School Funding: East Anglia

Dan Poulter Excerpts

Tuesday 3rd September 2019 Westminster Hall

[Dr Dan Poulter (Central Suffolk and North Ipswich) (Con)]

My hon. Friend makes some good points on the challenges faced by smaller rural schools, particularly on special educational needs. I am sure that we all welcome the extra £700 million being put into special educational needs funding nationally, but it is important that that money gets to the frontline and to pupils. Does he agree that it is important that there is a mechanism in place to ensure that county councils such as Suffolk give that money rapidly to schools that need it, and to ensure that there is no delay in allowing those schools to recruit the extra number of SENCOs that they need to recruit?

[Sir Henry Bellingham]

I agree with my hon. Friend. Maybe the Minister can comment on how quickly we can get those extra SENCOs in place and what extra support there will be for their training.

Like the hon. Member for Norwich South, I have come across many schools around my constituency that are extremely concerned about the problems and challenges they have faced. Quite a few of the extra financial challenges have been on the back of Government-imposed costs—for example, the teachers’ pay increase awards in 2017 and 2018, which had to be partly funded by schools, the apprenticeship levy imposition and additional human resources, pension and rural bus costs. Hopefully, many of those costs will now be taken on board by the Department and therefore not imposed directly on schools. Can the Minister also confirm that?

We hear from dedicated headteachers—I have heard from many in my constituency—who have had to make savings by, for example, increasing class sizes, reducing teaching hours, cutting pastoral support, asking parents to contribute to the running costs of their children’s school and so on. No teacher should have to face that type of challenge. I am confident that this funding, which we should not be churlish about, will really make a fundamental difference, so I thank the Minister for that and look forward to his comments.

Finally, I was going to say something about further education colleges, but I think that that is a story and a subject for another day. I will say something about mental health in schools, because there is a real issue with both teachers’ and pupils’ mental health. This has been a recurring theme in the meetings we have had with Educate Norfolk. A number of headteachers have said to me that even though the Government talk quite a positive story about helping teachers with mental health, not a great deal actually happens. For example, there is no Government data on mental health problems among teachers, or indeed among pupils.

I ask the Minister whether, when he moves forward with the teacher recruitment and retention strategy, there will be specific measures in that strategy to help teachers with mental health. As far as pupils are concerned, does he agree that every single school should have a lead individual who can give mental health support? Can he tell the House what percentage of schools, both secondary and primary, have a lead person in place to handle this important matter?

I am grateful to the Prime Minister for making this announcement. We should recognise it as not a penny-packet sum, nor a sum that is way out into the blue sky in the distance, but a sum of money that will be available next year, the following year and the year after that, and that, if properly spent—and if the framework around it, addressing some of the issues that I have flagged up, is got right—can make a fundamental difference, both to the schools across our constituencies and, above all, to the future of those children in the schools.

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[Mike Kane]

I was pleased to be at the Bury-Cambridge game last year. What a sad indictment it is that Bury has now left the Football League. I forgot to tell my hon. Friend the Member for Norwich South that I am visiting his beautiful city in just a couple of weeks to see Manchester City play and to spend some time. I can see the Ipswich Members getting a bit edgy, but we will not go there.

After sitting at the Cabinet table agreeing to years of real-terms pay cuts for teachers, the Prime Minister and the Secretary of State for Education have finally admitted that austerity has failed our schools. The announcements prove the veracity of what we have heard today. Statistics from the Department for Education show that the number of children and young people with special educational needs or education, health and care plans in England rose by 34,200, an increase of 11% from 2018. The hon. Member for Waveney (Peter Aldous) spoke articulately about SEN provision and how it is currently failing young people in his patch and across the country, yet research by the National Education Union has found that special needs provision in England is down by £1.2 billion as a result of shortfalls in funding increases from the Government since 2015.

The Government’s own data shows that, as of January 2018, 4,050 children and young people with an education, health and care plan, or statement, were “awaiting provision”. In other words, they were waiting for a place in education. Pupils with special educational needs and disabilities are struggling to get the help that they need, yet last week, in the school spending announcements, the Secretary of State did not even offer to cover half the funding shortfall, and not for another year. But as the hon. Member for North West Norfolk articulately pointed out, mental health is severely impacted when young people cannot get the provision that they need.

[Dr Poulter]

The shadow Minister makes the basic point that the challenge with special educational needs is actually a challenge in getting the educational support, but the reality for many schools in Suffolk and elsewhere in the country is that the slowdown is very often due to an inadequacy of child and adolescent mental health services, or NHS resource, to address the needs that have been identified. I hope that he will agree with me that if we are to address the problem, there needs to be significant investment, which has indeed been promised by the Government, in CAMHS, to help young people with learning disabilities and mental health problems who have special educational needs.

[Mike Kane]

I suspect that most hon. Members’ constituency surgeries on a Friday are now full—mine certainly is, and I hear the same when I talk to colleagues across Greater Manchester—of parents trying to get special educational needs provision for their children. The hon. Member for Central Suffolk and North Ipswich (Dr Poulter) rightly mentions CAMHS, but again the promises are of money in the future. This is the unicorn; this is what will happen. We can only see what this Government have done to education funding since 2015.

The hon. Member for North West Norfolk also mentioned class sizes, but there are now half a million children in super-size classes. There is an unquestionable recruitment crisis in our schools. It is almost a case of one teacher in, one teacher out. And it is not just because of the money. The Government have promised £30,000. I would like to hear that that will apply to all new teachers’ starting salaries and that there will not be differentiation between subjects. The Government have missed their own recruitment targets for six years; every year on the Minister’s watch, they have missed their targets, and teachers are flooding out of the classroom. We need urgent action to retain the most experienced teachers and to recruit new staff. But even now, as we have heard the Education Secretary announce higher pay, teachers will have to wait years for the promised pay rise, and there is every chance that they will never see the fruits of this Government’s promises.

On top of that, despite the Work and Pensions Secretary’s claim that no child would lose their free school meal eligibility, the Institute for Fiscal Studies has found that 160,000 children who were eligible under the legacy system will not be eligible under universal credit. We regularly hear stories of teachers buying essential supplies for their classes. We heard earlier today that schools are having to shut for a day. Even schools in the Minister’s own constituency are threatening a four-day week. The curriculum is narrowing: we see schools cutting subjects such as drama, art and music, restricting our young people’s horizons.

