Reinforced Autoclaved Aerated Concrete in Education Settings
Vicky Ford Excerpts(1 year, 3 months ago)
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Gillian Keegan
There are two ways of going about this. The first is to go through the responsible bodies. To be fair, that was what we were doing until 2019, but then we did not think that we were being quick enough. We did not have a good enough picture of where RAAC was and what state it was in. That was why we started the direct questionnaire and surveying programme that has enabled us to have the data to take quick action when we got new evidence over the summer. We will continue to share that new evidence with the devolved Administrations. I believe that sometimes it is right to take a direct approach. That is not typical for a Government Department in Whitehall, but sometimes it is the correct thing to do. That is what we have done, and I think that will put us in good stead for being decisive about keeping pupils safe.
Vicky Ford (Chelmsford) (Con)
The three schools known to have RAAC in my constituency have all opened safely to all students this week. I particularly thank the headteacher and team at Springfield primary school. They had to close their year 5 and 6 classrooms last term, but immediately, within a week, the students were found accommodation in other schools. All the building work has been completed over the summer and the prefabs that had been ordered just in case are now being released to other schools.
It is right that children’s safety comes first, but it is also right that we are mindful of the language that we use towards children and do not make them more frightened than they need to be. I would encourage colleagues not to exaggerate or generalise the risks, but to work with each affected school calmly to get the issue resolved for children.
Gillian Keegan
My right hon. Friend is absolutely right. We are working proactively. We have the information, the skills and the people who are going to support us. What is most important is that we minimise the disruption to children. As my right hon. Friend points out about her own constituency, in most cases there is minimal impact, but we have to work together to ensure children are back in school as soon as possible.
Higher Education Reform
Vicky Ford Excerpts(1 year, 5 months ago)
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Gillian Keegan
I am a huge supporter of our creative and arts industries, which are among our largest, and we are very successful in them. I work with them a lot to ensure that we can deliver even broader apprenticeship routes, because they are difficult industries to get into. I have asked the Office for Students to consider how to do this reform to ensure that we consider things like the creative arts and other routes, which sometimes take longer to get into but offer a different aspect of learning. That is why we have not just introduced a blunt tool. I will continue to work with our fantastic creative sector.
Vicky Ford (Chelmsford) (Con)
I congratulate my right hon. Friend and the Department on their focus on excellence. This morning, I attended the graduation ceremony of students from Anglia Ruskin University in Chelmsford. It was so moving, because, for the first time in history, students graduated as medical doctors in Essex. Our investment five years ago in five new medical schools across the country is a shining example of a Conservative Government investing for future needs. Will she work with me to try to double the number of medical students and encourage a degree apprenticeship for doctors, and will she congratulate our new doctors?
Gillian Keegan
I know that my right hon. Friend is a huge champion of Anglia Ruskin University. I am delighted about the number of medical doctors and the new medical schools, which, as she said, were introduced under this Government. When I was the Apprenticeships and Skills Minister, one of the last things I did, and which I am most proud about, was to get a medical doctors apprenticeship standard built, and I am delighted that that is being rolled out from September. I look forward to Anglia Ruskin offering that as well.
Oral Answers to Questions
Vicky Ford Excerpts(2 years ago)
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The Minister of State, Department for Education (Robert Halfon)
I am strongly committed to introducing alternative student finance, something my Harlow constituents have also lobbied me about. The issue is that we want, as the right hon. Gentleman knows, to introduce the lifelong learning entitlement, and we will introduce alternative student finance in conjunction with that.
Vicky Ford (Chelmsford) (Con)
In Chelmsford, we are very proud that Anglia Ruskin University has more students graduating in health and social care-related subjects than any other university in the country, but the university would not be able to provide such high-quality courses to students from the UK if it did not have the income from overseas students. Can my right hon. Friend categorically confirm that the UK will continue to welcome students from across the word to all our universities?
Robert Halfon
I have good news for my right hon. Friend: we were proud to meet our international target of 600,000 students by 2030; we have actually met that target already. It is currently worth £25.9 billion to the economy and it will be £35 billion by 2030.
Childcare
Vicky Ford Excerpts(3 years, 3 months ago)
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The Parliamentary Under-Secretary of State for Education (Vicky Ford)
It is an absolute pleasure to serve again under your chairmanship, Sir Roger. I would like to begin by congratulating the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) on securing this important debate on childcare. Every parent wants their child to have the best possible start in life, and high quality, accessible childcare is a really important part of that. Many right hon. and hon. Members have taken time this afternoon to thank childcare workers, and I agree with them: childminders, playworkers, and each and every member of our early years staff deserve our admiration, our gratitude and our thanks. I also thank Joeli Brearley for having started the e-petition that prompted this debate. Parents such as Joeli value the strengths and opportunities that our childcare sector delivers, and my Department is committed to maintaining a sustainable network of early years providers.
I recognise the strength of feeling about our childcare system, and the Government will continue to consider ways of making childcare more accessible for parents. Many right hon. and hon. Members have pointed out the special importance of childcare to women—to mothers—and as someone who once had three children under the age of four, boy, do I remember that juggling balance that so many Members have mentioned. It has been particularly impressive to hear so many fellow women MPs speak with such passion today. However, I would also like to thank the male colleagues who have taken time to join us in this debate, because it is vital that we all stand together.
I also recognise the importance of the quality of our early education and childcare. Earlier this summer, I visited the Guildford Nursery School and Family Centre and saw how committed its staff are to giving children the best start in life, like so many other hard-working nursery staff and childminders across the country. It has been a true delight to hear so many Members of Parliament mention providers in their constituencies.
Access to high quality early childcare is important because it has such positive benefits for a child’s educational and life outcomes. As we know, childcare is important in helping parents to be able to work. I am proud to be part of a Government who have extended access to early education and childcare to millions of children and parents over the past decade. In 2013, the Conservative-led coalition Government introduced 15 hours of free childcare for disadvantaged two-year-olds. That has helped more than 1 million children to get a much-needed early boost to their education. I encourage all hon. Members to encourage families from lower-income backgrounds to take up that offer, because when they do so children do better at school and it gives them vital skills that set them up for life.
Back in 2017, the Conservative Government announced 30 hours of free childcare for working families, which enabled hundreds of thousands of parents to return to or take up paid work, and many of those families have saved thousands of pounds. Working families can also get help from the Government’s tax-free childcare scheme, which offers a 20% contribution towards their childcare fees and is worth up to £2,000 a year for children aged up to 11 or £4,000 for children aged up to 16 if the child is disabled.
Vicky Ford
I will give way to the hon. Lady, but before I do so I want to congratulate her on her beautiful baby. I hope she is getting a bit of rest.
