Childcare Reform Package

Justin Tomlinson Excerpts

Wednesday 28th June 2023 Commons Chamber

[Claire Coutinho]

As I said, it has been a challenging time for providers, but the work we have done to come up with the hourly rate has been based on a lot of evidence. I do not recognise that figures that the hon. Lady talks about. As I said, we surveyed 10,000 providers and 6,000 parents, and looked at providers’ finance reports, to look deeply at the costs and come up with the hourly rate. I continue to talk to all providers as we continue the expansion.

[Justin Tomlinson (North Swindon) (Con)]

It is a tribute to the Minister that she secured the single largest ever increase in funding in this important area and that the Labour Opposition could not even be bothered to turn up today. She will know at first hand from visiting Imagination nursery, which is now an outstanding provider, that it has the sort of provision that we want to expand. For it to have the confidence to do so, it needs certainty on funding to recruit and retain staff and secure additional premises. Will she keep pushing for as much advance clarity and certainty as possible so that all children can benefit from this wonderful announcement?

[Claire Coutinho]

I absolutely will. It was a joy and a delight to visit Imagination nursery, which does outstanding work, and I congratulate it on its recent grade. I will take my hon. Friend’s point on board.

Children's Access to Books

Justin Tomlinson Excerpts

Tuesday 6th June 2023 Westminster Hall

[Justin Tomlinson (North Swindon) (Con)]

It is a pleasure to serve under your chairmanship, Sir Christopher, and to follow some excellent speeches. I pay particular tribute to my hon. Friend the Member for Rother Valley (Alexander Stafford), who is incredibly passionate about and experienced in this important area. Through the various debates and campaigns that he has led, he has made a tangible difference.

We could not have asked for a more receptive audience than the Minister, who is passionate about the importance of this issue. This should be one of those easy debates in which we all agree and come away with lots of positive things. Indeed, we are in esteemed company, because my hon. Friend the Member for Watford (Dean Russell) has written fantastic children’s books. They are definitely favourites on my daughter’s bookshelf and she often chooses them, so I have had the pleasure of reading them on a number of occasions.

Literacy has the power to shape young people’s lives. Through reading, children can improve their knowledge, build confidence and concentration, and inspire their imagination. As the father of two young daughters, I have seen that at first hand. Only last night, I was at a parents evening for my eldest daughter, and the majority of our conversation was about the importance of literacy in building those core aspects. As parents we all want the best for our children, and there is no better way to equip them for future opportunities than by helping them to be confident, articulate and literate. That opens so many doors and opportunities for whatever career path they choose in future.

I have been active on this issue for my entire time in politics, both as a councillor before coming to Parliament—I was also part of the 2010 generation—and during my time in Parliament. I was proud to chair the all-party group for libraries, information and knowledge, and I was the lead member for libraries on Swindon Borough Council, which included delivering the award-winning new Central Library. I have recently joined the all-party group on literacy, and I host the annual summer reading challenge in Parliament every year, which does so much to inspire the next generation of young people to take up reading, particularly during the summer holidays. Colleagues across the House regularly turn up to be photographed and help to promote that locally, which is hugely appreciated.

My constituency has the headquarters of WHSmith, which is one of the biggest sellers of books in this country. Its chief executive Carl Cowling is passionate about and supports huge numbers of national and local initiatives, particularly through the National Literacy Trust, to help to create additional opportunities. My constituency also has a wonderful independent bookshop, Bert’s Books, which achieved international fame in a recent social media post: someone innocently posted a picture of “How to Kill Your Family” and Prince Harry’s book “Spare” in the window. That bookshop has bucked the trend and is kept thriving by excellent customer service, a great social media presence, wonderful events for families and people of all ages, and wonderful layout and design. I have seen that with my family: it provides that excitement for children to engage in reading. Finally, the head office of the School Library Association, led by its wonderful chief executive Alison Tarrant, is also in my constituency.

I wish to raise four key points. The first is about school libraries, which I should be less keen to discuss because my first experience of libraries was as a school librarian, and sadly I was sacked. I like to think that my career has improved since then. It is worrying that only a third of primary schools have a dedicated member of staff for school libraries. On average, a library is staffed for less than two hours per day, and two thirds of primary schools do not have a dedicated budget. Ultimately, that comes down to the choices of leadership teams and headteachers, and it is very much a postcode lottery—I have seen that on those visits, and we should do everything we can about it. I commend the School Library Association, which does its best to champion the cause, share best practice and deliver opportunities to make the money go that little bit further. It is telling that those schools with the best libraries have the best engagement—it may seem obvious, but it is not a given. It should be.

