Oral Answers to Questions

Caroline Nokes Excerpts

Monday 4th July 2016 Commons Chamber

[Edward Timpson]

I am happy to meet the hon. Lady and a delegation to discuss the matter further. I am all for greater innovation in schools and for deciding how we can better support children so that they are strong and stable emotionally, which we know is a better backdrop to them being academically successful. I am sure we can arrange a meeting to discuss that further.

[Caroline Nokes (Romsey and Southampton North) (Con)]

Mindfulness can be an important component of a wider PSHE programme, which our good and outstanding schools already implement. What progress is being made towards making PSHE statutory in all our schools?

[Edward Timpson]

I refer my hon. Friend to the earlier answer on this subject. At the core of this issue is ensuring that we have the highest quality PSHE possible. We continue to keep the matter under review, and will return to it shortly.

Education, Skills and Training

Caroline Nokes Excerpts

Wednesday 25th May 2016 Commons Chamber

[Neil Carmichael (Stroud) (Con)]

Thank you for that splendid news, Madam Deputy Speaker, and I can only carry on as I normally do.

I want to talk about the actual Queen’s Speech, which is a one nation Queen’s Speech because it mentions opportunity for everybody and productivity for our economy. Behind those 21 Bills lies the demand for and interest in having more, fairer opportunities and a better economy that delivers more productivity.

I wish to mention two Bills in particular, including the Children and Social Work Bill. The Education Select Committee has done some work in that field, and I invite the Secretary of State to consider what it will say about social work—I will not let any cats out of the bag now because we have not yet published our conclusions, but they will be of interest to those who wish to consider the issue in more detail as the Bill develops. I am pleased that we will have a care leavers covenant, which is one thing that came out of the Committee’s early discussions about children in care who had mental health difficulties, and who felt that they were falling off a cliff edge. The covenant will clearly prevent that from happening.

[Caroline Nokes (Romsey and Southampton North) (Con)]

Does my hon. Friend agree that in the Committee’s work on care leavers, it was not just those with mental health problems who felt that they were falling off a cliff? Many care leavers felt that the support that children might ordinarily receive from their own families was suddenly missing when they got to the age of 18.

[Neil Carmichael]

I completely agree, and my hon. Friend was a member of the Education Committee when we did that early work. The whole point is to ensure that those children do not fall over that cliff edge. Children who are looked after by the state are particularly vulnerable to that, and we must do all we can to stop it happening. The Committee also covered regulation in its early inquiries. I will not comment in detail on what that framework should look like, but we agreed that we need an improved regulatory offering for social work.

On the education for all Bill, I first note that “for all” means for absolutely all children. However, there are some unregistered children in unregulated schools, and we need to think about them, too. How will the Secretary of State respond to the thought, expressed not least by Sir Michael Wilshaw, the chief inspector of schools, that there are ineffective schools beneath the radar which are not doing a good job? We need to ensure that when we say education for all, we mean all.

The White Paper talks about a school-led system, as it absolutely should. Those of us who support the academies programme welcome its continued growth. Obviously, it is important to be sure that academies feel comfortable once they are out there. The Education Committee will be considering what a good multi-academy trust looks like precisely with that thought in mind. We need to encourage academies to come together to support each other in partnership and co-operation—schools taking the initiative to help other schools. I believe that combination will work to drive up standards, especially in areas—we know there are pockets—where standards are not high enough..

--- Later in debate ---

[Caroline Nokes (Romsey and Southampton North) (Con)]

It is certainly a pleasure to take part in this debate on Her Majesty’s Gracious Speech. There is much that I welcome in the programme of government, and many of its measures will benefit the residents of Romsey and Southampton North.

It is a pleasure to follow the hon. Member for Bolton South East (Yasmin Qureshi). I am sure that she and I agree on several measures to do with the care system and prison reform. I also wish to congratulate her because she managed to keep off the subject of the European referendum, as I shall do.

I wish to focus on education, training and skills, by which I mean all types of education and training. Sometimes I worry that we concentrate too narrowly on higher education and on those young people who are following a path to university. We must be conscious that education can happen at any age and, pretty much, in any place.

