Post-18 Education and Funding

Carol Monaghan Excerpts

Tuesday 4th June 2019 Commons Chamber

[Damian Hinds]

My right hon. Friend has been a consistent champion of apprenticeships—specifically, degree-level apprenticeships. I thank him and the Committee for their work on that, including the wider work he mentions on higher education. I confirm that I think degree-level apprenticeships play a very important role in our system.

[Carol Monaghan (Glasgow North West) (SNP)]

Elements of the review should be welcomed. It is encouraging that the UK Government finally recognise the barrier that tuition fees can place in the way of a young person’s decision to go to university, but I suggest that the recommended reduction in fees is the bare minimum, rather than a meaningful reduction, for the young people who are considering this pathway. The Scottish Government will study the review’s recommendations carefully to examine the impact on the college and university sectors in Scotland.

UCAS figures currently show that the number of Scots winning a place at university, including those from disadvantaged backgrounds, is at a record high. That is a testament to the Scottish Government’s commitment to free education. I therefore welcome the recommendation that students from a low-income background in England will have maintenance grants reinstated, following the example set by the Scottish Government for low-income students.

The reduction in earnings threshold for repayment will hit those on a low income hardest. That, in addition to increasing the repayment time from 30 years to 40 years, will have far greater impact on low earners, who will have little hope of repaying early and will therefore accrue additional loan interest. What assessment has the Secretary of State made of the impact on lower earners of the earnings threshold reduction and longer loan repayments?

Universities have raised concerns that unless the income shortfall is made up by Government funding they will pay the financial penalty for these proposals. Will the Secretary of State confirm that the Government will make up the funding shortfall?

Finally, the review was carried out at the request of a Prime Minister now serving her last week in power. Will the Secretary of State assure the House that the proposals are to be considered now as firm Government policy, and that they will not be shelved once the Prime Minister departs and a new Tory leader takes over?

[Damian Hinds]

No, that is not correct. This is an independent panel report that feeds into the wider process of the Government’s review into post-18 education and its financing. As I said to the hon. Member for Ashton-under-Lyne (Angela Rayner), who speaks for the Opposition, we will of course consider very fully all the recommendations.

The hon. Member for Glasgow North West (Carol Monaghan) asked about repayment thresholds. I might ask her why Scottish students are still waiting—and, I gather, will still be waiting until 2021—for the recommendation made by her independent review into repayment thresholds to be put in place. She talked about barriers to young people going into higher education. I am afraid that the reality is: in England, we have record numbers of people going into higher education. In Scotland, as a direct result of her policy, the number of university places remains capped, which limits the number of young people who can benefit from the opportunity of going to university. The impact of that is that the disadvantage gap, if we look at England, Scotland and Wales, is biggest of all in Scotland.

Timpson Review of School Exclusion

Carol Monaghan Excerpts

Tuesday 7th May 2019 Commons Chamber

[Damian Hinds]

My right hon. Friend is right about the distinction between pre-16 and post-16 provision. It is also true that, at 16, many children make a change in their place of learning—to a college or a further education college. There are also other types of setting to continue education or training. He asks about early intervention and was absolutely right to do so. There are, of course, many different types and many different stages of earliness of early intervention. What we are doing on exclusions is only one layer in a multi-layered approach to behaviour in schools. That starts with the very earliest type of interventions, which is early language, literacy and reading. If a child can access the curriculum and engage from an early age, it is much less likely that behaviour problems will start in the first place.

[Carol Monaghan (Glasgow North West) (SNP)]

I thank the Secretary of State for advance sight of his statement. I welcome many of the recommendations made in the review—all eminently sensible recommendations. Of course young people do have a right to be educated in an environment that is conducive to good learning. Teachers also have a right to be able to work without fear or abuse. There are situations where the classroom environment becomes challenging for young people, but that does not mean that the young person should be prevented from accessing an education that is appropriate to their needs.

In Scotland, we are very proud of the work that we have done, and early exclusions have dropped by 59% since 2007. In 2016, just five young people were permanently excluded from the register, but achieving this drop has needed a lot of intervention and the use of things such as time-out rooms, pupil support and links to local further education colleges. In England, by contrast, the exclusion rates are increasing, and it is right that this should be dealt with. The Secretary of State said that 85% of schools do not permanently exclude, but that means that 15% do.

Off-rolling is passing on problems, and it must stop. We do not remove pupils from rolls in Scotland. They will continue to receive an education while excluded, either at school or at another location. Does the Secretary of State agree that, before any exclusion takes place, there should be an agreed plan put in place on what the next steps are for the particular child?

