Teachers Strike

Angela Rayner Excerpts

Tuesday 5th July 2016 Commons Chamber

[Mr Gibb]

My hon. Friend is right. These strikes not only damage children’s education, with every extra day of school missed damaging the outcomes for those children, but hugely inconvenience working parents, who have to make childcare arrangements or take a day off work in order to look after their children. So I share my hon. Friend’s comments, and I pay tribute to the vast majority of teachers and head teachers who are working today, resulting in seven out of eight schools refusing to close.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

As in the case of the junior doctors dispute, I am sure that the general public watching this debate will see through this Government’s mirage and their fascination with what they seem to think is the picture out there. Taking strike action is one of the most difficult decisions any teacher makes. No one takes that decision lightly, but teachers have said enough is enough. They are fed up with the cuts, which 70% of heads say are directly affecting educational standards. Will the Minister now accept that class sizes are increasing, pupils are getting less choice about the subjects they learn, jobs are going and children are getting less individual time with staff?

I find the Minister’s faith in the free market’s ability to decide teachers’ salaries touchingly naive, on a day when the pound has fallen to a 31-year low. Can he tell us whether there is any limit to how far he is prepared to see teachers’ salaries fall? Meanwhile, the Secretary of State has refused to say anything about what will happen to teachers’ pay and conditions in September, and we have still not heard anything about that from the Minister. We are less than a month from the end of term, so will he finally end the uncertainty and update the House on what teachers can expect?

Unfortunately, the Secretary of State seems to be spending more time on the Justice Secretary’s campaign for the Tory leadership than on her day job. Will the Minister now agree to get around the table and thrash out a better deal for the next generation, which is what every parent across the country wants? The working conditions of our teachers are the learning conditions of our children, and our children deserve the very best.

[Mr Gibb]

What the public are seeing is a Labour party that is equivocal about whether it agrees with strike action that is disrupting children’s education. The hon. Lady is not prepared to condemn strike action that is not only damaging children’s education but hugely inconveniencing working parents, who have to make alternative arrangements for looking after their children.

The hon. Lady talks about class sizes, but the average infant class size has remained at 27.4—unchanged from 2015. Indeed, of the 3,066 infant classes with 31 or more pupils, 80% have just 31 pupils, and that is because of the flexibility we have built in to allow one or two extra children—for example, twins—to have access to those schools. Will the hon. Lady condemn that policy?

I have said that we will publish the STRB report when consideration of it is complete. We will consult teachers and stakeholders about the future of the STRB and about the arrangements when all schools are academies. However, let me give the hon. Lady one final chance to say, on behalf of the Labour party, that it condemns this unnecessary and futile strike by the National Union of Teachers.

Oral Answers to Questions

Angela Rayner Excerpts

Monday 4th July 2016 Commons Chamber

[Mr Gibb]

Academies’ funding rates are the same as those for the area in which they are situated. My right hon. Friend the Secretary of State will say something shortly about the national fair funding formula, which we hope will make funding across the country fairer.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

It is a pleasure to face the Minister for the first time today. As he mentioned, we have discussed education issues in one of the areas in my constituency, in Oldham. It has been an interesting week, and I am really pleased that there are still two women at the Dispatch Box overseeing education; that is really good news.

We face a crisis in the teaching workforce, and it has not been made any better by the potential problems with teachers’ pay. Almost 50,000 teachers quit this year—the highest figure ever. More teachers left than were recruited, and applications are still falling. The crisis has left academies spending nearly £200 million more on supply teachers in the last year. Is the Minister now prepared to apologise for the Government’s accusation that the Opposition were scaremongering in raising this issue?

[Mr Gibb]

The truth is that there are record numbers of teachers in the profession today. There are 456,000 teachers—15,000 more than there were in 2010. Some 43,000 teachers left the profession in 2015, but they were replaced by 45,000 coming into it. Talking down the teaching profession does not help to encourage graduates to come into it. Wherever I go, I talk up the profession. I hope that the hon. Lady, in her role, will do the same.

[Angela Rayner]

I think that every single teacher does an absolutely superb job. Ministers should listen to teachers when they talk about the issues that teachers face every single day in the classroom. On today’s evidence, it seems that Ministers are failing and not coasting. They are not prepared to apologise. Where is the evidence that devolving terms and conditions to school level will lead to higher standards? Can the Minister tell us of any other high-performing country in which this has been done?