Secondly, I want to highlight the importance of engaging volunteers. Many years ago, when the then schools Minister David Laws visited a school in a challenging area in my constituency, the headteacher was extremely excited to tell us about an initiative in which she had linked up with the ladies of the Penhill Lunch Club. On a Wednesday lunchtime she offered them a free Sunday roast, which cost roughly a £1 per head out of the pupil premium budget. Those ladies would then sit and do one-to-one reading with the students who were furthest behind. Pupils who arrived at that primary school were on average 18 months behind, but by the time they finished their education they had caught up with the expected average. That was due in no small part to those volunteers coming in and investing the one-to-one time that was not always a given at home. We should do all we can to encourage schools to utilise members of our community who have time on their hands and are willing to help out.

I also commend all the volunteers who support events such as the literacy hubs that my office hosts each year in conjunction with the National Literacy Trust: they offer those extra opportunities that are not a given in the family home. I would also like to thank Celia of Imagination Childcare. Beyond her work at an outstanding nursery in my constituency, she puts on sessions for parents that are interactive, that are social and that encourage families not only to read together, but to think about the books: they will pause to do some work around what they have read so far and what they think will come next. That really catches the imagination of that next generation. I commend Celia for all she has done and all the families who have benefited.

My third point is about public libraries. Councils have faced challenges for many generations around funding and changing habits. One thing that has worked successfully in Swindon is that the majority of community libraries have switched ownership to parish councils, which have more flexibility in their budgets. That has allowed opening hours to expand and has created a greater emphasis on community events to increase footfall and engagement beyond the community. They utilise volunteers to deliver books to those who cannot easily get to the library. We have seen a renaissance in usage and book issuing in those libraries. My good friend Michelle Dutton did not follow my path as a failed school librarian: she became a professional librarian. She is passionate about emphasising the importance of matching opening hours to those of busy families, particularly in the evenings or weekends, linking them around events to give families a reason to go there.

My final point is about having an emphasis on new parents. Through the National Literacy Trust, book packs are handed out by health visitors. That is really important, but we should build on it to emphasise what we all understand, so that all parents know that supporting their children to benefit from the enjoyment of reading genuinely opens the door to future career opportunities.

Childcare: Affordability and Availability

Justin Tomlinson Excerpts

Tuesday 21st February 2023 Westminster Hall

[Justin Tomlinson (North Swindon) (Con)]

It is a pleasure to speak in the latest debate on this subject. This is almost a weekly occurrence, which makes speech writing quite easy—we can just dust off our previous versions.

First, I want to put on record my tribute to my hon. Friend the Minister who, within days of being in post, was willing to visit the fantastic Imagination Childcare nursery to meet Becky Cruise—the owner—and her team, as well as my daughter, who loves every minute she spends there. She also attended a roundtable with a number of nursery providers—experts in the field—who were able to have a frank, candid and wide-ranging discussion. They were extremely grateful for how engaged the Minister was, and Councillor Jo Morris, who runs Playsteps and does a lot of national campaigning, has certainly felt empowered to feed in the challenges. And it is the challenges that I will focus on.

To provide balance to what I thought was a very good opening speech, let me offer a proviso about the 13 years of Conservative Government. During those 13 years we have doubled the money spent on childcare. We brought in and extended the provision of free childcare, which my eldest daughter now benefits from. There is more to do, but we have been transformational in supporting people. What a contrast to the nonsense and bureaucracy of the tax credit system, which was a true blocker to working parents, particularly working mothers, being able to fulfil their potential.

[Munira Wilson]

The big step forward on childcare provision was in part thanks to the Liberal Democrats in the coalition Government. Does the hon. Gentleman accept that, setting core schools funding aside, the Department for Education’s day-to-day spending, which includes early years, is set to be cut by £500 million under last November’s autumn statement? Does he not agree that, if early years funding sees that day-to-day spending cut, it will be very short-sighted and very damaging for families?

