Oral Answers to Questions

Thelma Walker Excerpts

Monday 10th September 2018 Commons Chamber

The Secretary of State was asked—

[Thelma Walker (Colne Valley) (Lab)]

1. What recent discussions he has had with the Chancellor of the Exchequer on the adequacy of funding for sixth form students.

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

The Department is working closely with the Treasury to look at spending on 16-19 education ahead of the 2019 spending review. We are also looking at the resilience and efficiency of the further education sector to make sure it is sustainable and continues to give the excellent education it already does.

[Thelma Walker]

What advice would the Minister give to the 50% of schools and colleges that have already cut modern foreign language courses and the 67% that have already cut additional support and extracurricular activities?

[Anne Milton]

Of course, the figure for those taking foreign language GCSEs, which fall into that age group, has gone up from 40% to 47%. We have also protected the base rate of funding for 16 to 19-year-olds until 2020. I should add, too, that the proportion of 16 and 17-year-olds in education or apprenticeships is the highest since records began, and of course we are putting in significant support for disadvantaged students as well.

Department for Education

Thelma Walker Excerpts

Tuesday 3rd July 2018 Commons Chamber

[Thelma Walker (Colne Valley) (Lab)]

I am delighted to follow the hon. Member for Bexhill and Battle (Huw Merriman). As a co-sponsor of this debate with the right hon. Member for Harlow (Robert Halfon), I believe that it is important that this House has the opportunity to scrutinise fully the Department for Education’s spending. I hope that Members will come to the same conclusion as me—that much more needs to be spent on schools and our young people’s education.

“I hope that we all agree that the aim is to provide the right education for every child. For some children, that will be an education that is firmly based in learning practical and vocational skills. For others, it will be an education based on academic excellence.” —[Official Report, 2 June 1997; Vol. 295, c. 60-61.]

Those are not my words, but the words of the Prime Minister in her maiden speech. I would like to use the next few minutes to examine the Prime Minister’s words to see how they fit with the Department for Education’s policies and spending plans today.

First, let us look at

“the right education for every child.”

I agree with the Prime Minister’s words that every child deserves the right education, regardless of their background, postcode or the support needed.

[Laura Smith (Crewe and Nantwich) (Lab)]

Since the introduction of the new code of practice, there has been a significant increase in the number of pupils eligible to access special educational needs funding, but no proportionate increase in funding from central Government. Does my hon. Friend agree that the Government need to examine pressures on SEN budgets as part of their spending review, to help struggling local authorities such as Cheshire East Council, which is already anticipating a £2 million overspend this year alone?

--- Later in debate ---

[Thelma Walker]

I could not agree more. The Select Committee on Education will be looking at that issue in its inquiry.

Sadly, many children across the country are not given the appropriate support. “Growing up North”, a report by the Children’s Commissioner for England, stated that

“it is also important to understand that a disproportionate number of children in the North are growing up in communities of entrenched disadvantage which have not enjoyed the financial growth or government energy and spotlight that have so boosted opportunities in other areas of the country—London and the South East in particular. As a result, too many disadvantaged children in the North are being left behind.”

That report, alongside work from other organisations such as the Northern Powerhouse Partnership, shows that children are being denied the same quality education and support based just on where they are born.

Furthermore, the Social Mobility Commission’s 2017 “state of the nation” report found that:

“Disadvantaged children are 14 percentage points less likely to be school-ready at age five in coldspots than hotspots: in 94 areas, under half of disadvantaged children reach a good level of development at age five.”

Those are shocking statistics. Both those reports highlight the devastating impact that the lack of social mobility has on children who go to school without having the best start in life—hungry, in dirty clothes, and potentially lacking social and emotional support. This has an impact on the child all the way through their educational journey and into adulthood; it is a cycle of deprivation. I have witnessed such deprivation at first hand throughout my teaching career.

An essential part of delivering this quality education to each child is a nurturing and supportive school environment. I know that teachers and headteachers across the country are working so hard to provide the best education for our children, but funding cuts over the past several years have made their job increasingly difficult.

Secondly, the Prime Minister said:

“For some children, that will be an education that is firmly based in learning practical and vocational skills.”

