Education and Social Mobility

Debate between John Glen and Stephen Crabb

Tuesday 22nd November 2016 Commons Chamber

[John Glen (Salisbury) (Con)]

For me, social mobility is one of the most fundamental objectives of an education system and a Government—it runs deep in my veins. Last week, I had to give a tribute to my father, who recently died of mesothelioma. Without his commitment to my education, as somebody who, like my mother, left school at 16, I would not have had the opportunity to break free from a pattern of manual work, work in service or growing plants, as he did.

Each morning when I leave my flat, I see a framed letter from King George VI in 1943 to my great-great-aunt Maud, who worked as a maid in Buckingham Palace. I regard the fact that, in three generations, members of my family can move from being maids to Members of Parliament as a function of the social mobility that should exist in our country. Before it is suggested that, somehow, being a Member of Parliament is the summit of human achievement, let me say that I certainly do not believe that that is the case.

What I do believe is that education is about choices. I want to address the core motivation that may exist in the minds of those who sought this debate—that grammar schools somehow restrict social mobility to a chosen few, consigning children who go to non-grammars to a future without such opportunities. It is my contention that education is not about the type of school, but about instilling a fundamental belief in the value of hard work. It is about access to high-quality teaching for all and about rigorous standards in education, whatever the type of school. It is also about parental support and encouragement—something we have not heard much about today.

My father passed his 11-plus and he got some O-levels, but whereas his parents fundamentally did not see the point of further study, his grandsons see a very different focus, as my sister and I try to take advantage of every learning opportunity. So let us conceive of education and social mobility not simply as a function of school type. Let us value the framework that surrounds school attendance—the teaching, resources and esteem.

I also want to challenge the notion of stigma—the belief that, if one does not pass the 11-plus, one is consigned to a different life trajectory. It is said by some that such a child is labelled a failure. That is not my experience, looking at the eight secondary schools in my constituency.

[Stephen Crabb (Preseli Pembrokeshire) (Con)]

My hon. Friend makes an important point about 11 not being the cut-off point that defines a child’s future. Does he support the proposal, which some colleagues have referred to, that there should be multiple entry points into any new grammar schools?

[John Glen]

Absolutely. I totally welcome that point. I welcome the value that we see in university technical colleges, studio schools, academies and the range of other options that exist. There is a lot of mobility between those schools and a lot of transferring to grammar schools at sixth form.

It is wrong to suggest that we should have targets for where children go when they leave school—a target of a certain number going to university. We need to work hard in the House to generate parity of esteem for apprenticeships, higher-level apprenticeships, vocational education and all types of higher education. We should enable movement to these different settings at different stages.

The fact that so many of Salisbury’s young people go to the grammar schools for sixth form is testimony to the enduring quality of those schools’ academic A-level offer. However, the fact that other young people choose the excellent free sixth form is a reflection of how it provides for the diverse needs that grammars do not provide for and of how grammars do not suit all children.

We need to recognise that social mobility is achieved by embracing the broadest possible range of options, by encouraging specialisms and diversity and by valuing the widest context for learning for our young people.

Welfare

Debate between John Glen and Stephen Crabb

Monday 21st March 2016 Commons Chamber

[Stephen Crabb]

The hon. Lady makes a really important point about the vital role of carers in our communities and all across society. That is exactly why since 2010 the Government have spent more than £2 billion extra supporting carers, but I would always be happy to meet her and other groups representing carers to find out what more we can do to ease the challenges they face in their daily lives.

[John Glen (Salisbury) (Con)]

I warmly welcome my right hon. Friend’s appointment, and I know that he will respect the policy legacy of his predecessor. When he looks at pay progression in this country and the worthwhile pilot that his Department is undertaking, may I urge him to look creatively at solutions across government with the Department for Business, Innovation and Skills and the Department of Health to ensure that we are not just satisfied to get people into work, but that we look to move them through the pay scales to sustainable, independent living?

[Stephen Crabb]

That is a really important point from my hon. Friend, who serves on the Work and Pensions Committee and is very knowledgeable about these issues. It is not just about seeing more disabled people move into work—an increase in the number—we want to see more disabled people earning higher wages, too. I confess that I was not previously aware of the initiative he mentions, but I will certainly look into it to see whether we can expand it.