Support for Bereaved Children

Andy Carter Excerpts

Tuesday 21st May 2024 Westminster Hall

[Andrew Rosindell (in the Chair)]

I would like to inform hon. Members that the parliamentary digital communications team will be conducting secondary filming during the debate for its series of procedural explainers.

I will call Andy Carter to move the motion and then the Minister to respond. As is the convention in 30-minute debates, there will not be an opportunity for the Member in charge to wind up.

[Andy Carter (Warrington South) (Con)]

I beg to move,

That this House has considered support for bereaved children.

It is a pleasure to serve under your chairmanship, Mr Rosindell, and I thank the Backbench Business Committee for facilitating the debate. I want to talk about a subject that has affected almost all of us at some point or that will do so in the future: grief, and particularly the grief experienced as a result of being bereaved of a parent. Grief is unique; it is both an experience and an emotion, and it comes in many forms, whether it be for the loss of a family member, a friend, a colleague or even a beloved pet. In fact, the only commonality shared between people when they grieve is the pure uniqueness of that experience.

Like many colleagues, I know that it is difficult, to say the least, to lose a parent. It is something that we will all experience in our lives, so we can only hope and pray that it comes later rather than sooner. Tragically, for some people, that is not the case. They lose their mum or dad during childhood, and that is the area I want to focus on.

Bereavement is a complex challenge to navigate at any stage in life, but going through it during childhood has its own unique challenges. The raw wound of loss carries a heavy burden, and we must ensure that it is handled with delicacy and in the manner that best suits the grieving child.

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Gentleman for bringing this issue to Westminster Hall. It is certainly one we all are or will be affected by. Is he aware that the voluntary Barnardo’s advice line is available on Mondays and Tuesdays from 10 am to 1 pm and on Fridays from 10 am to 12.30 pm? It is for adults concerned about bereaved children, and we thank the charity for setting it up. However, a helpline for bereaved children does not go far enough, and I think the hon. Gentleman will be asking for Government action. Through the education system and the NHS, the Government must set up a statutory body to provide permanent, accessible support without people having to search that out.

[Andy Carter]

I am grateful to the hon. Gentleman for highlighting the work that many charities do. He is absolutely right, and I will come to his point shortly.

I want to put the issue into some context. The Childhood Bereavement Network provides statistics on the number of children bereaved of a parent every year. The figure currently sits at about 46,000 annually. To put that in context, it equates to a young person being bereaved of a parent every 20 minutes. However, we know that that figure is inaccurate, and we have tried to estimate the total number of bereaved children. That is because grief can come with so many types of loss, and the figure we have applies only to children who have lost parents. Crucially, we lack the statistics that charities and service providers need in order to ensure that bereavement support networks, schools and professionals can support children.

[Christine Jardine (Edinburgh West) (LD)]

I am delighted the hon. Member has brought this subject forward. As he probably knows, it is very close to my heart and I have been doing a lot of work on it. The figures he brings up for this problem are the tip of the iceberg, because although we know that children are bereaved every day, we do not know where they are and the charities do not know how to get in touch with them. That is why I have brought forward a private Member’s Bill—the Bereavement Support (Children and Young People) Bill—to create a protocol for putting children in touch with organisations and vice versa. Is that something the hon. Member thinks he can support?

[Andy Carter]

I pay tribute to the work the hon. Lady has done with colleagues on her private Member’s Bill. I absolutely support its aims, and I will talk a little more about it in just a second.

This debate is largely down to the experience of a young man called Dan Walsh, who I am pleased to say is able to join us in the Chamber today with his friend Finn and his teacher Alice. Dan is currently studying at Priestly College in my constituency, where I had the pleasure of first meeting him a few months ago during a visit. He gave me a heartwarming account of his experience of loss, how it impacted him and his family and how he not only overcame that terrible and tragic event at such a young age, but was empowered to become involved in campaigning to help others who, sadly, find themselves in the same position.

I would like to share the speech that Dan has written for this debate. He writes:

“Nearly five years to the day, I lost my father to a shock brain aneurysm. He was a fit and healthy man, and we had absolutely no warning of what was to come. At the time I was 12 and in Year 7, and little did I know that when I left school that day, my life was about to change forever in a way that I could never have anticipated.

The journey that followed was rough, my world had been turned upside down. At 12 I struggled to grasp the permanence of death. I let the guilt and anger consume and stop me from being able to properly process his passing.

Throughout that difficult time, I was reminded constantly that I wasn’t alone. My own family and school always made sure that I knew that they would always be there.

Yet it was at that point when I felt most alone.

Mark Lemon, an author, captured this feeling brilliantly when he wrote ‘grief is feeling lonely in a room full of people’. I knew full well that I was supported by loving and caring people, but nothing could ever stop me from feeling so isolated, nothing anyone could do would ever make me feel any different.”

[Dame Andrea Jenkyns (Morley and Outwood) (Con)]

I thank my hon. Friend for bringing this speech to the House. I also thank his constituent—it is very brave of him to do this. My son, Clifford, was just five years old when he lost his beloved nana, my mum Valerie, who was like a second mum to him. A few months later, he lost his dog as well. We got through that with faith. Does my hon. Friend agree that the Church has an important place in helping with this issue, and that schools need more guidance on how to spot if a child is grieving and on understanding the stages of grief?

[Andy Carter]

I am grateful to my hon. Friend for raising those points, and particularly the role the Church can play in supporting families. I say to anybody going through grief that there are people out there they can reach out to. The challenge is knowing where to reach out, and this debate is about helping people to find places they can go when they need support.

I will return to the speech written by Dan:

“It was a cruel realisation, but necessary. It allowed me to begin the process of healing, because grief is a bittersweet feeling; whilst you’re suffering your own loss, you get to share each other’s love and compassion for the person that you lose.

After months of not being able to cope and agonising over the loss I was finally directed to a charity called Child Bereavement UK.

The months following my dad’s death I experienced a communication breakdown. I was unable to talk about him and felt completely overwhelmed. I sought relief in my own solitude but to no avail. Feeling trapped in this sensation of anguish.

The charity then became a lifeline for me. It was the only place where I could feel safe to express my own feelings and where I was able to begin that complex journey of navigating through emotion.

What counselling did for me was allow me to talk openly and freely about my dad; however, the most helpful aspect of my time at Child Bereavement was the group meetings where I could speak to young people who had also been through what I had. The groups offered a comforting presence and with their guidance I was able to acknowledge my own feelings of grief.

It gave me the opportunity to talk about my own experiences but also to console those who had similar experiences. In doing so it created a sense of solidarity between myself and other grieving young people.

I had one particular issue when first attending Child Bereavement and that was not being able to comfortably talk about my dad openly. For months I had suppressed my own feelings, but now I cherish the moments that I had with him and I’m always keen to listen to the impact that he had on everybody else.

I would go once a month to one-to-one sessions and a group for young people, yet after a few months I felt comfortable talking about the memories that I built with my dad and the struggle that followed his death.

Looking back at this time it gives me great self-pride to be able to talk about my own experience openly and to know that to have been able to do that I overcame the most painful time of my life.

No one should ever face this journey alone.

And, having experienced this first hand, I feel an obligation to make sure that young bereaved people across the country have the accessibility of these services and are able to secure the level of support that I did.”

Dan is only 17 years old, and he tells a story that is all too common for people of his age. Too many young people are unable to access what they need, as the hon. Member for Edinburgh West (Christine Jardine) said. For those who do lose a loved one, it is imperative that they know they are not alone and that they know where to turn.

