Oral Answers to Questions

Debate between Robert Halfon and Nadhim Zahawi

Monday 4th July 2022 Commons Chamber

[Robert Halfon (Harlow) (Con)]

I hope my right hon. Friend will see this book I have here, “The Children’s Inquiry” by Liz Cole and Molly Kingsley, about the damage to children during lockdown. The number of ghost children is still rising: it has risen by 100,000 to 1.7 million absent children. I know my right hon. Friend set up the Attendance Alliance Group, but the fact is that we need to get those children back to school, and the numbers are rising. What will he do to ensure those children get back to school in September?

[Nadhim Zahawi]

I am grateful to the Chair of the Select Committee. Those are not just ghost children; they are flesh and blood. We must make sure that we do everything in our power to get them back into school. The national register will identify where those children are, so that we can really focus on that.

Oral Answers to Questions

Debate between Robert Halfon and Nadhim Zahawi

Monday 23rd May 2022 Commons Chamber

[Robert Halfon (Harlow) (Con)]

16. What recent assessment he has made of the effectiveness of his Department’s steps to help return severely absent pupils to school.

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

My schools White Paper and new attendance guidance set out how we expect schools and local authorities to support severely absent pupils so that they can attend regularly. We also recently launched a live data trial for schools, trusts and local authorities, enabling them to target support at pupils who need it most.

[Robert Halfon]

My right hon. Friend rightly says that he is driven by the data, and I thank him for the work he is doing to try to get these children back to school. The Centre for Social Justice suggests that 13,000 children in critical exam years were severely absent in the autumn term 2020, and FFT Education Datalab suggests that 5% of pupils were severely absent from September to May this year. What data are the Government collecting on children in exam years who have been severely absent, and what is being done to bring them back to school and to ensure that they get targeted tuition through the catch-up programme?

[Nadhim Zahawi]

I am delighted to confirm that, as my right hon. Friend knows, we are bringing forward legislative measures to establish a local authority registration system, but that is for the future. Those GCSE, AS-level and A-level students sitting exams this year have been given advance information to help them focus, and to give them the confidence to come in and take exams this year. We are also working to make sure that the alliance of national leaders across education is doing everything it can to deal with persistent absenteeism, and to make sure that all children are in school, which is the best place for them to be.

Special Educational Needs and Disabilities Review

Debate between Robert Halfon and Nadhim Zahawi

Tuesday 29th March 2022 Commons Chamber

[Robert Halfon (Harlow) (Con)]

My father, like my right hon. Friend the Secretary of State’s, was an immigrant who came here with very little. He worked hard to send me to private school, but I spent much of my childhood having operations and not being in school. I know very well what it is like to be a child with special educational needs and to have a disability, and I care about this issue very deeply.

I welcome the fact that the Secretary of State is getting a grip on this issue, but it is wrong that it has taken almost three years for this Green Paper to come to fruition. It is wrong that for so long parents have had to wade through a treacle of unkind bureaucracy and that, as the Secretary of State has acknowledged, they have been subject to this awful postcode-lottery provision, whereby they wait for months on end to get the EHCP that they should have. There are not enough trained staff—an issue that I recognise the White Paper looks at.

Our Education Committee report made two key recommendations: that there should be a neutral advocate for parents to help them to wade through the bureaucracy—an idea that I urge the Secretary of State to look at again, so that everyone has a fair chance—and that the powers of the social care ombudsman should be extended beyond the school gates, to make sure that children are properly looked after.

The test for us all will be whether parents soon come to our constituency surgeries—I wish it did not have to take more months of consultation—and we no longer hear the awful stories of the struggles they face, and they no longer have to appeal to their MP to try to navigate their way through the system. I urge my right hon. Friend the Secretary of State to get this done as soon as possible and to sort it out once and for all, because it is a major social injustice in our education system that children with special educational needs do not have a level playing field.

[Nadhim Zahawi]

I am grateful to my right hon. Friend the Chair of the Education Committee; I will always listen to what he and his Committee have to say, because his Committee follows the evidence and works on a cross-party basis.

