Oral Answers to Questions

Carol Monaghan Excerpts

Monday 12th November 2018 Commons Chamber

[Mr Gyimah]

I assume the hon. Gentleman is referring to the Horizon 2020 research programme. The UK has made it very clear that we want to fully associate with the successor programme to Horizon 2020—Horizon Europe—to ensure that our researchers can continue to collaborate with the brightest and the best in Europe.

[Carol Monaghan (Glasgow North West) (SNP)]

Despite spending nearly £2,000 on visa fees, Dr Mohamed Alnor, a professor from the Sudan International University, was denied entry to the UK to attend a conference in Glasgow last month. This is becoming a common situation for academics from the middle east, Africa and India. What assurances can the Minister give our academic community that this issue will be addressed immediately?

[Mr Gyimah]

The Prime Minister made it clear in her Jodrell Bank speech earlier this year that we welcome all international researchers. In fact, at least 30% of the researchers in the UK are from abroad. On the new immigration system that is being considered, we will make sure that we facilitate the brightest and the best being able to come here, work here and collaborate with our researchers.

[Carol Monaghan]

But the Glasgow conference is not unique. In Liverpool last month, 10 delegates were refused entry, including one from India whose research has been sponsored by the UK Government. Professor McKee from the London School of Hygiene and Tropical Medicine has said:

“Academic collaboration is yet another consequence of the government’s ‘hostile environment’ policy, denying visas to those working on the ground to improve the health of some of the poorest people in the world”.

How will the Minister ensure that the UK continues to be open for international collaborations and conferences?

[Mr Gyimah]

The hon. Lady is referring to a specific case, and I cannot comment in detail about it. Needless to say, we are open and welcoming. Just in July, the Government introduced the new tier 5 visa regime to allow academics to come here on short-term visas to collaborate with researchers here. We are genuinely open to sectoral research and sectoral collaboration. If there is a specific instance where someone was disappointed, I would be happy to look at it.

Department for Education

Carol Monaghan Excerpts

Tuesday 3rd July 2018 Commons Chamber

[Carol Monaghan (Glasgow North West) (SNP)]

Let me start by saying that Scottish schools broke up for the holidays last week. I wish all teachers and pupils a sunny, safe and enjoyable holiday. I also congratulate the right hon. Member for Harlow (Robert Halfon) on showing a deep understanding of the issues that school staff are facing.

I want to say something about early-years education. The right hon. Member for Wolverhampton South East (Mr McFadden) made some important points about increased childcare provision, which he said was reaching only a certain sector of society. If we only offer that increased provision to households in which both parents are working, we miss out some of the most vulnerable of those we want to target. According to statistics from the WAVE Trust, maltreatment affects 20% of children, and the most damaging period is when they are between zero and two years old, when the brain is still developing. Such experiences affect their long-term prospects, both educationally and economically: it is estimated that adverse childhood experiences cost the UK economy £15 billion per annum. Not to provide dedicated early-years funding, especially for those in the zero-to-two age group, is particularly short-sighted.

On school funding, many Members, including the hon. Member for Sheffield, Brightside and Hillsborough (Gill Furniss), painted a grim picture of the reality at the chalk face. Since 2015, when the impact of inflation is taken into account, schools have faced real-terms cuts. The oft-repeated statement from the Government that there are now 1.9 million more children in good or outstanding schools than there were in 2010 was highlighted by the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy). That has less impact when we know that half a million pupils in England attend schools that have not been inspected since 2010, and many have not been inspected for more than 10 years. The hon. Member for Birmingham, Selly Oak (Steve McCabe) told us that even the excellent schools in his constituency were struggling under the funding, so this is a warning that the very best are giving us as well.

The forthcoming UCL report on education reforms was referred to by a number of Members. The analysis on high-performing schools accepting fewer children from poor backgrounds is turning out to be a self-fulfilling prophecy. A few are actually selecting pupils at that stage. We are effectively getting a grammar system whether we like it or not. A comprehensive system works far better at reducing inequalities for those from deprived backgrounds.

The report also mentioned that the original pledge to set schools free and give them more power has led to a system causing high levels of stress among teachers. We can expect nothing else when schools are competing with one another rather than collaborating.

The maths premium has not been mentioned so far. The hope is that this will incentivise the take-up of maths. I have no doubt that this premium has been introduced with the best of intentions, but there is a difficulty: if underfunded schools identify this as a way of raising capital, students could be forced into studying maths when a more suitable pathway might be available to them. This Government have done a lot of work on T-levels, but what if these pupils are directed away from T-levels into maths simply because it will generate more income for the school? If the Government want to tackle productivity and growth, why not offer premiums to schools who achieve positive destinations for their students, with particular focus on careers and areas where there is a skills shortage?