[Alistair Strathern (Mid Bedfordshire) (Lab)]

I thank the hon. Member for sharing such powerful testimony from his constituent, which shows that young person’s bravery in not just getting through that experience but sharing it to motivate change. I am privileged to work with some fantastic kinship carers in my constituency, who look after young people who have gone through real trauma and often deep bereavement. Those carers are not always able to access the adoption support fund, which provides access to therapeutic care, if their young person has not formally been through the care system. Does the hon. Member agree that removing the looked-after status requirement for the fund would be a powerful way to ensure that every young person can access the therapeutic support they need?

[Andy Carter]

The hon. Member has eloquently taken one of the asks that I was going to put to the Minster, so I am grateful for his intervention.

The issues that Dan’s speech provokes allow me to make one or two requests of the Minister. Will he look at the steps the Government can take to ensure that much-needed data on children who have lost loved ones is collected and released to help bereavement support practice? Last October, the Department for Education responded to an e-petition calling for a proper record to be kept of the number of bereaved children, to ensure that they are supported, and for responsibility to fall to the General Register Office, which oversees the recording of deaths. I would be grateful if the Minister could expand on that and look into what other routes are available for recording information, separate from death registration by His Majesty’s Passport Office. I would also be grateful if he could comment on what further steps the Government are taking to ensure that young people who are unaware of the support services being offered are properly informed about where they can seek help and advice.

It cannot be beyond the Government, with today’s technology, to reach out to young people when they feel most lost and to ensure that those supporting them—those around them and looking after them—can give them guidance when they need it. To that end, I would be grateful if the Minister could outline what consideration the Government have given to the provisions in the private Member’s Bill from the hon. Member for Edinburgh West to expand the requirements for specified organisations and public bodies to inform young people of the local, national and online support services available to them following a bereavement.

I am incredibly grateful to the Minister for being here to respond to the debate today. I could not have asked for a better Minister to take up this debate. I am also grateful for his spending time with Dan just before the debate. I thank colleagues who have attended, particularly the hon. Member for Edinburgh West, who has been a real champion in this area. I am very happy to support her private Member’s Bill. I pay tribute to the many brilliant campaigners and charities that Members have mentioned, which do so much to support young people who experience bereavement at any age. Nobody should go through bereavement alone.

I congratulate and pay tribute to Dan Walsh, who I met and who talked to me about his deeply personal experience and showed great maturity. In that conversation, he talked about his interest in politics—he is studying politics at Priestley College —so I asked him to write this speech, which he did. I know his dad would be incredibly proud, and I encourage him to continue to pursue his political ambitions because I think he will go a long way.

[The Parliamentary Under-Secretary of State for Education (David Johnston)]

It is a pleasure to serve under your chairmanship, Mr Rosindell. I thank my hon. Friend the Member for Warrington South (Andy Carter) for securing a debate on this important topic. It is typical of him to bring such an important and sensitive topic to the House. I am delighted that he has been joined by his constituent Dan from Priestley College, who wrote a considerable portion of my hon. Friend’s opening speech. It was an excellent speech—he might like to start writing speeches for other colleagues, perhaps myself included. I thank him for his courage in bringing forward his story. We had a chat before the debate, alongside his friend Finn. Dan spoke movingly about his experience, and he should be proud of the way that he has sought to bring what has been a very sad experience for him to this place to help other young people experiencing grief. He should also be pleased to have a friend like Finn.

We will all experience a bereavement at some point in our lives, and it can be most devastating for children and young people because it is not the order that we expect life to go in. Just as bereavement touches us all, we all have a role to play in how we support the bereaved. We—Government, parliamentarians, schools, health professionals, voluntary and charitable organisations, and everybody, really—have a responsibility to ensure that children and young people can access the support they need when they need it.

Responsibility for bereavement sits across different Departments, including the Department of Health and Social Care, but I will obviously focus on the work of the Department for Education. What I will say is the Department of Health and Social Care continues its work to address the recommendations in the “Bereavement is everyone’s business” report from the UK Commission on Bereavement. Following that, we established a cross- Government group with representatives from over 10 Departments to improve bereavement support and ensure better joined-up work across Government. We will keep working with the commission and the voluntary sector, including the Childhood Bereavement Network, to explore how their findings could inform policy.

Schools and colleges, which I will focus on most given that I am a Minister for the Department for Education, clearly pay a key role in supporting children, including through difficult times. We are grateful for the vital pastoral support provided by headteachers and staff. Although we cannot expect those staff to be specialists in mental health, bereavement or trauma, they know their pupils best and are well placed to determine the pastoral support that they might need. To support them, we are offering all schools and colleges a grant to train a senior mental health lead to help them put informed support in place, drawing on specialists where needed. More than 16,700 schools and colleges have now received a senior mental health lead training grant, including more than eight in 10 state-funded secondary schools.

In addition, we announced £1.3 billion of recovery premium funding for schools, which, on top of the pupil premium, can be used to deliver evidence-based approaches to support pupil mental health and wellbeing, and that can include counselling or other therapeutic services. We have also been rolling out mental health support teams in schools across the country. They offer support to children experiencing common mental health issues, such as anxiety and low mood, and they try to facilitate smoother access to external specialist support. As of April, the teams covered 44% of pupils in schools and students in further education in England, and we are extending the coverage to reach at least 50% of pupils by March 2025.

More broadly, we are providing record levels of investment in increasing the mental health workforce to expand and transform NHS mental health services in England. The NHS forecasts that, since 2019, spending on mental health services has increased by £4.7 billion in cash terms, compared with the aim of £3.4 billion that was in the NHS long- term plan. Some 345,000 more children and young people will have access to mental health support by March 2025.

What is taught through the school curriculum is clearly important, too. Through the mental wellbeing topic of health education, pupils are taught a range of content relevant to dealing with bereavement. That includes recognising and talking about their emotions and how to judge whether what they are feeling and how they are behaving is normal. It is important that young people know where and how to seek support, including who at home and school they should speak to if they are worried about their own or someone else’s mental wellbeing.

In addition, last week, we published our revised relationships, sex and health education statutory guidance for consultation, which specifically includes bereavement. The guidance sets out that all pupils should know that change and loss, including bereavement, can provoke a range of feelings; that grief is a natural response to bereavement; and that everyone grieves differently. It is designed to enable schools to deal sensitively with the individual needs of their pupils, and we are grateful for the support we have had from charities such as the Childhood Bereavement Network and the Anna Freud Centre in developing the guidance. Before this debate, Dan told me how helpful he had found support from Child Bereavement UK. It should be commended for that.

I appreciate that Dan, Finn and his classmates, along with thousands of their contemporaries across the country, are currently in the midst of exam season. Where bereavement has the potential to affect a pupil’s ability to attend exams, the Department has published guidance that includes examples of effective practice to support these students. Regular attendance at schools and colleges is, of course, crucial to both the development and wellbeing of children and young people, and bereaved pupils need time to grieve and may understandably find it harder than others to attend. Schools and colleges should work with pupils, parents and carers to remove any barriers to attendance and work together to put the right support in place. That should include having sensitive conversations, developing good support and considering whether additional help from external partners, including the local authority or health services, would be appropriate.

Dan, Finn and I had a good conversation about data collection, and my hon. Friend the Member for Warrington South is quite right that the hon. Member for Edinburgh West (Christine Jardine) has been doing a huge amount in that area. We continue to talk to her and others about what to do regarding data collection. Candidly, in one sense, the simplest way to know the children who have been affected by a bereavement is for them to be recorded on the death certificate. However, we have a significant concern, as I explained to Dan, that anybody can buy a death certificate and that the information about who the children of the deceased were would therefore be accessible to everybody. That carries potential negative consequences that we do not want to facilitate. We may find that that causes other problems.