We should celebrate the fact that a teenager today might have as many as seven different careers in their lifetime and each one of those will require learning, change and an ability to adapt. Those essential life skills are introduced at school, but carry on throughout our lives. I was pleased to hear my hon. Friend the Minister for Universities and Science say that it is never too late to learn, and in this place I am sure that every single one of us can say that every day.

One of my constituents, Paul Brinklow, whom I met at one of my surgeries, is a powerful advocate for post-16 education, by which he means not just FE colleges and universities, but the learning that goes on throughout life. People have to update to use new technology, to change careers, to do apprenticeships, to take part in remote learning, and to attend language schools. The list goes on and on. Very little attention is given to that aspect of learning, and there is too little understanding of it. It does not matter whether it is a jobseeker undertaking retraining, an elderly person learning to use the internet, or a prisoner learning new skills on the path to rehabilitation, it is all part of the learning journey.

My constituent Jim Davidson does amazing work with his charity Care after Combat, specifically working with former service personnel within the prison system to enable them to be rehabilitated. He helps to find them useful and productive work, somewhere to live, and someone to mentor them, and he helps to put them back on the path to being part of society. He has worked with several prison governors. Specifically, in my local prison in Winchester, the governor, David Rogers, was one of the early pilot champions of Care after Combat’s work. When combined with education, this sort of initiative can and does have a real life-transforming impact. The success rate of the charity is quite phenomenal, and I commend the Justice Secretary for the support that he has given it. The charity is involved in a new scheme, the Road to Logistics, which helps ex-offenders who have been service personnel gain new skills and HGV licences with the haulage industry. That is all part of training and education to help them become a productive part of the workforce.

The Justice Secretary has plans to transform the prison estate, to increase the work opportunities for those in prison, and to make sure that an effective rehabilitation programme combined with educational opportunities will help to equip former prisoners for employment opportunities when they are released. Forty-six per cent. of people entering prison have literacy skills no higher than those broadly expected of an 11-year-old child. We have to use their time in prison to improve their skills and life chances—just like the 25% of prisoners who have been through the care system.

I am pleased that my right hon. Friend the Education Secretary is in her place today and has heeded the concerns that some of us expressed to her about forced academisation, especially in places such as Hampshire where the local authority provides a great service to our local schools, which is recognised and appreciated by teachers, parents and governors alike. She will know that one of Romsey’s headteachers described the education White Paper as the best he had ever read. She will also know that I support academies and that the two highest performing schools in my constituency are both academies. They do a brilliant job of supporting bright young people to fulfil their potential. They collaborate with local businesses, foster talent, and encourage students to learn music and languages, to travel and to play competitive sport. That does not mean that the schools in my constituency that are not academies do not do the same. I welcome the fact that they are to be given more time to make choices about whether to academise.

I welcome the freedoms regarding the school day, and the plans to make it longer. Many private schools provide a much longer school day than those in the state sector, and they use those additional hours for sport, music, art, the combined cadet force and the Duke of Edinburgh award. They are the sort of enrichment activities that give their pupils an advantage on their UCAS applications and an advantage in life. Heather McIlroy, headteacher of The Mountbatten School, is always challenging herself and her school to provide every advantage for her pupils that they would find in the private sector. The longer day will provide more chances and is part of that picture.

Finally, I want to talk about the other end of the age spectrum. If we are talking about education for all, it is important that we look at the life chances of our pre-schoolers. A couple of weeks ago I had the pleasure of visiting Chilbolton Pre-School, a typical small village pre-school with a professional staff, but in effect run by a team of incredible and dedicated volunteers. We all know that the first 1,000 days after conception are the most important in a child’s life, so we must look at early years provision and how we can make that most effective.

The set-up at Chilbolton is similar to many pre-schools up and down the country. Run out of the local cricket pavilion, it operates five days a week, but with set-up and take-down required at the beginning and end of every week. In many ways it is better off than the pre-schools that operate out of village halls, which have that burden every day. The school’s challenge comes in finding staff, especially when many of the villages are not easily accessible by public transport; finding volunteer chairmen and women and treasurers; and being able to offer the hours and flexibility needed to cater for the needs of children and parents, and also to meet the quite proper rigours of Ofsted.

