Education and Attainment of White Working-Class Boys

Debate between Ben Bradley and Seema Malhotra

Wednesday 12th February 2020 Westminster Hall

[Ben Bradley]

I thank my right hon. Friend for that intervention, and I totally agree. The Prime Minister was clear when he said that opportunity is not spread evenly around the country but talent is, and this issue is about how we engage these boys with our education system, to make sure that they see its relevance and to ensure that they see the opportunities they have and can take them.

There is an awful lot to do, and we are already in a position where we have lots of young men in my community who have finished school but will have to go back and receive intervention and support as adults, because they did not receive that throughout their education. We have to understand the lives of many of these boys, in former coalfield communities such as Mansfield.

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

I thank the hon. Gentleman for giving way and also for raising this issue today. In my constituency, which is a very mixed one, I am aware of the disparities and the inequalities in all communities, which is why it has been very important for us locally to look at disadvantage wherever it occurs.

May I just make the point that the issue extends across the country and that we have to look at different communities? Last year, I hosted in Parliament the event “H Is For Harry”, about a young boy who has problems with literacy that are actually intergenerational. That event was very important in saying that wherever inequality, disadvantage or difficulties with education might occur, we need to address that situation and have a public policy response.

[Ben Bradley]

I thank the hon. Member for that intervention and I totally agree. As I say, I fully recognise that the challenges I am highlighting in this speech affect many communities and many children from disadvantaged backgrounds, regardless of race or gender. I have said why I am highlighting it in these particular terms today, but she is absolutely right that there is a broader issue that we need to focus on. She also mentioned that kind of parental drive and engagement with schools, which I will come on to.

As I was saying, we need to understand the communities that these boys grow up in. In former coalfield areas such as Mansfield, not so long ago boys generally left school before they were 16, and they went to work down the pit or in a factory. There was a simplistic kind of certainty to that, in that regardless of what happened at school, they would have a job and a career. If someone was lucky, they might get to take the 11-plus and go off to grammar school to do something different. A few children benefited from that route, but then that was taken away as well.

That certainty of career does not exist any more in these communities, but in many cases they have not moved on. Many parents in the poorest communities do not have qualifications and therefore are not able to extol the virtues of school—indeed, they do not necessarily see the point of that education—and they cannot help their children to study because they do not have that level of attainment themselves.

I have schools in my area where 70% of the children are involved with social services, such is the chaotic backdrop to their lives, so school is very far from the top of the agenda for those children. Boys are far more likely to say that school is a waste of time, so we have to engage them in a different way and help them to see the value of school.

[Ben Bradley]

I thank the hon. Gentleman for that intervention and I agree. I meet a number of young men who are bright, sharp and intelligent, but they do not have many qualifications and are struggling to find work, struggling to make a positive impact and struggling to see where their lives are going. We certainly need to do more to change that situation in the future and, as I have said, to go back to those guys who have finished school already and support them.

We need to prepare children for the 21st century and update our curriculum so that it is fit for the future. Repetitive tasks and memory tests are no longer relevant for study and even top private schools in America have shown that kids simply do not remember such stuff when they come back from school holidays.

The OECD’s programme of international student assessment rankings show that memorisation remains the dominant learning strategy in British classrooms. I could go off on a massive tangent at this point, and if I did I am sure that I would have a huge debate with the Minister for School Standards on this particular issue. However, I only have 10 minutes to cover things today, so I will try to focus on the headline issue, although there is a broader problem.

[Seema Malhotra]

I thank the hon. Gentleman for giving way again. He has highlighted a very important point about working-class communities and white working-class boys. I have noticed in my constituency that those boys fall behind, especially after the school holidays, and we also know that a lot of funding that went into school holiday programmes has been cut, so I am starting a campaign to try to bring back more of that activity.

Does the hon. Gentleman agree that it is important to think about a cross-departmental policy response to this issue, through housing, education and wider afield, so that we make sure that we can reach into and deal with those families that are most at risk, and so that these young boys have the best chance of success?

[Ben Bradley]

I thank the hon. Member for that intervention and I agree. There is certainly a disparity that is entrenched when those boys go home over the summer to a household that is not necessarily pushing them to continue to learn and engage, compared with parents who are perhaps better-off and who drive that engagement. We must bridge that gap and I will come on to some of the potential solutions. The point I am trying to make is that we need to create incentives for these boys to learn and to make space in the curriculum, if needed, for something more relevant to them. It would be wrong if we assumed that everyone’s aspiration was to study to degree level. We would do far better to accept that where these boys are getting nothing currently, giving them something of interest and value would be a step forward.

Whether it meets our middle-class aspiration or not is kind of irrelevant; I am talking about choice and variety. Whether we do that through alternative provision or by giving all schools more freedom by offering more vocational and technical education, we have to do something more to show the career value of what they are learning, perhaps by doing it thematically, rather than in subject silos that do not connect with the real world. Everyone needs a certain core knowledge, but outside of that there are lots of different options.

