Oral Answers to Questions

Annette Brooke Excerpts

Monday 21st November 2011 Commons Chamber

[Sarah Teather]

I very much enjoyed my visit to Hull and was extremely impressed by much of the work being done on the ground, particularly the innovative and fascinating work that a number of centres have been doing to link children’s services with health. As I have said already, I commend local authorities that are prioritising children’s services on the ground. That is certainly the message that we have given out clearly to local authorities.

[Annette Brooke (Mid Dorset and North Poole) (LD)]

A recent newspaper article suggested that the Minister’s Department did not know what impact there has been on the services provided within children’s centres. I hope she will agree that services are more important than the centres themselves. What research will she carry out on that, and will she ensure that good practice is publicised?

[Sarah Teather]

The Department has commissioned an ongoing evaluation of children’s centres in England, so any changes that are made as a result of Government policy, particularly the move to payment by results and changes in other services offered by children’s centres, will certainly be picked up by the evaluation.

Sex and Relationship Education

Annette Brooke Excerpts

Tuesday 25th October 2011 Westminster Hall

[Andrea Leadsom]

The hon. Gentleman will forgive me for not citing schools, because some are in my constituency and, as I have said several times, schools are teaching SRE with the best of intentions. There is no intention to harm, but I have talked to head teachers in my constituency who have said that they feel that the guidance they have been given is lacking, and that they would have appreciated more instruction on what is age appropriate in this very sensitive area.

Headmasters raised a separate issue, which is that many teachers find it extremely difficult to go through this type of material with very young children. They find it easier to provide something that, in response to the hon. Gentleman’s question, is often produced by television stations. For example, Channel 4 has provided some sex and relationship education, as has the BBC. However, such material is not licensed, so it is left to the discretion of schools, which feel ill-equipped to make the decision, as to what is appropriate for a seven-year-old. The hon. Gentleman will know as well as I do that, unless one happens to have a seven-year-old, which I do, one cannot really project oneself into a seven-year-old’s shoes very easily and decide what is appropriate for them. It would be far more helpful to have guidance from an organisation such as the BBFC, which has been providing guidance for 99 years.

[Annette Brooke (Mid Dorset and North Poole) (LD)]

I congratulate the hon. Lady on securing the debate. Does she agree with me that the starting point ought to be about training teachers? I would not want my grandchildren to have sex and relationship education given by people who were not qualified to do so. Training teachers has to be the starting point. It would then follow that the best packages of education would be chosen.

[Andrea Leadsom]

My hon. Friend makes a good point. That is a significant concern for some schools. They lack confidence in knowing for sure what material is appropriate for each age group. I do not need to explain to the Chamber that that varies with age. What one might show a 13-year-old is vastly different from what one might show a seven-year-old. This is what I am trying to get at—the specific point about age-appropriate material. From the contact I have had, that is a big concern for schools and parents.

--- Later in debate ---

[Andrea Leadsom]

I agree that that has some merit and is worth consideration. Equally, there is a counter argument that for very young children in primary schools, it is a fundamental principle to have one teacher for almost every subject. When introducing such an enormous topic as sex and relationship education to very young children, there is a case for sticking with the teacher pupils know and are often very fond of. To bring in an outside expert, no matter how sensitive and well informed, could be counter-productive in primary schools.

What should we be talking about in schools? We are talking today about sex and relationship education. I agree completely that, when we deal with the issue of teenage pregnancies and sexually transmitted diseases, our schoolchildren have to be aware of those issues and how to prevent them. Sex education is vital. However, relationship education is equally, if not more, important, particularly at a young age. Nowhere in the material that I have seen has there been any emphasis on building relationships. We should be teaching children primarily about relationships. We should be teaching them about emotions and responsibility. Our children need to understand that as well as fun, happiness and contentment, sex and relationships can evoke other feelings, such as jealousy, sadness and guilt. Our children need to understand that sex is almost always better when you are in love, or when you are in a committed relationship. Unfortunately, a lot of what is being taught at the moment does not address those issues.