I welcome the extension of free childcare to 30 hours. I know it is a good thing for parents seeking to return to work, and that it is good for children to be in a stimulating environment. Things like the forest school and the outdoor learning at Chilbolton are great for the local children, so I have a very simple comment to make. At 15 hours a week the pre-school is coping; at 30 hours, under the current funding arrangements, it will struggle. We do not want to lose such provision. Village pre-schools have been the lifeblood of communities for generations. I urge my right hon. Friend the Secretary of State to make sure that the 30 hours is sustainable not just in large-scale nurseries, but in small rural locations, and with her commitment to educational excellence everywhere, to make sure that rural provision, which is where we are nurturing the life chances of the next generation in some of the most incredible environments, is looked after.

Schools White Paper

Caroline Nokes Excerpts

Wednesday 13th April 2016 Commons Chamber

[Caroline Nokes (Romsey and Southampton North) (Con)]

I appreciate the opportunity to participate in this important debate and to follow the hon. Member for Motherwell and Wishaw (Marion Fellows), with whom I served for a while on the Education Committee.

I applaud my right hon. Friend the Secretary of State for her statement at the beginning of the White Paper. She says that education

“is a matter of social justice—extending opportunity to every child”.

A headteacher in Romsey wrote to me immediately the White Paper was released, describing it as the best White Paper he had ever read.

As I said, I was a member of the Education Committee until recently, and I have a feeling I might be on my way back at some point. I joined the Committee during work on its 2014-15 Session report on academies and free schools. As part of that inquiry, we met inspirational school leaders and chief executives of academy chains, we visited schools and we met primary heads involved in multi-academy trusts. We did not look just at the good; we also delved into where academy chains were underperforming. We came up with a report that drew some interesting conclusions.

In Romsey, we have two excellent academies, both of which are converter, stand-alone secondary academies led by great headteachers, to whom I pay tribute for their vision and determination. Today, I have received exhortations from not one constituent but many, asking me to speak out against academies because they are supposedly undemocratic and exclude communities from having an input into how they are run. That is not my experience at all. In fact, I would go further: there is enormous community input into both the academies in Romsey, which go out of their way to involve local businesses, to bring in people from outside to take part in how the school is run, and to give the best opportunities and experiences to their pupils. Both academies are members of the Eastleigh consortium of secondary schools and colleges, and both are real leading lights in sharing best practice and spreading their knowledge and expertise. So, no, I will not speak out against academies, because my experience of them is excellent, and I pay tribute to Heather McIlroy of the Mountbatten School and Jonathan de Sausmarez of Romsey School for the fantastic job they do for Romsey’s children.

However, I must emphasise the conclusions the Select Committee report drew. We do not have to dig far into the report to find the quote given by the hon. Member for Manchester Central (Lucy Powell):

“Current evidence does not allow us to draw…conclusions on whether academies are a positive force for change.”

I fully accept that the report is now a year old, and there will be additional data, so it may now be possible to have a fuller picture. The report certainly called on the DFE to do further research into the impact of academy status on primary schools.

In Romsey and Southampton North, not one primary school has converted to an academy, and that may be for many good reasons. I have certainly spoken to some excellent headteachers—most notably the head of the most outstanding primary school in my constituency, which is repeatedly rated as outstanding by Ofsted—and the response I have consistently received from her as to why the school has not converted is that those involved have looked at the possibility many times and have not thought that it was right for them. They have welcomed the support and the challenge they have had over the years from the local education authority. Far from seeing that as the shackles of local government, they have enjoyed the robust support and challenge they have had from a consistently high-performing children’s services department.

It is of course possible that my view is entirely coloured by the opinions of headteachers who have worked with Hampshire County Council over many years, and that, were the authority less good, I might be faced with headteachers actively seeking liberation from its bonds. However, they have had the freedom to do that, and they have not done so.

