Education Bill

Stella Creasy Excerpts

Wednesday 11th May 2011 Commons Chamber

[Dan Rogerson]

It is important to base things on evidence. I went to a Church primary school and my two elder children go to that school. In an area such as Cornwall, which is not one of the most diverse culturally, I welcome the fact that because it is a Catholic school it is attended by Polish, Portuguese and Filipino children, so it has quite an inclusive and diverse mix in what is a fairly white or monocultural area. I say monocultural, because we could otherwise get into an English-Cornish debate. Certainly, in my area there are not the opportunities to engage with as diverse a population as in other parts of the country. However, I am straying a little far from the amendments, Mr Deputy Speaker, so I shall conclude.

I hope that the Government will resist the new clause tabled by the hon. Member for Altrincham and Sale West, because they have a commitment not to expand selection and in my view his new clause would allow the expansion of selection.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

I rise to speak in support of amendment 40. I speak also on behalf of several of my hon. Friends who believe the Bill should not pass without some extremely important debate on its implications for children with special educational needs, particularly in the light of the—I do not think that muscular is the right word, so I shall say pre-gym—Green Paper on SEN. I particularly want to discuss the amendments that would help us to ensure that there are some protections for such children.

The amendment is about not just entrance to school, but exit from school. Many of those working with children with special educational needs are gravely concerned that the changes introduced in the Bill will be disastrous for those young people as they are pushed out of the mainstream sector, lost to our systems of accountability and end up the worse for it. It is worth looking at the numbers of children involved before I move to what the amendment might offer and the questions that I would like the Minister to answer in his response.

We know that 6,500 pupils were permanently excluded last year, and that 300,000 children have faced fixed-term exclusions from secondary schools, a further 39,000 from primary schools and 15,000 from special schools. That is a huge number of children facing exclusion under the current system. Many of us have deep fears about the incentives in the new system. I take it that Ministers feel that they can trust professionals not to abuse the system, but Opposition Members consider it important to ensure that there are checks and balances; otherwise the number of exclusions will dramatically increase.

[Meg Munn]

Does my hon. Friend agree that it is in the Government’s interest to follow the proposals in the amendment? We want the system to work. I believe sincerely that Ministers are honourable gentlemen who want it to work. The amendment offers a way of checking that the policies and procedures that they are pursuing lead to better outcomes for a group of children about whom we are all concerned. Although I understand the Minister’s admirable desire to trust professionals, education is ultimately about children, and if we are not on the side of the most vulnerable children, we are not doing our job.

[Stella Creasy]

My hon. Friend is exactly right. The amendment is about implementation. How do we make sure that as the new policies are introduced, there are not unintended consequences, or perhaps even intended consequences, that we will have to deal with further down the line?

The evidence shows clearly that a large percentage of the children who are excluded from schools have special educational needs—87% of children excluded from primary schools and 60% of children excluded from secondary schools have identified special educational needs. A significant number of those children have attention deficit hyperactivity disorder, autism and mental health issues. Many do not receive the special educational needs provision that would help to keep them in mainstream schooling. For example, a number of children have to wait more than a year to access a mental health counsellor. Clearly, that impacts on schools’ ability to cope with those young people.

The amendment has been tabled today because of the concern that the Bill will create disincentives for schools to deal with those young people and instead encourage schools to exclude them and so pass them on to somebody else to deal with, rather than taking responsibility for their educational needs. All of us acknowledge that the way in which children with special educational needs are supported in the education system should improve. That is not an issue of contention between parties. The question is how we do that.

In Committee some of us expressed severe reservations about considering the Bill without the Green Paper on special educational needs being available to compare and contrast. The Green Paper was published while we were in Committee, and we are grateful that that was not at 4.55 pm on a Friday, but it raised more questions than it answered about how children with special educational needs will fare under this Government.

[Kevin Brennan]

Perhaps my hon. Friend remembers that I asked the Minister when the Green Paper would be published. He said that it was imminent, and it was published the next day. However, he said that the publication of the admissions code was imminent, and we still have not seen it.

[Stella Creasy]

I am always aware of what we might call the cleansing effect of shadow Ministers on the Departments of State when it comes to revealing information, statistics, Green Papers and, we hope, the admissions code. I hope Ministers will continue to listen to the pleas from the Opposition. We need the admissions code in order to understand what will happen. I fear that at this stage the irrigation will not be as successful as it could be.

I agree with the Green Paper when it refers to the difficulties that many parents experience in accessing support for children with special educational needs. It says that the system is inherently frustrating and confrontational. However, setting the Green Paper against the proposals in the Bill, we can see where some of the challenges may lie. We know that we are dealing with a group of young people who desperately need support to remain in education, and we know that that makes a massive difference to their life chances in the future. Between half and three quarters of children between the ages of four and 18 who are excluded from school have significant literacy and numeracy difficulties. It is incredibly likely that those problems will be compounded when they are excluded, so ensuring that exclusion is the last option and that those children are supported into appropriate provision is vital to turning that situation around.

The Minister has suggested that schools might intervene earlier, but one of our deep concerns is that the Bill’s proposals will create disincentives for schools to do so. The amendment has been tabled to encourage Ministers to take a proactive approach to dealing with the consequences of this legislation for that group of pupils and perhaps put on the record how they will do so.

I have already mentioned my concerns about how the proposals might link with the Green Paper, which mentions early intervention and partnerships a great deal. Members who were on the Bill Committee will be aware of my concern that other clauses in the Bill that unhook the relationships between local authorities and schools will make it much harder for those partnerships to be put together and for schools to build the kind of relationships that they need to be able to support young people.

The amendment also tries to draw on some of the work that is needed for understanding how the policy might affect school budgets. Although I hope that it would be an unintended consequence of the proposals, we should consider what might happen if schools are found to have been misusing those powers. The Minister finds it hard to contemplate any misuse of those powers, but were that to happen, it would obviously cause problems.

