Black History and Cultural Diversity in the Curriculum

Wera Hobhouse Excerpts

Monday 28th June 2021 Westminster Hall

[Wera Hobhouse (Bath) (LD)]

It is a pleasure to work under your chairmanship, Mr Gray.

History is written by the winners. However uncomfortable and however painful it is, we have a responsibility to confront the whole history of our nation, not only the things that are easy to celebrate. We must learn from the parts about which we are disturbed and ashamed. Most importantly, we need to recognise that the history of the transatlantic slave trade has thrown a very long shadow and that we are still living with the legacy of the injustices committed both long ago and not so long ago. Learning from our past should create a better future. We cannot hope to reach a place of true racial equality without having the difficult conversations about our colonial past.

Education is a valuable tool to empower young people to make change happen. We have a duty to ensure that the next generation better understands historical injustices and the way in which those injustices still play out in our society today. Teaching black history and the histories of other ethnicities and cultures adds an important layer to our overall understanding. That does not mean erasing someone else’s history—far from it. Including more in our history books can only be enriching. I find it hard to understand why some people feel threatened by that.

Last Friday evening, I had the honour of chairing a discussion panel exploring Bath Abbey’s historical connections with slavery and Empire. The event coincided with the abbey’s exhibition on the same topic—I encourage anyone visiting Bath to see that fascinating exhibition. Bath Abbey has more monuments than any other parish church in our country. Some of those monuments praise the achievements of people connected with the slave trade. I commend Bath Abbey for bravely confronting the legacy of its history and demonstrating how we should respond sensitively today.

The speakers at that moving and thought-provoking event last Friday taught us so much. Two speakers recounted their and their parents’ lived experiences of arriving in the UK from the Commonwealth and the indignities they were subjected to. Sadly, they were not alone. Irvin Campbell, chairman of local charity Stand Against Racism and Inequality, told us that the only time black history was mentioned when he was a pupil was when the diagram of a slave ship was shown. The richness of black history has been left out of our school curriculum. We need to rectify that. Irvin taught me to use the term “enslaved”, instead of slave. To call someone a slave robs them of their innate dignity. He has spoken in schools about the proud history of African culture, their kings and queens, and he has watched young people swell with pride as they learn about their history.

Education has a hugely important role to play in ending institutional racism and in closing inequalities in the UK. Our curriculum must be broadened and, where those topics are covered, reviewed. We must ensure that teachers have the resources and training they need to deliver an honest, open and inclusive curriculum, so that we see real progress in schools. One of our Bath Abbey speakers read a poem by Steve Turner, which still echoes in my mind:

“History repeats itself.

Has to.

No-one listens.”

Let us have the courage to share all our collective history. In doing so, we have the opportunity to show that we listen and that—maybe—history does not repeat itself.

--- Later in debate ---

[Gillian Keegan]

Of course we want a broad variety of reading in particular—it is very important—and a wide range of books are available now in all our schools. I am sure that the hon. Member goes into as many schools in his constituency as I do in mine, and we see the broad range of books, but we cannot be taking away the teacher’s role here. Teachers want to be able to come up with their own curriculum and to be able to choose the materials. There is a broad range of materials. Obviously we have the statutory themes, but within that it is up to teachers; they are empowered to decide at what point they teach things and introduce many of the black authors that we have now on the curriculum. It is up to them to decide at what point they want to introduce that; it certainly is not for me to set out what all the teachers in our 20,000-odd schools should be doing.

In the theme about challenges for Britain, Europe and the wider world from 1901 to the present day, the end of empire can be taught. For key stage 4, the Department sets out that GCSE history specifications produced by the exam boards should develop and extend pupils’ knowledge and understanding of specified key events, periods and societies in local, British and wider world history, and of the wide diversity of human experience. The GCSE in history should include at least one British depth study and at least one European or wider world depth study from the three specified eras.

There is significant scope for the teaching of black history within these. Two exam boards, OCR—Oxford, Cambridge and the RSA—and AQA, provide options to study migration in Britain and how this country’s history has been shaped by the black and ethnic minority communities in the past. Also, Pearson announced last year a new migration thematic study option, which will be available to teach this September. Therefore, the sector is responding and there are many organisations that support the sector with the production of these materials.

Many of the issues discussed today are matters that can also be taught in other curriculum subjects. As part of a broad and balanced curriculum, pupils should be taught about different societies and how different groups have contributed to the development of Britain, including the voices and experience of black and ethnic minority people. Across citizenship, English, personal, social, health and economic education, arts, music and geography, teachers have opportunities to explore black and ethnic minority history with their pupils, helping to build understanding and tolerance.

We cannot shy away from the major part that this country played in the slave trade, which children need to be aware of and understand. However, the UK also has a tremendous history that we should be proud of, standing up for freedom and tolerance around the world.

[Wera Hobhouse]

I thank the Minister for giving way, and we have a little time to debate this issue. Does the Minister agree that a lot of why we are debating this is that a profound sense of injustice lives on as a legacy of the injustices that have been committed in the past and continue to this day, which people from ethnic minority backgrounds want to be debated on a moral basis? I speak as somebody of a German background. The most atrocious inhumanities in the name of “race” have been committed by Germans. In my school days, we needed to learn that and to feel the pain, disgust and shame at what our people in Germany—my people—had committed. Do the people discussing this issue today not want the British people to also understand and do that?

[Gillian Keegan]

I find it very difficult to compare what we are talking about today to the holocaust, if I am honest. However, we cannot shy from the major part that this country played in the slave trade, and it is important that children are aware of that. In a lot of the debate and discussions we are having, there is a lot of movement in this area. Teachers are very much learning about new materials and embracing the opportunity to do so as well. However, the UK also has a tremendous history that we should be rightly proud of.