In response to my hon. Friend the Member for Warrington South introducing this debate, I have had a conversation with officials about whether we might add a question to the school census regarding bereaved children. That partly requires schools to know. We recently added a question about young carers, and that has been helpful for us to begin to understand how many children are young carers. That was something that charities supporting young carers have wanted for some time. I am happy to commit to exploring whether that is appropriate to do in the case of bereaved children.

[Andy Carter]

I am very grateful for that comment; it is very much appreciated. My experience of registering a death is that someone goes to the registrar, they fill in some forms and they are able to record a number of details, but they do not receive a great deal back. So would the Minister also consider exploring opportunities for registrars in county council areas and unitary authority areas to provide people with information at the point that they register a death, especially when a parent is bereaved and the child’s death is acknowledged in that process? I understand the points that the Minister made about recording information on a death certificate, but is there a process whereby some information could be handed over at that point, when the death is registered?

[David Johnston]

My hon. Friend makes an excellent point, and I am happy to have a discussion with my colleagues in other Departments to see whether something like that might be feasible.

One of the things that we are keen to ensure—again, I had this conversation with Dan and Finn before the debate—is that we balance the need to ensure that children and young people receive support against the fact that some of them may not want certain people to know what has happened, including their school and teachers. We may feel that it is better that their school and teachers know, but it might be the case that, for a whole host of reasons, it is not something that they want to be known or to have discussed. Nevertheless, as I say, I am happy to take that suggestion away and discuss it with my Government colleagues.

Mindfulness in Schools

Andy Carter Excerpts

Wednesday 7th February 2024 Westminster Hall

[Charlotte Nichols]

I thank the hon. Gentleman for his intervention. Indeed, he wrote a fantastic foreword to the report to which I drew the House’s attention. He is right about the whole-school approach, which I will come to later. I am sure that Mr Gray and I, and other hon. Members present, will be pleased to learn more about the sessions that the APPG on mindfulness is running.

Warrington North is only a short drive from the Welsh border. This policy has already been introduced by the Welsh Government as part of the curriculum for wellbeing. Although that is a long-term strategy, early indications from Wales and the schools in Warrington have been positive in the short and medium term.

Beth, a reception teacher trained through Mindfulness for learning, said:

“Mindfulness has become part of the children’s daily routine and we teach children breathing techniques to support their regulation but I was not aware how the course would impact my own well-being. I now have an understanding of the importance of mindfulness and how it allows and teaches me to respond rather than react to different aspects of my day. Now having personally experienced mindfulness as a practice, it has had a positive influence on my teaching.”

[Andy Carter (Warrington South) (Con)]

As the hon. Member’s constituency neighbour, it is great to see Esther in the Public Gallery today, as well as Tom from the Warrington Guardian, when we are discussing this issue in Parliament. When Esther and I met Dr Jain at the Appleton medical centre, we talked about the overall benefits of mindfulness for the general health of the population. Although we are talking about this in schools, there are real benefits beyond schools. Training young people for these skills for the future will benefit many people over many years. Does the hon. Member agree?

[Charlotte Nichols]

I thank the hon. Member, my next-door constituency neighbour, for that intervention, and I completely agree. That is why this practice should start in primary school. Developing those skills very early on in a person’s life can set them up to have those skills through their life, and I think we will see the benefits of these mindfulness-based interventions throughout people’s lives. This is a long-term plan and strategy. We will not necessarily see many of the benefits right away, but we know we are storing up positive outcomes for the future in a range of areas.

A headteacher from one of my secondary schools told me that embedding a culture of mindfulness was

“changing the way we deal with behaviour incidents, taking away reactivity and helping students and staff to calm down to the point we can better engage about what’s going on. When kids are in isolation, it’s a really useful tool for helping them to reflect and taking the heat out of situations, and guiding them to make better choices”.

Research shows that three features are particularly important to effectiveness and sustainability: the quality and experience of the teacher’s mindfulness practice, how a programme is implemented, and the use of a whole-school approach. Mindfulness is not just about discrete lessons, but should be in the form of a mindfulness thread that runs throughout the day—the way we respond to each other, the way we move around and the way we build relationships, eat food, exercise, and so on.

Sessions on mindfulness in the curriculum are a way to build and develop the skills needed to take it into the rest of the school day and the school’s ethos. It is about giving teachers and school leaders the training and support they need through the postgraduate certificate in education curriculum and in continuing professional development, to be able take it and adapt it to best suit the needs of their school community, which is vital. While we believe the cost implications would be modest, the evidence supports our view that this would pay for itself over time by reducing some of the burden on mental health services, freeing up capacity for more acute cases and providing dividends on the associated costs of unmet mental health need over the long term. This is an investment worth making for the future.

I want to put on the record my thanks to the community in Warrington who, during a cost of living crisis, have dug deep to support this campaign, working with the Mindfulness in Schools Project. I thank the Warrington Guardian and Tom Bedworth in particular; Warrington Wolves; the Warrington Wolves Charitable Foundation, Warrington Borough Council; the business community, including the EngineRooms, Sam Small Ink and Twinkle Time Melts; and all those who have fundraised, including on Wear Pink for Peace Day in November on what would have been Brianna’s 17th birthday. I thank the schools in Warrington, which have gone into this with open minds and hearts, and, in particular, Brianna’s school, Birchwood Community High School.

Above all, I want to thank Esther. Brianna Ghey was sassy, beautiful, kind, courageous and authentically herself. She was loved fiercely, and her death was unspeakably tragic. No parent should ever have to bury their child, but to have gone through what Esther has and to have the drive to seek positive change in the wake of that takes extraordinary courage and compassion. Esther is perhaps the most remarkable person I have ever met. She does not want the sympathy or pity of those here today, but a commitment to stand alongside her and our community in Warrington to deliver a lasting legacy for her daughter. We want to promote empathy, compassion and kindness throughout society, and I hope today’s debate brings us one step closer to achieving that, with a modest, evidence-based ask to put mindfulness on to the national curriculum for the benefit of pupils, staff and our country.

[Tim Farron (Westmorland and Lonsdale) (LD)]

It is a pleasure to serve under your stewardship, Mr Gray, and a genuine pleasure to follow the excellent speech by the hon. Member for Warrington North (Charlotte Nichols). I too am deeply moved by the response of Esther Ghey to the outrageous murder of her daughter. Her example of compassion and the determination to see the good in others and to demonstrate forgiveness to others is a sobering rebuke and a deeply moving thing, which will do vast amounts of good—it has certainly affected me.

I want to address the issue before us because the issue of wellbeing among our young people is at crisis levels. In the time I have been in Parliament, I have recognised emerging issues through the volumes of casework I receive on particular issues over time. Undoubtably, the biggest spike in issues raised, casework correspondence and conversations I have with people in my constituency is around young people’s mental health. The word “crisis” is bandied about too freely, but it feels like we have a crisis. We could say with some accuracy that people feel more free to talk about mental health and wellbeing these days, whereas perhaps they were more buttoned up a generation or two ago. That is a good thing, but it is also blindingly obvious that we are in an era where our society and culture breed shockingly bad mental health, for a variety of reasons.