[Justin Tomlinson]

We are all passionate about early years funding; we would not be here supporting this debate if we were not. I pay tribute to a predecessor in the hon. Lady’s party, David Laws, who was Minister for schools and early years. He also made a productive visit to my constituency. He was meant to be there for about 30 minutes and he stayed for more than three hours; he had to send his officials home. He learned some really good lessons, particularly about the significant difference that childcare can make to development in those early years—a point that was made powerfully in the opening speech. If we are to prioritise an area, those early years make a genuine difference.

As I said, I need to raise the challenges. It is important to keep the Minister absolutely focused, as I know she is. We have lost 500 childcare settings since 2019, with 300 in the last year. The main challenge impacting capacity fundamentally comes down to the fact that the increase in the national living wage, which is above inflation year in, year out, outstrips the set funding given for the 15 and 30 hours, and that makes viability an increasing challenge for nurseries. While we all support the increase in the national living wage, we all want the Minister to be empowered by Treasury to increase the funding provided for the 15 and 30 hours to match the national living wage increase. Then nurseries can worry about whether or not they make a profit on the non-free provision. We have to make it sustainable, because if we continue to lose capacity within the system, that will be an obstacle to people either returning to work or extending their hours.

I know that the Government are looking at different ways to try to provide financial support for nurseries. I know they are looking at ratios. I do not support lowering or changing the ratios because of the impact on quality, and I do not think there is support from parents. From our roundtable, I know that aside from balancing the increases in the national living wage, the other issue is staff retention. If we increase the workload, we will speed up the process of people leaving, which in itself is counterproductive. However, I think we could look at the qualified staff ratios that are needed to be legally compliant with Ofsted. In some cases, people who are in training could be counted for that ratio as well as those who have completed their training, but with Ofsted still keeping an overall view of the quality within the setting. That could be used in either good or outstanding nurseries, which would help.

I know that the Minister is particularly interested in the anomaly around business rates, which we have discussed in previous debates. A nursery within a school setting does not pay business rates, but a stand-alone nursery—like the one the Minister visited, which was about 50 metres away from a school—is subject to business rates, which equate to around £100 a child. If that £100 went back into the childcare provision, it would make a huge difference.

I speak to my final point as a former disability Minister. Society’s awareness of additional needs for young people has increased significantly, which is good and welcome. This was also brought up in the roundtable. Nurseries are about not just putting on fun arts and crafts and play sessions, but providing social care and support for special educational needs and disabilities, parents, communication and language and mental health. We want them to do well with all those extra responsibilities. It is no easy thing for a Minister—every Minister feels that their area should be looked after by Treasury, but Treasury simply cannot say yes to everything. One thing the Minister could do is to make the case for ringfencing additional premiums for those areas; in some cases, that will mean cash. We also heard at the roundtable about the ability to get quick advice. We had one example where a nursery had to wait six months to get advice—a relatively basic piece of training that ultimately was potentially life-saving—which meant that a child had to miss out for six months, because the nursery could not risk taking that child on until the training had been given. The support is partly around the money, and partly around being able to quickly get the staff.

I would not swap this Minister for any other to lead this fight. I know that she is working extremely hard, and she will have our full support if she can unlock any of those challenges.

[Yvonne Fovargue (in the Chair)]

I remind right hon. and hon. Members that a number of people wish to speak. If they could keep within six minutes, that would be very helpful. I call Tim Farron.

Male Primary School Teachers

Justin Tomlinson Excerpts

Wednesday 16th November 2022 Westminster Hall

[Ben Bradley (Mansfield) (Con)]

I beg to move,

That this House has considered increasing the number of male primary school teachers.

It is a pleasure to serve under your chairmanship, Sir Gary. I am grateful for the opportunity to raise what I think is a really important issue, and I am sure we will have plenty of time between us to discuss some of its merits—perhaps we will not need the full 90 minutes.

I want to start by setting the scene and explaining why I have secured this debate on recruiting more male teachers into primary schools and, indeed, teaching more generally—we are short across the board. Having the debate this week is important in the build-up to International Men’s Day this weekend, and I will touch on the impact of the issue on our young people and young boys, and on their mental health and stability.

Of course, there are many challenges facing our schools, not least the financial squeeze that all organisations are feeling from inflation and rising costs. Don’t get me started on the curriculum, teacher recruitment and retention, and empowering teachers on Ofsted—I am sure the Minister and I could debate those things all day, which would be very enjoyable. As I will explain, increasing the number of male primary school teachers is socially and culturally important.

