Oral Answers to Questions

Karin Smyth Excerpts

Monday 20th March 2017 Commons Chamber

[Edward Timpson]

I am sure that the Secretary of State has heard my hon. Friend’s plea, and I am sure that he heard what she said in relation to that matter. However, another change the Government have brought in that will help disadvantaged children, and which should not be forgotten, is around progression measures and making sure the progress of every child counts towards a school’s measured performance. I am sure that will help all pupils in my hon. Friend’s area, as well as across the country.

[Karin Smyth (Bristol South) (Lab)]

24. My constituency sends the least children to university. Bristol University’s Bristol scholars scheme, which is aimed at widening access, has taken a third of its pupils from private schools. Does the Minister agree that that makes an entire mockery of the scheme?

[Mr Speaker]

I fought the hon. Lady’s constituency, but, unfortunately for me, and probably beneficially for her, the constituency fought back.

Apprentices: Financial Support

Karin Smyth Excerpts

Wednesday 8th March 2017 Westminster Hall

[Gordon Marsden]

My hon. Friend makes an excellent point. It is about the process involved, and I will talk later about the barriers to doing that sort of thing that young people experience in schools, for instance. It is important that various sectors act.

I have talked about the importance of the motor industry, but there is also the service industry. That raises questions not only about support but about the many opportunities available. I mentioned Apprenticeships 4 England and Lindsay McCurdy. Last year she brought a great bunch of apprentices, including a talented group of young apprentice hairdressers from Michaeljohn Training in Manchester, to a meeting that I sponsored in one of the Select Committee rooms. As an apprenticeship week present, they presented me with a very lifelike model head—I still have it on my office shelf—to demonstrate their skills in colouring and styling. One of these days, if I am feeling mischievous, I suppose I might ginger up the occasional official or other policy maker who seems to think that the route to successful jobs and apprenticeships is simply through higher-level manufacturing, digital or technical areas. The truth is that if we are to achieve the 3 million target, which the Minister and his colleagues are so keen to hit, and really expand the opportunities for young people, we will need the service sectors just as much as we need manufacturing and other sectors.

Oppositions do not get much opportunity to blow their own trumpet about success stories, so I shall. I am very proud of the fact that the last Labour Government introduced the National Apprenticeship Service and, indeed, National Apprenticeship Week in 2008. They also revived apprenticeships, taking them from 65,000 starts in 1996-97 to 279,700 by 2009-10. Those increases have continued under successive Governments.

The last Labour Government also linked the creation of apprenticeship placements to public sector contracts across a range of Departments and projects, including Crossrail. Such infrastructure projects will remain a crucial conduit for apprenticeship expansion, as I have said. As well as financial support, informal encouragement is extremely important for widening the diversity of the apprentices who take part in those great projects. I was fortunate enough to see that two years ago when I went down the construction tunnel at Farringdon and saw some of the people working on it. They were young Londoners, including a couple of young women and a young man from a BME community who had started off selling ad space and was now proud of his tunnelling qualifications. It is worth remembering that 60% of the construction work on Crossrail is outside London, so there is a lot of scope in the supply chain for many more opportunities for young people. Projects such as Crossrail and its commitment need to become a vital part of our regeneration and productivity across the UK.

[Karin Smyth (Bristol South) (Lab)]

My hon. Friend makes an excellent point. Closer to home, I was able to visit the cellars of this very place to see the amount of work that is needed on the restoration and renewal project for Parliament. A great range of people across the country contributed to building this great building. There are immense opportunities for apprentices to be involved in the restoration project across the country and learn new skills that we have lost. That needs to be a key part of the project.

[Gordon Marsden]

My hon. Friend makes an excellent and highly relevant comment. I remember having the same experience many years ago when I served on the Advisory Committee on Works of Art, looking into the repair of stuff in this place. The project is important because a lot of bespoke skills will be needed, not least those relating to architecture. There are some very challenging issues—logistics, wiring and God knows what else—that will potentially engage a whole gamut of people.

That is what it is all about; it is about economic impact, but it is also about improving the careers and life chances of hundreds of thousands of young people—and, indeed, older people. We talk a lot about apprenticeships, but we have not always talked enough about apprentices and their individual issues and challenges. The need to increase the focus on improving access and social mobility, which I know the Minister feels strongly about, as I do, is a crucial part of the equation.

My hon. Friend the Member for Luton North has already referred to the Government’s continuing failure to address or understand apprenticeships. The fact that the Department for Work and Pensions does not class apprenticeships as approved education or training is leaving many individuals and families thousands of pounds worse off. I pay tribute to a survey that appeared in The Times Educational Supplement on 10 February under the headline “Apprentices ‘treated like second-class citizens’”. It was carried out by the National Union of Students, via the National Society of Apprenticeships, which it sponsors.

My hon. Friend read an important but slightly dispiriting list of the ways in which apprentices are financially disadvantaged in comparison with students. If the Government hope to reduce the growing skills gap in this country with a push to create 3 million apprenticeships, why are apprentices and apprenticeships not included as approved education or training? There has been spirited discussion about that in the House of Lords recently, which I will come on to shortly. The Government need to make progress on this.