The success or failure of any school always rests with the teachers. With the advent of academies, we are seeing a situation where teachers can be paid at a rate below nationally agreed pay scales. This means that pay scales can be bypassed to allow schools to stretch a budget further. So when we hear politicians praising our dedicated teachers, perhaps we should be asking them if they would be willing to teach a group of 30 or more teenagers with multiple support needs with no support for £24,000 per annum. As one teacher told me:

“I would be better off working in a supermarket...at least I would earn overtime.”

I was recently at an event where a fellow MP talked about their disappointment at the lack of uptake of continuing professional development opportunities by teachers during summer holidays. That shows the complete disconnect between the job teachers are doing and the understanding that politicians have. Let us be clear: when teachers have battled their way through the term and have made it to the summer holidays, probably all they are able to do is sleep—as I used to do—for the first fortnight and recharge their batteries. Perhaps a better idea would be to have some politicians teaching in a school for a couple of weeks and really experiencing the issues in an underfunded secondary school. Thankfully, in Scotland we are looking at the issue of pay and conditions seriously and have lifted the pay cap for teachers, and I encourage this Government to do the same.

On further education, a long-term approach to post-16 education funding is needed, with courses linked specifically to needs in the labour market. I do not understand why in England FE colleges are still training young people for jobs that do not exist. Increasing the budget here is not sufficient; we need courses that are tailored to the needs in our jobs market. Brexit will make this issue even more acute, so we really must consider that.

England has the highest university tuition fees in the industrialised world and debt on graduation at £50,000. This is not saving money in the long run. Shortages in key areas, such as nursing, will become far more acute if we do not address this marketisation of higher education. As in early years provision, the lack of funding now will have serious long-term implications.

In Scotland, we value education and the benefit it brings not only to the individual but to society as a whole, and school leaver destination statistics show that we are making great progress in widening access to higher education. The most recent UCAS figures, published in January, show a 13% increase in the number of Scots from the most deprived communities getting places to study at a Scottish university. More importantly, young people must have the destination that is right for them, and Scotland now has the highest positive destination for young school leavers of any nation in the UK. The funding of education is ultimately about choices. The Chair of the Select Committee, the right hon. Member for Harlow (Robert Halfon), said earlier that we should fund “textbooks, not tanks”. I would go further, and say that I would fund textbooks, not Trident.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 25th June 2018 Commons Chamber

[Damian Hinds]

Again, I understand those concerns, and of course I will be happy to meet my hon. Friend. We did apply to the magistrates court for an emergency order to close the school in his constituency. At a hearing last Friday, the school agreed some significant assurances, including—crucially—that the two individuals associated with the case would have no further involvement. The school will remain closed until a new trustee is appointed, who will be approved by the Department for Education.

[Carol Monaghan (Glasgow North West) (SNP)]

One group that is under-represented in tertiary education are care-experienced young people. Care leavers in Scotland will now be supported with a grant of £8,100 through college or university. Will the Secretary of State join me in congratulating the steps the Scottish Government are taking? It was good to hear about the support packages he mentioned earlier for young people leaving care, but will he now consider a more realistic level of funding to allow these young people to access tertiary education?

[Damian Hinds]

I will always keep an open mind about what more we can do to help care leavers—that is at the heart of the care leavers covenant—and of course I will continue to look at what the Scottish Government do, as well as others.

--- Later in debate ---

[Mr Gyimah]

My hon. Friend is absolutely right. This is why we are encouraging more students into STEM education across the entire school system. We have seen a 17% overall increase in entries to STEM A-levels since 2010. In physics, it is overall at its highest level since 1996. However, there is clearly a lot more to do, which is why we are focused on doing a lot through careers and through the university system.

[Carol Monaghan (Glasgow North West) (SNP)]

One of the major factors affecting the uptake of STEM subjects is the expertise of the teachers. However, Department for Education data show that one third of physics teachers in England do not have a relevant degree in the subject. Rather than simply accepting that as an unfortunate reality, what steps is the Minister taking to upskill STEM teachers? Will he commit to following Scotland’s example in making a relevant degree a requirement for entering the profession?

[Mr Gyimah]

That is a very good question. We have subject-level enhancement courses for teachers. Also, there is a £26,000 tax-free allowance to attract teachers into the sector to teach STEM subjects. We are also helping to improve their skills as they go through the system.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 14th May 2018 Commons Chamber

[Mr Gyimah]

My hon. Friend refers to the qualifications required for someone to be able to go back and study for a further degree. We have relaxed the “equivalent or lower qualification” rules to support students who already have a degree and wish to retrain in a STEM subject on a part-time basis. If my hon. Friend is contemplating an engineering degree in his spare time, the way is open.