[Wera Hobhouse]

Mr Gray, may I just correct that? I am not comparing the holocaust—

[James Gray (in the Chair)]

Order. Is the hon. Lady seeking to make a point of order? Or does she seek to intervene on the Minister? Does the Minister wish to give way to the hon. Lady?

[Gillian Keegan]

I am happy to give way again.

[Wera Hobhouse]

I am so sorry, Mr Gray, but I want to put on the record that I do not compare anything to the holocaust.

[Gillian Keegan]

I agree that it is very good to put that on the record.

As I say, we should be proud of the UK’s tremendous history of standing up for freedom and tolerance around the world, from Magna Carta to our ongoing commitment to individual rights, civil liberties and freedoms. Our rich and diverse cultural heritage has been created by Britons from all over the world and has been globally influenced. It is through this rich heritage of arts and culture that we continue to have instant global recognition, from Shakespeare to Zadie Smith. Black and ethnic minority Britons have played a fundamental part in our island’s story, from the black Tudors to the Commonwealth soldiers who served with such distinction in the world wars. It is absolutely right that our curriculum ensures that children have the opportunity to learn about them at school.

I want to turn to tackling discrimination and intolerance, which a couple of hon. Members mentioned. On this matter, I say first that there is no place for racial inequality in our society or in our education system. The Department for Education is absolutely committed to an inclusive education system that recognises and embraces diversity and supports all pupils and students to tackle racism and to have the knowledge and tools to do so. Since 2016, we have provided more than £3.5 million to organisations, including the Anne Frank Trust, to prevent bullying. We are currently running a procurement exercise to fund activity in 2021 and 2022 to make sure that schools have the right support in place to prevent bullying of all pupils, including those with protected characteristics.

Our preventing and tackling bullying guidance sets out that schools should develop a consistent approach to monitoring bullying incidents and evaluating the effectiveness of their approaches. It also points schools to organisations that provide support for tackling bullying related to race, religion and nationality. Within and beyond their curriculum, schools are required actively to promote fundamental British values, including democracy, the rule of law, individual liberty, mutual respect and tolerance for all those of different faiths and beliefs.

I am grateful to the hon. Member for Islwyn for raising this important matter. I welcome the opportunity to set out how black history and diversity is already supported within and beyond the national curriculum. I am confident that our schools will continue to educate children to become tolerant and culturally and historically knowledgeable citizens who embrace the values of modern Britain, and of whom we should be proud.

A Brighter Future for the Next Generation

Wera Hobhouse Excerpts

Thursday 13th May 2021 Commons Chamber

[Wera Hobhouse (Bath) (LD)]

This Queen’s Speech could have been an opportunity for the Government to show real leadership on the challenges that face not only current generations but the generations to come. Instead, it has been a lost opportunity. This Government are good at making promises, but they are poor on delivery. They scrapped the green homes grant and cut grants available for people to buy electric vehicles. Currently, it is predicted that we will not meet the fourth and fifth carbon budgets and that the UK will fail on 14 out of 20 biodiversity targets. Unquestionably, the Environment Bill, which has been delayed without explanation, must be brought back to Parliament as a matter of urgency, and it needs to be much stronger. The Bill needs to include a strong Office for Environmental Protection that has the powers and the resources needed to hold the Government to account on their climate promises, and legally binding interim targets so that the Government cannot continue to delay.

The climate and ecological emergency has the potential to be even more devastating than covid-19. In just under 30 years, we need to cut our carbon emissions worldwide to net zero. It may already be too late to limit the rise in global temperatures to 1.5° C. Given the promise that the Prime Minister made only a few weeks ago to bring forward the 2050 target for curbing emissions by 78% to 2035, why does the Queen’s Speech propose no Bill to reflect that promise? Adopting a Bill specifically designed to cut most emissions by 2035, thereby mitigating the worst effects of climate change in the next decade, would set the UK up as a trailblazer at COP26. It would make the UK the first UN country to have such legislation, but it is not there—a missed opportunity.

While the Government should not lose focus on our national targets, we need to recognise that climate action begins at local level. Many local authorities, including my council of Bath and North East Somerset, were quick off the mark in declaring a climate emergency. Government must work with local authorities to ensure that net zero development frameworks are included in the net zero strategy, and that should be enshrined in law. We should empower local authorities so that they can deliver green transport, homes, energy, infrastructure and waste management. Local authorities are best placed to understand the needs of their community, and they will be critical in delivering effective, coherent change on the ground.

Climate change is not tomorrow’s problem, but consecutive Governments have failed to take meaningful action because its worst impacts stretch beyond the average election cycle. Issues that will have widespread consequences are too often neglected and matters that seem more immediate and are easier to see are favoured.

If the Government were serious about a brighter future for the next generation, they would support a wellbeing of future generations Bill. From climate change to nuclear proliferation, from risks from future technologies to future pandemics, we need to foresee and plan for growing risks so that we are properly equipped to tackle them. That would ensure that future Governments publish a long-term vision for a better UK, as well as a national risk assessment looking forward over the next 25 years, after every general election. An Act dedicated to safe- guarding the wellbeing of future generations would set a gold standard for ensuring that preventive safeguards are in place before it is too late. After all, the experience of the covid pandemic has taught us that crisis prevention is even more important than crisis management.

This Queen’s Speech is more than disappointing. We need a bold vision for this country that is long term and radical. We need a Government who are honest with the people—who stop making empty promises and instead deliver.