The Times Educational Supplement article states:

“Research by the NUS and TES has revealed that…some apprentices earn as little as £3.40 an hour”.

That figure will rise to £3.50 in April. There is a separate issue, which we probably do not have time to discuss in detail today, about how many more employers could go the extra mile, over and above the existing rate. That rate can sometimes be particularly difficult for younger apprentices to exist on, given their personal family circumstances.

Oral Answers to Questions

Karin Smyth Excerpts

Monday 6th February 2017 Commons Chamber

[Mr Gibb]

I share my hon. Friend’s view about the primacy of reading and writing, which are fundamental to education and to social justice. That is why ensuring that children are taught to read using the method of systematic synthetic phonics—evidence from this country and around the world shows that it works—has been at the heart of our education reforms. As a result, the proportion of six-year-olds reaching the expected standard in the phonics check has risen from 58% in 2012 to 81% in 2016.

[Karin Smyth (Bristol South) (Lab)]

What does the Secretary of State say to my constituent Catherine Foster, who received funding in April 2015 for a health and social care diploma with a provider that has now gone into administration? She has no access to her portfolio and no qualification, but a mountain of debt. Will the Secretary of State look into this case and meet me to help Catherine and thousands of other students in this situation?

[Robert Halfon]

I thank the hon. Lady for her question. I am very happy to meet her. I know that the Skills Funding Agency is doing everything possible to make sure that anyone affected by such issues has alternative education provision. I have asked the SFA to offer every possible assistance as well.

Technical and Further Education Bill

Karin Smyth Excerpts

Money resolution: House of Commons & 2nd reading: House of Commons & Programme motion: House of Commons & Ways and Means resolution: House of Commons
Monday 14th November 2016 Commons Chamber

[Justin Tomlinson (North Swindon) (Con)]

It is a pleasure to contribute to this debate. I very much welcome the Bill and pay tribute to the ministerial team who are rightly focusing on providing opportunity for all. I speak as somebody who went to a school that was bottom of the league table in Worcestershire and who employed many young people in the 10 years that I ran a business. I recognise the absolute importance of equipping all young people, regardless of background, with the necessary skills to fulfil their potential in their working lives.

I wish to focus on a very narrow part of the Bill, which is to do with the opportunities for young disabled students, particularly on the apprenticeship programme. Typically in this country, non-disabled people have an 80% chance of being employed. If a person has a disability, that figure drops to 48%, which is still up 4% on 2010—an extra half a million more disabled people in work. If a person has a learning disability, they would typically have only a 6% chance of having meaningful and sustainable careers. All Governments of all political persuasions have tried their very best to look at different initiatives and different programmes to try to boost that figure, but, by and large, it has stuck rigidly at 6%, and we all desperately want to see huge improvements in that area.

I had the pleasure of visiting Foxes Academy near Bridgwater. It has taken over a former working hotel and takes on young adults with learning disabilities in a three-year programme. For those first two years, their time is split between learning about independent living, slowly progressing up the floors of the hotel as they become more independent, and more skilled and confident. They learn real-life tangible skills within the hotel, which can be transferred to local employers in the restaurant trade, the care homes and other local hotels. On this visit, I was absolutely staggered to see that, at the end of that three-year course, 80% of those students—not 6%—remain in work. That was because of that three-year, constructive and patient approach to learning to give them those skills. They spent the final third year in supported training with local employers, patiently being taught the skills that are needed. It was no surprise that those employers, having invested in training and support, were then keen to keep on those young adults.

I was so impressed that I invited people from the academy to come to see me in Parliament when I was Minister for Disabled People. I asked them why we could not have one of those projects in every town. They said that in the first two years they could take on as many students as they could fit in the hotel, but the challenge was the cost of the supported training in the third year. I said, “Well, surely this is just an apprenticeship by another name. Why can’t we call it an apprenticeship? You can access the funding for the Government’s commendable pledge to have 3 million more apprentices by the end of this Parliament.” They said, “We can’t, because most of our students wouldn’t get the grade C in maths and English that is the typical entry requirement to access an apprenticeship.”

We agreed that we would look into this as a matter of urgency and I met my hon. Friend the Member for Grantham and Stamford (Nick Boles), who was the skills Minister at the time. He shared with me that he thought this was both a frustrating situation and a real opportunity to make a difference. We commissioned my hon. Friend the Member for Blackpool North and Cleveleys (Paul Maynard), alongside my hon. Friend the Member for Daventry (Chris Heaton-Harris), my right hon. Friend the Member for Chesham and Amersham (Mrs Gillan), Scope, Mencap and many other experienced colleagues, to look at what we could do. As part of this Maynard review—we only gave him three and a half weeks, as we had a suspicion that my hon. Friend the Member for Grantham and Stamford and I might no longer be in a position to sign things off after that, and it is a credit to him that he rushed it through—they identified that if we made an exemption for those with a learning disability, we could offer real, tangible opportunities for those young people through the apprenticeship programme. I am delighted that the Government have been so positive in welcoming that. In the Minister’s closing remarks, I would be keen to hear what steps need to be taken for this to happen, how quickly we can do this and how we can advertise it to local employers.

