Special Educational Needs and Disabilities

Bob Blackman Excerpts

Thursday 24th October 2024 Commons Chamber

[Catherine McKinnell]

My hon. Friend speaks with great passion and compassion on behalf of her constituents, and I agree with everything that she says. I reiterate that what she outlines is the epitome of what we are seeking to achieve on inclusive mainstream education, so that it can meet the needs of the vast majority of children with special educational needs and disabilities in our country.

[Bob Blackman (Harrow East) (Con)]

Children with special educational needs in Harrow face long journeys to get to the schools they need in order to deal with their problems, something that the previous Government recognised. The three MPs in the area, on a cross-party basis, the council and all the headteachers agreed that there was the need for a new special educational needs school in Harrow. The site has been acquired, but since the general election everything has gone quiet. I do not expect the Minister to give an update here and now, but will she undertake to review the position and come back to the three MPs and the council to ensure that we provide that school for the benefit of the children of Harrow?

[Catherine McKinnell]

The hon. Gentleman is absolutely right to identify the current significant transport requirement to meet the needs of children. Obviously, the way that we wish to address that is to ensure that there is inclusive mainstream education available in every community for every child, and we are working at pace to achieve that. The special school is under review and we will report back as soon as possible.

Universities: Freedom of Speech

Bob Blackman Excerpts

Thursday 10th October 2024 Commons Chamber

[Catherine McKinnell]

I absolutely agree with my hon. Friend, and I think that the same principle applies through every aspect of education and childhood, and in every aspect of society too. As a Government, we stand with those upholding and securing those rights.

[Bob Blackman (Harrow East) (Con)]

Our universities have to be an avenue where individuals can speak and be challenged. The reality is that there is nothing new to freedom of speech. I remember as a president of a students’ union constantly having to fight for the right for people to express their views, even when I totally disagreed with them. The sad reality is that Jewish students and Jewish academics feel threatened right now by antisemites—let us call them out for what they are—when they must be free to exercise freedom of speech. Will the Minister, in this consideration, make sure that those rights are upheld in whatever the Government come forward with?

[Catherine McKinnell]

I know that the hon. Gentleman works hard in this space. I do not disagree with a word he has said. Universities must be a space for robust discussion, and that is why we have paused the roll-out of the Act. He is right that antisemitism and Holocaust denial are abhorrent and there must be no space for them. That is why we have paused the legislation. We must ensure that we get the balance right between freedom of speech and upholding the right for minority groups and others to have their lawful right to freedom of expression, as they should.

Oral Answers to Questions

Bob Blackman Excerpts

Monday 29th April 2024 Commons Chamber

[Damian Hinds]

The hon. Gentleman has been entirely consistent for some time in talking about the importance of outdoor education, about which I am happy to agree. I am not sure it is always necessarily a case for law, but it is certainly important for young people to get outdoors, to be in touch with nature and to see the countryside, as well as running around enjoying PE and sporting activities.

[Bob Blackman (Harrow East) (Con)]

8. What steps she is taking to support education on Israel and antisemitism in secondary schools.

[The Minister for Schools (Damian Hinds)]

I have been horrified and appalled to see the rise in antisemitism in education since 7 October. It is unacceptable and it cannot be tolerated. My right hon. Friend the Secretary of State has written to all schools and colleges reminding them of their duties under Prevent, and we are investing £7 million to help tackle antisemitism across education.

[Bob Blackman]

My right hon. Friend is clearly right that the rise of antisemitism in schools—or anywhere—is absolutely unacceptable. One of the causes is the failure of schools to teach children about the history of Israel and the fact that Jewish people have occupied Israel for over 3,000 years. Indeed, the Balfour declaration set up the creation of the modern state of Israel. As that is not communicated, there is widespread ignorance and people do not believe that Jewish people have occupied that land for so long. Will my right hon. Friend conduct a review of the curriculum to ensure that young people are properly educated about the history of Israel?

[Damian Hinds]

I appreciate what my hon. Friend says. History is a very important subject for many reasons. Learning about Israel and the wider region can be covered in history, for example in the “challenges for Britain, Europe and the wider world since 1901” theme. In general, we do not specify individual historical events in our national curriculum, with the sole exception of the holocaust, as he will know.

