Early Years Family Support

Matt Western Excerpts

Tuesday 16th July 2019 Commons Chamber

[Andrea Leadsom]

My hon. Friend is, of course, right to say that it is possible to turn around these outcomes, but the ideal time to do it is during that first, critical 1,001 days, when the baby’s brain is still developing. Although we will always seek to turn things around later on, if necessary, the best chance is during the 1,001 critical days.

As my hon. Friend says, it is possible for a baby insecurely attached in infancy to grow up to lead a perfectly normal and happy life, but there is significant evidence that a troubled early life makes that so very much harder. Sadly, disorganised attachment, in which the person one turns to for love and support is also the person who sometimes abuses or neglects one—and in some cases, terrifies one—can lead to the worst sorts of outcomes in later life, including socio-pathological behaviour and a later cycle of abuse. In short, those who go on to become abusers in 20 years’ time are all too often the vulnerable babies who are themselves being abused today.

[Matt Western (Warwick and Leamington) (Lab)]

The right hon. Lady is making a powerful point and we all appreciate her bringing this issue to the House. It all seems to stem from the cycle that we need to break. Does she agree that what we had with Sure Start centres and children’s centres was so important in enabling a change of behaviour and the breaking out of that cycle?

[Andrea Leadsom]

The hon. Gentleman is absolutely right that there is a cycle of deprivation, which I will come on to discuss, but, as I said to the hon. Member for Oxford West and Abingdon (Layla Moran), although Sure Start centres are a vital part—having that safe place—in the work that I shall come on to talk about, this is about much more than that. That is just one of many services.

--- Later in debate ---

[Matt Western (Warwick and Leamington) (Lab)]

I commend the right hon. Member for South Northamptonshire (Andrea Leadsom) for securing this important debate today, and I congratulate my hon. Friend the Member for Manchester Central (Lucy Powell) on her superb leadership of the all-party group on nursery schools, nursery and reception classes. I have been to several meetings. They happen to be held in room 14, and I am always amazed by how many people come from across the country to attend those all-important meetings to make the case for maintained nurseries, in particular.

I first came across the importance of this sector in education when I was a county councillor in Warwickshire. I realised the supreme importance of getting not only to these young people, but to young parents, who are perhaps inexperienced, first-time parents. I realised that there was such a need to help with those early weeks and months of a young child’s development and to assist young parents, who, as I said, may be a parent for the first time, to understand what has just hit them in their new lives. Having visited so many of the children’s centres, I was always struck by how important they were and what a fabulous environment they provided, which was not just safe, but very stimulating, and that was great for both infant and child. It helped them to develop their skills and provided the support for the parent, challenging what was normal and making the child think about those around them—perhaps something they did not have that home. It was a fabulous environment for them to prosper in.

It was a shame therefore to see the breaking up and closure of so many Sure Start centres and children’s centres. In Warwickshire, we have lost 25 of the 39 children’s centres we had seven years ago. That leaves our communities and society with the challenge of provision, particularly in highly deprived areas. In the time I have available, I want to focus on the work of maintained nurseries. My constituency is lucky to have some superb maintained nurseries, and I want to highlight in particular the ones in Warwick and Whitnash, both of which I have visited.

The vast majority of maintained nurseries are set up in the most deprived areas and are so important, but no matter how good they are, they are only as good as the people who run them and the funding they have to sustain themselves. That is the challenge. While many of us welcome the Government’s introduction of the free 30 hours’ provision for three and four-year-olds, it is having an impact on the viability of these nurseries and their ability to sustain themselves given the financial pressures. People working in maintained nurseries are on a real pay level of £3 or £4 an hour, which is way below the minimum wage and a long way short of a national minimum wage.

Maintained nurseries are important for stimulating and developing young infants in those early years—the 1,001 days we have been talking about. I join others in recognising the work of my constituency neighbour the Under-Secretary of State for Education, the hon. Member for Stratford-on-Avon (Nadhim Zahawi), and the additional funding he secured. I commend him for doing that and urge him to bring certainty to these nurseries, which are under huge pressure from the funding crisis they face.

Finally, I pass on my thanks to all those who work and volunteer in these nurseries and elsewhere in our provision of early years across Warwickshire but certainly in Warwick and Leamington. I cite in particular the example of Warwick Nursery School, which will be celebrating its 60th birthday tomorrow. I thank them all for their work.