There is a crisis in our schools, and beyond, to which this Government are turning a blind eye. In fact, there has been a concerted effort by the Government to fudge the figures and deflect attention away from the cuts. If funding per pupil had been maintained in value since 2015, school funding overall would be £5.1 billion higher than it is now. That means that 91% of schools are still facing, as we speak here today, real-terms cuts.

Hon. Members here today know all too well the impact on the ground already. Headteachers tell us every day. The Government need to stop their sticking-plaster approach to school finances and give schools what they need. Although I am pleased to hear the Government announce more money for schools, I hope that the Minister has truly removed his head from the sand and begun to hear the voices of schools, teachers and parents. I joke that I see more of the Minister than I do of my wife—because it is not just East Anglia that is the subject of Westminster Hall debates. We are here almost weekly or twice a week. We spend hours having to debate what is happening in all our regions—the exact same problems that schools up and down our country face. I have lost count of the number of debates that there have been.

With the economic uncertainty of Brexit, and especially a no-deal Brexit, which the new Prime Minister seems so keen to pursue, it defies all logic to have a Government who are failing to invest properly in education and skills—particularly, as the hon. Member for Waveney pointed out, in our coastal towns. Further education is vital to their regeneration; it will be the silver bullet for regenerating our coastal towns. We are struggling to find the teachers to go and work there.

I have said this before and will say it again. As a former primary school teacher, I know the difference that a good teacher makes. With the right support and resources, they can raise a child’s attainment and aspiration. We go into teaching because we believe in the value of education. Our schools do not want to see one-off, headline-grabbing handouts; our schools need fair funding now.

Labour’s national education service will change this situation when we come to power. The national education service will create social mobility; it will create ambition for all. Our national education service will pay teachers what they deserve. The national education service will provide the investment that our schools so desperately need.

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[Nick Gibb]

I will look at that point. Ultimately these are matters for the schools themselves. The schools have an autonomous system, but we want to ensure that they have the funding they need to employ sufficient numbers of sufficiently well-trained SENCOs and teachers who are trained in helping children with special educational needs.

[Dr Poulter]

Despite all the positive announcements and the extra Government funding that will be passed on to local authorities to give to schools for special educational needs, there is a challenge. As we have raised previously, in many areas there is a lack of provision in the local NHS, particularly for children with moderate to severe special educational needs, and a lack of CAMHS and learning disability psychiatrists and nurses. What conversations will the Minister have to ensure a renewed focus from the Department of Health and Social Care, to ensure the recruitment of these important healthcare professionals, without whose expertise many young children will not get the extra help they need?

[Nick Gibb]

My hon. Friend raises a very important issue. We take the issue of mental health very seriously. He will also know, given that he is in the medical profession, that very significant extra funding was announced last year for the health service, with £20.5 billion more per year by 2023—these are huge sums of money—which will help to address many of the issues he has raised.

We also take mental health issues seriously in schools. We have published the Green Paper on the mental health of children and young people, which will put a mental health lead in every school. I think that issue was also raised by my hon. Friend the Member for North West Norfolk. At the moment, I think—this is off the top of my head, but I think my memory is right—that about half of secondary schools have such leads. We want every school to have them, supported by a mental health support unit. That is part of the Green Paper’s proposals and it will be very significantly funded as well. We also, of course, want to reduce the waiting times for children who need more specialist help with their mental health issues through CAMHS. We have given a commitment on reducing those waiting times.

On the issue of 16-to-19 funding, in addition to the schools and high needs blocks the investment also includes an additional £400 million to provide better education in colleges and school sixth forms in 2020-21. This means a 7% uplift to overall 16-to-19 funding, in addition to funding for staff pensions. We will also protect and increase the 16-to-19 base rate with funding worth £190 million, and provide a further £120 million for colleges and school sixth forms so that they can deliver those crucial but expensive subjects, such as engineering, that are vital for our future economy. This investment will help to ensure that we are building the skills that our country needs as we prepare to leave the European Union.

Of course, there are no great schools without great teachers. That is why this settlement offers a pledge to the members of this hard-working profession to put teaching where it belongs—at the top of the graduate labour market. Subject to the School Teachers Review Body process, this latest investment will make it possible to deliver the biggest reform of teacher pay in a generation, lifting teachers’ starting salaries to at least £30,000 by 2022. I reassure the hon. Member for Wythenshawe and Sale East (Mike Kane) that that will apply to all teachers; it will not differ by subject.

My hon. Friend the Member for North West Norfolk raised the issue of sparsity funding. The national funding formula includes support for small schools, especially in rural areas, and provides a lump sum of £110,000 for every school as a contribution to the costs that do not vary with pupil numbers. That gives schools certainty that they will attract a fixed amount each year in addition to the pupil-led funding. Last year, the sparsity factor in the formula allocated additional funding of £25 million specifically to schools that are both small and remote. Last year, therefore, 161 schools in East Anglia attracted a combined total of £3.2 million of sparsity funding.

With other schools in East Anglia that do not attract sparsity funding, either because they are not among the smallest schools nationally or because they are not far enough apart to meet the distance threshold, we have been clear that we want all schools to operate as efficiently as possible, and we believe that there is scope for rural schools in close proximity to work together to get the best value from their resources. However, we of course keep the formula under review and we are always prepared to change approaches to how we calculate sparsity. For example, should it be calculated based on as the crow flies, or should it be based on the actual distance travelled between schools?

While this additional funding will provide a crucial foundation on which to continue to build an excellent education for every pupil, it will also be vital to make sure that we get the very best value from every extra pound. Therefore, the Department’s support stretches much further than providing additional funding. Our announcements sit alongside our efforts to drive greater efficiency in school spending, and the Department’s school resource management strategy, which was launched last year, supports schools to make the most of every pound of their budgets. It includes deals to help schools to save money on the things they buy regularly, such as printers and photocopiers, and the roll-out of a free teacher vacancy listing website to help schools to find teachers and drive down recruitment costs.