I declare an interest: before I accidentally became a politician, I had always planned to be a teacher, and I had considered teaching in primary schools. I never quite got there before I fell into some local issues—bin-related drama, as it happens; people get very passionate about wheelie bins—that led to me becoming a district councillor, and the rest is history. Despite not having ended up in teaching, children’s welfare and primary education remain really important to me personally, not least because I have primary-age children myself. I have committed much of my time over the past five years in this place to policy that is in one way or another related to supporting children.

Another issue that is really important to me—and, I think, to our society—is equality. I have been perhaps the most vocal critic of our equalities legislation, which is almost always misused and misunderstood. The Equality Act 2010 is often explained as protecting characteristics such as being female, BME or LGBT, but that is not the case. It protects biological sex, race and sexuality, among others—both male and female equally; white, black and anything else equally; and gay and straight absolutely equally. It is, after all, the Equality Act.

The intention behind the law is that the exact same legislation that is cited in order to support young women into science, technology, engineering and maths subjects, where they are historically under-represented, and into university—even though today’s figures show they are over-represented—should also be used to support young men where they are under-represented in professions such as nursing or, indeed, primary teaching.

[Justin Tomlinson (North Swindon) (Con)]

My hon. Friend is a great loss to teaching, but he also has a great passion for sport. I recently met representatives of the Professional Footballers Association, which helps thousands of men and women transition from their footballing careers into other careers. Surely this is a big opportunity for the Department for Education to work with them, particularly—given the thrust of this debate—to help get more male teachers into primary schools.

[Ben Bradley]

I thank my hon. Friend, who makes a really important point. We had a debate in this place only a few weeks ago about more flexible routes into teaching, and that sounds like a brilliant one. We also touched on routes from early years education into primary teaching. If someone is able and qualified to teach and support five-year-olds in an early years setting, surely they could do the same for six-year-olds in a primary setting. Some of the barriers make it very difficult, but my hon. Friend has mentioned what sounds like a fantastic scheme, which is perhaps an example of how taking positive action under the Equality Act could increase the number of male primary school teachers.

The law exists to enable us to tackle this issue, but it is almost never interpreted in that way. In a recent debate on access to teaching, which took place in this very room, the previous Minister, my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis), informed me that there are no schemes or planned schemes to support young men to get into primary teaching. The point of my speech, and of securing the debate, is quite simply to ask why, because we have the opportunity to address this issue. That is why we are here, but what is the problem?

I have some figures that Members might find surprising, as it feels like the issue has gone under the radar. I know it is the subject of conversations outside the school gates among parents of primary-age children, because I am one and I have had such conversations with a number of parents at my own children’s school, but the figures might surprise a wider audience. Only 14% of primary and nursery teachers are male—significantly less than one in five. That is actually a slight rise from 12% in 2010, but the total teaching workforce has become more female-dominated in that time: more than 75% of teachers are now female, up from 74% a decade ago. Out of nearly 17,000 primary schools in England, 3,240 have no male teachers on the payroll whatever—not one. At an average of just under 300 pupils per school, that is nearly 1 million children with no male role model in their education setting.

--- Later in debate ---

[Ben Bradley]

My hon. Friend is absolutely right about the wider recruitment and retention challenge as a whole, and trying to get more people into teaching, and primary school teaching. As I have touched on, we debated some of the avenues that we might take to support more people, and people with a wider range of backgrounds and experiences, by providing easier routes. Earlier, my hon. Friend the Member for North Swindon (Justin Tomlinson) mentioned the transition from coaching, for example, into teaching, or a transition from early years into teaching. There are different ways in which we can support people through schemes such as that to incentivise male teachers. Perhaps the football example is a good one. We can imagine that lots of men in their 30s who are ending a career in sport, or who have been coaching and looking after young people in a coaching environment, could easily transition into a teaching-type role.

[Justin Tomlinson]

It goes even further than that, because the majority of those men are aged between 18 and 24—they have not quite fulfilled their dream of premier league stardom. The PFA is desperate to sit down with the Department for Education to talk about this; it is already working with the Department for Digital, Culture, Media and Sport. I hope my hon. Friend will join me in encouraging the Minister to sit down with the PFA.

