Oral Answers to Questions

Barry Sheerman Excerpts

Monday 24th October 2022 Commons Chamber

[Andrea Jenkyns]

I know that my hon. Friend is a real advocate for colleges in his area and I thank him for his question. Local skills improvement plans will forge stronger and more dynamic partnerships between employers and providers that will enable training to be more responsive to local skills needs. The relationship between Wigan and Leigh College and local employers aligns closely with the aims of this improved collaboration. It is a great example of how stakeholders can work together to meet local skills needs and help people to get good jobs. I would be delighted to visit my hon. Friend’s constituency to see its great work in progress.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

I do not know whether the Minister was able to go to the Association of Colleges reception recently, but it was a very good way of meeting all the college leaders. Does she agree that there must be more joined-up thinking and activity between colleges, schools and universities? We were talking about green skills. There seems to be no curriculum at 16 that meshes with that at 18 and 21. I ask her please to talk to colleges and get something moving.

[Andrea Jenkyns]

I was at a reception for our Love Our Colleges campaign. I am a true advocate on this matter and one thing I am passionate about is the parity of esteem between vocational and technical qualifications and academic qualifications. I ask Members please to put their trust in us as a Government, because we are fully behind all sectors and we are continuing a dialogue between colleges, schools and universities. As I have said, there have never been more options open to young people, and I am completely proud of our record in government.

--- Later in debate ---

[Kit Malthouse]

It is absolutely the right of parents to decide to educate their children at home should they so wish, but as a society we have a duty to make sure they get exactly the kind of education that everybody else is getting. My hon. Friend has championed the issue in many other forums, particularly as it affects his constituency, and I would be happy to hear his ideas on how we may go further.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

Has the Secretary of State looked at the full potential for education of technology to improve performance in schools? Other countries are using it in more sophisticated ways, so has he looked at it?

[Jonathan Gullis]

We want the education sector to have access to best-in-class technology, but schools need reliable internet to deploy it. That is why we are spending £232 million to improve school internet connectivity by 2025.

Oral Answers to Questions

Barry Sheerman Excerpts

Monday 4th July 2022 Commons Chamber

[Nadhim Zahawi]

I am grateful to my hon. Friend for the work that she does to promote maths to girls. I believe she was previously a maths captain—we have a lot to learn from her. We have three great specialist maths schools, with some of the best A-level results nationally. We are on track to have 10 regional maths schools by 2025, including one in Surrey.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

Does the Secretary of State agree that in order really to deliver this provision, we need partnerships with local and regional universities? Does it disturb him that some universities seem to want to go back to the past and only teach science and engineering, and not the arts and humanities? If levelling up is to mean anything, we need universities to be there for local communities.

[Nadhim Zahawi]

I know that the hon. Gentleman is passionate about the topic, including through his think-tank’s work. He is right that universities, including the Open University, will play a key role. The work that I have witnessed in the collaboration between further education and higher education—the fungibility of both together—in our institutes of technology is equally important to ensure that we produce different runways from which young people’s careers can take off.

Oral Answers to Questions

Barry Sheerman Excerpts

Monday 23rd May 2022 Commons Chamber

[Feryal Clark (Enfield North) (Lab)]

rose—

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

rose—

[Mr Speaker]

I call Feryal Clark.

[Mr Sheerman]

Oh—sorry.

[Feryal Clark]

A set of schools that are usually forgotten are the pupil referral units that take on pupils with extensive special educational needs and disabilities. Tackling such a challenging set of needs requires a multidisciplinary approach, but PRUs throughout the country do not have set criteria for how they should teach students or support children back into mainstream schools, and nor do they have sustained funding. Will the Minister look at the fantastic model for multidisciplinary and multi-agency education that is delivered at Orchardside School—the Department is aware of its work—in my constituency? Perhaps he can come to see the work being done there and how sustained investment can make a difference.

--- Later in debate ---

[Will Quince]

That was an interesting link from my hon. Friend. None the less, he does have a point that a whole-school approach to mental wellbeing is about doing all sorts of extra-curricular activities. One of the best ways, of course, is getting children and young people outside. Would I encourage a campaign to tackle littering? Of course, I would.

[Mr Sheerman]

I am both eager and angry this morning, which is why I wanted to get in my question to the ministerial team as early as possible. Are Ministers aware of the great scandal that children’s needs are not being identified early enough to change their life trajectory? Up and down the country, parents are waiting months, even years, to get any sort of assessment or statement. Why do the Government not wake up to that and do something about it?

[Will Quince]

As I have said, I regularly meet my counterpart at the Department of Health and Social Care. The hon. Gentleman will be pleased to know that at the heart of the SEND and alternative provision review is not just inclusivity, but early identification.