[Mr Gibb]

Academies are improving their standards at twice the rate of local authority schools; that is particularly the case for primary schools that have been underperforming and have been turned into academies. After two years, they are improving their standards by 10 percentage points—twice the rate of local authority schools—and using their flexibilities to ensure that they can recruit the best teachers into their classrooms.

--- Later in debate ---

[Mr Gibb]

What it says is that the regional schools commissioners are very selective about the sponsors that oversee our academies programme. That is why two thirds of secondary schools are now academies, one in five primary schools is now an academy and standards are rising faster in academies than in local authority schools.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

I would also like to pay tribute to my predecessor, my hon. Friend the Member for Manchester Central (Lucy Powell), and her team for the work that they did with MPs from across the House to convince the Secretary of State that full-scale forced academisation is not right for our children or our communities. As glad as we are that the right hon. Lady was for turning, she still plans to convert schools into academies across vast swathes of our country. Will she now rethink her description of parents as “vested interests”, which added insult to injury?

[Mr Gibb]

May I correct the hon. Lady? Her predecessor was not the hon. Member for Manchester Central (Lucy Powell); it was the hon. Member for North West Durham (Pat Glass), and I regret that she felt it necessary to resign. The academies programme is very successful, even without taking the powers that we had suggested. The programme is moving at pace—there were 200 academy conversions last month—and sponsored academies are improving faster under this arrangement. I hope that the hon. Member for Ashton-under-Lyne (Angela Rayner) will support a programme that began under the Labour party, although it began under a new Labour Government, not this old Labour Opposition.

--- Later in debate ---

[Nicky Morgan]

I would completely disagree with that assertion. I ask the hon. Lady to ensure that she and the schools in her area take part in the next stage of the consultation. She should not forget the funding that has already been allocated by my right hon. Friend the Chancellor as part of the northern powerhouse fund for schools.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

I am afraid that the Government’s claim that they are providing fair funding is unravelling as fast as the pledge of £350 million for the NHS on the Vote Leave bus. Will the Secretary of State confirm that analysis by the Institute for Fiscal Studies shows that the new funding settlement will implement an overall cut of at least 8% in school budgets?

[Nicky Morgan]

I applaud the hon. Lady’s activity today and her grip on her brief, but the answer is no. In 2016-17, the dedicated schools grant will total £40.68 billion, which is an increase of more than £4 billion since 2011-12 and the biggest amount any Government have ever spent on schools.

Education, Skills and Training

Angela Rayner Excerpts

Wednesday 25th May 2016 Commons Chamber

[Angela Rayner (Ashton-under-Lyne) (Lab)]

Many Members on both sides of the House will agree that good education provision is a sure way to reduce inequality and create economic prosperity. Indeed, my very presence here as a Member of Parliament was spurred on by the good vocational opportunities that I had in the further education sector in Greater Manchester. Let me begin by thanking the Minister for Schools, who is present, for engaging in a constructive meeting with me, along with other Oldham Members, to discuss Oldham education. I look forward to him visiting Oldham in the near future.

In the House, we often talk about the most vulnerable, and about enabling all children to have the best start in life. Just over a year ago, when I made my maiden speech, I talked about being a young mum at 16, and about the disadvantages, the opportunities and the aspirations of people from my constituency and my background. I believe that many people outside the House, if not inside it, will relate to some of what I will say today. I hope to do justice to the many constituents—especially young people—who may make journeys similar to mine, and to inspire them to reach for the stars, because they truly can do their best and fulfil their dreams.

I was the child so many Members have spoken about today, and I feel an obligation to talk about that. I grew up on a council estate, and my parents and I were recipients of welfare throughout my childhood. I was on free school meals, I was a NEET—not in education, employment or training—and I had no GCSEs at grade A to C; and, as I said, I had a baby at 16. School, for me, was not a place where you went to be educated, but a place where you got away from your parents for a couple of hours while they got some respite from you, and where you were able to see your mates. Rather tragically, it was also the place where I got a hot dinner. I often did not have a hot meal when I went home, and I often went to school without having had breakfast, so getting to lunchtime was quite tricky for me.