[Carol Monaghan (Glasgow North West) (SNP)]

First, may I associate myself and those on the Scottish National party Benches with the Secretary of State’s remarks regarding the sad passing of Dame Tessa Jowell?

Last year, more than 38,000 non-UK students enrolled on part-time higher education courses. Such students are important for universities’ income streams and for the wider local economy, so what steps is the Minister taking to ensure that part-time students from the EU are not subject to harsh immigration rules post Brexit?

[Mr Gyimah]

Part-time students from the EU will be treated in the same way as full-time students from the EU. We have made our position on EU students clear. We will make announcements in respect of future years—2019-20 and 2020-21—in due course.

--- Later in debate ---

[Damian Hinds]

In the industrial strategy we have set out a long-term ambition to raise UK investment in R&D to 2.4% by 2027, and our guarantee of Horizon 2020 funding for UK participants remains in place.

[Carol Monaghan (Glasgow North West) (SNP)]

A hard Brexit could see Scotland miss out on millions of pounds in European research funding, damaging the success of our universities. The Universities Minister said that we will not participate in Horizon 2020’s successor programme at any price. Will the Secretary of State tell the House how much would be considered too much?

[Damian Hinds]

We have to look at this and consider value for money. My hon. Friend the Minister is absolutely right to say “not at any price”. The UK, including Scotland, remains an extremely attractive destination for these research projects.

GCSE English Literature Exams

Carol Monaghan Excerpts

Monday 26th March 2018 Westminster Hall

[Carol Monaghan (Glasgow North West) (SNP)]

It is a pleasure to serve under your chairmanship, Mr Sharma, but it is a surprise to be called quite so early. As the debate is about GCSE English literature and I am a Member of Parliament from Scotland, I do not plan to speak at great length, but I will give some thoughts. I thank the hon. Member for Warrington North (Helen Jones) for her eloquent and detailed introduction. She covered the vast majority of the issues to be considered, of which there are many, such as rote learning, mental health, the difficulty of examining and the examination system.

I will begin with the mental health issues and the pressures on young people. There is no doubt that young people who undergo state exams suffer from mental health difficulties. Many schools have mental health support systems in place, where young people can go to take time out and discuss their issues. During the many years in which I was a teacher in Scotland, the curriculum underwent a transformation. We went from a situation where everything depended on the final exam to having an element of continual assessment, and finally to both playing a part with a chunk of continual assessment that counted towards the final exam.

[John Howell]

I want to pursue the mental health issue, because I am a bit confused by the debate so far. We accept that students have mental health issues, which include a lot of mental health stress, but that is not entirely related to examinations. Is the hon. Lady aware of any work that has subdivided out mental health stress and tried to assess where it comes from? Otherwise, it is impossible to say, “This bit relates to exams and this bit does not.”

[Carol Monaghan]

Of course, unless the stress is examined in great detail, it is difficult to see where it is. When we examine the number of instances of mental health problems that young people experience at different stages of their school career, we see that young people in early secondary school have fewer issues than those who are at the point of taking national exams. There are definite links between the examination regime and young people’s mental health. There are a vast number of other contributing factors, including poverty, family background and social standing—many different things—but there is increased incidence of poor mental health among young people sitting state exams.

What I saw—this is anecdotal, and comes without a background of evidence—was that when young people had an element of continual assessment and a final exam, they understood the parameters under which they were operating. We saw more difficulties when there were constant submissions, deadlines to be met throughout the year and different deadlines in different subjects that meant that young people faced continual pressure that culminated in a final exam. Continual assessment can increase mental health difficulties.

The hon. Member for Warrington North questioned whether it was necessary for young people to retain a huge amount of information in their head when they can readily google it and click on the relevant page. In Scotland, in 2004 or 2005, it was decided to provide young people with a relationship sheet, which was basically a bunch of formulae, because it was realised that many had difficulty memorising them. In physics, we are not trying to examine young people’s memory but how they apply formulae, whether they can problem solve and whether they can think outside the box. It was considered that the sheet would be helpful, although there was a huge amount of scepticism among physics teachers, who thought that it was dumbing down.