Finally, I want to consider who needs to have a say in what our children are being taught. I am concerned about the number of constituents who have said to me that they had no idea what was being taught to their children, and that when they found out they were horrified. I have three children. I allowed them to go to their RSE lessons and I have no idea what they were taught. I put my hand up to being a busy mum who was invited in one morning, on a work day, to watch what the children would be watching and who did not take the school up on the opportunity. The expectation that all parents have is that school knows best—it knows what it is doing, is best placed to do this, and that that is great as it gets me out of that extraordinarily awkward conversation.

Many parents have told me that they were completely horrified when they finally found out what their children were being taught. I believe that schools are acting with the best of honourable intentions, and I am not about to lay the blame at head teachers’ doors. Parents must share the responsibility, and there must, therefore, be better communication with them. They need proactively to know what their children are being taught on such a sensitive issue. Only parents can decide whether their child is ready to be taught about this subject. All of us who are parents and grandparents know that children mature at very different ages, and something that one seven-year-old finds funny and entertaining and is mature enough to deal with might not be appropriate for another.

Parents often simply trust schools and assume that they know best. That is no bad thing, but we must help schools to make the best decisions. Teachers and governors must make the decisions about whether material is appropriate, just as parents must be aware of what their children are being taught. We have the assumption that if parents are uncomfortable with the material they can opt out of SRE lessons for their children, but there should be the assumption that parents opt in, particularly for primary school children. Parents have to opt in to music lessons, school trips and even school lunches; no one assumes that they can take a child rock climbing or to a music concert without explicit consent.

[Annette Brooke]

I am concerned that a child living in an abnormal situation, with abuse taking place, will not know what a normal situation or normal touching is. If we have an opt-in, is there not a danger that such a child will have a prolonged life of misery?

[Andrea Leadsom]

My hon. Friend makes a fair point, but the problem with it is that we are saying that to catch the small minority for whom sex education might make a difference to what is going on at home we must inflict potentially inappropriate SRE on all children. I have quite a degree of knowledge of, and have had a great deal to do with, such situations through my nine-year chairmanship of the Oxford Parent Infant Project, a charity that has helped families in potentially extremely dangerous situations for many years. Simply forcing these children to have sex and relationship education at school will not make the difference—turning them into whistleblowers or giving them the ability to stop what is going on at home—and the harm done by inappropriate material could outweigh that potential. We should not inflict that type of material on all our children for the sake of, what I consider to be, a vain hope.

I want to see all material used in sex and relationship education in primary schools licensed and given some kind of classification, and school governors and teachers deciding what is appropriate to teach on the basis of that guidance, and I want parents to be given the appropriate information and the final say on whether and when their child should opt in to SRE.

I would be grateful for the Minister’s thoughts, first on whether a classification system that used the BBFC’s certificates could be implemented for SRE material in primary schools, to ensure that the material was suitable and conveyed the right message and had a guide to what age it was suitable for. Secondly, I would like to hear his comments on a commitment to provide clear guidance to schools that would ensure that not just sex but relationship education was properly taught, including the discussion of emotions and consequences, and of the benefits of love and committed relationships. Thirdly, I would like to hear his comments on a requirement that governors and teachers work together to decide what material is appropriate, and on having a cast-iron guarantee that parents will be properly informed of the full facts about what their children are taught, and be allowed to make the final decision on whether it is the right time for their children to opt in to SRE, rather than their having to opt out. I look forward to his response.

--- Later in debate ---

[Diana Johnson]

I am pleased to hear that because this whole area needs to be considered carefully. I am disappointed that the Government have so far turned their face away from addressing the important issue of teaching to produce rounded individuals, rather than narrowly focusing on the academic side. Our schools play an important part in educating children in the issues they will face as they become adults. I accept that the hon. Lady is dealing with primary schools in this debate.