My mum could not read or write, so it was difficult for her to give me the ability to be school-ready. I did not see books, and did not see the value of books, until I went into education, so I know how crucial it is to provide early years intervention and to give people opportunities and aspirations. The interventions from which I benefited provided role models. The Sure Start centres, for instance, helped me to be a better mum when I was 16. That broke a cycle, and the fact that it is possible to break the cycle is clearly demonstrated by the fact of my being in this place today.

The youth service gave me chocolate biscuits in the evenings, and somewhere safe to go. It gave me respite. The welfare support enabled me not to be like other lost families, and be without my son. My son is with me today, and I am so proud of him: he is a great young person. There was housing, further education and the local education authority, and there were the teachers who inspired me to dream and to do my best. I fear, though, that the Government’s austerity programme is pulling that ladder up. I think about all the things that I hold dear, and I look back to how they helped me to progress. It worries and upsets me that the young people in my constituency will not be given that opportunity.

I saved lives, and had an impact on lives, every day in my previous role as a home help, because I had been given the opportunity to go back into further education and obtain a vocational qualification in care. That was tremendously important to me. However, as we heard from my hon. Friend the Member for Heywood and Middleton (Liz McInnes), the further education sector was barely mentioned in the Queen’s Speech. That will be really detrimental to the ability of people like me to contribute to the economy and to progress with their education.

Colleges in my constituency are having to deal with the loss of nearly 40% of their income as a result of Government cuts. As I heard from the principals of both Tameside College and Ashton Sixth Form College just last week, those cuts are leaving many young people behind, unable to obtain level 2 qualifications, and struggling to serve the employers whose businesses so desperately need to grow. During my visit to Tameside College last week, I saw some of the excellent work that it was doing with the local construction industry to attract young apprentices from across Tameside, despite the Government’s assault on further education. The local construction training boards, working with Tameside College and the council, will get Tameside building again.

These colleges offer a lifeline to some of the most disadvantaged people in our community. For some, like me, that truly is a second or third chance. Surely the Minister is aware that without an adequate further education service, the talents of many young, and not so young, people will be shamefully wasted. This Government’s failure to protect further education funding has meant that the post-16 sector now has a debt of £1.5 billion, and 80 colleges are in discussions about mergers in order to survive—a full 40% of the total.

Both management and unions in our local colleges have warned me that student and staff morale is at an all-time low in my community, in this age of cuts and uncertainty. This has to change. The Government have to listen. Today, the Greater Manchester area-based review will make its final recommendations. That report is nearly six months behind schedule, and the process has turned college against college. I appeal to Ministers to do more. Further education is crucial in bridging a gap for young people, particularly those like me who come from a disadvantaged background. Ministers have to do more to give those young people a second chance, so that many more Angela Rayners can come into this House in the future.

Oral Answers to Questions

Angela Rayner Excerpts

Tuesday 3rd May 2016 Commons Chamber

[Nick Boles]

I feel sure that my hon. Friend is slightly disappointed to have just a Lincolnshire neighbour coming to visit him, but if he can put up with me, I would be delighted to do so.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

T8. In the Secretary of State’s discussions with Tata, will he have time to raise Tata’s involvement in the outsourcing of up to 800 jobs from British Airways, including its centre in south Manchester, which supplies jobs to my constituents and has already announced 80 redundancies? As The Daily Telegraph revealed last week, this is another example where Tata’s actions threaten our national security along with our jobs, so will the Government step in to protect both?

[Sajid Javid]

If the hon. Lady wants to send me more detailed information about that, I will gladly take a closer look.

Oral Answers to Questions

Angela Rayner Excerpts

Monday 25th April 2016 Commons Chamber

[Nicky Morgan]

I thank my hon. and learned Friend very much, first, for raising this important issue, but also for spotting that only one of the eight chapters in the White Paper deals with school structures, while the rest tackle the issues that schools have been talking to us about, one of which is the high recruitment cost of teachers. We think that if we can work with the sector to provide a low-cost or no-cost website to enable schools to advertise vacancies, it will mean that more money gets to the frontline, which I think we all want to see.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

4. What recent assessment she has made of the adequacy of teacher recruitment and retention.

[Julie Cooper (Burnley) (Lab)]

16. What recent assessment she has made of the adequacy of teacher recruitment and retention.

[The Minister for Schools (Mr Nick Gibb)]

We have record numbers of teachers in our classrooms, and retention rates have remained broadly stable for the past 20 years. I recognise that recruitment has become more challenging for some schools, which is why our White Paper sets out clear plans to boost teacher recruitment, build on the success of measures we have already put in place, such as the £67 million package to improve recruitment of STEM teachers, and generous training bursaries and scholarships.