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 26th April 2021 Commons Chamber

[Vicky Ford]

We have been very clear that schools and colleges remain open for therapists to attend, but some children will have missed some therapies during the pandemic. Schools can use their catch-up and recovery funding to purchase additional therapies, as I mentioned in my answer to an earlier question. Many schools, especially special schools, have done so already. I advise the hon. Member to ensure that he is in touch with local schools in Bedfordshire. In his own borough, we have increased the high-needs funding budget by 8% for this financial year, on top of an 8% increase last year. The funding should be there; please do get the therapists back into the schools and use that catch-up and recovery funding well.

[Wera Hobhouse (Bath) (LD)]

With reference to his Department’s proposals for a centralised procurement framework, what recent discussions he has had with the community energy sector on solar power for schools.

[The Minister for School Standards (Nick Gibb)]

I will try to be brief, Mr Speaker. In January 2020, the DFE commercial team conducted market research when considering the possibility of undertaking a commercial tender for the provision of solar installations and monitoring in schools. On 14 and 15 January, a two-day supplier surgery was held where officials met a range of organisations, including community energy groups.

[Wera Hobhouse [V]]

Community energy providers have successfully installed community solar on school roofs for many years, including in my constituency of Bath. This is one of the few remaining community energy models, but the Department’s proposed new framework to centralise procurement threatens to take it away. Will the Minister meet me and representatives of the community energy sector to discuss the impact of these proposals, plus a possible way forward?

[Nick Gibb]

Yes, of course I would be delighted to meet the hon. Member. The DFE is currently reviewing a variety of options for the most appropriate solutions for schools to assess the relevant supply chains for solar installation, and I look forward to having that discussion soon.

Education After Covid-19

Wera Hobhouse Excerpts

Tuesday 23rd March 2021 Westminster Hall

[Wera Hobhouse (Bath) (LD) [V]]

The covid pandemic has taught us to revalue many things that we simply took for granted. Top of that list is the importance of teaching and learning, especially the value of quality teaching. The pandemic has also shone a bright light on the high levels of inequality that exist in our country. The pandemic has made them worse. There is a lot we can do to make our education system fairer for young people and mature students alike. The lessons we are learning from the pandemic can be a driver for real positive change.

We talk about schools and universities, but all too often we leave out the further education sector. Yet it is the worst-funded sector in the education system. It is also at the heart of addressing the hard-wired inequalities in this country. At the end of last year, the Government announced that colleges and sixth forms would benefit from an extra £400 million investment, and that funding would be maintained in real terms for 2021-22. That was welcome and long overdue, but not nearly enough to fill the £1.1 billion funding gap that has opened up for 16 to 19-year-olds since 2010. As funding is based on previous student numbers, an increase in students could still result in a fall in funding per student in real terms.

For adult learners, funding is yet more unpredictable. Total spending on adult skills has fallen by about 45% in the last decade. As our economy and workforce prepare to adapt to the new challenges after the pandemic, there is no better time to talk about the vital role of further education. The CBI predicts that nine in 10 employees will have to reskill by 2030. Investing in reskilling our adult workforce is financially clever and imperative for individual and collective wellbeing. Our further education colleges are at the forefront of those efforts.

In Bath, we are lucky that Bath College has formed a partnership with Bath Spa University and the Institute of Coding to create a groundbreaking plan to reskill and upskill our local workforce. The project is called I-START and it delivers across innovation, technology, arts, research and teaching in flexible blended modules that fit easily around busy lives. At the core of the project is supporting learners to build and develop skills in resilience, problem solving, creativity and communication, which will be much sought after by businesses after covid. I hope this unique initiative starting in Bath will serve as an inspiration and a useful model for other parts of the country.

Covid-19: Educational Settings

Wera Hobhouse Excerpts

Wednesday 6th January 2021 Commons Chamber

[Gavin Williamson]

We would encourage that university student to stay where they are, in order to be able to conduct their remote learning, although obviously university students who are not doing practical subjects should not have returned to university at this stage.

[Wera Hobhouse (Bath) (LD) [V]]

Students in Bath and across the country feel massively let down. They are paying full tuition fees on top of rent for accommodation that they are not allowed to live in—we have just heard that answer from the Secretary of State. I am aware that this question has been asked several times already this afternoon, but we have not had a proper answer yet, so will the Secretary of State now commit to the rapid implementation of a review of this academic year, with the power to make recommendations for financial compensation?

[Gavin Williamson]

I refer the hon. Lady to the answer I gave some moments ago.

Covid-19: Impact on Schools and Exams

Wera Hobhouse Excerpts

Monday 7th December 2020 Westminster Hall

[Wera Hobhouse (Bath) (LD)]

It is a pleasure to serve under your chairmanship in this timely debate, Mr Gray. I am pleased to be discussing the subject again. I congratulate the young people who stand in solidarity with their peers, their teachers and their family members and who started the petition, and those who have signed it. Pupils in Bath and across the UK have responded with remarkable resilience to this challenging year. Our teachers and school staff have also adapted brilliantly; I thank them all for the work that they have done to make sure that our schools can remain open. It would be an insult to their efforts to repeat the exams fiasco next year.

I have said before that I believe a return to exams in 2021, even with a three-week delay, is the wrong decision. It is about fairness, about which we have already heard a lot in the debate. The time that students have spent in school varies massively across the country, and more may need to self-isolate. I am not convinced that the measures announced by the Secretary of State for Education last week will be enough to level the playing field.

