Oral Answers to Questions

Andy Carter Excerpts

Monday 1st March 2021 Commons Chamber

[Gillian Keegan]

I am delighted to hear that there is such enthusiasm in Suffolk and Norfolk for engaging with and helping to implement our flagship reforms. We will run an open process to select the trailblazing local areas in which the first local skills improvement plans will be developed. We will certainly welcome a bid from Suffolk and Norfolk, championed no doubt by my hon. Friends the Members for Waveney (Peter Aldous), and for Ipswich (Tom Hunt). Further information, including the criteria for selection, will be announced very shortly, so there is not long to wait.

[Andy Carter (Warrington South) (Con)]

What steps his Department is taking to help ensure the safety of students and staff when schools re-open as covid-19 lockdown restrictions are eased.

[Laura Trott (Sevenoaks) (Con)]

What steps his Department is taking to help ensure the safety of students and staff when schools re-open as covid-19 lockdown restrictions are eased.

[The Secretary of State for Education (Gavin Williamson)]

The decision to return to full attendance is based on a balance of risk—on protecting our NHS while protecting students from the harms of missing education. Our decision is evidence-based. We have introduced safety measures, including testing and the extended use of face coverings, alongside other systems of control to minimise transmission of covid.

[Andy Carter [V]]

I thank the Secretary of State for his answer. Having spoken to a number of heads this morning, I know that schools across Warrington South are busy preparing for the return of all their pupils a week today. I know that he will join me in paying tribute to the efforts of teachers and heads. Can my right hon. Friend assure me that his Department has provided timely guidance for school leaders, and taken every precaution to ensure the safety of both staff and students on their return?

[Gavin Williamson]

I would very much like to join my hon. Friend in thanking teachers, headteachers and all staff for all the work they are doing to be able to welcome back all children to school from 8 March—just next week. He is right to highlight the importance of making sure that everyone is working and being educated in a safe and secure environment. That is why we published clear guidance when the Prime Minister set out his road map on Monday last week, and why we put extra precautions in place, such as testing for all pupils in secondary schools, and staff and workforce testing for all primary schools as well.

Colleges and Skills: Covid-19

Andy Carter Excerpts

Tuesday 20th October 2020 Westminster Hall

[Andy Carter (Warrington South) (Con)]

It is a pleasure to serve under your chairmanship, Mr Betts. I pay tribute to my hon. Friend the Member for Waveney (Peter Aldous) for securing this debate.

We are, as the Chair of the Education Committee said, in a golden age for further education—that is good, because we need to be, due to the pressure we have on skills and the need to address the skills gap in this country. A lot of colleagues have talked about the work that FE colleges are doing. I want to go in a different direction and talk about the reason they are doing it. The reason is that business needs them to be doing it. The adoption of automation, new technology and artificial intelligence—the digital age we are living in—is unleashing profound structural shifts in the UK workforce. As a result, we have to change the way that we operate our skills.

UK companies need to respond to these threats. If they fail to meet this challenge, they will find themselves with even more acute shortages of talent. Worryingly, the CBI estimates that as many as nine in 10 people currently in work will need to be retrained or reskilled over the next 10 years, partly as a consequence of that new digital revolution. Therefore, hearing the Prime Minister announce that we will be moving to a system where every student will have a flexible lifelong learning entitlement of four years of post-18 education is very welcome, because that is what we will need. Bridging the gap between further and higher education, and increasing flexibility in the funding system to support adults to train—and retrain—and upskill throughout their working lives is absolutely pivotal.

I want to touch briefly on T-levels, which are now being taught in my local college. Priestley College in Warrington became one of the first colleges in the country to offer T-levels. I met the principal recently, and the successful launch of the T-levels in digital production, design and development and in education and childcare has gone incredibly well. I hope the Minister will join me in commending the work of Priestley College, which has not only reopened in extremely challenging circumstances, but made a fantastic start to teaching T-levels in the north of England.