[Angela Rayner]

Excessive workload is the top reason for teachers leaving the profession. Figures released by the National Union of Teachers show that three quarters of teachers say their workload has increased since the Secretary of State launched the 2014 workload challenge, which was supposed to address the concerns about increasing and excessive work. Why has her workload challenge failed to reduce the workload crisis, and will she agree to meet me and my Labour colleagues in Oldham and Tameside about our local challenges?

Teenage Pregnancy: Regional Variations

Angela Rayner Excerpts

Tuesday 19th April 2016 Westminster Hall

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

It is an honour, as ever, to serve under your chairmanship, Mr Chope. I thank the hon. Member for Telford (Lucy Allan) for securing this debate, which allows us to acknowledge the achievements made in addressing teenage pregnancy rates and to recognise that there is still a lot more to do, as she did so eloquently in her speech. I also want to acknowledge the excellent contributions of the hon. Members for Strangford (Jim Shannon) and for Glasgow Central (Alison Thewliss), who brought important perspectives from Northern Ireland and Scotland respectively.

Research shows that 61% of children born to teenage mothers are at a higher risk of infant mortality and that, by the age of 30, teenage mothers are 22% more likely to be living in poverty than those who gave birth at the age of 24 or over. I know that that is not universal, but those are the statistics. The fact that 21% of women aged between 16 and 18 who are not in education, employment or training are teenage mothers shows that teenage pregnancy is not only a cause but a consequence of the educational and health inequalities in our society. That is why we cannot sit by and ignore this situation, especially given that we still lag behind western Europe on our teenage pregnancy rate. Although it was welcome news that England last month achieved the long-held target of a 50% reduction—it actually achieved 51%—in the under-18 conception rate between 1998 and 2014, this is no time to be complacent. We must ensure that the positive work that has been done does not go to waste and that the trends do not flatline or worsen.

Although the overall rate has gone down for England, there are still wide-ranging variations—not just between regions but within them. For example, my own local authority, Sunderland City Council, has seen a 45% drop in the conception rate. However, just down the road, Stockton-on-Tees, in the same region, has seen only a 29% decrease between 1998 and 2014. That trend is replicated in all regions, with varying gaps and differences in the conception rate. A lot of that can be put down to local variations and the way in which the 10-year strategy, which was introduced by the previous Labour Government in 1999, was implemented by local authorities.

The strategy was informed by international evidence. A 30-point plan was launched to halve the under-18 conception rate and to improve the life chances not only of the teenagers who fall pregnant but of their children. The plan laid solid foundations for reducing teenage pregnancy by ensuring effective multi-agency work. In 2005, the plan was reviewed when it became apparent that the initial measures were not being implemented across the board. Instead, more prescriptive guidance was introduced. That review of the strategy’s actions was best described by Alison Hadley in a recent article in the Journal of Family Health. She said that the review was an understanding

“that high rates were not inevitable—even in deprived areas—if the right actions were put in place.”

That is the crux of the way that we should and must approach the issue of teenage pregnancy. It is not an inevitability of modern society, but it can be down to the inaction of those with the levers of power and their failure to implement the right interventions.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

I thank my hon. Friend for giving way, and I congratulate the hon. Member for Telford (Lucy Allan) on securing this debate. I do not know how many in the House have the experience that I had, but I was a mum at the age of 16. I come from a deprived background. Does my hon. Friend agree that one of the most important things we can do is to ensure that people have the opportunity to break that cycle and enable them to go back to education or to bring their child up? That is one of the things that I found really depressing when I watched the ITV programme “Long Lost Family”. It is one of the heartfelt things that made me burst into tears. My son is with me; I was able to raise him as a teenage mum because of the intervention and support that I got as a mum. Does my hon. Friend agree that it is vitally important that we do that?