Oral Answers to Questions

Bob Blackman Excerpts

Monday 29th January 2024 Commons Chamber

[Bob Blackman (Harrow East) (Con)]

Is it not a disgrace that young children are told to cover up their badges so that people do not know which school they attend, and are told to remove outward signs that they are Jewish? Security is provided once they get to school, but what will my right hon. Friend do to make sure that children are educated on the evils of antisemitism, so that we spread this message across all schools, rather than just Jewish schools?

[Damian Hinds]

My hon. Friend is right. After Holocaust Memorial Day, we are acutely conscious of the continuing need to act against antisemitism. One of the things we are doing is launching a new fund for both schools and higher education, to try to address antisemitism effectively at its root.

Oral Answers to Questions

Bob Blackman Excerpts

Monday 23rd October 2023 Commons Chamber

[Gillian Keegan]

The hon. Lady talks about responsibility and accountability. When Labour were warned about RAAC—reinforced autoclaved aerated concrete—in 1997, 1999, 2002 and 2007, they did nothing. When Labour spent money on school rebuilding, they ignored school conditions altogether. [Interruption.] The hon. Lady needs to listen to this. They even rebuilt three schools and left RAAC within the buildings. A school even collapsed in 2018. What did they do in Wales? Absolutely nothing. We make the tough decisions. Labour cannot even make a single decision.

[Bob Blackman (Harrow East) (Con)]

T3. In the wake of the massacre that occurred in Israel—the greatest loss of life since the holocaust—cases of antisemitism in this country have risen by 582%, and Jewish students on our campuses feel very unsafe. Glorification of this massacre has been carried out at Warwick University, Bristol University, University College London and the School of Oriental and African Studies. It is unacceptable for universities to tolerate such activity, so will my right hon. Friend join me in condemning antisemitism and state what she will do to ensure that Jewish students feel safe on campus and can study like every other British citizen?

Core School Budget Allocations

Bob Blackman Excerpts

Tuesday 17th October 2023 Commons Chamber

[Nick Gibb]

The last flippant comment was not necessary; these are all serious issues. Issues such as RAAC have been around in our school system since the 1950s and 1960s. When we discovered new facts and new evidence, we took swift action. There will always be almost no notice; when we have evidence, we cannot just sit on it until a more convenient time to announce it. We had to announce it straightaway. Every school with confirmed RAAC has a caseworker allocated to make sure that we are keeping children safe and keeping them in face-to-face education. So far, we have identified 174 schools with RAAC and in the vast majority of those—all but 23 schools—all the children are still in face-to-face education.

In terms of special educational needs, we published a Green Paper and an implementation plan to improve the experience of parents and children with special educational needs in our school system.

[Bob Blackman (Harrow East) (Con)]

I thank my right hon. Friend for the update. Clearly, when formulas such as this are being used, it is important that they are tested first to see the results, before those are issued to the schools and other people are involved. Will he confirm that the position is that, even after this error has been corrected, all schools in this country will have enough money to fund the teachers’ pay award agreed by the Government?

[Nick Gibb]

My hon. Friend is right. I have to say that my experience of this particular team in the Department is that they are one of the best teams I have dealt with. This was an error made by officials. They have owned up to it and we have corrected it. It does not affect school funding at all, and it relates to the next financial year, 2024-25. It certainly does not affect this financial year, 2023-24, and the funding of the pay award. Incidentally, it is the highest pay award for 30 years. The 6.5% pay award for teachers is fully funded, with an extra teachers’ pay grant of £525 million this year and £900 million next year. It is totally unaffected by this error.

Oral Answers to Questions

Bob Blackman Excerpts

Monday 17th July 2023 Commons Chamber

[Gillian Keegan]

We are very much taking a supportive approach. We know that there are complex reasons why some children are missing school—some have lost their confidence and are anxious about school and how far they are behind—so we are taking a focused approach. We have leads in local authorities working closely with schools, and we are measuring the impact of all the things we are doing, which includes attendance hubs, as well as looking to support parents to get their children back into school, where we know their outcomes will be so much better.

