Oral Answers to Questions

Andrea Leadsom Excerpts

Monday 17th July 2023 Commons Chamber

[Dame Andrea Leadsom (South Northamptonshire) (Con)]

8. What recent steps her Department has taken to tackle bullying in schools.

[The Parliamentary Under-Secretary of State for Education (Claire Coutinho)]

All children should have access to a calm, safe and supportive school environment. In addition to school behaviours policies that must include measures to prevent bullying, we have provided more than £3 million in funding between August 2021 and March 2024 to five anti-bullying organisations supporting schools in tackling bullying.

[Dame Andrea Leadsom]

I congratulate my hon. Friend for all her work tackling bullying. So many constituents write to me about the problems their children are experiencing. How are the behaviour hubs making a difference in schools and tackling the bullying that is so prevalent, particularly as a result of online harms and social media, which are all too frequent?

[Claire Coutinho]

We are confident that the behaviour hubs programme is helping schools to create calm, understanding and positive environments by spreading best practice. The behaviour hubs programme is being evaluated and impact assessed. We will publish an interim report in 2024. I would be delighted to discuss those findings with my right hon. Friend.

Childcare Reform Package

Andrea Leadsom Excerpts

Wednesday 28th June 2023 Commons Chamber

[Claire Coutinho]

I recognise that it has been a challenging few years for the sector. In this piece of work we have surveyed about 10,000 providers, we have a providers’ finance report and we have surveyed about 6,000 parents, so we used a very data-driven estimate to come up with the figure. We will be consulting on the funding before the summer and, as I said, there will be funding coming in September before any expansion of the entitlements, which start in April next year. There will be additional money next year and by 2027-28 we will be spending an additional £4 billion that will be distributed via local authorities to those settings.

[Dame Andrea Leadsom (South Northamptonshire) (Con)]

I congratulate my hon. Friend on such an excellent statement today—I think the shadow Minister needs to read it, because he clearly did not listen to it.

My hon. Friend has clearly thought about the need for top-quality childcare, which for many young children is vital when their home life is perhaps not all it could be. One thing she has not talked much about is the provision of new workforce. Can she comment a bit more on her consultation on changing the requirement for high-level qualifications to a requirement for qualifications that are more appropriate to providing empathetic and supportive care?

[Claire Coutinho]

I know my right hon. Friend is incredibly passionate about this area, and I share her passion. In the consultation we have set out some flexibilities after talking to the sector; an example of that would be relaxing some of the requirements around having level 2 maths for level 3 qualifications, which we know has been a barrier for some people. We are looking at all kinds of flexibilities that mean we will get the right staff at every stage to make sure that our children get the right education.

National Tutoring Programme and Adult Education

Andrea Leadsom Excerpts

Wednesday 9th March 2022 Commons Chamber

[Robert Halfon (Harlow) (Con)]

I thank the Backbench Business Committee for granting this important debate. I particularly thank the members of the Education Committee, including the hon. Member for Liverpool, Riverside (Kim Johnson) for co-sponsoring the debate, and my hon. Friend the Member for Penistone and Stocksbridge (Miriam Cates). My hon. Friend is a brilliant Committee member and I appreciate all the work that she does.

To reassure the Whip on the Front Bench and, I am sure, the Minister, I should say that I fully support the estimates today. I will try to recommend things that I think can be improved and to argue that, although extra money has been raised, we need to ensure that we have value for money and that that money is spent well. I hope that the Government see my remarks in that spirit.

In last year’s autumn Budget, the Chancellor and the Education Secretary set out a vision of support for schools, skills and families. Of course, I agree with that—it is very important to focus on those three things—but I think that social justice needs to be added. I believe that the fundamental challenges now facing education are recovery from the covid-19 pandemic, addressing social injustices and early years intervention. I see that my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom) is in her place; she is an expert on this issue in Parliament and does so much to ensure that the Government focus on early intervention.

It is also important for me, in opening this debate, to thank the teachers and support staff in schools and colleges in my constituency, who do so much to keep pupils learning and who have worked incredibly hard during the pandemic. I also thank the teachers and support staff around the country.

Clearly, the Government are making progress on skills and standards. Literacy rates are up and 1.9 million children are now in good or outstanding schools. The Skills and Post-16 Education Bill and the lifetime skills guarantee, which passed through the House of Commons only a couple of weeks ago, could be very exciting, alongside proper money—£3 billion of extra funding. That should be welcome; that is real money.

As the Education Secretary and Ministers know, I think that more needs to be done to increase the amount of careers encounters that young people have at school. The Government are suggesting just three—so one a year in key years—but I suggest that there should be nine encounters altogether. That would not cost the Government any more in funding.

I have also suggested that additional funding should be made available to support adults to obtain a level 2 qualification as long as they can demonstrate their intention to progress to level 3, as per the lifelong learning entitlement. As I said in our debate on amendments to the skills Bill, many adults are not yet ready to do a level 3 apprenticeship. I want them to do so—it is wonderful that the Government are going to offer level 3 in the core subjects—but if they are not ready, it makes sense to give them the opportunity to start on a level 2 apprenticeship and use that for progression, as long as they progress to level 3 after that. I recognise that funds are difficult and that they are not readily available, but if we are going to bid for things in the next spending round, that should be a significant Government priority.

To go back to the careers encounters—what is known as the “Baker clause”—the Secretary of State has indicated to me that the Government want to do more on that. The Minister responsible for skills—the Under-Secretary of State for Education, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart)—has said the same. The Bill is being discussed in the Lords at the moment and no doubt this issue is being brought up by Lord Baker and many other peers. If we are serious about transforming adult education and building an apprenticeship and skills nation, we have to get more skills organisations, further education colleges, university technical schools, apprenticeships, apprentice organisations and apprentices into schools to encourage and set out the incredible career paths available, so that pupils know that there is an option not just of university, but of skills and apprenticeships.

As I said in the previous debate on this subject, when I go around the country and meet apprentices—meeting apprentices in all walks of life is one of the most enjoyable parts of my job—it grieves me that eight or nine times out of 10 they tell me that they have never been encouraged by their school to do an apprenticeship. My first speech in the House of Commons was on this subject in 2010, and that situation has not improved. I have even met degree apprentices who are doing incredible, high-quality apprenticeships—they do not have a loan and are going to get a good job at the end of their apprenticeship—who have offered to go back to their school to talk about their higher-level apprenticeship, but the school has turned them down. That has not just happened once—I have asked those degree apprentices about that—because, with their school, the whole culture is university, university, university when it should be skills, skills, skills.

I urge the Minister to introduce teaching degree apprenticeships. I do not understand why there has been resistance to them in the Department; we have policing degree apprentices, nursing degree apprentices and many public sector apprentices in other walks of life. We have apprentices in every other field, from engineering and law to plumbing and hairdressing. Why on earth cannot we have teaching degree apprentices? There are teaching assistant apprentices; there are also graduate teaching apprentices, but they have to go to university first. If we are to deal with the teacher recruitment crisis—a third of new teachers are leaving before five years in the profession—one way to encourage teachers and would-be teachers would be by introducing teaching degree apprentices. I would like to know the Government’s view on that point. I see the Minister nodding; I hope it is a sympathetic nod.

On adult education and skills, the Government are making significant progress, even with the things that I am calling for, and it is important to recognise that. I am excited about some of what is going on. The Government are talking about skills and apprenticeships in a way that they have not talked for a long time. Importantly, they have also reversed the spending cuts to further education.

