, childminders are packing up and nurseries are closing or cutting places.

[Munira Wilson (Twickenham) (LD)]

I thank the hon. Lady, my constituency neighbour, for giving way, and I congratulate her on securing this extremely important debate. On the supply of childcare, does she share my concern that Ofsted figures show that 10,000 childcare providers closed last year alone and that there was a net reduction of 4,000 overall? Analysis by the London Early Years Foundation shows that many of those providers are in disproportionately poorer areas, where people cannot afford to pay for childcare.

[Ruth Cadbury]

By highlighting those shocking Ofsted figures my neighbour from Twickenham has powerfully expanded on the point I was making.

The Minister will no doubt describe the various Government support mechanisms for childcare, but they are not working. Government per-place funding for funded places is falling further and further behind the cost to providers. Providers in less well-off areas are struggling because they cannot rely on fees to top up their income. That means that places are hit even harder—yet another example of the Government levelling down.

Then there are the estimated 15% to 20% of children with special educational needs, who face further inequality due to the lack of specialist childcare. As documented by Coram, there is inadequate funding for SEN childcare. A survey by the Early Years Alliance found that 92% of childcare providers have to fund additional support for children with special educational needs and disabilities out of their own pockets.

[Yvonne Fovargue in the Chair]

On the challenges that childcare providers face, I met local early years leaders in my constituency in November. They told me that, although the pandemic had affected their viability, the cost of living and the funding crisis are having an even bigger impact and are doing even more damage. Their food costs are up 40%, their energy costs have more than doubled, even after Government support, and their business rates are up—a triple whammy. Those cost increases have not been met by an increase in the funding rate for so-called free places. Providers cannot afford to keep passing on the increasing cost of delivering high-quality childcare and education to parents. The Government need to see the huge cost to parents and the huge cost to providers as two sides of the same coin. It is creating a perfect storm, which is causing a crisis.

This crisis is not the fault of the childcare providers, who are working tirelessly up and down the country. It has been fuelled by 13 long years of a Conservative Government who have failed to act.

--- Later in debate ---

[Justin Tomlinson (North Swindon) (Con)]

It is a pleasure to speak in the latest debate on this subject. This is almost a weekly occurrence, which makes speech writing quite easy—we can just dust off our previous versions.

First, I want to put on record my tribute to my hon. Friend the Minister who, within days of being in post, was willing to visit the fantastic Imagination Childcare nursery to meet Becky Cruise—the owner—and her team, as well as my daughter, who loves every minute she spends there. She also attended a roundtable with a number of nursery providers—experts in the field—who were able to have a frank, candid and wide-ranging discussion. They were extremely grateful for how engaged the Minister was, and Councillor Jo Morris, who runs Playsteps and does a lot of national campaigning, has certainly felt empowered to feed in the challenges. And it is the challenges that I will focus on.

To provide balance to what I thought was a very good opening speech, let me offer a proviso about the 13 years of Conservative Government. During those 13 years we have doubled the money spent on childcare. We brought in and extended the provision of free childcare, which my eldest daughter now benefits from. There is more to do, but we have been transformational in supporting people. What a contrast to the nonsense and bureaucracy of the tax credit system, which was a true blocker to working parents, particularly working mothers, being able to fulfil their potential.

[Munira Wilson]

The big step forward on childcare provision was in part thanks to the Liberal Democrats in the coalition Government. Does the hon. Gentleman accept that, setting core schools funding aside, the Department for Education’s day-to-day spending, which includes early years, is set to be cut by £500 million under last November’s autumn statement? Does he not agree that, if early years funding sees that day-to-day spending cut, it will be very short-sighted and very damaging for families?

[Justin Tomlinson]

We are all passionate about early years funding; we would not be here supporting this debate if we were not. I pay tribute to a predecessor in the hon. Lady’s party, David Laws, who was Minister for schools and early years. He also made a productive visit to my constituency. He was meant to be there for about 30 minutes and he stayed for more than three hours; he had to send his officials home. He learned some really good lessons, particularly about the significant difference that childcare can make to development in those early years—a point that was made powerfully in the opening speech. If we are to prioritise an area, those early years make a genuine difference.