[Bob Blackman (Harrow East) (Con)]

5. What progress her Department has made on improving standards of attainment in mathematics in primary schools.

[The Minister for Schools (Nick Gibb)]

Ofsted’s report on school maths, published last week, stated:

“In the last few years, a resounding, positive shift in mathematics education has taken place in primary schools.”

In the 2019 TIMSS international survey of maths attainment for year 5 pupils, England achieved its highest ever score and rose from 10th out of 49 countries in 2015 to eighth out of 58 countries.

[Bob Blackman]

It is clearly good news that 73% of young people are achieving or exceeding the expected grades at the standard assessment tests. Measures have been taken to catch up after covid, which is really good news, but it is important that we lay the foundations in primary schools so that young people love mathematics and can continue to work on it until they are 18. What measures is my right hon. Friend taking to ensure that?

[Nick Gibb]

My hon. Friend is absolutely right. In addition to expanding the successful maths hubs programme to deliver teaching for mastery to 75% of primary schools by 2025, we are increasing delivery of the mastering number programme for reception to year 2, which helps students achieve fluency with number bonds, to 8,000 schools by 2024. We will also extend the programme into years 4 and 5 to bolster fluency in times tables.

National Numeracy Day

Bob Blackman Excerpts

Thursday 18th May 2023 Westminster Hall

[Bob Blackman (Harrow East) (Con)]

I beg to move,

That this House has considered National Numeracy Day.

It is a pleasure to serve under your chairmanship, Dame Maria. I declare an interest as a graduate in physics and maths. I have had a particular interest in this subject for a long time; indeed, I have three maths A-levels.

Yesterday was the 11th anniversary of National Numeracy Day—a day earmarked for the championing of everyday maths. We learn various different aspects of maths at school, but it is important to remember that the purpose of maths is to inspire everyone, at whatever age and from whatever gender or socioeconomic background, to possess the confidence and skills to competently understand numbers and be able to apply them in our day-to-day lives. We do not use trigonometry or Pythagoras’ theorem when doing the weekly food shop, but basic numeracy crops up all the time. When writing this speech, for instance, I had to estimate how long to speak for to keep my colleagues interested and not allow them to doze off for too long.

Numeracy is the ability to apply numbers in everyday life, solve problems, make informed decisions and seize the opportunities that are presented as a result. National Numeracy is an independent charity. It was initially funded by one of the big four multinational professional services networks, namely KPMG. Since launching, it has attracted a growing number of organisations that recognise the importance of improving the nation’s numeracy. Since 2012, through National Numeracy Day the charity has helped over 2.7 million people unlock new levels of potential, be that in school, work or their personal lives. One of the concerns is about the number of people who leave school without basic numeracy capabilities.

It is not until we really think about it that we realise how prominent mathematics is in our day-to-day activities. It is crucial for developing logical thinking and for reasoning strategies. I will give a few examples of where mathematics come in. Financially, it is important to have the appropriate skills to understand our payslips, calculate mortgage rates or rental payments, account for bills or any other outgoings, pay for items either through cash or card, and make sure we are not being ripped off. Practically, we use maths to negotiate journey times, plan the food shop, use cooking recipes, read the time and relate distances for travel. Recreationally, we might use the skills in music, when playing sport, to set time limits on phones or even with driving. It is prominent everywhere, and we must understand that maths is vital.

For those who significantly struggle with numeracy or who lack confidence, it is extremely difficult to get through the basic tasks we undertake daily. Research has shown that people who have low maths skills are increasingly vulnerable to debt, fraud, financial exclusion and unemployment. In 2020 it was estimated that more than two thirds of unemployed adults possessed extremely low numeracy skills. This is a consequence of not acquiring the skills in school or early life.

As a nation, we are often regarded as one of the richest and most powerful countries globally. Despite this stature, our numeracy levels are significantly below the average for developed countries, ranking just 21st in the widely-recognised Survey of Adult Skills. The consequence is a cost to the UK economy of millions of pounds—in unemployment, poor health and treatment costs—as well as a widening of the skills gap between those who are highly skilled and those who are not. To give an idea of how much it is costing, Pro Bono Economics recently commissioned data estimating that up to £25 billion is lost in earnings each year owing entirely to low numeracy skills.

