First Aid Techniques: National Curriculum

Justin Tomlinson Excerpts

Tuesday 10th March 2015 Westminster Hall

[Justin Tomlinson (North Swindon) (Con)]

It is a pleasure both to serve under your chairmanship, Sir David, and to follow the hon. Member for Bolton West (Julie Hilling). I am getting déjà vu; I think this is our fourth debate on this issue—it would be easy just to dust off our previous speeches. I have been supporting this campaign passionately, and I am delighted that next Wednesday, I will be turning up at the Minister’s office to have yet another push. It is a relentless campaign from us, and like “The Shawshank Redemption”, surely it would just be easier to agree with us.

As the hon. Lady said in her excellent speech, 30,000 people a year will have a serious cardiac arrest outside hospital, and disgracefully, only one in 12 can expect to survive. Ambulances take six to 12 minutes to arrive, and for every minute that passes in which immediate CPR is not given, the survival chance falls by 10%. If immediate CPR action is taken, the survival chance rises threefold. It is a great, crying shame that most people are simply not able to help or will walk by, not having the confidence to step in. In previous debates, we have heard horror stories of groups of people standing around and taking photographs, with nobody being willing to step forward. Therefore, it is perhaps no surprise that we have such a disgraceful survival rate of just one in 12.

We are all committed to trying to empower people with the skills and confidence to step in. As the hon. Lady so eloquently put it, frankly, anything is better than doing nothing. Someone cannot be deader than dead.

[David Rutley (Macclesfield) (Con)]

I congratulate the hon. Member for Bolton West (Julie Hilling) on securing the debate and on her stirring words, and I also congratulate my hon. Friend the Member for North Swindon (Justin Tomlinson) on the speech that he is making. I have learned a lot not only from this debate and the campaigns that they have put forward, but from St John Ambulance and British Red Cross locally. They have taught me what more I need to do. Will he join me in congratulating them on their work across countless constituencies? Is there more that we can do to support their efforts in helping this important campaign?

[Justin Tomlinson]

I thank my hon. Friend for his excellent intervention. I think we would all join together in congratulating St John Ambulance on their brilliant work, not just in his constituency, but right across the country, and a number of organisations are desperate to step in and support the activities that we are pushing for in schools. This is a win-win for so many different people.

One reason why I am so passionate about this issue and have worked so closely with the hon. Member for Bolton West, a number of other MPs, and particularly, the British Heart Foundation—it has been fantastic in providing statistics and doing work that I will come back to—is that I found my father after a critical cardiac arrest. I was aged 12. I came into the shop where he had been collecting the money, and I kicked into autopilot. I probably was not particularly good, but it was better than nothing until passers-by came by. When we see the statistics, we are often blinded by the numbers, but I can personally vouch for just what happens when someone is in that situation.

Our aims are simple: we want people to recognise an emergency, to know that they should contact an ambulance immediately, and to administer CPR. Things have changed—it is not the kiss of life now. Simply by doing compressions in the right place, we can potentially keep people going for 15 minutes or even longer and give them a good chance of survival. We want people to use an automated defibrillator, and of course I support the campaigns to put them into as many public places as possible. My hon. Friend the Member for Brigg and Goole (Andrew Percy) has been tireless in raising that issue in debates and parliamentary questions.

We have pushed on this matter time and again. We had the e-petition with 100,000 signatures. We have had visits to Downing street. This is, I believe, our fourth debate. We have had parliamentary questions. We have had meetings and, as I said, there is another one in a week’s time. And we have responded; we have listened. The challenge is that people do not like to be prescriptive in the national curriculum. I understand that. I also understand that at one point there were 150 campaigns pushing for things to be in the national curriculum, and that when we asked for two hours in the curriculum, that was too much. We have gone away and turned that two hours into 30 minutes—the British Heart Foundation in particular has been fantastic on that point. A one-off 30-minute session can equip people with the skills to be life savers.

We are flexible. We are not proud. We do not mind whether the training takes place in biology or physical education lessons. It could take place during a school assembly. It could happen at the beginning or end of term. It could be given at any age. It could be part of citizenship education. We do not care, as long as there is a 30-minute window at some point during the school cycle. Even more impressively—this is for the Treasury—the British Heart Foundation has already purchased all the packs, so there would be no cost to the Exchequer, and each pack includes a DVD, so staff would not need extensive training. As long as they can put a DVD in, we will be well on the way.

The hon. Member for Bolton West reeled off statistics that showed how supportive of the idea teachers, children and parents are. Her statistics were even more favourable than mine, so I have put a big red line through mine in my notes. Importantly, we as politicians are not used to being popular, and this is an opportunity for us to garner huge support from teachers, children and parents.

We have to make this training compulsory. It needs to fit somewhere in a child’s education. We can create a generation of life savers. We have seen that, in countries such as Norway, survival rates reach as high as 50%. In this country, that would mean something like 5,000 more people surviving every year, because of a simple 30-minute gesture. We have a duty to create the next generation of life savers, and I hope that we seize that opportunity.

Oral Answers to Questions

Justin Tomlinson Excerpts

Monday 19th January 2015 Commons Chamber

[Mr Gibb]

My hon. Friend makes an important point. This is an increasing trend and we have to make it very clear in our schools that this form of behaviour in our schools is unacceptable. The guidance issued by the Department makes it clear that issues such as consent have to be taught in our sex and relationship education lessons.

[Justin Tomlinson (North Swindon) (Con)]

19. What steps she is taking to promote the teaching of emergency life-saving skills in schools.

[The Minister of State, Department for Education (Mr Nick Gibb)]

Three in a row. Schools are free to teach emergency life-saving skills and may choose to do so as part of personal, social, health and economic education. The Department, as my right hon. Friend the Secretary of State said, is encouraging schools to purchase automated external defibrillators and has made arrangements to help them do so at a competitive price. We have also published a guide to defibrillators on school premises, in which we suggest that schools may wish to consider offering cardiopulmonary resuscitation training throughout the school.