Ministers were at pains in Committee to say that schools would suffer a financial adjustment if schools adjudicators found that an exclusion had been conducted wrongly—those of us in the Opposition who like to call a spade a spade would call that a fine. The amendment would encourage the Government to monitor that. As a member of the Public Accounts Committee, I am deeply concerned that there might be severe consequences both for schools in the administration of the financial adjustments, or fines, and for us and the public purse, in trying to compare what happens to those young people. The amendment would enable us to track that.

We know the different costs of provision. For example, it costs an additional £15,000 to send a child to a pupil referral unit or short-stay school, and an additional £50,000 to send them to a specialist residential unit. There are huge consequences for the public purse of failing to deal earlier with children who have emotional and behavioural difficulties and allowing a situation to get to the stage where schools exclude them and they go to pupil referral units or for specialist provision. Ensuring that the use of those powers and their financial consequences are monitored would be extremely beneficial to all concerned in trying to understand whether the policies have provided value for money.

The Government also need to address the real concern about the removal of the relationship between schools and local authorities, which have traditionally monitored what happens to those young people. I hope that the Minister, when he responds, will address how we will ensure that those children go on to alternative provision. In Committee, he was very clear that every young person who was excluded would of course remain in some form of provision, but we have no monitoring process to ensure that that will happen. We have no way of knowing that those kinds of provision will be made, especially when the relationships between the local authorities and schools is broken. A child who behaves so badly that they are excluded from school clearly has difficulties that need to be supported.

The Minister claimed that the Bill will create a stronger incentive to intervene early to support children with behavioural difficulties, but again we are left with no information about how those processes might take place. We have no comfort of knowing what will happen next for those children who behave badly, will need that support and perhaps should be excluded from a school.

[Ian Mearns]

I am very taken with what my hon. Friend is saying and wonder how the Minister will give the reassurances she is seeking given that the Bill eradicates the duty on schools to co-operate on a local basis and look after their youngsters with behavioural problems. The current duty to co-operate means that there is at least a safety net for youngsters, but that will vanish under these proposals.

--- Later in debate ---

[Stella Creasy]

My hon. Friend raises an important point. One of the key issues for me is that in Committee the Minister talked about schools triggering an assessment of behaviour, but there is no clarity about how that process might take place. I hope that he will address that point when he responds.

I have a great fear about asking head teachers to become educational psychologists, but that is the implication of putting that power in the hands of schools and making them responsible for trying to work out what provision is best for the children without the support to be able to deliver it. No one is suggesting that head teachers and teachers are not committed to their pupils, but in a system in which they will face only a small financial adjustment of £4,000, in contrast to the cost of supporting a child with emotional and behavioural difficulties and providing special educational needs, it is easy to see where the incentives to act might be.

All Opposition Members ask for is some comfort, assurance and accountability for the use of those new powers, so that we can ensure that young people are not left in the lurch, not left unable to access the appropriate educational systems that they need, not abandoned by schools that are desperate to meet other targets and not abandoned by the professionals from whom they need help because those relationships no longer exist.

The Bill makes putting in place support for children with special educational needs much less likely, not more likely. There might be some wonderful ambitions in the Green Paper, but I am deeply concerned that this Bill means that they will be harder to realise. All of us will be the worse for that, as we see young people in our communities struggle to get the educational opportunities that they need early in life, and are not able to progress later in life.

The new clause and its proposed report would shine a spotlight—a powerful phrase that my hon. Friend the Member for North West Durham (Pat Glass) used in Committee, and on which I hope the Minister has reflected—on those young people, and on what is being done to help them to achieve in life. I hope that the Minister will do more than he did in Committee, when he simply said, “Well, we’ll continue to publish individual datasets,” and bridge the gap between what happens to the data that local authorities previously collected, the data on exclusions and the data on special educational needs. He should commit to bringing to the House those regular updates, so that we might all be confident that young people in our communities are being given the support that they need to achieve. We will all be better for that if he does.

[Simon Hughes (Bermondsey and Old Southwark) (LD)]

I am really here to take part in the debate on the next group of amendments, but I want to refer to one issue in this group in my capacity as the advocate for access, because an access issue arises.

New clause 10, in the name of the right hon. Member for Leigh (Andy Burnham), the shadow Secretary of State, addresses the obligations in the Education Act 1996. The 1996 Act says:

“The Secretary of State shall promote the education of the people of England and Wales,”

and the new clause suggests that it be amended to say,

“and ensure fair access to opportunity for education and training.”

That is an important point, which I recognise and want to flag up. I will rehearse it in the next group of amendments, which I have looked at, have much sympathy with and have spoken to Ministers about, but I hope that the Government will be sympathetic to moving from the current definition of the Secretary of State’s duty to a wider one. If the Government are clear that we have to have better and fairer access to opportunity for education and training, they should recognise that it begins in schools, not in sixth-form and further education colleges. It starts earlier.

I have not engaged in the technical debate, and I guess that there is one concern about the wording of the new clause, but I hope that by the time the Bill reaches the Lords we will have been able to seek consensus and agreement. The lawyer in me anticipates that, if we introduce a duty to ensure fair access, we will probably precipitate people going to court, challenging a decision and looking for judicial review. After the Bill has been through its stages here and before the other House deals with it, however, we might consider whether the Secretary of State will accept a duty at least to promote fair access to opportunity for education and training, moving from the current duty to one that ensures that the fair access point is understood throughout the whole education sector in England, including in schools.

--- Later in debate ---

[Mr Gibb]

The example that the hon. Lady gives applies to one individual, but an objection to admission arrangements applies to an entire school, and therefore to a wider range of people, which means that consultation is necessary before those changes are made. That is the difference between the two examples.[Official Report, 13 May 2011, Vol. 527, c. 11MC.]

