Higher Education (Industry and Regulators Committee Report)

Lord Wharton of Yarm Excerpts

Tuesday 21st May 2024 Grand Committee

[Lord Wharton of Yarm (Con)]

My Lords, I draw attention to my registered interests. Clearly, as chair of the board of the OfS I am also bound by the Addison rules, so I cannot reply directly to observations that noble Lords may make or to committee reports in this House. I am rather restricted to making what will be a short contribution to this debate and I am here to speak as a Member of this House, rather than as the chair of that body. That said, there are some things that I can say. While I should not stray into comments on the day-to-day operations of the OfS, I wanted to be here to make a few general points.

Any public body must have regard to its stakeholders. There must also be a robust and honest two-way conversation and communication. A regulator cannot always be appreciated by the regulated, and one of the challenges in higher education in England is that, until recently, it did not have a regulator at all. This has been a significant transition, and a large number of people have worked extremely hard to bring it about. I pay tribute to all those who worked diligently to register providers after the Higher Education and Research Act 2017 came into operation. It is particularly good to see the noble Lord, Lord Johnson of Marylebone, here; I particularly recognise the role that he played in creating the accountability and protection that exist today.

Since the initial creation of the OfS, the pace of registrations has of course slowed. There are, though, still new entrants to the higher education system in England, and it is more important than ever, given some of the challenges that the noble Baroness mentioned, that we have a robust and thorough approvals process in place. The Office for Students regulates more than 400 higher education providers. Put another way, there is more than one higher education provider for every two noble Lords in this House. Given the range of activities they undertake and the importance of what they do, the task of regulating them is not a small one, but I think it is generally accepted that regulation of some form is much needed, even if there is debate about the shape that the regulation should take.

Any regulator must undertake a significant sector engagement programme, in this case including ongoing dialogue with students and providers. This does not mean that everyone at all times necessarily likes what needs to be said, but openness and engagement matter to any public body or regulator—and, of course, this is no exception.

We live in challenging times for higher education. Events have highlighted a range of issues for the sector and the outlook for the financial sustainability of higher education has worsened, though the sector itself predicts some, albeit limited, improvement in the short term. This is a topic on which I have had a number of conversations with the noble Lord, Lord Willetts. I do not know what comments he plans to make today, but his advice to me and ongoing support are much appreciated and I recognise his quite exceptional knowledge of the workings of the higher educational sector.

The Higher Education (Freedom of Speech) Act means that matters of free speech at higher education providers will fall under a new regime and, for the first time, student unions will also be regulated. This comes at a time of increased debate over issues such as current events in the Middle East, in particular, which can lead to quite passionate views being held and expressed. They can also lead to tensions, and it is no small task getting the balance of that regulation right. It is important that the will of Parliament is reflected, given that the Act was passed by Parliament and the requirements created in legislation, and that the correct approach is taken.

I look forward to the comments of the noble Lord, Lord Mann. I do not know what he plans to say today but, if he touches on some of his excellent work in the area of anti-Semitism, I am sure that will be of interest to noble Lords and certainly to me. Similarly, protection from harassment and sexual misconduct is a live topic and must be seen in tandem with the free-speech debate changes that are to come. The student interest is central to all this and must of course remain so in the future.

I have to be careful not to stray into what may breach convention. As much as I would like to say a lot more, these brief points are very general as a result. It is for the Minister to respond and I look forward to her contribution. It is, though, reassuring to see the continued interest in the future of higher education from across this House. I know that many in the broader higher education community will be listening to what is said today with interest, and that the words of noble Lords in here will certainly have an impact outside this place.

Skills (North-East)

Lord Wharton of Yarm Excerpts

Wednesday 27th November 2013 Westminster Hall

[Guy Opperman (Hexham) (Con)]

It is a pleasure to serve under your chairmanship, Mr Betts, and a great privilege to introduce this debate about how we create skills and apprenticeships in the north-east.

The north-east has a proud manufacturing heritage. We are home to Stephenson’s trains, Armstrong’s hydraulics, ships and artillery, Swan’s electric light bulbs and Parsons’ steam turbine, to name but a few of the great key inventions derived from the north-east. Today, we need to ensure that the next generation have the training and resources to put skills in manufacturing and engineering, in all its forms, once again at the heart of our growing private sector economy.

Those great engineers of the north not only built our region, but shaped Victorian Britain. This matters. It is great that the North East local enterprise partnership is one of only three LEPs in the country to pilot the new approaches to skills development. The key point is that the north-east is showing the way, whereas sometimes in the past, it is fair to say, we have been at the back of the bus. We have, I suggest, little to fear from our co-pilots: the Stoke-on-Trent and Staffordshire LEP and the West of England LEP. Frankly, we welcome the competition—but I would say that, wouldn’t I?