Harlow College is, I would argue, one of the best colleges in England. As its Member of Parliament, I have visited it nearly 100 times since 2010; it is one of my favourite places to visit in my constituency because I see there how important and transformative further education is. Colleges are places of academic, vocational and social capital and are doing many of the things that the Government want and need in order to ensure we address the significant skills deficits in our country. However, if we do not get educational recovery from the covid pandemic right, and if we do not address social injustices in education, many of our young people will be at risk of not even reaching that stage in their academic career or reaping the benefits on offer.

I want to focus on the catch-up programme, for which I campaigned. From day one, I was passionately opposed to school closures. I have said time and again that they were a disaster for our children. I know that schools were open for vulnerable children and for the children of key workers, but in the first lockdown more than 90% of vulnerable children did not go to school. We know the damage that that has done to educational attainment, to mental health—referrals are up 60% and eating disorders among young girls are up 400%—and to pupils’ life chances. Tragically, it has also meant enormous safeguarding hazards, with children suffering domestic abuse at home and joining county lines gangs. Closing the schools was a mistake and we should never do it again. That is why, alongside other hon. Members, I campaigned for the catch-up programme early on and was very excited when it was announced. I thought it was incredibly important.

Let us look at the figures on the negative effects of school closures. The Education Policy Institute is to education what the Institute for Fiscal Studies is to economics: it is an incredibly respected organisation. Its chair told the Education Committee:

“In our most challenging communities for the most disadvantaged youngsters, they could be five, six, seven—in the worst-case scenarios eight—months behind in some of their learning.”

Ofsted says that some of the hardest-hit children returning to school after the first lockdown had even forgotten how to eat with a knife and fork and in some instances they had lost their progress.

Given the importance of catch-up, there are real questions about whether the catch-up programme, particularly the national tutoring programme, is fit for purpose. My view is that, under Randstad, it is just not working. The Education Committee has heard evidence from multiple sources about the problems besieging its delivery. In January, Schools Week reported that the national tutoring programme had reached just 15% of its overall target. Moreover, it reported that just 52,000 starts had been made through the tuition pillar of the NTP—just 10% of the 524,000 target.

I have met quite a few headteachers, not just in Harlow but around the country; the Committee has done roundtables and I have gone to schools. They have talked about the bureaucratic nightmare that they face while trying to use the catch-up programme and the national tutoring programme. There are also regional disparities: the NTP is reaching 96% of schools in the south-east, which is good news, but it is reaching only 59% in the north-east and the north-west, so there is a north-south divide yet again. Perhaps most alarmingly, the Department for Education’s annual report and accounts, published in December 2021, rated as critical and as very likely the possibility that the measures in the national tutoring programme to address lost learning would be insufficient.

Just last week, we heard that Randstad has removed the requirement to reach 65% of pupil premium children from the tutoring contracts with providers. What is the point of a targeted recovery programme if it does not reach those who are most in need, and if its targets are removed? Was the decision taken by Randstad or by the Department? I very much hope that the Minister will answer that question. Surely the whole point of the programme is that it is disadvantaged children, who learned the least during lockdown, who need most help. Every child suffered during the lockdown and we need catch-up programmes for all, but we must focus on the most vulnerable children. What is the point of that decision? I do not understand why the target of reaching 65% of pupil premium children has been removed. It is really important that the Minister explains what is going on.

The Government must also, as a priority, address the social injustices in our education system. The Department rightly points to higher standards; as I have mentioned, 1.9 million children are in good or outstanding schools, which is really good news. Until the pandemic, standards were going up, but we must also address social injustice in education.

Let me explain what I mean by social injustice. Just 5% of excluded pupils pass English and maths GCSE, just 7% of care leavers achieve a good pass in English and maths GCSE, and 18% of young people with special educational needs get a decent maths or English grade at the time of taking GCSEs. Attainment 8 scores for free school meal-eligible pupils varied across ethnic groups: for white British pupils, the average was just 31.8; for black Caribbean pupils, it was 34.1; Gypsy/Roma pupils scored 16.9; and Irish Travellers scored just 22.2.

Until a few years ago, we were making improvements to the attainment gap, but that progress is now stalling. Disadvantaged pupils are now 18 months of learning behind their better-off peers by the time they reach the age of 16. Progress had stalled before covid, so we cannot just blame it all on covid that the attainment gap between disadvantaged pupils and their better-off peers is 18 months.

Children’s special educational needs is, understandably, a subject that I care about very deeply and that my Select Committee has done a lot of work on. Parents and families have waited nearly three years for the SEN review to be published, and in the meantime they are wading through a treacle of unkind bureaucracy as they try to get a level educational playing field for their children. The Committee has done a big report on special educational needs. It is wrong that children are not given a level playing field, it is wrong that so many families have to wait for education, health and care plans, it is wrong that the healthcare element of those plans is often non-existent, and it is wrong that there are not enough trained staff.

It is not always a question of money. I recognise that the Government put in an extra £800 million for special educational needs a year or so ago. It is also about money not being spent in the right way. We are wasting hundreds of millions of pounds on tribunal cases that the local authorities always lose. Because children with special educational needs are getting a poor service, their parents are going to tribunals, and I believe that more than 90% are winning their cases. That money could have been spent on the frontline. This is what I mean about money not being spent in the right way; the same applies to the catch-up programme.

I have mentioned that just 5% of excluded pupils pass GCSEs in English and maths. Every day, 40 pupils are excluded from our schools and they are not ending up in some wonderful alternative provision. As we know, there is a postcode lottery. Of course there are good alternative-provision schools, but often in the areas where the most pupils are excluded there is poor or non-existent alternative provision. I agree with Michael Wilshaw that we should try to minimise exclusions and that we should invest in local support units in schools—even if they have to be in a separate building—to train staff and to ensure that parents understand their rights.

Our Committee wrote a report entitled “Forgotten children: alternative provision and the scandal of ever increasing exclusions”. The Government said that they welcomed the recommendations of the Timpson review, but what worries me is that very few of those recommendations have begun to be adopted. That is what I mean by addressing social injustice in education. I want disadvantaged pupils to benefit most from the catch-up programme. I want children with special educational needs to have a level playing field like everyone else, and to be able to get on to the ladder of opportunity. I also want excluded pupils—40 of them each day, as I keep repeating—to be given that chance in life, and not end up in prison. We know that 60% of prisoners have been excluded from school.

A further problem that the Government must confront is persistent absence, which has been highlighted by the Children’s Commissioner today. I call children who are persistently absent “the ghost children”. Even before the pandemic, the Centre for Social Justice reported that about 60,000 children were severely absent from school, and in the autumn of 2020 the total rose to more than 90,000. In her report, the Children’s Commissioner says that, according to a survey of local authorities, in the autumn term of 2021, more than 1.7 million pupils were persistently absent and 124,000 were severely absent. I pay huge tribute to her for highlighting that and for her work with the Government to try to get those children back to school. We are allowing this to happen: more than 100,000 children have mostly not returned to school since the schools were fully opened last March.

I urge the Minister to look at the recommendations from the Centre for Social Justice—I stress that this is my personal view; I am not speaking for my Committee at this point—and to use the underspend from the tutoring programme to fund an additional 2,000 attendance practitioners to work on the ground and return these children safely and securely to school. My hon. Friend the Member for Penistone and Stocksbridge, who is better at mathematics than I am, says that that is about 13 per county, which is not a lot.

What are we going to do? Are we really going to allow this? These children are potentially facing enormous safeguarding hazards, so we have to get them back to school. The Government have said that they will introduce a register of children who are not in school and are being home-educated. That must happen, and it must happen sooner rather than later. I have campaigned for it for a long time, along with members of my Committee, and we recently produced a report on the subject.