Stella Creasy
I would get even more rest if this place moved with the times and the law and provided proper maternity cover.
The Minister is talking about the take-up of the 30 hours of free childcare. As has been said, the evidence shows that the vast majority of people taking it up—70%—are from the higher-earner income bracket, and that just 13% of eligible families from the bottom third of the income bracket are taking it up. Why does she think that is the case? Does she recognise that the way it is funded at the moment means that we are excluding some of the poorest families because they cannot afford the rest of the cost of childcare? What does she think is happening?
Vicky Ford
I thank the hon. Lady for her question. When it comes to the take-up of the two-year-old offer, which is particularly targeted at disadvantaged backgrounds, there is a huge discrepancy between different parts of the country. For example, there are parts of London where up to 70% of families have taken it up, and other parts where it is far lower. That is why I encourage Members to get in touch with me if they want and I will tell them about the take-up in their area. As I said, there are areas where seven out of 10 families are taking it up and are continuing to do so. I will talk more about disadvantaged families later.
As the hon. Lady is aware, the Government can also help with 85% of childcare costs for universal credit claimants even if they work only a few hours a week. I know it can be challenging to claim, but it is important to recognise that it is there. In my own jobcentre, the job coaches are working closely with parents to help them with making a claim that so that they can get back into work.
Wraparound childcare is also important as it not only supports parents so they can work but can benefit children and young people’s mental health and wellbeing, and their educational and social development. I was absolutely delighted to go around the country this summer looking at our holiday activities and food programme, which has ensured that thousands of school-aged children on free school meals have had access to childcare as well as exciting activities and food. I thank all Members who visited their HAF programmes this summer. It is the first time that we have ever had anything like that type of project for our children. Of course, we piloted it for three years, but this year it has been all across the country, and local authorities are already setting out their plans for Christmas.
The Government invest a significant amount in early education and childcare, including £3.5 billion for each of the past three years on funding our entitlements for two, three and four-year-olds. In November 2020, the Chancellor announced another £44 million investment for this financial year to help local authorities increase their hourly rates paid to childcare providers. All local authorities have seen an increase of at least 8p an hour in the two-year-old entitlement. The vast majority of areas have had an increase of 6p an hour for three and four-year-olds. Significant increases were also made for hourly rate entitlements funding in 2019.
Several hon. Members from London constituencies mentioned the cost of childcare in London. It is important to note that we pay a higher funding rate for those entitlements in areas where business costs are higher. The average hourly funding rate for a three or four-year-old across all of England is £4.91, but the equivalent for London is notably higher at £6.11. The hon. Member for Hampstead and Kilburn (Tulip Siddiq) may be interested to know that in her constituency, the amount we pay to Camden is one of the highest in the entire country at £8.51.
My hon. Friend the Member for Winchester (Steve Brine) mentioned the spending review. As hon. Members know, we are already working on a multi-year spending review. In the Department for Education, we are absolutely continuing to press the importance of early years care and education right across Government as part of that spending review. Given that we are in the middle of spending review negotiations, it would not be appropriate to launch a separate independent review of childcare at this time because the outcomes of such a review would not be able to feed into the speeding review that is happening right now. We expect the outcome of the spending review to be announced later this year. My hon. Friend also mentioned closures.
Vicky Ford
Hang on, this is important. We do not recognise the description of a 35% increase in closures. Between August 2020 and March 2021, approximately 2,000 settings joined the early years register while around 4,000 left. However, the overall number of childcare places has stayed broadly the same, suggesting that some of these closures were mergers, and in parallel some providers are increasing the number of places they offer.
The hon. Member for Lewisham West and Penge (Ellie Reeves) mentioned access to childcare for vulnerable children. It is important to remember that our early years pupil premium provides up to £302 per eligible child per year, specifically to improve outcomes for disadvantaged three and four-year-olds. She also suggested that three and four-year-olds not having access to the full 30 hours of childcare could have a negative impact on their educational development. In fact, the Sutton Trust admits that its research does not conclude that more formal childcare results in better educational outcomes. The evidence for the positive impact on educational outcomes of attending more than 15 to 20 hours of childcare per week is limited. Over that number of hours, it is helpful for childcare, but less so for educational outcomes. There is evidence that those exiting the market are less likely to be providers in disadvantaged areas of the country.
Vicky Ford
I really want to get some of this on the record because it is important to providers. Between June and December last year, a lower proportion of childcare providers leaving the early years register were from the most deprived quintile in comparison to other areas, with 12% of providers that left the market located in the most deprived areas.
What is important is ensuring that there is sufficient childcare and the Government’s priority is to track whether there are enough childcare places locally for parents. It is encouraging to see that the proportion of parents using formal childcare appears to be similar to before the pandemic. Every six weeks, the Department calls local authorities across the country to discuss childcare provision at the local level. At no time since June 2020, when provision reopened more widely after the first lockdown, has any local authority reported a significant lack of sufficient childcare places for parents who need them. The number of places has stayed broadly stable over the past five to six years, despite an average 3% decline in the number of births each year since 2017.
Throughout the pandemic, settings have continued to access a range of business support packages, such as the coronavirus job retention scheme, if they experienced a drop in their income or if parents were unable to attend their usual place. We are also supporting the early years sector by ensuring expert training and development is available to the workforce. That includes an investment of £20 million in high quality, evidence-based professional development for practitioners in targeted disadvantaged areas, which will give early years settings in those areas the skills to help the disadvantaged children who will benefit most from this assistance.
In June, we announced another investment of £153 million over the next three years, including funding for training of early years staff to support the very youngest children’s learning and development, especially in areas such as special educational needs and disabilities.
Fleur Anderson
On the issues raised by the Minister about sufficiency, are councils’ childcare sufficiency reports used to make an assessment of whether there are sufficient places or not, and of the impact of the sufficiency of places on childcare costs in an area? For example, in my borough of Wandsworth, there may be a sufficient number of places but they are not necessarily in the right areas. We have heard reports of childcare places in the most deprived areas closing more than others, and that may be happening across the country. Does the Minister have a sufficient assessment of sufficiency reports to know this?
Vicky Ford
I thank the hon. Member for her great interest in this subject. We see the number of providers joining and entering the market through the Ofsted register, and we have looked at the providers joining and entering based on areas of deprivation. As I said, those leaving the market are less likely to be providers in disadvantaged areas of the country. Only 12% of those leaving the market were in the most deprived areas.
In the last statistics in March 2021, there were reported to be about 1.3 million places in childcare settings. That has stayed stable over the past five to six years, despite the fact that year on year, for the past few years, we have seen on average a 3% drop in the number of children being born. We have regular contacts with local authorities, and we are not hearing about systemic failures in any local area or about parents not being able to access childcare. They may not be able to get exactly the place or the flexibility they would most like, but there is not a systemic shortage.
