Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
The Parliamentary Under-Secretary of State for Education (David Johnston)
It is a pleasure to serve under your chairship, Dame Maria. I congratulate my hon. Friend the Member for East Kilbride, Strathaven and Lesmahagow (Dr Cameron) on securing this debate on such an important subject. I am familiar with the Diana Award, and have been for some time. I will talk more about the APPG, but I appreciate my hon. Friend’s great work in championing mentoring. I have seen at first hand the difference that mentoring can make to a child or young person, because I spent 16 years running organisations for disadvantaged young people before I became an MP, and I ran mentoring programmes as part of that. I also volunteered to be a mentor through various other organisations, including Chance UK, which my hon. Friend mentioned.
Education is a key determinant of young people’s life chances and social mobility. That is why this Government are committed to providing a world-class education system for all children and young people. We have invested significantly in education and undertaken a number of important reforms to ensure that, whatever their background or circumstances, all young people have the opportunity to reach their potential. Much of the Department for Education’s work prioritises giving children and young people with special educational needs and disabilities, or those who have been in our children’s social care system, the additional support they may need to ensure that they are prepared for adulthood and to achieve positive outcomes.
I have a keen interest in working to ensure that all children and young people fulfil their potential and that we are promoting social mobility, which was the theme of my pre-politics career. A key part of that is the role of mentoring, and of effective programmes more widely. That is why we re-endowed the Education Endowment Foundation with £137 million in 2022. It has been a key part of ensuring that what we do is effective, and that we have programmes which work for the most disadvantaged in particular. The EEF identifies, develops, supports and evaluates projects that raise the achievement of disadvantaged children and young people. That has included an evaluation of mentoring and how it can be used to improve outcomes for those that need help reaching their potential.
One of the ways we are helping people to achieve their potential is through funding mentoring programmes in various areas of the Department for Education’s portfolio. I will start with children in care. We are committed to quite a big programme of reforming the system for children in care. We set that out in the “Stable Homes, Built on Love” strategy we published last year, which puts stable, loving relationships at the heart of the care system. By 2027, we want every care-experienced child and young person to feel that they have those strong and loving relationships. As part of our commitment to helping local authorities with family finding for children in care, we are funding 24 befriending and mentoring programmes for children in care and care leavers. Those are all designed to enable children and young people to improve their sense of identity and community and create and sustain consistent and stable relationships.
As part of our work to remove barriers to people with special educational needs, a learning difficulty or a disability starting apprenticeships, we have been developing a pilot to test the value of targeted and specific mentoring support for apprentices who have learning difficulties and disabilities. The pilot will offer targeted expert support, advice and training to the people providing mentoring to apprentices, and measure what impact it has on the cohort’s level of satisfaction and on key performance measures, such as retention and achievement, for those apprentices.
More widely across the education system, mentoring is supporting children and learners to reach their full potential and prepare for the world of work. For young people leaving school, mentoring can be a great way to support effective transitions and empower them to make positive decisions that lead to fulfilling careers. We are running a pilot targeted transition fund in a number of schools this academic year to help young people to make successful transition choices that they feel confident about. The project delivers a wraparound programme to young people eligible for free school meals and with low school attendance, giving them careers guidance, counselling, mentoring and employability support.
As has been touched on, some careers hubs also use employer mentoring to support young people when they transition from school into further education or employment. To improve the work readiness of all young people, employers are engaging in greater numbers than ever before, helping to connect careers information and advice with the world of work and enabling opportunities for young people to experience a variety of workplaces.
I come to two or three of the initiatives that my hon. Friend mentioned. I have explained that I am familiar with the great work of the Diana Award, and I enjoyed hearing about the specific programme that she described. On Grandmentors, some of the local authorities that we are supporting through our “Stable Homes, Built on Love” strategy use that programme to support their care leavers, which is good news. For businesses, which have been touched on by a couple of Members, part of our careers strategy measures the Gatsby framework for employability, including by looking at what they do on mentoring. Given my experience of running such programmes, I should say that it is incredibly difficult to get a consistent relationship in mentoring. We have to acknowledge the great work that all these organisations are doing, because it does not just happen naturally; it requires a lot of support.
I am enormously grateful to my hon. Friend the Member for East Kilbride, Strathaven and Lesmahagow for raising the issue of mentoring and social mobility today. The Government agree with her that mentoring can transform the lives of children and young people. I was particularly struck by her point about its importance in rural areas and in helping to develop young people’s confidence. She also said—we clearly both know this from personal experience—that it helps the mentors, not just the mentees, which is absolutely true.
Dr Cameron
I was really interested to hear the Minister talk about people with disabilities. He will be aware that I chair the all-party parliamentary group for disability. Could we work together on some of the programmes to look at how young people with special needs could be engaged as apprentices or interns here in the House of Commons and with MPs? That would help us to reach out to young people right across the UK.
David Johnston
My hon. Friend makes an extremely important point. This is one of many areas where we ought to lead by example and not just preach to other organisations about what they should be doing. We should demonstrate that we are doing it ourselves, and I would be very pleased to work with her on that.
Mentoring would not be possible without all the people up and down the country who volunteer to be mentors and who are working to support children and young people. I personally thank them and the organisations that co-ordinate such activities, and I assure them that I will keep working with the education and children’s social care sectors to ensure that we use mentoring as effectively as we can. I will work with my hon. Friend and support what she is doing to reinvigorate the APPG on mentoring and promote mentoring more widely.
Question put and agreed to.