In fact, giving young people the formula sheet allowed them to be more creative and to think about different examples. It also allowed us to introduce open-ended questions in exams, which were not just about young people showing that they had remembered a formula, sticking the numbers in and getting an answer. It allowed us to examine them more deeply on their physics knowledge, and the exam was improved greatly as a result. We saw great increases in critical thinking—their ability to evaluate and to discuss different experimental set-ups. It was a huge success.

Data sheets or formula sheets are still used in physics exams in Scotland. They are always given out at the start of the exam in the form of a booklet. Importantly, they come from the exam board—the Scottish Qualifications Authority—which administers them at the start of every exam diet. When they are given out with the exam paper, they are pristine and untouched—there is no way to tamper with them. After that, they can be taken away and used in departments. New ones must be used every year to ensure that they cannot be interfered with.

To relate that to English, I have a great deal of sympathy for the petition and I understand the points behind it, but I worry about the volume of information that would have to be taken into the exam. There are 15 poems and a number of texts, so how many pieces of information would young people take in?

We have heard that the exact words matter when we are talking about English literature—and they do. Simply shoehorning in a quote to try to make a point does not always work if there is not a degree of understanding behind that quote. There has to be a deep understanding of the text, but that can be shown without quoting directly, or with possible differences or slight mistakes in the quote. Having said that, Burns, who is part of the Scottish curriculum, famously said:

“We’re bought and sold for English gold—

Such a parcel of rogues in a nation!”

Would that have meant the same if he had said, or if a pupil quoted in an exam, “a bunch of sell-outs”? I am not sure that it would.

On the issue of practicality, how can we set an open-book exam where young people do not have to memorise all those texts and where the invigilator knows that the information is clean and untampered with? How big a desk and how big a space would be required? All those things are important. If we did as in the physics exam in Scotland and had a short booklet with lists of quotes, that would stifle creativity far more, because we would be telling the young people which quotes were important. I question whether that is what is required, or indeed desired.

In addition, open-book exams take longer. If young people are given a dictionary in a modern language exam, it takes them longer to look through it than to just get on with it. How much additional stress will we cause young people by extending exams to hours and hours, rather than there being a finite time in which they have to produce quotes? There is some merit in having quotes to which young people are able to refer, but I question whether having an open-book exam for something such as English literature practically can become a reality.

--- Later in debate ---

[Nick Gibb]

Pupils may wish to cite a quote in their response to a question, but not every question in an English literature exam is about the choice of language. Other concepts and principles may be being tested. An understanding of the themes behind a piece of literature may well also be the purpose of the question. Where the question is about the use of language, students will score higher marks if they can cite the precise language or word being used. That does not mean that they are required by the syllabus to memorise vast tracts of text as part of the course and the preparation for the GCSE English literature exam.

[Carol Monaghan]

I am torn in this debate. Is the requirement not to quote large chunks of text properly communicated to those marking the exam scripts?

[Nick Gibb]

Those things are made very clear by the exam boards and Ofqual. If there is an issue of communication, that is between the exam boards and the schools and the schools and the pupils, and that is something we will take up. In responding to concerns that Members from across the country have raised in correspondence about constituents, that point has been made extensively.

What the introduction of closed-book examinations means in practice is that in the examination pupils are not provided with full copies of the novels, plays or poems that they have studied during the course. The expectation is that pupils will have read and studied those books and texts at school, and that will best prepare them to answer the questions in the exam. Having read widely means they will be able to answer questions on unseen texts as well as the ones they have studied.

It is important that pupils are not misled into believing that they will get good marks simply by memorising and writing out the poems or texts that they have studied. Pupils will not be marked on their ability to learn and remember the exact words of poems or texts by heart. They may gain extra marks through the intelligent use of textual references and quotations, perhaps using approximate language on occasions. Pupils are assessed on their interpretations of the text, which they may choose to do with reference to short quotations or important passages.

Each individual exam board will have guidance for their examiners, which is a better answer for the hon. Member for Glasgow North West (Carol Monaghan), for each specification that covers expectations of the marking scheme, including how examiners should approach textual references and quotes.

Although having access to full texts is not permitted, Ofqual does not prohibit access to all texts during an exam. Exam boards may give pupils extracts from, for example, a novel, a scene from a play or a poem that they have studied as part of the exam materials, which pupils can use to support the argument they are making in their answer to the exam question. To ensure that pupils are familiar with what is expected of them and the types of additional material that the exam boards may provide, exemplar materials are provided to schools.