High quality childcare, delivered by trained, dedicated staff makes a real difference to children’s outcomes. I include and value childminders when I talk about high quality, dedicated staff.
Wera Hobhouse
We have said here a number of times that one in 10 childcare workers lives in poverty. Does the Minister think that is acceptable?
Vicky Ford
I think it is extremely important that businesses involved in the childcare sector pay the national minimum wage. The 8p and 6p an hour by which, as I said, we have increased the average early years funding, have been more than enough to meet the increases that have been announced in the national minimum wage. That was certainly true in those 8p and 6p increases that we gave last year.
What is really important is the quality of our childcare. Parents not only want childcare, but they want to know that their children are loved, safe and well educated, so high quality childcare is important. We have achieved so much here. The last time we assessed our five-year-olds, nearly three quarters—three out of four—of our country’s youngest children had achieved a good level of development. That is a massive improvement, because back in 2013 it was only one in two of our children.
I know that there are many questions about funding. My officials are in regular discussions with the Treasury as we prepare for the forthcoming spending review. Throughout the pandemic, the early years sector has been a cornerstone of protecting livelihoods and family life, letting our youngest children enjoy their early education with minimal disruption and helping to secure a positive future for each one of those children. I reiterate my deepest thanks to all those who work in early years.
Oral Answers to Questions
Vicky Ford Excerpts(3 years, 3 months ago)
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Nick Fletcher (Don Valley) (Con)
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
The greatest disparity in educational attainment is due to levels of advantage and special educational needs. The Government have therefore focused on raising standards for all pupils but especially those from disadvantaged backgrounds. Our education policies target extra funding through the £2.5 billion we will put into the pupil premium this year alongside the funding we put into high needs, rather than targeting by gender or ethnicity.
Nick Fletcher
Research produced by the all-party parliamentary group on issues affecting men and boys highlights how boys are reading far less than girls, especially in disadvantaged areas, and consequently have lower literacy skills. Does my hon. Friend agree that that disparity needs to be addressed? Will her Department consider running a campaign to encourage more parents to read with young boys to address the disparity?
Vicky Ford
My hon. Friend is right to highlight the benefits of early reading for a child’s later learning. I know how much he has enjoyed reading with his son. In England, we achieved the highest ever score in reading at primary level in the most recent progress in international reading literacy study, with that improvement largely attributable to the increases in the average performance of boys as well as lower performing pupils. He might like to look at the Hungry Little Minds website, which gives advice to parents on supporting early literacy. I am delighted that two thirds of mainstream primary schools have signed up to deliver the Nuffield early language intervention that is supporting our youngest children in reception with their speech, literacy and language development.
Anum Qaisar-Javed (Airdrie and Shotts) (SNP)
The education of girls is vital for a fuller society. Media reports, however, detail how educated Afghan women are burning their degrees, wiping their social media accounts and concealing their identities in the hope that the Taliban will not find them and seek retribution for their gaining an education. What discussions has the Department had with the Foreign Secretary to fund schemes in Afghanistan that will enable girls to continue their education?
Mr Speaker
Order. Just for the record, can we try to make supplementaries relevant to the question? I think the Minister is going to answer it.
Vicky Ford
The situation in Afghanistan, especially for girls and women, is extremely worrying; the Prime Minister is due to make a statement immediately after these proceedings. We are working really hard to resettle Afghan families for the children who have arrived in the UK. About half of those who arrived through the evacuation recently are children, and half of those children are pre-school and primary school-aged children. We are putting an extra £12 million into extra education funding to try to make sure that those children can get into schools, colleges and early years settings as soon as possible.
Dr Kieran Mullan (Crewe and Nantwich) (Con)
Tulip Siddiq (Hampstead and Kilburn) (Lab)
Earlier this year, in June, I stood at this Dispatch Box and confronted the Minister about the number of nurseries and childcare providers that were closing because of the Government’s inability to fund the early years sector properly. The Minister accused me of scaremongering. Since June, there has been a further loss of 500 childcare providers in the sector, which brings the net loss for this year alone to nearly 3,000. Will the Minister make up for dismissing the concerns of parents, children and carers by providing targeted funding for the early years sector from this Government?
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
The Ofsted data from March shows a 4% dip in the number of childcare providers since 31 August, which is a fall largely driven by childminders and carers, not nursery settings. Sufficiency is the key measure and we have not had any reports of sufficiency issues in early years settings since they reopened in June 2020. We put £3.5 billion into our early years entitlements because we care about childcare.
John Lamont (Berwickshire, Roxburgh and Selkirk) (Con)
Bambos Charalambous (Enfield, Southgate) (Lab)
Vicky Ford
We have increased the high needs budget by a record £2.3 billion, which is over a third over the past three years. We are also making good progress with the special educational needs and disability review, which has inevitably been a bit frustrated by the pandemic and changed the issues we are looking at, but we absolutely want all pupils to have access to the education they deserve. That is why our recovery funding has also been extra tilted towards those in specialist settings.
Stephen Metcalfe (South Basildon and East Thurrock) (Con)
Rachael Maskell (York Central) (Lab/Co-op)
Vicky Ford
I absolutely agree that we need to have more for our young people to do, which is why it has been so brilliant over the summer to see our amazing holiday activities and food programme, which has given young people access to opportunities that they never had before and helped to give them confidence, build their wellbeing and close the attainment gap, as well as providing food. I am more than happy to meet the hon. Member to find out more about what is happening in her constituency.
Selaine Saxby (North Devon) (Con)
It was great to visit the excellent Ilfracombe Church of England Junior School’s holiday activities and food programme, but this was one of only a handful of these programmes in my rural constituency. What steps is my hon. Friend taking to ensure that more students can access them in the future?
Vicky Ford
I thank all those hon. Members who visited their HAF programmes this summer. They had so much fun and I am delighted that participation was so high. It is the first time that we have ever had this type of project for our children. Local authorities are already setting out their plans for this Christmas. Let us make sure that we get to even more kids.
Ellie Reeves (Lewisham West and Penge) (Lab)
Special Educational Needs and Disabilities
Vicky Ford Excerpts(3 years, 4 months ago)
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The Parliamentary Under-Secretary of State for Education (Vicky Ford)
On 20 July, the Department for Education confirmed it will be continuing the extended powers given to the SEND tribunal to hear appeals and make non-binding recommendations about health and social care aspects of education, health and care (EHC) plans, provided those appeals also include education elements.