In addition to the schools system, our colleges and sixth forms are being starved of funding. Figures from the Sixth Form Colleges Association state that 50% of schools and colleges have dropped courses in modern foreign languages, 34% have dropped STEM—science, technology, engineering and maths—subjects, 67% have reduced student support services and extra-curricular support, and 77% are teaching students in larger classes. Since 2010, total expenditure on 16-to-18 education has fallen by an incredible 17.5% in real terms. This area of our education system has been hit hard by cuts.

I have heard personally from leaders in my constituency just how much pressure and stress this is placing on them. In 2017-18, funding for sixth-form colleges is £5,400 per student—the same as it was, in real terms, in 1990. How does supporting a young person by a quarter of what their peers receive demonstrate that the Government value all those who choose practical or vocational qualifications? As was said in one of our sessions at the Education Committee:

“If we were given £9,000 to train health workers, what an amazing system we would have!”

Each one of our young people deserves to have an education and career choices, and to be respected and valued. Is it too much to ask for a genuine and balanced commitment to the further education route?

In the third part of the quote from the Prime Minister’s maiden speech, she says:

“For others, it will be an education based on academic excellence.”

Cutting subjects, raising class sizes and forcing students to learn in dilapidated sheds will not allow academic excellence to be achieved to its fullest potential. Across the UK, £2.8 billion has been cut from school budgets since 2015. That breaks down to an average of £45,000 per primary school and £185,000 per secondary school. Academic excellence should not be open just to those who are wealthy and can afford to pay for private schools for tuition—it should be something that every child, in every classroom, in every school in the country can aspire to.

Schools That Work For Everyone

Thelma Walker Excerpts

Monday 14th May 2018 Commons Chamber

[Damian Hinds]

I am always delighted to meet my hon. Friend.

[Thelma Walker (Colne Valley) (Lab)]

How can the Secretary of State justify £50 million to increase the number of grammar school places when schools in my constituency are facing a £3 million cut?

[Damian Hinds]

First, our overall revenue funding for schools is increasing, not decreasing. Secondly, I fear there might be a misunderstanding: this is about the provision of new schools, not about the ongoing per-annum funding, which will follow the creation of school places, wherever that may be, including in Colne Valley and elsewhere.

Oral Answers to Questions

Thelma Walker Excerpts

Monday 14th May 2018 Commons Chamber

[Mr Speaker]

Well, we cannot mention Shakespeare in every question, but I am sure that the Minister will take his opportunity ere long.

[Thelma Walker (Colne Valley) (Lab)]

6. What steps he is taking to improve basic skills.

[Kate Green (Stretford and Urmston) (Lab)]

16. What steps he is taking to improve basic skills.

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

We fully fund maths and English provision for adults and will do the same for digital from 2020. A record number of 19-year-olds now hold a level 2 qualification in English and maths. We perform to above the OECD average for literacy, at 14 out of 34, but we perform below the OECD average for numeracy, at 20 out of 30, and we have to change that.

[Thelma Walker]

When I met representatives of businesses in my constituency, they told me that many apprentices are missing core skills such as English and maths. What plans does the Minister have to address these concerns without placing additional pressure on young people through yet more testing?

[Anne Milton]

The new primary maths curriculum that came into effect in 2014 focuses on ensuring that children are fluent in basic arithmetic, including their times tables. The objective is for every child to leave primary school ready for the demands of secondary school. These reforms are already starting to yield results. Anecdotal evidence shows that fewer children are without these basic skills going into secondary school. My job, with responsibilities for post-16 education, is to make sure that those who missed out on that type of reformed education get an opportunity to catch up.

School Funding

Thelma Walker Excerpts

Wednesday 25th April 2018 Commons Chamber

[Justin Madders]

My hon. Friend is absolutely right. Hon. Members are making points about the situations in their constituencies, and I want to talk about the ludicrous situation facing one of the academies in my constituency. It was placed in special measures last year, but has had to wait over six months to get any financial support from the Department to help it to improve. In the past, the local authority would have stepped in the next day—it would probably have been helping all along—but now the academy is required to go through a lengthy application process, which delays progress. Six months in a failing school is six months too long, and the lack of progress, which has been visible to the local community, has long-term implications for the school’s viability. Because of its situation, the roll is now falling. In fact, the school faces a double whammy of funding losses, which will only exacerbate an already extremely challenging situation.

The net result is that the other schools in my constituency end up being over-subscribed. The chaos of an academy-led admissions system means that some parents end up feeling that they have nowhere to send their children to. That is quite a dramatic statement, but that is how many parents feel and it represents an absolute failure by the state. The prospects of the situation remedying itself any time soon look bleak. If we were truly following the market-led approach that the Government appear to be advocating, the successful schools in my constituency that can attract more pupils would be allowed to expand, but there is precious little funding available for them to do that.