There is something else wrong with Opposition Front Benchers’ amendment 13. It would give the 152 local authorities a power to direct, but those local authorities are themselves the admissions authorities for about 19,000 schools in England, and it cannot make sense to give them the power to direct themselves, which in essence is what the amendment would do. Nor is the amendment consistent with our general thrust to allow schools the flexibility to put matters right themselves. Adjudicator decisions carry the full weight of law, and any attempt to thwart them through undue delay risks further legal challenge and possible direction from either the Secretary of State or the courts. All admissions authorities, including academies and voluntary-aided schools, must comply with binding decisions, and we believe that exactly how they do so is best judged by the schools themselves. However, when they do so will be just as important in ensuring that we do not create chaos in our admissions system. I believe that we have struck the right balance between national parameters and local pragmatism, so I ask hon. Members not to press their amendments.

I turn to amendment 40, in the name of the hon. Member for Walthamstow (Stella Creasy). She and, through an intervention, the hon. Member for Sheffield, Heeley (Meg Munn) explained that they were seeking to ensure that the impact of the changes made by the Bill to the exclusions process were clearly understood. I agree that it is important to understand what is happening in schools on such an important issue, and as I set out in Committee, extensive statistics have already been published on the number of permanent and fixed-period exclusions, including for each local authority and ethnic group, as too have national and local authority-level statistics on SEN exclusions, both statemented and non-statemented. In collecting information, however, it is important to eliminate the risk of revealing the identities of individual children, and in some instances, numbers are likely to be far too low to deliver the level of detail sought by the amendment. If there are fewer than five exclusions in a local authority area, the numbers are not published.

We collect information on the review panels, and will continue to do so for the new panels, including on how many cases are reviewed, the outcome of a panel’s decision and whether the pupil is reinstated by the school. I can confirm that we will also have details of when an adjustment of a school’s budget share is directed. However, I am happy to meet the hon. Member for Walthamstow to discuss the precise data that she seeks to see whether we can accommodate her request, bearing in mind the fact that we have to ensure that we do not inadvertently publish very small numbers, which could inadvertently reveal the identities of individual children.

[Stella Creasy]

I gladly take up the Minister’s offer of a meeting. But will he still put on the record a commitment to a qualitative review of what happens to young pupils with special educational needs in the next 18 months, to ensure that the exclusion powers are not used by schools to bypass their commitments? Will he also clarify the referral process? I asked him to clarify how young people will be referred for statementing. We need to ensure that schools do not think, “Either we could go through the difficult process of statementing, or we could just exclude the pupil.” Obviously the powers that the Bill gives head teachers will allow precisely that to happen. Ensuring that it does not happen to young people is a key concern for Labour Members.

[Mr Gibb]

We can talk about those qualitative issues when we discuss the quantitative ones in the meeting that I just offered. I am happy to do that.

On assessment, the hon. Lady referred to the special educational needs Green Paper, which states clearly in paragraph 3.55:

“We know that there is a group of children with SEN who are currently excluded on multiple occasions on a fixed-term basis, and there may be other excluded pupils whose SEN have not yet been identified.”

That paragraph also states:

“we will recommend in exclusion guidance that children are assessed through an effective multi-agency assessment for any underlying causal factors. We will suggest that schools trigger this assessment in instances in which a pupil displays poor behaviour that does not improve despite effective behaviour management by the school.”

I quoted that in Committee and I quote it again today, to show that it is the Government’s intention to ensure that those assessments take place.

I think people have heard enough of me—

Sure Start Children’s Centres

Stella Creasy Excerpts

Wednesday 27th April 2011 Commons Chamber

[Dan Rogerson]

We are in a period in which people are getting used to a coalition Government, and I am certainly not a Front Bencher here. I am speaking as a Back Bencher, and I am sure that you would be the first to jump on me if I claimed to be a Front Bencher, Mr Deputy Speaker. I and a number of other Liberal Democrats have a Back-Bench group in which we discuss many of these issues with other people inside and outside the party. We are also able to talk to the Minister of State, Department for Education, my hon. Friend the Member for Brent Central (Sarah Teather), who, as a Minister in the coalition Government, is at the heart of taking these decisions and leading policy forward, along with her other colleagues. My view on what is happening in Hull is that it now has a council that has taken over what was the worst council in the country under Labour and turned it around. It is in challenging financial times—I want to return to that subject later—but it has managed to ensure that all its children’s centres will remain open.

As I said earlier, the hub and spoke model, which is already operating in other parts of the country, can be successfully undertaken. The shadow Secretary of State also referred to a postcode lottery. That is one way of saying that locally elected councillors should be able to take decisions that affect their local areas and, having talked to the local community, use the money available in ways that the community believes will be most effective. That is my view of how local democracy should work. Instead of talking about a postcode lottery, we could talk about the young people in my constituency who had £300 less than the national average for their education under the Labour Government. Cornwall is recognised by the European Union as one of the most economically disadvantaged areas of the country. Those are the issues that we should be looking at, rather than at the way in which different councils take decisions about the money at their disposal.

I welcome the Government’s commitment to early years provision. As we have heard, they have involved Opposition Members in the debate, and I am delighted to see the right hon. Member for Birkenhead (Mr Field) in his place today. The Liberal Democrats have always placed a strong emphasis on early intervention, and I pay tribute to my hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke), who is no longer in her place, for the work that she has done over the years, inside and outside the party, and for chairing the all-party parliamentary group on Sure Start children’s centres. She makes a significant contribution to the debate.