These extended powers are currently being tested under a national trial, which began in April 2018. The trial will end on 31 August 2021 and the powers will continue.
Our ambition is for every child, no matter what challenges they face, to have access to a world-class education that sets them up for life. It will enable the tribunal to continue to take a more holistic view of the needs of the child across education, health and care while the cross-Government SEND review completes its important work.
Full details of this announcement have been published on the Department for Education section on the gov.uk website here:
https://www.gov.uk/government/publications/extended-powers-send-tribunal-national-trial.
[HCWS212]
Children and Families: Cross-Government Strategy
Vicky Ford Excerpts(3 years, 5 months ago)
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The Parliamentary Under-Secretary of State for Education (Vicky Ford)
It is a pleasure to serve under your chairmanship, Mr Dowd. I congratulate my hon. Friend the Member for Ruislip, Northwood and Pinner (David Simmonds) for securing this important debate about how we work across Government to improve outcomes for children and their families. I am also grateful for the focus on this topic through the Lords Public Services Committee. The Secretary of State for Education is the lead Cabinet Minister for families and has spoken about the critical importance of families in ensuring the best start in life for children and young people. The Government have been clear that providing the right support for children and families is a priority across policy and decision making, particularly for those with vulnerabilities. We all share an ambition to ensure the system works and delivers the best outcomes.
Over the past decade, we have worked consistently to improve outcomes for every child. For example, I am proud that through the work of the Department for Education, alongside schools, the attainment gap has narrowed at every stage of education. However, we know the pandemic has thrown up additional challenges, and families and children rely on policies and programmes owned across Government. For example, that means being able to access a good school and early education place; the welfare support system being there when families need it; providing first-class child and family health provision through our NHS; and, where families need more support, ensuring that the right, targeted services are in place through children’s social care, early help, special education needs and disabilities services, and multi-service providers, such as family hubs.
Departments must keep families front and centre of all they do, and I am proud of the progress the Government have made in joining up services for children and families. I assure my hon. Friend that Ministers and officials have never worked more closely together than over this pandemic period. I have had frequent meetings at the Home Office with the Minister for Safeguarding, at the Department of Health and Social Care with the Minister for Minister for Prevention, Public Health and Primary Care, the Minister for Patient Safety, Suicide Prevention and Mental Health and the Minister for Care, at the Department for Work and Pensions with the Minister for Welfare Delivery, at the Ministry of Justice with the Parliamentary Under-Secretaries of State, the hon. Member for Cheltenham (Alex Chalk) and Lord Wolfson, and at the Department for Environment, Food and Rural Affairs with my the Under-Secretary of State for Environment, Food and Rural Affairs, my hon. Friend the Member for Banbury (Victoria Prentis). All these meetings have brought us together to better our approach to protect the most vulnerable children and young people.
At official level, Departments continue to partner to deliver the cross-Government vulnerable children and young people’s programme, which has reported to the Cabinet Office since April 2020—right at the beginning of the pandemic. This approach has cemented strong cross-Government working and includes both central Government Departments and agencies, such as Ofsted, Public Health England and NHS England. Cross-Government work has been essential to ensuring children and young people continue to have access to the critical services they need and deserve, even over the challenges of the past 16 months. These services have continued to operate, thanks to the dedication of frontline workers, including health visitors, NHS mental health service providers, social workers, school teachers and staff.
To support local services, we have co-ordinated across Government an increase to funding for councils. An additional £4.6 billion of un-ringfenced funding in 2020 to 2021 went to councils for both children and adult social care, with another £1.5 billion-plus this year. My Department is providing an additional £3 billion for education recovery, which comes on top of investment of over £14 billion in schools over the three-year-period, compared with 2019 to 2020. The schools budget will be over £52 billion next year.
When schools were closed to most pupils, we provided £450 million for the national voucher scheme to support pupils eligible for free school meals when they stayed at home. However, many children missed out on opportunities to have fun with their friends, and parents had little respite from caring for their children. That is why we have also expanded our holiday activities and food programme this year and are making up to £220 million available to local authorities across the country to co-ordinate free holiday provision, including healthy food and enriching activities. The Department for Work and Pensions has provided more than £400 million in local authority welfare schemes, including the covid local support grant, which is to support families and individuals to stay warm and well fed. The primary focus of those grants is children and their families.
David Simmonds
I very much welcome the Minister’s commitment to enrichment, and I highlight the particular benefits that flow from that approach in policy terms. I am sure that, as constituency MPs, we have all heard from headteachers, school governors and parents in our areas that one of the striking features of the pandemic has been not so much the loss of learning, but the loss of learning skills. There is a real concern among those involved with education about the impact that will have on young people’s ability to return to full engagement. I commend the Minister’s position and promise to do anything I can to strengthen it and drive forward that approach to enrichment, which is absolutely crucial in making up for those lost learning skills.
Vicky Ford
My hon. Friend is absolutely right. Another thing that our young people have missed out on is having fun and gaining the confidence to meet new friends. They gained that in previous years, when we piloted our holiday activities and food programmes. To take him up on his offer, I ask him to please visit and support the holiday activities and food programme in his constituency and encourage others to do so. Perhaps I can encourage you to do so too, Mr Dowd.
This is about children getting confidence back when they have missed out on so much. They have been amazing and have given up so much. In doing so, they have saved the lives of others. We owe it to them to help them rebuild and have the fun that is such an important part of childhood and the teenage years.
Beyond the pandemic, there are many ways that Governments can come together to improve outcomes for children and families. Often, that is through the delivery of local services, which I have described already. That will be overseen by national Government.
We in national Government take an active role to shape and influence delivery, ensure it aligns with national priorities, and support co-ordination across departmental boundaries. For example, MHCLG’s supporting families programme helps families experiencing unemployment, domestic abuse and mental ill health, and supports other priorities, including school attendance and reducing crime. But it is not the only programme to use strong collaboration between services and Departments to help families with that wide range of issues. The reducing parental conflict programme works with all English local authorities to help them integrate help to reduce parental conflict in their local support for families. Violence reduction units are bringing together local partners in the 18 areas most affected by serious violence to deliver an effective and joined-up approach to tackling violent crime and its drivers, especially when it affects children and young people.
We are also tackling youth crime by addressing the risk factors for offending at an early stage. That includes boosting investment in local multi-agency youth offending teams, which provide holistic support to children who have committed offences or are at risk of offending. We must continue to work in those strong partnerships to improve outcomes for our children and families, especially the most vulnerable.
The pandemic has shown us just how important it is to get this right, but there is much more to do to ensure that families, parents and carers benefit from services, and that the services are seamless and built around their needs. That is why we are doing a SEND review and a care review, and are working with my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom) to support the implementation of the early years healthy development review and all those recommendations. That is why we are improving children and young people’s mental health support with significant reforms and investment.