We have seen that teacher assessment works. Teachers are fully capable of assessing their students’ ability. The Welsh Government have announced a flexible approach to assessments that will be delivered in a classroom environment. Those assessments will be externally set and marked to ensure consistency across the nation, but they are not national exams as we know them. Most importantly, the Welsh approach gives pupils the chance to use the summer term to catch up on lost teaching time and to continue learning and building the skills and knowledge that they need for the next stage of their lives. Why should pupils in England not be given the same opportunity?

The Government have yet to answer many questions. Moving grade boundaries may help some students to get higher grades, but will it make up for the huge variation in teaching time? When can students expect the list of topics that will be covered in exams? That must be provided as soon as possible so they can make the most of the rest of the school year. Teachers also need to prepare. If we go ahead with exams, how can we make sure that they are fair? Announcing an expert panel to monitor that is all very well, but again, when can teachers and students expect clarity on what it will mean for them? It is completely unacceptable to continue to kick that decision down the road.

There is a real human cost to all this uncertainty for pupils and teachers. We have already heard much about pupils’ mental health. Behind every exam result is a young person ready to take on the next stage in their life, whether that is an apprenticeship, a place at university or something else. We cannot begin to know the full extent to which this disruption will affect them, but the exam situation is causing them a great deal of stress and anxiety, and the power to reduce it is in the Government’s hands. The Government owe it to those young people to learn from the summer exams fiasco, rather than rely solely on exams at all costs.

Further Education Funding

Wera Hobhouse Excerpts

Wednesday 4th November 2020 Westminster Hall

[Wera Hobhouse (Bath) (LD)]

It is a pleasure to serve under your chairmanship, Mr Hosie, and to follow the many good points that we have already heard this afternoon.

I have been a strong supporter of further education and Bath College, which I visited almost immediately after I became a Member of Parliament. It has been pointed out, and I think it is absolutely true to say, that we talk about schools and universities and often leave out further education colleges. We should always say “schools, further education colleges and universities” in one breath. Indeed, it has been a struggle to get the significance of further education colleges into our minds. I do not think we need to go as far as Singapore to see examples of how education is done well. This country has looked with envy at the skills training and technical and vocational training across the continent, and has wanted to follow it. We have talked about it, but it never seems to happen, which is a shame. I hope that the Minister can make her voice heard and make sure that the Treasury is listening, because, in the end, investing properly in further education will be a financially clever thing to do.

There is no better time to talk about the importance of properly funding further education. The pandemic brings with it a great deal of financial uncertainty for many people across the UK. It is more critical than ever that we invest in helping workers to retrain and reskill. Our workforce and our economy must be ready to adapt to a post-covid world. Also, in the context of the climate emergency, we keep talking about how important it is to prepare for the jobs of the future in order to get to net zero. I have spoken before about the excellent work of Bath College. In my constituency, our local universities, businesses and the council are working on exciting ways to address the pandemic’s economic impact on our city.

In addition to the many points that have already been made, I want to draw attention to the value of the union learning fund, co-ordinated by the TUC. The fund supports more than 200,000 workers a year in job-relevant learning and training, guided by trade union reps who understand the nature of the workforce, the business and the skills gaps. When I talked to a TUC rep, I learned that Ministers had for a long time been looking at cutting the union learning fund, but then they decided that that was not a good idea and have kept it going. I want to use my time today to make this strong plea. It is clear that the model works. On average, training volumes are 19% higher in unionised workplaces. It is counterproductive that the Department for Education has decided to end the ULF from March 2021. Union learning gets working people into skills and training that they would not otherwise access. It reaches people that other Department for Education programmes do not. Despite Government funding, the take-up of English and maths qualifications for adults has declined by 30% since 2010. By comparison, ULF projects continually exceed annual targets for these learners.

My constituency of Bath has been no exception. Local members’ learning events have included IT and management skills, apprenticeships and CV writing workshops. Providers have also responded rapidly to covid. Unison worked alongside our local authority during lockdown to help start book clubs in the workplace. Unionlearn launched a new campaign promoting online learning for furloughed workers, those working from home and those who have been made redundant. Again, that shows the need for a flexible response and the fact that Government need to understand that covid demands that we act flexibly.

Courses and initiatives such as the ones I have described provide huge benefits to my constituents and thousands of others across the country. Research from the University of Leeds shows that 77% of employers believe that union learning has a positive effect on their workplaces, and 68% said that unions could reach and inspire reluctant learners to engage in training. More widely it is estimated that the ULF contributes about £1.4 billion to the UK economy through a boost to jobs, wages and productivity. Again, I hope that the Minister will take the message back to the Treasury that such learning ultimately helps to save taxpayers’ money.

A recent CBI report suggests that nine in 10 UK employees will have to reskill by 2030 as a result of the pandemic. Unless we invest properly and strategically in adult education, we risk skills shortages and long-term unemployment. As I understand it, the Government are focusing particularly on FE colleges for 16 to 19-year-olds, but the beauty of FE colleges is that they are about lifelong learning. It is no good giving to Peter to take away from Paul. I hope that the Ministers understand that the decision to stop the union learning fund is clearly not a good one and should be reversed. Please do the right thing and make sure that the ULF is reinstated.

--- Later in debate ---

[Gillian Keegan]

I appreciate the hon. Lady’s comments. FE funding is quite complex, because at the same time over this decade we have also invested £2.5 billion in apprenticeships, and we will come to the many new areas of investment, all of which have benefited FE colleges. We have already announced one of those: the £1.5 billion capital programme for the transformation of the FE college estate to make colleges great places to learn. That will enable our colleges across England to have buildings and facilities that can deliver world-class tuition. We are not limiting ourselves to a single country, but we want to be world class, and I am committed to that.