In the north-east, we have a number of strong sectors: manufacturing, engineering, subsea, oil and gas, and renewable construction—I could go on. The success of the skills pilots must be in matching the appropriate skills to the relevant sectors, where the growth and the jobs will be. This pilot will, I believe, allow that to happen, but I ask my hon. Friend the Minister, in his response to the House today, to set out the details in relation to the skills pilot, so that we can fully understand the direction of travel and what he wishes us to do. I want to address the Minister also on the issue of a university technical college in Northumberland, Tyne and Wear.

For me, this debate is part of a personal crusade. I was the first Member of Parliament to hire, train and retain an apprentice—Jade Scott, who is now the business administrator in my Hexham office. Along with Jacqui Henderson, I opened the new Hexham office of Northumberland college in 2012. It is a state-of-the-art local facility in rural west Northumberland and provides a multitude of courses, including hairdressing. I have taken the plunge and had a haircut there myself—I probably need another one now.

We have also led the charge with Ministers. I was pleased to welcome my right hon. Friend the Member for Epsom and Ewell (Chris Grayling), when he was the jobs Minister, to the Fuse media centre in Prudhoe for a jobs summit. I then invited the present Minister to Kirkley Hall on 9 February this year to preside over the apprenticeship awards, with the wonderful Jacqui Henderson and her team, and hear at first hand about the difference that apprenticeships are making in the north-east.

I regularly meet representatives of Newcastle college, and only two months ago I sat down with Angela Allan and her team to discuss how we can help them, both from the skills point of view and on the issue of international student visa numbers. I also took this Minister to see for himself the huge investment going into Newcastle college. The building that he and I looked around in February of this year was a shell; it is now up and running and a thriving, bustling hub for students.

I will give three specific examples from business later in my speech, but I want to start with a strategic overview of where we are and where we have come from, and the lessons we can learn from the past three years. Apprenticeships are, as everybody acknowledges, key to securing the prosperity of the north-east economy. We are moving in the right direction. The number of apprenticeship starts in 2011-12 in the north-east was 38,340, an increase of 11% since 2010-11. That, in turn, was up from 18,510 in 2009-10 and 13,500 in 2005-06. In my constituency, the number of apprenticeship programme starts rose from 430 in 2009-10 to 800 in 2011-12, which is the last fully assessed year. There is not a single one of the 29 constituencies in the north-east in which apprenticeship starts have not increased dramatically since 2010.

[James Wharton (Stockton South) (Con)]

I congratulate my hon. Friend on securing this debate, which is incredibly important for our region. Does he agree that we need not only a high number of apprenticeship starts, but the right types of apprenticeships to replenish the skills base that has built the industry in the north-east over so many years? It is welcome that numbers are up, but it is also welcome that we are starting to get the right sort of apprenticeships, because of the good work that the Government are doing.

[Guy Opperman]

With amazing ability, my hon. Friend has touched on the next key point of my speech. It is not just about numbers; it is about the quality of apprenticeships. It is also about the skills pilot that we have managed to secure in the north-east matching the types of apprenticeship starts to the sorts of businesses in the north-east, to ensure that they are specifically focused and provide what business needs. The Adonis report talked about exactly that point.

In preparation for the debate, I blogged, tweeted and invited comments on the matter. Who says that social media do not work? I was deluged with ideas and contributions, and I thank everyone for taking the trouble to get involved. I was contacted by businesses, trade organisations such as the north-east chamber of commerce, health trusts and even the Department for Education, which was keen for me to advance and support some of its ideas. I spoke to three businesses in particular. SCA is the second largest manufacturer in my constituency. It employs some 400 people, and it is a manufacturing success. Richard Sutcliffe, the factory manager at SCA, has said:

“There is a need to acknowledge that the technical skills/engineering skills that are needed in manufacturing are not currently in place; we are continually striving to encourage and develop the young talent of today.

As the number of apprentices over many years has reduced and many employees come towards their retirement we have a challenge in industry as a whole to plug these gaps. By linking with schools and educational establishments we are keen for people to realise and see that an apprentice scheme is a great/equivalent alternative to university and we must remove the stigma that still exists in some areas.

An apprentice at SCA can also move on after their initial training to complete a degree, giving the person a solid footing in a working environment, a keen skill that can take them in many directions and the opportunity to start life without the burden of excessive debt. We need to encourage and help people realise apprentice schemes are key, current and available for all types of people, whatever their ambitions might be.”

I could not have put it better myself.

I want to give examples of two other local businesses. The first is Egger, in my constituency, which is the biggest private sector employer in Northumberland, with more than 550 employees. Recently, £4 million has been invested in an engineering academy for more than 40 apprentices and other engineering staff, which I opened last month with Michael Egger. He clearly sees his employees as the key to the future prosperity of the business, and the academy is the latest phase in more than £100 million of investment in the Hexham plant over the past six years. Egger’s importance cannot be overstated; it is responsible not only for 550 local jobs, but for 1,500 other jobs that are linked in through forestry and other businesses. I was lucky enough to work on the factory floor as part of Children in Need. I was not very good, but it was a great experience. I particularly liked meeting the apprentices, who were, by and large, from Hexham. They had started in Queen Elizabeth high school and been on away days and visits to the factory, after which they followed the apprenticeship path, which enabled them to get a local job with a local firm and live at home. That, surely, is the way forward.