Across the UK, low confidence and competence when dealing with numbers disproportionately affects disadvantaged communities, with deprivation of numeracy skills traditionally being passed on from one generation to another. It is even more important, therefore, that those people have access to easy, supportive and free recourses to help to improve such struggles, and prevent future generations from adopting those anxieties. Staggeringly, half of working-age adults in this country—more than 16 million people—have numerical skills equivalent to those of a primary-school leaver. That has led to more than half of young adults admitting that they have avoided a particular job, interview or qualification, thereby hindering their full potential, because they feared that it would involve using mathematics when they had no confidence in doing so.

There is also a distinct gender gap with regard to number confidence. Women are significantly less confident than men when self-assessing their numeracy skills—so much so that they feel twice as anxious about maths, and consequently are disproportionately affected by negative experiences with maths at school. Unless we encourage young women to take up maths and develop those skills, we will never close the gender pay gap, which we all wish to see removed.

Children are undeniably far more impressionable than adults. The very make-up of those whippersnappers’ brains allows them to absorb information faster and much more efficiently. It is therefore of the utmost importance that nurseries, schools and education centres are taking the opportunity to equip our youth with the skills necessary to possess numerical competence and confidence. Teachers and learning assistants undergo vast training to get to their positions. They are advised on the syllabus and learning techniques that are required to educate, and hopefully have an in-depth knowledge of the subject. It is clearly far better to have those experts teach our children, so that the information they learn is accurate, rather than struggling to teach themselves at a much later stage, with a risk of misunderstanding and not being corrected. If a child does not have a good teacher, they often have to rely on their parents. If the parents are averse to maths, that can cause a challenging intergenerational cycle.

If children are taught how to competently negotiate bus timetables, money and other numerical skills, interfrastically it prepares them for life. It is essential that they are taught such skills as youngsters to ensure that they do not lack the understanding once they have reached adulthood, and therefore are able to gain greater independence. When stripped of such skills, people are immediately dependent on others and have to rely on the honesty of others, subjecting them, sadly, to a high possibility of being taken advantage of. In many cases, people doing a big shop do not know whether the bill they are being charged is correct, because they are unable to add up in their heads the rough cost of what they are buying as they go. Only when they get to the till do they realise. Even then, they may not pay the right amount, so there is a real challenge to everyday life.

I am very pleased that earlier this year the Prime Minister announced his ambition that all school pupils in England will have to study some form of mathematics until the age of 18. That does not mean that they will have to study in detail the sort of things that would be studied for A-levels and at degree level, but it does mean that basic mathematics will be understood by someone leaving secondary school. Some believe that that will have inconsequential results, but it will drastically increase the UK’s productivity and give stronger emphasis to the huge importance of possessing competent numerical skills. It will also equip school-leavers with a quantitative and statistical intellect, which is needed for many of today’s jobs and those of the future. For example, we have heard today of different companies requiring artificial intelligence and reducing the number of people involved. Well, if people have high mathematical skills, that will mean they will be able to do the higher-skilled jobs required in the future.

I am encouraged that the Government have recognised the impact of the pandemic on education and responded by establishing a national tutoring programme, investing over £1 billion to bring children’s education up to speed. By 2024, over 6 million tutoring packages will have been delivered to support struggling children. That is an important provision to come out of the pandemic, because if children have not been in classrooms, it has been quite a challenge for teachers to teach them these skills, and recovering from that position is all-important.

Many people only realise when they reach adulthood the impact of their lagging numeracy. I reiterate: it is by no means too late to improve, and it should not be something to be embarrassed about, ignored or avoided at all costs—far from it. We need to normalise later learning and asking for help, because doing so will open so many doors. People who face a challenge in getting back into the employment market can acquire these skills and therefore acquire a better job with better rates of pay. More than 9 million people in the UK rate their numeracy as low and 86% say that their financial knowledge is also minimal. Surely that emphasises the need for more later learning in such matters. This is a case of getting not just schoolchildren to catch up but also adults who may have been failed in the past.

National Numeracy hosts a vast range of programmes, initiatives and campaigns to help adults to take the leap and improve their numeracy in a bite-sized and approachable way. Thousands of testimonies tell us that the programmes have boosted people’s confidence and drastically reduced the anxiety that surrounds mathematics for many people. The charity has found that the most influential way to support adults is to help them first to understand the value of numeracy in their lives, which is clearly important, and then to help them to experience quick success, which builds their belief in their ability and capability to use mathematics.