It is easy to point the finger at social media and the internet, but I think it has a lot to do with it. In the 1960s, Andy Warhol famously declared that in the future everybody would be famous for 15 minutes, but he didn’t know the half of it. Every kid is famous all the time now, if they want to be, and scrutinised, and observed, and feeling judged and maybe being judged at every moment. To put it slightly trivially, when I was 15, if I made a prat of myself over a girl, eight people knew about it and I got over it. Now, however, that sense of shame, for something that is perhaps very minor, can end up being multiplied and can even cause people lasting and sometimes fatal damage. So, I am deeply concerned about the situation within our culture today and I want to look for solutions that I think will have an impact and make a difference by building resilience for our young people—not only the young people of tomorrow, but the young people of today—as they grow into adults.

Being a Member of Parliament for a constituency with something like 25 outdoor education centres has given me a real sense of the impact of the outdoors on people’s wellbeing and mental health. Outdoor education can take place in so many different ways, but there is no doubt that being active and being outside, which should be common sense for a happy childhood, is unfortunately missing from many if not most young people’s experiences, especially those living in the more deprived communities in our country. It is integral to physical and mental health, and to happiness and wellbeing—we can call it mindfulness. But however we decide to describe it, access to the outdoors is absolutely crucial.

Two years ago, an NHS report found that fewer than half of our young people in the UK met the Chief Medical Officer’s recommendation that young people should engage in 60 minutes of physical activity each day. So it is perhaps no surprise that over 20% of children between eight and 16 have a probable mental health disorder, so described, and that nearly a quarter of year 6 children are considered to be obese. Our physical and mental wellbeing are hugely impacted by the amount of outdoor activity that we are able to engage in.

Outdoor activity can be delivered through forest schools, or through the decision of a school in an urban or rural setting to make use of outdoor learning opportunities, or it can be in a much more specific, out-of-school residential outdoor experience. Such interventions are greatly significant and the evidence base for their value is huge—so much so that we need to make outdoor activity a priority for children. I will come back to that point in a moment.

It is often said, is it not, that it would be great if we stopped fishing people out of the river and stopped them falling in the water in the first place. If we are able to build young people’s resilience, we will hopefully tackle the number of people who are in crisis.

In our part of the world—south Cumbria—child and adult mental health services are run by wonderful people but far too few of them, so they are in desperate circumstances. I know of young people who suffer from eating disorders who were basically told, “Go away and come back when you’re skinnier, or thinner, or more ill, because we haven’t got the resources to help you at this point.” That would never be said to someone with cancer—“Come back when you’re more sick.” We need to help people at the point that they need us.

A constituent in the know told me just last week that autism assessment in south Cumbria has a waiting list of two years. We have shortages of psychiatrists, psychologists, therapists, specialist nurses and appropriate beds. In south Cumbria, we have no dedicated separate crisis team for young people within CAMHS. We have people who are therapists and who have been drawn into the crisis work, but doing that means they are dropping or reducing the number of people they see on their regular lists.

All these things need to be fixed, but this debate is a reminder that we would put less pressure on CAMHS if we were able to develop people’s resilience and stop them from getting into a mental health crisis in the first place.

I hope that people will forgive me for taking advantage of this debate in this way, but I also hope that what I am saying is relevant to it. By the way, the Minister’s friends are also friends of mine—Sam Rowlands, a Member of the Senedd, who I think I am right in saying represents north Wales, and Liz Smith, a Conservative Member of the Scottish Parliament. Sam, Liz and I have teamed up to present separately in each of our three Parliaments, Bills that call for outdoor education to be put more front and centre. In particular, my Bill asks that every child, at primary school and at high school, should be given a guaranteed week-long funded residential outdoor experience.

I am not saying that such trips are the answer to everything, but research shows that at the end of five days on an outdoor residential trip with their teacher, a child has built up more rapport with that teacher than they would in an entire 12-month period in the classroom. It is not just about the experience of being away in the lakes or north Wales or wherever it might be; it means that, when that child goes back to school for boring old maths—sorry—on Monday, they are much more likely to listen, learn and be happy at school. They will develop a sense of teamwork, build resilience and learn things about themselves that they did not know. They will gain an understanding of how, when they are in an uncomfortable position, to get themselves out of it, and build skills that will be of lifelong value and give them lifelong comfort with and enjoyment of the outdoors. That will mean that they will choose to spend time in the outdoors throughout their childhood, as they grow older and into adulthood.

It is a relatively inexpensive ask, so I would ask the Minister for Schools, the right hon. Member for East Hampshire (Damian Hinds), to seriously consider adopting my Bill—it is all his; he can take credit for it. Also, I would ask both Labour and Conservative colleagues present to please have a word with their colleagues in the Senedd and the Scottish Parliament to back Sam and Liz’s Bills in those places, too.

[Andy Carter]

I have listened very carefully to what the hon. Member has said, and I agree with him wholeheartedly. We think of schools as places that will set our children up academically and prepare them for the jobs that they will face in the future, but it is becoming clearer and clearer that schools, along with input from parents, are great places to think about the digital world that young people will live in. Mindfulness and the way that we challenge and think about how young people respond to the pressures that will sit on them should form part of the curriculum.

[James Gray (in the Chair)]

Order. Interventions must be short.

[Andy Carter]

I very much agree with the hon. Member about time spent outside, but it is when you are inside the classroom that some of the techniques picked up outside can really be beneficial.

--- Later in debate ---

[The Minister for Schools (Damian Hinds)]

It is good to see you in the Chair for today’s debate, Mr Gray. I congratulate the hon. Member for Warrington North (Charlotte Nichols) on bringing this important subject to Westminster Hall today. I thank and commend everybody who has taken part: my hon. Friends the Members for Warrington South (Andy Carter) and for East Worthing and Shoreham (Tim Loughton), the hon. Members for Westmorland and Lonsdale (Tim Farron) and for Strangford (Jim Shannon), and the hon. Member for Newcastle upon Tyne North (Catherine McKinnell), who speaks for the Opposition.

It is very important to discuss these issues, especially in the light of the tragic death of Brianna Ghey, who was a constituent of the hon. Member for Warrington North, and the outcome of the murder trial. It is a truly heartbreaking case, and our thoughts are with Brianna’s family and friends. Obviously, no one should be subject to any violence, let alone have their young life cut short in this most unspeakable and unthinkable way.

Schools and colleges should be respectful and tolerant places where bullying is never tolerated. I want to specifically recognise the work of Brianna’s mother to create positive action following her most terrible loss. Her ambition to promote empathy, compassion and resilience through the Peace in Mind campaign is one that we all commend.

There are few things more critical than the happiness of our children. The Government actively explore approaches that could improve young people’s mental health and wellbeing, such as mindfulness interventions. We are, of course, in Children’s Mental Health Week, and yesterday was—this is not exactly the same subject, but there is a lot of commonality, as has been explored again today—Safer Internet Day.

There is evidence of the benefits of mindfulness, and many schools will feel a positive impact on their students from programmes such as the one provided by the Mindfulness in Schools Project, but we should remember that it might not be right for everyone, every school or every individual in a school. Schools should retain flexibility to choose the interventions that suit their pupils and their local context, supported by high-quality evidence and guidance.

To help schools decide what support to put in place, we are offering all state schools and colleges a grant to train a senior mental health lead by next year. Over 14,400 have claimed such a grant so far, including four fifths of the schools in Warrington. The training supports the leads to assess and implement interventions that are suitable for their setting, which can include mindfulness. Our recently launched targeted support toolkit builds on that, providing senior mental health leads with further guidance on evidence-based interventions, again including mindfulness.