The shadow Secretary of State attempted to say that the only thing that the Liberal Democrats were worried about was next week’s referendum. It is absolutely clear, however, that the coalition Government will continue, whatever the result of the referendum. I would point to the commitment to investing in child care and early years education for two-year-olds from disadvantaged backgrounds as something that my party has been arguing for. I also believe that the pupil premium, which the right hon. Gentleman has real problems with, will deliver real change and real investment for disadvantaged young people up and down the country. I would also point to the review by Dame Clare Tickell, and the aspiration to simplify and streamline the bureaucracy around the early years foundation key stage. That was in the Liberal Democrat manifesto. I am sure that the Secretary of State and Conservative colleagues will want to emphasise their own credentials when it comes to tackling bureaucracy, but those measures were certainly in our party’s manifesto. I therefore have no problem with running through the Government’s programme and looking at all the Liberal Democrat priorities that are being delivered in it.

The key point that I want to make is that we are in difficult financial circumstances and, yes, the money going to local government has been restricted and efficiencies are having to be made. As other hon. Members have pointed out, a pot of fairy gold seems to exist in the minds of Opposition Members, along with the belief that, were they in charge, all the financial problems would be solved. However, the cuts programme that they set out when they were pretending to be responsible in government has now disappeared. They said that billions of pounds of cuts would be necessary, but they are now not being at all specific about where those cuts would have been made. It is tiresome that, time and again in these Opposition day debates, whatever the subject, all we hear from them is, “Of course we know that cuts have to be made, but we wouldn’t do it there or in that way.” They never tell us what their alternative would be.

It will become increasingly obvious as this Parliament progresses that that refrain just will not do. When that refrain is tied to a motion such as the one before us, which seeks to scaremonger before a local election about the closure of a service on which people rely, it is even more unfortunate. It is also unfortunate that the “killer statistics” that the right hon. Member for Leigh (Andy Burnham) was hoping to present have not emerged; the picture is different.

Sadly, some jobs will go, which is absolutely to be regretted. I look forward to continued investment in early years education and leadership programmes that might provide something for people wanting to move from one job to another and allow them to carry on using their skills and make a contribution. I also welcome the Government’s Green Paper on special educational needs, particularly the strong aspiration to tie in health spending on matters that perhaps previous were seen as solely the responsibility of the Secretary of State for Education. There are lessons to be learned from Sure Start. In its early days, there were programmes to support breastfeeding, for example, which a primary care trust sometimes struggled to fund, given that supporting children’s centres was not part of the Department’s core area of responsibility. That was a controversial matter at the time.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

I note the hon. Gentleman’s support for early intervention, but I only wish that he had been more enthusiastic in the Education Bill Committee in supporting my proposals for achievement-for-all partnerships. In view of his point about Sure Start, does he share my concern that local authorities such as mine in Waltham Forest are having to make terrible decisions because of the funding cuts? Fantastic projects such as the Hamara family project—provided by Barnado’s for work with children with special educational needs—and the outreach buses on the Attlee Terrace estate are having to be cut in order to keep the centres open. These services are going and we will not have the centres to maintain them.

[Dan Rogerson]

The hon. Lady has managed to put on the record references to a number of projects in her constituency; as an assiduous local MP, it is absolutely her right to do so. It is for her local authority to consider and to reach a conclusion about what happens to these services. The local electorate will look at those decisions and no doubt respond accordingly—not this year in the hon. Lady’s area, but in other parts of the country. My point was about trying to get health spending brought more closely together with what the Department for Education does; further gains could be made from that approach, which is why I greatly welcome investment in health visitors, for example, during this Parliament. We will have extra professionals on the ground to deliver these key priorities in early intervention and support for people who, without it, might find it difficult to keep the family together. It is important to support young children in those crucial years.

Higher Education Policy

Stella Creasy Excerpts

Wednesday 27th April 2011 Commons Chamber

[Lilian Greenwood]

The concern that many of my constituents express is that they will have to pay back at least three times more than they would if they were a student now or had been recently.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

One difficulty is that we do not know the real rate of interest that will be charged. When we debated the Education Bill, Opposition Members proposed measures that would enable us to find out what those interest rates would be, but Government Members, including the hon. Member for Beverley and Holderness (Mr Stuart), voted against such a process, so we simply cannot tell how much the bills will be for our constituents.

[Lilian Greenwood]

My hon. Friend is absolutely right. The fact is that many of my constituents who are considering going to university are terrified at the prospect of paying back debts of £30,000 or £40,000. That is about not just how much they have to pay, but how long they have to pay for. I am sorry that the Minister would not take my intervention, but under a graduate tax system, surely those who earn more would pay more.

--- Later in debate ---

[Stella Creasy]

Does my hon. Friend also think that there is considerable uncertainty for students such as Nancy Quilliam, from Walthamstow, who has deferred entry? She is being asked to pick a university by next Thursday, but she cannot find out how much she will be charged—she has no certainty about the rate of fees—so risks incurring a further £9,000 of debt. Is that not another level of uncertainty that the system has created for students across the country?

[Mr Thomas]

My hon. Friend is absolutely right that our students or would-be students face huge uncertainty about the fees that they will incur. Perhaps if the Government had published the White Paper that they promised to publish even early this year, her constituents might have had just a little bit of certainty. Is not the truth that Ministers in the Department for Business, Innovation and Skills have failed to stop other parts of Government creating huge uncertainty for Britain’s universities, thereby creating incentives for fees to be higher rather than lower?

Oral Answers to Questions

Stella Creasy Excerpts

Thursday 17th February 2011 Commons Chamber

[Vince Cable]

Indeed. In not only the agreement but our wider policy, we have advanced considerably on the position a year ago. We inherited a banking system that had collapsed, in part because of failures of regulation. We have introduced much more effective and higher levels of tax on the banks, because of the profits on their balance sheets. We have introduced greater transparency, which will add to legislation. Through the banking commission, we have set up a process of fundamental structural reform.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

On Government action to encourage lending, we see this week that, thanks to a lack of regulation, Dollar Financial intends to open another 800 money shops in this country this year alone. Will the Secretary of State clarify whether such legal loan sharking is the lending that he wants to encourage?