Apprenticeships

Lord Wharton of Yarm Excerpts

Monday 19th December 2011 Commons Chamber

[Nigel Adams (Selby and Ainsty) (Con)]

It is a pleasure to follow the hon. Member for West Bromwich West (Mr Bailey), and I shall try to keep the rhetoric to a minimum if I can. It is also a pleasure to speak in the debate.

Apprenticeships are the most ancient form of vocational training. In this country, they predate degrees and their formal existence dates from the middle ages. In places such as China, apprenticeships have been around for 1,000 years. Hon. Members will all be aware that Confucius explained why apprenticeships worked by saying, “I hear and I forget, I see and I remember, I do and I understand”.

Last Friday evening, I had the good fortune to be invited to Selby abbey to present the annual Selby college awards. As the Minister will know, Selby college is an outstanding further education college in my constituency and I was thrilled to present awards to several apprentices who had excelled in their fields and who are now looking forward to embarking on their careers. The college plans rapidly to expand its apprenticeship scheme numbers in the forthcoming year, with ambitious plans to increase the programme by 300% by working closely with local and regional employers to help to train people with the skills they will need to join the working world. As well as making that commendable progress, the college is in touch with university partners to expand the range of degree programmes that students can take there.

Today, thousands of young people are benefiting from the excellent start to their working life that an apprenticeship can offer, but apprenticeships are open not only to the young. Hon. and right hon. Members might have seen reports in the media about current apprentices in their 60s and 70s, and a recent forecast published by the Government shows a large increase in the number of adult apprenticeships over the course of this Parliament. That offers hope for all of us who might be thrown out of this place in the future.

With Christmas spirit and a sense of fair play, I acknowledge that there is agreement on both sides of the House that apprenticeship training must be central to any Government’s approach to skills. I will go further and acknowledge that one of the achievements of the previous Administration was to bring about a significant expansion of the number of apprentices in training. I am delighted, however, that the coalition Government have taken apprenticeships to a new level, as cemented in the coalition agreement, which stated that the Government

“will seek ways to support the creation of apprenticeships, internships, work pairings, and college and workplace training places as part of our wider programme to get Britain working.”

This Conservative-led Government have more than fulfilled that promise and continue to do so with an extra 53,000 apprenticeship starts recorded during 2010-11.

We have seen a 54% increase in apprenticeship starts in 2010-11 compared with the figures for 2009-10, under the previous Government. Those figures could not be clearer. This has been a record year for apprenticeships, with the greatest proportional growth at level 3, the equivalent of A-level. The task now must surely be for the Government to continue to increase the number and range of apprenticeships on offer while, most importantly, improving their quality. I support the Government’s announcements on improving the quality of apprenticeships, particularly now that English and maths up to the standard of a good GCSE—level 2—will be available for all apprentices.

Madam Deputy Speaker, there is a great song—I am sorry, Mr Deputy Speaker. I had not realised that you had taken Madam Deputy Speaker’s place. There is a great song by an artist I have had the good fortune to have seen live, called Seasick Steve, which goes, “I started out with nothing and still have most of it left”. If we are to avoid that rather gloomy outcome, we must continue to improve the quality of apprenticeships.

In my constituency, Doosan Power Systems, a company that works in the energy sector, has had a successful apprenticeship programme in place for more than 40 years and employs 92 apprentices across the years between 16 and 18, with hopes of bringing in a further 62 next year. In Selby and Ainsty, we have seen an increase in apprenticeship numbers of 67% over the past year, from 510 to 850, and I hope that that figure continues to increase, with companies such as Doosan taking on more and more apprentices with the help and support of the Government.

[James Wharton (Stockton South) (Con)]

May I take this opportunity to observe that in the north-east we have seen a rise from 535 to 860 engineering apprenticeships in the past year? Is it not the case that the sort of apprenticeships my hon. Friend is talking about and which the Minister is doing so much to deliver will provide the jobs and growth for the future that we so desperately need in our region?

[Nigel Adams]

My hon. Friend is absolutely correct. It is important that we have quality apprenticeships to ensure that they lead to proper jobs. I commend my hon. Friend; I am sure his input has gone a long way towards insuring that increase in apprenticeship numbers over the past year.

