Support for Kinship Carers

Debate between Caroline Ansell and Robin Walker

Thursday 14th September 2023 Westminster Hall

[Caroline Ansell (Eastbourne) (Con)]

It is a pleasure to serve under your chairmanship, Mr Vickers. I congratulate the hon. Member for Twickenham (Munira Wilson) on securing the debate and bringing to the attention of the House all the costs of being a kinship carer, as well as illuminating the tremendous value they represent and the real difference they make to the children they bring into their immediate family and circle. I also congratulate her on her speech. I join her in paying tribute to the new Minister, who has a strong background that touches on all the issues we may consider today, most notably performance in school, outcomes and achievement. He will also be looking to ensure that the children in our care have every opportunity to thrive.

I pay tribute to the Government for bringing forward the kinship care strategy, with the tremendous potential therein to bring the sector into a much more sustainable and fair place. They have acknowledged that historically the sector has not had the focus and recognition it deserves, merits and needs, so I really welcome the sea change that we all hope to see. I praise East Sussex County Council for the work it does in this space—indeed, its support was recognised by the kinship carers I met most recently—and I pay tribute to the council’s team as they endeavour to meet the challenges and support kinship carers across East Sussex, and Eastbourne in particular.

The hon. Lady is right to recognise that across the House there is not just increasing recognition of this kinship care but an earnest desire to see change and reform. Ultimately, this place is all about creating the environment in which this youngish generation can rise up and take their place. We are all about the business of making the world a better place, and enabling children who, for all sorts of reasons, cannot and should not stay with their parents to move to the security, love and continuity offered often by their grandparents, but also by their wider family, is surely a really important policy objective for us to try to achieve. As she said, we must ensure that finances are never the barrier, because in my estimation, if a child can remain within the love of their family, it is the very best place for them, in many instances, to recover, and then thrive.

We know that, over and above almost every other circumstance or opportunity, the support of family is defining. We know that applies to every child from every background and every socio-economic setting. It is a defining factor in physical health, mental health, educational outcomes and life chances, so every effort should be made to try to secure the wider family stepping up to welcome in children who, for all sorts of reasons, cannot and should not stay with their parents.

In that light, the urgency that the hon. Lady described is the question of the day. We are agreed that family represents the best opportunity for children, and that kinship carers have been overlooked for too long. That urgency and pace is before us, so we await the strategy and for a number of recommendations to find form. The scale of the challenge is deep and wide, with 162,000 children cared for by their kin across England and Wales. To give a measure of the scale and scope of this sector in the shadows, that is more than double the number in foster care.

As we have heard, grandparents are of course the most common kinship carers, but grandparents increasingly have to work until later in life. The tension and the pressure of working is one very real barrier and obstacle to their being able to reach out and provide a full-time home to a child. There are perhaps more children in private arrangements that are not included in the official figures, and in such cases finance and support do not find their way to them. The census has really important information, which I hope will soon come to light, to help us to understand the scale and scope of the challenge before us.

On the financial issue, one of my constituents who attended the meeting that I arranged with kinship carers told me that she fears losing her job; she cannot get the parental leave she needs to care for her granddaughter, but without her job she cannot provide for the granddaughter she wants to offer a full-time home to. That is an excruciating tension. And another constituent described the mental anguish caused by years of court battles.

In my constituency, there is a really strong support group led by Wendy Turner, who is here with us in the Public Gallery today, so in addition to recognising the hon. Member for Twickenham, the Minister, the Government and MPs from across the House, I most particularly recognise kinship carers themselves in this really important debate, because it is their stories, their testimonies, that will really and truly land the change that we all desire. I commend them for that.

[Mr Robin Walker]

I could not resist the opportunity to pay tribute to the local kinship care group in my Worcester constituency. Kinship Carers UK, which is led by Enza Smith, has campaigned hard on this issue and first drew my attention to some of the concerns. One of the issues that the group has raised is the status of kinship carers and recognition of that status, which I think is addressed in the Bill promoted by the hon. Member for Twickenham. There is a concern that when kinship carers take a child they look after for NHS care, they may not be able to take decisions in the way that a parent could. They can find it very difficult to work with the health service and other public services because of the distinction between parents and kinship carers. Is it not very important that we come up with a very clear definition of kinship carers and a clear way for them to identify themselves and their relationship to their charge, so that they can access all public services effectively?