If the Minister does not agree with the recommendation from the Centre for Social Justice for an additional 2,000 attendance practitioners, I urge him at least to ensure that there is a proper programme of action that we all know about to return those “ghost children” to school. We need to know exactly what is happening. Six attendance advisers are simply not enough to deal with this problem. Education cannot just be for the majority. Academic capital and social capital must go hand in hand. The Government must prioritise levelling the playing field of education so that every child, including those from disadvantaged backgrounds, has the chance to climb the ladder.

Given that my right hon. Friend the Member for South Northamptonshire is present, I had better say something about early years provision. I suspect that she would be upset if I did not, because she is such an expert on the subject. The additional £500 million for family hubs that was announced in last year’s Budget is very welcome: it is an incredible amount of money. The Secretary of State visited my brilliant local family hub, which is run by Virgin Care and Essex County Council and does a great deal of work on parental engagement. As I have said, the attainment gap between disadvantaged pupils and their better-off peers is 18 months by the time the children reach the age of 16, but we also know that 40% of that attainment gap begins before children reach the age of five. Targeted support at this stage of life is therefore crucial. We also need to ensure that younger children from disadvantaged backgrounds are learning more at an early age.

[Dame Andrea Leadsom (South Northamptonshire) (Con)]

Does my right hon. Friend agree that one way to ensure that every baby has the chance of the best possible start in life is to ensure that all the services that support families are universal, and not in any way stigmatising?

[Robert Halfon]

I could not agree more. I have seen the work of Manchester Council in this regard and I think that it should be replicated throughout the country. More families would benefit as a result, particularly disadvantaged families.

Parental engagement is critical and the family hubs should follow a model of best practice. Feltham Academy, for instance, takes a “cradle to career” approach. When I was in Nottingham last week, I met the headteacher of a school that trains parents to act as mentors in the community for other parents who would otherwise be disengaged from the school. That really works.

I should like the Government to consider, in the spending round, its funding of early years entitlements. I do not understand why the three or four-year-old child of an MP, when both parents are working and earning up to £100,000 each a year, qualifies for 30 hours of childcare, while the three or four-year-old child of a single parent in my constituency—or elsewhere in the country—who may not be able to work because they have that young child to bring up qualifies for just 15 hours. I cannot see how that can be the right decision on the Government’s part. I know the Minister will tell me that some poorer families qualify for extra benefits and extra hours, but the fact remains that that is the position.

Kinship Care for Babies

Andrea Leadsom Excerpts

Tuesday 22nd February 2022 Westminster Hall

[Yvonne Fovargue (in the Chair)]

Before we begin, I remind hon. Members to observe social distancing and wear masks.

[Dame Andrea Leadsom (South Northamptonshire) (Con)]

I beg to move,

That this House has considered kinship care for babies.

It is a pleasure to speak under your chairmanship today, Ms Fovargue. Parents come in all shapes and sizes, and today I want to touch on the role of kinship care, particularly for babies. Recently, a constituent came to my surgery to talk to me about his then eight-month-old niece. For a couple of months, she had been under the care of her grandmother, who was understandably struggling to cope with the needs of a baby, so my constituent and his wife agreed to become kinship carers.

It was clear to me that my constituents were both fully committed to raising their niece as their own daughter, but it was also apparent that the level of support they received was almost zero. In order to formalise the kinship care arrangement, they each had to take a week of paid holiday to undergo compulsory training and complete all the administrative arrangements with the local authority. Then, to enable them spend vital time with their now almost one-year-old niece to build the secure bond that is so essential to the happy upbringing of any child, my constituent and his wife were only eligible for unpaid leave from their respective businesses, both of which are significant employers in the UK.

My constituent pointed out to me that if they had been formally adopting this gorgeous baby, they would have received similar pay and leave rights to birth parents—as it happens, both their employers would have offered up to 39 weeks of parental leave at close to full pay. My constituent, who also has older children of his own to support, had to choose between earning and parenting. Even if they had been fostering this baby, they would have received an income from the local authority, as well as ongoing support. This situation seems to me to be completely unfair.

It is estimated that 200,000 children in the United Kingdom who cannot live with their birth parents are being brought up by kinship carers—grandparents, older siblings or other wider family members. In England, surveys suggest that 51% of kinship carers are grandparents. Over 40,000 children in kinship care in the UK are aged nought to four. In my work on the Government’s early years healthy development review, we demonstrated the vital importance of the earliest years of a baby’s life. It is in the period from conception to the age of two—known as the 1,001 critical days—that the building blocks for good lifelong physical and emotional health are laid down. The quality of a baby’s attachment to their principal caregivers will literally determine their lifelong potential.

In its 2021 state of the nation survey, the charity Kinship reported that 96% of kinship carers expect their children to live with them permanently. It is clear that the kinship route has a low rate of disruption, offering much greater levels of stability for children than non-kinship foster care. Additionally, there is less risk of placement instability, and the likelihood of emotional and behavioural difficulties is lower, when children are in kinship care than when they are in non-kinship foster care. Where a baby is unable to stay with his or her birth parents—perhaps for reasons of death, mental health issues, incarceration, addictions or other problems—the younger the placement into kinship care, the greater the chance of a secure future for that baby or child.

One of the key concerns raised by every parent and carer, including kinship carers, during the research phase of the early years healthy development review was that parents and carers simply do not know what kind of support they might need. Even if they do know, they struggle to get access to the help that they are looking for. The Government’s vision for the best start for life seeks to address that fundamental challenge by requiring every local authority to publish a Start for Life offer for every new family in England and to provide universal support for every new family through the family hub model.

I was delighted that the Government announced in the spending review a £500 million investment package to help every family across 75 upper tier local authority areas over the next three years. The Start for Life unit is currently looking at how those 75 local authority areas will be selected. The spending review commitment includes £82 million for transformation of existing children’s services into family hubs. It also includes £100 million for infant and perinatal mental health services, £50 million for parenting programmes and another £50 million to develop breastfeeding support services, as well as a £200 million uplift for the supporting families programme. The commitment in the spending review also includes funding for early years workforce pilots to improve the capacity and skills mix of the early years workforce, as well as funding to enable every local authority to publish their Start for Life offer.

During the research phase of the early years healthy development review, we spoke to a number of kinship carers and heard directly from them about the extent of the additional practical and emotional support that they so often require when a baby or child who is going into kinship care has experienced significant trauma and neglect before arriving in their new family. The review also heard that kinship carers, particularly grandparents, often face financial problems as a result of caring for a young baby or a child. Kinship carers often step in to help just because it is the right thing to do for their broader family, but the personal sacrifice for them can mean having to give up work and make considerable changes to how they live. Clearly, for kinship care of babies to be a success, it is critical that there are good quality joined-up services to support the parent and infant relationship, but it is also vital that employers step up to the mark and treat kinship care of babies in the same way as they would childbirth, fostering or even adopting a baby.

Before covid, when I worked on the employment rights Bill as Secretary of State for Business, Energy and Industrial Strategy, I pushed the idea of flexible work as standard for every employer. Flexible working can include part time, flexitime, compressed hours, staggered hours and job sharing. Since 2014, all employees have had the legal right to request flexible working, but it is still up to the employer whether to grant the request. Unfortunately, in too many cases we find that employees are afraid to request flexible work because they fear they will be seen as not committed. There is evidence that this can increase job insecurity—another reason why employees will be reluctant to request flexible working.

Flexible work as standard would involve jobs being advertised without a specific proposal for the number of hours or the days of the week to be worked. The employee would apply for the role and offer the working arrangements that suited them, and it would be for the employer to agree, to negotiate or to refuse. As we look to recover post pandemic, this policy can reflect the reality of post-covid preferences and support the needs of families, but it can also support the needs of employers. There is plenty of evidence to suggest that allowing and even encouraging people to work flexibly can boost productivity, increase diversity in the workforce and help general wellbeing. That would be a win for employers and a win for the quality of life of employees. I hope the Government will consider the role that that can play in our recovery.

