Andrew Percy
Main Page: Andrew Percy (Conservative - Brigg and Goole)Department Debates - View all Andrew Percy's debates with the Department for Education
Financial Education
Andrew Percy Excerpts(13 years ago)
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Justin Tomlinson
I thank the hon. Lady for that intervention. That was part of the evidence that we considered, but that was a rather simplistic description of what happened in the wash-up. That was not a stand-alone issue, and we referred to that in the report.
Andrew Percy (Brigg and Goole) (Con)
We did indeed look at that issue but was it not the case that we were not convinced from the start about simply putting financial education into PSHE? We wanted to discuss examinations and mathematics and all the rest of it, which is why we have come up with a solution that I think is much better than that offered before the election.
Justin Tomlinson
Absolutely. It was important to include that as part of the evidence, but as we are about to set out in our recommendations, it was not the conclusion that we came to.
Andrew Percy (Brigg and Goole) (Con)
It is a pleasure to speak in this important debate and I am pleased to see that so many Members have attended, particularly on the Government side of the Chamber, and especially on a day on which there is a one-line Whip and, apparently, a by-election. It is good to have so many people here to debate this important issue. I am also pleased to follow both the Minister and the shadow Minister. I thank the Minister, in particular, for his warm words about our report and for the assurances he has given us about the role it will play in the curriculum review. I also thank the shadow Minister for his warm words, although I think he was trying to push at the edges of political point-scoring—
Andrew Percy
Alas, perhaps it is. I must say, however, that I will not be able to match the exchange of Shakespearian quotes between the two Front Benchers—
Andrew Percy
I am certainly not, as my hon. Friend interjects, the bard from Brigg. It is not going to happen, alas.
To return to the report, I thank the Minister for meeting me and my hon. Friend the Member for North Swindon (Justin Tomlinson) shortly before its publication. The Minister will recall that I said that if the Government did not take it seriously, I might well end up dousing myself in petrol and setting myself on fire, but I will not have to make that protest any more, not least because I cannot afford the petrol at the current prices and because we have had a positive response.
I thank all my friends on both sides of the House who sat on our inquiry. They included my hon. Friends the Members for Congleton (Fiona Bruce), for Wyre Forest (Mark Garnier), for Newton Abbot (Anne Marie Morris) and for Lancaster and Fleetwood (Eric Ollerenshaw) and the hon. Member for Darlington (Mrs Chapman), as well as myself and my hon. Friend the Member for North Swindon. It was a thoroughly valuable experience and I think we all enjoyed taking part in a cross-party inquiry on such an important issue. Because we conducted it in the way we did, on Select Committee terms and by hearing evidence, I think we all felt that the hours we spent doing that were probably some of our most valuable since getting elected. One can wonder whether a lot that goes on in here is having any impact or making any difference, particularly in some people’s cases, but on this issue we all felt that the experience was valuable and that we were engaged in something important.
Some hon. Members will have read our report, which is very comprehensive. I am not allowed to use props so I shall not hold it up. As can be seen from the executive summary, we have recommended that this subject should form part of the national curriculum. We want it to be compulsory across schools, and I shall say something about the mechanics of that in a moment. It is important to get some statistics into the debate about why this is so important. As people who have read our executive summary will have seen, it states that, according to a learndirect study:
“Two-thirds of people in the UK feel too confused to make the right choices about their money and more than a third say they don’t have the right skills to properly manage their cash.”
Sadly, we have seen higher and higher levels of insolvency in recent years, and we know that personal debt levels have exploded in the past 10 or 15 years.
I am not part of the generation about whom my hon. Friend the Member for North Swindon spoke. I am part of the generation after, having got on the housing market only last year but with considerable debts, which I have spoken about before. I am not one of those who will see the big increases in house prices that will take care of all those nasty credit card debts.
Let me explain why I got involved in all this. It has been a good partnership with my hon. Friend the Member for North Swindon because he is extremely financially competent, as anyone who knows him will know. Having shared a flat with him, along with another of our hon. Friends, I can certainly attest to his competency in all things financial—and perhaps to his being frugal as well. I am the antithesis of that, having made some incredibly bad financial decisions when I left school and went to university, including getting on the conveyor belt of credit card debt while at university and getting student loans even though that was the year before tuition fees came in. So I left university with an awful lot of debt and then did two years of postgraduate study, which I funded myself, which meant getting into even more debt. I am still paying off those debts today, and I do not mind the education side of them—it is all those other lifestyle debts that one builds up on credit cards that I am still lumbered with to this day.