Further support can be offered through an increase in the funding support for apprentice work placements to cover non-productive employer costs such as travel, accommodation and supervision. I have spoken to employers in my constituency and found that another area where it is widely felt that greater Government support is necessary—I put this to the Minister—is in the current 50% reduction in funding for apprentices over the age of 18, an issue raised earlier by my hon. Friend the Member for Stevenage (Stephen McPartland). Many firms and establishments do not allow workers under the age of 18 to enter their sites owing to the perceived high-risk nature of the work, which in turn limits the age of apprentices that companies will take on. If the age were raised to 19 before the drop in funding, it would encourage more employers to take on younger apprentices without the risk of not being able to utilise their skills fully on site.

An advanced economy needs people with advanced skills in order to grow, and we need to use all our talents. I am assured that this Government are committed to driving up the skill levels of the work force. Apprenticeships already make a tremendous contribution to society, but this Government intend and need to go further. The Government should ensure that apprenticeships are improved and expanded so that more individuals and businesses can benefit from the opportunities that they offer.

New Schools

Lord Wharton of Yarm Excerpts

Monday 10th October 2011 Commons Chamber

[Michael Gove]

We are doing everything possible to attract new teachers into science, technology, engineering and mathematics by transforming initial teacher training and providing additional support for teachers who are qualified in those disciplines. We will say more on that when we publish our teacher training strategy, which I hope will be later this month or early next month.

[James Wharton (Stockton South) (Con)]

I thank the Secretary of State for the support he has given me and the residents and parents campaigning for a new free school in my constituency. Will he confirm that the statements he has given today mean that his Department will do all it can to support those campaigners to deliver the new school that is so badly needed in Ingleby Barwick? I cannot thank him enough for his support, which has meant an awful lot for parents and campaigners. Will he confirm that the Department will give them its full and wholehearted support?

[Michael Gove]

Absolutely. When I visited my hon. Friend’s constituency, he showed me not only a superb existing maintained school that needed additional support, which I was delighted to visit, but the parental campaigners for the Ingleby Barwick free school. They were a model of what the big society is about and I am delighted to offer them our support.

School Funding Reform

Lord Wharton of Yarm Excerpts

Tuesday 19th July 2011 Commons Chamber

[James Wharton (Stockton South) (Con)]

The Secretary of State knows that Ian Ramsey school in my constituency has a particularly dire need for capital investment to secure its future in the buildings that currently exist. If it applies for the new funding that he has announced today, how soon at the earliest might it get a decision and some certainty about its future?

[Michael Gove]

I had the pleasure of visiting Ian Ramsey school, which is a superb school with great leadership that also enjoys the advocacy of a great constituency Member. Like every other school, it should be able to apply and should know this autumn.

Private Schools (Access)

Lord Wharton of Yarm Excerpts

Wednesday 16th March 2011 Westminster Hall

[James Wharton (Stockton South) (Con)]

Thank you, Dr McCrea, for the opportunity to make a contribution to the debate. I congratulate my hon. Friend the Member for Reading East (Mr Wilson) on securing the debate. I know that he cares passionately about this important subject, in which he is deeply involved, and that he is far more knowledgeable than I would claim to be. I want to take this opportunity to make a short contribution and to discuss my experience of some of the excellent independent schools in my constituency of Stockton South. We have two independent schools: Teesside High, which was founded in 1833 and, until recently, was an all-girls school; and Yarm, which was founded in 1978. It is the experience of Yarm school that I want to relate today.

Yarm school rose from the ashes of Yarm grammar school, which had closed. It was brought about by a group of determined parents, who decided that they wanted alternative educational provision for children from the Cleveland area, as it then was. Much as free schools today will be started in small numbers by dedicated parents and then grow, hopefully, into successful educational institutions, Yarm school started in an old, dilapidated building. Parents and supporters gave up their own time, donated materials, found funds, painted, renovated and taught.

The founding headmaster, Neville Tate—a great man who has made a significant difference to the education of many thousands of children who have passed through the school, and who will do so for many years to come—used to go in at weekends, paint the lines on the rugby pitch and drive the school minibus to the train station. It was a hands-on endeavour, to which many people, who cared passionately about what the school wanted to achieve, contributed.

In the early years, the school found things quite difficult and challenging because, unlike a modern free school, the parents who wanted to send their children there also had to pay. The offer that it put on the table was limited, as it did not have modern classrooms and facilities. All it had was the right attitude, the right atmosphere and a dedication and will to get things done.

That school has now moved. It bought the location across the road and expanded. It has built countless new buildings and offered educational opportunities to countless more children. I should, of course, declare that I had the privilege of going to that school in my constituency when I was younger. Now that the school is expanding and doing very well, it also makes a greater contribution to the local community, and not just in the education of its pupils or the local economy, of which it is a significant feature. It also works with local state schools. It had an excellent partnership with Grangefield school, which is in the southern Stockton part of my constituency, sharing services and working together to ensure that pupils at both schools had better access to facilities and a better quality of education.