In conclusion, I thank Members for their contributions to this debate and I am sure that many will want to know what the recent announcement means for their area and the schools in their own constituency. This information will be published early next month, once illustrative school-level allocations and provisional local authority-level allocations through the national funding formula are announced. I will end by reaffirming that this Government are committed to ensuring that all young people get the best possible start in life, and that includes ensuring the right funding for our schools. The substantial investment that we are making in our schools, the fairer distribution and levelling up of school funding, and the support to use those resources to the best effect are proof that that commitment is being delivered on in full.

Apprenticeships and Skills Policy

Dan Poulter Excerpts

Tuesday 8th January 2019 Westminster Hall

[Judith Cummins]

I thank my hon. Friend for making that point, which is definitely one for the Minister to address.

As I was saying, in July 2018 there was a total of 25,200 apprenticeship starts nationally, which represents a 43% drop from July 2016. Starts in Bradford South have fallen from 1,370 in 2015-16 to just 680 in 2017-18 —very nearly a 50% drop. Several Bradford firms have told me that the complexity of the system is a major barrier to entry, and that seems to be a particular problem for small and medium-sized businesses. That was clearly set out to me when I had the privilege of attending the apprenticeship awards evening at Bradford College late last year. While we were discussing the fantastic successes of apprenticeships at the college, it raised a number of difficulties facing both the college and the many small and medium-sized enterprises it works with. Many of the latter find the administrative demands of the new apprenticeship system extremely difficult to manage, and the college itself is experiencing cash-flow difficulties, caused by changes to the apprenticeship contract and the digital payment process, with payment times having increased to an average of 14 weeks from an average of seven before the reforms. The college has had to create four new posts to help it to navigate the changes and support its employers.

In his recent Budget, the Chancellor acknowledged some of the shortcomings identified in the current apprenticeship policy. For example, he announced his intention to reduce the requirement to contribute to the costs of off-the-job training from 10% to 5% for non-levy employers, which should help a little. In Bradford South, I have levy employers asking if the same 5% reduction in fees will apply to them once they have exhausted their levy funds. They currently deliver the extra apprenticeships under Solenis, which also requires a 10% core contribution from employers.

I recognise that a new system takes time to bed in, but the Government’s approach needs more than just a little fine tuning. We need a more radical overhaul of our skills policy to help places such as Bradford get the growth and prosperity we deserve. We have a situation where public policy, whether intentionally or unintentionally, has turbo-charged the London economy to the detriment of other towns and cities outside the capital. The Government need to address the failure over decades to tackle persistent regional skills imbalances. We need a mechanism to support industries and individuals in areas that face economic decline and need help to adapt to the demands of the global economy.

The jobs of the future will require people to work more closely with advanced technologies. Workers will need support to adapt and retrain, to secure decent and sustainable work; otherwise, in many places in the UK we will face a lasting legacy of low qualifications, low productivity and low pay. Yet the Government have no convincing strategic framework for identifying sectors and areas in which large numbers of jobs are at risk from technological and economic change. In fact, the apprenticeship levy contributes to further regional imbalances, as more funding is raised per head in London and the south-east than in the rest of the country. London has the lowest skills need in the country, yet the levy will raise more funds there, as the capital has both a greater proportion of workers employed by large employers and far higher pay. The Social Mobility Commission’s “State of the Nation 2017: Social Mobility in Great Britain” report identifies that as an emerging risk, and the commission urges the Government to develop education and skills policies to better support disadvantaged young people in areas such as Bradford South, stating that that could be done

“by targeting any used apprenticeship levy funds at regions with fewer high-level apprenticeships”.

According to the commission, apprenticeships are a more common path into employment for young people in many youth coldspot areas, where there are higher barriers to social mobility than in hotspots, but those apprenticeships are often of lower quality than in the hotspots. If we are to rebalance our economy, we urgently need reforms to the apprenticeship levy to ensure that it meets the needs of the most disadvantaged areas and those with a legacy of underinvestment, such as my constituency of Bradford South.

A debate about skills policy must not be just about how to support young people to enter the workplace; it also must consider those who are already working. To achieve a sustainable supply of skills with the flexibility to meet the ever-evolving needs of business, industry and the public sector, the UK must maximise the potential of its existing workforce. That is why the 45% reduction in spending on adult education since 2010 is so short-sighted and damaging to our economy. If Government want business and individuals to see training as an investment and not as a cost, they must lead by example. To meet the wider training need of the economy, we need more focus on how the apprenticeship levy can be used to tackle the overall skills shortage.

[Dr Dan Poulter (Central Suffolk and North Ipswich) (Con)]

I agree with a number of the hon. Lady’s points, but while I accept what she says about individuals gaining access to education as adults, does she not agree that employers have a duty to their staff to ensure that they are properly trained, that their careers are developed, and that appropriate adaptions are made if they transition into another career or a different role in the organisation? It should not necessarily be down to the Government to do that. Employers have an important role and a moral obligation to their staff.

[Judith Cummins]

Yes, everyone has a wider responsibility to train and retain. Lifelong learning is, in fact, a mantra going back some decades.

The Chartered Institute of Personnel and Development comments:

“The Government should consider broadening the apprenticeship levy into a wider training levy. The training levy could be reconfigured to cover a much broader range of organisations…whereby all businesses with more than 50 employees would contribute, with larger businesses contributing more to the pot.”

That would allow levy funds to be used to fund people with low qualifications to access pre-apprenticeship training.

A wider problem that has affected this country for decades is overreliance on individual learners to make informed choices about their training in an environment that is not well structured and where independent advice is not freely available. Unlike much of Europe, we do not have a strong industrial sectoral voice to drive collective action from employers. To pursue the high-skills route to business success, more effort must be made to develop that voice. The Government must no longer rely on responding to individual employers and instead work to build up strong sector skills bodies, which will be more able to forecast skills needs and encourage the collective commitment to skills that we have heard about in the debate.

Sectoral institutions should include a range of key stakeholders able to build a wider commitment through an entire industry. That model is found in other western European countries, such as Germany and France, where it is common practice for employers, civil society groups and trade unions to co-operate to achieve mutually agreed goals. Achieving that requires the Government to take both a more active and a more supportive role and to devolve greater power and responsibility to key sectoral bodies. Places such as Bradford need more tools and resource to close the productivity gap with London. Investing more in skills and devolving more to our cities would be a significant step forward in building an economy that works for everyone.