[Caroline Ansell]

I thank my hon. Friend for his intervention; he makes an excellent point. Some means of recognition is needed, not only in healthcare but in all the different arms and institutions of public services, not least in schools, because recognition enables far swifter decision making, which is surely in the best interests of the child and those caring for them. There must be a way to achieve that recognition of status, and I look forward to the Minister telling us how such an innovation could help to rationalise the whole experience of kinship care, so that we can better address the challenges.

Interestingly, one of the members of the group of kinship carers that I met talked about guidance on how to navigate the quite complex bureaucratic situation in which they found themselves: they are responsible for a child, yet are not in a decision-making role. As an example, we spoke about a guide that had been established for the Homes for Ukraine scheme, interestingly enough, in which there was a step-by-step and issue-by-issue walkthrough to help people who were bringing Ukrainians into their home, showing them how they could navigate some of the complex systems that exist and where they could find support. The point was made to me that there is no handbook for kinship carers. There was simply a call, sometimes in the middle of the night, and then sometimes there was a social worker on the doorstep at any hour of the day, saying, “Over to you.”

Regarding some of the issues around passports and access to medical records, we can surely bring some sanity to bear on the bureaucracy, which just provides another layer of challenge and adds nothing to safeguarding or child protection. When we have put a child in the care of a family member, we should most certainly empower that family member to make decisions on behalf of the child. The point that my hon. Friend the Member for Worcester made in his intervention is very well made.

While their costs are no different and their challenges certainly of similar order, unlike foster carers the vast majority of kinship carers find themselves without a minimum financial allowance to assist with the covering of expenses. The current state of financial support for kinship carers is both insufficient and marked by significant variations, not always hinging on the specific needs of the kinship families, but rather being subject to legal and geographical disparities. If we bring a new understanding to bear, surely we can create something much fairer. The current system unintentionally—perversely even—encourages kinship carers to transition into foster carers, as this is often the sole path by which they can access reliable financial and other forms of support. That does not align with the best interests of the child. The repercussions, beyond the emotional and psychological, of this lack of financial support are profound and affect both families and the state. According to the 2022 annual survey report “The Cost of Loving”, six out of 10 kinship carers reported resorting to borrowing money, taking out short-term loans, or relying on credit cards for everyday expenses in the past year.

For every 1,000 children raised in kinship families rather than placed in local authority care, the state saves £40 million and enhances the lifetime earnings of the children by £20 million, so the statistics say. I know that there are very serious pressures on children’s social care, even in my own county. A mark of this is that, just this last financial year, for the first time the cost of children’s social services outweighed the cost of adult social care. This is a very significant development: not only has that cost now overtaken that of adult social care, but its trajectory is set to escalate exponentially. We know through our work on the Education Committee that the care sector is under massive pressure, to the point where providers in the marketplace are able to charge what they will, leaving county councils competing for places. Kinship care is, in part, an answer to that very real, sustained pressure on services. Surely it merits significant investment.

Before I came to this place, my career was in education, so I know the impact that family support can have on children and young people. It was too often the very parents I needed to speak to who did not come to parents evenings. Children who have been taken from mum or dad and out of the family setting for very good reasons have experienced trauma. The fact that that is not more recognised in school is, to my mind, a burning injustice. They experience challenges with their focus and stamina, and their ability to concentrate is affected because they come from a place of trauma. It is really that clear. They need additional support as urgently as possible, because with every year of lost learning, it is exponentially harder to recover and recapture that learning.

The effects of those early years can last a lifetime if we do not rush in with more support. Schools are the strongest partners for kinship carers when it comes to rescuing these children. I am hoping the Minister, perhaps today, but ultimately as we approach the strategy, will have some encouraging words around what new provision and recognition we might see in schools, because they are important partners too.

In addition to the financial support I have spoken of—the pupil premium plus—I long to see employment leave to facilitate kinship care, particularly at the start of the placement, legal aid to take the sting out of court battles, and recognition of the work of local authorities and a just settlement, so that they can more ably meet the needs of families in their areas. I look forward to seeing progress, recognition and investment for all of those things.