[Mrs Hodgson]

I do, and I commend my hon. Friend for raising that matter. She talked about it in her maiden speech so movingly for those who were in the Chamber or who listened to it afterwards. It brings important insight into this House in debates such as this to hear someone speak from experience. She is right that we need to support teenage mums. This is not about stigmatising them. Obviously, sometimes it is about helping them to make different choices if they do not want to make a particular choice. We must support them and ensure that the statistics I just mentioned, which we are all aware of, do not become the reality for young mums and their children. My hon. Friend has obviously broken that cycle: she is here as a Member of Parliament. The cycle of deprivation does not have to be inevitable. As I said, it is not universal, but the statistics are not where we would like them to be. There are obviously exceptions that prove the rule.

In 2010, the Department for Education set out a bonfire of policies that saw specific budgets directed at local councils, such as for addressing teenage pregnancy, rolled into the early intervention grant, which has sadly been repeatedly cut year on year and is a shell of what it used to be. The Government have failed to build on the work set out by the last Labour Government, thereby threatening the success seen to date with their short-sighted strategy on early intervention.

Instead of the Government seeing local authorities as a problem, rather than a solution, we need a renewal of the thinking that we had between 1997 and 2010, which harnessed the co-operative relationship between local and central Government to address issues such as teenage pregnancy effectively. For instance, one of the key measures that followed through in both the initial strategy and the updated version, as the hon. Member for Telford discussed in her opening speech, was the necessity to improve sex and relationship education in our schools.

No one will be surprised to hear that I am a passionate advocate of age-appropriate sex and relationship education. I understand the real benefits that equipping children with the right knowledge and tools will have on their futures as they become adults. However, it is not just me who believes that; it is the young people themselves. As the Sex Education Forum found in a survey of more than 2,000 young people earlier this year on the sex and relationship education that they receive, one in five was reported as saying that it was bad or very bad, which is deeply concerning when young people still say that they are embarrassed to seek advice about sex or relationship issues and half of 15-year-olds do not know about the existence of local contraception and sexual health services in their area.

Many opponents of age-appropriate sex and relationship education say that it is the job of parents, not teachers, to teach their children about sex and relationships, which shows just how out of touch many people are with the lives of children and young people. The Sex Education Forum reports that 7% of 15-year-old boys and 9% of 15-year-old girls have no trusted adult in their life to whom they can go when they need advice on sex and relationships. Some of them are children in care, about whom hon. Members spoke in the earlier debate. It is for that very reason that I and other Labour Members support the introduction of age-appropriate SRE as part of statutory personal, social, health and economic education, and many Government Members are slowly coming round to that idea, too. The lack of sex and relationship education in our schools is a ticking time bomb that the Government must address, especially with their impending forced academisation of all schools, which will bring into question the survival of SRE in any form in our schools.

Feminism in the School Curriculum

Angela Rayner Excerpts

Monday 11th January 2016 Commons Chamber

[Dr Huq]

My hon. Friend makes a very correct point, and anticipates part of my speech. Women’s studies should not just be for women; this matters to all of us.

The proposed syllabus implies that women do not belong in politics and that their contributions are not significant. That toxic message has been condemned roundly by loads of people, including the girl guides, whom one would not usually think of as a dangerous radical group. The Daily Telegraph, which is normally a loyal, cheerleading Conservative paper, has reported that there will be concessions after, in its words,

“plans to drop feminism backfire”.

I am encouraged by the story in The Independent on Sunday that feminism will be taught at A-level, and by a tweet from The Telegraph today saying that it will be made compulsory.

I would like assurances from the Minister about what is actually going on—to quote Donald Trump involuntarily, “What the hell is going on?”—because this should not be left for us to make inferences from press rumours and the Twittersphere. The Government must now be clear and confirm the number of women thinkers on the new syllabus, their names and whether feminism will be fully reinstated. This is not the first Government U-turn in matters curricular that I have witnessed since becoming an MP.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

I must declare an interest as a strong feminist and as a member of the Fawcett Society. I congratulate my hon. Friend on securing this debate. Does she agree that it is totally unacceptable that only one female political thinker is identified among the 16 political thinkers mentioned by name in the curriculum? Does that not clearly demonstrate the need for the continuation of feminism, particularly with a clear identification in relation to political education?