Department for Education

Matt Western Excerpts

Monday 1st July 2019 Commons Chamber

[Matt Western (Warwick and Leamington) (Lab)]

It is an honour to follow the hon. Member for Cheltenham (Alex Chalk), who spoke so well and in such an informed manner, particularly about the demands and challenges of special educational needs. I thank all the great teachers and headteachers, the leadership teams, the teaching assistants, and all the governors who provide their time voluntarily to some great schools, of which I am proud to have so many throughout the constituency of Warwick and Leamington.

As far as I am concerned, education is probably the greatest gift from one generation to the next, and it always has been. But all that is changing, and it is changing incredibly quickly. From the wholesale closure of children’s centres to the pressures on higher education, every facet and every sector of education is in or potentially faces a funding crisis, but for the purposes of this debate, I wish to focus primarily on our schools and colleges.

In recent weeks I have had the privilege of visiting many primary schools, including Woodloes, Westgate, Telford, St Margaret’s, Bishop’s Tachbrook and Clapham Terrace. Just 37 days ago I visited a great little school—perhaps not so little—and met the children, who were all highly motivated. I took questions from years 5 and 6, and they asked about climate change and plastics in our environment, and there were even questions on Brexit and its impact on exchange rates. I thought it was pretty tough. I got talking to the headteacher, who confided that sometime that day he was going to have to find £50,000 to meet a budget cut. He introduced me to a pupil with special needs. The child needs one-to-one support, but the school cannot afford it, so the headteacher is left trying to square a difficult circle. Since 2015, the school has lost more than £340 per pupil. Of course, the school is not alone in that. In fact, that sum of money is pretty typical across our primary schools.

Thirty-two days ago, I went to a special educational needs picnic in the constituency. It was brilliantly organised by some wonderful parents—Cassie, Ellie, Froo, Helen and Emma. The event brought together parents from across Warwickshire and gave them a voice, enabling them to speak about the crisis that we are facing in special educational needs and disability funding. The parents are desperate. As we have heard from Members across the House, their children are being squeezed out of mainstream education by schools that cannot afford to teach them. Some schools can provide only a limited number of hours a day or week, so the children spend much of their time at home. Some of the most vulnerable children in our society are being denied a full education. It all sounds faintly Victorian, but I do not blame schools and nor do the parents—but they do blame the Government.

Eleven days ago, I hosted a meeting for parents at a local secondary school. Some 60 people attended. They feel anger and frustration. Just nine months ago, only days before the start of the academic year, the headteacher was suspended, the board of governors dissolved, and an interim executive board introduced. Months later, the sixth form faces closure and the school faces significant cuts. The pupils and parents are being left in limbo; their choice is limited. They are having to look around for alternative sixth-form provision—as if that is going to be easy.

Earlier in the week, I was talking, by chance, to a sixth-form student at another secondary school who had just finished her A-levels. Her story well illustrates the destruction of the provision and choice available to this next generation. Like several of her friends, she wanted to study politics, but there were too few of them—just six—so the choice was withdrawn. She took German instead, but the teaching staff had to be cut, so she ended up teaching herself for her final year. What chance is there for her?

Ten days ago, I visited another primary school—again in Warwick. I met the school council. The headteacher talked me through the financial crash that the school has faced. It has lost £97,000 since 2015-16—that is £511 per pupil. It has lost two teaching assistants, and the school has just 200 pupils. The headteacher has to cover special educational needs and disabilities in the absence of sufficient special educational needs co-ordinators. As a result, it is typical for the school to have up to 3% of pupils excluded at any one time. As if that were not enough, the future appears even bleaker: there will be a £35,000 deficit next year followed by a £140,000 deficit the year after. This school is, of course, not alone.

All our primary schools across the area are facing a crisis. One in south Leamington has lost almost £650 per pupil. Similarly, a school in north Leamington has had to cut £570 per pupil and six teaching assistants. In Whitnash, one school has lost £540 per pupil. These are huge sums for schools to have to face up to.

It is not just primary schools facing massive financial pressures, but our superb nursery schools, such as Warwick and Whitnash. Since 2013, we have seen the dismantling of our precious children’s centres. In Warwickshire, the Government’s funding cuts, together with the failure to raise sufficient money by claiming zero council tax increases, have seen the wholesale closure of the children’s centres, with 26 of 39 being closed.

As the hon. Member for East Worthing and Shoreham (Tim Loughton) rightly observed, the first 1,000 days are critical for both child and parent, yet we are seeing the withdrawal of these services for many in our community. Across Warwickshire, the bigger picture is pretty bleak. Schools have lost £50 million in total since 2015—that is an average of £244 per child. It is not as if Warwickshire already had very high per-pupil funding; it comes 120th out of 140.