We want to give people of all ages the opportunity and means to participate in lifelong learning, to learn valuable skills and to have the confidence to retrain in new areas. That is why we have also committed £2.5 billion to the national skills programme. The hon. Member for Chesterfield (Mr Perkins) mentioned the national retraining scheme, but we have replaced what was left of the £100 million with that £2.5 billion, which is a massively increased investment. There is no way that that is not an increase.

[Wera Hobhouse]

I am listening with interest to where the Government are putting money in, but I still cannot quite understand the reasoning behind taking away the union learning fund. I would be interested to hear why that decision was made.

[Gillian Keegan]

I was going to come to that, but I will address the hon. Lady’s question. Effectively, we have increased a lot of the basic entitlements—obviously with English and maths, and with the digital entitlement. We are trying to streamline the delivery partners, including to the devolved areas, to ensure that it is simpler for people to get easy and broader access. That was the decision, and I have communicated that personally to the general secretary of the TUC.

I recognise the challenges that providers face as a result of covid-19. My hon. Friend the Member for Totnes (Anthony Mangnall) mentioned the response to covid and the world-leading scientists working on vaccines, and so on. However, I also want to mention—as he has given me the opportunity—the many apprentices working on our response to covid, whether they are lab technicians, science and engineering apprentices, or those in nursing, health, social care, everything digital, and many, many more areas. As he also mentioned fishing, I should also tell him that a level 2 fisher apprenticeship is under development, and I am sure there will be many more to come as we develop the sector.

I thank the FE sector for its continued hard work to make sure our learners can continue to access high-quality education and training, which includes the move to remote learning. The hon. Member for Hackney South and Shoreditch (Meg Hillier), who I always seek to remain harmonious with, mentioned that. We have introduced a lot of flexibilities to shift towards online and blended learning and to increase the flex vis-à-vis attendance. Many of the colleges have appreciated the flexibilities that we have introduced, and we have done that all the way along.

In June, I had the pleasure of meeting students and leaders from Barnsley College, who, from the first day of lockdown, successfully moved 100% of their curriculum online. We have heard from many colleges about how covid-19 forced a behavioural and cultural change towards a more flexible approach of blended learning, which might otherwise have taken years. I have been so impressed by the sector. In fact, I know that it has even surprised itself, given how well the whole sector has moved to absolutely excellent interactive online learning.

We are helping to ensure that all young people and adults can access the skills and training they need to get on in life, despite all the economic and other challenges posed by the pandemic. That has included giving people access to digital devices and dongles, which goes to the point that the hon. Member for Sheffield, Brightside and Hillsborough made. Data is vital. We know that, which is why part of what we have broadened access to, for those who need them, includes data, PCs and dongles. We have enabled the discretionary bursary fund to be used for that and have also put in place a very simple business case to enable providers to ask for an uplift if it runs out, because it is being used for different things, and 38 have benefited from that uplift.

Of course, we recognise the impact of lockdown. As part of the £350 million national tutoring programme, we have made available a one-off ring-fenced grant of up to £96 million. Those are important additional funds to help students who, in some cases, may have missed the last six months or the last year of their GCSEs, as the hon. Member for Luton South (Rachel Hopkins) referred to. We know this is always a challenge for colleges, so we have specifically put that funding in place for them to provide small-group tutoring activity, to enable our most disadvantaged students to catch up.

There have been some additional costs, and we have looked at making sure we provide financial support, as the hon. Member for Hackney South and Shoreditch mentioned. The financial health of colleges is absolutely vital and key, so we have put that support in place, and we have a team of people who have been there to support colleges. As those colleges’ funding has changed—their commercial income and sometimes their apprenticeship income—that has impacted their overall income, so that support is in place, as is emergency funding. To date, five colleges have requested that emergency funding and have received it, but we are ready to help others, and keep very close to the sector to make sure that no colleges close. Clearly, we need to keep learners in focus throughout this period.

Free School Meals

Wera Hobhouse Excerpts

Wednesday 21st October 2020 Commons Chamber

[Gavin Williamson]

I know that the hon. Lady is eager to intervene—I am sure that it is an interchangeable point that she can probably make at any time in my speech. If I could make some progress, I will give way to her later.

Since the start of the coronavirus pandemic, we have been prioritising supporting jobs. We are helping employees to get back into work with an £1,000 bonus for employers if they keep on a member of staff. We are doubling the number of frontline work coaches, and putting in place a new job support scheme to protect jobs and businesses that are facing lower demand over the winter due to coronavirus. We are determined to build back better, which is why we have introduced a £30 billion plan for jobs, including the £2 billion kickstart scheme to help 250,000 16 to 24-year-olds on universal credit to get a foot on the jobs ladder.

[Wera Hobhouse (Bath) (LD)]

rose—

[Gavin Williamson]

I am going to give way to the hon. Member for Twickenham (Munira Wilson) before the hon. Lady, but first I will make just a little bit more progress.

In this unprecedented time, the Government are proud to have injected £9 billion into the welfare system, because we on this side of the House recognised that action needed to be taken to protect and support those who are most vulnerable. That support has been targeted at those on low incomes, and includes increasing universal credit and working tax credit by up to £1,040 for this financial year, which benefits more than 4 million households. We have also provided an additional £63 million in welfare assistance funding for local authorities to support families with urgent needs, including over the October half-term.

--- Later in debate ---

[Gavin Williamson]

My hon. Friend points out that this is a challenge that both parties face. There is a sense of commitment on the Conservative Benches to make a real and long-lasting difference to this, and that is what we will do.