The Secretary of State talks about carrying weapons. Research by Edinburgh University shows that young people excluded from school are much more likely to end up in the criminal justice system or to be drawn to carrying weapons. Schools play a key role in protecting children from exploitation, so does he agree that joined-up work with challenging pupils alongside the police and social workers can have much better long-term benefit for the children than excluding them from the classroom?

Finally, does the Secretary of State agree that pupils with additional support needs, including those on the autistic spectrum, often need proper learning plans put in place, including resources and funding, to properly support them and ensure that they can continue to access mainstream education?

[Damian Hinds]

I thank the hon. Lady for her questions. Of course I agree entirely with what she says about the need for appropriate support for children on the autistic spectrum or, indeed, for children with other special needs.

I acknowledge that Scotland has a very different approach to exclusions. I believe that the approach that we have in England is the right one, but it is right also that we have such reviews to make sure that exclusions are being used fairly and justly and are not affecting particular groups disproportionately.

The hon. Lady mentions the carrying of weapons and the fact that being in school is a protection against that. She is absolutely right about that, but it would be wrong to think that the sole or primary cause of a child not being in school is being excluded. Persistent absence is at least as big a deal.

Finally, I do recognise that the number of exclusions has come down very significantly in Scotland. The hon. Lady mentions that they are lower now than they were 10 years ago, but it is also true that exclusions in England are lower now than they were 10 years ago.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 29th April 2019 Commons Chamber

[Chris Skidmore]

As the Minister responsible in a different Department for science, research and innovation, I recognise the challenges presented by the £30,000 cap recommended by the Migration Advisory Committee. I understand that there is a period of consultation on this cap at the moment. I encourage the hon. Gentleman to make his representations known to the Home Office. I have also been working with the high-level group on exiting the European Union on this issue.

[Carol Monaghan (Glasgow North West) (SNP)]

The SQA—Scottish Qualifications Authority—exams started in Scotland last week and today pupils are sitting exams in German, politics, biology and Gaelic. I am sure the whole House will join me in wishing them the very best of success. Gur math a thèid leibh!

The inclusion of international students in net migration figures continues to cause deep concerns across higher education, and it now seems that EU nationals will be subject to the same harsh regime. Can the Minister confirm that from 2021 EU nationals will pay annual fees of up to £25,000 to attend university in England?

[Chris Skidmore]

There will be an urgent question on this issue later, but it is important to reflect on the fact that the Government have already committed for the 2019-20 academic year that there will be home fee status for EU students for the 2020-21 academic year. We will be making an announcement on that very shortly. It is also important to recognise that the number of EU students has risen by 3.8% since 2017. The Government want to ensure we do our best to attract the best and the brightest internationally, which is why we recently published our international education strategy. I want to ensure we do not just attract global talent from the EU. The key point here is to ensure we do not discriminate against EU students versus international students, but that we have a system that works for all students across the globe.

[Carol Monaghan]

The UK’s hostile immigration environment seems to know no bounds. EU nationals will now experience the same harsh conditions as other international students. It seems that the Government are happy to ignore advice from universities, business and civic society in their attempt to curb international student numbers. What impact assessment has been made of potentially losing high-calibre EU students who may well decide to study in a more welcoming country?

[Chris Skidmore]

On the urgent question, I will not comment on specific leaks when it comes to matters of policy yet to be decided, but we have to look at this issue in the international context. The number of non-EU students is also up, by 4.9%, which is testament to the fact that we have world-leading universities. Four out of the top 10 universities are in the UK, including Edinburgh in Scotland. We need to plan to ensure we have a sustainable system that backs talent coming to this country, both in terms of research and science. We will also be announcing an international research innovation strategy. We want to ensure that students come here, but we need to make sure it is affordable for the British taxpayer.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 11th March 2019 Commons Chamber

[Damian Hinds]

It may come as no surprise to anyone at all that I am not about to commend the Scottish Government for their approach. Actually, in the last few years England has seen record rates of young people from disadvantaged backgrounds being able to go to university. We need to work further on not only access but successful participation, bringing down drop-out rates and increasing completion rates, and making sure that everybody has full access to the most stretching opportunities available to them.

[Carol Monaghan (Glasgow North West) (SNP)]

We know that per pupil spending in England has fallen by 8% in the past 10 years, which has led to many schools now having to rely on substantial parental funding—in some cases, it is up to £1,200 per year. How is the Department ensuring that schools in disadvantaged areas are able to continue to deliver for pupils, given that the parents in such areas cannot possibly consider contributing such fees?