Adult and Further Education

Debate between Caroline Ansell and Robin Walker

Wednesday 5th July 2023 Commons Chamber

[Mr Walker]

I agree. I am sure that my hon. Friend will champion the need for FE in his area, under whatever branding or name it might come. I absolutely agree that we need to see an increase. I will come to more of the reasons for that shortly.

The IFS also reported that colleges and sixth forms have seen a long-term decline in spending per student relative to schools. That goes all the way back to the 1990s, when their funding was around double that of primaries. In 2022-23, it was lower than spending per pupil in secondary schools and only 11% to 12% higher than spending per pupil in primary schools. The report noted that although extra funding in the 2019 and 2021 spending reviews meant real-terms increases in funding per student up to 2024-25, those will only partially reverse previous years of cuts and the impact of increasing numbers up to 2030. It is important to note that that analysis came before the high and persistent rates of inflation that we have seen over the past six months. In real terms, the analysis from the IFS shows that both sixth forms and FE colleges have seen a substantial reduction in per pupil funding since 2018, and have lost close to £1,000 per pupil since 2015.

Why does that matter? We will all know from our constituencies—my hon. Friend the Member for Broxtowe (Darren Henry) has just given an example—about the hugely important work of the FE sector and local sixth forms in preparing students for academic and vocational qualifications that offer them a brighter future. They are quite literally engines of social mobility.

I am incredibly proud of the work of Heart of Worcestershire College in my constituency and the excellent Worcester Sixth Form College, and I regularly visit both institutions to celebrate their students’ success. I put on record my thanks to the recently departed principal of Heart of Worcestershire College, Stuart Laverick, who was a great champion for the college and the sector. I look forward to working closely with his successor, Michelle Dowse. We also have a number of smaller providers, including schools that operate sixth forms—Christopher Whitehead Language College and Tudor Grange Academy—which, alongside our popular and successful sixth-form college, increase the choice and range of options for post-16 pupils in Worcester. It is fair to say that all those schools regularly raise with me their concerns about funding.

[Caroline Ansell (Eastbourne) (Con)]

I will take this opportunity to put on record my thanks to East Sussex College. It is equally as high-performing as Worcester and is the social mobility engine that my hon. Friend described. However, the finances, which he referred to, mean that it is in a very competitive field for the workforce. It is squeezed between schools and higher education. That means they struggle to recruit the quality, highly skilled staff that it needs to take us further and higher and to deliver on the Government’s priorities. Does he recognise that scenario?

--- Later in debate ---

[Mr Walker]

I am grateful to the hon. Gentleman for that clarification. I am sure my right hon. Friend the Minister is listening carefully. I know he is not averse to making the case to the Treasury for funding, so I urge him to take from this debate the strong cross-party consensus, reflected in the Committee’s recommendation in paragraph 179 of our report, that:

“To prevent a further narrowing of 16-19 education, the Committee urges the Government to undertake a wholesale review of 16-19 funding, including offering more targeted support for disadvantaged students.”

[Caroline Ansell]

Before my hon. Friend moves any further into his excellent speech, the witnesses to our inquiry were compelling when describing the impact of defunding on particular cohorts of students. On the impact of defunding BTECs, for example, they talked about vulnerable groups, including those with special educational needs. Does my hon. Friend agree that for those groups, it is especially important that we keep open those pathways to success?

[Mr Walker]

Yes, absolutely. My hon. Friend is right to draw attention to that specific issue; I was going to come back to it later and touch on the fact that it was partly the equalities impact of those decisions that led the Select Committee to its unanimous recommendation.

I will focus briefly on the element of targeted support for disadvantaged students in our recommendation that I just touched on. I recently took part in an inquiry of the all-party parliamentary group for students, alongside my hon. Friend the Member for Sheffield Central (Paul Blomfield)—I should call him the hon. Gentleman, but I call him my hon. Friend because we have worked together for a long time. That was an eye-opening inquiry, which reinforced the need for an urgent review of support for the most disadvantaged in the FE sector.

The Government have rightly increased the level of pupil premium in schools, and have used programmes such as the holiday activities and food programme and the levelling-up premium to keep up a relentless focus on tackling disadvantage. However, there is concern about the support available for disadvantaged students in FE, and widespread worry that the available bursaries just do not go far enough. The extension of the pilot for pupil premium-plus to post-16 students was welcome, but we have to query why the extra support for that age group is so much lower than the extra support available to pupils under 16. My constituent Harrison Ricketts, who was in Parliament today to support a Youth Employment UK event, gave powerful and reasoned testimony to the APPG’s inquiry about the pressures facing students. I hope Ministers will look carefully at some of the recommendations in that report, which are pretty reasonable and not necessarily very expensive.