--- Later in debate ---

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to serve under your chairmanship, Sir Gary. I want to start by thanking the hon. Member for Mansfield (Ben Bradley) for securing this debate on an issue that I know he cares passionately about. It is also an important issue to consider at a time when there are challenges facing the workforce in our nations’ schools, where we see a crisis in the recruitment and retention of teachers and school support staff. It is clear from the contributions from Members on both sides of the House that we all agree that male primary school teachers play a vital role in children’s and young people’s development.

The hon. Member for Mansfield spoke about ideas for practical action to remove or overcome barriers to teaching. He shared the views of parents and carers and mentioned the value of positive role models in schools. In their interventions, Members made helpful points about career progression, from coaching to teaching, and about making primary school teaching a more attractive profession. As ever, the hon. Member for Strangford (Jim Shannon) made helpful points from his perspective in Northern Ireland, sharing figures and trends in the workforce and making helpful points around peer pressure and why that might be a barrier to more men coming forward to work in our nations’ primary schools.

Despite the strength of feeling across the House today about how much male primary school teachers have to offer in terms of equipping our next generation for the future, the Government have sat on their hands and failed to tackle the areas where they have fallen short. In response to a written parliamentary question from the hon. Member for Mansfield in October, they responded that they wanted to

“attract and retain diverse, talented teachers from all backgrounds, and this includes recruiting male teachers.”

The Labour party agrees with that approach, but why does the Government’s own data continue to show that males are under-represented in the primary school teaching workforce in England?

As we heard earlier, the most recent data states that just 15.5% of state-funded primary school teachers in England are male—around 34,000 out of a total workforce of 220,000. We also know that, for over four years now, that proportion has remained at the same level, and Ministers have failed to take action to improve it. Despite the stagnation, the latest Department for Education data indicates that recruitment of male primary school teachers shows no sign of improvement, with just 2,367 male primary school teachers recruited in 2021-22—a mere 16% of the total. That is in stark contrast to the more than 12,000 women, or 83%, who were recruited as primary school teachers during the same period. All children need positive male role models who come from a diverse range of backgrounds, and that includes male primary school teachers, yet the Government’s mismanagement of education is driving teachers away from classrooms.

I look forward to the Minister’s response on a number of points. What action is he taking to address the current levels of under-representation of male state-funded primary school teachers in England, including, specifically, on retention? What action is he taking to boost the recruitment of male primary school teachers in England and to tackle the stigma around male primary school teachers? Ministers cannot go on pointing to the wider economic fallout for their failure to recruit the diverse, representative teacher workforce in England that we need. It is the actions of the last 12 years of this tired Government that have got us into this mess. Labour is ambitious for our children’s futures and we will deliver the well-rounded education—

[Justin Tomlinson]

Will the hon. Member give way?

[Stephen Morgan]

I am just going to carry on. We will deliver the well-rounded education that our children need and deserve to ensure that they are ready for work and ready for life. If Conservative Ministers will not deliver that for our children, the next Labour Government will.

Children’s Education Recovery and Childcare Costs

Justin Tomlinson Excerpts

Tuesday 7th June 2022 Commons Chamber

[Justin Tomlinson (North Swindon) (Con)]

It is a pleasure to speak in this debate. We all have a calling as MPs, and I was driven to get involved by social mobility. I went to a school at the bottom of the league tables and I lost my father at an early age, and I have always recognised that if we get this area right—the things we have all been discussing; despite the partisan speech of the shadow Secretary of State, the hon. Member for Houghton and Sunderland South (Bridget Phillipson), we are united on much of it—it can unlock potential and allow people to progress in life.

I have now served 23 years representing my community, initially with a Labour council and a Labour Government and now with a Conservative council and a Conservative Government, so I have seen both sides. Neither got it all right and neither got it all wrong, but the reality was that schools were built late under the Labour regime, and when we did get them, they were through the private finance initiative. They came with huge extra costs and were limited in their ability to meet changing demands, particularly when numbers increased.

Under our Government, we have delivered a swathe of new schools, including the new £23 million Great Western Academy—bizarrely opposed by one of the former Labour shadow Secretaries of State for Education—which is now full, and we are seeking to expand. This is making a difference to parents: 91% of parents in my constituency, in the top 10 in the country, are now able to secure their first choice school. What a contrast to when I used to have to go to public meetings to see the anguish and the anger of families who were being robbed of the opportunity to have the school they deserved to which to send their children.