To earn good marks, pupils need to be able to show that they are familiar with the texts that they have studied and, in some questions, that their understanding is sufficiently developed to be able to compare them either with one another or with unseen texts that have been given to them in the exam. Pupils will need to write about a poem that they have studied which is not given to them in the exam, but that does not require them to reproduce the text in full. It requires pupils to recollect aspects of the poem, such as themes, issues or the way in which language is used to create particular effects—not necessarily using exact quotes—so as to compare it with the one provided in the exam. Thanks to a literature-rich diet throughout their schooling and a careful study of the core GCSE texts, pupils should be well prepared to write confidently about poems and other relevant material without recourse to long quotations.

In the past, pupils have been able to take either annotated or clean copies of the studied texts into the exam. However, that risks undermining the requirement for them to have studied in detail the whole text as part of their course. That requirement is important and is particularly relevant in poetry, since if pupils know they will be given access to the whole text of a poem as part of their exam, they may feel that they do not need to study the whole poem as they can just read it during the exam. That would, of course, take up valuable time during the exam and mean that they would not necessarily have covered the whole curriculum.

Additionally, if pupils have the text available to them, it will shape the expectations of the exam. For example, if pupils could refer to the text, exam questions and their mark schemes would expect a much more detailed and extensive use of highly relevant quotes and references. Pupils could spend a large proportion of their examined time merely copying out quotations, rather than showing that they had understood the subject matter. As it is, questions and mark schemes for the new qualifications are written in the knowledge that pupils will not have access to the text, and expectations are moderated accordingly. The same position relates to questions where extracts are provided. For example, if an extract from a novel or a play by Shakespeare is provided, clear and detailed references and quotes may be expected and papers are marked accordingly.

The petition notes that in addition to quotes pupils are expected to remember

“how to analyse them, plus remembering the whole plot, themes, characters and quotes from another book.”

Although that is true, it is not clear that providing a copy of the text will be of any advantage to a pupil. If the pupil is not aware of or able to recall the plot, themes and characters in the texts that they have studied, having a copy of the text with no notes or annotations will not help them.

Indeed, Ofqual has pointed out that pupils might in fact be disadvantaged if they were provided with the text. A comparatively short exam does not give time for pupils who are unfamiliar with or who have forgotten the themes or structure of the text to use the text in the exam to demonstrate the understanding expected. Additionally, even if pupils have a good understanding of the text prior to the assessment, there is a risk that they might spend significant portions of the exam searching for quotes or references in the mistaken belief that that will secure them high marks. Again, unless the text is provided, the mark schemes for the reformed qualifications do not expect extensive textual references or quotes from memory.

Finally, the practice of pupils taking copies of texts into the exam creates practical problems for exam boards and centres. The majority of text editions come with an introduction, notes and glossary. Those annotated texts are very helpful in the classroom and are the most obvious choice when schools are deciding which books to buy. However, such texts would not be appropriate in the exam room, and schools would need to purchase an extra set of texts free of textual additions. Not only might it be difficult to source text-only editions, but it would be a major expense and would ensure that schools did not vary the choices of text that they wanted their students to study.

I hope that hon. Members are reassured that to pass the new English literature GCSE pupils are not required to memorise vast amounts of texts, and therefore pupils will not be disadvantaged by a closed-book exam. The new English literature GCSE introduces pupils to some of the key works of English literature. It is an excellent preparation for A-level and helps to introduce pupils to our society’s shared cultural literacy.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 19th March 2018 Commons Chamber

[Damian Hinds]

I pay tribute to my hon. Friend and constituency neighbour for all he has done on breakfast over an extended period, particularly with his Magic Breakfast connection, and I share his desire to make sure that best practice is shared across borders.

[Carol Monaghan (Glasgow North West) (SNP)]

Scottish students from the most-deprived backgrounds are supported by a comprehensive financial package, including free tuition and bursaries, resulting in Scotland having the lowest university drop-out rate in the entire UK. Will the Secretary of State give serious consideration to mirroring the support given to Scottish students, including by abolishing the extortionate student fees, here in England?

[Damian Hinds]

The important things to note are that with our university financing system more young people, including from disadvantaged backgrounds, than ever are able to go to university, that universities are properly funded and that there is no cap on ambition.

--- Later in debate ---

[The Minister for Apprenticeships and Skills (Anne Milton)]

This is not a situation we wanted to be in, but we are obliged to undertake these procurement exercises. There were 1,046 bids, for £1.1 billion. Some 700 of those bids were successful and got a total of some £490 million. We have put in transitional arrangements for existing providers that were unsuccessful, giving employers and apprentices stability. As I pointed out to my hon. Friend the Member for Stafford (Jeremy Lefroy) earlier, those providers can still access apprenticeship funding by delivering training directly to levy payers, to non-levy payers through subcontracting and to employers receiving transfers from April.