Yarm school has a track record of delivering locally, not just for itself, but for others in the community that it serves and represents. It also serves another purpose. It relieves pressure on some of the excellent nearby state schools, which are currently overcrowded and oversubscribed; for example, Egglescliffe school and Conyers school. Egglescliffe school, in particular, which is a superb high-quality secondary school in my constituency, is on a relatively small site that was designed for many fewer children than it currently accommodates. With the growing population of Stockton, it has seen more and more people applying for fewer and fewer available places. It also serves a large and growing housing estate in Ingleby Barwick, which I believe is one of the largest private housing estates in western Europe and has grown exponentially in the past two decades. That housing estate has one secondary school, All Saints, a 600-place Church of England school, which is a very good local secondary school, but not sufficient in size to serve local needs. Hundreds upon hundreds of children are bussed off the estate to nearby Egglescliffe and Conyers every morning. Some also go to Yarm, because they have not been able to secure places at the secondary schools of their choice.

That brings me to the exciting new prospect that is on the horizon for the people of Ingleby Barwick, who are now progressing with their own bid for a free school. I have certainly done what I can to make representations to the Secretary of State to support the bid for a free school in Ingleby Barwick. We will hopefully see a new school in the next few years that will deliver diversity of choice and more school places, so that children from that community can choose which school they wish to apply to and parents which school they want to send their children to. It will also allow local children to go to a school in their own community. That will relieve pressure on other schools in the area, so that they can better manage the facilities that they already have. We want to secure the future of all of the schools in the south of the Stockton borough—the school in Ingleby Barwick itself and Egglescliffe, Conyers and Yarm schools.

That exciting new project is one step in the direction in which we need to go, opening up choice, diversity, access and possibilities in our education system. My hon. Friend the Member for Reading East spoke passionately about how he would like to see access opened, so that those who are not necessarily from the most affluent backgrounds are able to get into those schools that have perhaps been seen as not within their reach in the past. I would like to add my voice to his call that the Government should look to do everything they can to ensure that every child, no matter what their financial or social background, has access to the highest possible quality of education, in the way that they and their parents believe it should be best delivered to suit their individual needs.

I am grateful for the opportunity to speak in the debate and make a small contribution, and to comment on a number of the excellent local schools that serve my constituency. I look forward to what the Minister has to say in response to the comments of my hon. Friend the Member for Reading East.

Education Maintenance Allowance

Lord Wharton of Yarm Excerpts

Wednesday 19th January 2011 Commons Chamber

[Elizabeth Truss]

I fear that the hon. Gentleman has not been listening to what I have been saying, which is that we have been failing, as a country, to give the same level of education to low-income students as to high-income students. By not focusing on core issues such as improving teacher quality, the previous Government failed those students. I should like a debate on education standards—indeed, I have asked the Backbench Business Committee for one—because that is the most important thing we should address as a country. We need to debate what goes on inside schools rather than just how people get to school.

[James Wharton (Stockton South) (Con)]

Does my hon. Friend agree that it is not just the core issue of how we set up and run our schools that is important? The core subjects that we teach in those schools are also very important.

[Elizabeth Truss]

Absolutely. I completely agree with my hon. Friend. I am very pleased that the Government have introduced the English baccalaureate, which will help us to encourage more students from all backgrounds to study subjects that will help them to get to university. That is a good thing.

I shall finish by talking about the record of the previous Government in getting low-income students to university. Nineteen per cent. of students going into higher education were from families in the lowest income quintile, compared with 30% in Australia and 50% in the United States. That is a shameful record—[Interruption.] Members will note that both those countries have a proper tuition fee system. [Interruption.]

Outdoor Learning

Lord Wharton of Yarm Excerpts

Wednesday 15th December 2010 Westminster Hall

[Simon Hart (Carmarthen West and South Pembrokeshire) (Con)]

May I say what an honour it is to serve under your chairmanship, Mr Benton, and not for the first time?

I start by declaring an interest. My enthusiasm for this subject started in previous years when I was involved in the creation of a charity, the Countryside Alliance Foundation. That fuelled the fire for this debate and since then, a number of organisations have come on to my radar and helped enormously in shaping my views. I will quickly list them: the Field Studies Council, in particular its excellent staff at West Orielton in Pembrokeshire in my constituency; the National Trust, its Outdoor Britain campaign, and particularly the help of Jonathan Hughes; the English Outdoor Council; the Bushcraft Company; the Royal Society for the Protection of Birds; and the Council for Learning Outside the Classroom. One of the encouraging things about preparing for this debate was the common ground found between so many different organisations.

This debate is not about urban interests versus rural interests; the subject is important to everybody, wherever they come from and whatever their background and aspirations. Nor is the debate aimed at persuading urban children to go out and do things such as skin rabbits; this is about getting everybody—whether teachers or pupils—out of a classroom and into a new environment so that they can find something somewhere that excites them and in which they can excel. In short, the debate is about outdoor education, not outdoor entertainment.