It has been good to have a partnership of two people with different experiences of managing their debt looking at this issue. I was proud to be in the top set of my comprehensive school in Hull. I was quite bright and managed to get a GCSE in maths at grade C although I have always struggled with maths. I got good A-levels, a degree and postgraduate qualifications but I am still completely and utterly incapable of working out interest payments, APR and all the rest of it. I could not tell you what I pay in mortgage interest, Mr Deputy Speaker—I just pay up every month. I suppose I am an example of the people we have talked about and at whom the report is aimed. This is not moralising about debt. We have been very clear: this is not about saying that people should not get into debt or about educating people never to get into debt; it is about providing people with appropriate skills.
Kevin Brennan
Is the hon. Gentleman at all worried that he has put his name to a report that includes a recommendation that would bar him from teaching in a primary school?
Andrew Percy
I understand that that would not be applied retrospectively—and a very sound recommendation it is on those terms. I shall come on to that in a moment, because I taught in a primary school the year before I was elected, and I had to teach maths. That experience has led me to the conclusion that we should absolutely ensure that primary school teachers have better maths qualifications. Although I did not do them a disservice, the children I taught would have benefited from being taught by somebody who had not struggled with maths as I did. I managed to scrape a GCSE C grade. That is why we have supported the minimum grade of B for primary school teachers.
My hon. Friend the Member for North Swindon outlined most of our recommendations and stole quite a lot of my speech in the process. He also talked about the inquiry process and stole my three bullet points on that too. I have been left with something to say, however. It is important to remind ourselves why this subject is so important. A lot of the research that we looked at in preparing the report was quite frightening. The situation out there is even worse than I expected. Research by EdComs in June 2009 found that by the time children reach the age of 17, more than half of them are or have already been in debt. A YouGov survey in 2008 found that 70% of 18 to 24-year-olds were already in debt. As we have heard, with tuition fees and the way life is today, that figure will not go down any time soon.
A survey by M&S Money found that some 14 to 18-year-olds are given no help with basic money matters by their parents. Indeed, 19% of parents have never discussed with teenagers how to spend money, and 32% have yet to discuss how to budget or even describe what a budget is. Most telling of all is the report compiled in March this year by Credit Action which found that a lack of financial education has cost Brits nearly £250 million in bank charges and penalties alone. I know that we are all grateful to Martin Lewis for helping us to get our money back in those matters.
The lack of financial education is a growing problem. We seem to be sending young people out into the world, which is increasingly financially complex, without providing them with the skills they need. I support the Government’s drive to reduce burdens on schools, to slim down the curriculum and to mandate less to schools, but in that process we must never allow ourselves to scale down to the extent that we remove the basic capabilities that we expect our young people to have when they leave school. Our view is that the financial education component should be a key measure.
I listened to the shadow Minister’s comments about PSHE. We gave some consideration to that. One of the big fights in our inquiry, not only between panel members but between those who gave evidence to us, was about whether financial education should just sit in PSHE. As a former practitioner who was expected to deliver PSHE, I felt strongly that it was not suitable, not least because it is not examined. As the hon. Gentleman, as a former teacher, will know, and indeed as head teachers told us during the inquiry, if a subject is not examined, schools do not necessarily accord it the importance they should.
For three years, I taught in a very difficult school in Hull, in one of the most deprived catchments in the country. I had to deliver PSHE, but we had so many other pressures on us to raise standards, such as working with grade C-D borderline kids so that in the next year’s league tables we would do a little better and would not be picked out by the local media as the worst-performing school. In better-performing—dare I say it?—more middle-class schools, teachers may be able to indulge themselves a little more in developing the PSHE curriculum because they do not have quite the same pressures on them. However, I am afraid that in a lot of schools, despite the professionalism of teachers, the subject often takes a back seat. When the Arun Youth Council and My Money Young Advisers came to give evidence, I asked one young person, “What do you think of PSHE?” His response was, “Well, it’s a bit of a doss.” Sadly, that is the situation in a lot of schools. Some fantastic work is being done across the country in PSHE, and we were provided with evidence of that and told about it by other young people. Although PSHE is important and must be part of the solution, we concluded that financial education had to be examined so that schools place the necessary emphasis on it.
We made it clear that there should be a financial education element within maths that can be clearly defined and packaged to young people. It is not simply a case of putting in a few questions that look like they are about financial education, as the shadow Minister said. It is about packaging a lot of the education and skills that are already there and saying clearly to young people, “This is financial education, and this is why we are doing it.” We can also help to improve the importance placed on PSHE, which is already taught in schools, because it will be used to support the drive for standards in mathematics. I think that that provides a real opportunity to raise the profile and importance of PSHE across the country.
