Timpson Review of School Exclusion

Imran Hussain Excerpts

Tuesday 7th May 2019 Commons Chamber

[Damian Hinds]

I agree with the hon. Lady about the importance of different agencies—different parts of the public, private and voluntary sectors—working together on this, and that includes youth work. Some very good programmes are run in different parts of the country, and generally speaking people find that partnership working pays off.

[Imran Hussain (Bradford East) (Lab)]

I share concerns raised by Members about exclusions and illegal off-rolling, but schools make use of other tools and practices to remove children—particularly SEN children—from classes, such as isolation booths. Those booths are barbaric, leaving children in what is essentially solitary confinement for the school day. I have even heard stories of children being placed in these booths due to poverty-related incidents, such as wearing the wrong shoes for the day. That is quite simply unacceptable. What is the Secretary of State doing to address the serious issue of isolation booths?

[Damian Hinds]

It is right that schools set their behaviour policies, but of course those have to be reasonable, and that is what we expect throughout the system. We have guidance on these things, and as part of the response to this report I have committed to update the guidance on a range of matters relating to exclusions and behaviour, including that one. That is not to say that the use of isolation as a punishment and a deterrent is wrong in all cases. When people use that term, it does not mean the same thing in all schools, and what the hon. Gentleman describes is not necessarily what we find in other places.

Oral Answers to Questions

Imran Hussain Excerpts

Monday 11th March 2019 Commons Chamber

[Chris Skidmore]

My hon. Friend is right that analysis has demonstrated that the FE sector would be affected. Obviously, FE colleges are most directly funded by Government grants, in contrast with higher education providers, which are autonomous bodies that are ultimately responsible for ensuring their financial viability.

[Imran Hussain (Bradford East) (Lab)]

11. What progress he has made on implementing the northern powerhouse schools strategy.

[The Minister for School Standards (Nick Gibb)]

As recommended in the northern powerhouse schools strategy, we are implementing a range of measures in the north to improve teaching and leadership capacity, to recruit and retain more teachers and to close the disadvantage gap. In 2018, 80% of children were in good or outstanding schools in the north, compared with 67% in 2010.

[Imran Hussain]

Many of the projects that the Minister has referred to today and previously have a national reach and are not solely catering for the north, which betrays the very purpose of the northern powerhouse schools strategy. Will he commit to creating a northern schools improvement board, drawing together local authorities and schools commissioners, and to extend funding beyond 2020, to deliver the regional strategy that we in Bradford need and were promised?

[Nick Gibb]

We are absolutely committed to the northern powerhouse strategy. Indeed, my right hon. Friend the Secretary of State will be in Middlesbrough on Thursday to announce more plans for Opportunity North East. The northern powerhouse strategy involves a range of policies. For example, we are rolling out a three-year programme of tailored support for some of the schools facing the most significant recruitment and retention problems; around 100 schools in the north will benefit from that. Five opportunity areas in the north will receive a share of £72 million to improve social mobility. In the Bradford opportunity area, we are targeting up to £1.5 million of school improvement support, improving literacy through £600,000 of investment in Bradford primary schools, including nine schools in the hon. Gentleman’s constituency.

Relationships and Sex Education

Imran Hussain Excerpts

Monday 25th February 2019 Westminster Hall

[Imran Hussain (Bradford East) (Lab)]

It is a pleasure to serve under your chairmanship, Sir David. I thank my hon. Friend the Member for Warrington North (Helen Jones) for leading this important debate today.

I pay tribute to my hon. Friend the Member for Birmingham, Ladywood (Shabana Mahmood) and applaud the powerful contribution she made. She set out clearly and articulately very sensitive and difficult issues. Like her, I have a Muslim background, and the way in which she set out the issues is really worth applauding, and I am grateful to her. The only downside is that she made many of the points that I wanted to make in my speech. However, I am conscious that there are others yet to speak, so I will shorten my speech accordingly and not repeat too much of what my hon. Friend said.

Like my hon. Friend, in recent weeks I have been contacted by many of my constituents who have expressed concerns about the proposals, and I want to put their concerns on the record today. They are absolutely clear, as am I, that the need to teach our children respect for others and tolerance, as well as how to be safe, particularly in the modern era with all the safeguarding challenges that technology and social media now bring, must remain a key consideration. However, their concerns are understandable because, as has been mentioned by hon. Members from across the Chamber, the policy has been poorly communicated to parents and schools.