[Damian Hinds]

The simple truth is that that gap has been narrowing in England. I will take no lessons from SNP Members, whose Government in Scotland are failing to narrow the gap.

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[Nadhim Zahawi]

Saxon Hill does a tremendous job, and respite is incredibly important. Part of the reason we have increased the funding, with £250 million over the next two years, is that we are very much cognisant of the fact that there are funding pressures on local authorities’ higher needs budgets.

[Carol Monaghan (Glasgow North West) (SNP)]

The online game “Doki Doki Literature Club!”, which is available as a free download, promotes self-harm and has been linked to the suicides of several young people. What steps are being taken within schools to raise awareness of such dangers? What steps are being taken with the Minister’s colleagues in the Department for Digital, Culture, Media and Sport to tighten the regulations that currently allow children and young people to download such harmful games?

[Nadhim Zahawi]

I thank the hon. Lady for her question. The relationships curriculum addresses these online harms directly. We also have the online harms White Paper that is to be issued imminently.

Relationships and Sex Education

Carol Monaghan Excerpts

Monday 25th February 2019 Commons Chamber

[Damian Hinds]

Yes, and of course I share my right hon. Friend’s deep concern. Our “Keeping children safe in education” guidance sets out what should happen on safeguarding in schools. It includes specific guidance on what happens with reports of sexual violence and harassment between children, to ensure that if someone is at risk or is going to be at risk, an immediate referral should be made. If appropriate, that should be to the police.

[Carol Monaghan (Glasgow North West) (SNP)]

I thank the Secretary of State for advance sight of his statement. I hope everyone in this place can agree than this is a long overdue but welcome update. We know that young people are hitting puberty younger than ever before, so it is good to see the inclusion of menstruation in these guidelines. Is the Secretary of State planning to follow the Scottish Government’s example and make free sanitary products available in schools, both primary and secondary, across England?

It is important that parents remain the primary educators of their children, and that there is a partnership between schools and parents. Although I respect the right of parents to withdraw their children from these lessons, I make an appeal to those parents: children talk, so would it not be better that children and young people are taught by trained professionals, in a safe environment, where questions can be answered accurately and with sensitivity, rather than their getting half stories in uncensored chat in the playground?

The Secretary of State has confirmed that diversity, inclusion and tolerance will form the basis of these new proposals, and that young people will be supported in making safe and informed decisions about their sexual and emotional health and wellbeing as they prepare for adult life. Will these guidelines also support the aims of the TIE—Time for Inclusive Education—campaign with respect to LGBT rights and tolerance? Can he confirm that sex and health education will tie in with the Government’s anti-bullying strategy to ensure that pupils are taught the importance of acceptance and are aware of the support available to them?

I am slightly concerned about the age at which FGM is going to be tackled, but perhaps the Secretary of State could tell us at exactly what age he proposes that this should start. We know that this practice is happening at a very young age, so children do need to be aware of it.

Finally, in recent evidence to the Select Committee on Science and Technology’s inquiry on the impact of social media and screen use on young people’s health, we heard disturbing evidence that 48% of 11 to 16-year-olds had seen online pornography, with many of them having done so simply because it had “just popped up”. What can the Minister tell us about his plans to ensure that children are properly educated about the harmful effects of online pornography, including revenge porn, to ensure that young people are able to stay safe online and are aware of the consequences of this practice on both the victim and the perpetrator? What will he do to ensure that all young people, whether their parents have removed them from the lessons or not, will get these lessons, particularly those on safety online?

[Damian Hinds]

Again, there were a lot of questions in what the hon. Lady said. I am not sure I am going to be able to do justice to them by giving them all full answers, but I have a feeling that many of those topics will come up again during the course of questions. This guidance is for schools in England, but of course these are areas of shared concern. The hon. Lady is quite right that children talk, and these days they not only talk but see stuff on a screen. That is why it is much better to receive these messages from, as she rightly said, a trained teacher in a safe and supportive environment. Respect for LGBT people and so on is at the heart of this, and we are absolutely integrating what we are doing in this area with our work on bullying, as I said to the hon. Member for Ashton-under-Lyne (Angela Rayner), who speaks for the Opposition.