I will give a couple of examples from our report to demonstrate this. As my hon. Friend the Member for North Swindon said, we did not want to come up with a wishy-washy report that said it would be easy to have financial education, knock on the Minister’s door and have him say, “Thank you very much. It looks lovely, but I am afraid that it’s not going to happen.” Therefore, we have tried to work in the direction of Government policy and to provide practical solutions.
Members who have looked at the report will have seen that on page 38 we demonstrate clearly where in the maths curriculum the financial education elements can fit nicely—we are grateful for the help we had from mathematicians. Those have been split into three headings: money and transactions; risk and reward; and financial landscape. The money and transactions elements includes being able to do compound interest calculations with a calculator or spreadsheet, to set up a spreadsheet to do calculations involving percentages and to use foreign exchange rate information to make calculations. For financial landscape, the competencies include the ability to do reverse percentage calculations and to work out an inflation rate for a given time period, which is very important and something we hear a lot about. That involves real maths skills, not wishy-washy stuff at all.
That can be supported over in the PSHE curriculum by talking to young people about the products that they might have to make choices about. For example, we can talk to them about managing money, budgeting, the subjective issues of risk and reward and what is right for them in particular situations. That is not something we felt could fit easily into one or other area, which is why the solution we have come up with is deliverable within the current curriculum without putting extra pressures on schools.
One of the recommendations that has been referred to is that of having a co-ordinator on this in schools, and that should be someone from the senior leadership team within the school. That is important, because one of the big drivers when I first started teaching in the early 2000s was the drive towards more cross-curricular working, and it happened for a bit and then we lost focus on it. Having someone at a sufficiently senior level within the school to drive that cross-curricular agenda and link the two subjects is important, and the educational professionals who came to speak to us were very supportive of that approach.
Nick de Bois (Enfield North) (Con)
My hon. Friend raises an important point about the leadership coming from within schools, but does he agree that there might also be a role for the private sector and financial institutions to lend their support to make pragmatic advice available?
Andrew Percy
My hon. Friend must have been reading my notes over my shoulder, because that is exactly the point I was about to move on to. I will be brief, because I know that other Members wish to speak. We took a lot of evidence from financial institutions and banks, and one of the challenges we set out for them in the report relates to training. It would be pointless if I went in to deliver financial education to any of my pupils, because I am not financially competent, so there is an issue of training. But we have identified that role as one that financial institutions could work on more closely. They do a lot already, and anybody who knows Barclays will have seen its money skills programme. I visited Barclays in my constituency recently, and through the fantastic Sobriety Project it was doing some excellent work with Goole high school students who are at risk of exclusion and with vulnerable young people in the town.
Nationwide has a programme, and so does Capital One. I do not want to risk missing out any institutions, but many are already engaged in financial education, so we have set them the challenge of coming together, getting their resources kitemarked and perhaps being co-ordinated by a charity. Financial institutions have a real role to play in supporting such education in the curriculum, and in helping to develop the training to which my hon. Friend refers.
I am aware that many other Members wish to speak, but I shall just mention a couple of other organisations that support our proposal, as they should be read into the record if nothing else. First, and most importantly, there is one in my constituency. After the report came out, I was inundated with e-mails from various organisations, one of which I received from one of the two credit unions in my constituency, Hull and East Yorkshire Credit Union, to which I think the shadow Minister referred. It informs me that it would very much like to support our campaign on financial education, because it is very much in line with the ethics and objects of its movement.
Nationwide contacted us to say that
“the report looks very comprehensive and is something Nationwide very much welcomes.”
The Money Advice Service issued a statement to
“welcome the APPG on Financial Education & Young People’s report on Financial Education and the Curriculum.”
We were congratulated by the Scout Association, which also has an interest in the area, and the Institute of Chartered Accountants in England and Wales
“call on MPs to back the introduction of mandatory financial education during Thursday’s debate.”
So there is a lot of support from a range of institutions and organisations.
Finally, I emphasise again that our proposal is not about watering down the curriculum, nor is it a wishy-washy thing with which to moralise about debt. It is about real maths skills; about using real-life experiences such as phone contracts, student tuition fees, mortgages or whatever to support the drive for standards, about which we are all passionate and we know the Minister is absolutely passionate; and it is about ensuring that young people enter this complex financial world with the skills to make better decisions than I, and many other people who have gone before them, have made.