We have sent out our guidance information to schools about how they can be supporting children from the most disadvantaged backgrounds. We understand how important this is. It is a continued focus of this Government and always will be. Schools are an integral part of our local communities. However, free school meals have only ever been intended to provide support during term-time periods while children are engaging in activity and learning. The provision of a healthy school meal helps children to concentrate and learn, as most recently evidenced by the pilot programme in 2012 that led to the introduction of universal infant free school meals in 2014. This complements a wider range of Government support that responds more directly to the challenges faced by families on lower incomes, and is further supplemented by the additional support in place as a direct result of the pandemic.

[Wera Hobhouse]

rose—

[Gavin Williamson]

I do apologise, but Mr Deputy Speaker has been quite clear about wanting me to make progress, and I would best do so.

During the unprecedented and unpredictable period at the start of the pandemic, it was right that extra measures were taken to provide free school meals during the holidays, but we are in a different position now that we have welcomed all pupils back to school. We know that the long summer break is the time when families most welcome support, and when children will most benefit from engaging activities so that they are ready to learn when they return to school in September. For the past three years, we have supported disadvantaged children with free healthy meals and enriching activities through our holiday activities and food programme. This summer, the £9 million holiday activities and food programme supported about 50,000 children across 17 different local authority areas. We have also provided £63 million in welfare assistance funding to local authorities to support families with urgent needs. This funding was passed to councils in July to provide local access to funding for those who need support, including families facing financial challenge.

Education is the No. 1 route to opportunity and prosperity. We invest more in the education of disadvantaged children to give them the very best chance in life, both through the weighted national funding formula and the £2.4 billion annual pupil premium. We have invested £1 billion in the covid catch-up fund, including investing in the national tutoring programme, which will offer high-quality small-group tutoring to disadvantaged pupils who have fallen furthest behind. We are equally determined to encourage the continuation of high-quality childcare, which helps parents to work and is a critical building block in children’s development. We are proud that since 2013 the proportion of children achieving a good level of development at the end of reception year has gone from one in two to nearly three out of four.

However, we recognise that these are unprecedented and difficult times for some families, and that is why the Government have significantly strengthened the welfare net. We have put in place additional welfare measures worth around £9 billion in this financial year, including increasing universal credit and working tax credit by up to £1,040 for this financial year, benefiting more than 4 million households. These welfare measures sit alongside our extensive support package, including the income protection schemes that have so far protected 12 million jobs at a cost of almost £53 billion for England alone. This is one of the most significant interventions by any Government in the western world. We recognise how important it is to protect not only jobs but families, and that is why we have taken these interventions. Taken together, it is clear that the Government have taken significant and unprecedented action to support children and families at risk of hardship during this period.

Free school meals are, and always have been, about supporting children with a meal to help them to learn when they are at school or, indeed, currently at home learning. However, it is our support through universal credit and our comprehensive welfare system that supports families. I have outlined a significant series of actions from across Government to support families who may otherwise struggle in the light of a pandemic, including £9 billion in welfare, £53 billion for job support measures, £63 million for local authorities to help those with urgent needs and £350 million to help the most disadvantaged students to catch up at school. Those are just a few things that this Government have put in place to support those who are most disadvantaged. They represent a direct financial response to the pandemic and demonstrate that the Government are doing everything possible to support those who need help. I encourage Members from across the House to support the Government as we tackle this pandemic and the impact it has on people across society, and I commend our amendment to the House.

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[Brendan O’Hara (Argyll and Bute) (SNP)]

It is a pleasure to speak in the debate this afternoon and to give the full support of the Scottish National party to this Opposition motion. We very much welcome this debate, particularly as just yesterday the Scottish Government announced a £10 million package of funding for local authorities to continue providing free school meals over the forthcoming school holidays, up to and including the Easter break of 2021. The Scottish Government did that, quite simply, because in the middle of a global pandemic and with an economic crisis looming, that was the right thing to do. As the Cabinet Secretary for Social Security, Shirley-Anne Somerville, said:

“We are doing all we can to ensure the right support gets to the right people at the right time in the right way”.

Part of getting the right support to the right people in the right way at the right time involves ensuring that those who are most exposed to the economic consequences of the pandemic know that their children will still at least have one hot meal every day, even if it is during the school holidays. I agree with the hon. Member for Stretford and Urmston (Kate Green) that it is remarkable that, in the 21st century, at a time like this, in one of the richest countries in the world, we are even having to debate this or to ask the Government to fund free school meals over the school holiday period to prevent 1.5 million of the poorest and most vulnerable children in England from going hungry.

I, too, would like to pay tribute to the work done by Marcus Rashford to shine a light on this issue. As a hugely successful young professional athlete, it would have been so easy for him not to have done what he has, but it is a measure of him as a person that he has not forgotten where he came from and the struggle that his family and others had to endure every day growing up. In his public petition, he is asking the Government to keep going with the free school meal programme that was put in place over the summer holidays and did so much to help children from low-income families, who have been hardest hit by the pandemic. It is not a huge ask, but it has struck a chord across these islands, including several hundred of my constituents in Argyll and Bute, who, although not directly affected by this, have been struck by the sincerity and compassion of this young man.

Sadly, that compassion was not replicated in the Government’s response to the petition reaching 300,000 signatures. Their spokesperson said:

“It’s not for schools to regularly provide food to pupils during the school holidays. We believe the best way to support families outside of term time is through Universal Credit rather than government subsidising meals.”

