School Funding

Jim Shannon Excerpts

Wednesday 24th October 2018 Westminster Hall

[Mrs Main]

I cannot comment on the campaign groups; I am commenting on what the headteachers in St Albans said, and no one used the words “deceptive” or “dishonest.” The purpose of my being here today is to ensure that there is a degree of clarity about where the funding goes. The headline is that we are putting more into schools—and we are—but the reality on the ground is that teachers face undue pressures. I want to highlight that. I cannot accept anyone’s use of inappropriate language—that is not fair on either side of the argument. We must be respectful of the pressures faced by the schools and by the Minister.

[Jim Shannon (Strangford) (DUP)]

The Northern Ireland Affairs Committee, of which I am a member, will meet in half an hour to discuss education issues in Northern Ireland—to be fair, they are not the Minister’s responsibility. In Northern Ireland, teachers, schools and boards of governors have to decide whether to pay for a teacher or to increase class sizes, thereby affecting the quality of education. Are those the sorts of decisions being made in the hon. Lady constituency, as they are in mine?

[Mrs Main]

My teachers did not exactly raise class sizes, although it was covered in the round that that was a problem. They raised the problem of not being able to refurbish toilets, pay for much-needed decoration or replace outdated PCs in their IT suites.

I am sure that the Minister will agree that the picture varies, but the signs indicate that schools are not benefiting universally, as we would wish them to, from the new funding formula. Many schools I have spoken to have reiterated that the national funding formula must cover the funding needed for schools, not just the pupil-led aspect. Pupils and parents expect those schools to be fit for purpose as well as to provide lessons. We must address the concerns raised by teachers; we must not hide behind any basic facts of a rise in per-pupil funding. We must look at this issue in the round.

The Minister said that he is in listening mode. I hope that the Government will look carefully at parents’ requests to direct money to special educational needs, as the hon. Member for Coventry South (Mr Cunningham) outlined. The Department for Education reports that we have upwards of 1 million pupils with special educational needs in our school— a number that has risen significantly in recent years and is 14% of school pupils. I welcome the news that the Government have committed to improve funding for SEN pupils and that a further £1 billion has been put into this fund since 2013. Those are good things, but we must look at whether they are sufficient.

Deaf Children’s Services

Jim Shannon Excerpts

Thursday 13th September 2018 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

I too congratulate the hon. Member for Poplar and Limehouse (Jim Fitzpatrick) on securing the debate. Some things we disagree about, but there is a whole lot more that we agree about, and this subject is one of them. I look forward to supporting him in this debate, as I often do in many of the debates that he secures—likewise, to be fair, he often supports me.

Nothing is more frustrating than not being understood. At times, most especially at the beginning of my Westminster journey, I spoke to people in this place only for them to look at me searchingly, trying to get past my accent. Perhaps that is still an issue—I am not sure—but I hope everyone present can understand me. As the hon. Member for Vauxhall (Kate Hoey) says, Jim Shannon gets more words to the minute than any other MP. I am not sure what she means, but I suppose I know what she is saying, so over the past few years I have tried to slow it down.

My point is that it is frustrating in the extreme not to be understood. I cannot imagine the frustration of deaf people who find it difficult to understand and to be understood, and there is also the frustration of those who love them, knowing how little help and support is offered through the education system or, as the hon. Member for Nottingham South (Lilian Greenwood) said, the health system.

I know that Northern Ireland is not the Minister’s responsibility, but I want to give a flavour of what is happening there. There are 3,500 British Sign Language speakers and 1,500 Irish Sign Language speakers in Northern Ireland, but just 30 registered interpreters. That tells us immediately that deaf people have a problem being heard in Northern Ireland. There are 1,400 children —46 deaf children per teacher—who have moderate to profound hearing loss. The numbers do not add up, so it is impossible to deliver a system.

I read an interesting article in the Belfast Telegraph six months ago on this very topic. It reported that the prognosis was not good. It stated that,

“despite a 25% increase in the number of deaf children in the last seven years, the number of specialist teachers of the deaf has reduced by 16%.”

Of those teachers, 61% are due to retire in the next 10 to 15 years, which is an issue that the hon. Member for Nottingham South (Lilian Greenwood) and others raised. The Scotland and Northern Ireland director of the National Deaf Children’s Society said:

“In Northern Ireland we’ve got around 1,400 deaf children…out of those children, 71% of them are currently educated in mainstream school. In those schools, the staff require support from teachers who have the specialism to be able to deal with those deaf children.”

The article added:

“Additional support would allow trained staff to educate teachers on the awareness and communication needed for deaf children.”

The director continued:

“It would also allow for one-to-one tuition, if required, and organise specialised technology for the pupils. Those teachers help the children to integrate and they help the teachers to help the children to integrate, so it’s a dual support.”

We must remember that it is not just about being heard but about being part of the group of pupils. She further said:

“There’s a great opportunity here because of the five education and library boards recently consolidated into one Education Authority so we can take a Northern Ireland-wide approach in addressing this situation. We would like to see a plan to train new teachers of the deaf so we have new teachers coming through to replace those who retire in the near future, and we would like a recruitment drive to get more of them into the classroom. At the moment, because of the increase of children who are deaf along with the reduction in teachers…we will soon have in the workforce, we would like to see education for deaf children recognised.”

I could not agree more.

The numbers are increasing and we do not have capacity to handle them. We do not have a Minister in office either to bring about policy change, but we look forward to the possibility that that might happen. When we return on 15 October, some things will come before the House. The Secretary of State for Northern Ireland is beginning the process of bringing new legislation to this place to allow senior civil servants to make policy decisions. That cannot come soon enough.

A recent study found that deaf children are falling behind their hearing classmates due to funding cuts. Unfortunately, only 40% of deaf students achieve two A-levels, compared with 65% of hearing students. The National Deaf Children’s Society attributes this attainment gap to “year on year cuts”. Only 9% of deaf students attend a Russell Group university, which indicates where the fall-down is. We are failing to understand their needs, and that must change. Thomas Edison, thanks to whom this Chamber is lit with electric light bulbs, had scarlet fever in his youth and therefore was severely hearing impaired, but look what he did and what we have today thanks to him.