As I said, I need to raise the challenges. It is important to keep the Minister absolutely focused, as I know she is. We have lost 500 childcare settings since 2019, with 300 in the last year. The main challenge impacting capacity fundamentally comes down to the fact that the increase in the national living wage, which is above inflation year in, year out, outstrips the set funding given for the 15 and 30 hours, and that makes viability an increasing challenge for nurseries. While we all support the increase in the national living wage, we all want the Minister to be empowered by Treasury to increase the funding provided for the 15 and 30 hours to match the national living wage increase. Then nurseries can worry about whether or not they make a profit on the non-free provision. We have to make it sustainable, because if we continue to lose capacity within the system, that will be an obstacle to people either returning to work or extending their hours.

I know that the Government are looking at different ways to try to provide financial support for nurseries. I know they are looking at ratios. I do not support lowering or changing the ratios because of the impact on quality, and I do not think there is support from parents. From our roundtable, I know that aside from balancing the increases in the national living wage, the other issue is staff retention. If we increase the workload, we will speed up the process of people leaving, which in itself is counterproductive. However, I think we could look at the qualified staff ratios that are needed to be legally compliant with Ofsted. In some cases, people who are in training could be counted for that ratio as well as those who have completed their training, but with Ofsted still keeping an overall view of the quality within the setting. That could be used in either good or outstanding nurseries, which would help.

I know that the Minister is particularly interested in the anomaly around business rates, which we have discussed in previous debates. A nursery within a school setting does not pay business rates, but a stand-alone nursery—like the one the Minister visited, which was about 50 metres away from a school—is subject to business rates, which equate to around £100 a child. If that £100 went back into the childcare provision, it would make a huge difference.

I speak to my final point as a former disability Minister. Society’s awareness of additional needs for young people has increased significantly, which is good and welcome. This was also brought up in the roundtable. Nurseries are about not just putting on fun arts and crafts and play sessions, but providing social care and support for special educational needs and disabilities, parents, communication and language and mental health. We want them to do well with all those extra responsibilities. It is no easy thing for a Minister—every Minister feels that their area should be looked after by Treasury, but Treasury simply cannot say yes to everything. One thing the Minister could do is to make the case for ringfencing additional premiums for those areas; in some cases, that will mean cash. We also heard at the roundtable about the ability to get quick advice. We had one example where a nursery had to wait six months to get advice—a relatively basic piece of training that ultimately was potentially life-saving—which meant that a child had to miss out for six months, because the nursery could not risk taking that child on until the training had been given. The support is partly around the money, and partly around being able to quickly get the staff.

I would not swap this Minister for any other to lead this fight. I know that she is working extremely hard, and she will have our full support if she can unlock any of those challenges.

Higher Education (Freedom of Speech) Bill

Munira Wilson Excerpts

Consideration of Lords amendments
Tuesday 7th February 2023 Commons Chamber

[Claire Coutinho]

Mr Deputy Speaker:

“Freedom is a fragile thing…it must be fought for and defended constantly by each generation”.

Ronald Reagan said those words in 1967. More than 50 years later, our generation is facing our own battle for freedom: the freedom to express our opinions and debate controversial ideas without fear or favour. Ironically, this is happening in our universities, which traditionally have been the very institutions that have challenged prevailing wisdom, from the effects of smoking to the theory of evolution and our understanding of climate change. That is why I am delighted to be here today to discuss the Higher Education (Freedom of Speech) Bill.

First, I thank my predecessors for all their work in taking the Bill through the House last year, and my ministerial colleagues for their efforts in the other place. This is a contentious subject matter, and I know they have spent many hours thoughtfully considering the points that have been raised on all sides throughout the Bill’s passage. I am pleased that, after discussions, noble peers have now agreed that there is an issue to address, as the noble Lord Collins of Highbury acknowledged on Report. I am grateful to peers for their careful consideration of the Bill.

Today, I ask my hon. Friends and hon. Members to consider the amendments made in the other place. I will address each set of amendments individually, beginning with the statutory tort, which provides a means by which individuals can seek redress through the courts if they believe that certain duties in the Bill have been breached. This measure will be critical to stimulating the cultural transformation that we need. I am grateful to Baroness Barran and Earl Howe for leading debate about the tort in the other place. In the end, the other place voted in favour of amendment 10 to remove the clause containing the tort from the Bill.

I assure the House that we heard very clearly the strength of feeling about the tort. Those feelings have rightly set the context for careful deliberation about the Government’s position now. I have spoken at length to leaders and academics in the higher education sector. I stand firm in my belief that the tort is an essential part of the Bill, and I disagree with its removal.