In conclusion, I ask the Minister to answer my questions about apprenticeships and skills. In particular, will the Government reduce the administrative burden and the costs of operating the apprenticeship system to the pre-May 2017 levels? What will she do to address the regional imbalances that are built into the apprenticeship levy? Does she intend to develop a strong sectoral voice to articulate and stimulate the demand for skills?

If we get the skills policy right, we can give young people the tools they need to secure high-quality jobs, and we can boost productivity and rebalance the economy so that it works for all places and all people in our country. That must be our absolute priority, and I hope that today’s debate and the Minister’s responses will contribute to getting that right. Finally, I would like to place on record my thanks to the Minister for her welcome interventions in helping to secure a future for Bradford College. I very much look forward to working with her.

Mental Health and Wellbeing in Schools

Dan Poulter Excerpts

Tuesday 4th December 2018 Westminster Hall

[Dr Dan Poulter (Central Suffolk and North Ipswich) (Con)]

It is a pleasure to serve under your chairmanship, Mr Stringer. I commend the hon. Member for Oxford West and Abingdon (Layla Moran) for bringing the debate to Westminster Hall today, when there are many other pressing demands on our time, because this is an important matter. She rightly highlighted a number of the challenges facing young people in our schools. I draw attention to my declaration in the Register of Members’ Financial Interests; I am a doctor practising in mental health services and a member of the Royal College of Psychiatrists.

We need to analyse first why the problem is happening. Is it down to the increased challenges facing young people—the stresses and strains of exams and the need to perform in tests at schools, as the hon. Member for Oxford West and Abingdon outlined, and general increasing distress among young people—or is it also due to increasing awareness and recognition of mental ill health among young people, and the fact that more young people are therefore prepared to come forward because there is generally a greater recognition of their needs? Perhaps it is a combination of the two. We do not fully know or understand the reasons for greater pressures presenting in services, but they are happening. It is right that the Government are beginning to turn their mind to the issue and have put forward a number of initiatives.

I entirely agree with the hon. Member for Oxford West and Abingdon that, in addressing young people’s mental health, it is important that we do not over-medicalise issues such as teenage angst or normal patterns of growing up. It is important that we do not follow the American system, where—in my view and, I am sure, that of many psychiatrists in this country—a lot of young people are on medication without there necessarily being a good evidence base for that. We have to be very careful about over-medicalising problems, or medicalising problems too quickly, which is perhaps how we should look at it.

The Government are making strides in this area. They are rolling out training for every school and college to ensure that a designated mental health lead will be in place by 2025 and that there will be greater mental health awareness training for teaching staff. There has also been a lot of talk by some, including the Secretary of State for Health and Social Care, about the dangers of social media and its potential impact on young people’s mental health. However, as the hon. Member for Oxford West and Abingdon outlined, eye-catching announcements will do little to deliver the meaningful expansion and improvements in care that young people need and deserve. Although such announcements may make good media headlines, I am afraid the lack of provision on the ground for young people is the real problem. I know that it will be one that the Minister will want to work with colleagues in the Department of Health and Social Care to address.

I want to look at some areas of challenge. The coalition Government had a commendable focus on improving special educational needs provision. We know that a lot of children with special educational needs may also suffer from poor mental health. There is a correlation between some conditions that are associated with special educational needs and psychosis or other mental illness. However, far too often the joint care plans that should exist between the NHS and schools take a long time to come to fruition. Schools are far too often frustrated by the identification of a problem that they have recognised for which the NHS does not have the resources available to support the school in meeting the needs of the child in the way that was envisaged when those joint care plans were legislated for in this House. That speaks very much to the issue of lack of workforce, which the hon. Member for Oxford West and Abingdon outlined in her remarks.

[Dr David Drew (Stroud) (Lab/Co-op)]

That is no more evident than with the huge problem of eating disorders, where all the medical evidence shows that what is needed is early intervention. The NHS has got to get much more involved with schools on that. Does the hon. Gentleman agree?

[Dr Poulter]

Certainly, eating disorders are an area of great challenge. One of the difficulties is that very often young people present in great distress after their illness has taken hold for quite some time, and the prognosis can be less good in those situations. A lot of young people may have to travel many miles or even out of area to get the specialist care they need, and that does need to be addressed as a matter of urgency. I know that my right hon. Friend the Minister will be raising such issues with his counterparts in the Department of Health and Social Care, because a number of the answers to the challenges raised in this debate have greater priority, and there is greater understanding of what the challenges are in that Department rather than in his.

[Layla Moran]

Does the hon. Gentleman agree that it is not just about talking; it is active co-ordination between the two Departments that will solve this? If they end up working in silos, as we know Government Departments often do, none of this is going to work.

[Dr Poulter]

I completely agree, but it is also about breaking down the silos on the ground. It is all very well Government Departments coming together to work together and the silos being broken down—that did help between the Department of Health and the Department for Education on special educational needs under the coalition Government, but in reality the levers or mechanisms do not exist on the ground to deliver meaningful change for young people in the timely manner that was envisaged by the legislation passed in this House. We must make sure that whatever legislation is passed and whatever co-operation there is at Whitehall level translates into the right levers on the ground to deliver the co-ordinated and joined-up approach to more integrated care that young people need, across health, education, social services and other statutory services as may be required.

On the broader issue of child and adolescent mental health, a key challenge is the lack of workforce to deliver the care needed for young people. We know that the number of full-time mental health nurses has fallen by more than 6,000 between 2010 and March 2018, with a reduction of 1,832 learning disability nurses alone during that period. The number of CAMHS and learning disability consultant psychiatrists has slightly declined over the past decade. Many parts of the country, particularly outside London, are struggling to fill higher registrar training posts in CAMHS and learning disability psychiatry. That is a real problem, because without the workforce to deliver care we will not have the bodies on the ground to make a difference for young people.