Equality Act 2010: Children from Disadvantaged Backgrounds

Andy Carter Excerpts

Tuesday 13th October 2020 Westminster Hall

[Andy Carter (Warrington South) (Con)]

It is a pleasure to speak in this short but important debate. I pay tribute to my hon. Friend the Member for Mansfield (Ben Bradley), who has done a tremendous amount of work to raise important issues about children from disadvantaged backgrounds. It is particularly white working-class boys in the north of England and the midlands who are falling behind, as we see from the statistics. We could do so much more to solve the problem.

Fortunately, standards in Warrington South schools have risen dramatically over the past 10 years. Evelyn Street Primary School in Sankey Bridges, which is in one of the town’s pockets of high deprivation, has gone from failing to proudly being one of the top schools in England. I have seen at first hand how the academy trust’s chief executive officer, Mrs Smith, approached the school’s transformation, changing the culture and pushing for improvements at every turn. We have seen the same thing in all the academies in her trust. It is fair to say, looking back at the data, that many of the children who were most at risk of being failed in that school when she first arrived in 2004 were white working-class boys with hard-working parents, many of them on low incomes or struggling to find employment. A key part of the school’s success has been educating parents to have high expectations for their children.

Sadly, not all school experiences are as good as that of Evelyn Street. In towns across the north and the midlands, white working-class boys are falling behind, and they have been for some time. More than a dozen times in recent years, they have been ranked the lowest or second-lowest performing ethnic group in the country. As the chair of the all-party group for school exclusion and alternative provision, I am greatly concerned by that, as is the rest of the group. By the age of five, white working-class boys are 13% behind disadvantaged black boys and 23% behind disadvantaged Asian girls in phonics, and they are 40% less likely to go into higher education than their black counterparts.

The events of recent months have shone some light on why we need a review of the system to give everyone equal opportunities to succeed while providing children, parents and teachers with the tools to do so, and supporting children like those at Evelyn Street Primary School. I am particularly pleased to see the £1 billion catch-up fund to help children to recover some of the learning that they lost when schools were closed. Although that funding is hugely welcome, it is critical that it is focused on disadvantaged cohorts such as white working-class boys.

This short debate is about the Equality Act 2010. It is interesting that the Act introduced many protected characteristics, including age, disability and sex, as my hon. Friend the Member for Mansfield mentioned, whereas one key determinant of success in school is socioeconomic background, which is not a protected characteristic. There are many arguments for and against making socioeconomic circumstances—including where someone was born—a protected characteristic. Given that white working-class boys are clearly identifiable as being more at risk of exclusion and failure in the system than almost any other group, perhaps it is time to review that. I urge the Minister to look carefully at the data on exclusions outside London. I also ask her to commit to looking into whether making socioeconomic background a protected characteristic could be a way to protect the forgotten group that is white working-class boys, or whether the Act could be amended in some other way. Part 1 of the Act, as my hon. Friend the Member for Mansfield mentioned, puts a duty on public authorities to have regard to socioeconomic inequalities when exercising their functions, but that section of the Act is not in force.

To conclude, hon. Members will find nobody who is more supportive than I am of the Government’s commitment to levelling up across our country and investing in communities that need it most. The fastest way to help people out of poverty is to help them to get a job, and the best way to make sure that young people have a fighting chance when they enter the workforce is to make the most of their talents and ensure that they get a great start in life with a first-class education.

--- Later in debate ---

[Vicky Ford]

Positive action is designed to enable opportunities to be given, as opposed to positive discrimination, which is unlawful. That is why it is so important that the guidance is clear on the subject. We need to promote the level playing field and enable levelling up, and not encourage behaviour that could constitute levelling down.

We need to avoid taking a tick-box approach. Amending part 1 of the Equality Act would not necessarily lead to what my hon. Friend seeks, because there is a real danger that it could create a tick-box mentality, which might be seen as an acceptable substitute for meaningful action. We want to avoid such distractions and concentrate on real help. I assure him that the action he has taken today has ensured that the Government will keep both the legislation and the guidance under review.