[Justin Tomlinson]

Of the 30,000 cardiac arrests that occur outside the hospital setting each year, only one in 10 people survive. Will the Minister agree to meet me and the British Heart Foundation to discuss how, in countries where two hours of emergency life-saving skills are taught, survival rates often increase to up to 50%?

[Mr Gibb]

I agree that first aid and life-saving skills are very important, but the Government do not believe that it should be a statutory requirement for schools to teach those skills. We trust schools to make their own decisions about what is best in their circumstances. Many schools do choose to teach these skills, working with organisations such as the British Heart Foundation or St John Ambulance. I would be delighted to meet my hon. Friend to consider what more can be done to promote these programmes in schools.

Preparing Young People for Work

Justin Tomlinson Excerpts

Wednesday 10th December 2014 Commons Chamber

[Nicky Morgan]

My hon. Friend is absolutely right. Organisations, employers and businesses up and down the country talk about that. As I said in the statement, rigorous academic standards are, of course, important, but so are the employability skills that she mentions. That is why I have also focused since my appointment on the importance of character education—the resilience, the grit, the persistence, the self-confidence, the self-esteem—that we want to see developed in our young people. I think that having employers and businesses involved in schools will help to shape those employability skills that she rightly mentions.

[Justin Tomlinson (North Swindon) (Con)]

My careers advice teacher assured me I had no chance of becoming an MP when I was older. What role do we see for the National Citizen Service providers and organisations such as the scouts and guides?

[Nicky Morgan]

I am not sure that my careers adviser even told me about the option of becoming a Member of Parliament. I discovered that via a roundabout route. My hon. Friend is right to say that the £5 million investment fund that we are going to launch via the company will allow organisations such as the scouts, guides, the National Employer Service and others—including Young Chamber, to which I have spoken recently—to make a bid either to fund new activities or to scale up existing activities so that they are spread around the country, offering the opportunity to acquire employability skills.

Oral Answers to Questions

Justin Tomlinson Excerpts

Monday 1st December 2014 Commons Chamber

[Mr Speaker]

It is always useful to have a bit of information about Ministers’ eating habits.

[Justin Tomlinson (North Swindon) (Con)]

23. [906352] I have championed the New College bid for a new free school in North Swindon, which would help to deliver much needed high-quality school places in my growing constituency. Will the Minister comment on the importance of local groups coming together to set up free schools?

[Mr Gibb]

I thank New College and other proposers that have submitted free school applications for their hard work and commitment. I pay tribute to my hon. Friend for his work and support for the New College bid. Free schools are giving local communities and teachers the freedom to come together and establish new high-quality schools that are raising academic standards. We are currently assessing all wave 8 applications against the published criteria, and we will soon write to applicants to notify them whether they have been selected for interview.

Infant Class Sizes

Justin Tomlinson Excerpts

Wednesday 3rd September 2014 Commons Chamber

[Justin Tomlinson (North Swindon) (Con)]

It is a pleasure to follow the hon. Member for Lewisham East (Heidi Alexander), who had the great benefit of being educated in my wonderful constituency. I think that that shone through the whole of her speech.

I asked to speak in today’s debate. I am normally ruthlessly positive in my speeches—I always try to focus on “looking on the bright side of life”—but when I saw the motion, I was staggered. Indeed, I have been disgusted by the absolute cheek of some of the points that have been made. I speak from experience not only of membership of the Public Accounts Committee—to which I shall refer later—but of 10 years at the coal face as a ward councillor in a new build area, fighting the crazy views of Labour councillors who hated parental choice and did everything they could to force parents to send their children to schools that they did not support.

Let me return to my time as borough councillor. The incompetent, useless Labour council in Swindon, which was so bad the Labour Government had to step in and put it into special measures, managed to rack up a staggering £68 million backlog of repairs in schools. We had schools such as the Moredon primary school where not only were the roofs leaking, but the windows did not fit properly, and kids had to come to school in coats and bring their own buckets—as featured on the TV. It was an absolute disaster and it was a relief that the last Labour Government at least took it away from that hopeless Labour council. Thankfully, we seized control of the council and we immediately started tackling that £68 million backlog for schools.

I represented a new development—an area that, when I first got elected in 2000, had 1,800 houses, but which by the time I was elevated to become the MP 10 years later had 10,000 houses, and every single time we needed a brand-new school Labour councillors blocked it. They blocked it for the same reason that Labour MPs today are putting forward in their interventions and speeches—namely, that there are surplus places in other schools. These were schools that were not good; they were not exceptional, they were not acceptable to parents, and they were a long way away, but Labour councillors, determined to remove parental choice—[Interruption.] The shadow Secretary of State can chunter away on the Front Bench, but this is about parental choice. I have met many angry parents, and having had the biggest swing in the last general election in the south-west, I can assure him that a lot of that was driven by very angry people who were denied the basic right of parental choice in terms of schools.

Continuously, the Labour Government and council sought to build schools after houses were in place, not as part of the infrastructure plan for new developments, because, they kept saying, there were spare places in other schools. That is absolute nonsense.

[Heidi Alexander]

The hon. Gentleman is talking about parental choice. Does he accept that the constituents I described in my speech have zero parental choice? They may choose five or six schools to send their children to, but then be offered none of them. Does he not acknowledge this is a real issue in certain parts of the country?

[Justin Tomlinson]

I thank the hon. Lady for that important intervention, and I can say, absolutely, that is where my anger is coming from. The hon. Lady is experiencing what I went through for 10 years in Swindon. Luckily, in my constituency now 90% of parents get their preferred choice; we are in the top quartile in that respect, and we have done very well as we have expanded, as we saw in the Public Accounts Committee. The underlying point here is that the last Labour Government robbed this country of 200,000 places in the middle of a baby boom. It is an absolute disgrace, and the hon. Lady’s residents are now paying the price. I will come back to this and address in detail what is being done about it because parents are absolutely furious.