Not only can more flexible work help our nation’s fiscal position and mental health, but it could encourage more families to consider kinship care or fostering. With so many families struggling and so many thousands of children already in care, a more flexible approach to work could enable many more children to benefit from the security and love of a family environment. I am aware that my hon. Friend the Member for South Ribble (Katherine Fletcher) is working on a private Member’s Bill, the Kinship Care (Parental Leave) Bill. I pay tribute to her for her work in the area, and I pay tribute to all across the House who recognise what unsung heroes kinship carers really are.

I will end my remarks with good news. My constituent has recently been back in touch and has told me that, following his story, his employer is considering reviewing its employment practices and will be setting up a working group to look at better supporting kinship care. That is great news, and I hope other employers will listen to his story and be inspired to see how they can better support families and kinship carers right across the UK.

[Yvonne Fovargue (in the Chair)]

If people keep to around seven minutes, I think everyone should get in. I call Andrew Gwynne.

--- Later in debate ---

[Dame Andrea Leadsom]

Thank you, Mr Mundell. I pay tribute to my hon. Friend the Minister, who is incredibly supportive of the work on early years and who has done so much to support improving services for babies. It has been such a fantastic debate, and we have heard two fabulous stories. We heard about the hon. Member for Denton and Reddish (Andrew Gwynne), his partner Allison and baby Lyle. They do fantastic work, and I pay tribute to the hon. Member—it is all about love. We also heard about Maxine and the incredible sacrifice that she made to raise three of her grandchildren.

Those are the things that people do, and it is about love. It is about trying to make sure that, in raising the next generation, we give them the capacity to have fulfilled and happy lives. We absolutely know that the best way to do that is in the bosom of the family, so we need to support the family network. I would like to leave this debate with the thought that the best place to do that is in the perinatal period. That is when the building blocks for emotional good health are laid down, so the earlier we do that, the better. It is vital to give kinship carers and other carers maternity and paternity rights in that early period. If we can get employers to recognise that kinship care is the best solution and much better than any other looked-after or adopted solution outside the bosom of the family, we should always start with that. We should always put the baby and child at the centre of everything we do, look at it through their eyes, and give the best solution for them.

[David Mundell (in the Chair)]

I congratulate the right hon. Lady on her immaculate timing.

Question put and agreed to.

Resolved,

That this House has considered kinship care for babies.

Oral Answers to Questions

Andrea Leadsom Excerpts

Monday 31st January 2022 Commons Chamber

[Mr Walker]

Very simply, because we are taking an evidence-based approach. We have listened to schools and we sent them the carbon dioxide monitors so that they can monitor where classrooms need the extra support. About 3% of classrooms needed that extra support and they are the ones where the devices are being provided entirely funded by the Department.

[Dame Andrea Leadsom (South Northamptonshire) (Con)]

17. What plans he has to develop apprenticeship routes for the early years workforce.

[The Parliamentary Under-Secretary of State for Education (Alex Burghart)]

My Department has engaged with early years employers to help them design three high-quality apprenticeships—early years educator; practitioner and lead practitioner. Since 2018-19, there have been more than 26,000 starts on early years apprenticeships. Students can also study a T-level, a new gold-standard technical qualification in education and childcare, which provides a route into either work or further study.

[Dame Andrea Leadsom]

I am grateful to my hon. Friend for his commitment to making sure that every baby gets the best start to life. Does he agree that by creating more of a mixed-skill workforce we will be able to provide the continuity of care that every family wants when they have a new baby?

[Alex Burghart]

I pay tribute to my right hon. Friend’s considerable expertise and work in this area, and I agree with her on this, which is why we are investing £153 million in training early years staff to support learning and development, and £300 million to transform Start4Life and help family services. That £300 million is going to include funding for trials for an innovative workforce, and I look forward to talking to her about that.

Oral Answers to Questions

Andrea Leadsom Excerpts

Monday 1st November 2021 Commons Chamber

[Nadhim Zahawi]

I am grateful to the hon. Lady for her important question. A unit at the Cabinet Office has been working with social media platforms to highlight anti-vax misinformation and to take it down as quickly as possible. I continue my work with the Home Secretary to make sure that no one feels under threat in any of our educational establishments from anti-vaxxers.

[Dame Andrea Leadsom (South Northamptonshire) (Con)]

I am so grateful to my right hon. Friend and to our brilliant new children’s Minister, my hon. Friend the Member for Colchester (Will Quince), for their commitment to giving every baby the best start in life. Does my right hon. Friend agree that absolutely key to the success of family hubs is that, unlike under the old Sure Start scheme, every family can have midwifery visits, health visits, advice for mental health and breast-feeding support and that that is what makes a real difference to every new family?

Education Recovery

Andrea Leadsom Excerpts

Tuesday 29th June 2021 Commons Chamber

[Dame Andrea Leadsom (South Northamptonshire) (Con)]

It says on the Centre for Early Childhood website set up by the Royal Foundation:

“Advances in brain science have shown that early childhood—pregnancy to five—has implications for our development that go far beyond our physical abilities. In fact, this represents one of the best investments we can make for the long-term health, wellbeing and happiness of our society.”

In commending my right hon. Friend the Member for Harlow (Robert Halfon) for his comments on the main estimates day, I urge my right hon. Friend the Minister to take into account where it all begins.

Lockdown has been a painful time for many new parents during the pandemic. The “Babies in Lockdown” report, produced by the Parent-Infant Foundation, Best Beginnings and Home-Start UK, laid bare the experiences that families have faced. Some 70% found that their ability to cope with their pregnancy and beyond had been impacted on by a result of covid, and only one third of parents expressed any confidence in being able to access mental health support.

Through chairing the early years healthy development review, I can tell colleagues that we heard directly from parents and carers about their experiences of having a baby in lockdown. We heard from dads and partners who did not feel that they could access any support at all for their own mental health, as they felt that the services were there for the mums and not for them. We heard how, in some cases, this damaged the relationship with both their partner and their new baby. We heard from a young single mum who contacted her GP, who said she should speak to her health visitor, but she had not been assigned one. When she contacted the local team, no one could tell her who to speak to. She did not hear from a health visitor until after her baby was born. I know that is not a DFE issue, but does it not highlight the importance of joined-up services?

We heard from a foster carer who felt sure that the baby she was caring for was suffering from foetal alcohol syndrome, but she was unable to get access to any information about the baby. We heard from mums who struggled to breastfeed because their babies suffered from tongue tie, and they could not understand why this had not been picked up.

Among the heartbreaking stories, however, the pandemic has given us the benefit of learning what could be improved and has cast a light on some areas of hope. For some parents and carers, a real lifeline during the pandemic was the opportunity to text their health visitor, to receive virtual advice from their GP, to take part in Zoom parent and baby groups, or even to receive breastfeeding support and advice on screen. The feedback that my review team has received suggests that, while every parent and carer longs for the return of face-to-face support, the vital playgroups and advice sessions, there is also clearly a role for the convenience of virtual services. Faced with the prospect of a bus ride to the nearest children’s centre, a mother with a new baby or toddler in tow can find it difficult to take advantage of the support on offer. Home visits and virtual support must form part of a new start-for-life offer for every family.

That is why the vision for the 1,001 critical days that has come out of the review that I am chairing includes the concept of placing in every local area family hubs that are both physical places with multidisciplinary support that is open access and universal, and virtual hubs that provide the convenience and immediacy of support for a family without having to leave their home.