My right hon. Friend raised a number of important points that the Green Paper attempts to address, although there is of course a consultation. One of his points was about clarity for parents. Our proposal to establish a single national integrated SEND and AP system in England will help to inform parents wherever they live. If they move house, they will be able to find out what they should expect from the system for their child. It will help them to make informed choices from a tailored list of settings. It will strengthen mediation arrangements so that they do not feel they have to go to tribunal and line the pockets of expensive consultants or lawyers. All these things are addressed in the important Green Paper. Part of the work is to ensure excellent provision from the early years to adulthood and to build inclusivity into the system. We will always listen to what my right hon. Friend has to say.

Schools White Paper

Debate between Robert Halfon and Nadhim Zahawi

Monday 28th March 2022 Commons Chamber

[Robert Halfon (Harlow) (Con)]

I welcome the White Paper. I think that we are seeing the beginnings of a long-term plan for education, especially given tomorrow’s publication of the special needs review and the publication of the care review. The Government have begun to provide a washing line for all the clothes pegs of different educational initiatives. The parent pledge and the catch-up plan are also important.

The White Paper refers to a knowledge-rich curriculum. I am thoroughly in favour of that, but what about a skills-rich curriculum to sit alongside it? I see that the skills Minister, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart), is paying close attention. Such a curriculum would prioritise skills including oracy and financial, technical and vocational education, reverse the huge decline in design and technology skills, and prepare students better for the world of work.

What does the White Paper do for children from care backgrounds, exclusion backgrounds and special needs backgrounds who underperform in GCSEs to such an extent in comparison with their peers? We know the grim statistics. How will this White Paper help them? How will the curriculum better prepare pupils for the world of work? Perhaps one of the most important priorities is the 124,000 Oliver Twist ghost children, who are possibly on our streets. What is he doing about those children who have not returned since schools reopened last year?

[Nadhim Zahawi]

I am grateful to the Chair of the Education Committee. He raises a number of really important questions. He is absolutely right to identify that the schools White Paper, with the SEND Green Paper—which we will consult on and publish tomorrow and share with the House—and the children’s social care review by Josh MacAlister, will for the first time give us the ability to knit together a system that delivers for all pupils, especially those with SEND and those that are most vulnerable in the care system. On financial education, the Schools Minister is looking at how we can take that further and embed it in the education system. My right hon. Friend will also know that I walk around the country wearing on my lapel a TL badge, which stands for technical level. T-levels are a fusion of A-levels and the great work we have done on apprenticeships, and that is what we will do to ensure that children have the runways that their career path can take off on. He is right to remind us of the 124,000 children who are out of education. That is why, for the first time in our country, we will have a register to ensure that we know exactly where those children are. There are many parents who deliver great home education, some of whom are in my own constituency, but many children are lost in the system and we have to make sure we know where they are.

Oral Answers to Questions

Debate between Robert Halfon and Nadhim Zahawi

Monday 14th March 2022 Commons Chamber

[Robert Halfon (Harlow) (Con)]

Thank you, Mr Speaker.

Has my right hon. Friend seen the investigation by Theo Usherwood on LBC exposing pro-Putinist propaganda at some of our leading universities? At Leeds, Professor Ray Bush, still publicly listed on its website despite retiring, suggested that the US had chemical installations in Ukraine. That is, as we know, a lie that is being spread by the Kremlin. At Edinburgh, Professor Tim Hayward retweeted a Russian representative to the UN describing the attack on Mariupol’s hospital as “fake news”. At Leicester, Tom McCormack talks about “ludicrous disinformation” on both sides and boasts about appearing on Russia Today. Will my right hon. Friend contact these universities directly to stop them acting as useful idiots for President Putin’s atrocities in Ukraine?

[Nadhim Zahawi]

I am grateful to the Chair of the Education Committee for raising this issue. The Minister for Higher and Further Education is already on the case and is contacting those universities. Putin and his cronies are a malign influence on anyone in this country buying their false narrative. I repeat: it is a false and dangerous narrative and we will crack down on it hard.

--- Later in debate ---

[Nadhim Zahawi]

I am grateful for the right hon. Lady’s question. The really important thing is to make sure we level up across the board. I was at Hammersmith Academy, which has 60% pupil premium and is a really ethnically mixed school, where every child is supported and stretched to be able to deliver the best they can do. That is the right thing to do and that is what we will do with the schools White Paper, which will be published imminently.