It is easy to talk about these cuts in the abstract. They are extremely damaging to our children, their parents and the teaching staff, but they are also damaging, as we have heard elsewhere, to our society and to our communities, as schools are so often at the very centre of them—they are the very heartbeat of them. The cuts are also damaging to our cultural wealth and our economy, as my right hon. Friend the Member for North Durham (Mr Jones) illustrated so well earlier on.

How can it be that we have cut music, arts and design and languages from so many schools’ provision and choices? Those sorts of subjects are increasingly the preserve of private schools. It has to be a concern that so many in our society are being denied that choice.

I am afraid to say it, but I think that what the parents of Warwick and Leamington appreciate so well is that the Government are failing the next generation. It cannot be right that so many young people are being denied the education that they deserve and that would ultimately serve this country well. But they are also being failed in the protections they need, whether safeguarding or mental health provision in our schools.

In conclusion, I agree with the notion of a 10-year education plan, as mentioned by the right hon. Member for Harlow (Robert Halfon). He is right that we need long-term planning—schools are crying out for it—but that means nothing without the massive increase in investment that we need in our education system. I urge the Minister to fight hard for that in the spending review. However, that would benefit only those born today. As it stands, this Government have failed the next generation, and the young people let down by an ideology born of austerity will never forget it.

History Curriculum: Migration

Matt Western Excerpts

Tuesday 18th June 2019 Westminster Hall

[Chris Evans]

That is very interesting. The hon. Gentleman makes a pertinent point. I did not study Irish history until my third year. I hold my hands up that I did not know who Michael Collins and Eamon de Valera were. I knew nothing about the cause of the troubles. When I was growing up, the troubles were just something that happened over the Irish sea in places I did not recognise but if I had been taught about it I would have understood where the troubles began. That, essentially, is what I am getting to.

Coming back to my upbringing in south Wales, on every street corner there was a Bacchetta, a Gamberini, a Sidoli; the Italian community migrated into south Wales and set up cafés, ice cream parlours and other things. The story of south Wales is also the story of migration. Many of the pits and steelworks came about from people migrating in for the work, yet we never talked about that. Interestingly, I grew up in Lower Bailey Street in Wattstown in the Rhondda but I did not know who Bailey was. He was a guy called Crawshay Bailey, a landowner from Northumberland who had never visited south Wales.

What is so important about these migrant stories—we see this with the Windrush generation as well—is the question of how many of us sit down with a relative or an elderly friend and record their experiences. Their experiences are the experiences of Great Britain, and that is what I am talking about in my example of the Fleur de Lys local history society. We were sitting there just as Tower colliery was closed—the last deep mine in south Wales. The number of people who remember the mines and have experience of working underground is getting smaller, and we need to sit down and record those experiences, because once they are gone they are gone forever. I urge everyone here to sit down with a friend or relative and talk about their experiences. I direct this to the Minister: this is something we should seriously look at having on the curriculum. We should get schoolchildren to speak to their relatives, and ask them to keep an archive of those relatives’ experiences, especially as they are now getting old.

[Matt Western (Warwick and Leamington) (Lab)]

My hon. Friend makes an interesting point about migration and the history of those coming into communities in south Wales. Of course, many from south Wales went to Chile and other parts of the world, to mine there. So we have had migration out of the country, when people have been seeking employment.

[Chris Evans]

My favourite fact is always that in Pennsylvania in the 1920s there were more Welsh speakers than in Wales. That came from Welsh migrants going to West Virginia and Pennsylvania to work in the mines. We also have the famous colony in Patagonia, which was set out in the famous novel “How Green Was My Valley”.

We need to be a bit braver about our history, about our history as an island race, as my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes) said. We have to accept that slavery happened. We talk about it a lot when we talk about American history. We touched on it a lot when I was at university—

Education Funding

Matt Western Excerpts

Tuesday 4th June 2019 Westminster Hall

[Matt Western (Warwick and Leamington) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Hollobone. I thank the hon. Member for Sittingbourne and Sheppey (Gordon Henderson) for securing this important debate.

The issue of general funding is beginning to sound a bit like a broken record. The Government claim to spend record amounts on education, but claiming to spend a pound more this year than last year is irrelevant, because it is meaningless in real terms. That is the basis of the debate; per pupil funding is falling in real terms. It is widely known that it has fallen by 8.8%.

The Government have succeeded in delegating the risk and responsibility entirely to schools. Warwickshire is 120th of 140 in the funding per pupil rankings and is one of the worst-off areas in the country. Although Warwickshire does not have it as tough as what my hon. Friend the Member for York Central (Rachael Maskell) illustrated, it has it tough none the less, and is a member of the f40.

