Primary Schools: Nurture and Alternative Provision

Debate between Emma Hardy and Marion Fellows

Wednesday 13th February 2019 Westminster Hall

[Marion Fellows (Motherwell and Wishaw) (SNP)]

It is a pleasure to serve under your chairmanship, Sir Christopher. I congratulate the hon. Member for Mansfield (Ben Bradley) on securing this important debate. It is good to see so many fellow colleagues from the Education Committee in attendance.

Nurture groups are recognised as the best way forward for children, especially those from a disadvantaged background. In Scotland, we have a system that we call “Getting it right for every child”, which is the basis of how children are put at the centre of any educational initiative. Having been a member of the local education committee when I was a councillor, I can tell hon. Members that this GIRFEC policy is well thought of, well established and well used across Scotland.

Nurtureuk has pointed out that there are more nurture groups in Scotland, especially in Glasgow, Angus and West Lothian, than in the rest of the UK, which sends a signal that education in Scotland is setting about things in the best way possible. Indeed, the First Minister has made the closing of the attainment gap—the gap between children from the poorest and richest households in Scotland—the cause célèbre of this particular term of office.

All children and young people deserve to get the support they need to reach their full learning potential. The evidence for the use of nurture groups to do that is long-established. Children and young people should learn in the environment that best suits their needs, whether that is in a mainstream or special school setting. Ninety-seven per cent. of children with additional support needs are educated in mainstream schools in Scotland. The Education (Additional Support for Learning) (Scotland) Act 2004 places duties on education authorities to identify, provide for and review the additional support needs of their pupils.

In my time on the Education Committee, in particular in this Session, as my colleague the hon. Member for Mansfield said, there has been a lot of focus on SEND issues. We are still taking in evidence. I do not think that there is any debate or difference across the Chamber about the need to focus on giving all our young children the best possible start in their educational life, even if they come from a background that does not lead them to know what education should be like.

The phenomenon is not new. I remember many years ago talking to a teacher who could not believe that young children were coming into school unable to hold a book. If that was 40 years ago and that experience is replicated across the UK, it must be even worse now. Children might well be able to use a tablet, but many of them do not understand the value of books.

Nurture groups help to give children, teachers and the support-for-learning assistants in schools a real insight into pupils and how they can best develop. They also help to develop resilience in children. Nurture UK defines the outcomes from nurture groups as greater academic attainment and improved behaviour. As we all know, if children are to learn, they need to be in the right state to behave and to sit and listen. A large mainstream classroom is not necessarily the best place for that to happen; nurture groups are typically much smaller. As my friend and colleague on the Education Committee, the hon. Member for Mansfield, has said, nurture groups can be on site. It is important that children feel part of the main school, because that helps them to improve their behaviour.

Nurture groups also help to improve attendance and reduce exclusions, which is an important point, and they can help to provide a whole-school ethos. It should not simply be about those children in a small group in one area of the school. Where nurture groups work well, the whole-school ethos is affected and improved. I can give a simple example. My granddaughter, who is educated in Perth, comes home and says things such as, “I can’t do this yet,” which is a huge improvement on “I cannae dae that”—full stop—which I used to hear from students who came to me in further education in West Lothian. When people start to nurture young children by saying simple things like that, it really improves their life chances.

[Emma Hardy]

On school ethos, is the hon. Lady as concerned and deeply disturbed as I am by recent comments in the press about “flattening the grass” policies? The CEO of one academy trust advocates going into assemblies and bullying and humiliating a child until they are in tears as a way to intimidate the rest of the children into silence. Does she agree that that is not the kind of ethos that we want to promote in our schools—one where children are bullied or shamed until they cry if they do not behave themselves?

[Marion Fellows]

I totally agree that that is not the way that children should be helped to learn.

I do not want to stray too far from the point, but I did not know much about the English education system until I joined the Education Committee in 2015. It was a steep learning curve and I still struggle with the idea that schools are not run by local authorities, that different types of schools can be run differently, and that some schools are seen as “good” by Ofsted because there are not many exclusions and because they get high academic results. I agree with other hon. Members that it is better for everyone in the community, and for society at large, to have children who come out of school as better people, more enriched, curious and ready to learn in different ways, rather than simply being able to pass a standard exam.

In my experience of teaching in further education colleges, I saw many children who were damaged by a school system that did not suit them. I am not saying that the Scottish ethos and the Scottish way are perfect, because no education system can be, but putting children at the heart of the education system and committing to getting it right for every child is the best way forward. I would like to hear the Minister’s views on that.