In addition, schools can look to the Education Endowment Foundation and to Foundations, formerly known as the Early Intervention Foundation, to review the evidence on the various approaches to support their students. We are funding a large-scale programme—I believe it is one of the biggest ever programmes—of randomised controlled trials of approaches to improving pupil mental wellbeing, improving our understanding of what works and providing new evidence for schools to use in planning their approaches. More than 300 schools have been involved, and the findings will help us evaluate the impact of a variety of interventions on mental health and on wider measures, including wellbeing, behavioural issues and teacher relationships.

The programme includes the INSPIRE trial, which is testing three approaches to improving mental wellbeing in school: daily five-minute mindfulness-based exercises, daily five-minute relaxation exercises and a new curriculum programme for mental wellbeing. I reminded myself earlier today that it was this week in 2019 that I had the opportunity of visiting Hayes School in Bromley, which was taking part in the programme, and where I had the chance to join a classroom-based mindfulness session. The trials have gone on for quite some time, although covid, as with so many other things, took a chunk out of the middle. However, the trials will conclude this Easter, and I want the results to be out as soon as possible—I hope by the autumn.

Our senior lead training also promotes tackling mental health and wellbeing through the curriculum, both directly in health education and by integrating the issue into the wider curriculum. In September 2020, we made health education, including mental health education, compulsory for all pupils in state-funded schools. That guarantees teaching on how to recognise the early signs of mental wellbeing concerns and where and how to seek support and self-care techniques, which again can include mindfulness.

We should remember that wellbeing-promoting behaviours can be encouraged beyond the classroom, and that has come up a number of times in the debate today. In particular, schools can develop their enrichment offers with an eye to NHS England’s “5 steps to mental wellbeing”, which sets out the steps that we can all take to improve our personal wellbeing. Those are, first, connecting with others; secondly, being active; thirdly, learning new skills; fourthly, giving to others; and, of course, fifthly, paying attention to the present moment—something that colleagues present might recognise as mindfulness.

We have spoken a number of times about the general extracurricular, or co-curricular, set of activities and their importance in developing character and resilience, and I could not agree more with colleagues about the importance of everything outside the classroom. That can be about outdoor learning, as the hon. Member for Westmorland and Lonsdale said, or about sporting activities, music or voluntary work—all manner of things that help to give us a sense of purpose.

There is also a range of self-regulation and wellbeing techniques, and mindfulness is one. Seeing my hon. Friend the Member for East Worthing and Shoreham reminded me of a very good product created by West Sussex CAMHS, which I think is called an A to Z of wellbeing techniques for use with primary school children—of course, issues can sometimes develop from quite an early age.

The hon. Member for Strangford and others are right to talk about the particular pressures that young people today face. In many ways, the world they are growing up into is better, with more opportunities than ever before, but there are also new and different pressures that just did not exist when anybody in this Chamber was young. A lot of that is to do with electronica and social media.

[Andy Carter]

Could the Minister perhaps say a little more about some of the calls made for social media platforms to do more to prevent under-16-year-olds, in particular, from accessing their services? One of the greatest mental health challenges is the incessant presence of a mobile phone and a screen.

[Damian Hinds]

Indeed, but I do not want to try our Chair’s patience too much by moving too far beyond mindfulness, which is of course the subject of the debate. I have taken a very active interest in these matters for a long time, in my time at the Department for Education and at the Home Office, and otherwise in Parliament, and I think social media companies can do more.

Of course, we have just legislated in the Online Safety Act 2023. Most social media companies stipulate a minimum age of 13, but it is not uncommon for people to find a way around that minimum age. With the Online Safety Act, those companies will have to say how they are going to enforce that minimum age and then deliver on it. They are also going to have to ensure that they are protecting children from harmful content and removing, in good time, content that is illegal and identified as such. That is the legislation, but we do not need to wait for a law to do some of those things. I would say to everybody working in the technology field or in social media, most of whom have families themselves, that we all have a shared responsibility to think about the mental health, wellbeing and true interests of children and young people growing up.

I was just talking about the range of extracurricular activities, and I want to mention the range of support across Government for those, including the national youth guarantee and the enrichment partnerships pilot. We are also encouraging children to spend time in nature and to take in their surroundings, which I think the hon. Member for Westmorland and Lonsdale will welcome. The natural world has so much to offer in terms of grounding us, and we can see the potential of that through our work on the national education nature park, for example.

We have spoken a couple of times, rightly, about wider mental health provision, particularly for children and adolescents. More resourcing has been and is going into CAMHS; the issue is that the demand has also been growing. An investment of up to a further £2.3 billion a year is going into transforming NHS mental health services, including meeting the aim that over 300,000 more children and young people will have been able to access NHS-funded mental health support by March 2024.

A number of things that colleagues have talked about, including mindfulness—the key subject of the debate—and self-regulation techniques, general wellbeing and building up resilience, have an important role in helping to prevent some of that pressure. One wants to make people resilient and resistant to some of the problems that inevitably come our way in life and able, if there are relatively low-level issues, to deal with them before they become bigger. One also wants, as I said, to relieve some of that pressure.

The hon. Member for Newcastle upon Tyne North rightly mentioned counsellors and mental health professionals in schools. Many schools already provide targeted support to pupils through counsellors, pastoral staff, educational psychologists and other roles. No single intervention works for every pupil; again, I think it is important that settings have the freedom to decide what is the best support in their circumstance and for their cohort of children.

Financial Education in Schools

Andy Carter Excerpts

Wednesday 6th September 2023 Westminster Hall

[Andy Carter (Warrington South) (Con)]

It is a pleasure to follow the hon. Member for Feltham and Heston (Seema Malhotra). I extend my gratitude to my hon. Friend the Member for Broadland (Jerome Mayhew) for securing this really important debate. I am grateful to him for the opportunity to talk about financial education. I echo so much of what he said; I have scribbled some of it down and crossed out some of my notes, because I do not want to spend a lot of time repeating the points that he made so well.

I think everybody here wants to ensure that children leave school with the skills and knowledge that will equip them for their adult lives. However, I am afraid that too often it can seem that some of the most obvious life skills are not being given sufficient prominence, and in some cases are being completely overlooked, during young people’s time in schools. The most obvious is learning about basic finances. By that, I mean not just personal finances, but macrofinance—I will talk a little more about that—and the finance of business.

I am glad to add my support to the comments of the hon. Member for Feltham and Heston about Young Enterprise, which I was fortunate to be part of when I was at school. The more I look back on it, the more I think it was incredibly instructive in helping me to go on to be involved in business. I did not realise at the time the level of applied learning involved in the programme: it was hidden in an arts and crafts lesson, where we were encouraged to make candles. I may be the least creative, arts-and-crafty person hon. Members will ever meet— I managed to spill more of the wax I melted on the floor than into the moulds. Yet on the back of that, we were encouraged to come together and form a small business to sell some candles we had created at the school’s Christmas market. The programme had us forming a little company that could issue some shares and distribute the profits as and when we had managed to sell all our candles.

In the run-up to the Christmas holidays, I remember seeing rows and rows of candles. It dawned on me that we would have quite a lot of stock left over if the parents I hoped would turn up did not like the products we were creating. At that point, we were hit by the worst snow the country had faced for a decade, I think, and the lights went out. The headteacher approached the little Young Enterprise company we had set up and offered to buy every single candle we had made. That was when I learned how to negotiate with the education sector—I am happy to give the Minister some advice if he needs it at any point—and that when you have something that everybody else wants but there is a limited supply, you can control the price. We got double the amount that we had expected to make on those candles. Every classroom had one—indeed, every teacher had a candle issued as part of their Christmas holiday gift so that when the lights were out at home, they could light the candle and have a little bit of light from our Young Enterprise company. We learned a huge amount. Looking back, the school’s work on applied learning was incredibly creatively done.