[Annette Brooke]

I concur with the hon. Lady. I supported her in her desire to strengthen our PSHE, and during that time I found it bizarre that the teaching of the mechanics of sex was compulsory in the science curriculum but that the teaching of sex and relationships, which must be taken together, might not happen. Does she share my concern?

[Diana Johnson]

I pay tribute to the hon. Lady, who has long championed PSHE and children being given the information they need to make safe and good choices.

The hon. Lady is absolutely right: young people are taught the mechanics of sex under the science curriculum, but important issues such as relationships, confidence and saying no are not dealt with. In debates in the previous Parliament, the Minister, who is a decent and honourable man, took a close interest in this area. I hope he will say whether the Government are minded to include this in their review of the national curriculum.

In the good schools I have visited, parents and governors are very much involved in this issue. Parents can look at material and see what goes on in PSHE classes, and we should build on that rather than thinking about an alternative licensing regime.

Oral Answers to Questions

Annette Brooke Excerpts

Monday 17th October 2011 Commons Chamber

The Secretary of State was asked—

[Annette Brooke (Mid Dorset and North Poole) (LD)]

1. What assessment he has made of the 2011 GCSE results for academies; and if he will make a statement.

[The Minister of State, Department for Education (Mr Nick Gibb)]

The 2011 GCSE self-reported figures from academies suggest an increase of 5.6 percentage points in the proportion of pupils achieving five or more GCSEs at grades A* to C, including English and maths. That increase is, once again, greater than the historical national improvement rates for all maintained schools. Individual 2011 GCSE school level results will be not be available until January 2012.

[Annette Brooke]

I thank the Minister for his answer, and I congratulate all those pupils who did so well this summer, but I seek assurances from him. In the event of less than 10% of an academy's pupils achieving five A to C grades at GCSE, or even of less than 5%, would he expect full involvement from the local authority, playing a key role? Also, will he be giving support from his Department?

[Mr Gibb]

Where the performance of an academy is unacceptably low, we will ensure that urgent action is taken to bring about sustained improvement. There is nothing to prevent local authorities from offering help to underperforming academies, but ultimately it is for the academy or the sponsor to decide whether to accept that help. The success of the academies programme has meant a changing role for local authorities and they will have an important role to play as the champions of pupils and parents in the area, ensuring both sufficiency and quality of places.

Special Needs Education

Annette Brooke Excerpts

Tuesday 6th September 2011 Westminster Hall

[Annette Brooke (Mid Dorset and North Poole) (LD)]

I shall begin by declaring an interest. I am patron of Diverse Abilities Plus, a Dorset charity that, among a range of activities, runs Langside school. I have a long acquaintance with the charity, which was formerly known as Dorset Scope, and with the school. I have seen the school’s intake change over many years; the children now have extremely complex needs. It is a fantastic school. Sadly, since the last boundary changes, it is no longer in my constituency, but I share its concerns about the future. The Minister will be aware that I have an equal passion for Montacute school, a maintained school that I expect to gain academy status; the children there also have complex needs. I believe that the schools complement one another, and that both should be allowed to thrive to ensure that we give children with disabilities the very best start in life. The charity’s name change reflects well on the positive outcomes that can be achieved with the right support.

I welcome the Government’s recent Green Paper on special educational needs, and its vision to improve outcomes for children and young people who are disabled or who have special educational needs. In particular, I believe that there is widespread support for a joint education, health and care plan, and I share the Minister’s aim to minimise the adversarial nature of the system for families. The role of special schools in providing specialist expertise is also recognised. However, concerns have been expressed about the provision of special needs education by non-maintained and independent special schools, which cater for around 13,000 of the most vulnerable children in the country who have wide-ranging but complex needs.