The Minister has had a hard week; he has been in this place three times to respond to debates. We need an impetus from his Department, here and back in Northern Ireland. The hearing impaired can excel if effort is put into the process. I want to be heard and understood; deaf children need to be, too. Everybody has that right. We must do better.

Oral Answers to Questions

Jim Shannon Excerpts

Monday 10th September 2018 Commons Chamber

[Mr Gyimah]

We must always stand up for free speech. We must not allow bureaucracy on campus to stifle free speech, and it is our duty to make sure that it is promoted, because if universities are not about free speech, what are they for?

[Jim Shannon (Strangford) (DUP)]

What progress has been made in developing guidance with universities to clarify the rules surrounding free speech for students and for the universities?

[Mr Gyimah]

New guidance on clarifying all the rules around free speech will be published this autumn.

Children in Need: Adulthood

Jim Shannon Excerpts

Thursday 6th September 2018 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to speak in this debate. I congratulate the hon. Member for Birmingham, Selly Oak (Steve McCabe) on setting the scene so well. He often has debates on subjects in which I have an interest, and it is a pleasure to come along. It is also a pleasure to follow the hon. Member for Congleton (Fiona Bruce) and her contribution, which is similar to the one that we had before the summer break when we set the scene for family hubs and discussed their importance.

When I was looking at the number of children in care for another debate in the main Chamber this week, I was struck again by the fact that we need to do more for vulnerable children, as the hon. Members for Birmingham, Selly Oak and for Congleton have said. Others will undoubtedly say the same thing, but this is about the next step. We need to do more for those who are transitioning from having little or no power over any decision—where they sleep, what they eat, what school they attend. We then suddenly throw them into a world where they make every decision, where they alone are responsible, and it is not okay and it is not easy. That is the thrust of what the hon. Lady and the hon. Gentleman have said. We need to help more, so I sincerely thank the hon. Gentleman for highlighting the issue and I support him in his aims.

I have a quick comment on the good work that the hon. Lady has done so far in the organisation that she works with in her party. Some 60 to 70 Members are working towards the family hub idea. I say very gently to all Members that we should remember there are many groups out there who can make valuable contributions to young people, such as the Church groups and the faith groups that have a genuine interest in how they can help and step into the gap. There are charitable groups as well, such as the Salvation Army, who are there to help vulnerable people.

When I looked at the NSPCC article relating to children under protection orders in Northern Ireland—I want to quickly give the figures for Northern Ireland—it shocked me to learn that the number of children who were emotionally abused, physically abused, sexually abused or neglected was 2,132 in 2017. If we remember that our population is 1.8 million, it puts the figures into perspective. Those are thousands of children pressing towards adulthood who need support because of emotional scarring, but are we providing that support? That is the question the debate asks.

Some 52% of children in care were from the Catholic religion compared to 40% who were Protestant, according to Department of Health statistics covering the period to the end of last September. The figures show that 2,983 children were looked after in Northern Ireland, representing 69 children per 10,000 of the child population. Of those, almost one fifth—18%—had experienced a placement change during the previous 12 months, the lowest number in recent years, but the overall total for the last year was the highest recorded number of children in care since the introduction of the Children (Northern Ireland) Order 1995. The number of children looked after in 2017 was 3% higher than in the previous year, but it was 28% higher than it was in 1999. During the past year, 37,618 children were referred to health and social care trusts in Northern Ireland, up 10% on the previous year, which shows a growing trend that worries me.

The Northern Health and Social Care Trust received the largest amount of referrals, and the trust in the area I represent had the lowest at 15%. Police were the source of the largest proportion of children in need referred—some 26%. Whenever the police are involved, it means we are probably at the very difficult stage where it is hard to pull back. Social services referred 21%. A total of 2,132 children were listed on the child protection register, representing 49 children per 10,000 under 18 years. The figures also showed that children in care generally did not perform as well as their peers in key stage assessments. Sometimes we neglect not only their health, security and protection, but their education. We need to address the issue of education and ensure that they get the opportunities they need.

Some 74% of looked-after children achieved at least five GCSEs in year 12, compared with 99% of the general year 12 school population. The equivalent figures for those achieving GCSE at grades A* to C were 48% and 85% respectively. We have a massive shortfall for those who perhaps could and should do better. We have a duty of care to not simply get the children to their 18th birthday, but to get them into the community, into jobs and into a life in which they can fully participate and feel that they are contributing, a life in which they are confident in themselves and their abilities, regardless of their background. We need people around to encourage them. How do we reach that goal? How do we provide support?

The hon. Members for Birmingham, Selly Oak and for Congleton raised many interesting points that must be looked. I support having those points researched. The Minister has had two hard shots in the past two days, but I ask him to respond to the questions that we have put to him, and we look forward to his response. The Minister can be assured that Members attending the debate are concerned, which is why we are here contributing on a Thursday afternoon, which many refer to as the graveyard shift. We feel it is important. I ask the Minister to put his hand to the plough and look into it.

Life is tough for any child—tougher now than it was in my day when things were probably much simpler. Others would probably subscribe to that view. It is tougher than ever before. The ability to bully has moved from the playground to the former sanctity of a child’s home and bedroom, through the power of a smartphone or laptop. School places are limited, jobs are scarce and pressure is immense for all children. To that may be added the instability of not knowing when they will get their next meal, or if they will be taken from their mum and dad and placed with strangers again, and whether they will be placed with their siblings or not. Suddenly they are no longer supported in even those small ways. They are set up in a social housing apartment and told to manage their money—and welcome to life. That is not life. I believe it is more pressure than is bearable for some of those who are trying to make do. Things are not good enough now. We must do more and I support the hon. Member for Birmingham, Selly Oak and his calls to do more and do it better.