Of course, they said that when the Government had just announced that they were taking the £20 universal credit uplift away. That particularly dismissive, not to say callous, response exposes just how hollow the Chancellor’s promise was back in the summer to do “whatever it takes” to help people through this crisis. As we head into what will certainly be very difficult times this winter, with coronavirus cases on the rise, prompting fears of a second wave, taking away food from under- privileged children seems a perverse way of doing whatever it takes to help. Bizarrely, that same UK Government spokesperson said of the summer holiday school meal scheme:

“This is a specific measure to reflect the unique circumstances of the pandemic”

as if we had somehow come through it all, the pandemic had gone and everything had returned to normal. Is that really what the Government wanted to say? Is that the message that they wanted to get out? If so, it is palpable nonsense, as any health professional, self-employed worker, hospitality business owner, seasonal worker or someone who is about to lose their furlough will confirm—as will the parent and carer of every poor child in England whose income has fallen and are now reliant on food banks and for whom a free school meal had become almost a daily necessity.

This is a political choice. There is no doubt that if this Government prioritised eradicating poverty, the money would be found in an instant, because poverty is not accidental. It is not inevitable. It is a political choice. Poverty is not something that happens by accident. Children going hungry in a country as rich as this is a consequence—a direct consequence—of political choices. A decade of austerity in which the poorest and weakest in our society were forced to carry the can and bear the brunt of a financial crisis that had nothing to do with them was a political choice, and so too is the decision to take away poor children’s food during an economic and health crisis. It is staggering.

[Wera Hobhouse]

I was going to ask the Secretary of State this. We all know how important healthy eating is—not just food on the table but healthy food on the table. During the covid crisis, the Government suspended the fruit and veg scheme, and it was only reinstated after some serious campaigning by the organisation Sustain. Does the hon. Member agree with me and Sustain that the fruit and veg scheme should be extended to all primary school children, so that they have the benefit of it?

[Brendan O’Hara]

That is not really a question for me—I am not and never would aspire to be the Secretary of State for Education—but I take on board the hon. Member’s point, because it is about political choices. That is why I am so pleased that the Scottish Government have chosen to use the limited powers they have to support 156,000 of our children and young people by committing £10 million to ensure that those children who need it will continue to get a free school meal during this holiday and every holiday up to Easter 2021. In addition, the Scottish Government have announced £20 million of funding to be made available to local councils to help tackle financial insecurity. That funding will be sufficiently flexible for councils to be able to provide support to people who, shamefully, have no recourse to public funds and would otherwise be destitute and have no access to mainstream benefits.

Of course child poverty still exists in Scotland; no one could or would deny it. But the difference between what the UK Government are doing and what the SNP is doing in Holyrood is that the Scottish Government are doing what they can, with limited powers, to alleviate the worst effects of the Government’s policies, to try to improve the lives of Scotland’s poorest children. That was recognised by both the Joseph Rowntree Foundation and the United Nations special rapporteur on extreme poverty, who praised the Scottish Government for using what he described as their

“newly devolved powers to establish a promising social security system guided by the principles of dignity”.

Included in that new security system is the Scottish child payment, which will pay the equivalent of £10 a week per child to families with eligible children who are currently in receipt of low-income benefit. From November, the fund will be open to families with children under the age of six, recognising that, of all children in poverty, almost 60% live in a family where a child is under six years old. Although there is no cap to the number of children per family, it means, for a family with two children under six, £1,040 a year extra in their pockets. That is expected to alleviate the worst excesses of poverty for 194,000 children, and it is a significant investment by the Scottish Government.

I understand that the Government intend to vote against the motion tonight. I hope the Whips have done their arithmetic, because I understand that at least one group of Conservatives will be voting with the Opposition this evening—the Scottish Conservatives. It was less than a month ago that the new leader, the hon. Member for Moray (Douglas Ross), declared that providing free school meals, breakfast and lunch to every primary school pupil in Scotland was to be his flagship policy in next year’s Scottish elections. He said:

“I have seen myself the difference that providing free meals can make. I just want to make sure no-one falls through the cracks and by giving this to all primary school pupils we can make sure the offer is there for everyone.”

Given his words, it is absolutely inconceivable that he and his colleagues would do anything other than vote for the motion tonight and provide the same level of support for the 1.5 million children in England who will benefit from school meals. That is why, despite being wholly devolved, we will be in the Lobby this evening alongside, I believe, every single Scottish MP when the House divides this evening.

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[Wera Hobhouse]

I am very grateful to the hon. Member for giving way, because I think this is a very important issue and she is talking about cross-party support. The fruit and veg scheme is such an important scheme. Will she look at the campaign by Sustain of having a healthy piece of fruit or vegetable for every primary schoolchild in state education?

[Jo Gideon]

I thank the hon. Lady and, absolutely, we will be looking at this very broadly. That is the mandate and, quite frankly, I think that is what we should be talking about today.

As I was saying, addressing the issues of child obesity, malnutrition and food poverty is completely central to the agenda and it cannot be done overnight. I stood on a platform that a society is best judged by how it looks after its most vulnerable. This Government have shown throughout this pandemic that they are committed to supporting the most vulnerable in our society. The temporary and exceptional measure put in place at the height of this pandemic is not a sustainable solution. Rather than the Opposition bringing this same old question to the House every time we face a school holiday, they should work with us towards a long-term solution and a wraparound-support approach for low-income families.

For the reasons I have outlined, I will not be supporting this motion, but instead I call on those who truly wish to tackle the issue of food poverty long term to work with me in developing solutions for the benefit of those children and families we all seek to help.