In Hampshire, many of our rural schools are already federated, sharing headteachers and best practice incredibly successfully. I point to the example of the brilliant Jo Cottrell, who is executive head of the outstanding Halterworth Primary School and two smaller village schools in Awbridge and Wellow. I would also like to mention Marcus Roe, head of Ampfield School and of John Keble School in Hursley, which is in the constituency of my hon. Friend the Member for Winchester (Steve Brine).

[Steve Brine]

On that point, my hon. Friend and I have both had a letter from the aforementioned Mr Roe. John Keble School in Hursley is in the federation she mentioned. I was struck, and I wonder whether she was, by one line in his letter:

“Surely, the model of ‘headteachers know best’”—

which we all agree with—

“also applies to whether we believe academy status is right for us or not.”

As I said earlier, many of my primary schools, like hers, do not believe it is right for them, and they have had the choice to become academies, but they have not exercised it. I wonder whether she noted that line in his letter.

[Caroline Nokes]

I noted that line and that which said:

“Hampshire has been highly regarded by Ofsted for the excellent work it has done to support children in the county and beyond.”

I appreciate that Hampshire may be able to continue to provide services to schools. I urge my right hon. Friend the Secretary of State to look at ways that the good can be exempted from a system of prescription.

I want to emphasise an important element of the Education Committee report. Page 64 states:

“Academisation is not always successful nor is it the only proven alternative for a struggling school.”

This morning I spoke to Ruth Evans, headteacher of Cantell school in Southampton, who has emphasised that Cantell is the fastest improving school in Southampton and rated in the top 5% in the country for value added, but it is not an academy and it has not been able to convert, because of the private finance initiative agreement to which it is bound. What happens to such schools, and how many others are in the same boat? Ruth’s view—I will conclude on this point, because I think she is absolutely right—is that what really matter are the staff and the culture. The school pursues partnerships with its cluster of primary schools and undertakes a peer review to ensure that it is at the forefront of improvement.

Oral Answers to Questions

Caroline Nokes Excerpts

Monday 30th November 2015 Commons Chamber

[Mr Gyimah]

Education is a devolved matter in Scotland, but if we are talking about huge cuts, there were 141,726 fewer college places in 2013-14 than in 2008-09. As I said, we will take no lessons from the Scottish National party.

[Caroline Nokes (Romsey and Southampton North) (Con)]

9. What plans the Government has to improve attendance in schools.

[The Minister for Schools (Mr Nick Gibb)]

Regular attendance at school is vital for academic success. Overall absence rates are down from 6% in 2009-10 to 4.4% in 2013-14, amounting to some 14.5 million fewer school days lost. We have supported head teachers to improve school behaviour, and we have addressed the misconception that pupils are entitled to time off for holidays in term time. Some 200,000 fewer pupils regularly miss school compared with 2010.

[Mr Speaker]

While we are on the subject of congratulations, I congratulate in public, as I have congratulated him in private, the Minister of State on his recent marriage. [Hon. Members: “Hear, hear.”]

[Caroline Nokes]

I echo the Speaker’s comments. Does my hon. Friend agree that improving attendance can sometimes come about as a result of a range of innovative and interesting measures? The all-girls breakfast club at Cantell school in Southampton is a brilliant example of how building a strong and cohesive school community can improve attendance.

[Mr Gibb]

I am grateful to you, Mr Speaker, and to my hon. Friend for the congratulations. I echo the words of the Under-Secretary of State for Education, my hon. Friend the Member for East Surrey (Mr Gyimah): we are better together.

I am delighted to pay tribute to the work of the breakfast club at Cantell school in Southampton, which is an excellent example of the innovative approaches that many schools take to improve attendance. The Department funds the charity Magic Breakfast to provide free, sustainable breakfast clubs in 184 schools in disadvantaged areas. We are also giving parents new rights to request breakfast clubs and other wrap-around care, which should expand their availability.

Further Education

Caroline Nokes Excerpts

Wednesday 18th November 2015 Commons Chamber

[Caroline Nokes (Romsey and Southampton North) (Con)]

It is a pleasure to follow the hon. Member for Bristol South (Karin Smyth). I must first declare an interest as an advisory governor of Eastleigh college, a brilliant general FE college and one of the leading providers of apprenticeships in the area. I can say that with proper knowledge, as the business admin apprentice in my office attended the college one day a week. As the Secretary of State will appreciate, it is a leading champion in ensuring a good charge towards apprenticeships in the area.