The other key lesson was that there were many local employers who were willing to engage and offer that opportunity. They were not doing that to tick a box, or as a favour because they wanted to feel good. They did it because these young adults, after patient training, proved to be excellent employees who would stay with their organisation year after year. I was sent photographs of many of these young adults on their first steps into a career, and every one of them had a huge beaming smile because of their pride in having the opportunity to work. They were not always full time—some were part time—but they felt proud, as did their parents.

I have one other slight request, to do with university technical colleges. I am very proud that Swindon has its own UTC; I am a huge fan. In fact, our party launched its election manifesto from the Swindon UTC, which mixes modern technology and Swindon’s proud railway heritage in one wonderful, fantastic building.

UTCs could go much further if entry was at the beginning of secondary school, not at 14. I have talked to many of those students and they chose to go there not always because it was the right route for them but because they were unhappy in their secondary school. I have also talked to people who should have gone to the UTC and have a natural aptitude for the courses it offers—in higher engineering or computer programming; in the sorts of roles in which we have desperate skills shortages in this country—but who were already settled in their secondary schools with lots of friends. They did not want to break away from that, so they missed out on taking advantage of the opportunity of going to a UTC. If we could change the entry age to the traditional entry age for secondary school, UTCs would compete on an even footing and those who would most benefit from this opportunity would be more likely to take it.

[Karin Smyth (Bristol South) (Lab)]

Does the hon. Gentleman agree that as well as talking to young people about the time at which they can enter the UTC, parental knowledge is important in influencing that choice? The lack of information for parents, particularly from many local authorities, stops the progress of the UTCs.

[Justin Tomlinson]

I thank the hon. Lady for making that important point. When we talk to the heads of UTCs, they say that one of the biggest challenges is that secondary schools, when seeking to recruit students, go into neighbouring primary schools and get involved in assemblies, have displays and make contact with parents. The primary schools work with those secondary schools to advertise those opportunities, but, obviously, UTCs are seeking to take students away from secondary schools—and with those pupils comes the funding—so the secondary schools are not always receptive to opening their doors and saying, “Look, there’s an alternative. Why not take the funding that follows you to another organisation?” If we put it back on an even footing by having the same entry point as secondary schools, primary schools will be able to engage with those parents and provide those opportunities.

UTCs are training those young adults with the skills we very much need, and we need to do far more to get businesses to support UTCs by providing mentoring, work experience and expertise. Too many local businesses are not yet up to speed with the great links they can get with UTCs. If they invest early in those students, they will be their next generation of staff. We can use things like the business rates mailer—all businesses, whether they like it or not, will get one every year—to send out information about apprenticeships and UTCs. Local businesses will then know that by investing a little time and support they can help to fill those skills gaps in the future.

I welcome the Bill, which is a positive step in the right direction to deliver opportunity for all.

--- Later in debate ---

[Karin Smyth (Bristol South) (Lab)]

For too long, technical and vocational education has been seen as the poor relation to academic education, so I welcome the Secretary of State’s commitment, in her speech last week, to bring the “same lens and focus” to the technical education routes that most people follow. Perhaps more than many hon. Members, I know the importance of technical education because my constituency sends fewer of its young people to higher education than any other, although we have a lot of young people in further education and on apprenticeships. That is the genesis of my interest in, and passion for, this issue and the Bill.

I want the Government to succeed with their ambitious target of 3 million apprenticeships. I also want the Government to succeed with the Bill because I believe its spirit is well placed. Its basis is sound, too, and I welcome the fact that it aims to deliver the recommendations of the Independent Panel on Technical Education, chaired by Lord Sainsbury, but—it is important for an Opposition party to have a “but”—I am concerned about a number of issues. I want the Bill to work for the people of Bristol South, so I want to use this contribution to seek some clarity from the Government.

The Institute of Apprenticeships and Technical Education will have a huge remit. I support its aims and will help to support its success, but I would like more detail about how it will deliver its remit in such a short timescale, especially as the Institute for Apprenticeships is currently operating without a permanent chief executive. As a member of the Public Accounts Committee, which looked at proposals for apprenticeships, I believe that there is a danger that the reform could suffer if the new institute’s remit also includes sweeping changes to technical education. Will the Minister assure us that such fears are groundless and that the institute’s “lens and focus” will remain rigorous?

As the Secretary of State acknowledged last week, the way in which we as a country help young people to fulfil their potential and use their talents will become more important than ever in post-Brexit Britain. My hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt) considered the positives that Brexit might bring in this area, but they will be something of a challenge. We all know that in any period of change and transition there is a danger of focusing only on future beneficiaries and neglecting those already in the system, especially if the existing system is flawed. I would therefore like assurances that my constituents who are going through the system will not lose out in the transition to the new framework.