When I looked into this topic, I was struck by the fact that these days only about 10% of children play outdoors, although about 40% of their parents used to do that. A survey conducted a few years ago by Country Life magazine illustrated the challenge that confronts us. A group of children was asked why, in their view, it was important that gates were closed in the countryside. The most popular answer was, “To keep the elephants in.” They were asked why it was perhaps more enjoyable to live in rural rather than urban areas, and the equally depressing, but slightly telling, response was, “There are fewer coppers.” Those are the challenges and the facts that underpin part—although not all—of this debate. We have a big mountain to climb, but we have the consensus and enthusiasm to climb it.

Emerging evidence suggests that outdoor learning meets every social target set. It is good for education, health, behaviour, community cohesion and, of course, for the natural environment. Everybody who takes part, not just those from a disadvantaged background or those who may not excel in a traditional classroom, benefits from the process. Outdoor learning teaches people, in particular teachers, to understand risk.

Depressingly, 76% of teachers turned down the opportunity to go on a field trip because of fears about health and safety. Such learning, however, is low risk and high reward, and the statistics back that up. Over a 10-year period, only 364 legal claims were tabled because of children injured at school, and only half of those cases ended in any kind of payment. On average, most local authorities paid out £293 over that period.

[James Wharton (Stockton South) (Con)]

I congratulate my hon. Friend on securing this important debate on a topic that I know is dear to his heart. Does he agree that the health and safety culture in this country is hugely damaging, not only in relation to this debate, but overall? A bit of common sense and some good, sensible reforms to encourage people to take reasonable risks when dealing with children, or any other matter, would be of great benefit to our education system and the people of this country.

[Simon Hart]

My hon. Friend makes a good point. The difficulty with health and safety legislation is that we are trying to create a society where risk is eliminated, but no such thing is possible; risk can be limited and managed, but it cannot be eliminated. My hon. Friend highlights that point well.

In 2008, the most recent year for which we have decent figures, 53% of six to 15-year-olds did not go on a single school trip. A further depressing thought is that over the past 10 years, there has been only £4.5 million of funding for that concept. That is in stark contrast to the music manifesto, for example, which attracted £332 million of funding in 2007. About 97% of teachers believe that it is important for children to learn about the countryside within the national curriculum, and 85% of young children and their parents agree.

Some teachers cannot do what they would like because their school or local authority will not fund their cover when they take children on a trip. That is the “rarely covers” conundrum, and perhaps it goes to the heart of the debate. Under qualified teacher status 30, trainee teachers are asked only to “recognise opportunities” for out-of-classroom learning. It is a weak standard, but even that is not being reached by some initial teacher training providers.

Schools Admissions Policies

Lord Wharton of Yarm Excerpts

Monday 13th December 2010 Commons Chamber

[Mark Lancaster]

That is absolutely right. My hon. Friend makes a powerful point that I will come on to.

We can all agree that the last thing we want is children out of school. In fact, parents could be prosecuted for keeping their children at home for such lengths of time. However, according to a Mail on Sunday investigation in September, bureaucracy was barring up to 15,000 primary and secondary pupils from the classroom nationally. Each school calculates its own published admissions number—known as a PAN—every year. This determines the number of pupils that can be admitted to each year group. However, such is our shortage of places that 120 of this year’s 327 secondary school applicants did not get any of their three choices.

One school is bearing the brunt of the city’s scarcity of school places. The Radcliffe school in Wolverton does not fill its PAN, so when the council cannot give in-year applicants any of their three preferences, it allocates them to the Radcliffe, seemingly regardless of where the children live in our ever-expanding city. Head teacher John O’Donnell is currently dealing with an influx of 140 allocations. A staggering 119 are from children who are out of area, many of whom will have to be bussed or potentially taxied in from outside. Understandably for students who are out of catchment, Radcliffe was not one of their three preferences. The council is fulfilling its duty—every applicant is being offered a school place—but this is turning the Radcliffe into a de facto community school. Whereas 5% of its intake came from outside the catchment area previously, that has suddenly increased to 10%, and is set to rise further.

That volume of allocations has taken its toll. Mr O’Donnell is devoting two days a week to dealing with the backlog. His induction arrangements involve meeting the pupils and families to determine their requirements, be they special educational needs, academic courses or even language—after all, 37 mother tongues are spoken at the school. The induction process has been criticised, but it is understandable that Mr O’Donnell wants to get his pupils off to the best start. His school finally broke out of special measures in October 2009, after a well-deserved record round of GCSE results, but do we want him to put children straight into lessons that are not appropriate just to get them into school, or do we want him to continue raising standards? Such is the backlog that pupils are now being allocated places at the Radcliffe, where they will not be able to start for months. The result is scores of children sitting at home—not studying, just waiting.