One example of a school in my constituency that has turned round and been a success story is Ellesmere Port Catholic High School, which has seen huge improvements after it was placed in special measures in November 2013. The headteacher and the school have worked exceptionally hard to turn things round, and in June 2015 it was officially rated by Ofsted as good. So impressive has the school’s improvement been that the chief inspector of Ofsted, Sir Michael Wilshaw, referred to it in a speech about schools making remarkable transformations, saying:

“At Ellesmere Port Catholic High School, only a third of pupils achieved 5 good GCSEs. Now almost three-quarters do.”

I am pleased to say that this year the school has had full admissions for its year 7 pupils. These improvements should be applauded, as they have been by Sir Michael Wilshaw, but how is the school rewarded? With a budget scenario that envisages staffing cuts.

The school tells me that it desperately needs to expand as a result of its progress, but where is the capital funding that it needs to help to achieve that aim? How can it build on its success when it is not allowed to build? I am sure that if it reopened as a free school, there would be no problem getting the cash needed, but why does it need to reinvent the wheel? Why are existing schools that have put the effort in and that made great improvements and are already an established part of the community discriminated against because they are not part of the latest Government fad? How about a capital funding policy that rewards improvement and looks at where existing provision can be augmented? Indeed, we can contrast that with a story I read yesterday about a brand new free school in Plymouth that cost £4.2 million to set up, but which has closed after just 16 months. How can money be thrown down the drain on experiments like that when existing good schools cannot expand?

Education is at a tipping point in this country. We know from a National Education Union survey that 55% of schools that responded said that class sizes had risen in the last year and that over three quarters reported cuts in spending on books and equipment.

[Thelma Walker (Colne Valley) (Lab)]

Class sizes have risen in 80% of the secondary schools in my constituency since 2014. Every secondary school in my constituency has had to cut staff in the same timeframe. Does my hon. Friend agree that cuts to school budgets are responsible for that?

[Justin Madders]

I think there is a clear correlation, and at the next election we may go back to what we said about class sizes on our 1997 pledge cards. It certainly resonated then, and I think it will again.

The National Education Union survey also showed that two thirds of schools had reported cuts in special educational needs provision. I know from my surgery appointments how anxious and distressed parents feel if there is a delay in agreeing an education, health and care plan or if they feel it is not being delivered in full because the school faces funding pressures elsewhere. The situation is distressing, and it is difficult to see it improving any time soon. As we know, nationally there are about 4,500 children and young people still waiting for their statements to be put into practice.

We are at a tipping point. Schools are already reporting extremely difficult situations. They are already having to make choices that under ordinary circumstances we would consider completely unacceptable, but they now face three or four years of even more funding cuts. If we cannot invest in our children’s future, we cannot invest in ourselves.

British Sign Language: National Curriculum

Thelma Walker Excerpts

Monday 5th March 2018 Westminster Hall

[Liz Twist]

I thank my hon. Friend for her intervention. She gave a good example of how everyone benefits from BSL and signing, which is an idea that I will touch on later.

As I was saying, yesterday “The Silent Child” won an Oscar. Starring six-year-old Maisie Sly and Rachel Shenton, it tells the story of a four-year-old profoundly deaf girl who struggles to communicate until she learns sign language. I am sure that all Members will join me in sending our congratulations to Maisie, Rachel and the team that produced the film. Now all I have to do is follow that.

Moving on to the petition itself, the petitioners ask for BSL to be part of the national curriculum. They point out that about 50,000 people in the UK use BSL, that many children are born deaf and that those children should be given

“a better chance at a more integrated future.”

[Thelma Walker (Colne Valley) (Lab)]

I commend my hon. Friend on securing today’s debate. Deaf children should be able to interact with their peers as much as those children who can hear. Does she agree that a simple solution to make our education system truly inclusive would be for the Department for Education to include British Sign Language in the national curriculum for all schools and all children?

[Liz Twist]

I thank my hon. Friend for that intervention. I agree with that statement, and I hope to explain why.

The petitioners want BSL to be part of the national curriculum, giving better life chances to young people who are deaf. They believe that if BSL becomes part of the national curriculum, that will even up the chances of deaf young people being able to play a full part in school and attain the best results they can.