It is important to consider those who stand to gain in the future: young people who are currently in school, and their parents and carers who want to help them to navigate and plan for their futures. What are the Government doing to ensure that those who will encounter the new system receive the guidance and advice they need now so that they will not lose out when the new frameworks and assessments are introduced? My concern stems from a number of new provisions, particularly in relation to university technical colleges. Parents are not involved in these discussions. As a parent of three boys in secondary school, it has been eye-opening to find out how little information gets to parents and how little we understand about the future of our own young people. We cannot allow those who lack the necessary prior knowledge to navigate the system to flounder, so will the Government please provide proactive support and guidance? How will they do that?

I take issue with the idea in the Bill that employers should be at the heart of the system. Surely it is students—young people themselves—whose interests must be at the heart of any Bill that seeks to improve their opportunities.

On social mobility, I have explained that my constituents’ interest in this matter runs deep, not least due to our low take-up of higher education, but there is more to it than that. I welcome the introduction of the 15 vocational pathways but, given that I represent a constituency in which 80% of apprentices are on schemes with the lowest wage differentials, I want to know how the Government will ensure that young people are doing vocational training, including apprenticeships, in the right areas, and that that training gives them greater earning potential and more career opportunities.

I also want to know how young people will access opportunities in areas where local providers struggle to improve quality, alongside dealing with their financial difficulties. As the Minister is aware, the Public Accounts Committee has looked closely at the sustainability of the FE sector and how apprenticeships can work when providers are struggling. Some of the 15 routes appear to be apprentice-only openings but, as we know, many employers will not countenance taking on a 16-year-old apprentice. Additionally, what careers advice will be available to young people in my constituency to ensure they are best advised on which pathway to follow? I would welcome more clarity on the process for switching between academic and the technical routes, which I raised with the Government last week.

Finally, I appeal to the Government to make the revised system as easy to navigate as possible for young people, and their parents and carers. Much work has been done in recent years to make academic pathways easy to navigate, but we need to take the chance the Bill presents to ensure parity of transparency and ease of navigation for those pursuing this all-important technical route.

--- Later in debate ---

[Kelvin Hopkins]

I thank the hon. gentleman for his intervention, but I think the majority of Members, probably on both sides of this House, have not gone through the further education sector. A small number have, and they understand this, but a high proportion are not very familiar with FE and the vast contribution it makes to our society, in all sorts of ways.

[Karin Smyth]

I agree with my hon. Friend. I went to an FE college to do my A-levels, but what he is saying applies not just to politicians, but to people in our media, our legal establishment and throughout other walks of life. They do not have experience of going through that sector, which means that it is often the forgotten sector.

[Kelvin Hopkins]

I agree with my hon. Friend about that, and of course another cultural factor is the fact that we are not aware of things. As my hon. Friend the Member for Wolverhampton South West (Rob Marris) says, there is this idea that mathematics is something we do not do; we say, “Oh, I can’t do maths”. People do not boast about how they cannot read. I want to make sure that everybody can read, and we should have adult education to make sure that everyone can. There is a problem with our mathematics, and I invite Ministers and shadow Ministers to visit the wonderful sixth-form college where I am governor to find out how to do things well, because so much that goes on in our college is brilliant.

Apprenticeships Funding

Karin Smyth Excerpts

Tuesday 1st November 2016 Westminster Hall

[Karin Smyth (Bristol South) (Lab)]

I agree with much of what the hon. Gentleman has said. Does he agree with my suggestion in the Public Accounts Committee that a UCAS-style system for young people would help them to navigate their way through the system? It could also help employers to receive young people, rather than young people having to send hundreds of applications themselves.

[Chris Green]

I am sympathetic to that idea. If someone goes down the academic route, they have the path laid out and guidance. Apprenticeships do not have that, and perhaps it would help if we had that system in place, but there is a huge range of different kinds of companies and organisations providing apprenticeships, so I can see there being significant problems with that that are perhaps not there with the more academic route.

Since 2010, my constituency of Bolton West has seen an increase of more than 4,000 apprenticeships. Hon. Members will be pleased to know that I have an apprentice in my office in Westhoughton. However, employers have raised concerns with me about the introduction of the apprenticeship levy in 2017. The additional tax is being levied for the best of reasons, but it may disrupt existing training programmes as employers that currently provide excellent training will have to reconfigure what they do in order to recoup some or all of the levy.

We must also be cautious not to force companies to rebadge existing training programmes to hit the Government’s target of 3 million apprenticeships in this Parliament. What assurances will the Minister give to companies with existing training programmes that are anxious about the introduction of the levy, and that feel as though they have to contrive their courses in such a way as to recoup some of the money they will be losing?

I want apprenticeships to become an increasingly normal route for ambitious young people, as well as for employers that are dedicated to growing their own talent and increasing the skills base of the nation.

Oral Answers to Questions

Karin Smyth Excerpts

Monday 10th October 2016 Commons Chamber

[Caroline Dinenage]

We recognise that the costs of providing childcare vary enormously across different areas of the country. That is why we have just completed an early years national funding formula consultation, which proposes an area cost adjustment to reflect cost differentials in both staff and premises. Some 88% of areas will see an increase and the hourly rate for Richmond Borough will rise significantly to £5.69 an hour. I will of course meet my hon. Friend to discuss this.