[Munira Wilson (Twickenham) (LD)]

The Minister will forgive me if she is coming to this point, but as a Liberal I believe passionately in freedom of speech, as I believe does she. The clause to allow statutory tort was removed by a Conservative former Universities Minister in the other place, with cross-party support. Does she agree that, rather than supporting and encouraging free speech, we risk inhibiting it? Cash-strapped student unions may not invite particular speakers for fear of legal proceedings that they would not be able to defend. Does she agree that she is actually working counter to her own values and beliefs?

[Claire Coutinho]

Having spoken to many academics and people in universities at the moment, I firmly disagree. They are the people who would like that sort of protection. They think it would give them a legal backstop to the duties that we are placing otherwise in the Bill. Let me reassure the hon. Lady that the Government do not want providers being taken to court without good reason and being forced to defend themselves against unmeritorious or vexatious claims. We do not expect that to happen. The tort has always been considered a backstop.

The vast majority of complaints should be resolved through the new, free-to-use Office for Students complaints scheme, or through the Office of the Independent Adjudicator for Higher Education. In practice, we expect its use to be relatively rare, but it is crucial because it will offer complainants an opportunity to bring a case where they feel that their complaint has not been resolved to their satisfaction by the OfS or the OIA. It will be useful on the rare occasions where a provider, for some reason, fails to comply with the recommendations made by the OfS or the OIA.

Reform of Children’s Social Care

Munira Wilson Excerpts

Thursday 2nd February 2023 Commons Chamber

[Gillian Keegan]

My hon. and learned Friend makes a very good point, and I know he has a lot of experience in this area. He is absolutely right to say that the evidence- led trials that were done in the innovation programme, the Mockingbird programme, have delivered fantastic results. We will be rolling that out further, and there is investment behind the retention and recruitment of foster carers of £25 million—that will include Mockingbird.

[Munira Wilson (Twickenham) (LD)]

The children who end up in our social care system are, of course, some of the most vulnerable children in our society. It is incumbent on all of us to put the utmost protection and care in place for them. The Secretary of State says that she is

“rising to Josh MacAlister’s challenge”.

He recommended a fundamental reset, but her announcements are a piecemeal approach that barely commit one tenth of the money that he was suggesting is needed. So I am afraid that although there are good intentions behind these announcements, they barely scratch the surface. Politics is about choices, and I am deeply saddened, and I suspect that in her heart of hearts the Education Secretary is also saddened, that the Treasury has bound her in this way.

Kinship carers will welcome the new investment in training and the promise of a national strategy, but will the Secretary of State explain how exploring the case for a financial allowance is any different from the usual Government line of keeping policies “under review”, when a third of kinship carers cannot even afford to clothe their children and they are struggling to put food on the table? How is a national strategy and some training going to help those kinship carers?

[Gillian Keegan]

I assure the hon. Lady that we will report back within a year on the pathways that we are exploring; that is a priority. I welcome her words about how we all care about doing this. It is not that people have not tried before, but I am proud of our work because this is the first time that we have had a whole-system reform of our children’s social care service. That was in our manifesto, and we are intent on doing it properly. It is very complex, it requires lots of people to work together, and we have to ensure we do it right. This is a two-year programme; Josh MacAlister set out a five-year programme. We are at the start, laying the foundations for the further work that we will bring forward.

Oral Answers to Questions

Munira Wilson Excerpts

Monday 16th January 2023 Commons Chamber

[Gillian Keegan]

Obviously some schools are disappointed that they did not have access to those funds. We have announced funding for 400 schools so far and a further 100 will be included in future rounds, but we would be happy to meet the right hon. Lady.

[Munira Wilson (Twickenham) (LD)]

A Schools Week investigation found that at least 40 schools contained so-called aero-concrete, while 150 more needed further investigation. Officials described the concrete as

“life-expired and liable to collapse”,

which is extremely alarming. NHS England says that it will take until 2035 to remove aero-concrete from all our hospitals; will we be waiting as long as that for it to be removed from our schools?

[Gillian Keegan]

Last year the Government published updated guidance on identifying and managing reinforced autoclaved aerated concrete. In March 2022, all schools were asked to complete a questionnaire about their knowledge of RAAC and its presence in their buildings and asking how, if they had it, they were managing it. We help schools where its presence is confirmed by providing the appropriate technical support, and we want to ensure that we continue that programme.