We will ensure that children in secondary school talk about the harmful effects of pornography and are aware of the wider issues around pornography and respect for others. That touches on some other issues, to do with privacy and some of the additional problems that people can run into online. [Interruption.] The hon. Member for Batley and Spen (Tracy Brabin) says “consent”. She is absolutely right. Consent these days is a multifaceted question, when we are talking about images of people and the control that they lose over them if somebody else comes into possession of them.

Finally, we need a whole-society approach to eradicating FGM, so that there is not another generation coming forward that is at risk of it. When we talk about FGM, we are not talking specifically about girls who are individually at risk. This is also about those growing up who will be the nurses, teachers, police officers, community support workers—you name it—of tomorrow and ensuring that we are aware of these issues throughout our society so that we can do better to stamp FGM out.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 4th February 2019 Commons Chamber

[Carol Monaghan (Glasgow North West) (SNP)]

This year my son, like very many others, has had the privilege of studying in Europe as part of the Erasmus programme. Last Wednesday, the European Commission gave a guarantee that in the event of a no-deal Brexit, current Erasmus students would be able to complete their studies,

“provided that the United Kingdom continues to honour its financial obligations under the EU budget.”

Will the Minister confirm that in the event of no deal, his Government will honour their obligation and that our young people currently abroad will be able to complete their studies?

[Chris Skidmore]

We are in close contact and working with the UK National Agency and the European Commission to ensure that in the event that the UK leaves the EU with no agreement in place, the Government’s guarantee on Erasmus will cover the payment of awards to UK applicants for all successful Erasmus+ bids submitted before the end of 2020. Successful bids are those approved directly by the European Commission or by the UK National Agency and ratified by the European Commission. On 29 January, we published on the gov.uk website an updated technical notice stating the current position.

[Carol Monaghan]

I thank the Minister for that answer. However, Universities UK has expressed serious concerns that, in the case of a no-deal Brexit, the Government will not commit to funding students who plan to study in Europe for the 2019-20 academic year. Unlike the Government, these young people are trying to plan what they are doing next year. Will the Minister confirm, first, whether Universities UK is right to be concerned? Secondly, how can he justify denying our young people such valuable opportunities?

[Chris Skidmore]

I work closely with Universities UK and with Universities UK International and its director, Vivienne Stern, to allay their concerns. When it comes to the Government’s guarantee, all successful bids that have been approved by the European Commission will be guaranteed funding.

When the House comes to vote again on a deal that will protect Erasmus students not only under the withdrawal agreement but under the political declaration, perhaps the hon. Lady could say to Universities UK that she will now vote for a deal that will protect all Erasmus students.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 17th December 2018 Commons Chamber

[Damian Hinds]

I can confirm to my right hon. Friend that it is of course very important that we continue to monitor the way in which the apprenticeship levy works. We have committed to having a review, and we will work with businesses on how it works after 2020 to make sure that young people, but also older people or people who are further into their careers, can benefit from this programme.

[Carol Monaghan (Glasgow North West) (SNP)]

According to UCAS figures, the number of young Scots from deprived backgrounds gaining a place at university is at an all-time high—firm proof that the Scottish Government’s policy of free tuition is working. Rather than become involved in creative accounting with student loans, will the Secretary of State now follow Scotland’s lead in improving social mobility, and scrap tuition fees?

[Damian Hinds]

The picture that the hon. Lady paints of the higher education sector in Scotland—it of course features many very high quality higher education institutions—is not the same one on admissions, I have to say, that I hear from everybody. I am pleased to be able to confirm that in England we have a record number and proportion of young people going on to university.

--- Later in debate ---

[Anne Milton]

Yes, I am very happy to join the hon. Lady in congratulating them. Right hon. and hon. Members who do not know anything about WorldSkills should take a look—it is fantastic. I am disappointed that the Scottish Government have chosen not to put in any money, despite its success. WorldSkills is a way of showcasing exactly what young people can achieve.

[Carol Monaghan (Glasgow North West) (SNP)]

I was about to thank the Minister for her positive comments about STEM, however I should point out that the Scottish Government properly fund further education. STEM careers are still not attracting enough young people and we have a continuing need to tap into Europe’s talent streams. Does the Minister share my concern that limited uptake of STEM subjects, now coupled with potential restrictions on EU nationals based on salary, is a serious issue? What discussions has she had with the Home Secretary on keeping the EU talent pipeline open?