[Robert Halfon]

I strongly welcome the support and campaign for family hubs, which are something that our report on disadvantaged white working-class boys and girls recommended last week. May I just mention this important statistic to my right hon. Friend? We know that disadvantaged pupils are 18 months behind their better-off peers by the time they get to GCSEs, and that 40% of that attainment gap starts in early years.

[Dame Andrea Leadsom]

My right hon. Friend is exactly right: it all begins in the very earliest period of life. The later we leave it, all that happens is that we compound the problem more. Then we end up firefighting instead of preventing. Prevention is so much kinder and cheaper than cure.

To help every family give their baby the best start in life, we need family hub networks that bring together physical, virtual and home visiting services that put the baby’s needs at the centre of everything that we do. The babies born in lockdown and the toddlers who have had so little company and variety in their young lives need our support for their development. We all want them to be school-ready at four years old, able to learn and concentrate, as well as to play, share, and communicate clearly.

When my right hon. Friend the Minister is considering his Department for Education’s priorities for covid recovery, I urge him to be ambitious for these excellent new family hubs, encouraging every local area to adopt best practice in joining up their start-for-life services between health bodies, local authorities, and DFE policies. Let us bring it all together, putting the baby at the heart of everything that we do. Let us make sure that there is a real focus in Government on the 1,001 critical days—the period from conception to the age of two, when the building blocks for lifelong physical and emotional health are laid down for every human being.

[Mr Deputy Speaker (Mr Nigel Evans)]

The time limit has been reduced to five minutes forthwith, I am sorry, Mick, that we could not give you more notice.

Education Recovery

Andrea Leadsom Excerpts

Monday 7th June 2021 Commons Chamber

[Gavin Williamson]

I know the hon. Lady was not a Member of the House at the time, but since we got rid of Liberal Democrats in Government we have invested far more in education than we were ever able to do when they were there. Perhaps that is a result of having a Conservative Chief Secretary to the Treasury rather than a Liberal Democrat one.

[Andrea Leadsom (South Northamptonshire) (Con)]

It is the beginning of Infant Mental Health Awareness Week, and I know my right hon. Friend is incredibly aware of how painful a time it has been for many new parents during the pandemic lockdown. For many, a real lifeline was the opportunity to zoom their health visitor and get virtual advice from their GP. With his determination to build the family hubs policy for the Government, will my right hon. Friend take account of that wing of virtual support for families, and ensure that family hubs restores the vital face-to-face support, while not losing sight of the important virtual support that families have found to be a lifeline?

[Gavin Williamson]

I thank my right hon. Friend for all the work she has been doing with her report, and in setting out an inspiring vision of how we can go that little bit further to help children in the earliest stages of their lives, as well as— importantly—the mothers and families around them. Family hubs is a key element of that, and she is right to highlight the benefits that can be given virtually. We must consider how to expand and grow that concept across the country, bringing many services together, so that those families most in need of support can access it. We must bring health visitors closer to schools, and the Department for Work and Pensions and everything together, properly to support families. There are real benefits to that and real change that we can make. My right hon. Friend outlined much of that in her report, and I look forward to working more closely with her to deliver far more over the coming years.

A Brighter Future for the Next Generation

Andrea Leadsom Excerpts

Thursday 13th May 2021 Commons Chamber

[Andrea Leadsom (South Northamptonshire) (Con)]

Madam Deputy Speaker:

“When we’re born, our mothers show us compassion. This is a natural response without which we wouldn’t survive.”

Those are the words of the Dalai Lama in celebrating Mother’s Day, and he is absolutely right. Babies who experience the compassion and love of their care giver, be it mum, dad or another caring adult, have already won first prize in the lottery of life, because it is someone’s earliest experiences in the period from conception to the age of two that can shape their entire lifelong physical and emotional health.

To understand that point better we need look no further than the great Harry Potter. When he was born, his parents loved and cared for him. His mother gave her own life to save his. When evil Lord Voldemort killed Harry’s parents, Harry was only just over a year old. He was taken to live with his abusive aunt and uncle, and forced to grow up in a cupboard under the stairs, yet not only did his secure early beginning enable him to survive and thrive through all those early traumas, but his secure sense of self enabled him to go on to become the greatest wizard the world has ever known. So, to me, the stand-out part of the Queen’s Speech that really will ensure a bright future for the next generation was when the Queen confirmed that

“Measures will be brought forward to ensure that children have the best start in life, prioritising their early years.”—[Official Report, House of Lords, 11 May 2021; Vol. 812, c. 2.]

Ensuring that every baby has a chance at the best start for life has been my passion for 25 years, from experiencing post-natal depression myself with my first born, to chairing a number of charities that provide mental health support for families who are struggling to form a secure bond with their new babies, to now being the Government’s early years healthy development adviser. The work carried out by so many over all those decades has been hugely rewarded by those few words in the Queen’s Speech.

I thank the Prime Minister for his personal commitment to the best start for every baby when he and I launched the Government’s vision for the 1,001 critical days together at the Monkey Puzzle Day Nursery in his constituency. The agreed actions in our vision will address inequalities across England, contribute hugely to the Government’s levelling-up agenda and can, in a generation, transform our society for the better. I fully intend to collaborate closely with colleagues in the Scottish, Welsh and Northern Ireland Administrations to share learning and best practice, to make this a positive story for our whole United Kingdom.

Why does support in the early years change lives for the better? Humans are unique in the animal kingdom in the extent of our underdevelopment at birth. What other offspring cannot fend for itself at all until it is at least a year old? But the physical underdevelopment is only a tiny part of the human story. At birth, the brain is only partially formed, and the way in which it develops is profoundly affected by an infant’s earliest experiences. Mental ill health, drug and substance misuse and domestic violence in the home can all create trauma in a developing brain that can have a permanent impact on both physical and emotional health, with not only long-term consequences for the total well of human happiness but the financial cost to society of poor early relationships. Depression, homelessness, drug taking, violence, self-harming, knife crime—too many of these costly problems can be laid at the door of poor early relationships.

The vision for the 1,001 critical days includes a joined-up start for life offer for every family in England; the development of multidisciplinary family hub networks that are open-access, universal and include both physical and virtual support; a digital version of the red book; a newly empowered workforce; improved outcomes measurement and evaluation; and strong leadership at both the local and national levels. It is an incredibly ambitious programme of measures, and I am so proud to be leading their implementation on behalf of the Government.

The commitment of the Government should be music to all our ears. I thank the many Members right across the House who have been so supportive of this agenda for so long. A focus on the 1,001 critical days may just be the most important thing we will ever do to ensure a bright future for the next generation.

Early Years Family Support

Andrea Leadsom Excerpts

Tuesday 16th July 2019 Commons Chamber

[Andrea Leadsom (South Northamptonshire) (Con)]

I beg to move,

That this House believes there is now overwhelming evidence of the importance of the first 1,001 critical days of a new baby’s life in determining his or her lifelong physical and emotional wellbeing; notes the work of the Inter-Ministerial Group led by the Rt. hon. Member for South Northamptonshire, the Thirteenth Report of the Health and Social Care Select Committee, HC 1496, on First 1000 days of life and the Eleventh Report of the Science and Technology Committee, HC 506 on Evidence-based early years intervention; and calls on the Government to take strong and decisive action immediately to ensure that every baby gets the best start in life.

I am delighted to have the chance to speak today on a subject that is a real passion for me, and one of the reasons that I got into politics. I thank the Backbench Business Committee, particularly the hon. Member for Gateshead (Ian Mearns), for finding time for me to hold this important debate.

It is a great pleasure to see good friends from across the House here to support the motion this afternoon. I am looking forward to hearing some excellent speeches on an issue that, if we get it right, has the potential to be truly life-changing for so many in our society. We are here today to share the overwhelming evidence of the importance of the 1,001 critical days of a new baby’s life in determining his or her lifelong physical and emotional wellbeing, and to call on the Government to take strong and decisive action right away to ensure that every baby gets the best start in life.