As well as Langside School, I have been contacted by the National Association of Independent and Non-Maintained Schools—NASS—which reminds me that I know well and value highly another of its members, the Victoria centre in Poole. I have also heard from I CAN, the National Autistic Society and Ambitious about Autism. I CAN has two special schools, Meath school in Surrey and Dawn House school in Nottingham, which specialise in providing intensive support for pupils aged four to 19 who have severe or complex language and communication needs. As well as supporting children directly in their settings, I CAN schools provide outreach to the mainstream, facilitate academic research and provide an assessment service for local authorities and parents. Both schools were rated as outstanding in the 2011 Ofsted inspection care reports.

The National Autistic Society provides six specialist schools for children with autism and complex needs. Inspectors recognise that those schools are excellent and provide good out-of-school services. Ambitious about Autism runs the TreeHouse school, with its outstanding provision; I am proud to have visited it. I mention those schools to give a flavour of the type of school that I wish talk about today.

I thank the Minister for generously allocating time to meet representatives from NASS earlier this year. However, its concerns remain and I am pleased to have secured this debate so that I can seek further clarification about the future of the sector in the Government’s vision for provision for children with special educational needs. There is deep concern that non-maintained and independent special schools are misunderstood or have been overlooked by policy makers. As a result, the sector faces a number of challenges in connection with its funding arrangements and the policy environment in which it must operate.

Ambitious for Autism has written to me, and I would like to share what it says with the Chamber. The Minister will be aware there are over 70 non-maintained special schools; they are approved by the Secretary of State for Education under section 342 of the Education Act 1996. To become approved, the schools have to be non-profit making and have demonstrated that they operate to a level at least equivalent to state maintained special schools. Their day-to-day running must be controlled by a governing body, the articles and instruments of which are to be agreed by the Secretary of State. To keep that status, schools must comply with the non-maintained special school regulations. Local authorities fund pupils to attend them. The schools cater for pupils with extreme and/or low incidence difficulties, and they provide specialist schooling.

The charity writes:

“While we welcome the diversification of provision for children with special educational needs, the creation of special academies and special free schools has created additional complexities and uncertainties for the special school sector.

Non-maintained special schools share many key characteristics with special academies and free schools, in that they are effectively special schools with freedom from local authority control but are not independent schools. However, the funding systems for these types of schools are all different, which creates unnecessary complexity and confusion in the system, as well as the potential for an unfair playing field.

Furthermore, special schools are being asked to apply to become special academies and special free schools without adequate information about the funding implications. This information is essential if the Government is asking schools to consider these options and make informed decisions.

Ambitious about Autism is increasingly concerned that a new and separate model is being developed with very little regard for the impact that this may have on a large number of highly successful schools that continue to provide an excellent education to some of the most complex children in England. We would welcome the opportunity to further engage with Ministers about new funding arrangements.”

For the purposes of this debate, I turn to the Green Paper on SEN, and specifically to page 52, which clearly states that parents will have the right to express a preference for any state funded school, including academies and free schools, but that does not seem to extend to non-maintained and independent special schools. That is despite the Government’s commitment to develop a national banded framework for funding provision for children and young people with SEN that has the potential to create greater transparency of funding. That needs clarification, as both non-maintained and independent special schools are usually funded by local authorities rather than parental placements, which means that in legal terms they are similar to academies and free schools and have less in common with the mainstream independent sector.

NASS is concerned about a response given by the Minister to the Select Committee on Education, which it says implies that parents will get the choice of a non-maintained and independent special school only after other local options have been considered. The association believes that this exclusion is based on untested assumptions that non-maintained and independent special school placements are always more expensive than similar placements in the maintained sector, and it calls on the Government to give parents the right to express a preference for a non-maintained or independent special school.

I hope that the Minister recognises those concerns and that she will give a clear answer on whether parents will be able to choose non-maintained or independent special schools. We also need to know why parents are given the choice of free schools but not schools from the non-maintained or independent sector.

The perception is that places at non-maintained special schools are consistently more expensive than local authority provided packages of support for children with the same level of need. NASS quotes the Minister as speaking of parents pressurising local authorities for expensive independent school places, but that should not be needed if the Government get early intervention right. There are two issues here: is provision more expensive, and will early intervention obviate the need for highly specialist provision?