In fairness, there are elements of the Minister’s response to the Education Committee report that I welcome. The response expanded on investments for the financial year 2023-24. The Government state that they

“will invest £125 million in increasing funding rates for 16-19 education, including a 2.2% increase in the national funding rate for academic year 23/24…and an increase in funding for specific high value subject areas in engineering, construction and digital to help institutions with the additional costs of recruiting and retaining teachers in these vocational areas.”

With regard to supporting pupils from disadvantaged backgrounds, the Government draw the Committee’s attention to the 16-to-19 bursary fund, and state that in the last academic year,

“almost £152 million of 16-19 Bursary funding has been allocated to providers to help disadvantaged 16-19-year-olds with costs such as travel, books, equipment and trips, an increase of over 12% on the previous year.”

The response also states that the Government will continue to approve the international baccalaureate diploma for funding, and clarifies that they did not say—as I think the Committee took them to have said—that they will withdraw funding for the international baccalaureate careers programme.

I want to expand on the recommendation about the level 3 qualifications review, which we have debated at some length. The concern of the Committee is not that we do not believe in pursuing high-quality and high-value qualifications such as T-levels; we are concerned about the pace with which the Department is pursuing that course, and the risks of removing advanced general qualifications where students currently find them a valuable pathway to progression. A wider review of funding could help find the resource to maintain a wider choice for students, more flexibility and a range of routes to progression, including T-levels. We have highlighted significant equalities concerns if Ministers persist with the current approach, and we do not feel that those concerns were properly or fully addressed in the Government’s response, which we published today.

I do not have time today to detain the House on all the recommendations in our report, but I will highlight the need to address the issue of workforce if we are to deliver on the Prime Minister’s very worthy ambition of more people taking maths to the age of 18. In our inquiry on teacher retention and recruitment, we have heard worrying evidence about the extent to which the Department has missed its targets on maths teacher recruitment, and in the first session of that inquiry the Committee heard from the FE sector that whatever problems exist for retention in the schools system are compounded in the post-16 space. Around 25% of college teachers leave the profession after just one year compared with around 15% of teachers in schools, and three years in, around half of college teachers have left compared with around a quarter of schoolteachers.

In fairness, I should acknowledge some welcome elements in the Minister’s response in this regard, such as the updated teacher support fund, the national professional qualification for leaders in primary maths and the expansion of the Taking Teaching Further programme for further education, but I am not convinced that these small initiatives fully address the scale of the challenge.

Natural History GCSE

Debate between Caroline Ansell and Robin Walker

Wednesday 1st December 2021 Westminster Hall

[The Minister for School Standards (Mr Robin Walker)]

It is a great pleasure to serve under your chairmanship, Mr Davies. I congratulate my hon. Friend the Member for Eastbourne (Caroline Ansell) on securing this debate, and it is a pleasure to follow the hon. Member for Hampstead and Kilburn (Tulip Siddiq), who gave a very good speech. Although I understand she is here in a caretaker capacity, I welcome the tone with which she engaged in the debate. I particularly welcome the lively debate that we had on the Government Benches between my hon. Friends the Members for Eastbourne and for Meon Valley (Mrs Drummond).

I thank my hon. Friend the Member for Eastbourne, as I am sure do her constituents, for her dedication to tackling environmental issues such as pollution, toxic air quality and single-use plastics. I also thank her for her continuing dedication to improving education and ensuring that every child gets the best start in life. She is one of many former teachers on our Benches who bring huge passion and experience to the Chamber and our debates.

I welcome this timely debate and the contributions we have heard from hon. Members across the House. The Department is currently considering its broader strategy for sustainability and climate change, one of the key strategic aims of which is excellence in education and skills for a changing world. I will do my best to answer the specific questions that the hon. Member for Hampstead and Kilburn put to me, but I also direct her attention to a recent debate that we had in this very Chamber on the broader issue of sustainability and climate change, and the responses that I gave then.