[Karin Smyth (Bristol South) (Lab)]

rose—[Interruption.]

[Mr Speaker]

Order. Shrieking from a sedentary position is very unfair on the Member who is trying to secure a hearing from the House. Let us hear Karin Smyth.

[Karin Smyth]

Thank you, Mr Speaker. Following the report by the Public Accounts Committee on entitlement to free early years education and childcare and a Westminster Hall debate on the subject that I initiated in July, the then Minister promised me that the Department was due to publish the early years workforce strategy document, addressing the shortfall in qualified staff to deliver the 30 hours of free childcare. What progress has been made?

[Caroline Dinenage]

The hon. Lady asks an important question. I am clear that we need to help employers to attract, retain and develop their staff to the very highest possible quality of early years provision. The workforce strategy will be published very shortly.

Free Childcare for 3 and 4-year-olds

Karin Smyth Excerpts

Tuesday 12th July 2016 Westminster Hall

[Karin Smyth (Bristol South) (Lab)]

I beg to move,

That this House has considered free childcare for three and four year-olds.

It is a pleasure to serve under your chairmanship, Mr Walker. I am grateful for the opportunity to hold this important debate, the background to which is the Government’s plan to double the number of hours of free childcare that working families with three and four-year-olds are entitled to from 15 to 30 hours per week from September 2017. Pilots are due to begin this September. That builds on the introduction six years ago of an entitlement to 15 hours’ free childcare per week, which, in 2013, was extended to include two-year-olds from disadvantaged families.

There are matters on which I profoundly disagree with the Government, but I firmly believe that when their record meets the needs of people in my constituency, credit is due. I very much welcome the Department’s good progress towards ensuring that all three and four-year-olds benefit from 15 hours of free early education and childcare. In 2015, 94% of three-year-olds and 99% of four-year-olds had taken up a funded place.

My work on the Public Accounts Committee has helped further develop my understanding of a range of issues, and childcare is no exception. The Committee’s recent inquiry and subsequent report—a copy of which I have with me, in case the Minister has not managed to peruse it in detail—helped me in this area. The report’s conclusions and recommendations are numerous, but probably chief among them is the danger that the Government may not deliver on their pledge to extend the childcare offer.

I will highlight some specific concerns. They fall into four main areas: the availability of quality information for parents; workforce planning and the supply of enough qualified early years staff; the high cost of childcare in some areas, and what I call “reverse means-testing”; and monitoring the impact to ensure value for taxpayers’ money, which is very much what the Public Accounts Committee’s work is about.

The first of those four areas is the availability of quality information for parents about the childcare available close to where they live. I have welcomed the Government’s progress on free childcare, but there are concerns throughout the House about unacceptable local variations in the amount of information that is available to parents about access to free childcare.

[Simon Danczuk (Rochdale) (Ind)]

My hon. Friend is making an important speech. I recently met members of the Rochdale branch of the National Day Nurseries Association, who had real concerns about provision and the low funding available for places, to the point where they thought that they would not be able to make the provision. They also have concerns about things like quality and who will pay for meals. Does she share the concern of those businesses?

[Karin Smyth]

I do. In the Public Accounts Committee, we have found that the situation varies across the country, and many hon. Members will be able to tell the Minister about their local experience. I will discuss quality later.

Local authorities have to provide the family information service, which gives parents details not only about childcare providers that offer free entitlement but about how to claim it. I know from my own constituents that navigating the processes can be as big a barrier to claiming entitlements as knowledge of the offer itself. That extends, incidentally, to other entitlements such as pension credit and income support.

[Julian Knight (Solihull) (Con)]

The hon. Lady is making an important contribution. The challenges are multifaceted. A couple of weeks ago I met the YMCA, which runs a local nursery, and it told me that it felt that some local authorities take very high administration charges when it comes to allocating per-pupil funding to children in their care. Does she agree that local authorities need to do all they can to ensure that free childcare is spread as widely as possible?

[Karin Smyth]

I do, and I will come on to the need for local authorities to abide by the statutory direction given by the Government. That was one point that the Public Accounts Committee picked up on.

Information for people in my constituency is generally good. We have 1 Big Database, a searchable database of 1,000 childcare providers that is a collective effort of Bristol, Bath and North East Somerset and South Gloucestershire Councils and enables parents to locate the providers nearest to their home or workplace, although it lists only provision, not vacancies. However, it is clear that the quality of information varies between authorities nationwide. Shockingly, the Public Accounts Committee heard that only 30% of parents are even aware of family information services. If there is an offer but most of those who are eligible for it do not know about it or how to access it, its value is diluted to say the least. I hope that the Minister will outline how his Department will improve the quality and consistency of information for parents.