--- Later in debate ---

[Ben Bradley]

I thank the hon. Gentleman for that. As I have said, less than 9% of boys from tough backgrounds go to university, yet those technical routes are still often viewed as a last resort, despite providing the opportunity to learn valuable skills that lead to job opportunities. In Switzerland, for example, 70% of children undertake apprenticeships, because they are well respected. We talk in the UK about holding such qualifications in equal regard with academic ones, but we do not make them available to all children. When I suggest that we should make them available to all children, I get lots of academics telling me that I am writing off these kids, which does not sound a great deal like equal regard to me.

We need to go in and support apprenticeship routes, which means reforming the levy and supporting traineeships, as well as thinking hard about how we seem to be making even the technical qualifications more traditionally academic now through T-levels and about the other options for those who want genuine vocational or technical education. We need to invest in adult learning and retraining for those we have missed in the system.

We should do more to show these boys the career options out there by offering more meaningful work experience and by giving better careers or skills advice, particularly from professionals who have not taken traditional educational paths to succeed in their career. They need role models who they can look up to, and they need to be aware of all options for their future study. Many do not have those role models at home who they can turn to on education. That leads me on to the next bit of my speech, because it is not solely schools’ responsibility; the issues stem more often than not from home. We are fighting a losing battle if we are forcing boys to be interested in getting GCSEs when their parents think they are a waste of time.

[Seema Malhotra]

rose—

[Ben Bradley]

I have to plough on, or I will run out of time. The challenge, as I have said, entrenches disadvantage, with better-off parents more able to push their children to attain, to do homework and to work hard at school, while those who have the least education themselves or who have chaotic lives struggle to do so.

Early interventions can help. We can refocus where we put our money in early years provision on the most disadvantaged, bearing in mind that currently, a couple earning £200,000 between them can access 30 hours’ free childcare, but a single mum on the living wage working 15 hours a week can only get 15 hours of free childcare. We can encourage nurture provision in a primary setting to ensure children are engaging with school early on and can settle into primary school. That saves all sorts of issues later and draws parents into that school setting early on. We need proper youth work and more trained youth workers to support children and offer direction. Great youth workers are hugely important, and we have the opportunity through the youth investment fund to train thousands more.

When I visit schools in Mansfield, parental engagement is often raised with me as being among the biggest challenges. How do we draw them into the educational environment to support their children at school? The Social Market Foundation, for example, suggests that after-school family literacy classes in primary school would encourage parents to take a more active role in a child’s education. I know some schools do that. My kids go in early for phonics with mum on a Tuesday morning, and I like the sound of that, and I like the sound of using the school setting as more of a community hub to be able to offer other services that push those hard-to-reach parents to come into the school to engage with teachers.

The Department for Education has found that higher rates of exclusions are seen in areas of deprivation. Pupils known to be eligible for and claiming free school meals account for 40% of all permanent exclusions. Again, that is boys from disadvantaged backgrounds. There is a reason why boys more than girls can be disruptive or badly behaved in a classroom setting. Simply using detention or exclusion rarely helps. According to the OECD, boys respond more to a school’s environment than girls. When they are in disruptive, chaotic disorganised settings, their capacity for self-regulation suffers. When they are labelled as the bad kid, they become the bad kid. Often these kids do not have male role models at home. They are confused about masculinity and what it means and their role in society. We need to support them through that, not punish them.

We need to take bold steps fundamentally to change failing schools, which can exacerbate problems, rather than help. A few weeks ago an article in The Sun highlighted so-called dumping grounds, where schools have struggled consistently for a long time even to get out of special measures. We need almost a “Supernanny”-style leadership team capable of taking on these challenges and intervening fundamentally in these schools. We need more incentives for the best teachers to work in such schools, which often exist in the same disadvantaged communities and so cannot attract experienced teachers. It is becoming commonplace for children to have lessons taught by somebody who is not qualified in the subject. Great leaders and great teachers can transform failing schools, and we need to equip them with the resource, the flexibility and the curriculum to deliver real and genuine change.

I wonder whether there is a way to build on interventions such as the London Challenge and offer that kind of resource and impact to the most challenging schools and areas outside London, too. I know that the Government have started on some of those kinds of interventions, and I would be interested to hear more about that from the Minister.

To conclude, I hope we would all agree that we are missing a trick if we are not focusing on ensuring that all children of all ethnicities and backgrounds get access to a good education and to life’s opportunities. That means we cannot continue not to talk about the plight of disadvantaged white boys who are consistently at the bottom of the pile.

We hear a lot in the media and in this place about white male privilege—it seems to overtake discussion a lot—and I challenge those people to come to my community, where men spent their whole lives digging coal underground to keep the lights on, and who are now dying early of lung disease as a result, and talk to them about their privilege. It is their children and grandchildren I am talking about today. They need help, and our communities need help. I hope that this Government’s mission to level up the towns and regions in the UK that have the least includes education as a key priority. I am sure that it does. Unless we grapple with the burning injustice that faces white working-class boys in communities such as mine in Mansfield, we will not be delivering the change that is needed.