[Dr Huq]

My hon. Friend makes an excellent point. One out of 16 means 94% are men, which implies that women account for 6%, which is shameful and shocking given that we are 50% of the population. As I say, there is a strange sense of déjà vu, because the Government have also caved in over women composers on the music syllabus, so this has happened twice. On this particular feminist issue, another petition with close to 50,000 signatures has been organised by another constituent of mine. I am blessed to have such gender warrior constituents, both of whom are teenagers, but it should not be left to teenagers to write Government education policy. School kids should not be pointing out the error of the Government’s decisions again and again.

What are we talking about? Any good answer to an essay question should start with a definition of terms. The noble Lord Giddens from the other place calls feminism

“the struggle to defend and expand the rights of women”.

He traces its history back to the eighteenth century, citing the 1792 volume “A Vindication of the Rights of Women” by Mary Wollstonecraft. As my hon. Friend the Member for Ashton-under-Lyne (Angela Rayner) mentioned, she is the one female thinker who has survived on the key list in the draft syllabus.

Removing feminism from the curriculum is entirely incongruous with the claim the Prime Minister made across the Dispatch Box at Prime Minister’s questions to me only a few weeks ago that he is a feminist.

A-level politics covers other concepts that include sex and gender, gender equality and patriarchy. It covers a knowledge of the core ideas, doctrines and theories of feminist thought, traditions and distinctive features. When the Government announced plans to revise the politics A-level curriculum, that section had been completely removed, as had the ideologies of nationalism and multiculturalism. As the Minister is here, I would like to know the status of those concepts as well. The supposed compensation for the axing of feminism was the inclusion of a section on pressure groups. On a generous interpretation, feminism survives there in a reference to suffragists and suffragettes as examples of pressure groups—a lot of lateral thinking and mental gymnastics are needed there.

My hon. Friend the Member for Ashton-under-Lyne mentioned the Fawcett Society. It has come out strongly against the proposals. It dates from Millicent Fawcett, whose work as a suffragist goes back to 1866. The Fawcett Society made a submission to the consultation to which the Government are yet to respond.

When this question arose in the other place, the Minister replied that those who want their feminism fix should do A-level sociology. It is unacceptable to think in that compartmentalised way. Feminism should be widened, not narrowed, within and between disciplines.

The mooted rewriting of history is nothing short of sinister. It is deleting women. The e-petition at Change.org, which has received close to 50,000 signatures, was started by my constituent June Eric-Udorie—another 17-year-old. It states:

“We must show women to be inspired by and be taught that the ideas of feminism and gender equality are important.”

It says that otherwise,

“we only get half the story.”

This is by no means the first time that the Conservative party has caved into sixth formers or the first time that Labour has held the Government to account on gender blindness and something has had to be cobbled together retrospectively.

--- Later in debate ---

[Mr Gibb]

That is not an issue for this debate, but yes the Government carry out equality impact assessments in all major areas of policy.

If pupils are to understand their responsibilities as members of a democratic society, it is important that they are exposed to a curriculum and qualifications that not only promote and discuss the concepts of equity and fairness but recognise the huge achievements and contribution of women to our society and history, in politics, science, literature, music and the arts. I am proud that the new national curriculum, introduced from September 2014, does this. It sets out the essential knowledge around which teachers can develop lessons to build pupils’ knowledge and understanding of the lives and works of influential women.

We expect schools to highlight the issues faced by women and their contribution as part of their legal duty to provide a broad and balanced curriculum. In the history curriculum, for example, the programmes of study promote examples of the lives and achievements of prominent women. At key stage 1, it promotes the examples of Elizabeth I, Queen Victoria, Rosa Park, Emily Davison, Mary Seacole, Florence Nightingale and Edith Cavell. Furthermore, good schools already teach their pupils about key moments in British history, including the suffragette movement, and highlight the bravery and successes of women from all walks of life and ages in history.

In science, at primary school level, pupils can be taught about the work of Jane Goodall, the renowned anthropologist, and the palaeontologist Mary Anning. At secondary school, they can be taught about the work of prominent female scientists, such as the role played by Rosalind Franklin in the development of the DNA model, and Marie Curie, the only person to be awarded the Nobel prize for physics and chemistry.

As she said, the hon. Lady successfully supported one of her constituents, Jessy McCabe, who last year raised concerns about Edexcel’s music A-level specification. I am pleased that the specification now includes a number of set works by female composers. I am also pleased that Edexcel undertook to review the specifications of its other qualifications to ensure they were diverse and inclusive.