Perhaps more concerning is the fact that the recent rhetoric on child and adolescent mental health still bears little resemblance to the reality facing many children and their families. Given the shrinking CAMHS and learning disability workforce, it is difficult to see how current levels of care can be maintained, let alone how the step change in mental healthcare provision for young people, which the hon. Member for Oxford West and Abingdon and I—and everybody taking part in this debate—would like to see, can take place.

The focus on healthcare apps and the talk of fines for social media companies are no substitute for having enough trained professionals on the ground to deliver frontline care to young people and their families. The NHS is far too often viewed through the prism of A&E. As a result, acute hospitals often receive a disproportionate level of funding compared with primary care and community services. In child and adolescent mental health services, as in other parts of the NHS, community services are often understaffed and poorly resourced. In fact, we are hearing about reductions in staff levels and not about the increase that the Government talk about as being desirable. My message to the Minister today is that we need more staff in child and adolescent mental health services, whether they are working in schools or in the community. Without those staff, all the media announcements and well-wishing announcements to improve in this area will come largely to nothing, and young people will still be struggling.

On the issue of fragmented commissioning, which the hon. Member for Oxford West and Abingdon raised, we see silos not just in Whitehall but on the ground. CAMHS, social services and education providers do not always work in a joined-up way. Although there can be some good initiatives at local level, and there are examples of good, co-operative working, there is nothing to compel the providers of different services to work in a joined-up way for the benefit of young people. Unless we get the commissioning of services right in providing better mental healthcare for young people, and actually compel joint working rather than just encourage it, we will not make a meaningful difference.

I know that the Minister will want to pick up some of these issues with his colleagues in the Department of Health and Social Care. Unless we have a joined-up approach that we can compel at local level, all the announcements on improvements in tackling young people’s mental health will come to very little. We will still be having these debates in this place in 10 years’ time—those young people will have lost 10 years of their life and will still be struggling.

I know that the Minister has a great commitment to all he has done on schools and in education. He has been a very good Minister, and I hope that he will redouble his efforts to get joined-up working and collaboration with the Department of Health and Social Care in addressing some of these problems.

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[The Minister for School Standards (Nick Gibb)]

Certainly, and thank you, Mr Stringer; it is a pleasure to serve under your chairmanship. I congratulate the hon. Member for Oxford West and Abingdon (Layla Moran) on securing the debate and introducing it so well.

Mental health can have a profound impact on the whole of a child’s life; it is not just about the effect that poor mental health can have on their attainment at school. We worry about the whole life ahead of them. Improving mental health starts with promoting good mental wellbeing and ensuring that children and young people have the help and support that they need. Schools can play an important role with the right support from specialist services, which is why the Government have made mental health a priority, with a shared approach between the Department for Education and the Department of Health and Social Care.

The hon. Members for Oxford West and Abingdon and for South Shields (Mrs Lewell-Buck) mentioned exam stress in schools. Tests and exams have always been times of heightened emotions for pupils and teachers, but they are not meant to cause stress and anxiety. As the hon. Member for South Shields acknowledged, I have said on many occasions that schools should encourage all pupils to work hard and achieve well, but that should not come at the expense of their wellbeing. Schools should provide continuous and appropriate support as part of a whole school approach to supporting the wellbeing and resilience of pupils.

The hon. Member for Oxford West and Abingdon also mentioned GCSEs. We have reformed GCSEs to match the expected standards in countries with high-performing education systems, so that young people have the knowledge that they need to prepare them for future success and the skills that Britain needs to be fit for the future. We are determined to ensure that no child has an inadequate education that reduces their life chances; we want to ensure that every child has an education that helps them to fulfil their potential. That is the key driver of all of our education reforms since 2010. Better education means better prospects of quality employment and better health outcomes for those young people in the long run.

As a psychiatrist, my hon. Friend the Member for Central Suffolk and North Ipswich (Dr Poulter) brings serious expertise to the debate. He said that it was important that Departments did not work in siloes. I can assure him that I worked very closely with the Under-Secretary of State for Health and Social Care, the hon. Member for Thurrock (Jackie Doyle-Price), in whose portfolio mental health resides. We worked particularly closely on producing the Green Paper on children and young people’s mental health.

We know that mental health is also a priority for teachers, because of the challenges that many children face in the modern world; a fact that has been referred to by other hon. Members. To get an up-to-date picture of children’s mental health, this Government commissioned the first national survey of children and young people’s mental health since 2004, which was cited by the hon. Member for Westmorland and Lonsdale (Tim Farron). The results published last month show that in 2017, 11.2% of children and young people aged five to 15 in England had a diagnosable mental health disorder. That figure stood at 10.1% in 2004, so the latest results show that there has been a slight increase since then. They reinforce what we have heard from schools and colleges about how many children face issues and about the need to act. We have listened to what schools have told us and are already taking steps to help schools to support children and young people with mental health problems. The findings of the survey will help us to ensure that the action that we take is informed by the most up-to-date evidence.

I understand the important points made by my hon. Friend the Member for Central Suffolk and North Ipswich about the number of staff in children and young people’s mental health services. The Government are already taking significant steps to improve specialist children and young people’s mental health services with £1.4 billion of funding to ensure that an extra 70,000 children a year receive the support that they need by 2020-21.

We recognise, however, that we need to do more, which is why the NHS will invest at least £2 billion a year more in mental health, including children’s services, under the recently announced Budget proposals, increasing NHS funding by an astonishing £20.5 billion a year in real terms by 2023-24. As I said, from that the NHS will allocate £2 billion a year to mental health services. The Budget also included a commitment to set up specialist NHS crisis teams for children and younger people in every part of the country.

[Dr Poulter]

The extra money is of course welcome, but the focus on crisis intervention is perhaps wrong. We should try to stop children getting to that point in the first place, and invest more in early intervention and community teams. In order to do that, we need to reverse the decline in the mental health workforce. I wonder whether that is an issue the Minister will raise in particular, challenging his counterpart in the Department of Health and Social Care on how to improve recruitment and retention of CAMHS professionals.

[Nick Gibb]

My hon. Friend makes a crucial point, which I will come to when I talk about the mental health Green Paper. It is absolutely crucial that we are able to devote resources and expertise to intervening early, before a child’s mental health problem escalates into something requiring medical intervention.