Why has the Radcliffe seen such an influx? It can be partly explained by the creation of the Milton Keynes academy—a fantastic new facility, and the city’s first—which opened in September 2009. As I told the Secretary of State after he delivered his White Paper on 24 November, the academy’s PAN is lower than that of its predecessor, the Sir Frank Markham community school. That has displaced people from the academy’s catchment area, who are instead being given places at the Radcliffe. For example, Mr O’Donnell is for the first time seeing applicants from the Netherfield estate, which is 1 mile from the academy, but nearly 7 miles from the Radcliffe. In fact, many of the Radcliffe’s new intake of 119 are from the academy’s catchment area.

It is worth taking a moment to consider why it is so important for children to go to a school close to home. Once they are 18, many seem to pick a university that gets them as far away as possible—or a continent that takes them even further afield, on their gap year—but most school kids just want to walk to school with their mates. The national Walk to School campaign highlights why travelling on foot is good for morale and health, taking congestion off our roads and promoting a more cohesive society.

[James Wharton (Stockton South) (Con)]

I congratulate my hon. Friend on securing this excellent debate and campaigning so vigorously on behalf of school pupils across Milton Keynes. I am sure that he will be aware that there is a problem right across the country. In Ingleby Barwick in my constituency, a local group called BO2SS—Barwick’s Own 2nd Secondary School—has come together to put forward a free school application specifically in order to allow local pupils to attend a school within walking distance in their community. It is important to put on record the fact that although the problem is significant in Milton Keynes, it needs to be addressed across the nation as a whole.

[Mark Lancaster]

I agree with my hon. Friend. Indeed, I would argue that a good basis for the big society is schooling children in their own communities.

With Mr O’Donnell’s out-of-catchment intake, he is seeing a massive decrease in those attending after-school activities. Engagement has already taken a hit because many pupils have to change buses in central Milton Keynes. There, they are drawn to shops and attractions, rather than continuing with their journeys, which sometimes involve catching two or three buses. We have to think about what sort of society we want to create. Do we want our children to become juvenile commuters, reading bus timetables rather than textbooks?

The problem is not confined to the two aforementioned schools. For example, the Mumford family moved to a house in Newport Pagnell that overlooks a secondary school, Ousedale. Two of their daughters were offered places at the school, but not in a classroom yards from their home—rather, at the campus in the next town, Olney, which is more than 8 miles away and not on a bus route. They were alternatively offered places at the Radcliffe school, 6.5 miles away, but told that they would not be able to start until November. After weeks out of education, they face a daily commute when there is already a school on their doorstep. Likewise, a mother and her son moved to Olney, very near the town’s Ousedale campus. The son was instead offered a place at the Radcliffe school, 11 miles away. As there is no bus service that would get him to school, he was offered a council-funded taxi to take him there and back every day. Fortunately, after an intervention from my caseworker and persistence from his mother, his appeal was successful and he has happily started at his local school, without having to use a taxi, that would have cost the council £2,875 a year.

We are talking about fairness, but what is happening is unfair on children whose parents are not able, for whatever reason, to fight their case and push for appeals. It is unfair on the children whose parents cannot provide them with transport if they have to travel several miles to school or support them if they are stuck out of education for a period of time. Indeed, schools can admit above their PAN in exceptional circumstances if children fall into the categories stipulated by the fair access protocol. This protocol also applies to those who have been out of school for more than one term or those whose parents have been unable to find them a place after moving to the area. However, Milton Keynes council resorted to this protocol on only four occasions last year and not at all this year.

After my prolonged campaign for “I before E”—infrastructure before expansion—and the coalition Government’s commitment to it, I am confident that our rate of school building will keep up with our population growth. After all, Milton Keynes is the fifth fastest-growing city in the UK, but I am concerned that, as new schools appear, they will fill up with pupils from across the city before nearby houses are built. Head teachers have wanted to hold places, but the incentive is to fill places to secure maximum funding.

Building a High-Skilled Economy

Lord Wharton of Yarm Excerpts

Thursday 17th June 2010 Commons Chamber

[James Wharton (Stockton South) (Con)]

Thank you, Madam Deputy Speaker, for the opportunity to address the House for the first time. It is a nerve-racking moment, made all the more so by following the excellent contributions from hon. Members throughout the debate, with constituencies ranging from Central Devon to Pendle, and Hastings and Rye to Rossendale and Darwen. I am therefore grateful for the courtesies that the House extends to new Members during their maiden speech. I promise not to detain the House too long.

Sitting in the House as Conservative Member for a constituency in the north-east of England makes me something of a rare specimen, thought almost extinct just over a decade ago, but I assure hon. Members that we are showing encouraging signs of life and energy once again.

I follow in the footsteps of Harold Macmillan and Tim Devlin, as well, of course, as my most recent predecessor, Dari Taylor. Ms Taylor represented Stockton, South for 13 years, during which time she worked hard for her party and gave energetic support to the charity Cardiac Risk in the Young.