The public commitments that we set out in the joint Green Paper are only one part of the story. I have been working with ministerial colleagues, the Department of Health and Social Care and across Government more widely to produce the covid-19 mental health and wellbeing recovery action plan and to see that delivered. It includes extensive actions we are taking to support children and young people’s mental health and wellbeing.
We are also leading a cross-Government approach to champion the family hub model, providing more than £14 million of investment and working with DHSC, DWP, MHCLG and the Ministry of Justice. Family hubs bring those services together and aim to secure greater impact from those services for children and families.
David Simmonds
I welcome the Government’s initiative on family hubs. We often still hear that mental health is a Cinderella service, especially for teenagers at the point of transition to adulthood. I have had examples of constituents being told by the children’s side of the service that it is unwilling to take them on at the age of 17 because they will not be seen before they become an adult, and adult services saying that it will not see them until they pass their 18th birthday. Does the Minister agree that that is an example of the kind of area where rigorous accountability is needed, to ensure that the ambitions rightly set out by Government are fulfilled in practice?
Vicky Ford
I thank my hon. Friend for his support for family hubs. I have a little bit of constituency pride—my family hub, the Essex Child and Family Wellbeing Service, which supports the mental health of teenagers and young people, was recently the regional award winner in the NHS Parliamentary Awards. I am very proud of them.
It is so important that teenagers can also access that type of support. It is exactly those sorts of transitions that we have been looking at most deeply, not only with the Minister for Patient Safety, Suicide Prevention and Mental Health, but also through the mental health action group, which brings together a broad range of expertise on young people’s mental health and is chaired by myself and my hon. Friend the Minister for Universities. We have been looking at how we can support young people through, for example, the transitions from primary to secondary school and from secondary education on into higher education. At key transition points, they need additional help, especially at this time.
As we continue to take steps towards recovering from covid, we must not lose any of the benefits that have come to us by the close working relationships that have been strengthened in the pandemic. I know I speak on behalf of all my ministerial colleagues when I say we are committed to continuing to work together to ensure that we grow those relationships further. Just before the pandemic, we made changes to multi-agency working. We strengthened the duties placed on police, health and the local authority to work collaboratively to make arrangements to safeguard and promote the welfare of local children. It is clear that multi-agency arrangements are needed.
The recent Ofsted review into sexual abuse in schools and colleges was a prime example of bringing young people’s departments, local services, charities and parent groups together to identify the issues and deliver those cross-societal solutions to ensure that our children do not grow up thinking that harassment and abuse are just a normal part of their childhood. My Department, the Home Office and the Department for Digital, Culture, Media and Sport are all working really closely to ensure that we interweave our responses into the Ofsted review, the violence against women and girls strategy and the online safety Bill, to maximise the collective response and make that deep-rooted change. We have to reset the dial and we only do that by working together.
We have recently published revised statutory guidance on keeping children safe in education. We are working with local authority safeguarding partners and the sector on tightening the statutory guidance, to interlock all those wider efforts to best support our children and young people.
The pandemic has strengthened local partnership working between schools and colleges and local authorities with social care and other services to identify and support vulnerable children and ensure their regular school attendance. Those multi-agency safeguarding partners are continuing to work in their committed partnerships to keep children in care safe and to keep them well. Yes, there is a lot more to do, but I am so proud of what we have achieved to make life better for children and families.
I want to take a moment to thank all my colleagues nationally and locally for their efforts, and to reiterate my personal commitment to work across Government, across programmes and across initiatives in order to place the needs of children and families at the heart of everything the Government are striving to achieve, and to ensure that we work with our partners in local government to make sure that they also can help to achieve this.
Question put and agreed to.
Education
Vicky Ford Excerpts(3 years, 5 months ago)
Ministerial CorrectionsRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Vicky Ford
Many Members have spoken of the record funding that is going into our schools, and before this virus hit, we committed to the biggest school funding boost in over a decade. That means that the whole schools budget will be over £52 billion this year.
[Official Report, 15 June 2021, Vol. 697, c. 180.]
Letter of correction from the Under-Secretary of State for Education, the hon. Member for Chelmsford (Vicky Ford).
An error has been identified in my response to the debate.
The correct response should have been:
Vicky Ford
Many Members have spoken of the record funding that is going into our schools, and before this virus hit, we committed to the biggest school funding boost in over a decade. That means that the whole schools budget will be over £52 billion in 2022-23.
Children from Low-Income Families: Education Support
Vicky Ford Excerpts(3 years, 5 months ago)
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Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
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The Parliamentary Under-Secretary of State for Education (Vicky Ford)
It is a pleasure to serve under your chairmanship, Mr Hollobone. I congratulate the hon. Member for Slough (Mr Dhesi) on securing this important debate.
Children from lower-income families have been at the centre of my Department’s policies since the day this Government took office in 2010. Our ambition has always been to promote a world-class education for every child, irrespective of their background, that sees them fulfil their potential and get set for a successful adult life. Some pupils face greater challenges at school, including looked-after children, children with special educational needs and disabilities, and many of those from lower-income homes. We are committed to levelling up opportunity and outcomes for all pupils.
The best way to open up opportunity for children is to give them the education and skills that can set them up for life. We should never forget how much the last Labour Government failed to do that. Back in 2010, only 68%—two out of three—of our schools were good or outstanding. That figure is now 86%—nearly nine out of 10. The majority of disadvantaged pupils now attend a good or outstanding school. That is not a coincidence. Since 2010, we have taken a dual approach to tackling the attainment gap. First, we have prioritised levelling up the standards in teacher training, because research shows that excellent teaching has a disproportionate positive benefit for disadvantaged pupils. At the same time, our reformed qualifications ensure that all pupils access only the best, most worthwhile qualifications, and the underpinning curricula.
At the same time, we have directed extra funding and support towards those from low-income backgrounds, in recognition of the additional challenges that they often face. For example, we introduced the pupil premium, which gives additional funding to schools to improve the academic attainment and wider outcomes of pupils from disadvantaged backgrounds. We introduced the national funding formula, which ensures that core school funding better reflects the socioeconomic context of each school, and we introduced and sustained the opportunity areas programme, which brings together local partners to break down entrenched low social mobility and educational achievement.
Siobhain McDonagh
Will the Minister explain why, if her Government’s policies have been so successful, children on free school meals leave school on average 18 months behind their classmates, and will she address the issue of the 200,000 children transferring to year 7 and secondary school in September who will not meet the reading level required?