[Anne Milton]

It is extremely important that we use talent from wherever it comes. I reiterate that I am disappointed at the Scottish Government for refusing my invitation to put some money into WorldSkills. This is an opportunity to boost engineering careers and choices, particularly for women. I am disappointed in the Scottish Government’s attitude.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 12th November 2018 Commons Chamber

[Mr Gyimah]

I assume the hon. Gentleman is referring to the Horizon 2020 research programme. The UK has made it very clear that we want to fully associate with the successor programme to Horizon 2020—Horizon Europe—to ensure that our researchers can continue to collaborate with the brightest and the best in Europe.

[Carol Monaghan (Glasgow North West) (SNP)]

Despite spending nearly £2,000 on visa fees, Dr Mohamed Alnor, a professor from the Sudan International University, was denied entry to the UK to attend a conference in Glasgow last month. This is becoming a common situation for academics from the middle east, Africa and India. What assurances can the Minister give our academic community that this issue will be addressed immediately?

[Mr Gyimah]

The Prime Minister made it clear in her Jodrell Bank speech earlier this year that we welcome all international researchers. In fact, at least 30% of the researchers in the UK are from abroad. On the new immigration system that is being considered, we will make sure that we facilitate the brightest and the best being able to come here, work here and collaborate with our researchers.

[Carol Monaghan]

But the Glasgow conference is not unique. In Liverpool last month, 10 delegates were refused entry, including one from India whose research has been sponsored by the UK Government. Professor McKee from the London School of Hygiene and Tropical Medicine has said:

“Academic collaboration is yet another consequence of the government’s ‘hostile environment’ policy, denying visas to those working on the ground to improve the health of some of the poorest people in the world”.

How will the Minister ensure that the UK continues to be open for international collaborations and conferences?

[Mr Gyimah]

The hon. Lady is referring to a specific case, and I cannot comment in detail about it. Needless to say, we are open and welcoming. Just in July, the Government introduced the new tier 5 visa regime to allow academics to come here on short-term visas to collaborate with researchers here. We are genuinely open to sectoral research and sectoral collaboration. If there is a specific instance where someone was disappointed, I would be happy to look at it.

Department for Education

Carol Monaghan Excerpts

Tuesday 3rd July 2018 Commons Chamber

[Carol Monaghan (Glasgow North West) (SNP)]

Let me start by saying that Scottish schools broke up for the holidays last week. I wish all teachers and pupils a sunny, safe and enjoyable holiday. I also congratulate the right hon. Member for Harlow (Robert Halfon) on showing a deep understanding of the issues that school staff are facing.

I want to say something about early-years education. The right hon. Member for Wolverhampton South East (Mr McFadden) made some important points about increased childcare provision, which he said was reaching only a certain sector of society. If we only offer that increased provision to households in which both parents are working, we miss out some of the most vulnerable of those we want to target. According to statistics from the WAVE Trust, maltreatment affects 20% of children, and the most damaging period is when they are between zero and two years old, when the brain is still developing. Such experiences affect their long-term prospects, both educationally and economically: it is estimated that adverse childhood experiences cost the UK economy £15 billion per annum. Not to provide dedicated early-years funding, especially for those in the zero-to-two age group, is particularly short-sighted.

On school funding, many Members, including the hon. Member for Sheffield, Brightside and Hillsborough (Gill Furniss), painted a grim picture of the reality at the chalk face. Since 2015, when the impact of inflation is taken into account, schools have faced real-terms cuts. The oft-repeated statement from the Government that there are now 1.9 million more children in good or outstanding schools than there were in 2010 was highlighted by the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy). That has less impact when we know that half a million pupils in England attend schools that have not been inspected since 2010, and many have not been inspected for more than 10 years. The hon. Member for Birmingham, Selly Oak (Steve McCabe) told us that even the excellent schools in his constituency were struggling under the funding, so this is a warning that the very best are giving us as well.

The forthcoming UCL report on education reforms was referred to by a number of Members. The analysis on high-performing schools accepting fewer children from poor backgrounds is turning out to be a self-fulfilling prophecy. A few are actually selecting pupils at that stage. We are effectively getting a grammar system whether we like it or not. A comprehensive system works far better at reducing inequalities for those from deprived backgrounds.

The report also mentioned that the original pledge to set schools free and give them more power has led to a system causing high levels of stress among teachers. We can expect nothing else when schools are competing with one another rather than collaborating.

The maths premium has not been mentioned so far. The hope is that this will incentivise the take-up of maths. I have no doubt that this premium has been introduced with the best of intentions, but there is a difficulty: if underfunded schools identify this as a way of raising capital, students could be forced into studying maths when a more suitable pathway might be available to them. This Government have done a lot of work on T-levels, but what if these pupils are directed away from T-levels into maths simply because it will generate more income for the school? If the Government want to tackle productivity and growth, why not offer premiums to schools who achieve positive destinations for their students, with particular focus on careers and areas where there is a skills shortage?