I want to pay tribute to some recent work that has been undertaken in this important area by the Select Committees chaired by the right hon. Member for North Norfolk (Norman Lamb), my right hon. Friend the Member for Harlow (Robert Halfon) and the hon. Member for Totnes (Dr Wollaston). I know that the right hon. Member for North Norfolk was keen to speak today and I am sorry that his duties elsewhere mean that he cannot be with us this afternoon.

As many right hon. and hon. Members will know, until recently I was chairing a cross-Whitehall inter-ministerial group at the request of my right hon. Friend, the Prime Minister, to look specifically at how the Government can best improve support in the earliest years, for families and their newborn babies. I pay tribute to the Prime Minister for her prioritisation of this key issue—I believe it can provide a vital part of her legacy.

I am told that the inter-ministerial group I chaired was the only significant piece of cross-departmental work under way, with the obvious exception of Brexit. I am so grateful to the Prime Minister for tasking me with the enormous responsibility of contributing my own experience and knowledge in this policy area to fundamentally change our society for the better. I was proud that one of the last things I did before stepping down from my role as Leader of the House was to sign off on the detailed recommendations of the group.

Before we turn to the recommendations, I want to take a few minutes to set out the science behind the importance of the 1,001 critical days. From conception to the age of two—the period that is now referred to as the 1,001 critical days—it is the existence of a secure and loving relationship with a key adult carer that literally shapes the way a baby’s brain develops. It is amazing that, in the first year of life, more than 1 million new neural connections per second are being created in the brain. Secure attachment to a loving adult carer has a lifelong beneficial impact on the baby’s developing emotional health, and the developing brain will literally learn that the world is a good place and that problems can be solved.

Not only that, but secure attachment in the earliest period of life can have a positive impact on our entire social fabric. It is not about the impact on the individual; it is the positive ripple effect that secure attachment creates. It is the emotionally capable adults that those children become, able to make friends, learn, hold down a job, find a good partner and then become good parents themselves. It is the society that we could create if we fully address this issue.

Although it would be an exaggeration to claim that insecure or, worse still, disorganised attachment leads to all of life’s problems, at one level there is no doubt that it severely limits a person’s ability to cope with life’s ups and downs, and we know that in the most extreme cases a person’s earliest experiences can totally wreck their life. Negative early experiences create new generations of troubled and insecure young people and are often passed down to their babies by parents who themselves suffered insecure attachment. This is known as the cycle of deprivation. I well recall discussions with Dame Louise Casey when she was the troubled families tsar, who became convinced that intervening much earlier would be vital to prevent the later behavioural challenges that she was seeing, and the many discussions with my local police and crime commissioner, who recognises on the street every day the impact of a person’s earliest experiences on their tendency towards later criminality, addiction and violence, as well as depression and suicide.

It is clear that the science of brain development matters not just in our early years, but is a cradle-to-grave public health issue, the symptoms of which are evident in the years and decades that follow poor early experiences, which can cost the individual and society so much.

[Frank Field (Birkenhead) (Ind)]

Before the right hon. Lady moves on, let me say that I chair a multi-academy trust. We are trying, without additional expenditure, to use midwives and health visitors to work from schools, so that any feeling that they are hostile places might be lessened, and to seek funds for home visiting during the first two years, so that mothers and fathers can learn skills that are good for them and even better for their young children, as the right hon. Lady has highlighted. Does she agree that one of our pleas to Government should be to look at how they spend existing budgets, as well as to give this subject the priority it deserves?

[Andrea Leadsom]

The right hon. Gentleman and I have worked together on this subject for many long years. I pay tribute to him for his amazing contribution in recognising the importance of secure early interventions and everything we can do to make people’s lives more successful and secure. I am sure that some of his ideas will be, and are being, taken forward by Government.

[Andrew Percy (Brigg and Goole) (Con)]

I congratulate my right hon. Friend on securing the debate and the work that she has done. She or the Government might wish to consider the Imagination Library, an initiative that we have started in North Lincolnshire which signs up every child for a free monthly book gifting scheme from birth, so that parents and carers read with their children from an early age. Health visitors and the maternity units in our local hospitals are involved, so that when people register their child’s birth they are automatically enrolled in this incredible scheme, which is funded by North Lincolnshire Council. Over 95% of children in the North Lincolnshire part of my constituency are now signed up. The scheme is having a really impressive impact, which is following through to our literacy rates in school, and is something that the Government could consider expanding elsewhere in the country.

[Andrea Leadsom]

My hon. Friend is absolutely right. One of the so-called “Five to thrive” is cuddling up to your baby, reading with them and looking at pictures with them. That engagement, which develops the early brain of the infant, is vital, and I pay tribute to him for his work on that.

[Wera Hobhouse (Bath) (LD)]

I congratulate the right hon. Lady on securing this very important debate. It is vital that we get this right, and she has mentioned the troubled families programme. Bath and North East Somerset Council has a successful project, but I understand the funding is not secure. Does she agree that, where this has been an important part of a local authority’s intervention, it should continue and the Government should make funding available?

[Andrea Leadsom]

The hon. Lady is right, and it is, of course, part of the upcoming comprehensive spending review. I will return to that later because, at the moment, the troubled families spending does not specifically pick out the 1,001 days, but I think it will in future.

[Mr Jim Cunningham (Coventry South) (Lab)]

I congratulate the right hon. Lady on her work on this issue. I do not want to be negative or political, but it strikes me that, where a troubled family have an additional child, that additional child often does not develop as we would want. That happens for a variety of reasons, and it could be economic or the lack of a second parent. Has she looked at that? If so, does she have any solutions?

[Andrea Leadsom]

The hon. Gentleman tempts me to launch off in a completely different direction. He is right that, all too often, troubled families who have further children go on to have further problems, but the whole point of early intervention is that it can turn around the outcomes for all the family’s children, not just the new one. The programme is vital.

Insecure attachment in the early years has a cost to society in terms of not only human happiness but the financial cost to individuals, families and the public purse. As Professor James Heckman, a winner of the Nobel memorial prize in economics, has demonstrated, the return on every dollar invested in the 1,001 critical days delivers an exponential financial benefit in later life. Not only is early years intervention good for human happiness; it is also good for the public purse.

There are two profound areas of impact on the foetus and, then, the infant during the 1,001 critical days. The first is the level of cortisol, the stress hormone, and the second is the extent of the development of the infant’s prefrontal cortex. We know that a pregnant mother who suffers from stress produces more cortisol, which is easily transmitted via the placenta to the unborn child. The more stressed the mother, the more frequently the foetus is exposed to higher levels of cortisol.

The mother’s stress levels could be due to insecure employment, financial instability, the worry that her partner might leave her or the difficulties of being a single mum living in temporary or unsuitable housing, and so on. We know that exposure to high levels of cortisol can lead to modifications in gene expression while the foetus’s brain is still developing. Even in the womb, the potential for lifelong emotional and physical health is being determined.

We also know that maternal stress can lead to low birth weight, which can lead to all sorts of later complications, including diabetes, obesity and congenital heart disease. Once he or she is born, a baby left endlessly to cry themselves to sleep, or who is neglected or abused, will experience higher cortisol levels, which can over time lead to a lifelong higher tolerance of stress and an increased likelihood of being attracted to high-risk behaviour such as drug abuse, violence, criminality and so on.