As a big supporter of the free schools programme, I have some—I hope, constructive—asks. First, I think the welcome consolidation of multi-academy trusts helps with the pooling of resources, training, recruitment and career progression for teachers, but I think it should go further. When we consider large new school sites, we should look to consolidate the offerings, so that we do not just have traditional secondary schools, but perhaps have university technical college provision, grammar streams and special educational needs provision, which children can move through during their school life. Some children develop at different stages. They could stay on the same site, but move around. I have seen some examples of that on a smaller scale, and I think it has potential.

I also think, and Ministers will not be surprised by this, that when we award free school status, we must make sure we get the consultation right. There is an issue at the moment in that the schools provisionally awarded then carry out the consultation. We had a case in my constituency where a school was the only bidder at the time—a long time ago, before others came forward—and it decided to go against what the community, the elected representatives and the local authority wanted. It carried out its own consultation and, frankly, picked or cherry-picked which bits it wanted, and the regional schools commissioner was useless in trying to do anything about it. Our local community feels slighted by that, and we just hope that that will be reflected on and improved in the future.

I recognise that the two Ministers representing us today are fully over their briefs, thoughtful and, crucially, willing to engage. Both are parents, and I thought it was a bit of a bizarre comment earlier to say that not enough parents were speaking; I think probably most of us are parents. We have a four-week-old child who has been sleepless for a week, and I can confirm that I am definitely a parent on the back of that.

Turning to nurseries, I pay tribute to the Minister for children and families—the Under-Secretary of State for Education, my hon. Friend the Member for Colchester (Will Quince)—who in his then new role came to visit Councillor Jo Morris, a director of a number of nurseries in my constituency, where he took the time to engage thoroughly with the challenges. Again, to be helpful, I have some asks, but I first wish, along with many other speakers, to pay tribute to the fantastic nurseries and the staff who, throughout covid, were able to keep the show on the road. It sometimes felt that they were the last ones standing, and as parents we were very grateful for what they were able to do.

My first ask is about the peculiar position whereby schools offering nursery provision do not pay business rates, yet traditional nurseries do so, although most of us would recognise that they are educational establishments. The nursery that the Minister visited pays £15,000 a year. It has about 100 children, so that equates to about £150 per child. In his supremely effective lobbying of the Chancellor, will the Minister please add that one to the list?

On the broader funding point, we all support the annual increases in the national living wage above inflation, but we must also recognise that nurseries, which predominantly rely on the free provision funded by the Government, have limited abilities to increase income, and that has to be taken into account. I know there are discussions and consultations about ratios, and there are other options such as qualified ratios, underpinned by strict conditions linked to Ofsted inspections. This is a particular challenge of recruitment, and when recruitment is a challenge at short notice, nurseries rely on agencies with very expensive costs, which impacts on their viability.

I welcome the Government’s investment in speech and language development and the catch-up post-covid, but could consideration be given to allowing nurseries also to bid for some of that money, on a case-by-case basis? Without having the expertise of fellow hon. Members and friends who were teachers in a former life, I suspect that doing some of that in nursery would make a significant difference. Again, it was highlighted to us post-covid that there was a direct impact on the speech of a generation of young children entering nurseries.

Finally, hon. Members will find no bigger fan than me of school holiday after-school provisions and the holiday activity fund, which I have pushed for in debates over years. Indeed, I brought Mark Draycott of Draycott Sports Camp to Parliament to meet the Secretary of State for Education, who was then in a former role in that Department. The holiday activity fund is a huge welcome relief for busy working parents—nothing fills busy parents with dread more than the thought of a long summer holiday and entertaining their children—and I want the Government to turbocharge it. We can do more with sharing best practice, because the scheme is still in its infancy, and that will help build capacity to provide greater local choice.

I also want the Government to consider one of my long-standing asks about the free use of school community and sports facilities for any community parent group that is putting on constructive activities for young children. That will predominantly be sport, but it could also be scouts, guides or other activities. It seems a bit bizarre that we ask volunteers to step forward, and then charge them for the privilege.

Finally, as we consider the cost of living, it would make a big difference if we followed the German model of spreading out term times region by region, so that we dampen down peak demand for school holidays, as that would save hard-working parents considerable amounts of money.