On the first, as a former chair of education for a small local authority, I understand only too well the financial pressures of providing expensive placements. The costs of providing the right services for a child with complex needs are high. However, a local authority should not have to fund entirely these low-incidence cases, as such highly specialised provision is likely to be provided over a wide area.

In a recent constituency case, a young person with autism needed a highly specialised course that entailed residential provision. Some children and young people with autism and many other conditions have extremely complex needs and need highly specialist provision with perhaps a 24-hour curriculum. Obviously, in this period of reduced resources, it is crucial that the Department for Education and local authorities do more to achieve better value for money in the commissioning and delivery of special educational needs. As there is lack of information available in the SEN sector about cost-effectiveness, I urge the Department for Education to commission research on the cost of placements in the non-maintained and maintained special school sectors. The non-maintained sector obviously has accommodation, social care, health and allied therapy costs that will be reflected in direct financial transactions, so we need true costings for both sectors. That would go some way towards ensuring that there is a level playing field between the non-maintained and maintained special school sectors and that value for money is delivered at this time of fiscal restraint.

What evidence can the Minister point to that indicates that places at independent and non-maintained special schools are consistently more expensive than local authority packages of support for children with the same level of need? If there is no evidence on that at the moment, can it be collected?

There cannot be any disagreement about the value of intervention in early childhood for children whose needs can be identified early. In addition, the SEN Green Paper asserts that good early intervention will reduce the need for placements in non-maintained and independent special schools. NASS is concerned that that reinforces the view that placements in its sector are made only as a result of family breakdown or poor early placements. The small group of children who actively benefit from residential placements would like the Green Paper to say more about the role of residential provision and how it will be supported or explored further. Will the Minister provide some comment on that matter?

NASS would like greater recognition by the Government of early intervention for emergent special educational needs later in childhood. Although those often relate to early life experiences, some social, emotional and behavioural difficulties are not apparent until later in the child’s life. Often such young people are then subjected to multiple interventions before specialist assessment and support is offered. NASS would like to see this group of children and young people better reflected in the Green Paper.

I have two specific concerns about the treatment of this sector compared with the maintained sector, particularly bearing in mind the fact that 99% of places are funded through the public purse as a result of local authorities making placements. In legal terms, it is very similar to academies and free schools, and it has less in common with the mainstream independent sector.

One concern relates to specialist school funding. NASS discovered by chance that funding for non-maintained special education schools had not been allocated as part of the move to direct school grant funding. It was concerned about that, especially as it seemed that those schools under local authority control had actually received a commitment that money would still be passed on to them. It seems that there was a communication problem within the Department, and the schools will now receive only a proportion of the money they were originally expecting. Clearly, there are some concerns, especially around communication.

At the end of July, NASS was made aware that new non-maintained special school regulations had been laid before Parliament on 8 July—they came into force on 1 September 2011. Neither NASS nor the schools had been made aware that that had happened. By then, schools were on summer holidays and were unaware of the new regulations to which they were returning in September. I am aware that NASS contacted officials at the Department for Education and also wrote to the Secretary of State for Education in August 2011, but it is still awaiting an official response.

Finally, special schools in the independent sector are concerned about Lord Hutton’s recent review of public service pensions. There is great concern that teachers in the independent sector might be excluded from the pension scheme, which would affect movement between the two different sectors quite considerably and could affect the supply of highly qualified and specialised teachers.

In conclusion, will the Minister provide assurances that the excellent specialist provision that the sector provides for some of the most complex children is recognised and is not hindered, and that there will be a level playing field in which such schools can operate?

School Funding Reform

Annette Brooke Excerpts

Tuesday 19th July 2011 Commons Chamber

[Michael Gove]

The right hon. Gentleman is a formidable constituency Member of Parliament. He invited me to make sure that I made this announcement before the House rose for the recess, and I am happy that I could do so. I appreciate that Sandwell, like many other local authorities, will want to make its case fairly, so I want to make sure that it is heard alongside every other local authority in a way that is fair to all.