Care Crisis Review

Jim Shannon Excerpts

Wednesday 5th September 2018 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to speak in this debate. I congratulate the hon. Member for Telford (Lucy Allan) on securing the debate and setting the scene. I know it is not the Minister’s responsibility to speak out on behalf of those in Northern Ireland, but I think it is important that we get a perspective from Northern Ireland. The figures I will refer to will show that we do not have the same extremes that there are in parts of the UK mainland, but that does not detract from my support for the hon. Lady and others who have contributed to this debate.

As I mentioned to the hon. Lady, I had the joy of being raised by both parents in a strict but loving home, and raising my own boys along with my wife—although I can take no credit for that, as my wife reared them and I was rarely there. I now have the joy of seeing my granddaughters also living in a happy and stable home. My heart aches very much, therefore, when I hear the case made by the hon. Lady, of which she has persuaded me. I think of the children in the UK and specifically in Northern Ireland, who through no fault of their own do not have the life that we have, but live in care. In the short discussion I had with the hon. Lady beforehand, we were saying how fortunate we both are to have had a loving family home, but we also recognise the responsibility we have as Members of Parliament to make the case on behalf of those who need help. I do not do it in a judgmental way. I seek solutions for the problems and try to find a way forward.

The Minister has not been in his position long, but we wish him well. The hon. Member for East Worthing and Shoreham (Tim Loughton), who is in the Chamber, was an excellent Children’s Minister. I also remember the right hon. Member for Scarborough and Whitby (Mr Goodwill), who was also Children’s Minister. We miss his contribution. He was really on the button with everything we were trying to put forward. The Minister has a hard act to follow, but we look forward to his response, which will hopefully be helpful.

In Northern Ireland, on 30 September 2017, some 2,325 children and young people had been in care continuously for 12 months or longer. The number of children in care was 5% higher than the previous year, but it represented a 57% increase from 2006. The increase over those 10 years was astronomical and put a lot of pressure on our system in Northern Ireland. Those 2,325 children represent a rate of 53 per 10,000 aged under 18, which is lower than the rest of the United Kingdom. Some 62 children per 10,000 had been in care for 12 months or more on the 31 March 2017. On 30 September 2017, 55% of those young people and children who had been in care for 12 months were male and 45% were female.

People say that there are “lies, damned lies and statistics,” but statistics prove a point. While they may not make good reading, they illustrate the issue. Similarly to 2015-16, 70% of children in care were pre-school age, some were primary school age, 26% were post-primary school age and 18% were 16 or older. There were minor differences in the breakdown between boys and girls. The rate of looked-after children in 2017 was slightly higher than that of 2016. The lowest rate occurred in 2006, when 34 children per 10,000 had been in care for 12 months or longer. We have had a consistent, long problem in Northern Ireland with children in need. We have tried to address that issue. Our health service has tried to address it fairly well within the confines of its responsibility financially, physically and emotionally.

Of those children, 18% experienced a placement change, which unfortunately can be particularly difficult. That has been the lowest number in recent years. If children whose placement move was for an adoption placement are excluded, the proportion of children with a placement change was 17%. As of 30 September 2017, more than 1,000 children in care for 12 months were placed in non-kinship foster care. The hon. Member for Redcar (Anna Turley) referred to kinship foster care, which I have a particular interest in as well. Some 5% were in residential care and some 2% were in other placement types. Of the 1,055 children in non-kinship foster care, 71 were placed for adoption.

I have always tried to support adoption over the years—it is so important to get the right home and the right availability. Today there was a meeting of the all-party parliamentary group on adoption and fostering that unfortunately I was unable to attend because of other commitments. I would have liked to have been there to give my support.

Of the 44 children in other placement types, 27 were living independently— sometimes that can happen—while the remaining 17 were in assessment centres, community placements, support accommodation, hospitals, juvenile justice centres and other placements not elsewhere described. Statements of special educational needs continue to be more prevalent among children of school age who are in care—some 24%—than the general school population.

I put to the Minister the importance of Health and Education Ministers working together, ever mindful that he is responsible for the mainland UK and that responsibility for care is devolved in Northern Ireland. When it comes to doing it better, we should be doing more in health and education together. Children in care for 12 months or longer do not perform as well as their peers in key stage assessments. Again, that tells us that the problems are not just about health and placements but about educational needs. While some of those children attain five or more As at GCSE, it is clear that many do not.

I was looking at how to describe this issue, and I wanted to give the stats and the figures in Northern Ireland to prove where the problem is. Now I want to ask everyone in the Chamber—I said this to the hon. Member for Telford beforehand—to do something different in illustrating the issue. For us, they are statistics—somebody that probably we do not know and may never know, but they may have come to our constituency office. However, we have read the pertinent statistics that highlight that our system is under immense pressure and we are failing these children. I believe we are, and the responsibility for that lies with elected representatives, with Government and with devolved Assemblies as well. We all agree that more needs to be done—the statistics speak for themselves.

I want everyone to take one of those people and think of them as their young son or daughter. Put a face, rather than just a number, to that statistic of 45%, 5% or 2%. In my case, my eldest grandchild is called Katie. How would I feel if Katie was one of the 25% who did not get their GCSEs? That is a statistic, but it is also a young person. What if Katie was one of the 17 children placed in a juvenile detainment facility? What if Katie was the child who slipped through the cracks and was one of the 127 children suspended from school in Northern Ireland last year? That is how we make statistics and figures real: we close our eyes and say, “What if that was my Katie, your John, your Jane or your Robert?” If it were my Katie, I would be doing more, so I ask myself, “Why, as an elected representative, am I not doing more now?”

I ask the Minister gently, cautiously and humbly to put his child’s face to one of those statistics, rather than see a figure. That makes it real and gives a perspective on what we are trying to say. We need to make changes to the system. Work must be done. We are not here to criticise or to point a finger; we are just here to make a heartfelt plea, as the hon. Lady did and as others did in their interventions. We urge the Minister to begin the work by making these changes, and not to simply accept or argue against the findings. The statistics are clear and they are not good reading. These children would not be abandoned if they were in our families—if they were our blood and kin—and they cannot be abandoned in our communities either. We must do more. I hope that today is the first day of acknowledging and working on that. I congratulate the hon. Lady on securing the debate, and all hon. Members who have contributed.