As we have heard from the Chairman of the Education Committee, we and BIS are working together on productivity and it was great to hear from apprentices at the seminar held a few weeks ago how they were enjoying and benefiting from the training that they were getting on the job. It was worrying to hear from them, however, that they were not learning about apprenticeships in schools. In many cases, apprentices are themselves the best advocates for apprenticeships, but we need to find a way to get them into schools to talk about what they are doing and to give others the opportunity to follow in their footsteps.

[Mr Jackson]

Does my hon. Friend agree that the very best FE institutions not only discharge their responsibilities for apprenticeships and even sponsor university technical colleges, but work with bodies such as Jobcentre Plus to help youngsters with work-readiness, so that they are ready with their skills to start employment after they have concluded their studies?

[Caroline Nokes]

My hon. Friend is of course right. The best colleges are working with business and schools to make sure that when young people go into the world of work they are ready for it.

My constituency has no 16 to 19 provision in the state sector, which means that every single teenager is exported somewhere else to go to college. But that is great, because it gives me an opportunity to talk to college principals across the region. I may stray on to the territory of some of my neighbours today, but I have a broad perspective from many college leaders across the south of Hampshire. We are lucky: we have great sixth-form and FE colleges that have worked over the years to make sure that they are as efficient as possible. In many cases, they are as large as possible—they have worked hard to get more students through their doors—but big is not always best. What is crucial is that we have a range of colleges that provide different offers. The transition from school to college can be difficult for some young people, and we should not assume that just because a college is large, efficient and getting great results it will give the best outcomes for every student.

Peter Symonds college, which I was lucky enough to attend—a few years ago now—and Barton Peveril, two of the biggest colleges in the area, have brilliant academic records. They are some of the best in the country, but we also have Richard Taunton college in Southampton on the edge of my constituency, which is far smaller. It has only 1,250 students and it has specialised in attracting a broad and diverse range of students, many of whom have come from other institutions and found their home in a much smaller college, taking three years to complete their A-level education.

[Kelvin Hopkins]

I am listening with interest to what the hon. Lady says about the size of colleges. Does she agree that one of the advantages of large—but not too large—colleges is that they give students a maximum choice of A-level subjects as well as unusual combinations of subjects that might best suit their needs?

[Caroline Nokes]

Of course what economies of scale and large colleges also provide are fantastic enrichment programmes, additional courses and provision that goes so far to prepare young people for the world of work—experiences such as volunteering in different parts of the world, the Combined Cadet Force and a wide range of sports. We desperately want young people not to drop off in their participation in sport at 16, but to carry on and make sure that they are fit and healthy for life. It is those enrichment programmes that I worry might start to fall by the wayside, but they are the very programmes that make sure that young people from the state sector have the same opportunities and chances when filling in their personal statements for university that we see in the independent sector. That sector has been great at ensuring that its young people have every advantage and are given a broad curriculum as well as experiences and activities. It is critical to keep ensuring that there is wider access to higher education, and it is imperative that students from the great sixth forms we have in Hampshire, which have a brilliant track record of getting pupils into Oxbridge, have exactly the same advantages when they are filling in their personal statements as those from the independent sector.

The area-based review under way in south Hampshire—the Solent-based review—has won an exclusion which, to my mind and to those of college principals, is significant: it does not include the in-school sixth forms. Way back in the 1970s, Hampshire introduced the tertiary model of education, but a few school sixth forms have lingered on, and indeed there have been some new ones. The area-based review will not look at those schools, and the principals of the colleges feel, probably rightly, aggrieved about that. They do not think it is fair. They already pay VAT, yet the schools do not. They do not have the opportunity to cross-subsidise. We all know that the funding for years 7 to 11 is protected and significantly more generous than the funding for 16-to-19 education. Within a school setting, it is possible to use the funding for years 7 to 11 to assist in the provision of A-level education, but the colleges do not have that choice. They are paying VAT, cannot cross-subsidise and now face this situation, about which they understandably feel pretty cross, because it is unfair on them, as they tell me.

