Daniel Pelka

Debate between Ann Coffey and Geoffrey Robinson

Thursday 17th October 2013 Commons Chamber

[Mr Geoffrey Robinson (Coventry North West) (Lab)]

Let me say, Mr Speaker, how graced we are by your again being in the Chair for our debate.

This is a very important debate. I hope that one or two other Members who have an interest, apart from the Minister, to whom I spoke two weeks ago, will find it beneficial. I labelled it “The Lessons of Daniel Pelka in Coventry”, which happens to be my own constituency. It is a horrid shock to MPs who have never had anything like this happen in their constituency before but have to get to grips with it as part of the job. As so much is taking place at the moment around the discussion groups, this debate is a unique opportunity for us, as a small group in the House, to see what might be done and what might be improved. One thing is for sure: there has been report after report, study after study, and still we get these dreadful incidents from time to time, all too frequently.

Some people say to me, “It will always happen—don’t worry about it. It’s bound to happen and you can’t stop it.” I find that repugnant. I cannot believe that Daniel Pelka, whose home was visited 27 times following domestic violence incidents, who turned up at school getting thinner and thinner, who was showing bruises and was clearly being maltreated in every other respect, needed to die. I cannot accept it; it seems ludicrous to me. We have to find a much better way of dealing with the situation in an improved way, step by step; I am not saying that it can all be put right at once. I want to put forward four points for consideration, if not action.

I very much thank my hon. Friend the Member for Stockport (Ann Coffey), who is a great expert in this area, and has done a tremendous amount and mounted campaign after campaign on it, for suggesting that my focus in terms of the Coventry report—she had read before I did, typically—should be on the fact that nobody spoke to the child. The poor child was going to school starving, being beaten up, and in the end clubbed and killed, and nobody tried to speak to him. One of the answers given is that he was Polish. Well, there are Polish-speaking people we could draw on, as we saw the other night in Wembley—although they are not exactly the experts that we would want for that.

The first thing we have to do is to make it very clear that in any one of these cases where there is a failure to speak to the child, consequences should follow. Nobody wants witch hunts or people being sacked, but they clearly cannot follow the basic instructions for getting into a dialogue with the child, who admittedly may be too young.

[Ann Coffey (Stockport) (Lab)]

Will my hon. Friend give way?

[Mr Robinson]

I am delighted to do so.

[Ann Coffey]

I congratulate my hon. Friend on securing this very important debate. We all want to see life made better for some of our most abused children. A few weeks ago I visited an organisation called Triangle in Brighton, which is strongly committed to helping children who have been harmed and abused to communicate their experiences, and I saw the extraordinary work that it does using drawings. Does my hon. Friend agree that it is very important that that kind of expertise is made available throughout the United Kingdom so that we can better help children to communicate their experiences and intervene in their lives before they are abused and killed?

[Mr Robinson]

I entirely agree with my hon. Friend. Indeed, it might have been plagiarism—I hope that is not an inappropriate word—but that was another idea I was going to take from her. We should have not one huge centre but various centres in which creative means of communicating with difficult children are imaginatively developed and explored. The day before Daniel Pelka died, a teacher was found in another school in Coventry—there are loads of them—to talk to him. She happened to be Polish and was able to speak the language, but that is not good enough. It is pathetic that things got to that stage.

I agree with my hon. Friend, so let us make that our No.1 point: children must be talked to and we should develop a whole area of useful specialisations, as opposed to a load of paper that gets churned out continually. Children could tell us what their parents look like by using diagrams. We might start to learn something and it could tell quite a story.