Vicky Ford
Let me come exactly to those points. Let us look at what children on free school meals are achieving today compared with what they were achieving a decade ago. Last year, one in five of our children on free school meals was successful in their application to university—a 53% increase over a decade. On reading skills—
Vicky Ford
Let me just make this point: one of the most important things that we can do for children’s reading skills is invest in their early education. This Government introduced the two-year-old offer, which provides 15 hours of free childcare a week for 38 weeks a year to disadvantaged two-year-olds and children with a disability or special educational needs. Children who take up those 15 hours a week of free nursery or pre-school are likely to have better educational outcomes, and that early experience in their youngest years can have a positive impact on their educational attainment throughout their entire school career, even at secondary school.
However, the proportion of eligible two-year-olds using that offer of free early education varies hugely across the country. The hon. Member for Slough introduced the debate. In Slough, in January 2020, before the pandemic, the proportion of two-year-olds taking up that incredibly generous offer from the Government was only 49%—the fourth lowest of the 151 local authorities in the country. The take-up in Leicester East—the hon. Member for Leicester East (Claudia Webbe) spoke today— is only 57%. I say to the hon. Member for Slough and other hon. Members that if they really care about the educational attainment of children in their constituencies, they should start from the very earliest years and invest their effort in getting out to their constituents and encouraging parents on the lowest incomes to take up the Government’s generous offer of 15 hours of high-quality early education experience in their local nursery or pre-school. We fund it, and it will benefit their kids for the rest of their academic career.
I am enormously proud that the last time we assessed our five-year-olds, nearly three out of four of our country’s children were achieving a good level of development by the end of reception.
Vicky Ford
I will take some interventions in a minute, but there are some important points that I need to make.
Back in 2013, when we assessed them, it was only one in two children. To put it another way, one out of two children who were born in the last years of the Labour Government was already falling behind by the time they started big school. Now, three out of four are excelling and exceeding.
Mr Dhesi
I thank the Minister for her comments about the extra funding. However, would she not concede that schools in Slough have had their funding cut in real terms? On many occasions, people have not been able to access the free school meals provision simply because of the manner in which it has been categorised. On how the schools themselves have been funded, would she not concede that the decimation as a consequence of the scrapping of the Building Schools for the Future programme has meant that many schools have leaking roofs, have not been able to undertake maintenance work and have had to delay emergency works?
Vicky Ford
A few other Members mentioned free school meals, including the hon. Members for Leicester East and for Hampstead and Kilburn (Tulip Siddiq). This Government have extended the eligibility for free school meals more than any other Government for the past 50 years. It is this Government who introduced universal free school meals and expanded free school meals to those in further education. During the pandemic, we also widened the provision to many children who normally have no recourse to public funds. The Government have also provided funding to local authorities during the pandemic to ensure that the hardest-hit families are supported with food and essentials through the covid local support grants. That has even supported them during the school holidays. Those grants have been extended through the coming holiday at a cost of more than £100 million.
I want to get back to the point that the hon. Member for Slough made about Slough. Slough children’s services have been enormously challenging for many years. The Department for Education has provided significant investment in children’s services in Slough—nearly an extra £7 million over the past two years. As the hon. Gentleman knows, it transferred the ownership of Slough Children First, the trust, to Slough Borough Council in April. I call on him to get behind the relationship between the trust and the local authority. I, as Minister, have signed off millions of pounds to give that support to Slough children. He should work with the trust to put Slough children first in his constituency.
Tulip Siddiq
The Minister is boasting about free school meals and how much the Government have done. Will she admit that her Government were forced, kicking and screaming, to extend free school meals because Marcus Rashford and the Labour party shamed them nationally, which is why they felt they had no choice but to extend free school meals? They resisted that until the very last minute.
Vicky Ford
The hon. Lady has said this again and again, and it is simply not true. Let us look at the facts, okay? This Government, when I became the Minister for children, and over the past 10 years, had already extended free school meals to more children than any other Government during the past 50 years. We set up the national voucher scheme during this pandemic—a thing that had never been done before—to make sure that, when schools were closed to most children, they could still access food at home.
Siobhain McDonagh
Can she indicate the last pandemic that required a voucher meal scheme?
Vicky Ford
Mr Chairman, let me please set the record straight, because I personally—[Interruption.]
Mr Philip Hollobone (in the Chair)
Order. The Minister has taken interventions and, given the amount of time we have left, will probably take more, but Members must not keep repeating requests for interventions, which become an interruption of the Minister’s speech.
Vicky Ford
The holiday activities and food programme, which we had already been trialling for three years, is going live across the country this year. It was a manifesto commitment to increase this holiday and wraparound childcare, which we are doing.
I have huge respect for Marcus Rashford and his great passion to make sure that children are properly fed and cared for. I am enormously grateful to him for shining a light on this issue and indeed for the video he made just last week supporting the Government’s holiday activities and food scheme and encouraging children to take part, because it is a great scheme. However, using language saying that I personally was dragged kicking and screaming to care for children, when caring for children is what I do every day and what my Department does every day, is not appropriate, and it scares children.
Let me just get back to the point. We have made many interventions over the past decade to support children, and especially those from disadvantaged backgrounds, and it has made a difference. It is not just us saying that; the OECD recognised our progress. The latest programme for international student assessment, or PISA, results show that the proportion of pupils from low-income households who succeed academically in England is well above the OECD average. Since 2011, the attainment gap between disadvantaged pupils and others has narrowed by 13% in primary school and 9% in secondary school. And, yes, it has remained broadly stable in the past couple of years; it widened by 0.5% in primary between 2018 and 2019, but it narrowed by 1% in secondary between 2019 and 2020.
However, we know that the pandemic will have widened that attainment gap. In order to minimise the pandemic’s impact, we kept schools open for vulnerable children, as well as for the children of key workers. We have also announced three further funding packages—a total of more than £3 billion—to provide extra resources to help pupils to make up ground. I remind Members that that comes on top of the £14 billion of extra investment in education that had already been announced by the Government over a three-year period.
In this £3 billion package, we announced—first in June 2020 and then in February 2021—£1.7 billion to support education recovery. That included £930 million in flexible funding for schools to use as they see best, while another £200 million was weighted so that schools with more disadvantaged pupils receive more funding. There was £550 million for tutoring, £200 million for summer schools and another £22 million to scale up evidence-based practices. We also invested in over 1.3 million laptops for disadvantaged children and young people. I know that Labour Members often call for more, but let us remember that this was a massive procurement effort at a time of unprecedented global demand.