[Annette Brooke (Mid Dorset and North Poole) (LD)]

The Secretary of State kindly arranged for civil servants to visit Montacute school, an outstanding special school in my constituency. They subsequently wrote a report on its condition and fitness for purpose. When will he release the contents of that report, and can he give the school some indication of when it will hear, and how to apply for funding if it has to do anything more, in the light of his statement?

[Michael Gove]

That work will help to inform decision making. I will work with the hon. Lady to make sure that she can do the best job possible for that school, and other schools in her constituency that wish to apply.

Young Runaways (Sexual Exploitation)

Annette Brooke Excerpts

Tuesday 21st June 2011 Westminster Hall

[Annette Brooke (Mid Dorset and North Poole) (LD)]

It is a pleasure to serve under your chairmanship, Mr Turner. I congratulate the hon. Member for Stockport (Ann Coffey) on securing this timely debate and on leading the work on this issue. Helen Southworth, her predecessor as Chair of the all-party parliamentary group for runaways and missing children, also made an enormous contribution. The all-party group’s inquiry three years ago resulted in the action plan and then the statutory guidance on runaways. It is rather sad to hear today that that guidance is not being fully implemented, and it shows that, as politicians, our work is never finished. Even when we think that we have made progress and produced the paperwork, the action is not taking place. Perhaps worst of all, the action is patchy over the country.

The hon. Lady referred to the lack of data. It is incredible to think that most children who run away are not reported as missing to the police by their parents or guardians. The problem of the lack of data is obviously compounded by the fact that there are different police and local authority responses. Added to that we have the issue of trafficked children, of which we do not know the full extent. It is difficult to see how we can move forward without more data. What we have at the moment is raised awareness, sadly because of the stories and the prosecutions that are being reported currently. It makes us reflect on the society that we live in that these practices can happen and that we have been so unaware of them as a nation.

[Dr William McCrea (South Antrim) (DUP)]

Why does the hon. Lady think that there is such a variation between the statistics that come from the police and those that come from central Government? Does she think that, as a society, we are trying to cover over a problem and that we are not facing the depth of the statistics? Also, does she agree that behind each of these statistics there is a vulnerable child, many of whom are hurting and who will carry that hurt to the end of their days? We had better get the statistics right, before we can know that the action plan will address the problems.

[Annette Brooke]

I thank the hon. Gentleman for that intervention. In many ways, he is right. However, I am not convinced that there is a deliberate cover-up. It is actually a case of our being blinkered and not recognising what is happening out there. That is why today’s debate is so timely, because sadly we have so much evidence to refer to.

I want to compliment the many organisations that work day-in and day-out on this issue. Obviously there is Barnardo’s, and its report, “Puppet on a string”, is a really important contribution. There is also the Children’s Society, which has engaged in long-standing work in this sector, and there are so many others. All of that work is important, but we must grasp the hour. People accept that there is a problem, but we are still not very good at recognising it in our own communities. It still tends to be a case of people saying that it happens elsewhere. I could easily say in Dorset, “Oh, it’s up there in the north”, but it is very important that we recognise this is happening throughout our country.

[Sarah Newton]

Will my hon. Friend give way?

[Annette Brooke]

I will indeed give way, but I do wish to be fairly brief.

[Sarah Newton]

I am very grateful to my hon. Friend for giving way and she is making a very important point, because I think that people do not want to believe that this is happening in every village, every town and every city. I am very concerned by what I think are inadvertent comments about, say, seaside towns having a problem, or big cities having a problem. In fact, this is happening everywhere.

[Annette Brooke]

I think that is absolutely right and we really need to endorse that point.

The interlinking of issues is incredibly important. The issue of running away must be addressed in conjunction with the issue of sexual exploitation, because children who run away will be in greater danger of being sexually abused or exploited. Equally, children who are being sexually exploited are likely to run away. So we must look at the issues together.