Free School Meals/Pupil Premium: Eligibility

Dan Poulter Excerpts

Tuesday 6th February 2018 Westminster Hall

[Mrs Hodgson]

I agree about auto-enrolment: parents should not have to apply. However, the point that I am trying to make is that any family eligible for universal credit should automatically get free school meals through auto-enrolment. If the cliff edge is brought in, it would be detrimental to that vision that we probably all share.

[Dr Dan Poulter (Central Suffolk and North Ipswich) (Con)]

Does the hon. Lady agree that the more we spend on the administration costs of the proposed system, the less money will go towards the pupils? Having an easier system would mean we could spend more of the money on what it should be spent on: the meals that we want children to have.

[Mrs Hodgson]

I absolutely agree. Administering the cliff edge will mean huge costs. We should learn from the current system for free school meals for infants.

I am aware that many hon. Members wish to speak in the debate, so I had better get back to setting out my concerns. What we want to prevent is families avoiding pay rises or working more hours for fear that they will lose out. That is not making work pay, and it is not what the system was intended to do when it was set up. If the Minister and his Department, alongside the Department for Work and Pensions, were truly in favour of making work pay, they would at the very least have made provision to avoid that issue—even keeping the status quo would work. They have known about the problem for seven years; I have banged on about it for years, and so have my hon. Friend the Member for High Peak, since before she was an MP, my right hon. Friend the Member for East Ham (Stephen Timms) and other hon. Members. Sadly, it seems that the Government are keen to power on without even considering the impact of their policies on a child’s life. It would be welcome if the Minister set out how he believes the threshold and its implications are consistent with the Government’s aim to make work pay.

Another concern about the consultation is the figure of 50,000 more children who we keep hearing will benefit from free school meals by 2022. On the surface, it is welcome that the Government have estimated that more children will be receiving free school meals under their plans, but it is deeply concerning that analysis by the Children’s Society has found that more than 1 million children living in poverty would miss out on a free school meal because of the cliff edge. In the consultation document, the Government say that 50,000 children will benefit by the end of the roll-out, when the transitional protections are at their capacity. Herein lies the crux of the problem: the document also states that 10% of children—113,000—will lose out on free school meal entitlement. That is because children will fall off once the transitional protections come to an end, as they move from primary school, where they will have the protection when it comes in, to secondary school, where their entitlement will end.

I would therefore welcome clarity from the Minister about how he will protect children who risk losing their free school meals when they move from one stage of their education to the next. If he cannot give us answers in this debate—that would be a shame, but I am aware that time will be an issue—I would be more than happy to take him up on his offer to meet me if he is still happy to do so. I am very grateful that he made that commitment.

I want to offer the Minister a solution, which I have already touched on. It makes total sense for the current transitional system to be made permanent so that all the children in a family on universal credit receive free school meals. That would not generate any extra bureaucracy, it would be fairer and it would help make work pay. It would be exactly what the right hon. Member for Chingford and Woodford Green intended when he envisaged and enacted the policy. It would negate any of the concerns that I have mentioned and that other hon. Members may mention. It would push the cliff edge to a much higher earnings threshold and overcome the fear of deductions from earnings, which turn the Government’s proposals against making work pay. We do not want people to refuse pay rises or extra work for fear that they will lose three lots of free school meals.

That is not the only reason to maintain the status quo. Free school meals also have significant benefits for a child’s life. I will never miss an opportunity to sing the praises of the universal principle of free school meals. As several hon. Members have already mentioned, they reduce stigma. In its response to the consultation, School Food Matters quoted the comments of a headteacher about how universal infant free school meals had reduced stigma:

“Despite being in an affluent London borough, 27% of the children at our school are currently entitled to free school meals but nearer 40% have been entitled to free school meals within the past 6 years.”

That is what matters for the pupil premium. The headteacher went on to say:

“This is a clear indicator that many of the families are only just about managing.”

This shows that if the Minister goes ahead with the current proposals, we could see more and more of the “just about managing”—the JAMs, who the Prime Minister referred to in her first speech on the steps of 10 Downing Street—being left behind. Would that not go against what this Government are all about?

The Minister knows that I have a keen interest in supporting children from low-income families by giving them healthy meals, both in term time and in the holidays. We had the excellent private Member’s Bill promoted by my right hon. Friend the Member for Birkenhead (Frank Field) and I know that the Minister is considering pilots with regard to it, which is very welcome. By implementing my proposal, the Government would ensure that those children have access to a healthy meal that would benefit their education, their health and their wellbeing.

The evidence is out there and I am sure that the Minister has a copy of the school food plan lying around in his office; if he has not, I have a spare one, or I am sure that I get John Vincent or Henry Dimbleby, its writers, to send him one. I advise him strongly to go away and read it, as it is excellent from cover to cover, especially chapter 11, which is about the benefits of free school meals. In said chapter, there are references to the evaluations of the free school meal pilots established by the last Labour Government under Ed Balls, which showed that there was a 23% increase in vegetable consumption, a 16% decline in the consumption of soft drinks—because there were no packed lunches—and an 18% decline in the consumption of crisps. Those pilots also benefited a child’s education, with children in receipt of a free school meal in the pilot areas on average two months ahead of their peers outside the pilot areas and 2% more children reaching their target levels in maths and English at key stage 1, while at key stage 2 the impact was between 3% and 5%. If we want to close the attainment gap, there is nothing better than to start by making sure that the kids are all fed.

Social Inequality (Children’s Centres)

Dan Poulter Excerpts

Tuesday 11th July 2017 Westminster Hall

[Layla Moran]

These stories demonstrate why it was a big mistake to remove the ring fence from the Sure Start budget. What we have seen across the country is that the seemingly more urgent issues of older children, such as behaviour management and preventing teenage pregnancy and drug use, win out. The older a child gets, the harder it is to intervene, and the more expensive the interventions become. Given the difficult choices and the reality of cuts, it is no wonder that measures provided by children’s centres have not been given the prominence that they deserve. After all, those children have yet to impact others.