My hon. Friend the Member for Eastbourne echoed one of the points raised in that debate, about the level of concern among young people around these issues. It is absolutely right that we should seek to address that, and to equip them with the tools and the confidence to find solutions to protecting the natural world and tackling climate change. On launching the draft strategy, our Department committed to engaging with young people and stakeholders ahead of the publication, and we are keen to hear many different views and consider many different opportunities, of which natural history may be one.

I begin this response by fully acknowledging the importance of educating young people about the environment and nature. Climate change impacts everyone and requires us all to change the way we behave and work. In England, there are over 72,000 early years and childcare providers and there are more than 16 million children, young people and adults in education across the whole of the UK.

We have a responsibility to prepare all our children and young people to meet the challenges, and to empower them to play their part in finding solutions so that they can benefit from the opportunities that we will face in the future. This is clearly a worthy topic for discussion. We must prepare young people as our country prepares for a low-carbon, greener future—one in which we can be better custodians of nature than, perhaps, previous generations have been.

At COP26, on 5 November, the Secretary of State announced a draft sustainability and climate change strategy and two key new nature-based initiatives—the national education nature park and the climate leaders award. Throughout the development of the draft strategy, the Department, including Ministers and the Secretary of State, has been engaging with young people to ensure that it reflects their needs. As part of that, we explored the subject of improved sustainability and climate education, of which nature clearly forms a critical element. We discussed the matter of a specific natural history GCSE with young people, and they told us they believe it is important for all young people to learn about the natural world, not necessarily just those who attend a school that may be able to offer a specific natural history GCSE or who elect to study it.

As we have heard, No. 10 commissioned the landmark Dasgupta review, “The Economics of Biodiversity”, which also set out the importance of young people learning about and valuing nature for the protection and restoration of biodiversity. For that reason, we have set out action in our draft sustainability and climate change plan that enables young people to learn more about the natural environment. That includes a primary science model curriculum, to include an emphasis on nature and the recognition of species, which came up briefly in today’s debate but was mentioned more in the previous debate that we had in Westminster Hall about the environment.

In that debate there was a lot of interesting talk about British birds and the importance of recognising them. I repeat the remark that I made then—that, as a Robin, I feel particularly strongly that this is something to be welcomed. Including the study of species native to the United Kingdom, such as the hedgehog, which my hon. Friend the Member for Eastbourne rightly made an impassioned case to protect, will ensure that all children understand more about the world around them.

Science continuing professional development would further improve the teaching of the national curriculum, which already includes many elements related to the subjects. That should ensure that all young people, right through to key stage 3, will receive an excellent and robust science education. We are continuing to work with sector representatives, young people and delivery partners across Government to refine and build on the draft strategy, ahead of publication of a final version in April 2022. We will continue to discuss the case for a natural history GCSE with stakeholders over the next few months, so that a decision can be made in the context of our broader strategy for sustainability and climate education.

When the Department, which I recently rejoined, started to reform the national curriculum and qualifications a decade ago, we wanted to ensure that they were firmly based on the knowledge that young people need to give them the basis for future study and work, including knowledge about the natural world and the environment. Currently, many elements related to the subject are taught throughout the curriculum, primarily through science and geography, both of which are core parts of the EBacc.

As my hon. Friend the Member for Meon Valley pointed out, in key stage 1 science pupils learn to understand the concept of habitats, and the relationship between habitats and the organisms that live there. During key stage 2 they learn how to classify organisms and about how changing environments have impacted upon organisms. Pupils also learn about the principles of evolution and how living things have changed over time to become adapted to their environments.

At key stage 3, pupils build on their earlier learning by learning more about the relationship of organisms within ecosystems and their environment. They also study the differences between species, to build an understanding of variation and, in turn, to understand the role that variation and adaptation have played in the evolution and extinction of species.

Key stage 4 biology develops further the key idea of interdependencies within ecosystems, including the specific impact that humans can have on the dynamic nature of ecosystems. Pupils gain a greater understanding of the importance of adaptation and the process of natural selection, and develop their knowledge of classification.

As part of the national curriculum, geography teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the earth’s key physical and human processes. Geography enables young people to become globally and environmentally informed and thoughtful inquiring citizens. Aspects of natural history can be covered throughout the geography curriculum. At key stage 1, for example, pupils are taught to use—

[Caroline Ansell]

The Minister does full justice to all the important content that is already within the curriculum that touches on natural history. Speaking of geography, is it an issue that this does not sit within that key stage 4 core? Does that mean that students are necessarily missing out on some important insight and understanding?