[Vince Cable]

There is a consultation process going on at the moment led by my colleague, the Under-Secretary, my hon. Friend the Member for Kingston and Surbiton (Mr Davey), and we shall respond to it shortly. Clearly, it is essential that we have lending in deprived communities, with social enterprise and credit unions, and we are working to expand those areas.

Building Schools for the Future

Stella Creasy Excerpts

Monday 14th February 2011 Commons Chamber

[Michael Gove]

My hon. Friend makes a very fair case. As I mentioned earlier, some local authorities and schools in the Building Schools for the Future scheme were badly in need of investment, and I, like all right hon. and hon. Members, am sorry that the money simply is not there to invest in every school that needs it. But, as my right hon. Friend the Member for Berwick-upon-Tweed (Sir Alan Beith) quite rightly makes clear, the school estates of many local authorities outside BSF were also in need of renovation.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

Regrets will not solve the problems of many Walthamstow schools affected by the judgment—problems including asbestos, leaky roofs and a lack of space for the curriculum. It was for precisely those reasons that on 12 July I asked the Secretary of State to come to Walthamstow himself. Will he now, finally, in the light of the decision, make good on that and see for himself the issues that BSF was trying to deal with in Waltham Forest? Then, we might finally have schools that are fit for purpose in our borough—unlike the Secretary of State, who it appears is not fit for purpose, according to the judge.

[Michael Gove]

I am grateful to the hon. Lady for making her case. Waltham Forest, as an effective and efficient local authority, has already been in touch with my Department, and I am delighted to say that we will be in conversation with it to ensure that the right judgment is made in due course. But, with respect to the hon. Lady and all Opposition Members, although many schools are in desperate need of rebuilding, the question that must be asked is, “Why weren’t those schools rebuilt effectively in the last 13 years, and why did the Building Schools for the Future scheme operate in such a wasteful and inefficient fashion?”

Careers Advice (Schools)

Stella Creasy Excerpts

Thursday 13th January 2011 Commons Chamber

[Esther McVey]

My hon. Friend makes a key point, which I was going to touch on a little later. Did the requirements on schools perhaps produce some distortion, pushing children down a university route that might not benefit them all? That is why I am asking for far more sophisticated careers advice, so that each child gets the career outlet that is best for them, and not necessarily one that produces extra positive statistics for the school concerned. It is always about the child and how that child moves forward.

What sort of advice are we talking about, and who will provide it? In his review of higher education, Lord Browne stated that careers guidance should be

“delivered by certified professionals who are well informed, benefit from continued training and professional development and whose status in schools is respected and valued.”

However, in times of austerity, with ever-decreasing schools budgets, we need to ensure that we are able to make such a commitment. We need high-quality guidance for all children that can help young people make the right choices.

Added to that, a survey of young people from workless families found that 70% struggled to find work, that 25% felt that their parents did not have the knowledge to help them find employment and that 49% said that they did not have the role models to look up to or respect. That implies the need to bring such role models into schools to meet young people. In fact, the Deloitte Education and Employers Taskforce found a “substantial” divide between what young people wanted from their careers advice experience in school and what they actually got, including levels of involvement with employers. The findings showed that 95% of young people agreed that they would like employers to be more involved in providing advice and guidance about careers and jobs.

We therefore need to look at the interface between schools, other organisations and the professional careers bodies. I concur with the general secretary of the National Union of Teachers, Christine Blower, who said that the conclusion she drew from the Ofsted report on careers advice was that

“Not every teacher should be expert in careers advice, but… young people should know who to turn to when they need guidance on future learning or on employment. Careers education in secondary schools should not be an also ran. Schools should have the resources to employ staff who can give dedicated and knowledgeable advice.”

I would add that careers advice requires a co-ordinated interface of individuals and bodies working together, which requires standardisation as well as flexibility, aided by the creation of accredited professional organisations bringing real business examples into the schools.

My points for the Minister are these. We have to look at the new proposals, particularly the fact that schools will have a legal duty to secure independent and impartial careers advice for their students. Schools will be free to decide how best to support young people to make good career choices. It might be perceived that that could lead to a gulf in the provision of careers advice among schools, councils and areas. I would like to think that that will not happen, but I would like some clarification. Some children could be getting better advice than others, so we need to ensure that that does not happen. We need to ensure that what we have said about universal specialist training happens.

[Dr Stella Creasy (Walthamstow) (Lab/Co-op)]

I congratulate the hon. Lady on securing this debate. Like her, I feel strongly about the importance of careers advice. She makes a strong case for how to reform the careers advice system, but does she not accept the concern of some Opposition Members that our ability to provide the new careers service that she wants will be severely damaged by the fact that many careers professionals currently face redundancy? I understand that in Merseyside alone 130 places are due to be cut. In my borough of Waltham Forest, the careers service is at risk because of the cuts to local government. She might have great ambitions for an all-age careers service, but the people necessary to support it will simply not be there by September this year to facilitate it.

[Esther McVey]

What the hon. Lady has said is vital, which is why we are here today. We are saying that such a situation could be on the horizon, so we need to capture the people I mentioned. However, when Members on both sides of the House have said that Connexions is not working, failing and an expensive experiment, it shows that the system is wrong. It is not the people who are wrong but the system, so how do we get those people into the right system? That is what we are trying to do.

Moving on, we have to look at the transition stage. All Members are deeply concerned about that. We need to look at the age and the scope of career awareness. As my hon. Friend the Member for Beckenham (Bob Stewart) said, we also need to look into a possible distortion from within schools to push people into career paths down which they should not go—to university, for example. My hon. Friend is a champion of apprentices, and we know that there will be 75,000 more of them during this Parliament. How will people find out about that? That is why I am asking for a professional body with sophisticated knowledge which uses all the outlets—whether face-to-face or through the internet. There should be every opportunity.