[Carol Monaghan (Glasgow North West) (SNP)]

The pensions dispute ground universities to a halt last week. The Secretary of State will be aware that there is a proposal on the table to underwrite the universities superannuation scheme. Although this matter is reserved, the Scottish Government have said that they will give consideration to the proposals from the University and College Union. Given the talk of further disruption, will he commit to doing the same?

[The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)]

As I mentioned in my earlier answer, the agreement on the table was brokered between both parties by ACAS. The dispute is between the universities, which are autonomous organisations, and the lecturers. This is a private pension scheme and one of the country’s largest, with nearly 400,000 members and more than £61 billion in assets. The cost to the taxpayer of underwriting such a scheme could be significant, and any further Government involvement in supporting the USS would need to be considered very carefully.

British Sign Language: National Curriculum

Carol Monaghan Excerpts

Monday 5th March 2018 Westminster Hall

[Carol Monaghan (Glasgow North West) (SNP)]

It is a pleasure to serve under your chairmanship, Mr Austin. I pay tribute to Wayne Barrow, whose work has brought the debate to the House. This has been a consensual debate. I sometimes think this place works best when we are all pushing for the same thing, so let us hope there is some movement today as a result.

The hon. Member for Blaydon (Liz Twist) kicked off the debate by paying tribute to Maisie Sly. As the hon. Member for Waveney (Peter Aldous) pointed out, it is almost as if someone had a hand in the debate coming about on the same day as the Oscars win. The hon. Lady spoke on various aspects, and the attainment gap in particular. I, too, speak as a teacher, and it really is important to consider that gap. No child should start education knowing that, in the end, they will have a worse set of results than another child. We need to ensure we are taking steps to combat that.

There is not yet a GCSE in BSL, but, as a result of this debate, I hope there will be. In Scotland, we are developing a Scottish Qualifications Authority qualification in BSL, so there will be certification in Scotland. It seems appropriate and sensible that the same happens for a GCSE in England, especially if the work has already been done.

The hon. Member for Enfield, Southgate (Bambos Charalambous), who is no longer in his place, talked about the difficulties of inclusion and social cohesion when people are excluded from society. That is an important point. The hon. Member for Waveney talked about the range of languages available at GCSE, which probably took many of us by surprise. That hammers home starkly the point that, without a GCSE in BSL, we are selling short a large group of young people—not just those from the deaf community but other children who may want to pursue a career in that area.

The hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) talked about the educational benefits to all children from learning BSL. I liked the phrase she used about the data obsession in school results. Something rich and valuable is lost in education when all we are interested in is the results at the end. She correctly pointed out that, unless BSL became a GCSE, it would remain low priority.

The hon. Member for York Central (Rachael Maskell) shamed us all with her abilities and demonstrated in a simple way how barriers are created and removed. I liked her suggestion that older people who are suffering from hearing loss could learn sign and BSL as a method of continuing communication with loved ones and in their daily lives.

The hon. Member for Poplar and Limehouse (Jim Fitzpatrick) talked about the work done in Scotland, and I want to say a bit about that. Obviously, the issues faced by deaf people in Scotland are exactly the same. The Scottish Government have a national strategy to make Scotland the best place in the world for deaf people. The British Sign Language (Scotland) Act 2015, which was passed unanimously by the Scottish Parliament, promotes the use of British Sign Language and made provision for the preparation and publication of the British Sign Language national plan for Scotland, which we now have. A good thing about the Bill was the fact that it had cross-party support, and was passed unanimously. Let us hope we can deal with the present issue in the same way.

[Stephen Doughty (Cardiff South and Penarth) (Lab/Co-op)]

I am sorry I have not been able to be present for more of this important debate. My mind has been opened by the Cardiff Deaf Centre and by interpreters in my constituency such as Julie Doyle and Tony Evans, and by constituents such as Stuart Parkinson. They have made it clear to me that we need to improve BSL services across the UK. I commend what the Scottish Government have done, and the hon. Lady is probably not aware that Wales has a scheme called BSL Futures, as well as many others. However, we all need to do much more across these islands and to learn from each other how to improve services for deaf people.

[Carol Monaghan]

In this place we often say, “Look north at what Scotland is doing,” but we can look to Wales as well—and, in this context, to many other places—to see where good work is being done. We need to take that on board.

The British Sign Language (Scotland) Act 2015 requires certain authorities to prepare and publish their own British Sign Language plans in connection with the exercise of their functions. There is potential for the Act to have a positive impact on the lives of people in Scotland whose first or preferred language is BSL. It provides an opportunity to appreciate and celebrate regional variations, including certain Scottish signs. We want that variation to flourish. The more BSL is promoted and celebrated throughout the UK, the more exposure it will receive. Because the Act is Scottish legislation, it follows that all of Scotland’s regional variations will be included and valued, but there is no reason why that could not also happen for regional variations from across the UK.