Fair Taxation of Schools and Education Standards Committee

Munira Wilson Excerpts

Wednesday 11th January 2023 Commons Chamber

[Munira Wilson (Twickenham) (LD)]

The whole argument about how we tax private schools is underpinned by a much more important question: why do so many parents choose to send their children to private schools? Some parents, particularly those whose children have complex special educational needs, feel that they have no other choice, as Government cuts in council funding mean that councils often struggle to provide the support that their children need. Others look at the sports, art, music, drama, debating skills, coding clubs and other opportunities that private schools offer, to a far greater extent than could be dreamt of by many of our state schools. They see that the pupil-teacher ratio in private schools is half that in state schools, as the Government fail year after year to meet their own teacher-training targets. They see that a private school has an on-site counsellor, when their child has been waiting months, sometimes years, to be assessed by child and adolescent mental health services and subsequently treated if they need help.

As the Government continue to let our pupils down, having failed to invest properly in covid recovery, we cannot blame parents for wanting the very best for their children. However, the Government cannot brush off criticisms of the status quo as an attack on aspiration. They know just how badly distorted the playing field in our education system is distorted.

At the root of the inequalities I have outlined is money. According to the Institute for Fiscal Studies, the average private school fee is £6,500 more than state school funding per pupil. More than half of private schools are charities, required to operate for the public benefit, yet current case law allows private schools to decide for themselves what that public benefit is. It lets some private schools get away with the bare minimum. Others, on the other hand, are doing far more.

In October, I attended the launch of Feltham College in a neighbouring constituency. It is a new sixth form run out of Reach Academy in Feltham, which is an inspirational school founded by an inspirational man called Ed Vainker, who happens to be a constituent of mine. Reach is run in partnership with Hampton School in my constituency and Lady Eleanor Holles School, also in my constituency, as well as in partnership with Kingston University and various other partners. The two independent schools offer 28 taught periods per week across a range of subjects, particularly the sciences. The teachers from LEH and Hampton have also offered additional tutoring and coaching sessions for students at Reach who want to apply to Oxbridge or to medical school and need to go for interviews.

The partnership is producing results: students at Reach achieve the best chemistry and biology results that the school has ever had. Children and young people from some of the most disadvantaged backgrounds in an area that historically has sent far too few of them into higher education are seeing the most extraordinary results. I want every private school to offer that sort of support to the state sector, not by imposing top-down solutions—as some previous Education Secretaries have attempted—but, rather, by partnering with neighbouring state schools to identify needs in the local community and to share resources and expertise effectively.

[Sarah Owen (Luton North) (Lab)]

The hon. Lady is making an excellent speech. I wholeheartedly support some of the work that she has outlined around partnerships. Does she not agree that, fundamentally, this goes to the heart of how we see education: education is not a charity but a fundamental basic right?

[Munira Wilson]

I agree that education is a fundamental basic right. I am about to talk about the nature of charitable status. It should not be seen as a club. Some private schools perhaps do operate in that way, but lots do not. The hon. Lady goes to the heart of my point: if we are to give private schools charitable status, they need to do much more across the board to earn and to keep that status. We should expect the level of collaboration I have outlined between Reach, Hampton and LEH. We should expect that sort of collaboration from every school with charitable status. A charity is not a club. It should not use resources to benefit only its own members, even if it occasionally waives the entry fee. If it does, the Charity Commission should have the power to revoke its charitable status.

I also believe—this point has been made by some Members—that education is a public good. Our VAT system recognises that essentials such as food and healthcare should not be subject to additional taxes. Currently, all education provided by eligible bodies, including schools, universities and providers of English as a foreign language, are exempt from VAT. That is important because it is a statement that education—however it is provided—is as much a public good as bread, eggs and cheese.

I am in politics because I am passionate about education. The importance of education was instilled in me and my sisters from a very young age. I believe that every child, no matter what their background, should be given the opportunity to excel and flourish in life, because every child has something special in them that we need to draw out.

That is why I believe, and Liberal Democrats believe, that education is an investment in our children’s future and our country’s future. We want every parent to be able to send their child to a good, local school where they can fulfil their potential. Parents want a fair deal from their local primary or secondary school. Liberal Democrats want that, too. We want a qualified mental health professional in every school; opportunities for every child, no matter their background, to take part in music, sport, drama, debating and so on every day; a recruitment and retention plan to attract the very best teachers, not to burn them out within five years. We want properly funded local councils that will tailor support to a child’s individual and complex needs, rather than parents having to go to court to secure their child’s right to support; and a hot meal for every child living in poverty.

That is what pupils need. That is what parents want. That is what Liberal Democrats will campaign for.

--- Later in debate ---

[Alex Cunningham]

It is true.