All schools are subject to the provisions of the Equality Act 2010 and the public sector equality duty, which requires a school and its trustees, both in planning and running the school, to have regard to the need to eliminate discrimination, harassment and victimisation; to advance equality of opportunity; and to foster good relations between communities. All schools are required to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. This includes challenging prejudice and promoting tolerance.

In addition to the role they play in teaching children about the lives and contribution of women, schools can teach feminism as part of citizenship education, which is in the national curriculum at key stages 3 and 4 and is designed to foster pupils’ awareness and understanding of democracy, governance and how laws are made and upheld, of which the suffrage movement is a vital part.

The programme of study for personal, social, health and economic education includes teaching pupils that they have equal rights to opportunities in education and work, and to recognise and challenge the stereotypes that may limit their aspirations. It also makes clear the unacceptability of sexist language and behaviour, the need to challenge it and how to do so. PSHE lessons are also an ideal opportunity to discuss prejudice and open up discussion about gender stereotypes and similar issues. That is why we want all schools to offer high quality PSHE, using trained teachers and drawing on the best resources.

[Angela Rayner]

As somebody who did not go into further and higher education, I commend everything the Minister has said so far—I think it is absolutely fantastic. However, does he agree that it is completely unacceptable to have only one female political thinker among the 16 identified at A-level? In the light of everything he has just said, will the Government do something to change that?

[Mr Gibb]

Yes, and I will come to that in more detail shortly.

In addition to the reformed national curriculum and GCSEs, our reforms to A-levels are aimed at equipping all pupils with the knowledge and skills they need to progress to higher education. The proposed new content for the politics A-level will require for the first time that all students study some core political theories in detail. Students will be required to study liberalism, conservatism and socialism—[Hon. Members: “Hear, hear.”] Yes, we left that in mainly because it is likely to become even more important as the Labour party struggles to find its heart. Students will be required to study those theories and the ideas of their key thinkers, which will enable them to understand these fundamental political theories and provide a foundation for the study of politics at university.

We recognise that the work of female political thinkers was not given due weight in the draft content. The final content will set out clearly those female political thinkers whose work should be studied. Suggestions have included Simone de Beauvoir, as mentioned by the hon. Member for Ealing Central and Acton, as well as Hannah Arendt and Rosa Luxemburg, to name but a few.

There is always a balance to be struck in designing qualifications between establishing breadth of study, making sure that each of the areas to be studied can be covered in sufficient depth, and avoiding qualifications becoming unmanageably large. Feminism is an optional area of study in current specifications. It was never our intention to exclude the study of feminism from the reformed A-level. We said we would listen to the consultation, which opened on 3 November and closed on 15 December. We have seen the strength of feeling about this issue among those who have responded to the consultation. The Secretary of State for Education, whom the hon. Lady mentioned and who is also the Minister for Women and Equalities, has also taken a close interest in this issue.

As was recently mentioned in the other place, feminism can also be studied within other A-levels. For example, in the reformed sociology A-level, students must study issues of gender. Exam boards are responsible for setting the detailed content of qualifications in their specifications, and schools are free to decide which figures they teach about in their classrooms. Following the consultation on the politics A-level, exam boards are making changes to the final content to respond to the concerns raised. We will publish our response shortly, but I can assure the hon. Lady that the final politics A-level will give all students the opportunity to study the core ideas of feminism.

Promoting the goals of feminism means that we have to go further than teaching pupils about justice and equality. That is why the Government are determined to increase the number of young people studying science, technology, engineering and maths subjects post-16. In particular, we want to encourage more girls to take those subjects.

Trade Union Bill

Angela Rayner Excerpts

Tuesday 10th November 2015 Commons Chamber

[Ian Lavery]

This is a Bill that nobody has asked for and that nobody wants. Even the latest polls in the national press show that the general public are opposed to this union-bashing Bill—this gagging Bill part two. It was the deputy chairman of the Conservative party who said it was about time that we stopped bashing the trade unions. Let us be completely clear on this issue. It is undoubtedly a ferocious, full-frontal attack on the 6 million-plus members of the trade union movement. I take exception to some comments that have been made, not by everybody on the Government Benches but certainly by a number who seem to want to distinguish between trade union members and ordinary people. The trade union members that I know and mix with are more than ordinary people; they are absolutely fantastic individuals who go the extra mile to try to help colleagues at every opportunity.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

A good friend of mine, a local community activist in my constituency, is very proud of her roots. Her mum is Evelyn Allard, one of the Dagenham women who took industrial action in pursuit of equal pay. Does my hon. Friend agree that under this Bill the employer might have prevented such an action from even starting, let alone succeeding, and the Bill will therefore have a particular impact on women?