[Dr Dan Poulter (Central Suffolk and North Ipswich) (Con)]

I congratulate the hon. Lady on securing this important debate. Clearly, there is a lot of evidence that investment in the early years is good for children’s future life chances, but does she also agree that the issues are not entirely mutually exclusive? Unwanted pregnancies and the issues facing single-parent families can be dealt with through effective interventions linked to children’s centres. They work well. That is an important point for investment.

[Layla Moran]

I agree entirely. Joined-up thinking in early intervention is important.

Parents tell me that children’s centres are a lifeline. The services that they provide, such as parenting support and breastfeeding and baby health advice, are valued by many, but almost as important is the sense of community that they create. Families who would never normally interact bond over the common challenge of making it through the day with a delightful but occasionally demanding toddler. How many parents have met friends for life at Stay and Play? It takes a whole community to achieve such aims, and there should be no stigma in asking for help.

In the past, the Government have accused those who raise the issue of being obsessed with the number of buildings. I am not, but I am obsessed with outcomes and access, and I can tell the Minister that we have a problem, especially with access. The impact on access comes from a double whammy: the remaining centres are far apart, and local transport links have been reduced. The convenience of getting to a site is a key factor for the families who need the services the most. I believe that we are at risk of leaving behind the same families that the Government purport to want to target.

I met a lovely woman a few weeks ago in Kidlington who explained that the new centre there has reopened but on a different site, and that it offers fewer services than the original centre. She had recently given birth to her seventh child, in a family that already included two sets of twins—I told her I thought she was a saint. Both she and her partner work full-time to support them all, but they are just getting by. Because the centre has moved out of walking distance and there is no direct bus link, she feels she can no longer get there. She said, “I can’t face the journey, and also when I get there, they can’t cater for everyone. I used to be able to go and there was something for all of us as a family to do. I really love to go, but it’s just too much hassle.”

--- Later in debate ---

[The Minister of State, Department for Education (Mr Robert Goodwill)]

I am very pleased to serve under your chairmanship, Ms Ryan. I congratulate the hon. Member for Oxford West and Abingdon (Layla Moran) on securing this incredibly important debate.

Tackling inequality is an absolute priority for the Government. I am pleased to have the opportunity to set out our position on the valuable contribution that children’s centres can make to the lives of disadvantaged children. I reassure the hon. Lady that I, too, have a burning desire to help these children. The Government are committed to improving social mobility and extending opportunity to all.

Children’s centres can play a very important role in offering families access to a wide range of flexible local services. I was fortunate enough to visit a fantastic children’s centre in my Scarborough constituency not so long ago, where I saw for myself how important children’s centre services can be to families with young children. Indeed, all three children’s centres in my constituency are still open. I was interested to hear from families and staff there that the people they really want to help are not in the children’s centres—they are the people who do not engage and do not see the advantage of coming. One of my tasks in my new role is to ensure that we can get to those families who are not in the children’s centres and in some cases are not even taking up the free childcare that is available. They are probably at home watching daytime television and do not see the importance of the home learning environment, or indeed the importance of taking up the offer that is there from this Government.

Children’s centre services can include early years provision, child and family health services, information, advice, training and employment services for parents, and social services for those parents who need extra support.

[Dr Poulter]

On improving the offer for people who are among the most disadvantaged and most in need of support and help, does the Minister agree that there is a certain fragmentation when it comes to joining up the work of health visitors and family nurses, who support some very disadvantaged families, with the opportunities available in children’s centres, which support some equally disadvantaged families?

[Mr Goodwill]

My hon. Friend makes a very reasonable point that relates not just to children, but to the elderly: health and social services do not necessarily speak to each other or work together as much as they might want to. However, I pay tribute to the tremendous work of health visitors, particularly when new babies are born and families need assistance.

--- Later in debate ---

[Mr Goodwill]

Yes, absolutely. It is about providing a joined-up service, and enlightened local authorities understand that. They also need to ensure that the additional offer and the additional money going into childcare—more than £6 billion by 2020—dovetail with their own provision.

My next point follows on from that. Children’s services do not have to deliver all their services themselves. Indeed, they deliver many of them through local statutory, voluntary, community and private sector partners. The context in which children’s centres operate has changed since they were established. Funding for children’s services, including children’s centres, gives local authorities the freedom to decide how best to target resources and respond flexibly to local need.

We believe that it is up to local authorities to decide how to organise and commission services from children’s centres in their areas. Local authorities are best placed to understand local needs and how best to meet them, which does not always have to be through a children’s centre building. For example, the Government have established the troubled families programme to support those with multiple problems. Responsibilities around public health for under-fives now sit with local authorities.

[Dr Poulter]

The Minister is being generous in giving way. I congratulate him, as I should have done earlier, on his new position. The point about troubled families is concerning for all hon. Members present, given the difficult financial position that local authorities find themselves in. The level of provision is left to local decision making, but local authorities in difficult times often provide only the statutory minimum. There is a real challenge here, so what will the Minister do about it? How will he link up the good work done in early years by health visitors with what happens afterwards? Many disadvantaged families are losing out, which is affecting the children as well as the families themselves.

[Joan Ryan (in the Chair)]

Order. Interventions need to be pithy.

Social Mobility

Dan Poulter Excerpts

Tuesday 11th July 2017 Westminster Hall

[Lucy Powell]

By definition, the most disadvantaged will not benefit from the policy. What we are seeing in some places, certainly in Manchester and other local authority areas, is that free childcare was given to the most disadvantaged, but that is now having to be switched from them to deliver the 30 hours for working families, and that surely is not what the Government intended. The Minister needs to have a look at that. Another unintended consequence of the new offer is the impact on our maintained nursery schools, which are an outstanding resource. Every single one—100%—of our maintained nursery schools are good or outstanding. Nearly all of them are in areas of high deprivation and disadvantage, but due to the new funding formula and the changes to funding, they are now under threat. Ministers need to look at the policies they are delivering and ensure that they meet the social mobility test and are not simply about getting people back into work.

Action for Children, the Social Mobility Commission and many others are calling for a clear plan to boost social mobility in the early years. That must include quality teaching, family support, children centres getting the resources they need and boosting the early years pupil premium. What happened to the life chances strategy that the Government spent two or three years working towards? It seems to have evaporated overnight.