Andrew Bingham (High Peak) (Con)
I am delighted to follow my near neighbour, my hon. Friend the Member for Congleton (Fiona Bruce).
Like many others who have spoken, I congratulate my hon. Friend the Member for North Swindon (Justin Tomlinson) and his colleagues not only on securing the debate, but on their continual hard work, the pressure that they have put on the Government, and the publicity that they have secured—including the use of Martin Lewis to press home the importance of the issue. The launch of the all-party group on financial education for young people attracted more than 200 Members of Parliament, and it is now the largest of the all-party groups. I congratulate it on its report on financial education, which was released this week and which deals comprehensively with the subject.
I do not wish to be labelled a grumpy old man—I am sure, though, that my hon. Friend the Member for Brigg and Goole (Andrew Percy) will soon label me one—but I must refer back to when I was a lad.
Andrew Bingham
Yes, it was.
I remember my late father taking me to Williams and Glyn’s bank to open my first bank account and my walking out proudly with my Williams and Glyn’s plastic piggy bank, which I suspect I still have somewhere and is probably worth a lot on eBay. They say that servicemen can always remember their Army number; I can still remember my bank account number from that day.
When I came of age, there were few temptations for somebody my age to acquire extra funds or credit. In those days, it was the bank or it was nothing. Credit cards were unavailable without a parent or guardian to guarantee it and wages were paid in cash. Consequently, we lived in a pay-as-you-go world—to coin a modern-day phrase. We were not educated in financial matters in school in the 1970s, because there was not the multitude of financial opportunities—and, indeed, pitfalls—available to young people today.
When I refer to young people, I do not refer exclusively to school leavers but to those who left school a few years ago, have built up savings and are now plunging into the world of credit or embarking on the next stage of their life—getting their first mortgage or signing a tenancy agreement—and who require financial knowledge to navigate these potentially treacherous waters.
When people turn on the television today, read the newspaper, surf the internet or look at magazines, they are bombarded with adverts offering them cheap money, easy money and, in some cases, apparently free money. In fact, some claim that it is possible to borrow enough money to get completely out of debt. When we pick up the Sunday newspapers, out drop a multitude of pieces of paper, one of which is usually advertising cheap money.
Borrowing money is inevitable, and we all have to borrow at some point in our lives, whether for a mortgage or whatever, but it is important to do it prudently—a word from the past—and sensibly. To do that, people need to understand what these companies are offering, to read beyond the quick, snappy headline and to make an informed decision. To do all that, they need to understand finance, the methods by which it can be obtained, the cost of that finance, the conditions attached and, more importantly, the short and long-term consequences of failure to adhere to those conditions.
Not only must young people contend with this wealth of advertising and pressure, but they live in a very different world from that of their predecessors in my generation and that of many in the House. As has been alluded to, they have phone contracts, credit cards, payday loans, tuition fees, store cards—the list goes on and on. These are all things that are part of modern-day life but which were either unheard of or unavailable in days gone by. Added to that, there are many alluring ways of paying for luxury goods—televisions, holidays and so on—that appear to be completely free of any credit charge yet are full of pitfalls buried in the small print.
How many people realise, when they buy a television on a buy now, pay later deal, that if they miss the payment date, they are automatically locked into a three-year finance agreement potentially on an annual percentage rate that can be more than 20% and perhaps as much as 30%? Indeed, how many actually understand what APR really is?
And how many people understand the pitfalls when they get older and decide to buy a car? A car might be advertised with low monthly payments—“You can have this car for £159 a month”, the advert might read. However, it might not explain until the small print that at the end of the term the person will not own the car, because a significant final amount will still be outstanding—balloon payments, they are sometimes called—and that, if unpaid, they will have to give the car back and have nothing to show for it.
We live in a world where peer pressure exerts a huge influence, especially on young people, to have the latest mobile phone, trainers or designer clothing. It matters very much to young people and it drives their shopping habits. When that is coupled with the myriad easy ways to pay, we have a cocktail of debt and ensuing misery.
Financial education will not stop that—after all, people will always want to buy goods; the economy depends on it—but I believe that financial education will do several things. First, it will enable people to tell whether a deal is as good as it seems. There is an old adage: “If it looks too good to be true, then it usually is.” Financial education will enable young people to ascertain whether a deal is good or not, and see what the total potential cost is of the iconic item that they feel desperate to own. Being armed with that knowledge might not prevent them from buying that item, but they will I hope make a rational, informed decision and ask themselves whether they need it and whether they can really afford it. In the long term, that will spare people much misery, as well as the further consequences that excessive debt can have for people personally and for their families. As was said earlier—by an hon. Gentleman who is no longer in his place—that knowledge will also enable people to make decisions about savings. This is not all about debt: it is about savings, investments and pensions. On the Select Committee on Work and Pensions, we are looking at auto-enrolment and how to judge one pension against another. That is another story, but having informed financial knowledge and advice could help people to make better decisions about such matters.