My second area of concern is workforce planning. As a former governor of a nursery and children’s centre, I recognise the importance and difficulties for providers of such planning. The Public Accounts Committee found that the Department lacked robust plans to ensure that there are enough qualified early years staff for providers to continue offering high-quality childcare. The sector has become increasingly professional, and there has been an increase in graduate recruits. That raises quality but brings challenges for providers, which now report that they are struggling to recruit. As the Department has set funding rates until 2019-20 based on 2014-15 costs, many providers are also concerned about the impact of the national living wage on their costs. The Department does not have a workforce plan for the early years sector.

There are also concerns that there is a real risk to the delivery of the pledge to provide 15 additional free hours from September 2017, due to too few providers being able to deliver that pledge because many will be minded not to become involved in the offer. I find that alarming, and it raises serious questions about the process of making pledges when deliverability appears not to have been properly assessed.

[Julian Sturdy (York Outer) (Con)]

The hon. Lady is making some powerful arguments. I point out to her that one of the pilot schemes is in York. I have worked closely with the nursery providers in my constituency. Because of the funding stream and the hourly rates, there was a lot of concern among those providers to start off with about whether they would opt in to provide the second 15 hours, but the local authority and the Department for Education worked together closely and have now persuaded 60% to 70% of those providers to opt into the scheme. Does she not agree that we can persuade providers to opt in as long as there is good will from the Department and local authorities to deliver the scheme?

[Karin Smyth]

I certainly agree. That shows the importance of good pilots and good working nationally and locally, and we want to see that with the other pilots, which will start this year.

Private and voluntary providers reported to the Public Accounts Committee that the amount they are currently paid for providing free childcare is not enough to cover their costs, so in some cases they feel the need to charge parents for additional hours or obtain other sources of income to meet those costs. Providers can of course choose whether to offer parents free childcare, so there is a genuine risk that many businesses will simply choose not to offer the new entitlement because doing so could reduce their opportunity to charge parents for hours outside the entitlement. As hon. Members have said, it is important for that issue to be looked at, because different situations exist across the country.

Maintained settings—nursery classes and nurseries run by schools—tend to operate fixed morning or afternoon sessions and are less likely to offer additional chargeable hours, so their ability to offer the new entitlement is limited. That disproportionately affects children in disadvantaged areas, simply because those settings are more likely to operate in such areas. I hope the Minister will be able to outline how the Department will address the challenges of ensuring that there are enough people with the right skills to work in the sector in the years ahead. I also hope that he can reassure me that the Department will be able to use the pilots that will begin this year to test providers’ capacity to meet the expected demand for the increased entitlement. He may also want to explain how that will be done and how evaluation will be carried out, given that there is just 12 months between the start of the pilots and the scheduled full roll-out of the new entitlement, and I would welcome his thoughts on how the Department will ensure prior to the 2017 roll-out that the pilots have had genuine influence.

My third area of concern is the high cost of childcare. I know from my constituency that childcare fees present a real challenge for many working parents, as I am sure many hon. Members will agree. I have been contacted by parents who have been informed of some quite significant fee increases—up to 30%—being imposed by their private nurseries. Bristol already has some of the most expensive childcare outside London, as the Bristol Women’s Forum has highlighted, and I agree with the forum that childcare is an infrastructure issue and needs to be considered as part of our economic thinking. Indeed, the Women’s Budget Group in Bristol has indicated that 84% of the cost of universal free childcare will be recouped through taxes and reduction in welfare benefits.

High childcare fees are a key reason why the offer of 30 free hours is so important to so many working families and why I support that offer, but many parents have reported that some providers are offering the free entitlement only if parents also pay for the additional hours, and the charity Gingerbread receives calls from parents whose childcare providers have put conditions on the free offer. That contravenes the Department’s statutory guidance for local authorities, which states that they should ensure that

“if providers charge for any goods or services, this is not a condition of children accessing their place.”

The Department has acknowledged that issue, and I hope that the Minister will be able to explain what progress is being made on identifying the scale of the problem and how the Department plans to address it to ensure that those who are least able to pay do not miss out through such reverse means-testing.

My fourth and final area of concern is about measuring the impact of the offer to ensure that the taxpayer is getting value for money, which is why the Public Accounts Committee held an inquiry on this subject. As someone who is passionate about the value of investing in early years—I am a firm believer in the Labour Government’s Sure Start programme, for example—I am concerned that the Department’s most recent evaluations of the effectiveness of early years education and childcare are based on the academic outcomes of children who started early years education in 1997. I was surprised and alarmed to find that the Department had no routine data to assess the impact of its investment in the early years. That must be remedied, since such data must play a key role in helping to shape future policy. If the Department does not know what works well and how to get the best bang for its buck, taxpayers could be left short-changed. Since the Department appears to lack sufficient current data to measure the impact of free childcare, I hope the Minister will be able to explain, along with his responses to the other issues that I have raised, the steps that he is taking to bring its assessments up to date.

[The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)]

I thank the hon. Member for Bristol South (Karin Smyth) for securing this important debate. Successful implementation of the extended free childcare offer is a key priority for the Government. Childcare was included in the Queen’s Speech for the first time after the last election, and the Childcare Act 2016 shows how much of a priority our manifesto pledge on childcare is for the Government.