Family Hubs

Jim Shannon Excerpts

Tuesday 24th July 2018 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

Thank you, Sir Graham. It is a pleasure to speak in this debate. It is always an intense pleasure to follow the hon. Member for Congleton (Fiona Bruce). There is probably not a debate she leads that I am not at, and I suspect there is not a debate I lead that she does not attend. We have kindred interests, and this is one of them, so I informed her that I would put my name down to speak in support of what she does. I commend her on her hard work on families and relationships, and on the alcohol strategy and how we address that issue. She takes on nitty-gritty issues that are commonplace but very important, and I thank her for that.

I, too, am from a very close community where everyone knows everyone else. It is common for me to walk down the street and be able to name all the people I meet. That is probably because I am of a certain age, so I know lots of people. I know the parents, I know the children, and now I know the grandchildren—that is how life is. That is what my constituency is like, and I suspect it is what other Members’ constituencies are like. If we live long enough in an area, we get to know the area and its people, and we can name most of the people we meet on the street.

However, it is clear that we do not know all the troubles in people’s hearts, minds and lives, or the struggles they face daily. I recently read in one of my local papers, “Be kind to people—you do not know the struggle that lies behind that smile.” When I first opened my advice centre as a Member of the Northern Ireland Assembly, a lady gave me that quote, which I kept on the wall for a great many years until I redecorated the place. That is the thrust of what I have always said: “You’re never quite sure what troubles that person has. That smile just may hide the cataclysmic problems they face.” The problems I see in my office are the tip of the iceberg of what people face.

I will talk about family hubs from the perspective of the church groups in my constituency, because that is where family hubs come from. The hon. Lady knows that, as does my hon. Friend the Member for Upper Bann (David Simpson), and I hope at the end of the debate other Members will know it, too.

From illness to losing a job, from grief to unexplained depression—I have found that the number of people who look like they have no problems but in fact have depression has greatly increased over the years, and how to help them and get them beyond where they find themselves is probably one of the greatest issues I face in my constituency office—and from a life of plenty to a life of poverty, I am amazed by the difficulties that so many people face. We face them every week in my office. I am sure others do, too. I am thankful that so many people volunteer to help others face those difficulties.

I work closely with the local food bank and Christians Against Poverty group, which work out of the specially designated compassion centre at Thriving Life Church in Newtownards. I have had a very good relationship with that centre over the years. I helped it with its planning application when it moved to where it is now. It took over a car sales place and totally renovated it to make it a really good compassion centre—the name was chosen specially. The centre supports people who need short-term and long-term help, of whom there are many in my area. That food bank was one of the first to be established in Northern Ireland, and its impact has been great. There is also a clothing bank, groups for elderly and young people, a coffee shop and a breakfast club. The Church is very community-orientated. Clearly, its work is based on its beliefs and its faith, but it works with lots of single parents, and it is involved in charitable fundraising, too.

My area is second only to County Antrim, which contains Belfast, in terms of people’s need for three-day emergency food packages from food banks. The biggest cause for food bank referral in the Province is recorded as

“low income—benefits, not earning”.

I fill in forms with those categories when people come to see me, and I always ask whether they have no benefits, their benefits have been delayed, they have low income or they have been through relationship break-up, so I get a fair idea of what people experience. Low income accounts for 45% of referrals in Northern Ireland, and benefit delays and benefit changes, which each account for 12%, are also significant reasons for referral.

People need help, and that Church in particular helps to put food on the table and provides people with life-changing support to deal with debt and learn better money management, which is really important. The debt charity Christians Against Poverty reported that its clients had run up average debts of £4,500 on rent or utility bills, forcing them on to what the charity described as a “relentless financial tightrope” on which they juggle repayments and basic living costs, which leaves many acutely stressed and in deteriorating health. Lots of problems follow from the debts. What is important is helping people to learn to manage their money, stepping in and maybe even sorting out the repayments as well. In our office we have been personally involved with that and I know that the Church group has too.

The pressure of coping with low income and debt frequently triggers mental illness or exacerbates existing conditions, with more than one third of clients reporting that they had considered suicide and three quarters visiting a GP for debt-related problems. More than half were subsequently prescribed medication or therapy. We may see the physical outcome of the problems they present to us, but what we maybe do not see is the emotional and mental issues that are just underneath.

Families are under immense pressure and Churches are stepping into the breach. The local Elim Church in Newtownards runs a cancer care club that provides support, encouragement and a listening ear for those suffering from cancer or their families. I have been to those groups a couple of times to meet some of the people; it gives me a focus on the problems that people have. The Church also runs an addictions night, which brings in some of the local addicts, feeds them and tries to offer help. I have met those people over the years. They are good people who just need someone to guide, support and help them at a time when they are at their very lowest.

Scrabo Hall runs a women’s ministry to help vulnerable ladies and offer support, as well as youth work to give children an alternative place to safely hang out. There are kids’ Bible clubs galore right through the summer in the major town of Newtownards and across the whole Strangford constituency. We have a lot of Bible clubs where young people come in, and it perhaps gives parents a chance to get a wee break or respite.

It is not possible for me to highlight all of the services that are offered in our Church, all voluntary and all out of a love for families, and I want to thank all those who so sacrificially give of their time, energy and resources to help struggling families. It would also be remiss of me to forgo mentioning the tremendous work that is carried out in our community groups, which connect older people through craft clubs or tea dances and provide homework clubs as well as youth clubs. There are so many people—I ask each right hon. and hon. Member here to think for a second about the volunteers who do so much in our constituencies and provide those in need with a listening ear. Sometimes people just need someone to talk to, and it is important that they can always call in and know someone is there for them.