Vicky Ford
No, because I want to respond to the hon. Member for Glasgow North West (Carol Monaghan) about the issues that she raised regarding rural broadband and broadband access across the country. I remind her that only yesterday the Department for Digital, Culture, Media and Sport, which is the Department responsible for broadband, announced a further £1 billion upgrade to mobile connectivity. That will particularly benefit rural areas of Scotland, Wales and north-east England, and is again a reminder of why it is so important that we work together in a one-nation approach to support people across the Union.
On the recovery programme, the evidence is clear that investment will have the most significant impact for disadvantaged children in two areas: high-quality tutoring and great teaching. That is why the latest announcement of an additional £1 billion for tutoring will help to deliver more than 100 million tutoring hours for children and young people across England over the next three years. That will expand high-quality tutoring in every part of the country so that it is available to every child who needs help catching up, not just those who can afford it. Another £400 million will provide half a million teacher training opportunities for schoolteachers and evidence-based professional development for early years practitioners.
The hon. Member for Luton South (Rachel Hopkins) spoke really clearly about the importance of oracy and early language. I absolutely agree with her that the development of early language and communication skills is crucial to a child’s journey. Indeed, that is one of the reasons why, even in the lockdown at the beginning of this year, we were so keen to keep early years establishments open for children—they are so key.
What the hon. Lady may have missed is what we are doing about that issue. One of the interventions we have put in place through the national tutoring programme is the Nuffield early language intervention. That is a very specific programme, and our evidence very much shows that it works. It is targeted at children in reception year who are behind others in their early language skills. I have been to see it being delivered across the country. Forty per cent. of schools have already signed up and are taking part, covering around 60,000 children at the moment, and nearly a quarter of a million children have been screened across the country.
I wrote to the hon. Lady last week—I wrote to Members from all English constituencies—including the list of schools in her constituency that are doing the NELI programme. The evidence shows that it adds around three months’ learning. I also asked her if she would promote it to other schools, because we are expanding it. The deadline is the end of July, so please put it out there.
Rachel Hopkins
I appreciate the Minister’s comments on early years. My point, which is set out in the report by the all-party parliamentary group for oracy, was about opportunities for clear oral communication throughout education, as well as in social settings and formally—for example, even young teenagers should have the opportunity to debate, as we are doing today. I hope the Minister has access to the report and understands that it is not just about early years oracy—although I accept her points about its importance—but about the opportunities throughout education that have been missing for many pupils, in both school and college. I hope that she recognises that wider issue.
Vicky Ford
I would be delighted if the hon. Lady sent me a copy of the report. We know that early language skills are so important. Indeed, of the £1 billion catch-up package that we announced this month, £153 million will go into teaching and training for early years staff, including to expand the level of knowledge of our brilliant early years staff in things such as speech and language early development. We are also improving the curriculum in that area.
The evidence shows that supporting a child into reception and primary school with early language skills helps them to pick up reading. As we know, reading has improved significantly over the past decade, partly since we introduced mandatory phonics training in schools. Clearly, without the early language skills, learning to read through phonics can be really challenging. I urge the hon Lady to visit one of the primary schools in her constituency that is delivering the NELI programme. I would love to hear her feedback.
We want to do even more, and we are doing so. We are introducing significant reforms to technical education and creating high-quality options for young people aged 16 to support their progression, as well as meeting the needs of employers. We are also introducing the holiday activities and food programme across the country this year.
Vicky Ford
No. I have taken many interventions, and I am going to speak about the holiday activities and food programme. It provides healthy food and enriching social activities and has been particularly targeted at supporting those from more disadvantaged backgrounds. We have been trialling it for the past three years, and we have structured it in a way that suits what parents and families want. The evidence from the past three years is that taking part in the holiday activities and food programme improves children’s wellbeing and helps them to make a better start when they come back to school in September for the new term, so it helps to close the attainment gap that I have spoken about.
The hon. Member for Slough will be interested to know how much is being invested in his local area—I noticed that he did not mention the holiday activities and food programme much in his speech. In Slough, the investment is £587,720. We are working with authorities such as Slough—indeed, with all 151 local authorities across the country—to help them to prepare and build capacity as we get towards the summer, because we want every single part of the country to have a really rich mix of provisions—different offers—for our children and young people and to really engage and excite them to have a very enjoyable summer.
This summer we are also funding face-to-face summer schools, focusing in particular on children and pupils transitioning into secondary schools. The hon. Member for Mitcham and Morden (Siobhain McDonagh) mentioned year 6 pupils, whom the summer schools will be particularly focused on.
Mr Dhesi
I am grateful to the Minister for rattling off a whole series of programmes and the funding available, including to my Slough constituents. However, will she concede that these numbers, as good as they are, are simply not enough? The Government’s own catch-up education tsar, who is no longer in his post, and experts within education, including headteachers, all acknowledge that, as wonderful as all these sums are, they are simply not enough. Will the Minister concede that we need to invest more in our children if they are not to fall further behind?
Vicky Ford
Let us look at the detail of what the hon. Gentleman says. I mentioned the NELI programme, which is working in 40% of the schools in the country. We have offered it to any school that wants to sign up. It is for any child from reception that needs it. Schools have identified a quarter of a million children for screening, and they are screening them and finding out which ones will benefit from the programme and then offering it to them.
In terms of wider education catch-up, we have already invested in the teaching and tutoring elements, because we know from the evidence that those bits benefit children from the most disadvantaged backgrounds most—this debate is obviously about children from the most disadvantaged backgrounds. The hon. Gentleman will know, because we have said it many times, that we continue to look at the time element—should we increase the length of the school day? There are mixed views about that. The evidence is less well known, and that is why we launched a consultation. So, again, I encourage him, instead of saying that it is not enough, to get his teachers to look at the consultation and give their views, because that is exactly why we are doing it. We have invested record amounts in our schools.
The Opposition spokesperson, the hon. Member for Hampstead and Kilburn, used very strong words when speaking about early years funding. Members should remember that it was a Conservative-led Government that introduced that the 15 hours of free childcare for two-year-olds and the 30 hours of free childcare for three and four-year olds when the parents are working. That is a significant, £3.5 billion investment in early education because we know that it has such benefit for our children. It is a huge increase on what was ever invested during the last Labour Government.
The hon. Lady also mentioned the changes we made to the census date for the pupil premium. The census date has changed to give schools more certainty about what funding they will be getting over the entire financial year. It has been subject to significant media reporting over recent months, much of which has been both inaccurate and deeply misleading. The total pupil premium funding is increasing to more than £2.5 billion in 2021-22, up by £60 million from last year. It is not being cut. Furthermore, pupils who became eligible for free school meals between October and January will still bring pupil premium funding with them, starting in the following financial year, and will continue to attract funding for six years.