We have always had finite resources, but we also had the ludicrous Building Schools for the Future costs. We said to local authorities, “You can go ahead and build schools, but I want every single bid to be unique. I want you to redesign the wheel every single time.” Each and every single bid was costing £5 million in order to reinvent the wheel—money that should have been going to front-line services. The bids took a long time to deliver, they were slow, they were complex and many of them failed, and that, again, caused huge delays in delivering new schools.

The last Labour Government, determined to make sure the current generation did not pay for infrastructure facilities, were obsessed with promoting private finance initiatives, as we covered extensively in the PAC. It was the only show in town. Anyone who wanted to build new schools had to have very expensive PFI schemes. The two flaws with that are that future generations will continue to pay for them—again, robbing money from front-line schools budgets—and that they are incredibly inflexible. As we have started to release additional money to expand the number of school places, we are finding that it is an absolute nightmare to renegotiate the schools with PFIs. Also, because they were privately built, they were often landlocked and space was very limited, even if a deal could have been thrashed out, at great expense to local rate payers.

I was staggered that developers were given the green light to press ahead with developments without providing these places, so time and again people were paying high premiums for new houses—they could see in the plans that a school should be built, but those schools would get further and further behind, creating yet more chaos.

Things are changing, but it takes time—when we have had such a shock to the system, with 200,000 places ripped out of the system, it takes time. I pay tribute to the Conservative council in Swindon, which I was proud to be part of for 10 years. We have expanded Orchid vale, St Francis, Abbey Meads and Haydonleigh primary schools and Even Swindon school; we have incorporated Penhill primary school in Swindon academy and completely rebuilt Seven Fields primary school; and the new Tadpole Farm school opened today for its first wave of new children. That is because our councillors have completely understood and supported parental choice. This Government have helped by doubling the amount of funding available for new school places, and my local authority has ensured that it has been at the front of the queue to get it. This goes hand in hand with other education funding, especially the fantastic decision to deliver fairer funding, from which my local authority has benefited greatly.

The free schools programme has been covered extensively by the Public Accounts Committee, which has been very selectively quoted by the shadow Minister, who clearly does not understand how the free school principle works. It is driven by parental demand. It is not about a top-down approach; it is about local communities having the ability to apply to have a school. The hon. Member for Lewisham East rightly highlighted the next challenges to secondary schools, and we are looking at that in the same way in my constituency. We are using the free school model, which involves parental demand and the need to get 900 signatures from local parents.

It is convenient for Labour MPs to ignore the fact that those involved have to prove that there are no surplus places in either good or exceptional schools within a natural catchment area. We are not building schools in areas where there are already good places. If there are surplus places in failing schools, parents have the right to an alternative. It is fine for those who can afford to choose a private school, but the vast majority of parents cannot do so, and neither they nor their children should be robbed of the opportunity to have the very best education. Let me remind the House that they get only one opportunity.

We have also started to be a lot tougher with developers, and as new infrastructure proposals are brought forward, schools are being built at the beginning of the process. An example is the Tadpole development in Swindon. Before the first house has been moved into, the Tadpole Farm primary school has already opened. It has been completed ahead of the development, rather than afterwards, when demand might have exceeded supply.

Given the failure of Building Schools for the Future, in which each and every school had to spend £5 million reinventing the wheel, we are rightly encouraging the use of modular school buildings. Schools can be the same right across the country; we can use set designs. We have reduced the cost of building a new primary school from £7 million to £3.5 million. The shadow Minister seems to find that amusing, but halving the cost of building a school means that we can build twice as many. That is elementary mathematics.

I am incredibly proud that we have achieved a figure of 90% for preferred choices, and I should like to offer MPs a piece of practical advice that they can take back to their constituencies. Whenever parents do not get their child into the school of their choice, they are incredibly angry. I know of no other issue that has such an effect; it is even more emotive than the threat of a library closure. We started to take schools admissions staff out to parents in the community in the weeks leading up to the parents having to fill in their three choices. For example, a parent might come in and say, “I live on Queen Elizabeth drive, and I would like my child to go to St Francis primary school.” The admissions staff would then be able to tell the parent that, given previous years’ data, that application would be unlikely to succeed. They would tell them still to apply, but also advise them on where the best available schools with surplus places were likely to be, so that they could put them down as their second and third choices. In that way, they would at least be defaulted to a school that they would deem acceptable. By going that extra mile before the applications went in, we were able to work with parents to ensure that alternatives were in place.

I am normally incredibly positive in my speeches. I try not to get involved in party politics, but given that the Opposition have tried to gloss over the fact that the last Labour Government stole 200,000 places in the midst of a baby boom and have the cheek to complain about the results of their actions, I felt that I had to contribute to the debate today, and I have done that.

--- Later in debate ---

[Jenny Chapman (Darlington) (Lab)]

It is a pleasure to follow the hon. Member for Daventry (Chris Heaton-Harris). It was interesting to hear him draw on his experiences on the Public Accounts Committee. That was a good contribution.

I disagreed with the hon. Gentleman fundamentally on one point. He said that education should not be the same throughout the country. Of course, he was right about that. However, education never has been the same everywhere in the country and it certainly did not become the same under the last Labour Government. We actively supported specialist schools and introduced academies. Far more choice was generated by the Labour Government than we are given credit for.

Although neither the hon. Gentleman nor the Opposition want education to be exactly the same, one thing that we do want to be the same is the opportunity for all children. That, plainly, is not the case at the moment. Equal opportunity is not afforded to all children regardless of their background. That is why this debate counts. It is not about a very small area of the garden. We are talking not just about infant school class sizes nudging up over 30, but about what that means for the future. We are talking not just about the children who are now experiencing education in very large classes, but about what that means as it continues. I remember being at school in the ’80s under a Tory Government—we are all talking about when we were educated—when class sizes were much larger than they are now. I do not wish to see that for children who are currently in infant schools. When they get to secondary school, will they still be taught in classes that are larger and larger? The detriment is exaggerated as a child gets older.