We must also appreciate that there are specific groups of children who are more likely to run away. The hon. Member for Stockport made the point that the entrapment of children and young people in sexual exploitation does not happen overnight. Therefore, we must look at the aspect of vulnerability. It is well documented that children in care often run away, but the hon. Lady pointed out that there is a lot of missing data. Children who are facing difficulties in school may well be runaways. Children involved in drugs and alcohol, children in trouble with the police, and the disabled or those with learning difficulties are all vulnerable too. We must think about vulnerability for a moment. Although we might think that the vulnerable are most likely to be entrapped, somebody who has become entrapped will, in turn, become more vulnerable. That makes it so important for us to get everything in place.

I was struck as I read the various reports on this issue that evidence or clues can be picked up in schools. For example, in Emma’s story in “Puppet on a string” it says that she either missed school or behaved badly when she was at school. Missing school is clearly quite an important aspect. So, can the Minister specifically say how his Department will react if the Education Bill passes in its current form, removing the duty on schools, including academies and further education colleges, to co-operate with local authorities? I have expressed before how concerned I am about removing that duty, and the Bill’s explanatory notes state:

“These bodies will be able to decide for themselves how to engage in arrangements to improve well-being.”

I can see that there are arguments for not loading unnecessary bureaucracy on schools and colleges, but if the duty is removed, what on earth will fill the gap? I would really like the Minister to answer that question because there seems to be such an opportunity to identify potential problems at school. The hon. Member for Stockport referred to the obvious need to fully train teachers and social workers, but if we are not going to be blinkered and fail to pick up what is before our eyes we must ensure that everything is joined together.

I would also like to make a brief point about age. I think we became aware of the issue of age during the inquiry on missing children and people that is being led by the hon. Member for Stockport. I worry about classifying, in this context, a child as being someone under 18 because a vulnerable 19 or 20-year-old can be much more like a child than someone under that age. We have to be very careful about being so age-specific because we start to make assumptions. Some work carried out by the Children’s Society, the NSPCC and the university of York states that professionals tend to assume that older children are more capable of looking after themselves. The reality, of course, is that all children are different, and young adults might not have the maturity to cope.

We should either be flexible about 18 being a cut-off for children’s services or ensure that adult social services work really closely with children’s services, and I ask the Minister to consider that gap. We heard a story in evidence of a young man who went missing aged 19 and who, four years on, still has not been found. The police were just not listening to the mother. They said, “Well, he’s just a young man who’s gone off,” even though she said, “But he always phones me.” A teenager from a tight-knit family home will be different in terms of whether they are likely to go off without telling anyone, so it is so important to listen to everyone.

We need this issue to be a priority across all services. We first need to acknowledge the problem of runaways and missing people, and then see the connections between that and sexual exploitation. We need full prevention services, support for families and young people, and consistent responses from the police and local authorities, with everyone working together to truly make children and young people a priority in our society and to ensure that they are properly protected.

Oral Answers to Questions

Annette Brooke Excerpts

Monday 23rd May 2011 Commons Chamber

[Mr Gibb]

The English baccalaureate is not prescriptive. It is just a measure—one of many measures—that this Government are putting forward as part of the transparency agenda. It is the next stage in that school’s improved performance. It is a concern to the Government that children, particularly in deprived areas, are not being offered that combination of choices. Only 8% of children who qualify for free school meals were even entered for the English baccalaureate subjects, and only 4% achieved them.

[Annette Brooke (Mid Dorset and North Poole) (LD)]

Does the Minister have any hard evidence that there has been a significant switch towards subjects in the English baccalaureate this year for this year’s results? Is he concerned that as a consequence cramming might have taken place in the switched-to subject?

[Mr Gibb]

It is always a concern if schools are not entering students for qualifications that best meet their interests. That is what is behind the introduction of the English baccalaureate measure. We want to undo some of the perverse incentives that already exist in the league table situation. We would not want to see pupils being transferred mid-course to English baccalaureate subjects simply for the league table position.