At a time when there is austerity and a lot of other Departments face budget cuts, the Government have made a strategic decision to continue to invest in childcare, as a result of which an extra £1 billion investment will be made in the three and four-year-old offer from 2019-20, taking the amount going into the early years free entitlement to £6 billion a year. That is more than we have ever spent on childcare in this country. I reassure the hon. Lady that delivering on our pledge continues to be a high priority for the Government, and the passage of the 2016 Act shows that we are well on our way to turning that pledge into a full commitment for parents.

The hon. Lady mentioned the availability of information for parents about the offer. The high take-up rates for current three and four-year-olds indicates that parents are already highly aware of the free entitlement, but it is worth mentioning that we are not necessarily increasing demand but extending an offer. A lot of parents already use 30 or more hours of free childcare. The Government offer encourages those who do not get it to do so, but those who are already using the 30 hours of free childcare will get a subsidy from the Government rather than having to pay for it all themselves.

That principle is particularly important to understand because a lot of the criticism of the 30-hour entitlement, whether it is about workforce, places or whatever, seems to assume that somehow no parent in the market is already taking 30 hours of childcare and that, suddenly, from 2017 every parent will do that. The truth is a lot of parents already take more than the free 15 hours of childcare. By giving them an extra 15 hours, the Government are subsidising the additional hours they buy. We are therefore not necessarily increasing the demand, but extending the entitlement.

That principle is particularly important because it has a bearing on information and how we need to make parents aware of it. A section in the Childcare Act, which the hon. Lady will be aware of, asks local authorities to publicise information about the childcare available in the local area. The new statutory duty in the Act requires local authorities to publish information about childcare services in their local area, which will increase the information available to parents.

We have not stopped there. The Department has provided funding to the largest website in the country on childcare places—childcare.co.uk—to develop an innovative digital solution that will make it easier for parents to find information. Further, in my experience, generally when something that is otherwise quite expensive for people when they pay for it themselves is free, they tend to find out about it. I am very confident that, given the statutory duty, the innovative solutions we are taking and the fact that 98% of four-year-olds and something like 94% of three-year-olds already take 15 hours, parents talking to early years settings will realise that they can get that extended entitlement.

There will be a communications campaign before launch. I chair a cross-Government taskforce with the Minister for Employment, and at the right time we will launch a campaign alongside a new Government website to alert parents. I hope I can assure the hon. Lady that parents will be able to find out about this fantastic offer, delivered by a Conservative Government.

The second issue the hon. Lady raised was about workforce planning. As I said, the Department will launch a workforce strategy later on this year alongside the introduction of the 30-hour commitment. The quality of the workforce is already good and has been improving. Between 2008 and 2013, the proportion of full-day care staff with at least a level 3 qualification—equivalent to A-level study—grew from 75% to 87% and the proportion with a degree or higher increased from 5% to 13%. However, we are not complacent. We want to continue to attract quality staff into the early years and support those already working in the sector to progress. That is why we will publish the workforce strategy to which I alluded—it will be on how the sector can attract and retain people. That is something we are focused on.

When the hon. Lady made the point about workforce, she also talked about places, and places in maintained settings in particular. One thing to be aware of when we discuss childcare is that no one size fits all. It is easy for us in Government to think that every parent should do this, but some parents want only the 15 hours of early education for their children. That is free, and they can continue to get it. Some might want 20 hours and some might want 30-plus hours.

The strength of the childcare sector is that there are different providers to deliver different types of childcare. We have full day-care nurseries that deliver all-day childcare; nurseries in schools that, as the hon. Lady mentioned, will do three hours in the morning and three hours in the afternoon, which are focused on early education; childminders who deliver excellent childcare; and sessional providers operating from, say, church or village halls that offer 15 hours a week.

The strength of the sector is that there is diverse supply to suit different parents’ needs, which is important. We should not try to impose one model of childcare on parents. However, for parents who have been using a nursery in a school, for example, that currently offers only the first 15 hours, there is capital available to enable those schools that want to expand their provision to do so. One of the interesting things we have seen in innovative local authorities such as York, as my hon. Friend the Member for York Outer (Julian Sturdy) mentioned, is the bringing together of childminders and school nurseries to offer a one-stop shop for parents, so that the child can be in the school nursery for a time and then be picked up by a childminder if that is what works for the parent. We will look for a number of different solutions to be available not just to increase the supply of places but to ensure that parents get the childcare solution that fits their working lives.

[Karin Smyth]

I am grateful for that assurance. I agree that diversity of provision is important and valuable—I took great advantage of that when my three children were younger. Will the Minister comment on the security of income for providers? Although I do not have data to verify his assertion that the people who take 15 hours are the same as the people who might take 30 hours—I would be interested in such data—income that gives struggling providers security is important. Choice for parents is welcome, but equally providers need security of income.