I am particularly concerned about this matter because I see the huge disparity between the outcomes for the 7% of children who are privately educated, with the opportunities that they can access—they do very well—and the outcomes for the 93% of young people who are educated in state schools. That issue has been well debated. The Social Mobility and Child Poverty Commission has had a huge amount to say about the critical role of education in providing better opportunities to kids from all backgrounds.

According to the OECD, state primary schools have class sizes with four or more pupils larger than those in independent schools. The difference in secondary schools is significantly worse. Average class sizes in UK state secondary schools are more than double those in independent schools at 21.1 compared with 10.

[Justin Tomlinson]

The hon. Lady is giving a characteristically great speech. I agree with absolutely everything that she has said. Will she therefore explain the logic of the last Government cutting 200,000 places, thus denying people opportunity and choice?

[Jenny Chapman]

When I consider the issue I look at what is happening now, and numbers in my constituency have risen by 66%—66% more infant school pupils are being taught in classes of more than 30. That is happening now, and I am interested in what the Government will do to fix it.

I am a bit like some of my colleagues who said that they did not want to upset the shadow Secretary of State—of course I do not want to upset him. I do not think he would be upset by what I am about to say, but I do not produce a lot of antibodies at the mention of a free school. In Darlington we have a school that is a free school in name only. It was established by a local academy that wanted extra provision for pupils with special needs. We are a pragmatic bunch in Darlington and will go where the money is. These days, if we want capital money, we make ourselves a free school—“Thank you very much, we’ll have one of those.” We have that and it is going fine. There was not a peep out of me as a Labour MP or the Labour council. We will get on with it, and if it gets us the outcomes we need for young people in the town, that is what we will do.

We have another free school that is a little more unusual because it is a private school that decided it would like to become a free school. That got me scratching my head a little—I think that finances may have been a little tight, which may have focused its mind on that transition. However, as a good socialist, the opportunity to take away a fee-paying school and make education available to all was not something I was going to let pass by, and I have worked with those trying to set up the free school and wish it every success. It will be relatively small and will help to provide the additional places that we may need in Darlington, particularly for primary education.

I have listened to colleagues from different parts of the country and it is clearly not the experience everywhere that the additional resources—scarce though they are—are following the additional need. That is where our objection lies. This is not about governance. We are quite relaxed about different forms of governance in education, as we can prove by our record. It is about ensuring that we spend the money where it needs to be spent, so that we do not end up with class sizes creeping up slowly over time.

Ofsted (14 to 17-year-olds)

Justin Tomlinson Excerpts

Wednesday 16th July 2014 Westminster Hall

[Justin Tomlinson (North Swindon) (Con)]

It is a pleasure to follow the hon. Member for Nottingham North (Mr Allen). That was an extremely constructive, thorough and positive speech, and it boded well that he made no request for extra money—had he been part of the reshuffle yesterday, I am sure he would have done well. Furthermore, he recognised that one size does not fit all. Every single town and community has different challenges and different opportunities, and that shone through.

I was not intending to speak, but I was disappointed that the Chamber is not packed with lots of eager Members. We are debating a challenge in all our communities, and yet there are so many opportunities to shape ways in which we can make a real difference, so I am cobbling together some of my suggestions and will then be supported by my hon. Friend the Member for Brigg and Goole (Andrew Percy), who has a huge amount of experience in this area. I want to concentrate on how Ofsted can focus on engagement, but not at the cost of the academic pursuit of the five A to C grades. Between us all, we are not asking for money or for huge amounts of change; we are only looking for some extras.

I welcome the new Minister of State for Skills, Enterprise and Equalities, my hon. Friend the Member for Grantham and Stamford (Nick Boles). I hope he is “planning”—boom, boom!—a bright future for the development of young people; it is early in the morning, so apologies for that.

My interest arises because I went to a school at the bottom of the league tables. Many of my friends failed to engage and they took a very different path from me. Two of them spent time at Her Majesty’s pleasure, although it is fair to say that, when I phoned up my old headmaster to say, “I have made it into Parliament,” he suggested that that was possibly worse. Also, in Swindon we are proud that we will have one of the first university technical colleges opening in September. The UTC will focus on real, tangible skills and working with local employers. I am envious of that, because it was not something I had when I was growing up.

The crux of what I am asking for concerns utilising our fantastic school and community facilities. We have spent huge amounts of taxpayers’ money, rightly, on building brilliant schools, but right up and down the country, as soon as it gets to 4 o’clock, for use of the facilities we slap on a huge hire fee for community and sports groups and groups that want to engage constructively and positively. In a world of extremely busy families, it is incredibly difficult to find volunteers to contribute to society and to make a difference. Where we find them, however, we then say, “By the way, if you want to put on a football or street dance club or to provide scouts activities, we will charge you”—what a huge disincentive. We have already paid for the schools, they already exist, so it is simply a question of getting a caretaker to open them up.

I was a councillor for 10 years and we had precious little open space in my area, apart from in the schools, separated from us by huge fences. No wonder we have childhood obesity and children stood on street corners, not being engaged. I encourage, where possible, opening up those schools for sport, not only for the next potential draft for the World cup, after our disappointing performance this summer, but for the future coaches, treasurers and club secretaries, because the opportunity is for all to engage constructively. A huge number of careers can come about through sport, other than by being top-notch athletes.

Other obvious groups who might use the facilities include the St John Ambulance or the scouts. I have to pay credit to some of their work in the most challenging communities. Such groups have been given extra money to engage in those communities, and they have adapted their models. What might be offered in one community can be very different in another. Any group of parents who wish to engage with young people constructively should have access to our fantastic facilities without price being a barrier.