This Government, who I am proud to support, are a great champion of lifelong learning, and are investing £560 million in the Multiply programme to give thousands of adults the opportunity to gain employer-valued maths qualifications, and to improve their skills through Multiply’s easy-to-use and accessible digital platform.

As I come to the end of my speech, I thank my colleagues for attending. I look forward to hearing others’ remarks—if not from the Back Benches, from the various party spokesmen and indeed from the Minister for Schools, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb). I hope that, if nothing else, this debate can inspire a few people to make a conscious effort to improve their numeracy skills and in turn unlock an unlimited number of new opportunities.

On National Numeracy Day, we aim to break the taboo that maths is scary, not cool or impossible. Indeed, maths is the gateway to many amazing opportunities. The National Numeracy campaign, the Government, local schools and Protect Pure Maths are always available to offer help and support. The message to people out there is: be sure to get in touch; if you fear your maths skills are not up to speed, look for opportunities to improve your capability, gain confidence, gain new abilities and, if nothing else, improve your basic skills.

Finally, I thank all those at National Numeracy who made yesterday such a success and wish the charity all the best for the rest of the events it is hosting throughout May.

--- Later in debate ---

[The Minister for Schools (Nick Gibb)]

It is a pleasure to serve under your chairship, Dame Maria. I congratulate my hon. Friend the Member for Harrow East (Bob Blackman) on his opening speech, celebrating National Numeracy Day, which, as everyone has pointed out, was actually yesterday. I guess someone miscalculated. My hon. Friend was worried about the length of his speech; it was absolutely the right length, and kept us all interested. None of us who were listening nodded off.

I pay tribute to the hon. Member for Glenrothes (Peter Grant) for his excellent speech, which revealed his clear understanding of maths in general, and statistics in particular. There was a 50% probability that I was not going to like his speech, but it turned out I 100% liked it. I congratulate him on his contribution.

Maths is crucial. We use it every day, whether at work, managing households, or understanding loans and credit. Without a solid foundation in the subject, young people risk being shut out of the careers to which they aspire, and the life they want to lead. Adults with poor numeracy are more than twice as likely to be unemployed as those with competent numeracy at age 30. That is why the Prime Minister announced last month new details of how we will transform our national approach to maths. We will change the way the system works so that everyone will study some form of maths up to 18.

Quality maths education must be built on foundations laid throughout schooling, starting in primary school. The subject is an important part of a knowledge-rich curriculum, giving pupils fluency in key concepts so that they can explore more complex mathematics in secondary school and beyond. That is why we have undertaken fundamental reforms to strengthen maths teaching over the last decade.

Since 2010, the Government have made great strides in improving maths performance across all ages. The way the subject is taught has been transformed in schools, based on the best available international evidence. That includes learning from the approach used by the countries that perform the highest in maths. We reformed the national curriculum teaching methods and the use of textbooks in order to raise standards. More than half of England’s primary schools have now adopted the mastery-based pedagogy from south-east Asia. Teaching for mastery has been supported by 40 beacon schools that demonstrate exemplary teaching, known as maths hubs, as well as by the National Centre for Excellence in Teaching Mathematics.

Mastery pedagogy encourages fluent recall of number facts, and promotes efficient written methods, as well as a whole-class teaching approach with the objective that no pupil is left behind. In mastery teaching, as in top-performing jurisdictions such as Singapore and Shanghai, significant time is spent developing a deep understanding before moving on to the next part of the curriculum sequence—teaching the components of calculation, step by step. That approach to teaching has shown that wide attainment in the subject is possible. In the 2019 trends in international mathematics and science study survey, year 5 pupils in England achieved their highest ever mathematics score of 556, which improved significantly on 546 in 2015.

To complement evidence-based approaches to maths teaching, the Government introduced more challenging assessments at both primary and secondary levels. That included the multiplication tables check in year 4, which was made statutory in 2021. For pupils who took the check, the mean average score was 19.8 correct answers out of 25, with 27% of pupils achieving full marks. The Government also introduced new key stage 2 maths tests, and reformed GCSEs and A-levels. Those assessments ensure that children master the basics of mathematics before tackling more demanding content, and match the standards set in the highest performing countries and jurisdictions around the world.