Special Educational Needs and Disabilities Review

Barry Sheerman Excerpts

Tuesday 29th March 2022 Commons Chamber

[Nadhim Zahawi]

I had a similar experience with a parent in my constituency who got so frustrated that they chose to home-school. They do it very well, but nevertheless that should not happen. The single integrated vision for SEND and AP, the greater focus on the mainstream and the emphasis on early intervention should allow us to regain the confidence of parents. I hope that the ability of parents to navigate the system in a much clearer way, without having to research for themselves which provision is most appropriate for their child, will make that difference. Of course, the consultation means that we will continue to focus on parental rights, including through making sure that parents and carers will continue to express a preference as to which school—from a tailored list of settings, across mainstream, specialist and independent schools—they would like their child to attend.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

The Green Paper is welcome; it is better late than never. The Secretary of State will know about my great interest as chair of the Westminster Commission on Autism and because a family member has still not had a proper assessment after 15 years. Families need action now and they need resources, because provision is expensive for local councils and schools. It is expensive, but we have to be willing to pay for it. We will work with the Secretary of State to make his proposals into the finest piece of legislation in this policy area for a generation.

[Nadhim Zahawi]

I am grateful to the hon. Gentleman; he has always been a champion for those with special educational needs and disabilities, not just in his constituency, but around the country. We have continued to provide funding for autism training and professional development in schools and colleges throughout last year and this year. We provided a further £8.6 million to strengthen the participation of parents and young people, including those who are autistic. We are strengthening and promoting the pathways to employment. Supported internships have been a great programme—Premier Inn in my constituency does a brilliant job—with £18 million of investment over the spending review period to increase the number of those who are participating to 4,500 from about 2,500 at the moment.

Schools White Paper

Barry Sheerman Excerpts

Monday 28th March 2022 Commons Chamber

[Madam Deputy Speaker (Dame Rosie Winterton)]

Order. I just need to reiterate that we need one question each, so that the Secretary of State does not have to answer a number of questions, and the questions need to be brief, not with long statements beforehand. Barry Sheerman will lead the way in how to do that.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

Thank you for those kind words, Madam Deputy Speaker. The Secretary of State knows I have admired him in the past as a manager and a man with passion, but this is not much of a plan. Any plan needs people to lead and deliver it, but we now have weak local authorities, a weak central Government Department for Education and a weak Ofsted. If he really believes the leadership will come just from academy trusts, I do not think we will achieve very much.

[Nadhim Zahawi]

This White Paper will define the role of each of those stakeholders that the hon. Gentleman just described in the system. With that clarity, and the support for good leaders in local government, good leaders of multi-academy trusts and—to push back slightly, with respect—the great leadership in Ofsted, we will deliver for those children that we all want, and I know he wants, to see delivered for.

Oral Answers to Questions

Barry Sheerman Excerpts

Monday 14th March 2022 Commons Chamber

[Nadhim Zahawi]

That invitation is far too tempting to turn down, so I shall make time to visit the Isle of Wight with my hon. Friend. Of course, I will be saying more about the work we are doing in the schools White Paper.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

15. What steps his Department is taking to introduce a curriculum that develops green skills.

[The Minister for School Standards (Mr Robin Walker)]

The science and geography national curriculums provide pupils with knowledge that underpins the development of green skills to help understand issues related to sustainability, climate change and resource use. Further, at COP26 the Secretary of State launched the Department’s draft sustainability and climate change strategy, which sets out key actions and commitments to enhance green skills provision across education.

[Mr Sheerman]

May I ask the Minister to work across parties on this issue? For a net zero economy, we need to do far more training for green skills. Too often I find that young people, at age 16, 18 or 21, do not know the pathway. When I talk to teachers in my constituency, and indeed those in early years, they all want to prepare their children for a green economy and to provide them with green skills for wonderful jobs in the green environment. Can he work a little harder and faster towards this?

[Mr Walker]

I welcome what the hon. Gentleman says. We all agree about the importance of this area. That is one of the reasons why it is so important that we pursue the science, technology, engineering and maths agenda. We need to work across the education piece to ensure that we are preparing people for the jobs of the future. The strategy that my right hon. Friend the Secretary of State published at COP26 is a step in that direction, but I agree with the hon. Gentleman that we want to work across parties and across the House, and in all parts of the country, to drive this agenda forward.

--- Later in debate ---

[Mr Walker]

My hon. Friend always champions his area passionately and I recognise the strong bid he has put in. Of course the education investment areas provide that opportunity to have extra free school provision.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

Has the Secretary of State seen the latest report from the autism commission that I co-chair, which focuses on not only autism, but the impact on the individual throughout their life and their family? Does he realise that the failure to get a statement and to get an assessment for years and years is causing so much unhappiness in those families?

[Will Quince]

I certainly recognise some of the challenges that the hon. Gentleman references. The special educational needs review will be published in the coming days. He may have questions following on from that. I would be happy to meet him to discuss that further.

Higher Education Reform

Barry Sheerman Excerpts

Thursday 24th February 2022 Commons Chamber

[Mr Deputy Speaker (Mr Nigel Evans)]

Will Members please go straight to their question, with no preamble?

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

My only preamble, Mr Deputy Speaker, is that every Member who has spoken so far has had free higher education, including me, the Secretary of State and you, I believe. Anyone in their right mind knows that this is an area that we should look at—of course we should, so I am glad that it is open to discussion. I have a vested interest: in a former life I was a university academic. Indeed, I taught you at university, Mr Deputy Speaker.