Let us look at the case. Research by the National Deaf Children’s Society into the attainment of deaf children in 2017 shows that deaf children continue to underachieve throughout their education compared with other children. Although the Department for Education claimed recently that attainment for deaf children is at an all-time high, the latest figures show that the attainment gap between deaf children and children with no identified special needs is widening, with the gap at GCSE level being particularly worrying. In 2016, 41.3% of deaf children achieved the expected benchmark of five GCSEs at A* to C grade, compared with 69.3% of children with no identified special needs. That is a difference of more than 20%, which is just not acceptable in this day and age.

All that is in the context of a reduction of 14% in the number of qualified teachers of the deaf since 2011, and a 2% reduction in just one year—2016-17. We know that we have to do more to help deaf pupils to achieve their full potential and that we need to reverse the reduction in the number of teachers of the deaf. We can do that partly by ensuring that young deaf pupils are able to have effective communication. For many, that will be through BSL. BSL has been a recognised language since 2003, but unlike other languages it is not recognised as a GCSE that can be taught in schools.

Childcare for Fostered Children

Thelma Walker Excerpts

Tuesday 19th December 2017 Westminster Hall

[Lisa Nandy]

My hon. Friend makes a powerful and important point about the problem with treating foster children as different from other children in a family unit. I know she is very aware of the issue as a result of her previous experience and her constituency work.

For children who have experienced trauma and upheaval, the early years are critical. Some children’s best interests are served by being at home with their foster carer, but others—particularly those who have had limited social interaction—absolutely thrive around other children of the same age. The Children Act 1989 makes it very clear that a child’s best interests must be the primary consideration in all decisions affecting them. At the moment, the policy simply does not meet that test.

One foster carer from Norwich expressed it very well when he said that

“we currently foster the youngest two siblings from a large family. They came from a chaotic background where their only examples of behaviour and relationships with peers were those experienced in a very poor home environment. The youngest is now attending Pre-School, but anything over 15 hours has to be funded by ourselves, whereas a child from any other home would have 30 hours free. It is essential that he experience as much contact with his peers as he can comfortably manage, to enable him to learn how to behave appropriately before he starts school in September next year. To this end we are increasing his hours at our expense over the next few months which eats into the allowance we receive to feed, clothe and generally look after him.”

Such hardship is a common story among foster carers, as the GMB has highlighted. Foster carers are under immense financial pressure; barely 10% earn the equivalent of the national living wage.

[Thelma Walker (Colne Valley) (Lab)]

Given that only 10% of foster carers earn the national living wage, does my hon. Friend agree that excluding them from the 30 hours of free childcare seems only to reinforce the spiral of poverty that many of them face?

[Lisa Nandy]

My hon. Friend is absolutely right to raise that point. As my hon. Friend the Member for High Peak (Ruth George) pointed out, we need to think about the impact not just on the foster child, but on the other children in the family. When the Earl of Listowel, a great champion for children, raised the issue in the other place, the then Minister Lord Nash said:

“The local authority must provide a fostering allowance which covers the full cost of caring for the child. For this reason, foster carers are not eligible for additional support through tax-free childcare or child tax credits for children who have been placed with them.”—[Official Report, House of Lords, 1 July 2015; Vol. 762, c. 2124.]

The Government are right that foster carers are eligible for a national minimum fostering allowance that covers food, transport, clothing, toiletries and other items such as furniture. However, having been among those who lobbied the last Labour Government for the introduction of that allowance, I can tell the Government that it does not contain any element that covers childcare.

In any case, as The Fostering Network points out, around one council in seven pays a rate that is below the national minimum. Its report, “State of the Nation’s Foster Care 2016”, found that the proportion of foster carers who believe that their allowance is sufficient to cover the costs of fostering has halved in recent years. It told me that

“when we asked this question two years ago 80 per cent of respondents felt their allowances did cover the costs of fostering. In 2016 this figure has fallen sharply to only 42 per cent.”

That starkly illustrates the point made by my hon. Friend the Member for Colne Valley (Thelma Walker).

The situation for “family and friends” carers, particularly grandparents, is very stark. Hardship is a real issue for many families. One family in my constituency recently faced a heartbreaking choice when their sister died: they had to choose between experiencing real hardship or seeing their two children taken into care and probably placed quite far away from their school, losing all the relationships that matter.