All Stockton MPs follow in the footsteps of Joseph Dodds, the first Member of Parliament for the seat. He won it when it was first enfranchised in 1868. He built up one of the largest majorities in the country in the next 20 years, having won only narrowly when he was first elected. Unfortunately, towards the end of his career, there were what might be termed financial irregularities, and he had to resign his seat after being made bankrupt. However, that was reported rather more generously in the press of the time than might be the case today. I hope it will not be taken amiss, or as not in the spirit of the new politics, in which those of us on this side of the House are so energetically engaged, if I say that Joseph Dodds was, of course, a Liberal Member for Stockton-on-Tees.

It will be my aim over the coming years not only to represent the good people of Stockton South and its surrounding towns and villages, for whose support and confidence I am grateful, but to wave the flag for Teesside. My predecessor Tim Devlin said in this House 23 years ago:

“It persists in the minds of southern folk who think that we northerners all live in back-to-back houses and keep whippets.”—[Official Report, 4 November 1987; Vol. 121, c. 972.]

Although some progress has been made in addressing perceptions of the north, there is much still to do. I hope to play my part in ensuring that such perceptions are challenged and corrected. In my own constituency, we have vibrant towns such as Yarm and Eaglescliffe, which showcase the very best that this country has to offer. There are also things that must be done: Ingleby Barwick needs more school places, Thornaby’s regeneration is not yet complete, and Stockton itself has a high street which, although not in my constituency, must be the focus of local efforts to secure real and lasting improvement.

The economy of the north-east of England is, and has for many years been, dependent on the public sector. I hope that over the coming years our private sector might take on a more significant role, and I trust that the Government will make promoting and sustaining that private sector one of its key aims in these difficult times. By building on the skills that we in the north-east region have, with our manufacturing and engineering heritage, I believe that we can build a stronger economy, regionally and nationally, which will benefit many generations to come.

Teesside as a whole needs to re-establish its true identity. Half of my constituency has been in Yorkshire, half in Durham, all was once in Cleveland, and all was also once in Teesside, and now, confusingly, we are told that we are in the Tees valley, although I have yet to find the Tees valley on any standard highways map. In Stockton South we have Durham university and Teesside retail park, but we are served by Cleveland police and Tees Valley Unlimited, and we celebrate Yorkshire day. Should any hon. Members find that perplexing, I invite them to visit that wonderful part of the world, especially over the summer recess—I can assure Members on both sides of the House that even in the north-east, we do indeed have a summer. Of course, they could fly direct into Durham Tees Valley airport—or at least they could have done when we had a direct service, which is another issue I hope to address and be involved with over the coming years. Those of us who were born and raised in Stockton can occasionally be heard to joke that we do not have a county. That joke has worn thin over the years and I hope the new Government recognise the anomaly and work with myself and others to address the current confusion.

The people of Teesside are hard-working and industrious, and there are all the signs of real success and wealth, but all too often, as is the case in so many other places, they sit next to pockets of real deprivation and need. We must raise the sights of those who have looked down at the ground for too long, and realise the true potential hidden beneath the surface of the terrible jobless figures and levels of personal debt which, for far too many families, have become the norm. It is by training and education that that can be achieved. My part of the north-east has suffered more than most during the recent recession, with the mothballing of our local Corus plant at Redcar, and the recent announcement that Garlands, a previously highly successful local company, has gone into administration, so we must ensure that our voices are heard loud and clear from both sides of the House.

Our local entrepreneurs, such as Sir John Hall, Duncan Bannatyne and Steve Gibson, are key drivers for our economy, not just in the region but far beyond. We must support individuals like them, from the smallest new businesses to the largest and most successful of enterprises. I want the north-east to be known as a place where business can be done. We have the skills and the spirit; we just need the chance to prove what we can achieve.

Throughout history, the north has been a powerhouse driving this country forward. Since the days of the industrial revolution, Teesside has played its part—Sydney Harbour bridge was made from our steel, and our coal powered the engines of empire. My constituents have sent me here to tell that to the House, to speak out for a great place and to support the Government in their work to tackle many of the problems that we now face.

The people of the north-east will look to the Government and to their representatives in the House to ensure that the transition to a new economic model is successful, and that jobs and livelihoods are protected. We want to grow, succeed and impress. I am confident that the new Government will listen to what the people of the north-east have to say, and I look forward to working to secure a bright future for its people.

Thank you, Madam Deputy Speaker, for your indulgence in calling me this afternoon, and in particular I want to thank the people of Stockton South for putting their confidence in me and sending me here to speak to you today and on however many other occasions I have the pleasure to address the House. It is a real pleasure to serve the constituency in which I live and in which I was brought up. I look forward to serving, and to working with Members on both sides of the House to ensure that the voice of the north-east is always heard here in Westminster and elsewhere.