The improvement in maths attainment was seen in England’s 2018 Programme for International Student Assessment results, which were our highest ever for 15-year-olds. PISA assesses the performance of 15-year-olds in reading, maths and science in approximately 80 countries. In terms of international league tables for maths, the UK was 28th in PISA 2009 and moved up to 18th place in PISA 2018.

Last month, the Secretary of State announced plans to expand the maths hubs programme so that more children can benefit from those proven teaching methods. By 2025, the proportion of schools supported by teaching for mastery will expand to 75% of primary schools and 65% of secondary schools. Maths hubs’ intensive support will aim to reach the schools that need it most, and they will also deliver an expansion of the mastering number programme, which helps children in the first years of primary school to master the basics of arithmetic, such as number bonds and times tables. The programme will reach over 8,000 schools by 2024, and we will also expand it to years 4 and 5 in order to bolster those cohorts’ fluency in times tables.

Last month’s announcement also included further support for teachers of 16 to 19-year-olds who are resitting their mathematics GCSE or functional skills qualification. We know that teaching for mastery also works for this age group, because an evaluation showed that GCSE resit students taught by teachers in the full mastery intervention made one month of additional progress in maths compared with other students. Tellingly, students from disadvantaged backgrounds made even greater progress, averaging two months’ additional progress compared with other students. Since 2014, 16 to 19-year-olds without maths GCSE grade 4 or above have been required to continue studying maths, and more students than ever are now achieving that important benchmark. In 2021-22, 80.3% of 19-year-olds achieved grade 4 or equivalent in maths—the highest level on record.

Enhancing pupils’ mathematics requires us to fully support those capable of the highest attainment in the subject, and since 2018 we have funded the advanced mathematics support programme to increase participation in core mathematics, AS and A-level mathematics, and further maths. My hon. Friend has A-levels in maths and further maths: I am trying to work out what the third one is, but perhaps he can tell me.

[Bob Blackman]

Applied mathematics.

[Nick Gibb]

Of course.

The advanced mathematics support programme also supports improved teaching of level 3 maths qualifications. Additional targeted support is offered in areas of low social mobility and low participation in level 3 maths, to increase opportunities for all students to study the subject beyond the age of 16. Since the programme began, it has reached 86% of state-funded schools and colleges in England, with over 3,000 participating in at least one form of its maths support.

Our reforms and interventions have shown that no pupil’s maths destiny is fixed, as targeted support and proven teaching methods can dramatically improve attainment. To build on our progress, we have announced a fully funded national professional qualification for primary school maths leaders, to improve pupil outcomes still further. That will include instruction in how to train other teachers in maths mastery pedagogy, and we expect it to be available to all primary schools from February next year. We will update the targeted support fund for the 2023-24 year to provide additional funding and incentivise uptake by teachers.

A good understanding of maths has significant benefits for young people’s economic prospects, as has been discussed in this short debate, and a mathematically literate population is essential for a strong economy, as I know my hon. Friend will agree. We are one of the few countries in the OECD where young people do not routinely study some form of maths until the age of 18. The Prime Minister recently confirmed his ambition for all young people to study maths until the age of 18, which will equip them with the knowledge they need to succeed, whatever their chosen career. Indeed, he announced the policy at the London Screen Academy, which is where young people over the age of 16 are taught to make movies. If we get this right, it will deliver a transformative change for our economy and society.

The maths to 18 expert advisory group has now been established to guide the next stages of our thinking. It will consider both the maths needed by the changing employment market and the most effective way that this can be taught. To support those aims, the Government will commission research on post-16 maths provision around the world, so that our curriculum can rival those of the best-performing countries. Additionally, the Institute for Apprenticeships and Technical Education will work with employers to review the maths content in apprenticeships. I look forward to hearing the group’s conclusions on how we can enhance young people’s maths knowledge before they start work and make Britain more globally competitive.