The success or failure of any school always rests with the teachers. With the advent of academies, we are seeing a situation where teachers can be paid at a rate below nationally agreed pay scales. This means that pay scales can be bypassed to allow schools to stretch a budget further. So when we hear politicians praising our dedicated teachers, perhaps we should be asking them if they would be willing to teach a group of 30 or more teenagers with multiple support needs with no support for £24,000 per annum. As one teacher told me:

“I would be better off working in a supermarket...at least I would earn overtime.”

I was recently at an event where a fellow MP talked about their disappointment at the lack of uptake of continuing professional development opportunities by teachers during summer holidays. That shows the complete disconnect between the job teachers are doing and the understanding that politicians have. Let us be clear: when teachers have battled their way through the term and have made it to the summer holidays, probably all they are able to do is sleep—as I used to do—for the first fortnight and recharge their batteries. Perhaps a better idea would be to have some politicians teaching in a school for a couple of weeks and really experiencing the issues in an underfunded secondary school. Thankfully, in Scotland we are looking at the issue of pay and conditions seriously and have lifted the pay cap for teachers, and I encourage this Government to do the same.

On further education, a long-term approach to post-16 education funding is needed, with courses linked specifically to needs in the labour market. I do not understand why in England FE colleges are still training young people for jobs that do not exist. Increasing the budget here is not sufficient; we need courses that are tailored to the needs in our jobs market. Brexit will make this issue even more acute, so we really must consider that.

England has the highest university tuition fees in the industrialised world and debt on graduation at £50,000. This is not saving money in the long run. Shortages in key areas, such as nursing, will become far more acute if we do not address this marketisation of higher education. As in early years provision, the lack of funding now will have serious long-term implications.

In Scotland, we value education and the benefit it brings not only to the individual but to society as a whole, and school leaver destination statistics show that we are making great progress in widening access to higher education. The most recent UCAS figures, published in January, show a 13% increase in the number of Scots from the most deprived communities getting places to study at a Scottish university. More importantly, young people must have the destination that is right for them, and Scotland now has the highest positive destination for young school leavers of any nation in the UK. The funding of education is ultimately about choices. The Chair of the Select Committee, the right hon. Member for Harlow (Robert Halfon), said earlier that we should fund “textbooks, not tanks”. I would go further, and say that I would fund textbooks, not Trident.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 25th June 2018 Commons Chamber

[Damian Hinds]

Again, I understand those concerns, and of course I will be happy to meet my hon. Friend. We did apply to the magistrates court for an emergency order to close the school in his constituency. At a hearing last Friday, the school agreed some significant assurances, including—crucially—that the two individuals associated with the case would have no further involvement. The school will remain closed until a new trustee is appointed, who will be approved by the Department for Education.

[Carol Monaghan (Glasgow North West) (SNP)]

One group that is under-represented in tertiary education are care-experienced young people. Care leavers in Scotland will now be supported with a grant of £8,100 through college or university. Will the Secretary of State join me in congratulating the steps the Scottish Government are taking? It was good to hear about the support packages he mentioned earlier for young people leaving care, but will he now consider a more realistic level of funding to allow these young people to access tertiary education?

[Damian Hinds]

I will always keep an open mind about what more we can do to help care leavers—that is at the heart of the care leavers covenant—and of course I will continue to look at what the Scottish Government do, as well as others.

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[Mr Gyimah]

My hon. Friend is absolutely right. This is why we are encouraging more students into STEM education across the entire school system. We have seen a 17% overall increase in entries to STEM A-levels since 2010. In physics, it is overall at its highest level since 1996. However, there is clearly a lot more to do, which is why we are focused on doing a lot through careers and through the university system.

[Carol Monaghan (Glasgow North West) (SNP)]

One of the major factors affecting the uptake of STEM subjects is the expertise of the teachers. However, Department for Education data show that one third of physics teachers in England do not have a relevant degree in the subject. Rather than simply accepting that as an unfortunate reality, what steps is the Minister taking to upskill STEM teachers? Will he commit to following Scotland’s example in making a relevant degree a requirement for entering the profession?

[Mr Gyimah]

That is a very good question. We have subject-level enhancement courses for teachers. Also, there is a £26,000 tax-free allowance to attract teachers into the sector to teach STEM subjects. We are also helping to improve their skills as they go through the system.