I also want to touch on the opportunity for young entrepreneurs. Many of the brightest entrepreneurs in this country, such as Lord Sugar and Richard Branson, left school without a single qualification between them. They found, however, that entrepreneurship engaged them. We already have fantastic organisations such as Young Entrepreneur, but we can go further.

I organised a session with one of my local colleges, Swindon college. Rather than running something for a week, based in the main foyer and selling to their friends, the students were dispatched to Blunsdon market. For those who do not shop there regularly, I should point out that it is a really tough environment, where the customers are price sensitive and trade is hard to come by. The students were given a stall on a wet Wednesday afternoon, but all seven teams engaged positively. The best team set up a 1950s cake stall, after visiting the week before and recognising that the clientele was older. They tried to match the market and took £120. What happened after that session is key—the landlords and local business entrepreneurs offered to mentor one of the young entrepreneurs to take things forward. After she left, she set up her own bakery, which is doing well, and the good people of Swindon enjoy her produce. There is real opportunity in such engagement, whether after school or in the school holidays.

I am also a big fan of the National Citizen Service programme. I make six or seven visits to each of the processes in the summer holidays—it is the highlight of the summer recess. The key is the absolute transformation of the children. As its stands, we wait for children to engage proactively—generally, these schemes are advertised and it is the most proactive children who sign up. I would like the NCS programme to be expanded far more, using the long summer break to get children to do good things. For those not familiar with the NCS programme, aptly, there is a debate on it following this one. It involves sport, team work and charity and community work and places a huge emphasis on carrying on beyond the initial programme during the summer.

My final request concerns the battle in this country of youth services versus sport—the two, it seems, will never meet. Actually, those budgets should be merged. Again, if leisure centres are not being used in the evenings, let us open them up and use the facilities. Sport often captures the imagination. When I was a councillor, I was the lead member for leisure, and I remember the lead member for youth saying it was their job to engage with the youth. I said, “Well, I’m beating you, because on a Friday evening when we put the ice-skating disco on, I have 600 young people enjoying themselves. You should be parking your youth facilities outside our ice-skating disco and then you will actually engage with the public.”

When I first got elected, I tried to get in touch with young people by asking them whether we should expand youth clubs. They looked at me as if I was something from the ’80s—I probably was. We therefore need to merge youth and sport programmes and use them better. As with schools, we are not using our leisure centres on a Friday night at 10 o’clock, so let us open them up for constructive engagement if local parents want to put something on.

We have an extremely enthusiastic Minister. I would like every effort to be made to engage and inspire young people. They have only one opportunity. We cannot deliver one size fits all, but we can open up and provide fantastic facilities for positive and constructive engagement, and that will make a real difference.

[Andrew Percy (Brigg and Goole) (Con)]

It is a pleasure to follow my hon. Friend the Member for North Swindon (Justin Tomlinson) and to almost follow the hon. Member for Nottingham North (Mr Allen), who, as my hon. Friend said, made a thoughtful and in-depth speech. I share my hon. Friend’s concern that there are not more people here. This is an important subject and should concern every Member of Parliament. I know that not every Member can attend every important debate, but it is sad that there are not more of us here today.

I will speak briefly about my own experience growing up, attending a proper comprehensive school and my time in the classroom as a schoolteacher, and then talk about some of the positive things that are happening in one of the local authorities in my constituency, North Lincolnshire.

I do not want to outdo my hon. Friend, but I went to the worst performing comprehensive in the worst performing local education authority in the country. Like him, I went to school with people who went down a range of different routes. Some of them unfortunately went to prison on more than one occasion—that was just from my class, and we were the top set. Some went into good old proper, traditional apprenticeships, which I am pleased to see this Government have reinvigorated and restored. A small number of us went on to university. It saddened me that in the years after we left, that route to university was taken less and less by those from my school. In the end, our school was closed down on two occasions—it was a cycle of decline. Unfortunately, a lot of this happened before we had the term “NEETs” and before anybody really seemed overly concerned about disengagement.

By the time I started teaching, there was a lot more emphasis on the issue, I am pleased to say, and there has since been a lot more emphasis on different ways of engaging young people. The point the hon. Member for Nottingham North was making throughout his speech is that we need not only a co-ordinated solution—and not a one-size-fits-all solution—but early intervention. We hear about that all the time. The statistics are quite appalling: if we cannot get to a kid by the time they have started school, it is often too late to recover them.

I saw that both as a secondary schoolteacher and then, up to the day I was elected to this place, as a primary schoolteacher. They are very different jobs, but doing both really convinced me of the case for early intervention. When I was a secondary schoolteacher, we would sometimes be thinking, “What have they done to them in primary school to result in us ending up with this?” I realised as a year 1 teacher that unfortunately the battle was often lost before children even got into primary school. I would strongly endorse any strategy that identifies—as indeed the troubled families initiative and others do—families whose children are at risk of failing pre-school.

In my own area, we have tried to address some of the problems connected to literacy and to get kids to sit down with their parents through launching a project called the imagination library. That project was started some time ago by Dolly Parton, who comes from a family in which illiteracy was normal. It was first launched in the UK in Rotherham; the Labour leader of Rotherham council, Roger—unfortunately I have forgotten his last name—was the first man to bring it here. I took the project to North Lincolnshire council, which agreed to fund it.

Every child under the age of five receives a book in the post every month, and the scheme is properly integrated into the children’s centres in the local authority—an excellent local authority that has not closed a single children’s centre and indeed has expanded some services such as library services. Everything, including the children’s services and library services, is tied in together. Every child is now getting a book in the post every month and getting support from the children’s centres, so that by the time children get to school they have some of the basics. That is really important for their progress through school, but more important is that parents are tied into their child’s educational attainment in literacy very early on.