I do not want to dwell on other areas of education—we have recently had debates about nursery education and further education, which have also suffered severe cuts—but will illustrate some of the challenges in our primary, secondary and special needs education sectors. Just 10 days ago, I visited one of the best primary schools in Warwickshire. The headteacher just sat there frustrated, saying, “This afternoon I will have to decide how to cut £50,000 from our budget. That is a further £50,000 and I am not sure who I will have to let go.” Those are the real challenges faced by the headteachers and leadership teams across our schools.

I spoke to one of my secondary schools a couple of months ago and it said that in the past three years it has had to cut 11 full-time teachers, leading to larger class sizes. The remaining teachers have to cover their colleagues who are off sick. The school has had to make cuts in associate staff in the back office and in frontline services, such as teaching assistants.

Schools face the consequences of austerity because of cuts to wider public services. Just this week, one school said that because of the cuts to the council’s children’s services, it has closed yet another case. The responsibility to pick up the pieces of a very challenging situation will now fall to that school, bringing ever greater pressures. It had to lose its school counsellor last term. It is faced with a dilemma: does it replace that counsellor or invest in support for students with the most complex needs?

One of our fine special needs schools in south Warwick has had to lose its comfort dog, half its playground and its minibus, which it cannot afford to replace, because of the cuts that it faces. Those are some of the most vulnerable children in our society, and they are being hurt the hardest. That is just not right.

Our sixth forms have seen cuts of 24% to their budgets and a reduction in their choices. One of my sixth forms has had to close. Education is an investment not just in our young people, but in our future. It is time that we invested in them, stopped the cuts and held a review of the fair funding formula.

Further Education Funding

Matt Western Excerpts

Tuesday 2nd April 2019 Westminster Hall

[Richard Graham]

I absolutely agree. The Minister, who is a former apprentice herself, is a huge champion for that, along with colleagues from across the House.

[Matt Western (Warwick and Leamington) (Lab)]

The hon. Gentleman is being generous with his time. Related to the suppression of pay in the sector is a casualisation of contracts, which are being put out to subsidiary businesses within college groups, and that has an impact on the morale and pay of staff. Next Monday and Tuesday there will be strikes at Warwickshire College Group in my area. That is not what students need, and the sector does not need it either.

[Richard Graham]

The hon. Gentleman raises an interesting question. He is absolutely right that that is not what students need, and I am not sure that it is what colleges really need at the moment. Perhaps the Minister will touch on that.

We are looking for more funding, which is needed to ensure that good staff are hired and retained. Unused space needs to be used. Interestingly, around a third of the space in the nation’s further education colleges is currently unused, so there is a capacity opportunity, which could provide more space for more students to get those key skills.

We need more quality apprentices to be hired and trained. We all have stories from our respective constituencies about the importance of that. Colleges can make a huge difference in terms of the life opportunities apprenticeships offer. The key output from that will be a leap in business productivity, which we know is one of our country’s big, outstanding challenges.

Oral Answers to Questions

Matt Western Excerpts

Monday 11th March 2019 Commons Chamber

The Secretary of State was asked—

[Matt Western (Warwick and Leamington) (Lab)]

1. What steps he is taking to support schools to deliver a diverse curriculum to sixth forms.

[The Minister for Apprenticeships and Skills (Anne Milton)]

We want young people to have a range of options so that they can mature and develop the skills they will need in adult life. There was a wide consultation on reforming A-levels to ensure that they meet the needs of the future, and the new T-levels will increase the options available. I should add that £600 a year for each additional student taking maths A-level to increase take-up is now on the table.

[Matt Western]

The Minister will be well aware that we have seen a significant reduction in the take-up of subjects at sixth form level, with a 57% reduction in German, a 38% cut in Spanish, a 35% cut in French and a 38% drop in science, technology, engineering and maths—STEM—subjects. This is down to a 21% real-terms cut in education funding for sixth forms. Does she not share my concern that the young people in the secondary schools in my area will not have the same opportunities as we enjoyed when we were at school?

[Anne Milton]

We recognise that there is an issue around languages, but when I think about some of the good work that is being done on STEM subjects in particular, I am very impressed with what is going on.

College Funding

Matt Western Excerpts

Monday 21st January 2019 Westminster Hall

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Bone. I too congratulate my hon. Friend the Member for Cambridge (Daniel Zeichner) on introducing this Petitions Committee debate today. I will try not to repeat the many points that have been made by hon. Members on both sides of the Chamber.