We also know the critical role that the prefrontal cortex plays in developing the social and empathetic capacity of human beings. The prefrontal cortex is hardly present at birth, with the greatest growth spurt happening between six and 18 months, largely stimulated by the attention of a loving adult carer. Games like peekaboo, gazing into the baby’s eyes, smiling and mimicking them, and saying, “I love you. Aren’t you gorgeous?” [Interruption.] That is not directed at you, Mr Deputy Speaker. [Hon. Members: “Ah.”] I take that back, as it was mean. You are gorgeous. It is just that you are not in my arms. All that, in those 1,001 critical days, acts to jump-start the growth of the prefrontal cortex and the development of that vital human empathic capability.

However, if mum or dad is depressed, or if the baby suffers adverse childhood experiences, such as witnessing domestic violence, sexual abuse or substance misuse, that can have a significantly damaging effect on the development of the prefrontal cortex and the baby’s ability to regulate their own emotions. That, extraordinarily, can affect the ability in later years to cope with life’s challenges and opportunities, to form strong relationships and even to hold down a job. At the extreme end, the impact will be disastrous for that baby’s own future life and therefore for society at large. So love—a secure early bond—is what we want for all babies, although that is far from what is happening today.

[Layla Moran (Oxford West and Abingdon) (LD)]

The right hon. Lady is giving a powerful speech on why early intervention is so important. One of the things I most regret from the past few years is the demise of children’s centres and of their ability to reach out into families—help educate parents about all the positive things that she is talking about. Saving money in the long term could well mean a small investment up front in these families, and children’s centres could be an easy way of achieving that. Does she agree with me on that?

--- Later in debate ---

[Andrea Leadsom]

Of course on one level the hon. Lady is right: having a safe place for families to meet and receive particular interventions is important. But it is not the whole picture. I will expand on that in my remarks.

Let us look briefly at some of the facts we know. First, 67% of the UK population has had at least one adverse childhood experience—one in eight people have had four or more. Secondly, this predicts certain risks for those one in eight, such as a three times greater risk of lung disease through smoking; an 11 times greater likelihood of intravenous drug use; 14 times the number of suicide attempts; and a four and a half times greater chance of developing depression. Thirdly, people with six or more adverse childhood experiences can die as much as 20 years earlier than those who have none.

Fourthly, where domestic violence is present in the home, there is an increased risk of child maltreatment. In one study, families where domestic violence takes place were shown to be 23 times more likely to abuse their under-five-year-olds than families without. Research shows that about 30% of domestic violence begins during pregnancy. Fifthly, it is understood that conduct disorder in young children leads to adult antisocial personality disorder in about 50% of cases, and is associated with a wide range of adverse long-term outcomes, particularly criminality.

Of course, we are all aware, every day, of growing levels of mental ill health among young people, as well as the self-harming and eating disorders that are blighting too many young lives. So it is pretty obvious to all those with a passion for the earliest years why this issue matters—not just to the individual, but to society as a whole. For all the good that a free education can do, for all the good of quitting smoking, for all the benefits of rehabilitation programmes, we will never truly turn society around and break the cycle of deprivation until we prevent those acute problems that begin in the 1,001 critical days.

I should give a “health warning” about all this. Let me say that I am in no way suggesting that insecure attachment always leads to disastrous outcomes. It is possible for a baby who was insecurely attached in infancy to grow up to lead a perfectly normal and happy life, but there is also significant evidence that a troubled early life makes that so very much harder.

[Victoria Prentis (Banbury) (Con)]

Does my right hon. Friend agree that evidence shows that there is a small window in early adolescence when much that has been done to a child can be put right? Does she agree that we need to focus on these times when a brain is most plastic?

[Andrea Leadsom]

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

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

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

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

[Andrea Leadsom]

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

[Mr Deputy Speaker (Sir Lindsay Hoyle)]

Order. Let me just help a little. The opening speech on a Back-Bench debate is meant to be 15 minutes and we are now at 20 minutes. I am worried about that. Although of course it is a very important debate and I will allow some time, Members should bear in mind that we have time limits that we try to work to. But it is too important an issue to curtail at this stage.

[Andrea Leadsom]

I am grateful for your guidance, Mr Deputy Speaker.

Those who go on to become abusers in 20 years’ time will all too often be vulnerable babies who are themselves being abused today. The question that really matters is how we even start to tackle this issue.

Having had my own brief experience of post-natal depression, I can certainly attest to how difficult it can be to cope as a new parent. Colleagues might have heard me speak before about my own memory of sitting in my kitchen with a crying baby, in the middle of winter, with snow on the ground outside, looked at through dirty windows, feeling totally unable to call a window cleaner or even just to make a cup of tea. That feeling of helplessness and hopelessness is a vivid memory—and it is now 23 years on.

This is not my sob story, though: I was lucky enough to have a great husband, a strong network of support and a job to go back to, which snapped me out of it, but, thinking back, it could have been so much worse. Many parents who are struggling to cope are dealing with that reality each and every day. I really do understand how debilitating depression is and how unexpected and horrible the feelings are.

It was when my mum, herself a trained midwife and therapist, asked me to go along and help with a charity she was working with—the Oxford Parent Infant Project —that I realised just how vital secure attachment in those first years really is. After 10 years as chairman and a trustee of OXPIP, I went on to set up NorPIP, the Northamptonshire Parent Infant Partnership, into which my hon. Friend the Member for Banbury (Victoria Prentis) was dragged—although not kicking and screaming; she was delighted. I then set up PIPUK, the fabulous national charity that is setting up PIPs throughout the country to provide specialised parent-infant relationship support, including parent-infant psychotherapy, to families and their babies. PIPUK’s aim is not only to address the immediate problems in the relationship between the baby and their parent, but to support a more positive and secure attachment for the long term.

I brought my passion for early years with me to Westminster when I was elected in 2010. I have since met so many brilliant people in the world of infant and maternal mental health, some of whom are present in the Chamber today, and many more of whom are following proceedings on TV. So many people have generously given their time and expertise. In 2011, with support from colleagues from every political party currently represented in Parliament, I launched “The 1001 Critical Days” manifesto, which called for a rethink of how we approach early years intervention at a policy level.

I particularly recognise the early commitment of the right hon. Members for North Norfolk and for Birkenhead (Frank Field), and of the hon. Member for Brighton, Pavilion (Caroline Lucas), in getting the work off the ground. I pay special tribute to the hon. Member for Manchester Central (Lucy Powell) for her dedication to the “The 1001 Critical Days” campaign. She and I promised each other years ago that we would remain committed to achieving real and long-lasting positive change. I am delighted that she is present. We can definitely achieve much through cross-party collaboration for the greater good, and this work is the perfect example of it.

“The 1001 Critical Days” campaign has received the support of more than 100 different organisations, including the National Society for the Prevention of Cruelty to Children, Barnardo’s, Best Beginnings, the Royal College of Midwives, the Royal College of General Practitioners and the Royal College of Obstetricians and Gynaecologists. There are just too many esteemed charities, royal colleges and foundations for me to list here. I also had the pleasure of working closely with Dame Tessa Jowell on her interest in bringing early years support into the UNICEF millennium development goals.

With cross-party colleagues, we set up the all-party group for conception to age two. I wish to mention the hon. Member for Washington and Sunderland West (Mrs Hodgson), with whom I very much enjoyed working on the all-party parliamentary Sure Start group.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

I am very grateful to the right hon. Lady for giving way. I just wanted to commend her on her work at OXPIP and PIPUK, which she mentioned a moment or so ago; I visited myself to see the work being done. It is really quite outstanding to see what can be achieved. I also thank her for mentioning a number of us, as she has done so generously.

[Andrea Leadsom]

I am grateful to the hon. Lady. It has been a great experience. When I became City Minister, I was so sorry to learn that I had to drop all trusteeships and the all-party groups overnight. I cannot thank my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) enough—I have known him for the many years since we were at university together—for picking up the ball and continuing to drive these important issues forward to this day with his amazing dedication, focus and care.