--- Later in debate ---

[Mr Philip Hollobone (in the Chair)]

I call Thelma Walker.

[Thelma Walker]

indicated dissent.

[Mr Philip Hollobone (in the Chair)]

The hon. Lady’s name is on my list, but she does not have to speak; it is not obligatory.

We now come to the Front Benchers. The guideline limits are five minutes for the Scottish National party, five minutes for Her Majesty’s Opposition and 10 minutes for the Minister, but we are well ahead of time. As long as those guidelines are not hugely abused, I think the Front Benchers can speak for as long as they are comfortable speaking.

Social Mobility Commission

Thelma Walker Excerpts

Monday 4th December 2017 Commons Chamber

[Mr Goodwill]

The recruitment process will commence as soon as possible and will ensure that we get the best people to advise us and the House on the progress that we continue to make. As I say, the situation has improved since 2010, and we are ensuring that it continues to improve.

[Thelma Walker (Colne Valley) (Lab)]

With all the board members of the Social Mobility Commission resigning, and with a new report released today by the Joseph Rowntree Foundation showing that the number of lone-parent families in poverty has increased by 5% since 2010-11, does the Minister agree that the Government’s ambition for social mobility has failed?

[Mr Goodwill]

Our 30 hours’ free childcare offer is available to lone parents, who need to earn only about £6,500 a year to qualify. That is a great opportunity for lone parents to get into the workplace, to start putting some money into the family budget and to get themselves and their families out of the difficult financial situations in which they may find themselves.

Oral Answers to Questions

Thelma Walker Excerpts

Monday 6th November 2017 Commons Chamber

[Justine Greening]

Either the Schools Minister or I will be very happy to meet my hon. Friend to discuss that.

[Thelma Walker (Colne Valley) (Lab)]

Some 50% of schools and colleges, including Huddersfield New College in my constituency, have dropped modern foreign language subjects from their subject choices, citing funding as a reason. What is the Minister doing to reverse this trend?

[Nick Gibb]

The hon. Lady raises a very real concern, which is why the EBacc is such an important performance measure for schools. There was a significant drop in the numbers studying foreign languages due to the last Labour Government’s decision to end compulsion at key stage 4. Under this Government, the percentage of individuals taking a modern foreign language has increased from 40% to 47%, but we need to go further.

Free Childcare

Thelma Walker Excerpts

Thursday 12th October 2017 Westminster Hall

[Thelma Walker (Colne Valley) (Lab)]

I thank my hon. Friend the Member for High Peak (Ruth George) for giving us the opportunity to debate this important issue.

When a family are spending a majority of their income on childcare, something has to give. We continuously hear how we should be more economically stable in work than out of work, and I am sure we all agree with that. However, that means that we need childcare that is accessible and there for families when they need it. With wages stagnant, and dropping in real terms, 30 hours a week of free childcare would save the average family £5,000 a year. This policy is a positive step in the right direction for families, and I welcome it.

We need childcare that is affordable and people not being priced out of the market; childcare that works for parents, families, and most of all, children. Children learn through interaction, play and exploration, and early years education is fundamental for a child’s development. Every child matters—rich or poor, from north or south, from the country or the city. Each and every one of those children deserves the best start in life. I think we all agree on that, so why are we allowing parents and families to be priced out of early years education, when we all understand that it is vital?

We need to recognise that many families are still unable to access the 30 hours of free childcare. With cuts to local authorities and education budgets, the Government are, unfortunately, failing these families and children. Those children will fall behind other children in their academic, social and emotional development. With cuts and closures to Sure Start centres—I speak as a former headteacher of a school with a Sure Start centre—our most vulnerable families are now without the necessary support and early intervention that they could rely on under a Labour Government. The Conservative party said in its general election manifesto that, by September 2017, three and four-year-olds would be receiving free childcare, yet we have still not had a full roll-out of the policy. On top of that, local providers in my constituency of Colne Valley tell me that it is time-consuming to administer the entitlement.

We need to recognise that many families in areas where the roll-out has taken place have had issues accessing the portal to register. From the perspective of Kirklees Council, there remains a lack of clarity about what childcare providers can charge for as an optional extra, and what constitutes a condition of access. That limits the opportunity for local authorities to champion the rights of parents and families. Prior to the full country roll-out, those issues need to be resolved, to make sure that those families who can be in receipt of 30 hours of childcare can access it. We need a childcare provision that works for the many, not the few.