I will finish, because I am conscious of time and I want to give the hon. Member for Mansfield (Ben Bradley) a chance to make an equal contribution. Life is tough, and tougher still for struggling families; Churches and community groups are doing a good job, but they want to and could do more if they were better funded and had a larger support base. It is on us as individuals to do that. The family unit and family hubs are an essential component of a functioning community. Offering tax breaks is great, but not enough. We need support for working families, and that can only be done through targeted funding. I implore the Minister, who I know will be responsive to our comments and requests, to address that need and to help the sterling work that is already being done.

Skills Strategy

Jim Shannon Excerpts

Tuesday 8th May 2018 Westminster Hall

[Robert Halfon]

My hon. Friend is a champion of skills and apprenticeships, and the Culham laboratory is exactly what we need to build up our skills base and address our skills deficit. I pay tribute to my hon. Friend and to the organisation he mentions.

Shortages of skilled manual labour in manufacturing remain at their highest level since records began. That concern is echoed by the CBI, whose education and skills survey last year showed that the number of businesses that are not confident about being able to hire enough skilled labour is twice that of those that are confident. Reducing the skills shortages must be a key aim of our skills strategy and a barometer of its success.

[Jim Shannon (Strangford) (DUP)]

I congratulate the right hon. Gentleman on bringing the issue to Westminster Hall. Northern Ireland has a very strong education and IT skills system, which has been key in creating jobs and attracting new business. Does he feel that the Government should be encouraged to look to Northern Ireland as an example of how a skills strategy can be brought together? There are good examples there. Let us use what is good in the rest of the United Kingdom of Great Britain and Northern Ireland to benefit us all.

[Robert Halfon]

The hon. Gentleman is a great champion of skills. We can learn a lot from Northern Ireland’s incredibly high education standards. I am sure we have a lot to learn from the skills and the IT that he has just mentioned.

I recognise that my right hon. Friend the Minister for Apprenticeships and Skills has her work cut out because, as the skills strategy is implemented, the economy is changing rapidly. Driverless vehicles will automate road haulage and taxi operations. Artificial intelligence will power medical diagnosis, and 3D printing will be used to construct bridges and houses. Our skills strategy needs to not only address the skills shortages in our economy, but create our most resilient and adaptable generation of young people. They will need to be able to turn their hands to new careers and demonstrate the human skills such as creativity that robots cannot master.

CBI research shows that the biggest drivers of success for young people are attitudes and attributes such as resilience, enthusiasm and creativity. Although 86% of businesses rated attitude, and 68% aptitude, as a top attribute, only 34% said the same of formal qualifications. The Department for Education’s own employer perspectives survey showed that more than half of employers said that academic qualifications were of little or no value when recruiting, while two thirds said that work experience was significant or critical. Yet in the same survey just 58% of businesses said that 18-year-old school leavers in England were prepared for work. That is a key blocker to social justice and a gap that must be addressed through the skills strategy.

Before they are delivered into the care of the Minister for Apprenticeships and Skills, young people have already received more than a decade of education in school. As I said in the House only a couple of weeks ago, I am convinced that the quality of education, particularly in English and maths, has improved greatly in recent years. Yet despite record overall levels of public money going into schools, the skills shortages in our economy have been growing. Clearly, something has become disconnected in the wiring between our schools and our skills systems.

Four key steps would build on the strength of the knowledge-rich curriculum to ensure that it fosters young people who are also skills-rich and behaviours-rich—the areas that employers say they value most. First, we must remember that since 2015 all young people have been required to participate in some form of education and training up to 18. Yet GCSEs remain just as much the high-stakes tests they were when many young people finished their education at that age. We must fundamentally reimagine this phase of education as a time for our younger people to prepare themselves for their future life and work. At a time when we can extend the ladder of social justice to young people from all backgrounds, broadening their horizons, building their skills and helping them develop the social capital that will take them far, we have an opportunity for that phase of education to end in a much more holistic and comprehensive assessment—a true baccalaureate. Just as the international baccalaureate does in more than 149 countries, this would act as a genuine and trusted signal to employers and universities of a young person’s rounded skills and abilities.

Secondly, we must match the broader phase of education with a broader and more balanced curriculum. I support the need for every young person to be able to access through their schooling a working knowledge of our cultural capital, our history and our literature. However, it is also essential that we develop the next generation of engineers, entrepreneurs and designers. A narrow focus on academic GCSEs is driving out the very subjects that most help us to do that. Entrants in design and technology have fallen by more than two fifths since 2010, alongside reductions in creative subjects such as music and the performing arts—the very skills that will give young people an edge over the robots. There is a real danger that no matter how hard the Minister for Apprenticeships and Skills works to make skills a success post 16, young people who have never experienced anything but an academic diet up to that age will be unable to compete for an apprenticeship or even progress to a T-level.

Thirdly, I often speak about the importance of careers advice, and it is vital, but we must go further and create deep connections between the world of education and the world of work that inspire and motivate young people. I am talking about employers providing externships so that teachers can experience local businesses and provide first-hand advice to their pupils, collaborating on projects that bring the curriculum to life and sharing real-world challenges to help students to develop their problem-solving skills. That kind of profound employer engagement strikes right at the heart of the social justice debate: it gives young people from all backgrounds the kinds of experiences, contacts and networks that have traditionally been the preserve of those attending elite institutions. We should merge the duplicate careers organisations into a national skills service that goes into schools and ensures that students have the opportunity to do skills-based careers.

Fourthly, we must acknowledge that what we measure affects what is delivered in the education system. Therefore, we should start to measure explicitly what really matters—the destinations of young people who attend our schools and colleges. At present, destination measures are seen as no more than a footnote in performance tables. We need to move destination measures front and centre, giving school leaders and teachers the freedom to deliver the outcomes that we want for our young people.