School Sports Funding

Stella Creasy Excerpts

Tuesday 30th November 2010 Commons Chamber

[Mr Foster]

The answer to the right hon. Gentleman is, broadly, yes, as I will say in my conclusion.

If I wanted to be positive, I would praise the previous Government for their work, for example, in building up the links between schools and sports clubs. Above everything, that increased the opportunity to provide a wider range of sports, so that more children are more likely to find a sport that they like. I would also praise the work that they did in developing the amateur community sport status, which gave tax benefits to sports clubs, and the way in which they restructured and simplified the landscape of the various sporting bodies. In particular, I would praise them for the excellent UK school games, which had a great effect on very many young people—it took place in my constituency of Bath.

The debate has also been polarised on the question of whether the school sport partnerships scheme was excellent or varied. The obvious truth is that there are examples of very good practice and of not such good practice.

Surely the House wants to ensure that it provides a lasting sporting legacy from 2012. That is what we are all about. We know that if we are to do that, we must ensure that we have coaches, volunteers, sports facilities and many other things, including a proper support structure for sport, whether for school, amateur or elite level sport. The one thing that is clear to me is that school is where it all starts. If we can get sport provision right in school, particularly by linking schools with clubs, we have a real opportunity to provide that sporting legacy from 2012.

The Government are right to have introduced the innovation, building on the UK school games, of the schools Olympics—or whatever it will ultimately be called—because that will boost the amount of inter and intra-school competition.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

The hon. Gentleman mentioned the UK games for young people. Who will organise the UK schools Olympics if we do not have school sport partnerships? The school sport partnership in Waltham Forest organises 112 competitions each week.

[Mr Foster]

I will come to that very fair point at the end of my speech.

The Secretary of State is right to point out the amount of red tape and bureaucracy in the existing scheme, and to say that we should devolve responsibility for decisions to the lowest possible level, and, within our education system, to governors and head teachers. However, there are two problems. First, if schools buy in services, they need to have a broad framework from which to purchase. Unless we take action quickly, we will discover that all aspects of the school sport partnership network have disappeared. That is why it is important to accept the principle that we need to find a way to maintain a base level of support within some sort of structure. Schools need something to buy in to.

I agree with the Secretary of State that there ought to be ways of slimming the bureaucracy and of the number of bodies. Within my own constituency, the county sport partnership—another excellent set of bodies that do excellent work—already work with our schools and some of the excellent staff who are involved with the school sport partnership to see whether they can find a way to build a framework into which schools can opt. With a little bit of additional support from the Government, that could be a way forward. I do not think that it is necessary to have county sport partnerships and school sport partnerships. Indeed, the divisions between school sport and community sport have been too great under the current structures and, as I have said, bringing them together has been beneficial.

To my right hon. Friend the Secretary of State, I say that I agree with the shadow Secretary of State that while some slimming of the structure is necessary, it has provided some excellent things and, with a smaller budget, there is a way of providing a basic framework whereby schools can bid.

Youth Service

Stella Creasy Excerpts

Tuesday 23rd November 2010 Westminster Hall

[Anne Marie Morris]

I thank the hon. Gentleman for his contribution. I shall turn to funding in a minute, because clearly it is relevant, but let me stick with quality, which is key.

That project involves real engagement, and it is not the intention of anyone—certainly not the county council—that group A should take over from group B. What people see in the future is an integrated approach among different parts of our community, which we should commend.

I believe that there is a misunderstanding about funding. The hon. Member for Bolton West spoke about cuts. It is known across the House that this country is plagued with a huge national debt, and that the Government have to look at the measures to be taken. However, they have not cut youth services. They have taken away the barriers between individual prescribed funding streams that central Government used to pass money down to local government, but the amount of money going from central Government to local government remains unchanged.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

Will the hon. Lady give way?

[Anne Marie Morris]

May I finish? Local government has been given the opportunity to use money sensibly. Ninety funding streams will be reduced to 10, and that will substantially reduce the bureaucracy. It will also liberate £7 billion-worth of funds for local authorities to use appropriately. There is certainly no intention that this should be about cuts between between national and local government.

[Stella Creasy]

rose—

[Julie Hilling]

rose—

[Anne Marie Morris]

I will allow interventions in a moment. Let me just clarify my point on funding. What we will see in local government is a review of what quality and value for money should look like. In speaking to my county council, I have found no evidence that youth services per se will be any harder hit than any other part of the budget. On community engagement, we are looking for more, not less, but before I move on, I am more than happy to give way.

[Stella Creasy]

Can the hon. Lady clarify what she thinks the cuts to the Department for Education’s non-school budget and the cuts to the voluntary youth sector development grants will mean? That central Government funding for youth services has been cut—that is a national cut in funds for youth services. What does she think will be the impact of that?

[Anne Marie Morris]

I thank the hon. Lady for her intervention. I am sure that in due course the Minister will clarify exactly how that will work, but my understanding is that it is not about reducing money but about taking away artificial barriers between individual pots of money.

--- Later in debate ---

[Stella Creasy (Walthamstow) (Lab/Co-op)]

I, too, congratulate my hon. Friend the Member for Bolton West (Julie Hilling) on securing this important debate. There is no doubt that all hon. Members in this Chamber are concerned about the personal development of Britain’s young people and how best to secure that. As somebody with a background in the voluntary youth sector as well as local government, I recognise well the concerns expressed by many hon. Members today.