In the part of my constituency covered by a different local authority, East Riding of Yorkshire council, we have unfortunately not been able to secure council funding, but I run the scheme in Goole myself and raise the money for it. In North Lincolnshire, over 7,000 kids are signed up now, but the number in Goole is unfortunately a bit smaller. After the scheme had been running for a year, we did a feedback survey; I got a letter from a parent of one the children saying that having the books in the post every month was really great because there was a focused thing every month when the family sat down and talked about books. She also said that her own reading had been pretty poor, but the scheme had really helped her and she felt confident that she could help her own children. That is just one example of how we can engage with families early on to ensure that they buy in properly to their children’s education. When I was teacher, we always used to say that the one thing worse than the children was the parents, but the saddest thing I used to see was the parents who never engaged.

[Justin Tomlinson]

My hon. Friend is as ever delivering a powerful speech. When I visited some of the more challenging schools in my constituency, they echoed that comment about parents not wishing to engage. That is a further reason for using school facilities during the summer, as it would allow children to be in a constructive environment rather than one in which they are simply abandoned in front of the television.

[Andrew Percy]

Absolutely—I entirely endorse what my hon. Friend says. There are some parents who, if they have not achieved at school or school was a particularly bad place for them, remain intimidated by teachers or by school. In some cases, there is a sort of embarrassment—I have seen this myself—because they feel as if they are going to be tested and they know their own reading and literacy skills are really poor. Consequently there are some who are almost embarrassed if their children do better than them and so are disengaged from their children’s education. That is one of the saddest things to see. I entirely endorse anything that means we can bring parents in so that the school buildings become their buildings—for example, by putting on adult literacy and numeracy courses, as happens in a lot of places. Whatever, it is all for the better.

Moving up to secondary school, I agree entirely with the comments of the hon. Member for Nottingham North on the changes around equivalency. I taught in a really tough school in Hull, and I was appalled that, despite my protestations, which saw me dragged into the head teacher’s office, we went down the route that I call the GNVQ fiddle. That is exactly what it is. I had children who wanted to do my subject, history, at GCSE but were told they could not because they were not going to achieve a C, and consequently they were forced on to GNVQ media studies. Now, I do not disparage GNVQs at all, and perhaps GNVQ media studies was an entirely appropriate course for some young people, but when it was not their course of choice, and these things were done purely to get the figures up, something is seriously wrong with the system.

What happened when we started allowing the GNVQ fiddle? The school’s figures went through the roof, but as soon as the measure changed again, they plummeted—I think we recorded a pass rate of about 60% one year, but that plummeted to 15% or 16% when the measure changed. We were therefore absolutely right to remove what was clearly a way of fiddling the league tables. However, I share the hon. Gentleman’s concern that the pendulum should not swing too far the other way so that we concentrate only on traditional academic subjects. That was my concern about the EBacc when it was first introduced—that it would become the primary measure, whatever statements were made at the time.

This is not about not having aspirations for young people, but about what is best for their futures. I always give the example of foreign languages in the school I taught in. When I taught at Kingswood, in Bransholme, in Hull, the French department was above my classroom—I certainly knew it was, because of the way my projector used to shake. A lot of people could not engage in French language classes because they lacked the basic literacy skills to engage in English, let alone a foreign language. Often, the message that came back from home was, “Why do you need to learn French? It’s no use round here. Everyone should speak English.” Unfortunately, those children were instantly set up to fail. It would be lovely if they could all achieve at Latin, but unfortunately some of the changes we have seen set some young people up to fail. We need flexibility so that we have proper child-centred education—I know that is a bit of a cliché—and a curriculum that is appropriate for every child.

We are quite right to change how we measure achievement in schools—equivalence and the rest of it—and to want the best for every child. However, what I also saw in my school was that children were written off if they were going to deliver more than five GCSEs at grade C or above for the school. There is a balance to be struck, and something needs to be done to push those children too. There were problems at both ends, and we need to make sure that we do not, as the hon. Gentleman said, allow the pendulum to swing too far.

I want to talk now about a couple of things happening in North Lincolnshire. I am pleased the NEETs figure has been going in the right direction for the past few years. Obviously, North Lincolnshire forms part of the Humber region, which unfortunately has a very low skills base. That is one of the biggest risk factors on the local enterprise partnership’s risk register in terms of bringing in new investment. New investment is coming from Siemens, and one of the company’s big concerns has been about the local skills base. The Humber has some wealthy areas, but also some very challenging areas in places such as Hull, Scunthorpe, Goole and Grimsby. There is a job of work to be done in north Lincolnshire, and I want to talk about a couple of projects.

One thing the local authority has done, which I am very pleased about, is to completely reform and reinvest in youth services. It is not often that local authorities spend more on youth services. It was a painful process to go through, and the Labour opposition was, unfortunately, very anti the proposal to spend more money. The Conservative council reversed the previous council’s cuts of £137,000 to youth services and has actually increased the youth service budget by £200,000.

We also moved away from the traditional in-house model. One of the biggest opponents of the changes said that that model had worked for 40 years, but that defence tells us everything we need to know about why the system was not working—it had not changed for 40 years. It was bizarre that people protested at the council spending more on something, but we got through that. We now have a range of different providers, targeted at every young person but especially trying to engage those who are most at risk of becoming NEETs. We have got Streetbeat in, we have street sport and we have theatre groups. We still have all our youth centres, and not a single one will be closed, because they still have a role to play. We need fixed places, but we need something flexible too. The number of young people engaging with the youth service has increased substantially. The change may not have been popular with the youth workers we had at the time, but the proof of the pudding is always in the eating.

In North Lincolnshire, the employability skills framework has been launched. The scheme targets young people to make sure that they have the CBI’s seven essential skills. There is also the raising aspirations project—it is in the Barton area for now—under which primary schools develop their curriculum to include a real focus on enterprise. We also have the September guarantee and the engagement panel, and business links are improving. The local authority is also providing free careers advice and guidance to most vulnerable young people, which chimes with what the hon. Gentleman said. Most schools buy in additional services.