Several years ago I produced an e-book, which was designed to plug into a computer. It was called “Living On Your Own” and was aimed at students leaving home to go to university and living away from their families for the first time. It dealt with all the issues that many of us take for granted: council tax, rent, utility bills, registering with a local GP and so on. It even had some easy-cook, healthy recipes. The book also contained an interactive budget planner, in which students could enter all their incomings and outgoings, and which gave a figure for how much money they had left at the end of the week or month. If they were overdrawn, the figure went red. We gave the e-book away to students—I think we gave away 200—and those who got back to me said that the most useful thing in it was the budget planner, because it showed them in simple, stark terms whether they were living within their means or beyond them.
There is a further implication of our young people not having the level of financial literacy they need when they leave education. Those young people are the next generation of our wealth generators, entrepreneurs and business builders. They are the people we will look to in five, 10 or even 20 years to build businesses, create jobs and grow the economy. We cannot expect them to be able to do that successfully if we do not give them the tools they need while they are being educated. Anyone who goes to the bank for an overdraft or business loan has to have a business plan and know how best to make the money work so that their business can survive. If we do not get this right, we will not have those people and we will pay the price later.
When I was at school, we did subjects such as metalwork and woodwork. I can turn on a lathe and wooden lathe—
Andrew Bingham
It is not a question of showing off: my hon. Friend never saw the results. In fact, my mother still has the table lamp that I made at school in woodwork to this very day—
Andrew Bingham
I wouldn’t go that far.
Education moves to fit the world it provides for. I fully support today’s motion, as education needs to move again to suit the financial jungle that is the world in which we operate today.
Damian Hinds (East Hampshire) (Con)
As my hon. Friend the Member for Lancaster and Fleetwood (Eric Ollerenshaw) has just said, it is difficult to think of anything original to say at this stage of the proceedings, so I shall be mercifully brief. I must start with the obligatory fawning to my hon. Friends the Members for Brigg and Goole (Andrew Percy) and for North Swindon (Justin Tomlinson) for the genuinely outstanding work they have done on the all-party group. The way that group has grown is not just impressive but phenomenal. In double-quick time it has brought to the British Parliament an issue that matters so much and about which so many people are genuinely bothered. The report and the depth of the analysis and work the group has done are already helping to stimulate debate here and more widely—and will do so further.
Today’s debate is not about approving every line in the report. I would have loved to remind the shadow Minister, if he were here, that the motion does not say that there should be compulsory financial education in free schools and academies or that it should be part of the national curriculum in primary schools. The key phrase in the motion is:
“That this House…believes that the country has a duty to equip its young people properly through education to make informed financial decisions”.
I could not agree more.
I shall not go into examples of the problems that we have all seen when people have come into our surgeries or when we have met people. My hon. Friend the Member for Worcester (Mr Walker) has mentioned that some people, astonishingly, think that a high APR must be better than a low APR because it is a bigger number. These things would be funny if they were not so tragic. When we hear about them, our natural reaction is to say, “If we get them young and educate them, we will sort out all these problems.” There is, of course, as it says in the motion, a great advantage to equipping people with the capability to make smart financial decisions. There can also be a more immediate benefit, to which the hon. Member for Makerfield (Yvonne Fovargue) alluded. If teachers get kids to bring in material—junk mail—that they have received at home, and they discuss it, messages can then get back to home, so there will be a beneficial impact even in the shorter term.
Even better than telling, of course, is doing, through schemes such as junior savers clubs. I was a member of the Abbey National junior savers. It used to have gold, silver and bronze; I only ever made bronze, but there you are. We have savings clubs in schools, and I pay tribute to credit unions in particular, although others do this as well, which run schemes in schools, often with parent volunteers and schoolchildren helping to manage them. That is another great way to pick up experience.