I talk today to young people in schools about how business is conducted and how they can use their ideas to generate wealth, but there is a lack of understanding in too many of our schools. Too often, unfortunately, I meet constituents who have fallen into the spiral of debt and are often going to loan sharks and illegal moneylenders to try to get themselves out of very difficult situations. As my hon. Friend the Member for Broadland mentioned earlier, it is not just about the constant nagging of trying to pay off those debts, but about the impact that that has on mental health. We have a responsibility to increase financial literacy in our schools.

On Monday, before I came here, I met Angela Fishwick, the chief executive of the credit union in Warrington. She talked to me about some of the excellent work that she is doing in schools, helping at a primary level to encourage children to save. I remember signing up for my Griffin savers account with Midland bank, like the hon. Member for Feltham and Heston, and being given a bag and a clipboard. I also remember being an investor in NatWest, where I was given a piggybank to put money into. Saving money was a physical job. The more money I saved, the more piggybanks I got. I still have them at home, and my son, who is 15, looks at them and thinks, “What do you put in there?”, because we do not have money in the same way now.

As my hon. Friend the Member for Penistone and Stocksbridge (Miriam Cates) mentioned, the way we transact has changed. Everything is done through digital transactions and the ability to save physical cash has gone. However, the Unify credit union is still enabling that in schools. The ability to put a pound into an account at a very early age and see it grow is incredibly important. I was pleased to hear about the work Angela Fishwick is doing in schools, delving into some of the most basic elements of financial literacy in primary schools to encourage children to save early. Talking to her reinforced to me the important role finances play in every part of our lives, whether that is paying taxes, opening a bank account, taking out a mortgage or even just budgeting for the weekly shop. It really does affect everyone.

Financial education is not just about personal financial education; it is also about macroeconomics. I try to visit a different school in my constituency every week and talk to students about the topics that they would like to cover more of in lessons. Students in the early years of secondary school in particular often talk about the importance of financial education—they do not call it financial education, but they talk about those issues.

Recently, in an English lesson, students at the high school in Appleton wrote to me as their MP about changes they wanted to see in their school. A couple of the boys wanted more goalposts, more footballs and better facilities. I took the opportunity to meet them, and we talked about the cost of all those things. They wanted me to give them the money—because I am the MP, and I have lots of money available to me—so they could buy new equipment.

We talked about the taxation system and where money comes from to fund the services in their town that they enjoy and benefit from. It was fascinating to see the level of ignorance about where public funding comes from. I remember saying to them, “The Government have no money. The only money the Government have is our money, and the only way they generate money is by taxes. When you go to work, you’re going to contribute your taxes. The more you earn, the more you’re going to contribute.” I could see their faces changing very quickly. The idea of paying into this system was not something that they were aware of.

My hon. Friend the Member for Penistone and Stocksbridge mentioned that so many young people today do not go to work before the age of 18. I started in a shop when I was 16, and I remember receiving my payslip very early on and seeing that tax had been taken out of it. At the time, tax thresholds were very low and people did not have to earn very much—in fact, I think I was on an emergency tax code from day one. A big chunk of what I earned got taken away from me, and that brought home to me very early our impact and how we contribute to society. If we want to see benefits in our community, we have to contribute to it.

It is not just about personal contributions; it is about community contributions as well. Young people do not see that in the same way, because the tax thresholds that the Conservative Government have lifted to £12,000 mean that the majority of young people who are earning today will pay absolutely no tax until they get past university education. Understanding the tax system would have been an important and practical thing for many young people, but that has changed—it has gone.

I want to conclude by asking the Minister a couple of questions. It is interesting to see the lack of understanding about financial education in schools, but I want to know what support and training is on offer to teachers, who are instrumental in helping. What partnerships is he encouraging with business and organisations such as Young Enterprise to help to skill teachers, many of whom have spent their entire working lives in the education system, do not have a background in business and cannot talk with authority about the issues that affect business? Does he agree that what we have classed as macroeconomics—the taxation system and the way we fund services—should be taught to everybody as they go through school, not just to those who study economics at A-level? I remember doing A-level economics and spending a lot of time talking about the tax system. If students do not study economics, they do not get any education in it at all. For me, it is a matter not just of financial education, but of understanding our democracy and how we all contribute to society.

I will not take up too much more time; I am keen to hear what other Members have to say. Ultimately, we could make a huge difference to young people’s lives by championing the issue, which is undoubtedly something that Members of all parties can support.

Oral Answers to Questions

Andy Carter Excerpts

Monday 17th July 2023 Commons Chamber

[Gillian Keegan]

Labour has never driven up a standard in our schools. Most of our private schools are nothing like Eton or Harrow; they are far smaller and they charge a lot less. Many cost the same as a family holiday abroad, and there are plenty of parents who choose to forgo life’s luxuries to give their children those opportunities. The IFS also said:

“The effect might be larger over the medium to long run… There is still lots of uncertainty around these estimates.”

Labour’s tax hikes are nothing more than the politics of envy. As Margaret Thatcher once said:

“The spirit of envy can destroy; it can never build.”

[Andy Carter (Warrington South) (Con)]

T4. Will the Minister update my constituents on the progress being made towards opening a new free school in Warrington, to provide better and more appropriate education for young people with autism and other special educational needs?

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

We recently changed the location of the Warrington free school from the Bruche Primary School to a better suited site at Padgate, with the agreement of the local authority and the trust. We are now working with all parties to begin design preparation work and the school is on track to open in September 2025.

SEND and Alternative Provision

Andy Carter Excerpts

Monday 6th March 2023 Commons Chamber

[Claire Coutinho]

My hon. Friend is absolutely right. I have seen some areas and schools doing unbelievably brilliant work, and some areas that are not doing so well. We want to reduce that variation and ensure that we use the best possible evidence all the way through the system so that there is much more consistency and choice for parents.

[Andy Carter (Warrington South) (Con)]

I welcome the alternative provision implementation plan that the Minister has outlined, particularly the focus on early intervention. As she knows, many of the children who end up in alternative provision are those most at risk of being involved in the criminal justice system in future. A particular concern that has been raised with me as chair of the all-party parliamentary group on school exclusions and alternative provision is the short-term nature of funding in the system. AP places are often called on at the very last minute when a child is excluded from school. Could the Minister say a little more about what her announcement today will mean for the commissioning contracts that are in place?

[Claire Coutinho]

I am passionate about alternative provision: it is where some of our most vulnerable at-risk young people go, so we want to ensure that it is of really high quality. We will bring out new standards for it, which will be included in the Ofsted area framework for the first time, and we will look at how it is funded. Importantly, the local inclusion plans that we will set out will look at all parts of the system so that whether someone is in AP or struggling in mainstream, we can ensure a place for them and ensure that they are properly supported.

Oral Answers to Questions

Andy Carter Excerpts

Monday 27th February 2023 Commons Chamber

[Gillian Keegan]

Yes, I can confirm that my right hon. Friend is absolutely right. We have been investing in senior mental health leads in each school. On top of that, mental health support teams are being rolled out across schools. I think it is about 26% of schools at the moment, and the target is 35% by 2024-25.