Teachers already work tirelessly to deliver high-quality maths education. Rolling out maths to a substantially larger post-16 cohort will require a greater workforce, trained and equipped to teach young people the maths skills that they need, and we will work closely with schools and colleges to do that sustainably. We are already expanding the Taking Teaching Further programme, delivering funding for further education colleges to recruit and offer early career support to those with relevant knowledge and industry experience to retrain as FE teachers, and we will launch a financial incentive pilot this year for up to 355 teachers that will be targeted at some of the hardest to fill subjects, including maths.

We know it is not enough to bolster the abilities of the up-and-coming workforce: as has been pointed out by my hon. Friend the Member for Harrow East, some 8 million adults in England have maths skills below those expected of a nine-year-old. We announced the Multiply adult numeracy programme in 2021, which is the first priority of the UK shared prosperity fund, the Government’s flagship fund for supporting people and places. That programme teaches adults maths that they can use in everyday life, and can support them to attain a formal qualification, such as functional skills or the GCSE. Some 81 local areas in England are receiving up to £270 million in funding up to 2024-25, and that programme has already reached over 10,000 people.

Following National Numeracy Day, I would like to restate the Government’s commitment to maths as an essential pillar of children’s education. It enables them to build logical thinking and intellect, while equipping them with practical competency for work and life. The Prime Minister wants to change how we value maths as a country while making a positive difference to people’s lives, their career prospects and the economy, and we hope to build on the advances in school-age teaching in the past decade to ensure that every young person leaves education with the maths they need to succeed in modern life.

[Bob Blackman]

Thank you, Dame Maria, for presiding over the debate, and I thank colleagues for their contributions. The hon. Member for Glenrothes (Peter Grant) posed a number of questions and highlighted a number of examples of the bad use of maths that, I suspect, would have had many of our colleagues scratching their heads, not quite understanding what he was alluding to. That probably demonstrates why so few of our colleagues have come to speak in today’s debate.

The hon. Member for Portsmouth South (Stephen Morgan) reminded me of Douglas Adams, one of my favourite authors who is sadly deceased. Apart from writing “The Hitchhiker’s Guide to the Galaxy”, he also wrote “The Meaning of Liff”, and one of the great words I always remember from that book is “bodmin”—when a group of friends go out, the bill is presented and everyone puts in what they consider to be their share, there is always a balance left. That is a “bodmin”—the balance that someone has failed to calculate. I thank the hon. Member for his offer of taking up a mathematics tutorship, but I am looking forward to continuing to represent the good citizens of Harrow East for many years to come.

My right hon. Friend the Minister, of course, has relayed exactly what the Government are laying out on numeracy. One of the important points that the Government are taking action on is rolling out a clear programme for young people in schools and beyond, enabling them to acquire those skills. We need to combat the gender gap in maths as well, because at the moment, from bitter experience, young women tend to move away from mathematics in an unfair way. Those who do go into mathematics are highly skilled and brilliant and succeed in life, but we need to get this idea that mathematics is not cool—it is not for them—out of the system in many respects. Equally, I was glad that the Minister relayed some of the actions that the Government are taking to combat the lack of numeracy in older people. That is holding our country back, and we need to ensure that those people who possibly have a great fear of maths and do not want to share that fact get the skills they need, so that they can contribute to our society in a far better way.

Dame Maria, I thank you and others for the debate. I thank the Backbench Business Committee for allowing us to have it, and note the fact that we have managed to continue the debate long after the main Chamber has adjourned. That just proves how important mathematics is, not only in today’s society but in the future.

Question put and agreed to.

Resolved,

That this House has considered National Numeracy Day.

Reform of Children’s Social Care

Bob Blackman Excerpts

Thursday 2nd February 2023 Commons Chamber

[Gillian Keegan]

The hon. Gentleman is absolutely right, and it is why our focus is on early intervention through the supporting families programme and family hubs. We will continue to roll them out, and we will continue to make sure that we test what works. We will make sure we do everything we can to keep families together.

[Bob Blackman (Harrow East) (Con)]

Being a children’s social worker is a challenging job. Identifying signs of abuse or the needs of a family are very difficult, so building a relationship over a long period of time is vital, but vulnerable children often live in chaotic households. They often move home, frequently between boroughs. It is vital that data is passed from one borough to another, but the relationship and knowledge that have been built up cannot be passed on. How will my right hon. Friend make sure these chaotic families and vulnerable children get the support they need?