Despite running for several months, the consultation process was not made known to many parents, and even schools were unaware it was running. Only now, with the implementation of the policy rapidly approaching, have parents and schools been made aware of its existence. They are deeply upset that they did not have a chance to get involved in and contribute to the consultation.

As we have heard from today’s speakers, everybody agrees that this is a sensitive issue. Much better engagement with parents is warranted, and that needs to be handled carefully, with a proper, meaningful consultation, carried out in a well informed manner. Sadly, that did not happen, and parents have concerns that they feel have been left unanswered.

Parents have also expressed concerns to me regarding the age-appropriateness of what will be taught in schools. They tell me that they are apprehensive that the content, which we do not know the details of, will not be suitable for primary school children.

[Helen Jones]

rose—

[Debbie Abrahams]

Will my hon. Friend give way?

[Imran Hussain]

Not at the moment, because we are on the clock and I have a number of points that I want to get on the record. I may give way later.

Throughout the existing education system, the age-appropriateness of the curriculum is woven in alongside the maturity, understanding and preparedness of the children in question. To some degree, that question of preparedness and maturity is why primary school children do not sit GCSEs or A-levels. That is just one example; hon. Members have given a number of others that demonstrate that point. Age-appropriateness and preparedness must be central, yet right now there is no indication or absolute guarantee that content will be age-appropriate and suitable for primary school children.

[Helen Jones]

Will my hon. Friend give way?

[Imran Hussain]

I will not.

Parents are also concerned about the faith-appropriateness of the content that will be taught. Importantly, parents of all faith backgrounds are high- lighting those concerns. It is not an issue for a single faith community, but one for the religious community as a collective. Again, my hon. Friend the Member for Birmingham, Ladywood made some pertinent points about certain sections of faith communities feeling polarised and perhaps isolated in some contexts. Let us be clear: faith is, and should be, a protected characteristic that must be respected and considered whenever policy changes are made in any walk of life, including education.

I cannot emphasise enough the value of the involvement and inclusion of parents in any education policy—another point that many Members have touched on. If children are to be successful in life and to do well at school, they need not only good schools, but involved parents. We cannot leave out parents or neglect them. Parents are the final custodians of their children, making decisions on their behalf until they can responsibly make their own. That is backed up by article 14 of the United Nations convention on the rights of the child, which states:

“Governments must respect the rights and responsibilities of parents to guide their child as they grow up.”

Ultimately, any education policy must have parental oversight and include parents, complementing the work that they do at home, with their involvement and consent. I urge the Minister, after hearing the concerns of parents in my constituency and in those of other hon. Members, to consider carefully all the concerns that I have raised on their behalf, and to ensure that the involvement and consent of parents in the education of children is upheld and maintained as vital and fundamental.

Oral Answers to Questions

Imran Hussain Excerpts

Monday 25th June 2018 Commons Chamber

[Damian Hinds]

At the heart of our priorities since May 2010 has been raising standards for all children while also narrowing the gap, and I welcome the narrowing gap that we have seen in both primary and secondary schools. Is there more to do? Yes, there is, and that is at the heart of our opportunity areas programme, which—as the hon. Gentleman will know—identifies the pockets of under-achievement that may exist even in otherwise more affluent regions, and seeks to establish what area-specific conditions are required.

[Imran Hussain (Bradford East) (Lab)]

9. What steps he has taken to implement the recommendations set out in “Northern Powerhouse Schools Strategy: An independent review” by Sir Nick Weller, published in November 2016.

[The Secretary of State for Education (Damian Hinds)]

As recommended by Sir Nick Weller, we have implemented a range of measures in the north to improve teaching and leadership capacity, recruit and retain teachers, and close the disadvantage gap. In 2017, nearly 400,000 more children were in good or outstanding schools in the north than in 2010.

[Imran Hussain]

When the strategy was announced, £80 million of funding was attached to it, but just months later that was rowed back to £70 million. Now, according to the vice-chair of the Northern Powerhouse Partnership, nothing at all has been spent. Can the Minister tell me how much has been spent so far, and how much of that has been spent on recruiting teachers in Bradford in particular?

[Damian Hinds]

We continue to spend on a range of programmes in the north, and some of the results are reflected in the figures I have just given. Bradford is of course one of the opportunity areas to which I referred, and £1.5 million has been provided to fund school improvements there. We are seeking to support the work of Bradford for Teaching, and Academy Ambassadors is working to further strengthen multi-academy trusts across the north. Altogether, more than £767 million of additional pupil premium funding was allocated to schools in the north, which over-indexed on pupil premium funding in comparison with the rest of the country.