[Ian Lavery]

There is no doubt about that. I fully concur with my hon. Friend about the impact this will have on women in particular. Whether we like it or not, the Bill will have a disproportionately negative impact on women in the workplace.

Getting back to these ordinary people, trade union members are taxpayers. They want their children to get to school in the morning, to counter the argument made by a number of Members on the Government Benches. Do people think that trade union members do not have children?

Trade Union Bill

Angela Rayner Excerpts

Monday 14th September 2015 Commons Chamber

[Sajid Javid]

This is an issue about check-off, not auto-enrolment. Several Whitehall Departments have already begun the process to remove check-off, and now we will apply that process to all parts of the public sector.

On facility time, the Government have a moral duty to ensure that taxpayers get maximum value for money out of every penny they provide the Exchequer. With that in mind, it is hard to justify paying a public servant to do a vital job, only for them to spend their day working for another employer. Yet this is exactly what is happening in the public sector today.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

Before I came to this place, I was a public sector worker—a home help—and an elected trade union official for a public service, after more than 200,000 members voted for me, and I can tell the Secretary of State that the work I did saved my local authority 10 times what I was paid in facility time. Does he agree that the Bill is anti-business and anti-working practice and that most employers that have trade unions recognise their value?

[Sajid Javid]

I wholeheartedly disagree with the hon. Lady. There is nothing wrong with an employee doing union work, but it should be open and transparent.

[Angela Rayner]

It is.

[Sajid Javid]

Then this will make it even more transparent. If the hon. Lady looks at the changes, she should be able to agree with them.

--- Later in debate ---

[Chris Stephens]

Yes, I agree. In Scotland, at the last election, the Conservative party received its lowest share of the vote since universal suffrage began. If the Government are going to introduce thresholds, they need to consider securing workplace balloting, which could be easily sorted out by Electoral Reform Services, or online voting. Political parties use online voting when selecting their candidates, so the suggestion that there might be fraud is nonsense.

[Angela Rayner]

rose—

[Chris Stephens]

I will give way to my Unison comrade and friend.

[Angela Rayner]

I thank the hon. Gentleman for giving way. Does he agree that some of the rhetoric we have heard from Conservative Members is offensive to public sector workers, who do not take strike action at the drop of a hat and who are dedicated public servants? I am talking about home carers, cleaners, cooks, social workers, bin men, bin women and all those other people who safeguard our public services today. They do not take strike action at the drop of a hat, and it is disgraceful that Conservative Members have been using this rhetoric today.

[Chris Stephens]

I agree completely, and I will give some examples confirming what the hon. Lady describes. Introducing online voting and securing workplace balloting would be modernisation. We keep hearing about modernisation from Conservative Members, and we will come on to deal with it.

The other danger about thresholds relates to issues of equality and, in particular, gender equality. We know that in some male-dominated trade union workplaces women who have young families are affected when there are shift changes, and thresholds would have an impact on the rights of women workers to pursue industrial action on that basis. That happened recently in the case of a fire brigade control service in Essex.

Equal Pay and the Gender Pay Gap

Angela Rayner Excerpts

Wednesday 1st July 2015 Commons Chamber

[Gloria De Piero]

My hon. Friend makes an excellent point, and the Young Women’s Trust is doing fantastic work, with Deborah Mattinson at the helm. What my hon. Friend mentioned is, of course, a cause of real concern. Women’s participation in further education over the past five years has almost halved, so I hope that the Government will address those important points.

[Angela Rayner (Ashton-under-Lyne) (Lab)]

I hope my hon. Friend will agree with me. She mentioned women in part-time work, and it was a fantastic and proud moment when the Labour Government enabled councils to get capitalisation to provide equal pay for local authority workers. Does she also agree about the current threat from deregulation and the accompanying rhetoric on legislating to change employment law?