On her first day, the Prime Minister promised to tackle the “burning injustices” of society, with the implication that everyone in Britain, whatever their background and age, would be able to succeed. Here we are confronted with another example of deed not following word: the cuts to our further education system.

In December, I visited West Thames College in Isleworth in my constituency, which was largely rebuilt thanks to the decision of the Labour Government in 2010 and now has amazing student and technical facilities from that major capital build. The college provides a wide variety of courses, including world-renowned specialist hair and make-up degrees, whose graduates get jobs in the west end and in the film and TV industry; a range of vocational courses designed in conjunction with local employers, such as in aviation and logistics, where we have a local skill shortage; and courses in English as an additional language to enable young people recently arrived in the country to make progress in education and employment. There is specialist support for those who need additional support to access mainstream courses, and specialist courses for students with severe or complex disabilities. There is also a programme for 14 to 16-year-olds who have not coped in school for various reasons, such as health or family problems.

When I visited in early December, I met a number of students on a variety of courses—students such as Page and Rosie, who were aged 18. Each had struggled for different reasons when younger and had missed a lot of school, but West Thames is providing them with the focus to catch up on their core skills and giving them career hopes—Page in bridal hair and Rosie in car mechanics. I met 32-year-old Katrina, who is doing an access to social work course. As the lone parent of a disabled child, she has struggled to pursue a career or even, at times, to get a job. She told me how the course will enable her to apply to university and hopefully achieve her dream of becoming a professional social worker.

Uplifting as their stories are, the students on the different courses raised concerns with me about problems they had experienced recently: cuts to the teaching hours that are needed to cover the breadth of the curriculum on their courses; cuts in courses such as employability, which are so important in helping them to get a job; concerns about the provision of up-to-date specialist equipment and software, because they are changing all the time and the college needs to keep up with the changing needs of employers; and overstretched special needs and mental health support. The college is also suffering from the decimation of adult learning, with fewer and fewer adults able to attend the college.

[Matt Western (Warwick and Leamington) (Lab)]

I was lucky enough to benefit in 2008 from retraining through adult education. Does my hon. Friend agree that the great benefit of further education is the richness and breadth it can provide, and the diversity of courses that does not exist anywhere else? We are seeing 30% cuts at Warwickshire College Group, which has 29,000 students and provides a huge benefit across Warwickshire.

[Ruth Cadbury]

My hon. Friend is absolutely right. The decimation of adult courses has been brought about partly through the ending of student support for over-19s. The students and colleges are dealing with that cliff edge, which comes when students reach 19. Aviation and ICT course students told me that more than half the students left at the end of level 2, because they no longer got funding. They therefore missed out on level 3, which is the best gateway to jobs.

West Thames College, like many others, has lost 30% of its funding in the last 10 years, while costs, as other hon. Members have said, have been rising. Students told me that they respected their tutors greatly and could not understand how they earned £7,000 less than equivalently experienced schoolteachers. The West Thames principal, Tracy Aust, made it clear to me that this situation, with all these problems, is not sustainable and ultimately impacts not only on students but on staff, businesses, our communities and our wider economy.

How can Government Members wring their hands about UK productivity and then oversee the decimation of the education and skills training that is fundamental to the productivity that this country so badly needs? How can they wax lyrical about social mobility and then withdraw or underfund the options that enable people to aspire and achieve?

Social Mobility Commission

Matt Western Excerpts

Monday 4th December 2017 Commons Chamber

[Mr Goodwill]

I cannot speak for my right hon. Friend, but as I have said, we now have an opportunity to get some new people on to the board. A number of the existing members had been long-standing members of the board, and although I recognise the contribution they have made, a refresh that brings in new people will provide a good opportunity to increase the body’s diversity and experience.

[Matt Western (Warwick and Leamington) (Lab)]

Will the Minister confirm whether he or the Education Secretary has had the chance to speak to any members of the board since their resignation and to establish whether the wholesale closure of our children’s centres across the country, including the 25 in Warwickshire, contributed to their resignations?

[Mr Goodwill]

The Secretary of State spoke to Alan Milburn on 22 November. I understand that the other members who have tendered their resignations have written letters; they have not made them public, which I think is interesting.

Certainly one of the challenges for local authorities is how they deliver good services for children, and having children’s centres is one way of doing so. If I may say so, when I was at the children’s centre in my constituency, the lady in charge looked out of the window and said, “Of course, the real problem is that the kids we need in this children’s centre aren’t here; they are stuck at home because their parents won’t bring them in.” There are a number of initiatives around the country that will demonstrate better solutions for addressing social mobility issues for the most difficult to reach families.