Colleges and Skills: Covid-19

Wera Hobhouse Excerpts

Tuesday 20th October 2020 Westminster Hall

[Wera Hobhouse (Bath) (LD)]

It is a pleasure to serve under your chairship, Mr Betts. I congratulate the hon. Member for Waveney (Peter Aldous) on securing the debate. I stood up in this Chamber many times during the last Parliament to support our further education colleges. I am a proud champion of the foremost further education provider in my constituency, Bath College. Today, I am even prouder to let the Chamber know about a very good initiative that it has brought together in the last six months.

When covid hit in March, our education leaders were quick off the mark. They saw the enormous scale of the economic fall out of the pandemic on our city and region and took bold, innovative action to address it together. Bath College is versatile and forward looking, and it has forged strong links with local businesses and our two universities, particularly Bath Spa University. Laurel Penrose, chief executive of Bath College, and Professor Sue Rigby, vice-chancellor of Bath Spa University, have worked alongside their teams to create a ground- breaking plan to help reskill and upskill our workforce, bringing together Bath College, Bath Spa University and the Institute of Coding. The project, called I-START, will deliver across innovation, science, technology, arts, research and teaching. Participants will be able to hop on and off flexible, blended modules, to more easily fit learning around their lives. This will be truly unique to Bath.

Businesses have reiterated the need for resilience, problem solving, creativity and communication, and building on those skills is at the core of the project. As a direct response to covid, the partnership has co-designed an exciting pilot for a skills and social inclusion element of the project, called “Restart”, which will begin next week. It is based on contributions from local employers and businesses on the skillsets they look for when hiring people. I urge the Minister to look at what has been done in Bath and the courses starting as we speak.

Innovation like that is utterly necessary, but it needs the Government to recognise the value of colleges. For far too long, further education colleges that have been relegated to a lower division in our education hierarchy—Cinderella status, if I may say so. There has been a 7% real-terms decrease in funding per learner aged 16 to 19 since 2013. Our excellent Bath College has not received the funding or the recognition it so deserves. Colleges need streamlined, targeted investment, and overall spending on skills needs to increase ahead of inflation. Higher technical education colleges teach economically valuable skills and must be a focal point of the national skills fund. I also urge the Department for Education to work closely on colleges with the Department for Work and Pensions, to ensure that adults who lose their jobs can train and retrain in the second stage of the kickstart programme.

Simply repeating what we have done before will lead to the same outcomes. Colleges are well placed to deliver so much more support to people, places and productivity, especially now, as we are coming out—hopefully, at some point—of the covid crisis. This could be an important opportunity. I urge the Government to look again at the funding and to talk to the Treasury. We have been here so many times talking about further education funding, but please look at what has been achieved in Bath. It is a truly exciting project.

Exams: Covid-19

Wera Hobhouse Excerpts

Monday 12th October 2020 Westminster Hall

[Wera Hobhouse (Bath) (LD)]

Education has changed dramatically since the covid pandemic. I, too, am a former secondary school teacher. I feel deeply concerned about the disruption, challenges and stresses that teaching staff, school leaders and especially our young people had to go through, and that they continue to face. In Bath and across the country, our teachers, school staff and pupils, along with their families and carers, have done a truly amazing job, and I thank them all.

The exam results chaos caused great distress and disruption that could have been completely avoided. The Government, more worried about grade inflation than about fairness, let thousands of young people down. As I said at the time, teachers are far better judges of their pupils’ ability than are algorithms imposed by the Department for Education. Many young people’s aspirations and plans for their future were dashed. Once again, as we have heard already, students from disadvantaged backgrounds were disproportionately affected.

Today, the Government have announced that they will bring back exams in 2021, with a three-week delay. Having engaged this afternoon with school leaders in Bath, whom I trust in everything they say and do, I believe that that is the wrong decision. We have seen that teacher assessment works, and for the next academic year that is clearly the best option.

The hon. Member for Stoke-on-Trent North (Jonathan Gullis) did not take any interventions, but I wanted to ask him what lessons we should learn from Germany. I am always interested when people speak with great confidence about other countries without necessarily knowing the details. Germany does not have any national exams. It has a devolved education system. Indeed, many exam grades are awarded through teacher assessment, which proves that teachers know best and we can rely solidly on their assessments of their pupils. I believe we should look at that as the best option for next year, at the least.

Many learners are still catching up. The help announced in June for learners from disadvantaged backgrounds has been delayed, and in some cases is still not in place. The education of young people is constantly in danger of being disrupted. If some members of a group or cohort have to self-isolate because of an outbreak, young learners find themselves back at home. Those who are due to sit the exams next year already worry that the mock exams might end up counting as the actual results. That adds another layer of stress that teachers and pupils do not deserve.

Behind every exam result is a young life, full of promise. We cannot begin to know what toll the A-level and GCSE results fiasco will ultimately take on the self-esteem, mental health, personal development and earning capacity of those who have been impacted. On behalf of the students and teachers of Bath, I call on the Government to bring back teacher assessment for 2021. It is simply not realistic to assume that we can return to business as usual for this academic year.

That is also true of Ofsted inspections. I understand that Ofsted inspections are due to resume in January. Schools are simply not ready for that. Many schools have finely tuned social distancing arrangements in place. The additional presence of inspectors at the school, when they are not normally part of the school community, adds extra worry and anxiety. How should schools plan for that? Is it right that schools should have to have an extra contingency plan in case of unexpected inspections, to add to their already stretched capacity? I hope that the Government are considering that too, and that they will put back Ofsted inspections until at least September 2021.

As cases rises, so too does the risk of local and national lockdowns. Pupils may not have seen the last of home learning. In that eventuality, the Government must support all schools to deliver high quality education to every child in this country. Give schools the space they need, and trust teachers and school leaders to be the best judges of the young people who are their responsibility.