[Mr Walker]

I want to come to key stage 4 geography. If my hon. Friend will allow me, I will just run through the key stages building up to that, and then address key stage 4. We all recognise the benefits of this engagement, both within the curriculum, as I will come to later, and in activities that go beyond the curriculum.

Returning to where we are today, at key stage 2 children are taught to describe and understand key aspects of human geography, including types of settlement, land use, economic activity, including trade links, and the distribution of natural resources. That connects to natural history, as it provides pupils with an understanding of the physical and economic context in which organisms live, including the impact of agricultural and industrial processes on nature.

At key stage 3, children are taught to understand how human and physical processes interact to influence and change landscapes, environment and the climate, and how human activity relies on effective functioning of natural systems. There is scope to cover other aspects of natural history throughout the geography curriculum, and coverage need not be limited to the examples that I have given.

In key stage 4 geography, young people gain an understanding of the interactions between people and environments, change in places and processes over time and space, and the interrelationship between geographical phenomena at different scales and in different contexts. Again, that links to natural history, as young people gain knowledge and understanding of key ideas and principles, such as sustainability, human impact, complex systems and interdependencies. They also learn an overview of the distribution and characteristics of large-scale natural global ecosystems, drawing out for two selected ecosystems the interdependence of climate, soil, water, plants, animals and humans; the processes and interactions that operate within them at different scales; and issues related to biodiversity and to their sustainable use and management. Students are also taught about causes and consequences of extreme weather conditions, and about climatic change and evidence for different causes of that, including human activity.

In both science and geography, young people develop knowledge and understanding of the principles, processes and events that make the systems within which organisms live dynamic. They also develop an understanding of key ideas and principles of life cycle, sustainability, human impact, complex systems and responsibility.

The Government do recognise that fieldwork is a very important part of teaching within geography, which is why geography programmes of study contain geographical skills in fieldwork as a theme in key stages 1, 2 and 3. The new GCSE in geography, taught since September 2016, includes a clearer balance between human and physical geography, and requires pupils to carry out at least two pieces of fieldwork outside the classroom. It is worth noting that the vast majority of students take science GCSEs and 41% took a geography GCSE in 2019-20—an increase from just 26% who took geography GCSE in 2009-10.

Curriculum and qualifications are not the whole story. We have a number of examples in this debate, but we can go beyond that. It is worth reminding everybody that the national curriculum is a framework, setting out the context of what the Department expects maintained schools to cover in each subject. Academies are free to use the national curriculum as a benchmark, to ensure that they deliver a broad and balanced curriculum. The curriculum does not set out how curriculum subjects or topics within the subjects should be taught. Teachers can and do use their own knowledge and expertise to determine how they teach their pupils, and make choices about what they teach, including the teaching of aspects of natural history, building on and enriching the words on the face of curriculum documents.

On a recent visit to the Rivers Multi-Academy Trust and one of its schools in my constituency, I was pleased to see that topics such as nature, climate change and the environment are already included, not just in citizenship, science and geography but in English and art, in a balanced curriculum that it was created to reflect the millennium development goals. Schools are making room in the curriculum to let children experience nature. This provides key learning to all students but also offers flexibility. We see some excellent work in climate education at all levels in schools.

We trust teachers to use their judgment when it comes to materials that they use in class. They are experts in bringing the content of the curriculum to life for their students. Teachers can choose from a wide variety of resources and have the freedom to choose the approaches that best suit their pupils. One example of innovative teaching is from Sara Falcone, a teacher at Dagenham Park School, who, like the Rivers MAT, has introduced the global sustainable development goals into her science lessons so that her students can make links to sustainability in a range of different science topics. Another example is from Matt King, a teacher at Westcliff High School for Girls, who adapted UK Research and Innovation’s Clippy Island resource to make learning about natural selection accessible and engaging for students.

Teachers draw on the expertise and resources of subject associations in this area. For example, the Royal Society of Biology, the Geographical Association and the Royal Geographical Society all produce expert resources, advice and continuing professional development on topics related to the teaching of the environment and natural history. The Department is supporting them on that; through our strategy, we will provide teachers with access to more high-quality resources and share best practice.