[Robert Halfon (Harlow) (Con)]

The covid inquiry terms of reference have just a tiny mention of education, suggesting that it looks at “restrictions on attendance”. That is like calling a mortuary a negative patient output. Will my right hon. Friend write to the chair of the covid inquiry and make sure that education and children are properly reflected, looking at the mental health problems and lost educational attainment of children during lockdown?

[Nadhim Zahawi]

The Chair of the Education Committee raises a number of important points, especially on mental health. This is not lost on this Secretary of State. The terms of reference are extremely broad, covering preparedness, the public health response and the response in the health and care sector, as well as the economic response. The restrictions on attendance at places of education are set out in the terms of reference as well. Moreover, there are other broad areas of potential relevance for education.

Higher Education Reform

Debate between Robert Halfon and Nadhim Zahawi

Thursday 24th February 2022 Commons Chamber

[Nadhim Zahawi]

I respectfully remind the hon. Lady that someone from a disadvantaged background today is 80% more likely to go to university than they were a decade ago. Let me go further and remind her that, in 2016, the coalition Government introduced the new apprenticeship standards and made sure that businesses were at the heart of setting those standards, because it is not politicians or experts in Whitehall who can decide what sectors of the economy will change and re-emerge.

There is a common theme—a strategy—running through all our reforms, from the apprenticeship standards, with more than 5 million people entering apprenticeships, to the skills White Paper, the Skills and Post-16 Education Bill, which we just voted on and sent to the other place, and now our HE reforms. What if someone had said to me when I was choosing those new standards as the apprenticeships tsar that there would come a Prime Minister and a Chancellor who would back adults at any point in their life to upskill or reskill, or that we would say to someone in Aberdeen oil and gas who wanted to go and work in offshore wind, “We will stand behind you” with funding of £37,000, the equivalent of four years of education? That is what this Government are delivering and I am proud to be the son of a country that gives real opportunity to people from all backgrounds.

The hon. Lady mentioned the issue of excluding those who may not do so well in GCSEs. That is not what the consultation is about. It is about making sure that there are routes for those people, so that if they do not do well in their maths or English GCSEs, but do well in their A-levels, university is still open to them. However, a different route—an apprenticeship degree—is also open to them, as well as other vocational qualifications. Bringing FE and HE together was central to the Augar panel’s recommendations and that is what we are doing.

Finally, I respectfully remind the hon. Lady, who talked about our financial settlement, that my Department has a settlement of £86 billion for 2024, with £4.7 billion going into schools, £3.8 billion going into skills and £900 million—the highest uplift in a decade—going into our universities. That is our plan; she has no plan.

[Robert Halfon (Harlow) (Con)]

I broadly welcome the Government’s proposals. I pay tribute to the Secretary of State and particularly to the Minister for Higher and Further Education, who I know has worked hard on them; I am very grateful for the briefing that she gave me.

I welcome the cut in interest rates, which I think will make the system fairer. I have always felt it unfair that working-class people in my constituency of Harlow and across the country have a huge tax burden to pay for people to go to university and get better-paid jobs. The Government are right to rebalance that; I just urge caution on the maths and English GCSE issue. I know that the Secretary of State has qualified it, but there is a better option: just as apprentices do functional skills while doing their apprenticeships, why not make students who have difficulties with maths and English do refresher courses while they have the chance to go to university?

A more fundamental issue is that our education system narrows too early from the age of 16. I urge the Government to consider introducing an international baccalaureate system, as is used in 150 other countries. It could include vocational and technical education, but also English and maths: we would then not face the problem of people not being able to do maths and English by the time they get to university.

I really welcome the extra £900 million investment. I urge the Secretary of State to allocate a significant proportion—perhaps £500 million—to degree apprenticeships, which would mean an extra 34,000 apprentices at higher level. That would solve the student finance problem, because students would earn while they learn and would meet not only their own skills needs, but those of the country. They would be almost guaranteed a job, because 90% get a job at the end. That is the way forward. I know that the Secretary of State wants a 10% target, but a target over the next 10 years for 50% of students to do degree apprenticeships would transform skills in our country and transform the lives of those students.