Crisis in Iran

Bob Blackman Excerpts

Tuesday 25th October 2022 Commons Chamber

[Bob Blackman (Harrow East) (Con)]

(Urgent Question): To ask the Secretary of State for Foreign, Commonwealth and Development Affairs if he will make a statement on the current crisis in Iran.

[The Parliamentary Under-Secretary of State for Foreign, Commonwealth and Development Affairs (Gillian Keegan)]

We have all been in awe of the bravery of the Iranian people since the death of Mahsa Amini over five weeks ago. The Iranian people have taken to the streets to express in no uncertain terms that the sustained repression of their rights by the Iranian regime must end. Women should no longer face detention and violence for what they wear or how they behave in public. The Iranian regime’s use of live ammunition and birdshot against protestors is barbaric. There have been reports of at least 23 children having died and non-governmental organisations suggest over 200 deaths during the protests.

Mass arrests of protestors and the restriction of internet access are sadly typical of this oppressive regime’s flagrant disregard for human rights. These are not the actions of a Government listening to the legitimate demands of their people for greater respect for their rights. It can be no surprise that the Iranian people have had enough. This year, 2022, has seen a sharp increase in the use of the death penalty, a sustained attack on the rights of women, intensified persecution of the Baha’i, and greater repression of freedom of expression and speech online.

The UK has been robust in joining the international community’s response to holding Iran accountable for its human rights violations. The Foreign Secretary summoned the most senior Iranian official in the UK on Monday 3 October to express our concern at the treatment of protesters. On Monday 10 October, the UK imposed sanctions on Iran’s so-called morality police and seven individuals responsible for serious human rights violations in Iran.

The UK has consistently raised the situation in Iran in the United Nations Human Rights Council and through other multilateral fora. On 13 October, the UK issued a joint statement with European partners condemning the death of Mahsa Amini and calling on Iran to stop the violence and listen to the concern of its people. On 20 October, the UK joined 33 other members of the Freedom Online Coalition in issuing a joint statement condemning internet shutdowns in Iran.

We continue to work with our international partners to explore all options for addressing Iran’s human rights violations. Through the UK’s action on sanctions and robust statements with international partners, we have sent a clear message. The Iranian authorities will be held accountable for their repression of women and girls and for the shocking violence that they have inflicted on the Iranian people.

[Bob Blackman]

Thank you for granting this urgent question, Mr Speaker, and I thank the Minister for her answer. I also thank the Foreign Secretary for his letter yesterday advising me that I have been sanctioned by the Iranian regime.

Since the brutal murder of Mahsa Jina Amini by the morality police, there has been a nationwide uprising in Iran. Contrary to what the Minister advised, the National Council of Resistance of Iran advised that more than 400 mainly female protesters have been murdered and that more than 20,000 have been arrested over the past 39 days of nationwide protests. Does my hon. Friend agree that we must issue the strongest condemnation of those killings and mass arrests? In order to do so, is it not right that we recall our ambassador from Tehran and even consider closing our embassy in Iran, to demonstrate that this is unacceptable?

Does the Minister also agree that we need to recognise the Iranian’s people right to self-defence and resistance in the face of the deadly crackdown, which particularly targets women and their right to establish a democratic republic? I note the sanctions that have been issued by our Government against particular individuals in Iran, but does she not agree that now would be completely the wrong time to renew the JCPOA—joint comprehensive plan of action—agreement and give Iran the capability to establish nuclear weapons? Does she also agree that it is now time to proscribe the Islamic Revolutionary Guard Corps and—I say this to the Secretary of State—its assets in the UK?

[Gillian Keegan]

I thank my hon. Friend, and I probably ought to congratulate him on being sanctioned—that shows all the efforts that he and many colleagues in the House have made to call out the regime and the terrible actions that are taking place in Iran. The death of Mahsa Amini is a shocking reminder of the repression that women in Iran face.

We condemn the Iranian authorities and have taken very strong action. We condemn the crackdown on protesters, journalists and internet freedom. The use of violence in response to the expression of fundamental rights by women, or any other members of Iranian society, is wholly unjustifiable. We will continue to work, including with our international partners, to explore all options for addressing Iran’s human rights violations. However, as my hon. Friend knows, we will never be able to comment on possible future actions, sanctions or designations.