There is plenty more I could say, but I am aware of the pressure on time. I would just add that external careers guidance is really important, and we need to look at how we require schools—or do not require them—to buy it in. There is a risk of conflict where schools expand to include sixth forms, as is happening in my area. I entirely agree with such moves, because it is important that young people can continue their education in the place most appropriate to them, but there is a risk that too many young people will be pushed in a particular direction, so we must have a real emphasis on proper external careers advice that gives young people a full range of options.

I should add that people in my area are delighted to have a university technical college coming to Scunthorpe. We hope that that will not only regenerate the town centre, but transform the choices available locally for young people.

Finally, I welcome the Minister to his post. I forgot to do so at the beginning, which was terribly rude of me.

Free Schools (Funding)

Justin Tomlinson Excerpts

Monday 12th May 2014 Commons Chamber

[Michael Gove]

I am grateful to the hon. Lady for that point. My understanding is that significantly more have applied—a significantly higher number—but it is the case that this new provision will help raise standards in Sheffield and that we are providing this new school alongside having increased the amount of money available for primary school places in Sheffield. Under the previous Government, £22 million was provided; over the equivalent funding period, we are providing £36 million.

[Justin Tomlinson (North Swindon) (Con)]

Nothing matches the anger of parents denied a place in a good local school. In stark contrast to when Labour cut 200,000 places in the midst of a baby boom, the proposed New College free school in my constituency is the best opportunity to meet the shortfall in secondary school places. I hope that the Minister will fully support the bid, in stark contrast to Labour’s opposition.

[Michael Gove]

I am sorry to hear that Labour is opposing that excellent additional provision. Swindon, in particular under Conservative leadership, has seen schools improve consistently over recent years. I hope that we see great additional state school provision in Swindon. I will do everything that I can to support the parents who are behind that bid.

Vocational Qualifications

Justin Tomlinson Excerpts

Wednesday 5th March 2014 Commons Chamber

[Matthew Hancock]

The hon. Gentleman will probably not be surprised to hear that I have made many visits to Corby and learned a lot during them, including about the funding arrangements. It is necessary to have arrangements that ensure that the funding gets to those people who are expanding their apprenticeship programme. That means that it has to be allocated in-year. I know that causes discomfort to some of the providers and I always keep an eye on the situation to make sure it does not get out of hand.

[Justin Tomlinson (North Swindon) (Con)]

It is welcome news that 43% of employers are more likely to offer an apprenticeship than two years ago. However, too many busy businesses are still not aware of the fantastic opportunities and benefits of the apprenticeship scheme. Will the Government take forward plans to promote apprentices through the annual business rates mailer that we already pay for?

[Matthew Hancock]

That is a really important point. Big businesses that have a graduate recruitment round are increasingly moving to having a graduate recruitment system alongside an apprenticeship recruitment system. On Monday, I was at the BBC, which is doubling its apprenticeship intake, and it announced the goal of an apprenticeship intake of the same size as its university intake. The civil service is doing the same in moving towards having both, and all large companies should look at whether that is the right option for them.

PISA Results

Justin Tomlinson Excerpts

Tuesday 3rd December 2013 Commons Chamber

[Michael Gove]

I cannot disagree with the hon. Gentleman’s conclusion. I would say, however, that the Welsh Administration chose to follow a different path than the reformist path set out by Tony Blair in his education White Paper in 2006. Labour in government deliberately got rid of Tony Blair and abandoned the path of reform during its last three years in office. There is now an opportunity for the hon. Gentleman, who calls himself a Blairite, to embrace reform by agreeing with us. I hope that he will, and that he will learn the lesson from history and from Wales that if you abandon reform, the electorate abandon you.

[Justin Tomlinson (North Swindon) (Con)]

Will performance-related pay help to incentivise heads and teachers to hold teacher training days during the school holidays and not on the first day of term? [Interruption.]

[Michael Gove]

My hon. Friend makes not only an acute but a popular point. An interesting thing about the situation in Shanghai is that teacher training—20 days of it, in fact—takes place during the summer holidays. I am not suggesting that we embark on that road now, but I would underline that when we are learning lessons from abroad, we need to acknowledge the vital importance of making sure that continuous professional development is implemented in a way that helps teachers and takes account of parents’ needs.

Small Businesses

Justin Tomlinson Excerpts

Thursday 28th November 2013 Commons Chamber

[Justin Tomlinson (North Swindon) (Con)]

It is a real pleasure to have the opportunity to speak now, which is in no small part because I am due in Westminster Hall at 3 o’clock to lead a debate on retail and the high street. I shall therefore be relatively brief. I pay tribute to my hon. Friend the Member for Newton Abbot (Anne Marie Morris) not only for securing this debate, but for delivering a speech in which she was characteristically passionate about business. It is a credit to her campaign that so many Members on both sides of the House have come to support today’s important debate.

I am passionate about this subject. At school, I was for ever wheeling and dealing. If anyone needed anything, I was the man to speak to. Shortly after graduating, I set up my own printing and marketing company, which employed local people in my constituency. I sold it as soon as I got elected, however; it is a busy lark being an MP. I was incredibly proud to be given the opportunity to be a small business ambassador and, obviously, to work with the fantastic Minister for Skills and Enterprise, as well as the inspirational Karren Brady, which certainly impressed my wife, who very much liked her book.

I want to talk about some of the positive things the Government have done. We can all celebrate the fact that there are more than 400,000 new businesses, which have helped to create 1.4 million new jobs. The new employment allowance, which comes in on 1 January, is a welcome measure from the Government that will help to push that even further forward. We can celebrate the fact that we now have an extra 500,000 apprenticeships. The start-up loans scheme has celebrated its 10,000th loan, with its loans totalling £50 million. Crucially, that scheme has allowed those 10,000 firms to take on a further 10,000 people, so for each new firm, an additional job has been created, which is fantastic. The red tape challenge is also brilliant, not least because we have asked businesses to suggest which pieces of red tape need to be removed.