I had the pleasure last month of meeting senior education leaders from Nashville, Tennessee. Ten years ago, Nashville’s high schools had very poor rates of graduation, and businesses were clear that they were not receiving the skilled labour that they needed. They set about working intensively with the school board to revolutionise the system. In the first year of their high school experience, young people have the opportunity to take part in intensive careers exploration: through careers fairs, mentoring, visits and job research, they broaden their horizons and understand the full range of opportunities available. For the remainder of their time at high school, they join a career academy, which uses a particular sector of the local economy as a lens to make their schoolwork more relevant and engaging. Young people in the law academy learn debating skills by running mock trials, while those in the creative academy are mentored by lighting designers, who help them to understand the relevance of angles, fractions and programming in the real world.

The results are extraordinary. High school graduation has risen by more than 23% in 10 years, adding more than $100 million to the local economy. Attainment in maths and English has improved by as much as 15% to 20% as young people see the relevance of their work. Leading schools in the UK are already starting to show that similar approaches work just as well here. They range from School 21 in Stratford, where employer engagement is its ninth GCSE, to XP School in Doncaster, whose innovative expeditionary learning Ofsted has judged as outstanding across the board.

The planned programme of skills reforms can be a success only if it goes hand in hand with a schools system that is equally focused on preparing young people for work and adult life. I would encourage the Ministers responsible for skills and for schools to work closely together on that shared aim. I have no doubt that T-levels can provide great opportunities for young people to prepare for a successful career, and I am impatient to see them on the ground, having a tangible impact on young people’s lives. I would encourage the skills Minister to learn from some of our most prestigious apprenticeship employers and attach a rocket booster to the programme, but sometimes I wonder whether there is really a need at age 16 for young people to choose between a wholly academic route and a wholly technical route. Might many young people benefit from a more blended opportunity?

An excellent model exists north of the border in Scotland’s foundation apprenticeships, which are the same size as a single Scottish higher and can be taken alongside academic qualifications to maximise a young person’s options. They carry real currency with universities and support progression to higher education. They also allow a head start of up to nine months on a full modern apprenticeship. That is truly a no-wrong-door approach that helps people to keep their options open.

I want apprenticeships to go from strength to strength. Most people think of apprenticeships as helping young people to achieve full competency in their future career, but the figures show that in the 2016-17 academic year, 260,000 of the 491,000 apprenticeships started were at level 2, and 229,000 were started by individuals aged 25 and above. It is essential that apprenticeships continue to focus first and foremost on preparing young people for skilled jobs, otherwise we will weaken one of the rungs on the ladder of opportunity.

Continuing the expansion of degree apprenticeships—my two favourite words in the English language—will play a pivotal role in that. They hold the unique power to fundamentally address the issue of parity of esteem between academic and vocational education, which has plagued this country for far too long. They give young people the opportunity to learn and earn at the same time, gaining a full bachelor’s or master’s degree while putting that learning into practice in a real paid job. Leading employers are already making a dramatic shift from graduate to degree apprenticeship recruitment, which allows them to shape their future workforce. More must follow suit.

I recently came across an example of a remarkable university from Germany, DHBW Stuttgart, which is entirely made up of degree apprentices. I issue a challenge to our higher education institutions, including Oxford University, which will not even open the door to degree apprenticeships, to be the first to declare their intention to work towards becoming the first dedicated provider of degree apprenticeships.

We are at an exciting crossroads for the skills system. Employers are clear that there are significant and growing skills shortages, but they have given us a clear recipe to address them. The foundation for that must be laid in school by a broad and balanced curriculum, intensive employer engagement, and destination measures as a key driver of success. That will create the basis for a holistic system that prepares young people for high-quality T-levels and apprenticeships as part of a blended route that breaks down the artificial divide between academic and technical education to create a real ladder of opportunity for our young people.

--- Later in debate ---

[Anne Milton]

I am very mindful of that, which is why I have frequent meetings—I think weekly or every other week; certainly once a month—with the careers team in the Department for Education. The need to do this was introduced only in January, so we are in quite early days, but I will watch this, because the proof of the pudding will be in whether it actually happens.

My right hon. Friend rightly pointed out that teachers could do with some of this advice, because a classroom teacher might have left school, gone to university and got their degree, done their teaching qualification in whatever way they wanted, and never experienced the world of work outside the institutional school environment, and that experience is critical. I suggested that to a number of careers professionals the other day. It would be really worthwhile, particularly in the local economy, so that teachers understand the needs of local businesses and can tailor their whole approach to them. A career is what someone does after school, and that should be the thread that runs through everything they do within school. Otherwise, if someone is like I was at school, they will say, “What’s the point of all this?” That is absolutely critical.

[Jim Shannon]

I will not hold the Minister back for long. In my intervention on the right hon. Member for Harlow (Robert Halfon), I suggested perhaps looking at the Northern Ireland system, where education and IT skills are coming together. I wonder whether the Minister has had a chance to consider that.

[Anne Milton]

The hon. Gentleman is right; the Government should not be too proud to learn from anywhere that is doing well. We have set off on a course, but it is not restricted and I will pick up on anything that makes this process work.

We have seen good progress, certainly on raising the quality of apprenticeships. We have gone from 3% of apprenticeships on standards up to 36%, which is well beyond what we expected. We are making progress. The opening up of degree apprenticeships is critical, and my right hon. Friend is right that it will help achieve that parity of esteem for apprenticeships. I think we will start to see a huge tide of degree apprenticeships coming forward, because employers will get not only people with the required academic qualifications, but people with the skills. For a young person leaving school, of course, it is a no-brainer; they are getting paid, they are getting a qualification and they will have no student debt. What is not to like about that?

Achieving that parity of esteem is important. My right hon. Friend talked about a holistic education, which is so important. There is a wonderful scheme in my patch—I was with it on Friday—whereby one of the independent schools provides a year’s worth of stringed instrument teaching to year 3 pupils. It is funded by the local community foundation. Royal Grammar School Guildford has been really supportive. That increases young people’s knowledge of things. They will not necessarily all go on to learn an instrument, but it widens and broadens their experience, so they will think of other things, and that will filter through everything they do.