Sure Start Children’s Centres

Annette Brooke Excerpts

Wednesday 27th April 2011 Commons Chamber

[Michael Gove]

The hon. Gentleman, who represents brilliantly a constituency with real deprivation, is absolutely right. Yes, Sure Start has the potential to make a significant difference, and yes on the ground it was already making a real difference, but we need to build on that by ensuring that we have the targeted interventions that help those children in the most difficult circumstances.

[Annette Brooke (Mid Dorset and North Poole) (LD)]

I note that the shadow Secretary of State spent 45 minutes on quantitative issues, so I welcome the Secretary of State’s emphasis on quality. Does he agree that we should be showcasing the really good interventions and effective use of money across the country? I regret that we have cuts, but surely we must be celebrating and giving confidence to the sector.

[Michael Gove]

That is the best intervention yet. The hon. Lady is absolutely right. I and my departmental colleagues are anxious to point out that there are many committed professionals in the early years sector with a greater level of expertise in developing evidence-based interventions, all of which can help children in difficult circumstances. I have been impressed by how people have worked constructively across the sector, and I have been particularly impressed by the fact that, as the hon. Member for Nottingham North pointed out in his report on early intervention, we now have a better body of evidence that allows us to identify what works. We should celebrate the fact that some of that innovation has been operating at a local level in children’s centres run by exemplary local authorities.

Oral Answers to Questions

Annette Brooke Excerpts

Monday 21st March 2011 Commons Chamber

[Michael Gove]

Moving beyond history and geography, let me address this specific point. The amount of money available in the early intervention grant to ensure that children’s centres can stay open is higher than she implies, and sufficient to ensure that all local authorities can discharge their statutory responsibility to ensure that there are sufficient places.

[Annette Brooke (Mid Dorset and North Poole) (LD)]

T4. Montacute special school in my constituency is in desperate need of new facilities. It was quite reasonably removed from the Building Schools for the Future list as the plans for a rebuild were not satisfactory at that stage. Would the Secretary of State or his officials be prepared to meet me either at the school or here in London to discuss a way forward?

Oral Answers to Questions

Annette Brooke Excerpts

Thursday 17th February 2011 Commons Chamber

[Mr Hayes]

On the night of the “black and white” party, I was at my desk working, actually, and then I had a half of mild at a working men’s club.

The truth is that, in a very tough spending round, we guaranteed funding for young people, boosted funding for 16 to 18-year-olds and boosted funding for adult apprenticeships, and we are seeing real growth. The right hon. Gentleman is right: people over 24 will borrow to invest in their future, but my goodness, the repayments are income-contingent, there are no up-front payments and, as he knows, it is real value for money.

[Annette Brooke (Mid Dorset and North Poole) (LD)]

2. What recent progress he has made in establishing local enterprise partnerships.

[Fiona Bruce (Congleton) (Con)]

7. What recent progress he has made in establishing local enterprise partnerships.

[The Minister of State, Department for Business, Innovation and Skills (Mr Mark Prisk)]

I am pleased to say that we are making good progress with regard to local enterprise partnerships. Indeed, I can announce today that we have cleared the London enterprise partnership. That brings us to a total of 31, covering 87% of England's population.

[Annette Brooke]

I thank the Minister for his answer. Naturally, I am rather disappointed that Dorset has not yet found a solution. May I have an update on progress towards the inclusion of Dorset within a local enterprise partnership? What timelines are the Government working to? If it is necessary for support to be given, will that be given?

[Mr Prisk]

As the hon. Lady knows and we have discussed, Dorset has the challenge that Poole and Bournemouth face eastwards economically but the rest of the county does not. So we have worked with local partners, and offered them an opportunity: once they have decided, they will come back to us and we will help to ensure that they progress with their enterprise partnership as quickly as possible.