The Act also paved the way in Scotland for the national plan for British Sign Language—the first of its kind in the UK. The plan aims to ensure that sign language users are

“fully involved in all aspects of daily and public life”

north of the border. As part of the plan, major transport hubs such as train stations and airports will be expected to provide important information in BSL, as they would for any other language. Sign language interpreters will also be made more widely available across Scotland’s public services, making it easier for deaf people to hold senior positions. Sign language has been recognised as an official language in Scotland since 2011.

We hope that more British Sign Language users will be encouraged to become school teachers and share their skills with other people; but we also hope that they will infiltrate into every profession so that people have more access to every aspect of government. The Scottish Government also have a plan for primary schools, called the 1+2 language plan, which requires every child of primary school age to have experience of their native language, whatever it may be, and of two additional languages—it might be French, Mandarin, Scottish Gaelic or BSL. That has had an interesting impact, particularly on some children with learning difficulties or speech and language difficulties. It is often far easier for them to sign than to talk.

The BSL national plan also sets out 70 actions that Ministers will take by 2020 to improve the lives of people who use sign language. That is backed by £1.3 million of public funding. I shall not go through all 70 actions, but I will highlight a couple. Scottish Ministers will be asked to make progress on investigating the level of BSL among teachers and support staff in schools in Scotland and on further developing the Scottish Qualifications Authority award in BSL. Hopefully that will come into being shortly, with, as I have said, the GCSE to follow. Something else on which Ministers will be expected to make progress is enabling parents who use BSL to be fully involved in their child’s education. For parents who are part of the deaf community, situations such as parents evenings and school concerts can be difficult. Progress is also asked for on expanding the teaching of BSL to hearing pupils in schools, and improving the experience of students who use BSL when they move from school to college, university, training or the world of work. Finally, we hope to ensure that every Scottish Government-funded employment and training opportunity is fully accessible to BSL users and that they are properly supported.

I want to end by quoting Dr Terry Riley, the chair of the British Deaf Association:

“The Scottish Government’s National Plan is a brilliant example, for the rest of the United Kingdom to follow.”

We are not gloating about that, or feeling smug. It is only a starting position, and there is a lot more to do. However, I hope that the UK Government can follow suit on some of the key objectives of the plan. Our long-term plan has an ambitious aim: we want to make Scotland the best place in the world for people whose first or preferred language is BSL. That means that deaf and deaf-blind BSL users will be fully involved in daily and public life in Scotland as active, healthy citizens, and will be able to make informed choices about every aspect of their lives.

Post-18 Education

Carol Monaghan Excerpts

Tuesday 20th February 2018 Commons Chamber

[Damian Hinds]

My right hon. Friend is of course completely right about the alternative policy proposed by the official Opposition, which would benefit the best-off. In contrast, as she says, we should be focusing on what we can do to promote social mobility and build on the strides that we have made in terms of young people from disadvantaged backgrounds going on to study full-time at age 18. She also mentioned the requirement that young people, or indeed older people, applying to university have certainty now. It is important for us to keep stressing that university is a good deal. If you are someone who can benefit from a university degree, we have a progressive system with plenty of protections in place, and if you can make the most of that, you should.

[Carol Monaghan (Glasgow North West) (SNP)]

I thank the Secretary of State for advance sight of his statement. The Prime Minister’s speech yesterday had plenty of platitudes and good intentions, but there has been absolutely nothing of substance. We have had an admission that the current system in England is not working for students. Admitting that it is wrong is one thing, but failing to correct the situation is simply incompetent. In Scotland, the Scottish National party has restored Scotland’s tradition of free higher education while maintaining the education maintenance allowance for those at school or in further education and the bursary for young people from disadvantaged backgrounds in higher education—[Interruption.] Contrary to the comments from the Government Benches, that support package works. Scottish 18-year-olds from the most disadvantaged areas are now 67% more likely to apply to higher education than 12 years ago, and they graduate with the lowest debt in the UK. Is it not time that we stopped the nonsense and abolished the fees, and matched not just Scotland but the rest of the developed world? Going to university should be based on the ability to learn, not the ability to pay.

If the fees for some less expensive degree courses are lowered, as has been rumoured, has the Secretary of State considered how he will encourage young people to study the more expensive STEM subjects that are so desperately needed in the UK? We have already seen the impact of removing the nursing bursary, with applications to study nursing in England down by 23%. How will the Secretary of State ensure that that does not happen in STEM?