I have an issue with PSHE, however. It sometimes feels as though the answer to any social problem in this country is another module in PSHE. That is true whether the problem is that people are too fat or that people are too thin, or whether it is teenage pregnancy. Whatever it might be, we do it in PSHE. There are limitations to PSHE. When one mentions it to teachers, their response is not one that can be written down because it is just a groan. As a general rule, teachers do not like doing PSHE lessons. Although the report of the all-party group says “only 45%” of teachers in the survey had taught personal financial education, I have to say that that struck me as an extraordinarily large number. Almost half the teaching population has taken on the teaching of that subject. I think it unlikely that they are all experts in that area.
In PSHE in general, and this applies also to financial education, there is naturally a reliance on off-the-shelf—or more likely, these days, off-the-net—lesson plans and on input from third parties. Although I accept that the banks and building societies who take part do so with responsibility and do not use it as a way to ram home their brands, there is an element of indirect marketing. It certainly gets the message out there that there is a massive range of financial products, including ones that can get people into debt.
Andrew Percy
My hon. Friend’s points are exactly those that we identified during the inquiry and support the argument for putting financial education into PSHE to support maths and raise the profile of PSHE. He is quite right: a lot of the stuff that is used is photocopied hand-outs. That is not teaching a subject properly. If we link PSHE with maths, we can raise its profile and the standards of the teaching and lesson plans.
Damian Hinds
I recognise the point, and the report stimulates such debates, but I do not agree.
People mean different things when they talk about financial education. There is a whole continuum. If we talk about pure financial education, as opposed to a mathematical way of approaching it, there are two key dangers. The first I call the redundancy danger, and the second is the ubiquity danger. None of us did financial education at school, and although some people have great financial problems, not everybody does, and it is perfectly possible for somebody to get through life without the benefit of that education. Had we done financial education, we would have learned about cheques, clearing houses and endowment mortgages, and, spreading it out to the wider economy, the public sector borrowing requirement and sterling M3. None of that would be of particular relevance today. We would not have learned about debit cards and payday loans because, to all intents and purposes, they did not exist at that time. There is a real danger that although we think we are equipping people with skills, by focusing too much on financial services, as opposed to the underpinning principles, that education may become redundant.
Andrew Percy
It is true that the world does not stand still, but does my hon. Friend agree that if we give young people the ability to understand what is available now, we give them the skills to be able to understand products as they develop and move on into the future?
Damian Hinds
I cannot do geometry in a written speech without slides. I would be more tempted to go for the underlying principles, which could enable people to understand the things that used to be there and the things that will be there tomorrow.
The second danger is ubiquity. Already, on the television and the internet, when kids are at home or out, everywhere there are messages about debt. There is a danger that introducing discussion of specific financial services too early in schools might contribute to that feeling by normalising and legitimising the idea that everyone uses such products.
As I said to my hon. Friend the Member for Brigg and Goole, the key things are the tools, and I think that we agree on that but perhaps differ on how best to use them. To my mind, the key tools and principles that help inform financial decisions are mathematics, but not mathematics on its own. There is also a big element of personal responsibility, common sense and some of the maxims to which my hon. Friend the Member for High Peak (Andrew Bingham) referred. Make no mistake: young people do not learn common sense, wisdom and personal responsibility simply by turning up to PSHE. It is a much wider issue. I would welcome more emphasis on practical mathematics at GCSE, especially at foundation level, although it applies to both levels.
I am pleased to say that I have an original point to make. We also now have an opportunity post-16, because raising the participation age to 18 means that more young people who have perhaps not passed GCSE maths could, if we are to follow the guidance in the Wolf report, be encouraged to keep up maths and English. We need new, innovative, creative and engaging ways of taking on maths, and this would certainly be one of those. I thought that the sample questions that my hon. Friends who constructed the report included in it illustrated very well the practical ways we could use the maths curriculum.
The introduction of these concepts into mathematics is no panacea. The hon. Member for Makerfield and I agree on many things related to debt and personal finance, but I completely disagreed with her today when she implied that there was no element of personal irresponsibility in being over-indebted. There are of course times when it is purely a matter of a change in circumstances and completely unpredictable, but there is also a major issue of responsibility. She was right to say that there are broader concerns about regulation and too-easy access to credit that we must also address. The reason we need to address those concerns, even if we did financial education perfectly, is that in that market, alarmingly, the basic laws of economics, such as the way competition works and the assumption that consumers will be rational, frequently do not apply.
I congratulate the members of the all-party group again on the report that stimulated the debate. My view is that I would say no to adding more to PSHE and specifying exactly how these things should be done at a younger and younger age, but I would say yes on the need to refocus GCSE maths and to find new and creative ways to teach practical maths at 16-plus. I would also say yes to not being afraid to say that people must take responsibility, which is also a good thing to teach in school.