Work experience is important because, as my right hon. Friend rightly said, we must be careful not to draw a sharp distinction between technical and academic education, with pupils feeling that they have to choose between one or the other. The two must be interwoven, and degree apprenticeships are a way of doing that, whether at age 18, 19, 20 or whatever point. He talked about that as a ladder of progression, but I sometimes see it as a path, because a lot of the apprentices I have met have maybe done one or two level 2 apprenticeships, trying to find out which way they want to go and which is the best career option for them, while at the same time improving their skills and aptitude, and their ability to understand the knowledges and behaviours needed within the general workplace, rather than in one specific workplace.

I share, with a passion, my right hon. Friend’s view that we need to do this for the economy of the country, because employers are desperate for the skills. Employers now have the means to employ apprentices—those paying the levy and, soon, those not paying the levy. The means are there. What matters now is that we make the system work, because for me, as for him, it is a matter of social justice.

Question put and agreed to.

Agriculture GCSE

Jim Shannon Excerpts

Wednesday 7th February 2018 Westminster Hall

[Julian Sturdy (York Outer) (Con)]

I beg to move,

That this House has considered the introduction of an agriculture GCSE.

It is a pleasure to serve under your chairmanship, Mr Gapes, I think for the first time. As Members may recall from previous debates, my professional background is in agriculture; I draw Members’ attention to my declaration in the Register of Members’ Financial Interests. My background and experience have naturally made me a passionate advocate for UK farming. British agriculture is the essential foundation of the UK food and drink industry, which as our largest single manufacturing sector employs one in eight people and contributes more than £100 billion to the economy each year, including through a growing volume of exports. Farming also plays a vital role in protecting our environment, maintaining and conserving the land, soil and landscapes that make up our precious natural heritage.

So why a GCSE in agriculture? One of the foremost functions of our education system is to equip young people with the necessary skills to contribute to the social and economic life of our country. I firmly believe that, given the significance of agriculture to our economy, environment and society, the education system should ensure that the younger generation are able to flourish in the sector, and should give them the option of doing so at the earliest possible opportunity by offering an agricultural GCSE in schools across England and Wales.

[Jim Shannon (Strangford) (DUP)]

I thank the hon. Gentleman for securing this debate. Bearing in mind that the average age of farmers in the UK is approaching 60, does he agree that a new lease of life is needed and that the GCSE will give those who are perhaps not from a farming background but who have a love of the land the opportunity to gain an understanding and to get involved in farming? We in Northern Ireland have done that so far.

[Julian Sturdy]

I entirely agree with the hon. Gentleman. I have not quite reached the farmer’s average age yet, which is around 59 at the moment. I was going on to mention that Northern Ireland already has a GCSE in agriculture, which started in 2013.

--- Later in debate ---

[Jim Shannon]

I thank the hon. Gentleman for giving way; he has been very gracious. As we move towards leaving the EU on 31 March next year, the opportunities for agri-food business to increase across the whole world are magnificent and large. Does the hon. Gentleman feel that now may be the time to focus on them? There are opportunities in farming here, and in exports overseas.

[Julian Sturdy]

I could not agree more with the hon. Gentleman; he makes the point very well. As we move forward with Brexit, now is the time to push the boundaries and take agriculture to new levels. To do that, however, we will need the skills base for the future, and we have to enthuse young people. A GCSE in agriculture gives us a real opportunity to do that.

Sadly, there is plenty of evidence that young people do not consider agriculture as a potential career path at the moment, which is unfortunate considering its vital role in the UK economy, and in addressing the huge global challenges of world hunger, food security and environmental conservation. Only 4% of UK workers would ever consider farm work or going into agriculture. Statistics show that about 20,000 students opt to study agriculture at university each year. As my hon. Friend the Member for North Herefordshire (Bill Wiggin) said, that is a growing number, which is very encouraging. However, some 280,000 school leavers sign up for business-related degrees. Introducing agriculture as an option early on, at GCSE level, would give young people a chance to understand the huge opportunities that the sector offers them, and would do something to correct the imbalance.

The comparison with business studies in those statistics, along with Adam Henson’s comments that I quoted earlier, are important because it is essential that we remember that farming is a business, and therefore offers exactly the same opportunity for entrepreneurship and innovation as urban enterprises, as well as addressing huge environmental and humanitarian concerns. Moreover, it is a business sector that will be at the forefront of unfolding technological developments and exciting scientific advancements. A GCSE option would be a useful way of alerting school pupils and school leavers to those opportunities.

Agriculture is being, and will be, transformed by the fourth industrial revolution, and it is important to alert pupils and parents to the option of pursuing a career in a high-tech, high-skill industry, utilising the latest scientific innovations. School leavers entering the farming sector in the next few years could expect to use GPS technology to harvest wheat, to use driverless tractors, to use drones to deliver herbicides to weeds on a precision basis, to grow wheat with nitrogen-fixing bacteria, and to use other new technologies that will drive up animal welfare, such as robotic milking parlours. The industry needs entrants with sound scientific understanding and applied skills.

In the next few decades, robotics, biotechnology, gene editing and data science will become increasingly established in the farming sector. Our country is home to some of the best agri-science research in the world, such as at Rothamstead Research in Herefordshire—

Statutory PHSE Education

Jim Shannon Excerpts

Tuesday 6th February 2018 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

I did not expect to be called so early in the debate. I congratulate the hon. Member for Erith and Thamesmead (Teresa Pearce) on bringing this matter to the House for consideration. I will concentrate on two things in the short time I have: mental health and some of the projects undertaken back home in Northern Ireland.

I received, as did many other Members, a briefing from the Shaw Mind Foundation that outlined that mental health is currently only taught as an optional component of PHSE, despite 75% of mental illnesses starting before the age of 18 and data showing that three pupils in every classroom suffer from a diagnosable mental health condition. In addition, child suicide calls to ChildLine are at a record high, while self-harming among girls is up 68% and is getting worse every year. In her introduction, the hon. Lady referred to our needing focus. I think we need to focus on mental health—particularly children’s mental health. Despite those figures, the NHS currently spends 11% of its budget on mental health services, and we are always asking for more resources for that.