We are also improving our approach to equalities. We are reshaping the Government Equalities Office, bringing it closer together with the race disparity unit and the disability unit to create an equality hub. We need to move away from the idea that we are simply dealing with groups that already enjoy Equality Act protection, and instead ensure that we are looking at individuals across the country and identifying those who are most in need, what their biggest barriers to success are and where there is unequal delivery of public services. We want to examine issues such as geography, as my hon. Friend the Member for St Austell and Newquay (Steve Double) mentioned, where communities in certain areas risk being held back. We also should be focusing on analysing the data, looking closely at individual dignity and opportunity and also at areas such as income and background, so that we have a more holistic view.

We understand, however, that pupils from disadvantaged backgrounds, including boys, may face greater challenges at every stage of education. We are committed to addressing those challenges, levelling up education standards and improving outcomes.

[Andy Carter]

Will the Minister tell us a little bit about how the Government are particularly addressing the issue of boys from disadvantaged backgrounds, to get that levelling-up agenda delivered?

[Vicky Ford]

Absolutely. One of my passions is the early years of development, and too many children, especially those from disadvantaged backgrounds, are falling behind in those early years. It is then so hard to close the gaps once they have emerged, and evidence shows us that what happens in a child’s pre-school years—those very early years—are the most important and have a huge influence on later outcomes. That is why the Government have been making record investments in early education, including 15 hours of free education for all disadvantaged two-year-olds as well as three and four-year-olds. It is also why we have doubled the amount of free childcare available to three and four-year-olds for working parents.

These investments have led to a real improvement. The latest early years foundation profile shows that the proportion of all children reaching a good stage of development by the time they start school—year 1—has gone up from 51%, or one in two children, in 2013 to nearly 72%, or two in three children, in 2019. Furthermore, over the same period, the gap between the children who are eligible for free school meals and their peers at age five has narrowed from 19 percentage points to just under 18 percentage points. Indeed, the same is true in school: because of the education reforms that were mentioned by my hon. Friend the Member for Warrington South (Andy Carter), 86% of schools are now judged to be good or outstanding, compared with only 68% of schools in 2010. As a result, the disadvantage attainment gap has narrowed by 13% at age 11 and by 9% at age 16, and it has narrowed at every stage from early years to age 16 since 2011. However, we know there are still issues in other areas, so we have committed an extra £18 million to the £72 million opportunity areas programme to transform the life chances of young people in 12 of the most disadvantaged areas of the country—those with particularly low social mobility.

My hon. Friend the Member for Warrington South also mentioned the very important issue of exclusions. It used to be the case that looked-after children—children in care—had the very highest rates of permanent exclusion, and we are making sure that those children in care, who often have the worst life outcomes, are supported to succeed in education. For example, we have put in place virtual school heads, designated teachers for looked-after children, and extra funding through the pupil premium plus for this group. The virtual school heads, in particular, have made a significant impact since they were introduced in 2014. Data shows progress across maths, reading and writing for looked-after children, and today, looked-after children are less likely to be permanently excluded from school than all other children. Interventions of this nature are making a real impact on some really disadvantaged groups.

However, we know that the disadvantage gap is at risk of widening because of the pandemic. Lack of digital access is of particular concern, and that is why we have committed over £160 million to support remote education access and provided nearly half a million laptops and tablets to those most in need. We have also announced the £1 billion covid catch-up fund, of which £350 million is going into the national tutoring programme. That will particularly focus support from high-quality tutors on disadvantaged and vulnerable children who are most at risk of falling further behind. The first group of tutors starts on 1 November, and I strongly urge all my hon. Friends to ensure that schools in their constituencies are aware of that element of the catch-up programme and ensure that the vulnerable students in their area receive support.

Awarding of Qualifications: Role of Ministers

Andy Carter Excerpts

Wednesday 9th September 2020 Commons Chamber

[Andy Carter (Warrington South) (Con)]

I think the right place to start is to recognise the impact that covid has had on young people in my Warrington South constituency, by which I mean the disruption to their learning, the impact on their social development and, in particular, the challenge presented to students due to take their GCSEs, A-levels and BTECs who just could not take their exams this year. When it comes to impacting a child’s life chances there is no replacement for learning in the classroom. I want to acknowledge the work that schools in Warrington South have done to introduce online learning. I also know that schools received laptops and routers to allocate to those children who did not have access to IT kits.