I want to make three points. First, the message that came through strongly in my hon. Friend’s speech is that early intervention is valuable. The benefits to society from working with young people accrue much later on, but that does not mean that we should not recognise them early on. It is about understanding the best way of intervening. One of the challenges—one thing that we Opposition Members see in some of the things the Government are doing—is that the ability to be flexible and work with young people in a range of different ways seems to be narrowing rather than broadening.

It is about not just spaces and places for young people, but the people who work with them and the purpose of that work. We need both generalist activities that help and support young people, many of which come from the voluntary youth sector, and specialist services. I have worked in setting up both kinds of activities in my local community in Walthamstow—working with young people at risk of joining gangs, and with young people to help them achieve their potential in a broader sense. I am concerned about the idea that the national citizen service can be mixed with those more integrated services.

[The Parliamentary Under-Secretary of State for Education (Tim Loughton)]

indicated dissent.

[Stella Creasy]

I am glad to see the Minister shaking his head. Those two things cannot be comparable. We in the youth sector know that they are apples and pears. The national citizen service, which is interesting, should in no way be regarded as a compensation for the ability to integrate services and work with young people in their communities in the long term. In areas such as Walthamstow, it is important for people on the ground to build up trusting relationships over time with young people to help them make the right choices in their life. It is critical that we understand the need to intervene differently in respect of various age groups and children in differing circumstances. Youth services in local areas have been able to develop ways of working around young people, rather than around the service that is delivered. I accept that that differs in various places. There are issues about how youth services are delivered, but we Opposition Members are concerned that the cuts that are coming through now will hamper youth services’ ability to be more flexible in working with young people in different ways and producing the interventions that people need to get the outcomes we all want.

Secondly, the consequences of the public sector cuts, nationally and locally, are already clear. I urge the hon. Member for Newton Abbot (Anne Marie Morris) to look again at the impact of the cuts on the national and local youth sector, particularly the voluntary youth sector. We recognise the interconnectedness of the voluntary youth sector and local youth services; that is the challenge for us. The National Council for Voluntary Youth Services has said that already this year youth sector organisations have lost 20% of their budget, and that 80% of the programmes that are closing are those working with people who are not in education, employment or training—the very group we are especially concerned about. That is already happening as a result of the in-year cuts.

There is understanding about the relationship between the voluntary youth sector and youth services locally, and other public services. It is important to put on the record the great support that the police and health care services in my area provide to youth projects. However, before we can get to the great world in which the voluntary youth sector is more involved in running services, we will see it being cut off at the start, so that it will be unable to do some of the more innovate partnership work we all want to see happen.

I shall make my third and final point brief because I recognise that we are short of time. The challenge we are facing is not difficult economic circumstances but the question, “What are our priorities?” If our priority is to get best value for money, it is clear from the case made by my hon. Friend the Member for Bolton West that investment in voluntary youth services and youth services locally reaps dividends well beyond the initial financial investment.

What is the best way to tap into the ability and interest in volunteering with young people locally, and how best to support it? I welcome some of the ideas the hon. Member for North Swindon (Justin Tomlinson) has come up with, but he did not say how he would get the youth services bus to the youth disco, or who would pay for the person who organises and manages that. That is our critique. The hon. Gentleman’s ideas are fantastic, but how will he make them happen? Delivery and implementation—

[Justin Tomlinson]

There is still funding, although all hon. Members accept that that there are challenges in that regard. My point is that people should make the best use of their resources. I would expect that to be a priority in respect of organisations’ funding.

[Stella Creasy]

No one doubts the need to make the best use of resources, but cutting resources year in, year out with no alternative and asking the voluntary sector to pick up the slack does not add up. For example, it is explicit in the tender document for the national citizen service that the Government are already saying, “We will not fund this properly. We’re expecting the voluntary sector to pay for it.” Many voluntary sector organisations that might work with youth services in future to provide the more creative services that the hon. Gentleman was talking about are dependent on public sector funding, so they will be unable to do the work he wants to happen, let alone to provide services not just for 16-year-olds for three weeks over the summer, but for every age group at the point at which they need intervention.

I plead with all hon. Members to give the Minister the evidence and encouragement he needs to return to his colleagues and fight for the funding that youth services so desperately need to deliver services that we all want for young people in our communities. I am looking forward to welcoming the Minister to Walthamstow tomorrow, so that we can have a conversation about how he can fight for the funding he needs to deliver the services that all hon. Members in this Chamber want to see delivered.

Oral Answers to Questions

Stella Creasy Excerpts

Monday 15th November 2010 Commons Chamber

[Michael Gove]

I am very grateful to my hon. Friend, and I want to underline that we have been consulting on moves to a national funding formula. The former Prime Minister and Member for Sedgefield was himself keen to move towards a national funding formula in order to eliminate some of the inequities within the schools system. We want to ensure that, as we move towards such a formula, schools themselves have their voices heard, so that we can do everything possible to eliminate the inequities that existed under the previous Government.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

6. What funding his Department plans to provide for schools in Waltham Forest for 2011-12; and if he will make a statement.

[The Parliamentary Under-Secretary of State for Education (Tim Loughton)]

As part of the spending review on 20 October, the Government have protected school funding in the system at flat cash per pupil and, in addition, provided funding for a pupil premium from outside the schools budget. We expect to announce the funding allocations for education for 2011-12 by the end of the year.

[Stella Creasy]

Let me try to shed some light on the issue. Waltham Forest has 27% of its children on free school meals, well above the national average of 16%, and 34% of its parents are in receipt of out-of-work credits, well above the national average of 20%. A real-terms increase in our school funding would mean a rise of more than 1.25% in our schools budget for 2011-12, so can Ministers guarantee that, or are they simply better at music than maths?

[Tim Loughton]

The hon. Lady will have to wait until we make the full announcements per school. Many of the anomalies to which she alludes are the sort of thing that will be dealt with by the pupil premium in any case, and by fairer funding for individual schools.