[Nadhim Zahawi]

I am grateful for the support for our proposals from my right hon. Friend the Chair of the Select Committee on Education. I will absolutely be listening—this is a real consultation—to his proposals and concerns about the maths and English GCSEs. I completely agree that the concept of someone having to pay back more than they have borrowed is unfair; addressing that is a manifesto commitment, so we are delivering it. I am proud that we are touching 20,000 students on degree apprenticeships. I want to go much further than that and have set a target of 10%.

On the international baccalaureate, my right hon. Friend will know, because he has known me for a very long time, that I am about delivery and outcomes. I have the Department focused on skills, schools and family. Sometimes if you try to hug the world, you don’t do anything well enough, but I hear what he says. Let me deliver what I can while I have the privilege of leading the Department and then go back and do some more afterwards.

Oral Answers to Questions

Debate between Robert Halfon and Nadhim Zahawi

Monday 6th December 2021 Commons Chamber

[Nadhim Zahawi]

I am grateful to the shadow Minister. Obviously, he was not listening to the Budget, because apprenticeship investment is going up to £2.7 billion a year by 2024. I remind him that, since we came into office, there have been 4.9 million apprenticeship starts. The focus is very much on quality, and I hope he would applaud the fact that 50% of all apprenticeships are among the under-25s and that level 2 and 3 apprenticeships are 50% of that, too.

[Robert Halfon (Harlow) (Con)]

Key subjects such as design and technology and information and communication technology have seen the proportion of students taking them up decline by 70% and 40% respectively, so surely the EBacc should be improved to ensure that education better prepares pupils for the world of work. Will my right hon. Friend emulate the work of the former Prime Minister, Margaret Thatcher, who made design and technology compulsory, and be aware of the 84,000 young people who have been unemployed for more than 12 months? We are behind many other OECD countries.

[Nadhim Zahawi]

I am grateful to the Chairman of the Education Committee, who has been a champion for skills for most of his career. Computer science is very much part of the EBacc. Our overhaul of ICT, in which we have invested more than £80 million, has made a real difference. We continue to make sure that schools deliver not just the EBacc, but a much broader set of GCSEs. Design and technology is incredibly important to that, as I know this is to people such as Sir James Dyson.

Arthur Labinjo-Hughes

Debate between Robert Halfon and Nadhim Zahawi

Monday 6th December 2021 Commons Chamber

[Robert Halfon (Harlow) (Con)]

I strongly endorse what the Secretary of State has set out about the review, and I also welcome the comments, particularly the moving comments at the end, of the shadow Secretary of State.

As I understand it, Arthur was not in school—he had been kept at home by his father—when this tragedy happened. My right hon. Friend the Secretary of State will know that, putting aside the 200,000 children sent home because of covid, who are known about by the school system, there are another 100,000 ghost children, as I call them, who are lost in the system. They not returned to school for the most part, and are potentially subject to safeguarding hazards—county lines gangs, online harms and, of course, awful domestic abuse.

Will my right hon. Friend ensure that we are not discussing these issues again in this House following a further tragedy similar to the one that we have just heard about? Will he proactively make a real effort to work with the local authorities, the schools and the regional commissioners to make sure that those 100,000 children, who are mostly not in school, are returned to school and are watched by the appropriate authorities? We must get those children back into school, otherwise we may face—I hope not—further tragedies along the way.

[Nadhim Zahawi]

My right hon. Friend, the Chair of the Education Committee, is absolutely right to raise this concerning issue, which is a focus for my Department; I am working closely with other Departments and agencies to work through it. He will know that we launched the See, Hear, Respond programme, which is aimed at supporting vulnerable children and young people whose usual support networks were impacted by the pandemic and national restrictions. The tragedy for Arthur is that he was never off the school register. Nevertheless, my right hon. Friend’s point is a powerful one.

Budget Resolutions

Debate between Robert Halfon and Nadhim Zahawi

Tuesday 2nd November 2021 Commons Chamber

[Nadhim Zahawi]

My hon. Friend is absolutely right that the UTC and the work it is doing with Sellafield is exactly the sort of high-skilled, high-ambition, career-developing education that we need, giving those young people, when they become young adults, a real outcome. Of course, higher wages and a more successful economy will be by-products of that, but the real outcome is that rounded adult who has a real career path in the economy.