Next, I want to turn my attention to schools. I do not want to take up too much time, although I have taken lots of interventions. As Teach First has shown, the social mobility challenge in our schools remains. While much progress has been made at primary, progress remains slow at key stage 4. One in three teenagers from poor families achieves basic GCSEs, compared with two thirds overall. As my hon. Friend the Member for Ashfield (Gloria De Piero) highlighted, if bright children from poor families had the same support as others, four in 10 would go to a top university. Today, only one in 10 does.

[Dr Dan Poulter (Central Suffolk and North Ipswich) (Con)]

I congratulate the hon. Lady on securing an important debate. She is making some excellent points, but in improving the life chances of pupils from disadvantaged backgrounds, is there not a case for putting money behind university outreach programmes to identify young people with ability and talent, as happened under the previous Labour Government? That would make opportunities for those people so that they can be helped into careers that they otherwise might not have thought were even possible, such as healthcare, where there is a real lack of people from working class and disadvantaged backgrounds.

[Lucy Powell]

I agree with the hon. Gentleman. The widening participation agenda has been successful in places and is important, but other barriers to getting those jobs remain for kids who perhaps do not have the same social networks or support at home, even if they have the same qualifications as some of their peers.

--- Later in debate ---

[Paul Masterton]

I am aware of that, but some of the things the Scottish Government consider to be positive destinations are things that most people would not consider to be so.

The Government are getting on with some of those things, but we need to be imaginative in our responses. We know that two children with parents on the same income and with the same educational qualifications will experience different levels of social mobility depending on their surroundings. A person is more likely to be upwardly mobile if they live in a mixed socioeconomic neighbourhood, so how do we create policies that bring different parts of the community together and expose our children to people with different views, values and backgrounds?

More and more people are working atypical hours, which often conflict with the opening hours of essential public services. If someone does not have a network to fall back on or someone to pick their kids up from school, they are more likely to drop out of the jobs market. If someone struggles to get a doctor’s appointment around their working hours, they are much less likely to get early help for a health problem.

As well as social mobility, we need to talk about social exclusion, because the latter is hugely detrimental to the former. Of course, a huge driver of social mobility is earning power and the confidence and self-reliance that comes from being in work. Conservative action to support a modern industrial strategy, invest in infrastructure, provide city deals for places such as the Glasgow city region, and cut taxes for small businesses, corporations and families alike, is helping to drive employment growth. We have more jobs and record employment. More low-paid are out of taxation, and the national living wage has been introduced. Those things really matter, because they broaden opportunity, deliver jobs and improve future generations’ life chances.

It is true that in-work poverty is too high in Scotland and the rest of the UK. There are UK-wide levers, such as tax and benefits policy and the national minimum wage, but the agenda can be set at a more regional level, both by the devolved Administrations—particularly Scotland, if there are further transfers of tax and social security powers—and by local councils. That should not be overlooked. Regional economic development can drive up wages and increase the demand for employees to work more hours. Skills development can help workers move into better-paid jobs, and a focus on economic diversification can aid unsatisfied workers change industry. For example, the underemployed—people who would like more hours but cannot get them—are more likely to work in fluid sectors such as hospitality and retail. That all helps to motor social mobility, and it must continue to form the cornerstone of the policy agenda. The Taylor report provides a fantastic opportunity for the Government to revisit many of the structural issues in the modern world of work, and to adapt and create policy that takes the new landscape into account.

Although education is devolved, there are things that we can learn from each other on both sides of the border. I believe that a good education is the single biggest social mobility tool we can provide. Much of the education debate centres on higher education and tuition fees, so I was pleased that the hon. Member for Manchester Central focused more on early years, because that is key. Many people have been dealt their cards for life by the time long before they fill in their UCAS form, so if we are serious about social mobility, funding has to be ploughed into early years. It is about not just increasing hours for three and four-year-olds, which most parents cannot access anyway—the Governments in Westminster and Edinburgh appear to be in an arms race to do that—but investing in high-quality childcare.

The Scottish Conservatives have a distinct voice and get it right on that issue. We say, first, that before increasing hours for three and four-year-olds, we need to extend the current allowance to two-year-olds and more disadvantaged one-year-olds; and, secondly, that we need to ensure that funding is used to train up a more highly qualified professional workforce. Early years education and childcare need to have a real purpose of intent. We must develop literacy and numeracy, which are dropping very quickly in Scottish schools, as well as social skills, to narrow the divide that is currently so wide as to be almost irrecoverable by the time our kids walk through the primary school gates. We must bridge the gap between the point maternity leave ends and free childcare provision begins. We need to understand that the driver of social mobility is in those crucial early years, when the attainment gap takes root.

Students from the most advantaged areas are four times more likely to go to university than those from the least advantaged areas in Scotland—it three times more likely in Wales and Northern Ireland, which is lower but still high, and two and a half times more likely in England. That starts right back in nursery. In Scotland, the gap in attainment can start as early 18 months.

[Dr Poulter]

My hon. Friend is making a very thoughtful contribution to this excellent debate. I completely agree with him about the need for investment in early years. We need to take a longer-term look at public investment, which does not always happen, to ensure the investment improves children’s life chances from very early on. Given that local government budgets in England are under a lot of pressure, and that a lot of early years funding comes from local authorities, what is his advice to the British Government about how to improve things in England, drawing on his Scottish learning?

[Paul Masterton]

I have learned that it does not tend to go down well when Scottish MPs stick their oar in, so English MPs should deal with their own system. There have been large local government cuts to the settlements in Scotland, which are impacting on services. My hon. Friend is absolutely right to talk about the long-term view, but unfortunately Governments of all colours in all Parliaments around the UK often look for short-term quick fixes.

One of the things I am particularly pleased to see down here in Westminster is the UK Government’s focus on technical and vocational education. We have not seen that in Scotland, where there have been huge cuts to technical education and more than 150,000 college places have been cut. The Scottish National party and the Scottish Government have decided to value academic education over and above technical education. That is completely the wrong way to do it. I am very excited to see what these changes and reforms in the English school system will do. The Scottish Government have finally given way a bit on things such as Teach First. The hon. Member for Manchester Central talked about the London Challenge, which was hugely successful, and which we can learn a lot from in Scotland. I am very excited to see how some of those reforms play out.