[Andy Carter (Warrington South) (Con)]

4. What steps her Department is taking to improve reading standards.

[The Minister for Schools (Nick Gibb)]

Since the introduction of the phonics screening check in 2012, in which every six-year-old is tested on their ability to read simple words, the proportion reaching the expected standard has increased from 58% to 82% in 2019—before the pandemic. England has risen from joint 10th to joint eighth in the international survey of the reading ability of nine-year-olds in the Pearl study, in which we achieved our highest ever score. There is, of course, more to do to ensure that every school is teaching phonics as well as the best schools. That is why we have invested £40 million in the English Hubs programme, which spreads best practice in the teaching of reading.

[Andy Carter]

I was at Park Road Community Primary School in Warrington on Friday morning, seeing phonics in action. Studies have shown that 80% of children with dyslexia do not have the condition identified before they leave school, and unfortunately too many find themselves in alternative provision because behavioural issues start to develop, stemming from a lack of understanding of a child’s learning style. Does my right hon. Friend agree that early screening and earlier intervention can level the playing field and enable them to develop skills in a way that is suited to their learning style?

[Nick Gibb]

My hon. Friend is absolutely right. Early identification of any special educational need or support requirement is critical to improving the outcomes for children and young people with special educational needs and disabilities, including those with dyslexia. We already have a number of measures to help teachers do that, including the phonics screening check and statutory assessments at the end of key stages 1 and 2.

Oral Answers to Questions

Andy Carter Excerpts

Monday 4th July 2022 Commons Chamber

[Michelle Donelan]

I am more than happy to meet the hon. Member, but at the heart of our system are fairness and ensuring that our policy and rules are straightforward. I am more than happy to explain that to her.

[Andy Carter (Warrington South) (Con)]

Will the Secretary of State join me in congratulating the team at Penketh High School on its ever improving standards? Ofsted recently improved its rating of the school, there was the sports gold award last week, and year 9 student Leon Stretton has signed for Warrington Wolves—a huge success in the town. However, the school’s problem is the poor state of its estate. Will my right hon. Friend look carefully at its recent application to improve the standard of the SEND building?

[Mr Robin Walker]

I very much welcome the success of the school that my hon. Friend has highlighted and will be happy to meet him to discuss the issues further.

Skills and Post-16 Education Bill [Lords]

Andy Carter Excerpts

Report stage
Monday 21st February 2022 Commons Chamber

The proportion of offenders in employment one year after release is just 17%. The absence of apprenticeships in prisons is a huge obstacle to improving employment outcomes. That is why I was delighted to welcome the work the Secretary of State has done in collaboration with the Justice Secretary to begin to introduce apprenticeships and other provisions to create a skills and training bridge to employment. That will help ex-offenders to find skilled work and will potentially save the taxpayer £18 billion in terms of the cost of reoffending. It is a win-win situation, and I thank the Secretary of State and the Justice Secretary for really tackling the issue. For that reason, I am content not to press new clause 1, but I ask the Minister in his response to provide a timeframe for when the new regulations to introduce prisoner apprenticeships will be laid.

[Andy Carter (Warrington South) (Con)]

My right hon. Friend came to my constituency to visit Thorn Cross prison and to look at the education taking place in that open prison. Does he agree that it is because of businesses such as Timpson, which spends a lot of time working with prisoners and former prisoners, that we can ensure that many prisoners leaving the confines of prison find meaningful employment? However, it is important that we help those prisoners with that transition, so starting things such as apprenticeships in prison is really important.

[Robert Halfon]

My hon. Friend is right. By the way, the prison that the Select Committee visited is an extraordinary place—it was like going to a further education college for prisoners in category D. It had a jobcentre to get the prisoners into work and into skilled jobs. It is the kind of prison that should be replicated around the country.

As for Timpson, no one could say anything bad about that wonderful company—I say that as someone who gets his shoes, his belt and his watch fixed there. I have met employees who are former convicts, and they are extraordinary people. Timpson is a remarkable company and I hope that many other companies follow its example—just so that you are clear, Mr Deputy Speaker, I do not get any money for this, and I have no interest to declare.

--- Later in debate ---

Finally, I echo the regrets that Members around the Chamber have expressed that the lifetime skills guarantee will not be available for people to take a different level 3 qualification, when one may be currently qualified to work in an industry where jobs are disappearing and becoming obsolete. I also regret that there is no pipeline to enable the guarantee to be used first to enable people to obtain a level 2 qualification, which would lead to them being able to undertake a level 3 course and progress further in due course if they wish. That is really important for us and for economies such as that of Greater Manchester, where we have seen a very significant shift in the kinds of industries and opportunities that exist not only for young people today, but for workers who have been in the workforce for the past 20, 30 and 40 years and who, in their 40s and 50s, face a real fear that they may not be able to work again. I hope that the Minister will take on board the deep concerns that have been expressed around the House about limiting the lifetime skills guarantee in the way that it currently is.

[Andy Carter]

It is a pleasure to follow the hon. Member for Stretford and Urmston (Kate Green) and to speak in this debate, because I spoke in the last such debate, and I was part of the Bill Committee, too. I will refer to new clause 1 and touch on new clauses 14 and 15, but I will start by echoing many of the comments of my right hon. Friend the Member for Harlow (Robert Halfon). This really is important legislation. Not only does it build on the commitment made in the Government’s 2019 manifesto to overhaul the training system in this country—a system that helps to support public services, existing businesses and the businesses of the future—but, most importantly, it prepares our future workforce with the skills that they will need to propel their careers, helping them to secure rewarding, valuable and well- paid jobs.

My recess week very much felt like preparation for this debate. I spent time at University Technical College Warrington meeting the students and their teachers. It is a fantastic skills-based school for young people aged 13 and above, including up to sixth form. I urge the Minister, wherever possible, to promote UTCs, because they provide something very special in many communities across the country.

After that, I joined the Minister for Higher and Further Education, the right hon. Member for Chippenham (Michelle Donelan), on a visit to my sixth-form college, Priestley College, to meet some of the first students in the country who are taking T-levels and, just as importantly, to hear from some of the employers that are offering them placements. It was a fascinating insight that I will talk more about in a second.

On Friday, I then met some of the new work coaches at the jobcentre in Warrington. They are helping people who are looking for work to match their skills to the current vacancies and to help them to navigate, where appropriate, the opportunities that allow them to return to college or to update their qualifications so that they can engage with employers. One of the Bill’s fundamental aims is to ensure that people can access training and learn flexibly through their lives with information about what employers really want to see. I pay tribute to the team at the Jobcentre Plus office on Tanners Lane who are very focused on helping young people, in particular, to find a way into employment through apprenticeships—on the dual effort of people not only getting into work but earning while they are learning.

I mentioned that, on my visit to Priestley College, we heard from some of the young people studying T-levels for the first time. They are the first cohort to do so, with Warrington having been chosen as one of the pioneering locations for the new approach. The message that came back from students was that T-levels were a really positive decision for them. As well as hearing from students who were studying digital production, design and development, and education, we also heard from the managing director of a digital marketing company based in Stockton Heath called Alcimi. It was one of the first companies to offer a placement to the students. What came across clearly was that the business had genuinely benefited from having young students as part of its team for a short period. On top of that, the community benefited because the company had set the students a community-orientated project, and the students had really benefited, because they had been into the workplace and had seen how a digital business worked today and the sort of things that they could expect in future. There is a huge benefit to come from T-levels.

I would like to touch on new clauses 14 and 15, which the hon. Member for Norwich South (Clive Lewis) spoke to. I understand some of the points that he is making with the new clauses. I am very pleased to see the north-west getting support from Government to press ahead with the game-changing HyNet project—dealing with hydrogen carbon capture and storage—creating probably about 5,000 jobs. We will need to improve skills in that area and develop a future workforce. Filling those roles is a huge challenge, but the Government’s approach through local skills improvement plans is the route to solving that problem, rather than necessarily forcing this to relate to previous areas of employment, as new clauses 14 and 15 would.