Both the Government and the Labour party are trying to rewrite the history of their responsibility for the tuition fees fiasco, and it is clear that Scotland is leading the policy debate in the UK. With the average debt on graduation in England now at £50,000, how will the Secretary of State ensure that a flow of talent from all backgrounds will continue? How will he ensure that the industrial strategy is supported? Is it not time that fees were abolished?

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 29th January 2018 Commons Chamber

[Damian Hinds]

Horizon 2020 has worked very well for UK universities. In fact, we have the second-highest number of participants in those programmes of any EU state. Of course, it is vital and in everybody’s interest that we continue to work co-operatively with our near European neighbours on many things, including university research.

[Carol Monaghan (Glasgow North West) (SNP)]

I welcome the Secretary of State and his team to their places. He will no doubt be aware of the challenges of getting young people, especially girls, into STEM careers. Given the importance of those subjects to our economic development, does he agree that the UK’s immigration policy for prospective academic and research staff from the EU should not be restrictive?

[Damian Hinds]

I alluded a moment or two ago to the Migration Advisory Committee and the work it will be doing. This country has always been clear that we want to remain attractive to and welcome the brightest and the best. We have a very successful and very international, outward-looking higher education sector, and I anticipate that continuing.

[Carol Monaghan]

The Royal Society of Edinburgh said in its evidence to the Migration Advisory Committee that the UK risks undermining the Scottish Government’s efforts on developing interest in and the uptake of STEM subjects if restrictive immigration policies are put in place. What discussions has the Secretary of State had in this area with the Home Secretary and with university principals, to commit to looking at a tailored immigration policy for Scotland?

[Damian Hinds]

As I say, we will be looking at all aspects of this, with regard to both students and academics. More widely, the Migration Advisory Committee is looking at immigration and the role it plays in different sectors of the economy. We continue to discuss with our European neighbours what will happen in the future, and my hon. Friend the Minister for Higher Education will be speaking to EU Science Ministers later this week. It is in everybody’s interest that we work for the good of the whole United Kingdom to ensure that we continue to have such a highly successful higher education system.

Presidents Club Charity Dinner

Carol Monaghan Excerpts

Wednesday 24th January 2018 Commons Chamber

[Carol Monaghan (Glasgow North West) (SNP)]

Obviously, the Minister has been fairly robust in the comments she has made so far, but she said that those men “do not know where the line should be”. This event was billed as

“the most un-PC event of the year”,

so they clearly do know where the line should be, and they decided to cross it. We have heard reports of toilets being monitored and of women who were lingering too long in them being called out and led back to the ballroom. That is not sexism; that is slavery. It is appalling. I was a teacher for 20 years, and I had occasion to deal with sexism, but never on this scale or to this degree. Back in October, the previous Secretary of State for Education said that

“sexist…language must have no place in our society, and parliamentarians of all parties have a duty to stamp out this sort of behaviour wherever we encounter it”.

We might think that everyone agreed with that statement, but we need to ask ourselves whether the current Secretary of State and the Government really do agree with it. This comes at the start of what we were told would be a radical shake-up of the culture of sexual harassment—

[Mr Speaker]

Order. I recognise the extreme sensitivity of this subject, and I respect the hon. Lady and want to hear what she has to say, but she has now exceeded her time. She has given us a real sense of her anger, and I ask her now to put her question, please.

[Carol Monaghan]

Thank you, Mr Speaker. I will put a couple of questions. First, what message does this send to our young people, and how are we giving our teachers the ability to fight sexism when the Government are appointing such people to prominent roles? I also ask the Minister, what screening is being carried out of people who are being appointed to all Departments?

[Anne Milton]

I thank the hon. Lady, but I would just like to say that I do not think my attitude towards this issue and many others affecting women could be described as “fairly robust”. I am extremely robust and extremely radical. She made a point about where the line should be drawn. I have not seen how the event was billed, but the people who attended it clearly did not know where the line was. We need to make it clear where it is—[Interruption.] If Opposition Members would listen for a minute, I would just like to say that this is not about this Government. I will answer the points about due diligence and governance, but this is an issue for women that goes right across the political spectrum. This is not just about this Government or Conservative Members; this happens everywhere. If hon. Members do not think that it happens everywhere, they will be in for shock. The Government do understand, and there is no doubt that measures will be put in place so that proper due diligence is done. We cannot do that just once, however; we have to look at people’s behaviour continually. We cannot just do it as a one-off and leave it at that.