Surrogacy: Government Policy
Debate between Andrew Percy and Sharon Hodgson(4 years, 10 months ago)
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Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)
It is an honour to serve under your chairmanship, Sir David. I thank the hon. Member for Brigg and Goole (Andrew Percy) for securing this important debate and for his important work in chairing the all-party parliamentary group on surrogacy, which, as we have heard, has held evidence sessions on surrogacy law reform. I also thank him for his very warm welcome to me and the Minister in his opening remarks—it is much appreciated.
Mrs Hodgson
It is very nice to see the hon. Gentleman back in this place after the election.
I thank my hon. Friend the Member for Hornsey and Wood Green (Catherine West) and the hon. Member for East Renfrewshire (Kirsten Oswald) for their welcome, albeit short, speeches. It is definitely worthwhile in a debate such as this to have more than just one voice. I look forward to seeing the all-party parliamentary group’s report on its conclusions, and I hope to work with the group in the future.
I agree wholeheartedly with the hon. Gentleman that surrogacy is a valuable and progressive option for many people who want to have children and create a loving family. However, the key piece of legislation surrounding surrogacy is now, as he said, 35 years old and severely outdated. I know this is a problem that the Government have previously acknowledged, and I welcome the former Minister, the hon. Member for Thurrock (Jackie Doyle-Price), who did so much to move the issue forward. However, there has still not been any serious reform of surrogacy legislation and, as we have heard, problems still persist. What should be a joyous time for parents can turn into a distressing burden. Applying for parental orders can take several months, and the process fails to reflect the realities of modern-day family life.
In a survey conducted by Surrogacy UK’s working group on legal reform, 92% of respondents agreed that surrogacy law reform is needed. As we have heard, the Law Commissions are carrying out a review on surrogacy and parental orders, and it has made some primary recommendations. The hon. Gentleman went through them in detail, so I do not have to. They include a recommendation for the intended parents to become the legal parents of a child from birth as per a surrogacy agreement. I hope that the Minister will respond to some of the Law Commissions’ primary recommendations. It is due to publish its full recommendations in 2021, but will the Minister set out what steps the Government will take in the meantime to prepare a Bill that would bring surrogacy legislation into the 21st century? That would indeed be a welcome step.
The legislation needs to make the requirements for surrogacy clear and fair for everyone involved, including, and most importantly, the child. That includes a definition of what constitutes a reasonable expense. Surrogates should not make a profit, but should not be left out of pocket either. A definition would provide legal certainty to the surrogate and the intended parents.
It is crucial that children are not left in legal limbo, as my hon. Friend the Member for Hornsey and Wood Green said. With that in mind, I believe that the ability to make a parental order without the surrogate’s consent under the new regime should be applied retrospectively. That means that children who are currently in legal limbo would be lifted out of that uncertainty and would be treated equally to children born after the new regime comes into force.
It is clear that the public perception of surrogacy has moved on since 1985. It is time, therefore, that the legislation does so too. I look forward to hearing the Minister’s response.
Qualified Teachers
Debate between Andrew Percy and Sharon Hodgson(11 years ago)
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Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)
It is the second time this year that I have risen to welcome an intervention from the Deputy Prime Minister. First, I welcomed his intervention on child care ratios, and now I welcome his support of Labour’s position on teacher training. I admit that I have a newfound appreciation of him. Alas, it may not last. Of course, that means the poor Schools Minister is in the unenviable position of having to defend the fact that he defended a policy that he is not now able to defend, without being on the wrong side of his party leader—I think I have that the right way around.
Even more baffling than the political acrobatics being performed by the Lib Dems is the fact that, in 2013, we are having a debate in Parliament about whether we want the people who teach our children to be trained to do so. Anyone who last week watched the last episode of “Educating Yorkshire” will, after drying their eyes as I did, have been left in little doubt about the value of a great teacher, particularly when it comes to getting the best out of the children who face the greatest barriers to learning. Seeing Mr Burton try everything he could to unlock the ability of Musharaf Asghar to complete his English language oral exam—he eventually succeeded—was inspirational. Mr Burton was able to do that not because he knows a lot about poetry, although I am sure he does, but because he knows a lot about pedagogy. That is the thing about the best teachers: they know how to teach the class in front of them—every individual child or young person, with the myriad challenges they each face—rather than just the subject matter.
The Secretary of State is undoubtedly a man of great accomplishment with an impressive academic record but, with respect, I would not want him teaching my children. That is nothing personal. If a Nobel prize winner cannot manage behaviour in a class, and if they cannot tailor their teaching to the strengths and weaknesses of each person in their class, their presence is little better than giving a child a textbook and telling them to go away and read it. Schools are not universities, and teachers are not lecturers. Schools and schoolteachers must be there for every child, not just for the most academically gifted or self-motivated.
I have always thought that teachers perhaps do not get enough training on supporting the one in five children who have special educational needs, either through their initial qualification or their continuous professional development. For the Education Secretary to argue that someone who has had no training is a suitable person to unlock learning for those children is therefore incomprehensible to me.
Mrs Hodgson
I am sorry—I cannot because of time.
I refer the Secretary of State to Ofsted’s report on the Al-Madinah school, which found that children with special educational needs and disabilities were particularly failed by the school, which did not identify them or provide tailored support, leaving them to struggle.
The Government’s position is not even consistent, because they insist that some members of staff in academies and free schools need QTS—special educational needs co-ordinators. Perhaps the Under-Secretary of State for Education, the hon. Member for Crewe and Nantwich (Mr Timpson), who has responsibility for children—he is not in his place—snuck that one, in his wisdom, past the Secretary of State when he was drawing up the new SEN code of practice. I, for one, am pleased he did so.
I wanted to raise a couple of other issues but time will probably run out. In a Westminster Hall debate last week, I described in greater detail the deep concerns among universities, not least the university of Sunderland, about the impact that the roll-out of School Direct is having on the future sustainability of teacher training courses. That is not just another financial hit on universities; it is a question of whether we will lose the capacity to train the number of teachers we need. Some universities are already considering closing courses or losing experienced staff. The Schools Minister was perhaps more concerned with avoiding explaining his party’s flip-flopping last week, so I hope he can address the issue in his closing remarks today.
I want to raise a final point as chair of the all-party parliamentary group on art, craft and design in education. Despite the fact that the creative sector is a burgeoning part of our economy and one of our fastest growing exports, just 358 initial teacher education places were allocated for art and design teachers in this academic year, compared with just short of 600 places in 2009. That is much fewer than for the vast majority of other subjects.
I have more to say, but time has run out, so I will leave it there.