Education Psychology

Stella Creasy Excerpts

Monday 18th October 2010 Commons Chamber

[The Minister of State, Department for Education (Sarah Teather)]

I congratulate my hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke) on securing today’s debate on this important topic. She has campaigned tirelessly on the issue of educational psychologists and the need for adequate coverage for many years. I remember well the many times in opposition that she sought to amend just about every Bill that went through the House, to ensure that she had an opportunity to raise this issue. I understand how strongly she feels about it, and the fact that the House is so full tonight, despite the fact that it is almost 10 to midnight, is testament to the fact that Members on both sides of the House feel strongly about it, regardless of their political party.

My hon. Friend has shown her tireless commitment to this and to other issues relating to children with special educational needs and disability over many years, and it is therefore not surprising that Dod’s saw fit to make her MP of the year in its recent women in public life awards for her work on children’s issues. I offer her my congratulations on that.

It will not surprise my hon. Friend to hear that I share her ambition to improve education and children’s services in this country, in particular for those who need more support than the rest to achieve their potential. From my conversations with parents, teachers and children’s services professionals since I started this job, it has become clear to me that the complex and difficult situations that many families face can be made much more manageable if they receive the support that they need.

Educational psychologists are an extremely important part of the picture for many families in a variety of ways. They assess a child’s needs in order to identify problems before they get worse. They provide individual and group therapy to children who need psychological support, and they ensure that children and families are put in touch with the right professionals if they require other services. They also provide important advice to teachers and other school staff about what more can be done to support children with additional needs in educational settings, including gifted and talented children as well as children with special educational needs. They also provide a vital role in offering more strategic advice to local authorities across a range of children’s services, including fostering and adoption. I pay tribute to the work that educational psychologists do; it is absolutely vital for children and their families.

My hon. Friend has raised a number of specific issues about the operational aspects of the service, and in particular about funding and management. I shall turn to those first. She said that there are 2,200 educational psychologists in England, all of whom are trained to doctorate level. She said that there is a shortage, but in fact it seems that the work force are of probably the right size, notwithstanding the issues that she raised about future work force direction. It is a specialist service and it is demand-led, and local authorities must assess that need. As my hon. Friend said, that is undertaken by the Children’s Workforce Development Council. It has developed a useful model that will help local authorities to assess capacity in relation to local demand for the service. That could be an important part of local authorities’ forward planning and a good example of the more strategic role that we want local authorities to have.

Educational psychologists are employed directly by the local authority, which therefore manages the training and deployment of staff. My hon. Friend went through the history of how we got to the position we are in now. Previously, Local Government Employers administered the educational psychologists’ training and clearing house scheme. However, the LGE withdrew from those arrangements and the money was distributed to local authorities.

Since 2007, the Children’s Workforce Development Council has administered a funding scheme for the training of educational psychologists, to which local authorities are asked to contribute. However, I am acutely aware that the current scheme is not operating as effectively as it should be. As my hon. Friend said, contributions from local authorities have been steadily decreasing, and so far this year only 16 out of 150 local authorities have confirmed that they will be contributing, leaving a significant shortfall in funding.

That situation is not tenable. First, it leaves great uncertainty for those considering embarking on a career in the profession. Secondly, it is unfair that local authorities are not paying their share given that the money is included in local authority funding settlements. Thirdly and most importantly, as my hon. Friend outlined, we must have well-trained educational psychologists to provide for children’s welfare and development, particularly for children with special educational needs. So, in the context of the Government spending review and the systemic review of special educational needs, we are reviewing current arrangements and trying to find a more sustainable solution. We have had to place a temporary freeze on recruitment until the comprehensive spending review picture is clearer in the light of the significant shortfall in funding from local authorities’ contribution, but I am aware that the issue is urgent. I am very aware of the feelings expressed by Members of all parties.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

I am pleased to hear the Minister talk about the importance of supporting local authorities in supporting educational psychologists. Does she not share my concerns that some of the changes that this Government have made to the funding available to local authorities for centrally determined budgets, particularly the money that they have said has to go to academies and to free schools, will undermine authorities’ ability to fund central services and to support special educational needs in schools and therefore educational psychologists?

[Sarah Teather]

Academies are still perfectly free to buy into the services that are provided by local authorities and in many cases they do so, particularly when they are of a high quality. They now simply have more freedom to choose how they do that.

I hope that my hon. Friend the Member for Mid Dorset and North Poole will understand that, because of the proximity of the comprehensive spending review and the work that is ongoing on the Green Paper, I am not able to say more about the outcome of the work that I have said we want to do to put funding for educational psychologists on a more sustainable footing. As I have said, we are committed to this issue and I am aware that the situation at the moment is simply not a sustainable solution. I am also clear that educational psychologists are a key part of any reformed special educational needs system. Adequate numbers of specialists will be essential, no matter what reform we choose after consultation.

It is worth my saying a few words about some of the key principles that are guiding our work on the Green Paper, because they are relevant to the debate and pick up on some of the points that my hon. Friend made. I am clear that the system is far too adversarial, with parents all too often feeling that they have to battle to get the needs of their child recognised, let alone catered for. There are some excellent examples of good practice, but unfortunately all too often there are harrowing tales of poor practice. We must get better at identifying need early, diagnosing accurately and putting in place the right support to meet the child’s and, indeed, the family’s needs.

We need a more transparent system in which assessments are streamlined and easier to cope with—a system that focuses more on outcomes for the child and the family and not just on ticking boxes on a piece of paper. I want parents to have more choice and involvement in decisions about their child’s education and care. Much more can and should be done to raise the attainment of children with special educational needs and disability as well as to raise expectations of achievement. Key to all those areas of reform will be educational psychologists. We need to make much better use of their skills in assessment, advising teachers and schools, and working with families and children.