Research shows that pupils and parents strongly support further mental health education. In Northern Ireland, a scoping paper on adolescent mental health gives some shocking statistics. More than 20% of young people suffer significant mental health problems by the time they reach 18, and the demand on resources is higher than ever. Rates of mental ill health are estimated to be 25% higher in Northern Ireland than other parts of the United Kingdom, and suicide rates among those up to the age of 19 are disproportionately higher as well. The emotional wellbeing of children and young people is poor, and it takes almost 10 years between young people presenting first symptoms and getting support.

All those things tell us the story of where we are. I know Northern Ireland is not the Minister’s responsibility, but I want to state the facts, because they will hopefully add to the debate and will make other parts and regions of the United Kingdom understand where we are. There are also specific groups of children who are more likely to face discrimination in the realisation of their right to the highest attainable standards of healthcare, including those living in poverty and economically deprived areas and children in contact with the criminal justice system. All those things tell us we need to do more and to focus on this.

Researched conducted by Ulster University on behalf of the Commission for Victims and Survivors found that almost 30% of Northern Ireland’s population suffer from mental health problems. Most of that is down to the troubles. You will probably understand that better than most in the Chamber, Mr Robertson; your past membership of the Northern Ireland Affairs Committee perhaps gives you a wee bit more knowledge.

The rates of suicide among under-19s are disproportionately higher in Northern Ireland compared with other parts of the UK. We need to ensure that people are trained and available to deal with that. The increase in prescribing antidepressants for under-16s is unfortunately happening in my constituency and I suspect others as well. I have spoken with teachers, youth workers, church volunteers and many parents who are concerned about children and how they handle the traumas in their lives. The overarching theme in their comments is that there is not enough support or key workers to help children in need of someone to talk to.

I will give an example of some small things we have been doing, which will perhaps add to the debate. A good friend of mine, who is not a member of my political party—I have tried many times to bring him over; I am working on it, and maybe someday I will persuade him—recently described to me a very small pilot he has going on in his local community group, of which he is chairperson. He told me he had managed to source funding to meet with six of the estate’s troubled youths. A few of them have attention deficit hyperactivity disorder, and others have other problems, but all are crying out for attention.

He told me that he secured funding to take them on outings after they had small group discussions or were successful in small tasks. He gave the example that some of the kids were frightening an older lady by using her fence and garden as a racing hurdle of sorts. Instead of telling the boys off, he used class time to take them to help to tidy her garden, so they were invested in the work that was done. That was followed by a trip to McDonald’s, which is usually something to look forward to. The boys discussed what they were thinking and how they felt with Big John—I will call him that, because that is what they know him as—who is trained to work with children and had the time to counsel them.

The scheme is open to only six youths at present, but the effect on their mental health and wellbeing could be the difference in how they function in their adult lives. We need more people who are trained and more funding available to allow schemes like that to run in all sectors of the community. I commend Big John and Big Catherine, who is also involved. They give up their own time to make it happen.

One in five children in Northern Ireland are hurting from mental health pain and need help as urgently as if they were bleeding. We would not withhold a bandage on the NHS and we cannot withhold this healing process either. I congratulate the hon. Member for Erith and Thamesmead on bringing the issue forward. Other Members will contribute, but I believe that we need to focus on mental health, and PHSE classes should be only the first in a number of the steps that we need to take.

Autism: Educational Outcomes

Jim Shannon Excerpts

Tuesday 6th February 2018 Commons Chamber

[Maria Caulfield (Lewes) (Con)]

As a female MP, I am honoured to have secured this Adjournment debate on the 100th anniversary of women gaining the vote.

Last week saw the launch in Parliament of the “Autism and education in England 2017” report of an inquiry, which was co-chaired by myself and my hon. Friend the Member for Bexhill and Battle (Huw Merriman), that formed part of the work of the all-party parliamentary group on autism. The report came about due to our first-hand experience as new MPs of listening to many parents who visited our surgeries to tell us their stories of the difficulty of getting support for a child with autism.

The often invisible nature of autism means that it can be difficult for a child to get a diagnosis. The process can be long and difficult for parents, often taking years rather than months. Parents feel that the extreme pushing that they have to undertake to get a diagnosis for their child often means that they are labelled as bad or difficult parents who just cannot cope with a naughty child. As a result, a diagnosis can be missed or delayed by many years. Many parents tell me—I know that colleagues have had the same experience—that they often have to resort to paying for a private assessment so that their child can get a diagnosis and start receiving the support that they need.

The problems for parents and autistic children do not end even once a diagnosis has been made. The lack of support that they receive in our schools and education system is shocking, and teachers, who desperately want to help these children, can feel inadequate and unable to offer support because they have had little or no training. I am pleased to say that that will change this year, because initial teacher training will include dealing with children on the autistic spectrum. However, that will not tackle the lack of training for existing teachers and headteachers.

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Lady on securing this debate. We are all in the Chamber for the same reason: we know constituents who have faced such problems. A Northern Ireland Department of Health report confirmed that there has been a 67% increase in the number of school-age children across all trust areas in Northern Ireland who are diagnosed with autism. I am sure that the figure for the hon. Lady’s area is similar, so does she agree that that massive increase must lead to an increase in the support for such children in schools? If each class has a classroom assistant, it is a vital step towards improving educational outcomes for children with autism.

[Maria Caulfield]

I agree. Our report found that as many as one in 100 children attending our schools is on the autistic spectrum, which means that a significant number of children need our support.

Our inquiry heard from teachers who told us not only how they struggle to support students in mainstream schools because of a lack of special educational needs provision, but about the difficulties they experience because they have not received training. That comes on top of a lack of specialist provision for children for whom mainstream education is not sufficient. However, such children are often placed in mainstream education, which just cannot cope with their needs.