Formal education is not the only route for children and young people to learn about nature. There are many excellent opportunities, programmes and awards for pupils focused on natural history and the environment, as well as outdoor education. We worked to ensure our outdoor education centres were included as part of the lifting of covid restrictions, so children are now able to access those on a residential basis. We heard about the fantastic work that goes on in forest schools. My hon. Friend the Member for Meon Valley was right to draw attention to their work, providing young people with a greater sense of connection with nature and an understanding of our shared future.

Many varied organisations, such as Scouts, Guides, the Young Foresters Award, London Zoo, the John Muir Trust and the Duke of Edinburgh Award, also engage young people with the natural world. My hon. Friend the Member for Eastbourne rightly points out the benefit of initiatives such as planting trees for the Queen’s jubilee, which can also make future contributions in this space. The Department’s Climate Leaders Award will act as an umbrella for the many existing awards and activities that stakeholders currently provide. In doing so, it will help to increase participation in nature-based activities and celebrate and recognise the enormous effort that so many education providers and children and young people put into improving their local environments.

We are currently working with the Natural History Museum to develop the nature park and the climate leaders award further, and we will engage with many stakeholders and young people to ensure that, when those are launched, they provide excellent opportunities for all young people to get practically involved in nature and to contextualise their learning. The ambition is to launch the park and the award scheme in autumn 2022. We also have the Wildlife Trust wild school award pilot and the wild challenge award.

One recent real-life example of work in this space is by Hollie Daw, a sixth-form geography student at the Hurst School, Basingstoke, who received the RGS’s prestigious Ron Cooke award for her individual research into infiltration rates— water soaking or filtering through the soil—in her local Ashford Hill nature reserve. Thousands of primary and secondary pupils and schools have been exploring how they have reconnected with their local environments and green spaces during the covid-19 lockdowns through their entries to the RGS’s Young Geographer of the Year competition, which had the theme, “Remapping our lives”. I look forward to the RGS announcing the winners of that competition on 3 December.

In considering whether to introduce a new GCSE, there are many complex factors that we need to think about. We have heard some of those already, including whether a new qualification is the best way forward to enhance all students’ knowledge and skills in these important areas. Alternatively, we could consider whether there is more we can do to support teachers to teach the current curriculum and qualifications in a way that encourages all pupils to engage more with natural history elements.

Another factor is whether a new GCSE would support progression for pupils who want to go on and study and work in the field of natural history. I heard the strong case from my hon. Friend the Member for Eastbourne that it would. Pupils take only a limited number of qualifications at GCSE, and we could consider whether we should do even more to encourage pupils to study geography at GCSE alongside the sciences, as almost all pupils already study two or three GCSEs’-worth of science. Another factor to consider is whether the qualification adds to the total knowledge that a pupil will gain by the age of 16. Any new GCSE needs to avoid significant overlap with other GCSEs—in this case, science and geography. That is to ensure that young people leave school with a broad and balanced curricular experience, and that individual students are not awarded two GCSEs while only covering the content of one and a half, for example. We also need to consider how teachers of natural history would be sourced without exacerbating existing pressures on the geography and science teacher workforce. It is worth noting that this year we have already seen an increase in the bursaries for both biology and geography.

I have been very grateful to hear the arguments for this case, and to be given the opportunity to set out some of the work that is already going on in this area. There remains a huge opportunity to enrich the existing curriculum. The development of the primary science model will focus on nature and help young people recognise different species, giving them more knowledge that will be required as they move through education.

The Oak National Academy serves millions of children through online classrooms, providing lessons and accompanying resources, which include coverage of the environment, climate change, wider sustainability and other natural history topics. Teachers are choosing from a wide range of high-quality curriculum resources available, from Oak and beyond.

This is a very important area of education. It ensures that young people are prepared to meet the challenges of and equipped to benefit from the opportunities that they will face in the future. As I have outlined, there are already many exciting opportunities within the existing curriculum for people to be taught about natural history. The Department will continue to consider carefully the proposal for a natural history GCSE. It will also continue to support schools to make the most of our new initiatives. The national education nature park and the climate leaders award will ensure that all children and young people, regardless of the subjects they choose to study, will learn more about nature.