Let me fast-forward through my more recent roles as Energy Minister, Environment Secretary and Leader of the House. On the face of it, there was little scope for me to continue the push on early years, but with the continued collaboration between the right hon. and hon. Members whom I have mentioned and many others, the excellent work has continued, culminating in the Prime Minister herself committing to support the early years agenda and asking me to set up the IMG in the summer of 2018.

The IMG itself comprised my hon. Friends the Members for Louth and Horncastle (Victoria Atkins), for North Swindon (Justin Tomlinson), for Richmond (Yorks) (Rishi Sunak), for Stratford-on-Avon (Nadhim Zahawi) and for Thurrock (Jackie Doyle-Price). I pay real tribute to all of them for their hard work on the group, as well as to the dedicated civil servants who supported us. Our remit was to consider the individual, the family and the wider societal risk factors that affect child development in the conception-to-age-two period and the long-term impacts, as well as the issues with central and local government’s approach.

The Prime Minister had asked the IMG to make recommendations to the relevant Secretaries of State that would support local areas in improving the co-ordination of early years services and in spending their current funding more effectively and more efficiently. I am so grateful to the Prime Minister for her continued support for, and interest in, the IMG, which my ministerial colleagues and I felt demonstrated the high priority being placed on that work.

I was delighted to be told that the Cabinet Secretary, Sir Mark Sedwill, has already prepared a cross-Whitehall civil service team to take our recommendations forward once signed off by the various Departments. We met as a ministerial group several times and undertook a great many visits to learn from examples of best practice right around the country. We visited Manchester children’s centres, the Lambeth Early Action Partnership, a parent-baby drop-in group in Peterborough and an outreach group in Devon. We held roundtables with charities and families, including parents within the civil service. We had consultations on Mumsnet and spoke to so many passionate and dedicated people working within the sector who want to make a clear difference for parents and babies. It was a wonderful and thoroughly rewarding experience. Out of those visits, meetings and consultations, we quickly began to identify a number of common issues that clearly need attention.

First and foremost is the postcode lottery across the country of the availability of perinatal mental health and specialised parent-infant relationship support, particularly around parent-infant psychotherapy services. In some areas, the provision is fantastic, but in others it is almost entirely non-existent. We heard from parents and professionals wanting health visitors to provide greater levels of support to new parents and their babies, particularly where parents are struggling to form a secure bond, with better levels of breastfeeding support and post-partum care. We also had detailed evidence of the need for greater support for dads, greater support for same-sex parents, better availability for couple counselling and for targeted services for new parents, such as debt and housing advice.

One particular issue that we identified was the need for greater support for non-English-speaking parents. The incredible work of children’s centres was highlighted everywhere we visited, and there is no doubt that parents and professionals want to see family-centred spaces such as these protected. There is a great amount of need out there, and it is clear that we have the opportunity to bring about a huge step change in how we deliver early years family support right across the country, if we seize on the recommendations of the inter-ministerial group.

What did we recommend? First and most importantly, getting the 1,001 critical days right can put children on course for good social, economic and physical outcomes later in life. Getting it wrong creates inequalities and significant costs later for Government and society. Secondly, better focus on both universal and targeted services needs to be a priority in this period.

I will not go into all the key recommendations because Mr Deputy Speaker is looking impatient, but I will mention some of them. First, using the wealth of research and evidence taken by the IMG, Departments should work together to create a clear and cohesive Government vision for the 1,001 critical days. That should be published in the autumn after the spending review. Local authorities should be invited to set out their own service models that work for their local communities, and should be properly measured on that.

[Yasmin Qureshi (Bolton South East) (Lab)]

The right hon. Lady has made an excellent speech and I commend her on the great work that she has done. However, she must also recognise that all the suggestions and ideas that have been put forward to deal with this situation require proper funding and new funding: new moneys for local authorities and for different groups to be able to carry out the suggestions. Is that money being promised?

[Mr Deputy Speaker (Sir Lindsay Hoyle)]

Before the right hon. Lady responds, let me just say that I am not impatient—far from it. We have time on our hands. Unfortunately, I do not make the conventions of the House. As a former Leader of the House, the right hon. Lady will be well aware that the opening speech should last 15 minutes and that the Minister will have 10 minutes. I did not make the rules. I am just trying to ensure that hon. Members have enough time to discuss a very important subject that matters to us all.

[Andrea Leadsom]

I am grateful for your advice, Mr Deputy Speaker, and I absolutely do understand your point. I know that you are very sympathetic, and I will hurry up.

The second key recommendation I want to mention is that Departments should work together to develop a spending review proposal for a fund that would support local authorities in rolling out best practice and innovation in the delivery of the 1,001 critical days services. Thirdly, Departments should work together to ensure that the successor to the troubled families programme has a specific focus on the 1,001 critical days.

The IMG set out many other recommendations, including investing in maternal and paternal perinatal mental health and ensuring that support is available to address issues in parent-infant relationships. We recommended that the NHS expands access to evidence-based parent-infant psychotherapeutic services within specialist service provision. We also felt that a website should be created to support parents to make informed choices and decisions at key points in their parental journey, including the information that people need about parental leave, childcare support, family-friendly policies and the 1,001 critical days.

Given that breastfeeding boosts a baby’s ability to fight illness and infection and supports emotional bonding in the early months of life, and given that the UK has one of the lowest rates of breastfeeding in Europe, we also recommended that further action must be taken to continue to focus on reforms that enable and support breastfeeding in England, including the recommendations of the “Becoming Breastfeeding Friendly” review. The IMG made many other recommendations, and I do hope that the Government pick these as soon as possible. One recommendation that I personally made very strongly is that there should be a specific ministerial responsibility for the 1,001 critical days.

As Members may know, I raised the work of the IMG with the Prime Minister during PMQs earlier this month, and I have tabled several written parliamentary questions to ask what progress has been made on addressing the IMG’s recommendations. I truly believe that we are on the threshold of something very exciting for our country—a real opportunity to deliver long-lasting and positive change in our early years family support policy that would make a huge difference to individuals and society as a whole. I call on the Minister to commit that the Government will report back before the House returns from summer recess, and I ask him to make a statement about that response on the Floor of the House as soon as possible after we return, so that we may debate it further.

--- Later in debate ---

[Andrea Leadsom]

It is fantastic to see you in your place for the final bit of the debate, Mr Speaker. I can paraphrase what it has been about as “all you need is love”, and I know that you would subscribe to that yourself. It has been an incredibly positive and optimistic debate.

The hon. Member for Manchester Central (Lucy Powell), my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton)l and I have worked on this for years. Members throughout the House are determined to see every baby get the best possible start in life, and ultimately that is all about love. It is about attachment, about good early years services, and about the Government working in a joined-up way. My hon. Friend the Minister has made huge strides in showing his personal commitment to progress in that regard, but I urge him, and the Government, to demonstrate that final commitment to getting the excellent work done by the inter-ministerial group over the line, so that we really do give every baby the best possible start in life.

Question put and agreed to.

Resolved,

That this House believes there is now overwhelming evidence of the importance of the first 1001 critical days of a new baby’s life in determining his or her lifelong physical and emotional wellbeing; notes the work of the Inter-Ministerial Group led by the Rt. hon. Member for South Northamptonshire, the Thirteenth Report of the Health and Social Care Select Committee, HC 1496, on First 1000 days of life and the Eleventh Report of the Science and Technology Committee, HC 506 on Evidence-based early years intervention; and calls on the Government to take strong and decisive action immediately to ensure that every baby gets the best start in life.