[Neil Parish (Tiverton and Honiton) (Con)]

My hon. Friend is making very good points, and I would also like to congratulate my hon. Friend the Member for Newton Abbot (Anne Marie Morris) on securing the debate. Many small businesses and micro-businesses believe that they get by despite the actions of the Government, rather than because of them, so all the things that we are doing to roll back red tape are absolutely right. Small businesses are creating jobs, but they want to be loved, especially by the Government. Over the years they have not felt loved, and that is what I am looking to the Minister and the Government to deliver.

[Justin Tomlinson]

I very much love businesses, so I will send some love to my hon. Friend’s constituency.

It is great that businesses are suggesting the areas of red tape that need to be looked at, because they are very much at the coal face. Removing two regulations for every one introduced is a real challenge, but the initiative has certainly been welcomed by businesses in my constituency.

Several Members have talked about opening up local authority procurement, which is worth about £4.4 billion a year, and the Government have the commendable aim of getting SME participation in that to about 25%. My hon. Friend the Member for High Peak (Andrew Bingham), who has had to leave the Chamber, has got hold of some of the forms that small businesses have to fill in when bidding for such contracts. I know that, when I ran a business, it simply was not worth the hassle.

I also very much welcome the increase in the annual investment allowance from £25,000 to £250,000. One problem that we identified was the fact that, for the first time in living memory, businesses had more money in their current accounts than they were choosing to borrow, because they were worried about uncertainty in the market. Increasing the allowance is a brilliant way to encourage businesses to start unlocking some of that money, which will drive forward growth.

Cutting corporation tax always brings a cheer from Conservative Members. Although Labour says that it supports business, it is telling that that support seems to vanish as soon as a business makes a profit. I also welcome the extension of small business rate relief.

[Toby Perkins (Chesterfield) (Lab)]

The hon. Gentleman talks about corporation tax. Will he tell the House the rate of corporation tax when Labour came to power in 1997, and what it was when we left office in 2010?

[Justin Tomlinson]

I can tell the hon. Gentleman that, by 2015, we will have the lowest corporation tax market in the G8. That is what businesses are talking about, and I very much hope that the hon. Gentleman will join us in supporting that aim.

Many Members have highlighted the need to look at business rates. Greater minds than mine will solve the dilemma, but it is important to recognise that the world is changing. My hon. Friend the Member for Colchester (Sir Bob Russell) mentioned Amazon’s advantages over a traditional high street retailer because of the business rates that it pays. We must recognise that the world is changing and take that into account if we are to achieve a fair business rates system. The 27,000 business mentors are also crucial—I will come back to that subject in a moment—and the enterprise zones and the regional growth fund are kick-starting growth in key areas, which is most welcome.

Staying with the good things, I know that the Minister is particularly excited about the request that I am about to make—it is one that I make repeatedly—and that he is absolutely going to deliver on it. We as a Government are doing many good things, but business people are by their nature extremely busy and, all too often, these good schemes simply pass them by. However, the one thing that they cannot avoid is their bills, and every year they are sent a business rates bill. Even if they have nothing to pay, they are sent a bill telling them how much they would have had to pay but for the fact that the Government are allowing them not to do so. We should be communicating all the Government’s schemes through that mailer. The taxpayer has already paid for the mail, so let us include with it information on all the things that we are encouraging businesses to sign up for, and particularly on the advantages of taking on apprentices and of working with UKTI to develop exports.

I want briefly to focus on championing young entrepreneurs. I was the only one of the 350 students on my business degree course who went on to set up their own business. We all arrived at university keen to do just that, but we had entrepreneurial flair and risk-taking talked out of us. I obviously was not paying enough attention, because I ended up running my own business. The Government help to fund an organisation called the National Association of College and University Entrepreneurs, which encourages young people to take up practical, real-life opportunities for running a business. I have met a number of the young people who have taken advantage of those opportunities and who are now going on to be part of the next generation of wealth generators.

We need to look at what happens in business degrees. Along with all my fellow students, I was given a placement job in the corporate environment, rather than having the opportunity to test running my own business. We could use spare space at a university to run a retail business—that is very apt, given my forthcoming Westminster Hall debate. We could also consider whether part of a placement year could be spent running a business, as that might allow us to encourage a few more of those potential young entrepreneurs to take the step towards that.

We can also do a lot more for people before they go to university. For people who want to go to university, the UCAS system is in place—the conveyor belt is there. People choose their course and, if they get their grades, they head off to university. If people want to be an apprentice, they can look at the fantastic websites available, see what type of thing they would like to be an apprentice in, and go forward to the interviews. However, if someone wants to start their own business, it is pretty much up to them to work out how to do that, so we need to do a lot more to get those 20,000 business mentors to young people.

We have to celebrate schemes such as the Young Enterprise challenge, but we need to ensure that they are not just a one-off opportunity for enjoyment. I took part when I was at school—we worked for a week, made quite a bit of money and really enjoyed it. I recently did something with Swindon college students whereby we got stalls in the local market—a tough trading environment. Seven teams were each given £10 of seed money, and all the money raised on the day went to charity. We raised about £800 for the Prospect hospice, but the crucial bit was that we did not have mentors just at the beginning; we had them at the end.

One lady called Jessica ran a cake stall. Millions of people think about running such a stall, but she realised that the market had an older customer base, so she set up a 1950s-themed cake stall. She made more than £100 on the day. She realised that she had the customer service ability, the skills and the innovation to set up her own business, and now that she has finished at college, she has set up the Little Lemon & Poppy Bakery. We made sure that mentors were in place to help to guide her after she used her initial burst of enthusiasm and went on to do that. I ask the Minister to do all that he can to encourage young people. They have the energy and the enthusiasm, so let us make sure they are a key part of that next generation of wealth generators.

[Several hon. Members]

rose—