There is a huge amount of important work going on, building on the opportunities within the existing curriculum and the qualifications structure. There is always more to do. I am grateful to my hon. Friend the Member for Eastbourne and all who spoke today for emphasising the importance of nature and a love of nature in our education system.

Oral Answers to Questions

Debate between Caroline Ansell and Robin Walker

Wednesday 21st July 2021 Commons Chamber

[Mr Walker]

Although tourism is a devolved matter, the Government continue to use every possible opportunity to promote Northern Ireland as a world-class tourist destination, and my hon. Friend is doing an excellent job of that himself. I am delighted to say that I have visited many of the places that he mentioned. I was very pleased to be over in Northern Ireland yesterday, meeting local business owners in Bangor to hear about their High Street Heroes Northern Ireland campaign, which celebrates the local independent retailers who are another fantastic part of Northern Ireland’s offer.

[Caroline Ansell (Eastbourne) (Con)]

What assessment he has made of trends in the level of economic support for businesses in Northern Ireland during the covid-19 outbreak.

[The Minister of State, Northern Ireland Office (Mr Robin Walker)]

Levels of support in Northern Ireland are similar to elsewhere in the UK, reflecting the common challenge that public health restrictions have posed to businesses. Government interventions such as the job retention scheme and the enterprise scheme operate UK-wide, and have together protected around one in four jobs. Support is devolved in some areas. The Executive received an additional £5 billion of Barnett funding for covid, funding a range of interventions including business rates holidays and small business grants—all providing crucial support to businesses.

[Caroline Ansell]

I thank my hon. Friend for his answer and for his support for the tourism sector. I am pleased to say that I have been to the Giant’s Causeway—and the most wonderful place it was. Of course, there is another way to support tourism in Northern Ireland. Treasury and Deloitte estimates show that over a 10-year period, VAT at 5% would deliver £4.6 billion in revenue to the Treasury. As my hon. Friend says, tourism is a key sector in Northern Ireland. In that light, does he agree that maintaining the current, very competitive 5% VAT rate for hospitality beyond the pandemic could create new jobs, add tremendous value and prove to be a powerful UK dividend for businesses in Northern Ireland?

[Mr Walker]

My hon. Friend makes a point that I have certainly heard from a number of businesses in Northern Ireland. The Government have taken unprecedented measures to support the UK economy through the pandemic, including a temporary VAT reduction to 5% for the tourism and hospitality sectors, extended until 30 September. To further help businesses to recover and transition back to the standard rate, an interim rate of 12.5% will apply until 31 March 2022. Raising £130 billion in 2019-20, VAT is an important source of revenue and vital for funding public services such as health, education and defence. The reduced rate is expensive, costing over £7 billion so far, so a permanently reduced or zero rate would further increase costs to UK taxpayers.

Oral Answers to Questions

Debate between Caroline Ansell and Robin Walker

Wednesday 24th June 2020 Commons Chamber

[Mr Walker]

The hon. Gentleman is absolutely right: the supply chain is crucially important to this industry. Making sure that we take the right approach to unfettered access and that we provide support across both the UK and the Northern Ireland economies is crucial in that respect. That is why we are working very closely with colleagues at BEIS and in the Executive to make sure that the support is there up and down the supply chain.

[Caroline Ansell (Eastbourne) (Con)]

What steps his Department is taking to support Northern Ireland’s hospitality and tourism industries to prepare for the lifting of covid-19 lockdown restrictions.

[The Minister of State, Northern Ireland Office (Mr Robin Walker)]

The UK Government have made £1.3 billion of additional funding available to the Executive as part of the coronavirus response. That has enabled them to provide £25,000 grants to businesses in these sectors and to extend the initial three-month business rates holiday to 12 months for most Northern Ireland businesses. Prior to lockdown, I visited many of Northern Ireland’s beautiful tourist attractions and saw first hand the amazing experience and the giant welcome that Northern Ireland offers to visitors. I look forward to encouraging everyone to visit as soon as the public health guidelines allow.

[Caroline Ansell]

I agree wholeheartedly that tourism is indeed a jewel in Northern Ireland’s crown. Does the Minister agree that, subject to public health guidance, of course, now is the opportune time to really promote Northern Ireland as a destination? Being in the common travel area, quarantine does not apply to English, Welsh and Scottish visitors, so they can fly into Belfast or sail across the Irish sea and still be on staycation.