[Robert Halfon (Harlow) (Con)]

I welcome what my right hon. Friend is saying. Can he confirm that there is a 42% increase in the skills budget in cash terms? Does he not agree that if we spend that money right, we will create, for the first time, a parity of esteem between skills and higher education, and that rather than just “university, university, university”, our mantra should be “skills, skills, skills” and “apprenticeships, apprenticeships, apprenticeships”?

[Nadhim Zahawi]

There is no greater champion of this agenda than my right hon. Friend, the Chairman of the Select Committee on Education. “Skills, skills, skills” runs through his veins, and I thank him for that point. I absolutely agree with him on the uplift in the investment that we are making.

I would like to take a moment to tell the House all about the visit I made to Barnsley College just a week or so ago. The college was the first in South Yorkshire to roll out T-levels. While I was there, I met several of its students, including one whose name is Greg. Honestly, I have rarely met a more inspiring individual. He told me that with his T-level—I will quote him word for word:

“I’m looking at unis now and thinking, ‘Which one am I picking?’ not ‘Which one of them is picking me?’”

Greg is living proof of the transformative effect our skills programme is having.

The same is true for apprentices. Apprenticeships funding will increase by £170 million to £2.7 billion, alongside other improvements to support more small businesses to hire new apprentices.

Oral Answers to Questions

Debate between Robert Halfon and Nadhim Zahawi

Monday 1st November 2021 Commons Chamber

[Nadhim Zahawi]

The hon. Member will recall that when I was Minister for Children and Families, I met the all-party parliamentary group, an incredibly important group, which I know that the Under-Secretary of State for Education, my hon. Friend the Member for Colchester (Will Quince), the current Children and Families Minister, will continue to engage with. We have confirmed that continuation of supplementary funding for maintained nurseries through the spending review period, which provides the sector with long-term clarity. I am happy to meet the hon. Member and the APPG to go through the details.

[Robert Halfon (Harlow) (Con)]

I strongly welcome my right hon. Friend to his place and thank him for the big Budget increases in education, particularly the 42% increase in cash terms for skills.

Will my right hon. Friend continue to make the case for a longer school day? We know from the Education Policy Institute that it increases educational attainment by two to three months, especially among disadvantaged pupils. According to the Department for Digital, Culture, Media and Sport, a longer school day increases numeracy by 29%. Will my right hon. Friend at least consider some pilot schemes in disadvantaged areas around the country whereby we can have a longer school day?

[Nadhim Zahawi]

I am grateful to the Chair of the Education Committee for his question. The priority has to be those children and students who have the least time available to recover. That is why the £800 million for 16 to 19-year-olds for an additional 40 hours of education is so important, plus the £1 billion going into secondary and primary, making a total of £5 billion of recovery money. There are excellent examples in some multi-academy trusts of a longer school day, which I will look at. The average school day is now six and a half hours, and I would like to see everybody moving towards that.

Covid-19 Vaccinations: 12 to 15-year-olds

Debate between Robert Halfon and Nadhim Zahawi

Monday 13th September 2021 Commons Chamber

[Nadhim Zahawi]

I am grateful for the hon. Lady’s question. Actually, on her final sentence about proper information, I think it is important not to stigmatise any parent whatsoever. It is right that we supply the information, and there will be an extensive information programme that the school-age vaccination team will deliver and work on with schools. The Minister for School Standards, who is sitting on my left, and his team, whom I have to commend, have been engaged throughout today in making sure that that information does get through to parents to make that decision.

[Robert Halfon (Harlow) (Con)]

Given the earlier decision of the JCVI, the low risk to children and the fact that children are not significant vectors of transmitting this awful disease, will my hon. Friend ensure that the chief medical officer makes it very clear to parents who may be concerned about vaccinating their children why this needs to happen and what difference it will make to their children? The Secretary of State for Education has said that parental consent would “always”—always—be asked before they receive the vaccine, and I just want the Minister to clear that up because understandably, and rightly in my view, parents will want to be able to consent. Finally, could I ask him how much this will cost financially?

[Nadhim Zahawi]

I am grateful to the Chair of the Education Committee, who has rightly been incredibly engaged in the process and the debate around it. I confirm to him that parents will be asked for their consent, and information will be made available to enable them fully to understand the recommendation of the chief medical officers for England, Wales, Scotland and Northern Ireland. I will happily write to him about the cost of this part of the vaccination programme.