[Mr Gyimah]

That is an important and relevant question. We want the childcare sector to be sustainable and we want providers to be able to deliver this offer. That is why in November we published the most comprehensive review of the cost of childcare ever. In order for the Government—we will become the biggest buyer of childcare in the UK—to set a price for the sector, it made sense for us to work out what the unit cost of providing childcare was and set a price that allows providers to deal with increased cost pressures such as the national living wage, which the hon. Lady mentioned, and, given that 80% of the sector is in private and voluntary settings, to enable the sector to make a profit. That was the purpose of the review, which was described by the National Audit Office as “thorough and wide-ranging.” Those are not the Department’s words, so I hope she is reassured that the detailed work that underpins how we will decide the funding rate for providers is there.

That is what underpinned the spending review settlement. The Government’s commitment of an additional £300 million a year to increase the national average funding rates paid for the free entitlement was based on that research. We are also committing £50 million of capital funding to create an additional 4,000 early years places. More money is going into the system than ever before, but we need to ensure that it is distributed fairly. That is what we saw in York. The issue is not just the quantum of money. Because the funding formula is based on local authorities and history, we have a situation where some local authorities are getting £9 an hour per child and others are getting something like £3.50 a child. There is therefore no point in increasing the funding pot without reforming how the money is distributed to local authorities and, in turn, how it goes from local authorities to providers.

Oral Answers to Questions

Karin Smyth Excerpts

Monday 4th July 2016 Commons Chamber

[Edward Timpson]

I have already alluded to the doubling of the PE and sport premium at primary school—we have invested more than £450 million. We are also determined to ensure that children continue to sustain participation in PE and sport as they move into secondary education. In the Government’s sports strategy, we have committed to working with the sector to better understand the barriers and issues around drop-off and to identify good practice. By knowing what works, we can be better equipped to combat the drop-off that my hon. Friend rightly mentions.

[Karin Smyth (Bristol South) (Lab)]

17. What progress the Government have made on providing 30 free hours of childcare per week for three and four year-olds.

[The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)]

We are delivering at great pace on our commitment to provide parents with 30 hours of free childcare for three and four-year-olds. With cross-party support, we have already taken the Childcare Act 2016 through Parliament. We announced in the November spending review that we would invest an additional £1 billion a year into the system from 2019-20—more than ever before—and we are not waiting until 2017 to deliver on our commitment: around 5,000 children from eight areas will get their 30 hours a year from this September.

[Karin Smyth]

The Public Accounts Committee, of which I am a member, highlighted the danger that the Government will be unable to deliver their pledge to give three and four-year-olds 33 hours of childcare a week. In view of all our findings, what is the Minister doing to ensure that local authorities manage their childcare markets effectively or intervene if necessary?

[Mr Gyimah]

The hon. Lady asks an important question. I am in contact with a lot of local authorities, and the Department has the local authority working group. In addition to the increased funding we have provided, we are working to ensure that local authorities have the capital they need—an extra £50 million—to create places in their local areas where there is a need.

Oral Answers to Questions

Karin Smyth Excerpts

Tuesday 15th March 2016 Commons Chamber

[Nick Boles]

I agree with my hon. Friend, because although that figure is encouraging, it is a tiny percentage of the total number of apprenticeship starts every year. We want more higher apprenticeships and more degree apprenticeships—as championed by the Secretary of State—so that people see that they can start an apprenticeship at any level and go anywhere.

[Karin Smyth (Bristol South) (Lab)]

21. What assessment has the Minister made of the potential impact of post-19 loans on the take-up and completion of training options?

[Nick Boles]

We are delighted that we have been able to extend the availability of those loans, which secure the same level of subsidy as general student loans. They are now available not just to people over 24, as before, but to those over 19, and at levels 3 and above for any programme of study. We believe that that is a real opportunity for people to invest in their own skills development and futures.

Apprenticeships

Karin Smyth Excerpts

Thursday 10th March 2016 Commons Chamber

[Nick Boles]

The hon. Gentleman raises an important concern. The truth is that most industries are telling us that they have a huge skills need, so unless an employer loses a big contract or does not find a new contract to replace one that comes to an end, it is relatively unlikely that they would want to lose an apprentice in whom they had invested quite a lot of training. Most apprentices do not reach their maximum productivity until after they complete their apprenticeship. I am hopeful that employers, and particularly those that are paying the levy every year, will want to create apprenticeships and invest in them, because they will want to use these skills for the long term.

[Karin Smyth (Bristol South) (Lab)]

Bristol South sends the fewest young people to university in the country, so I view apprenticeships as the key to aspiration and share the Minister’s evangelicalism. On his way back from Taunton in the west country, if he wants to stop off in Bristol South to see some of the work that we are doing, he will be most welcome.

Yesterday I asked the Prime Minister whether he had a delivery plan or was making up the policy as he went along; others have described it as iterative and agile. We await the details of the levy, of how the targets will work in practice, and of how colleges and other providers will be supported in their important work. Given that there is a desire to speak with one voice across the House on this subject, will the Minister please say a little more about when the delivery plan will be forthcoming?

[Nick Boles]

The hon. Lady is right that we have many questions to answer, because we are making substantial policy interventions to try to ensure that we meet our targets for both numbers and quality. If those questions are not fully answered in April, I will be severely disappointed.