I say to the Minister, and I raised this in Committee, that areas such as Warrington, which sit mid-way between two very large mayoralties—Greater Manchester and Merseyside—have people who grow up and study in one area and will then want to work in the other. It is important to make sure that employers in the wider skills area—perhaps in the mayoralties—that are looking to recruit from somewhere such as Warrington take account of the needs of those areas, too.

Finally, I will briefly mention new clause 1. The Chair of the Education Committee has come to visit Thorn Cross Prison, where a tremendous amount of work is going into retraining prisoners as they come to the end of their time inside. Many of the prisoners there are very keen to engage in their future development with apprenticeships, so I am keen for the Minister to continue to look at that.

I very much welcome the Government’s approach. They are tailoring skills and the workforce to the local area, and it is being led by business. I look forward to supporting them this evening.

[Margaret Greenwood (Wirral West) (Lab)]

According to the National Literacy Trust, more than 7 million adults in England have very poor literacy skills. That is 16.4% of the adult population. Someone who struggles to read and write, or who cannot read or write at all, experiences disadvantage daily. It is a form of deprivation that can lead to isolation and poverty and cause deep personal frustration, as was clear in Jay Blades’s programme “Learning to Read at 51”, which I highly recommend to hon. Members and Ministers.

My new clause 16

“would require the Secretary of State to, every two years, review levels of adult literacy in England, publish the findings of that review and set out a strategy to improve levels of adult literacy in England.”

We cannot afford to leave people to fend for themselves, barely able to read and write. Of course, it makes no economic sense either.

I also believe that it is important that there is a rich and varied educational offer in all parts of the country, as well as strong skills provision. Education is not just about finding a job, hugely important though that is, but about personal development, engaging with the world, pursuing interests and developing critical thinking. I am concerned that the Bill may lead to a reduced educational offer and a narrowing of educational opportunity because of its focus on employer representative bodies leading the development of local skills improvement plans.

A person living in an area where most available work is in agriculture may want to pursue a completely different career path. How can their local employer representative body cater for them? The Minister will be aware that Billy Elliot lived in a mining community but did not want to go down the mine. His local employer representative body would doubtless have said, “There’s no call for ballet dancers round here,” so his talent and passion would have gone to waste. Surely it cannot be right that people’s ambitions should be constrained by the needs of local employers.

We ignore the value of our cultural sector at our peril. My new clause 17 would require the Secretary of State

“to review the availability of humanities, social sciences, arts and languages courses at Entry level to Level 4 in areas to which an LSIP applies. It would also require the Secretary of State to take steps to remedy inadequate availability of the courses.”

From my own experience as an adult education tutor, working in an area of deprivation, I know the importance of offering courses that people can enjoy. I know, too, how transformational adult education can be, and that one of the best ways to support people to access the labour market is to build confidence, expand horizons and offer educational opportunity.

My amendment 18

“would require the Secretary of State to draw on responses to a public consultation run by the relevant local authority, when publishing a local skills improvement plan for a given area.”

There is immense expertise and insight in every community, so it makes sense to draw on them. Such a consultation would be open to local providers, educationists and trade unions, as well as the general public. It could prove to be an important local conversation about the potential that is there to be developed.

If adult education is to expand and flourish, it is important that barriers to learning are removed. If someone is in receipt of universal credit, they should not be disincentivised from engaging in training or education, so I support new clause 5, which stands in the name of the hon. Member for Waveney (Peter Aldous). I also support amendment 12, in the name of my hon. Friend the Member for Chesterfield (Mr Perkins), which

“would require…a review of the operation of the apprenticeship levy, and…to pay particular regard to ensuring that sufficient apprenticeships at level 3 and below are available”,

and new clause 1, in the name of the right hon. Member for Harlow (Robert Halfon), which would enable prisoners to participate in apprenticeships.

I urge the Government to take action to address the very high levels of poor literacy among adults, to ensure the provision of a broad curriculum in adult education that includes the arts, social sciences and humanities as well as vocational training, and to give local people, providers and trade unions the opportunity to have a say in the post-16 education and training made available in their communities.

Government’s Education Catch-up and Mental Health Recovery Programmes

Andy Carter Excerpts

Thursday 3rd February 2022 Commons Chamber

[Robert Halfon]

As so often, the right hon. Gentleman makes a powerful point. My view has always been that we seem to be putting burdens on children all the time, when they are at low risk—thank goodness—from covid, yet we do not do the same to adults. It is children who have really suffered during this pandemic. We have all let them down through some of the policies that have been implemented. I understand why that was done, but our children have really struggled, so I have sympathy for what he says.

[Andy Carter (Warrington South) (Con)]

I thank the Chair of the Education Committee for his excellent speech. I agree with him on many of the points he raises. As he knows, I chair the all-party parliamentary group for school exclusions and alternative provision, and we had a meeting just this morning with professionals in that area. There is a crisis in AP at the moment, due to the sheer numbers of young people who cannot be in mainstream education because of the crisis in mental health that he has just mentioned. Does he agree that it is critical that the Government find funding for high-quality AP and offer more guidance to local authorities on how to use their high needs block to ensure that those much-needed provisions are available now in local communities?

[Robert Halfon]

My hon. Friend is absolutely right. Forty children are excluded every school day and, sadly, they are not ending up in quality alternative provision. There is a postcode lottery, despite the wonderful efforts of many teachers in AP. There needs to be a dramatic change. I would like kids to stay in the school but have support training centres in the school. As Michael Wilshaw, the former head of Ofsted, said to our Committee, there should be many more of them so that kids are not just dumped out into the streets and left, often, to their own devices or to poor-quality provision.

Skills and Post-16 Education Bill [ Lords ] (Sixth sitting)

Andy Carter Excerpts

Tuesday 7th December 2021 Public Bill Committees

Alex Burghart

- - Excerpts

We are in agreement that essay mills need to be driven out of business, and that is why the clauses are in the Bill. In response to the hon. Gentleman’s points, these are serious criminal offences.

Andy Carter (Warrington South) (Con)

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I suspect that the Minister is about to say that the Sentencing Council will have a view on the issue, and actually it is for the Sentencing Council to determine the length and type of sentences that might be involved in criminal activities.

Alex Burghart

- - Excerpts

My hon. Friend is extremely prescient, and I congratulate him on that. This is a criminal offence and we want to see it seriously punished. However, for reasons I will set out, we do not think that amendment 62 would solve the problem in the right way. It would amend clause 31 by setting a minimum penalty of a fine of no less than £5,000 for the offence of advertising a cheating service. As drafted, the Bill does not state the level of fine payable on conviction. Instead, conviction of either offence carries the penalty of an unlimited fine—as the name implies, that is a fine imposed without financial limit. That approach carries serious potential consequences and provides a significant deterrent effect to those planning to advertise contract cheating services.

The Government do not believe that setting a minimum amount is appropriate, where maximum fines are unlimited. Setting a minimum fine of £5,000 risks that level of fine being seen by essay mill providers as a likely fine, rather than a minimum. Sentencing and the precise size of a fine should be matters for the independent judiciary, in accordance with Sentencing Council guidelines, based on the full facts of the case. I would draw hon. Members attention to the fact that Ireland, which has a similar legal system and a similar offence, imposes a fine of up to €100,000 per offence and/or a prison sentence. That is the sort of thing that might go through the minds in our justice system. We do not therefore think that the amendment is necessary.