The impact of this census change should not be viewed in isolation. The ambitious education recovery programme that has gone hand in hand with it is worth £3 billion to date—many times more than the impact of moving the census date. That includes £302 million for the recovery premium, with £22 million to scale up proven approaches. That £302 million is further to support disadvantaged pupils with their attainment.
I say to Opposition Members that we are speaking about children. Children have had a very difficult time, and it is incredibly important that we do not mislead them, we are accurate in our allegations and we do not scaremonger.
Siobhain McDonagh
May I ask the Minister who used these words?
“The support announced by Government so far does not come close to meeting the scale of the challenge and is why I have no option but to resign from my post…When we met last week, I told you that I do not believe it will be possible to deliver a successful recovery without significantly greater support than the Government has to date indicated it intends to provide.”
Vicky Ford
I thank the hon. Lady for quoting those words back to me. I say again that we are hugely grateful to Sir Kevan for his work in helping pupils to catch up and recover from the effects of the pandemic. The funding that we have announced this month, since his work, supports his recommendations on tutoring and teaching improvements. As I have just discussed, we are consulting on the time-based element of his proposals.
I would again like to thank the hon. Member for Slough for the opportunity to discuss this subject. I have endeavoured to lay out all the different elements of what has been, and continues to be, a very extensive programme over the past decade to support children from low-income backgrounds.
There is no doubt that this pandemic is the biggest challenge this country has faced in my lifetime and since the second world war. By staying at home during lockdowns, respecting class bubbles and limiting their contacts with friends, our nation’s children have saved lives. They should be so proud of what they have done in the past 18 months. We will stand by them as we all recover from this.
Mr Dhesi
My gratitude, Mr Hollobone, for the excellent manner in which you have chaired today’s debate. I also send my gratitude to Mr Speaker and the House authorities for allowing this important debate to take place.
I extend my best wishes and thanks to right hon. and hon. Members who have taken part in today’s debate and particularly to my hon. Friend the Member for Mitcham and Morden (Siobhain McDonagh). She spoke with gravitas about the impact of the digital divide, which is felt even more now that one in 20 schoolchildren are out of school self-isolating, with many still not able to have access to devices and broadband internet. My hon. Friend the Member for Leicester East (Claudia Webbe) spoke passionately about the damage being inflicted on poverty-stricken families in her constituency, and pointed out that three quarters of teachers are suffering from fatigue and that children are suffering from hunger and a lack of ability to concentrate. My hon. Friend the Member for Luton South (Rachel Hopkins) spoke eloquently about how these are the largest cuts to education in 40 years, about the devastation wrought on low-income families and about the impact, in particular, on the oracy of all our children. As a fellow member of the oracy APPG, I thank her and others for the incredible work they are doing to highlight those issues.
In his own inimitable style, the hon. and distinguished Member for Strangford (Jim Shannon) spoke about the comparison with what is happening in Northern Ireland—the steps taken there to tackle underachievement, the food and toy parcels being delivered by the likes of the Trussell Trust, and the work of the voluntary sector in general. I also thank the hon. Member for Glasgow North West (Carol Monaghan), the Scottish National party spokesperson for education, for the SNP perspective on socially just policies and how more radical policies are required—in particular, the social tariff for broadband, free school meals for all children, the delivery of devices, and the right to food being enshrined in law.
My hon. Friend the Member for Hampstead and Kilburn (Tulip Siddiq), the Labour spokesperson for education, spoke articulately and with great experience of this subject, gained over so many years. She highlighted how £90 million had been lost because of pupil premium recategorisation. She also spoke about Labour’s transformative policies with regard to the children’s recovery plan, breakfast clubs, digital access for all, free school meals, and much more besides.
I am grateful to the Minister for her remarks today and for her perspective that it has always been her ambition and priority to level up and to look after children from more disadvantaged sections of our community. As I said during the debate, a great number of programmes and figures have been rattled off today by the Minister, but I feel that she has been sent out on a very sticky wicket, in the sense that the Treasury has hampered much of what the Department for Education would like to be doing and what many of us as Members of Parliament would like it to be doing.
After this debilitating pandemic, which has without doubt hit children in our communities the hardest, the catch-up fund that has been proposed is simply not enough. Even the holiday activities and food programme the Minister mentioned, which Slough constituents can avail themselves of, unfortunately provides only 16 days of food support over an entire summer holiday period. That is why, as hon. Members have pointed out, the Government’s own appointed education recovery tsar has been forced to resign.
Vicky Ford
On the subject of the holiday activities and food programme, it is really important that the hon. Gentleman’s constituents understand that we run it for four weeks, for four days a week, because we have been trialling it for three years and that is what parents and families have tended to want. They do not tend to want to attend every day. In addition, this summer, the covid local government support scheme will be there—as it has been at Christmas, Easter, spring half-term and last half-term—to make sure that families that need access to extra food and support can get it, so please stop this “We’re only there for 16 days of the summer holidays.” That is not what we are doing: we are making sure that our children can get these activities and food, which are so much better for them, as we have seen from the evidence.
Mr Dhesi
I thank the Minister for that clarification, but I come back to the same point: it simply is not enough. That is why we have to carry on in this endeavour.
I thank everybody once again, and I humbly suggest to the Minister that we need to do more than just 10% of whatever it takes: we need to go the whole hog to look after and enhance the prospects of children.
Motion lapsed (Standing Order No. 10(6)).
Education
Vicky Ford Excerpts(3 years, 5 months ago)
Ministerial CorrectionsRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Vicky Ford
The hon. Member for Leicester East (Claudia Webbe) asked about projects for children and young people in her constituency. Well, of course, Leicester was a partner in the HAF programme in 2019, and will return again as a partner in 2021.
[Official Report, 9 June 2021, Vol. 696, c. 1012.]
Letter of correction from the Under-Secretary of State for Education, the hon. Member for Chelmsford (Vicky Ford).
An error has been identified in my response to the hon. Member for Leicester East (Claudia Webbe).
The correct response should have been:
Vicky Ford
The hon. Member for Leicester East (Claudia Webbe) asked about projects for children and young people in her constituency. Well, of course, Leicestershire was a partner in the HAF programme in 2019, and will return again as a partner in 2021.
Vicky Ford
I will never forget 2010, the end of the last Labour Government and the last recession, when nearly 1 million 16 to 25-year-olds were not in employment, education or training.
[Official Report, 9 June 2021, Vol. 696, c. 1013.]
Letter of correction from the Under-Secretary of State for Education, the hon. Member for Chelmsford (Vicky Ford).
An error has been identified in my response to the debate.
The correct response should have been:
Vicky Ford
I will never forget 2010, the end of the last Labour Government and the last recession, when nearly 1 million 16 to 24-year-olds were not in employment, education or training.