[Munira Wilson]

Will the hon. Gentleman give way?

[Alex Cunningham]

I will not give way. You were complicit.

Ministers and their supporters claim it is fairer to allocate more funding per pupil, which bases funding considerably less on need. We are talking about the movement of wealth from the poor to the rich—from the areas where children are lucky to get breakfast to others where riding lessons and a host of other activities are delivered by parents who have the means to do so. I do not want those from more affluent backgrounds to lose their activities, but I do want youngsters from Tilery, Hardwick, Roseworth and Billingham to have a great local state school where they are supported to get a better chance in life. I know that can be achieved only if we invest in our children from the youngest possible age. I know from headteachers that the children who benefited from our Sure Start centres almost a generation ago were better equipped to learn when they arrived at school. If we are again to open up these early opportunities in some of our poverty-stricken estates, we will need to find funding. The Tories crashed the economy, so I support those on my Front Bench in their commitment to create funds by removing charitable status from private schools and from other pots where they can find that money.

I know there are parents who make sacrifices to send their children to private schools—we have heard examples of this from Conservative Members—and I admire them for it, but that is their choice. It does not mean that schools should be subsidised by the taxpayer when some state schools are shrinking or closing because they have insufficient numbers. So let us refocus our approach to funding education in this country; let us recognise that we need to fund on the basis of needs instead of numbers; let us deliver the support for our children with special needs, such as those I met at Ash Trees; and let us deliver the opportunity to allow every child to reach and even exceed their potential.

Education

Munira Wilson Excerpts

Tuesday 6th December 2022 Ministerial Corrections

[The Parliamentary Under-Secretary of State for Education (Claire Coutinho)]

The Department has significantly expanded the number of fully funded initial teacher training places in early years for the next academic year, and it is reviewing the level-3 qualification criterion for early years, both of which are part of our package of up to £180 million-worth of support…

The Government are supporting early years professionals with up to £180 million for qualifications and specific training, such as on dealing with challenging behaviour following the pandemic and on early communication.



The following is an extract from Education questions on Monday 28 November 2022.

[Munira Wilson (Twickenham) (LD)]

High-quality early years education is vital, and it is the best possible investment in our future—that includes both training and provision for all. Given that school budgets were protected in the autumn statement, where will the two years of real-terms funding cuts set for the Department for Education fall? Can the Minister confirm they will not fall on early years education?

[Claire Coutinho]

As I said in answer to earlier questions, we put an extra £0.5 billion into the early years sector in the 2021 spending review to increase the hourly rate. We are also spending money on qualifications and training for teachers. This sector is very important to us, and we continue to consider all the ways we can support it.[Official Report, 28 November 2022, Vol. 723, c. 648.]

Letter of correction from the Under-Secretary of State for Education, the hon. Member for East Surrey (Claire Coutinho):

An error has been identified in the response given to the hon. Member for Twickenham (Munira Wilson).

The correct response should have been:

Oral Answers to Questions

Munira Wilson Excerpts

Monday 28th November 2022 Commons Chamber

[Claire Coutinho]

I know that my hon. Friend is a huge supporter of Jelly Babies, both the nursery and otherwise. The Government are supporting early years professionals with £180 million for qualifications and specific training, such as on dealing with challenging behaviour following the pandemic and on early communication.

[Munira Wilson (Twickenham) (LD)]

High-quality early years education is vital, and it is the best possible investment in our future—that includes both training and provision for all. Given that school budgets were protected in the autumn statement, where will the two years of real-terms funding cuts set for the Department for Education fall? Can the Minister confirm they will not fall on early years education?

[Claire Coutinho]

As I said in answer to earlier questions, we put an extra £0.5 billion into the early years sector in the 2021 spending review to increase the hourly rate. We are also spending money on qualifications and training for teachers. This sector is very important to us, and we continue to consider all the ways we can support it.

--- Later in debate ---

[Nick Gibb]

The 2021-22 academic year saw more than 86,000 hours of music teaching in secondary schools—the highest number since 2014. They were taught by more than 7,000 music teachers in secondary schools—the highest number since 2015. Schools should provide timetabled curriculum music of at least one hour a week. We have published an excellent model music curriculum that schools can lean on to help to deliver that.

[Munira Wilson (Twickenham) (LD)]

Why will the Secretary of State not listen to her Cabinet colleague the Secretary of State for Levelling Up and the Government’s own food adviser by expanding the eligibility for free school meals? Hungry children cannot learn and tend to behave badly, too.