Looking at Scotland, Northern Ireland and Wales, I think that we can all accept that, whatever method Ofqual chose to award grades, there was always going to be some problems when exams were not actually taken. There was also the issue of trying to ensure that grade inflation does not leave students disadvantaged against previous or future cohorts and that there is no disadvantage with regard to future university places. We should not forget that the majority of students who received their initial A-level grades saw no change when the system was amended, but I am afraid that too many did. I spoke personally to a number of young people who had been deeply affected by it. None the less, I am pleased that the Government responded and at speed when colleagues raised these issues and we were able to make the necessary changes to avoid lengthy appeals and, of course, to reflect the changes for GCSE students.

So much of the discussion in the Chamber today is about what happened in August and about placing blame. What is critical is how we ensure that students taking exams in 2021 and 2022 have the opportunity to reach their potential and that our children are back in school, engaging fully and benefiting from a full and rounded education. Yes, we must learn lessons, and I welcome the steps that my right hon. Friend the Secretary of State is taking to address the Select Committee next week.

I came to this House with a belief that we must ensure that every child has the best potential start to their life with a great education, so I welcome the increase in school funding that this Government are putting forward. Some £14 billion is to be invested over the next three years to ensure that every child gets a good education. As a member of the levelling-up taskforce, I can say that increasing per pupil funding for secondary schools to more than £5,000 and for primary schools to £4,000 under the national funding formula is great progress.

I saw for myself on Friday the work that is already going on so that young children can catch up. I went to meet Mrs Briggs, the brilliant headteacher at Great Sankey Primary School, and I saw the work that the staff team had done, which was an incredible experience, but best of all was seeing children back in their classroom.

Education Settings: Autumn Opening

Andy Carter Excerpts

Thursday 2nd July 2020 Commons Chamber

[Gavin Williamson]

When the hon. Gentleman has the opportunity to read the guidance, he will see the importance of having flexibilities for schools, such as the one he outlines, that are operating in a very different type of estate from that in which larger schools may be able to operate. We are trying to create a clear framework of how we can give schools good advice so that they can ensure the education of every single pupil, but if he has particular issues or is particularly concerned about any of his schools, I know that the Minister for School Standards would be happy to discuss them with him.

[Andy Carter (Warrington South) (Con)]

Schools in my constituency of Warrington South are some of the best in England, and I join my right hon. Friend in paying tribute to the work that heads, teachers and support staff have done over the lockdown period to care for and support children. I know that parents and children in my constituency, particularly the children, will really welcome the steps that are being announced today—children want to get back to school. However, can the Secretary of State confirm that his approach is in line with that of other countries around Europe that have begun to bring pre-school and younger children back first, in a phased way?

[Gavin Williamson]

My hon. Friend is absolutely right to pay tribute to the teachers and all the staff in schools, nurseries and colleges in Warrington South. They have been doing a fantastic job. The approach that we are taking is very much in line with that of other nations. We all understand that, within education settings, there are constraints and restrictions under which teachers and headteachers have to operate, and we have to find practical solutions for that. That is why we have taken a lot of time to look at how this is being done in other countries and copy the very best practice as a result.

Educational Settings

Andy Carter Excerpts

Wednesday 18th March 2020 Commons Chamber

[Gavin Williamson]

I will certainly take up the hon. Gentleman’s point, and ensure that representations are made to the Chancellor and the Prime Minister.

[Andy Carter (Warrington South) (Con)]

May I associate myself with my right hon. Friend’s earlier comments and pay tribute to the incredible work that teachers have been doing over the last few weeks? I have spoken to many heads in Warrington this afternoon, who have been fantastic. The last few weeks have really shown true spirit in the classroom—from teachers and support staff. Will the Government be reimbursing schools for any additional costs they incur through providing free school meals for children once schools have closed? Also, if schools choose to use voucher schemes, will he ensure that those families have priority access to supermarkets?

[Gavin Williamson]

I can absolutely guarantee that schools will be fully reimbursed for the costs they incur as a result of providing those meals. Obviously, we would look at ensuring additional help as a long-term measure. I will certainly take up my hon. Friend’s final point with the Secretary of State for Environment, Food and Rural Affairs, who will be looking at such matters.