[Chris Bryant (Rhondda) (Lab)]

Not very well. [Laughter.]

[Mr Sheerman]

Obviously not very well.

I am also a visiting professor and have a long-term interest in this area, and I have worked with the Secretary of State before. I am worried about some of the unintended consequences of this. I am worried about the long-term impact on many, many people’s lives of higher tax burdens. I am not thinking of the high-fliers, such as those who go into high finance and merchant banking; I am thinking of the core of our skills, the people who became teachers, doctors, nurses and social workers. May I ask him to make this inclusive and, as far as possible, to secure all-party agreement on some of the aspects? As for lifelong skills, many people have tried it but no one has really cracked it. Please value FE as well as HE.

[Mr Deputy Speaker]

That was completely not what I asked Members to do—bad man.

Oral Answers to Questions

Barry Sheerman Excerpts

Monday 31st January 2022 Commons Chamber

[Michelle Donelan]

I do agree. Online learning can be a great way to supplement and enhance learning, but let me be clear: it should not be used as a cost-cutting exercise and it should not be used to avoid utilising face-to-face provision. As the Secretary of State has outlined, we expect universities to be up-front and transparent about what students can expect, and I am personally calling vice-chancellors where we are concerned that this is not happening.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

Surely the ministerial team realise that student finance is in a terrible mess, with many students struggling to pay money back and many students refused a mortgage because of their student debt. This is a serious situation. The Government have got to get a handle on it and do something about what is going on, particularly in relation to the weak and enfeebled Office for Students.

[Michelle Donelan]

Contrary to the hon. Member’s assertion, mortgages do not take into account student loans and we should put that on record. We are committed to a sustainable higher education funding model that supports high-quality provision, meets our skills gaps and maintains the world-class reputation of our higher education institutions, which is exactly why we will respond to the Augar review in full in due course.

School Openings: January 2022

Barry Sheerman Excerpts

Wednesday 15th December 2021 Commons Chamber

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

I urge the Minister to take very seriously the morale out there in schools. We spend a lot of time, quite rightly, thanking NHS staff as frontliners, but teachers and the whole school community are also wonderful, hard-working people, so let us look carefully to morale and to the health of our children, which is paramount. Will he also look at early years and nursery provision, which is essential to people who want to go to work and have their children looked after properly? Will he please talk to the people at the National Day Nurseries Association, which is based in Huddersfield, because they are the experts?

[Alex Burghart]

The hon. Gentleman obviously has enormous expertise in this field, as former Chair of the Education Committee. I reassure him that the Under-Secretary of State for Education, my hon. Friend the Member for Colchester (Will Quince), the Children’s Minister, is in regular contact with the group that he mentions. Education being open is vital to the national effort. It is education settings being open—particularly for key workers, as they were at all stages throughout the pandemic—that means that the NHS can function, that people who are seriously ill can get treatment, and that the rest of the economy, where possible, can keep functioning. I absolutely understand what the hon. Gentleman is saying.

Arthur Labinjo-Hughes

Barry Sheerman Excerpts

Monday 6th December 2021 Commons Chamber

[Nadhim Zahawi]

My hon. Friend is absolutely right to say that we must ensure that we deliver better outcomes. We recognise that, which is why we made a manifesto pledge to have the MacAlister review. I am confident that the review will deliver recommendations that I hope we can be ambitious about and deliver rapidly.

My hon. Friend is also right that we cannot continue to have review after review. We have to learn from them and operationally implement the recommendations. I am passionate that, in complex systems, we must have thorough investigations, because that is how they are improved and made failsafe for those they protect.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

When I was the Chair of the Education Committee for 10 years, we heard about some awful tragic cases such as this. My heart goes out to little Arthur and anyone who knew him. I like the tone of the Secretary of State’s opening remarks. When the investigation about baby P—baby Peter—went on, there was a hue and cry from the popular media that some politicians joined. I still have a guilty conscience about the way that Sharon Shoesmith was hounded out of office. We have never apologised for what happened to her.

The Secretary of State will know that good children’s services and good multi-agency working are expensive. We need the resources in local government to deliver. When I was the Chair of the Select Committee, one of the most worrying things was the reluctance to square up to the fact that we should know where every child in our country is. Home schooling has put a big question mark over knowing what is happening to children in the home environment. Does he share my concern and could we have a conversation about that at a later date?

[Nadhim Zahawi]

I am grateful to the hon. Member for his very important question. Just to unpack a little bit of it, I think he is right to say that we need to make sure we know where every child is. There are some excellent examples of home schooling with parents who really do a great job, but that is not always the case. I know that he cares passionately about the work of children’s social services, and I hope that he will continue to care about this when he leaves this place, as he has announced he is doing. He will be sorely missed, I think, and his input will be missed.

On the hon. Member’s point about local councils, in this year’s and next year’s budgets, they have about £51.3 billion of core spending power for their services. They have had a real-terms increase for what they can do, with the £6 billion to cope with covid as well. Nevertheless, I think it is important that we do not scapegoat anyone, and he is absolutely right that we have to make sure we allow both the panel and the review to take their course and report back to this House.