We know from the Sixth Form Colleges Association that sixth-form colleges are out-performing school sixth forms. We know that they are helping higher numbers of more disadvantaged students, and we know that they are getting better results. In Hampshire, the colleges have consistently delivered high-quality education cost-effectively.

[Kelvin Hopkins]

I strongly agree with the hon. Lady. In Luton, we have a relatively disadvantaged population, but simply because of the sixth-form college we have above the national average number of young people going to university.

[Caroline Nokes]

I commend the hon. Gentleman’s work as chairman of the all-party parliamentary group for sixth-form colleges.

To conclude, we all know that the average funding for 14 to 16-year-olds is £5,600 a year, but that it drops to £3,600 after 16. That means a reduction in contact time with teachers. That might work for young people preparing for university and learning about independent study, gaining skills that they are going to use in higher education, but it will not work for those with special educational needs or those who require additional support. It will not necessarily work for the students at Brockenhurst college in the New Forest, which has worked so hard to increase access to further education and keep young people with special educational needs in college and in education. For them, unsupervised study is simply not a realistic prospect.

I know that the Minister has probably heard more than enough from me, and will be preparing to respond with facts on funding and by telling us that we all have to learn to live within our means. I get that, I really do. I am not opposed to the area-based reviews, and having seen the issues at Totton college just outside my constituency, I know how important it is that young people have confidence in their college’s ability to provide them with a qualification at the end of their course, provided that they have worked hard enough to get it. I know that there is logic in exploring whether stronger partnerships or collaborative and strategic thinking might further enhance the effectiveness of the college system. However, how about a more level playing field for colleges that are already doing an outstanding job providing strong programmes of study and preparing young people for university, for apprenticeships and for the world of work?

Education and Adoption Bill (Fourth sitting)

Caroline Nokes Excerpts

Thursday 2nd July 2015 Public Bill Committees

[Bill Esterson]

I thank the Minister. He chaired both groups, so he is well aware of the good practice over a number of years of taking evidence from children and young people.

[Caroline Nokes (Romsey and Southampton North) (Con)]

I commend the hon. Gentleman for the work that he has done, through various all-party groups, for looked-after children or children in the care system. He will have listened to evidence from care leavers as a member of the Education Committee in the previous Parliament. Does he agree that it is not simply children currently in care who need a voice, but those who have recently left it?

[Bill Esterson]

The hon. Lady is absolutely right. We served together on that Committee in the previous Parliament. We held inquiries into leaving care and the quality of 16-to-19 care options and, indeed, a further inquiry into residential care. Previously, there was an inquiry into child protection. All those things are in the space that we are discussing under this aspect of the Bill and all will probably lend themselves to slightly fuller discussion under some of the other amendments. She is right to say that we should listen to what those who have left care have to say about their experiences. The experiences and life chances of children and young people who end up in the care system, whether they go on to be adopted or, we hope, into other forms of permanence, are affected very much, and for the same reasons. As parliamentarians looking to get this right for that group of children and young people, we should take every opportunity to listen to what children and young people and in particular, as she says, care leavers have to say.

Education and Adoption Bill (Second sitting)

Caroline Nokes Excerpts

Tuesday 30th June 2015 Public Bill Committees

[Mrs Lewell-Buck]

Q 12 I understand that different local authorities and different areas might have different approaches, but do the members of the panel agree that it is important for the local authorities and agencies that are affected by this that there should be some kind of criteria in place? I think that Dr Homden and Annie Crombie agree, but Sir Martin does not.

Sir Martin Narey: No, I think that if these powers have to be used, then of course there will have to be some criteria. I have not yet had any discussions with either the Secretary of State or the Minister of State on what the criteria will be, because I think it is unlikely that these powers will have to be used other than very rarely. My sense from going around England and speaking to directors of children’s services is that they are keen to do this, because they will be able to do better at the job of adoption and particularly of matching and—given that improvements usually cost money—it will save them some money as well.

[Caroline Nokes (Romsey and Southampton North) (Con)]

Q 13 I wanted to pick up on something that Dr Homden said, with which I will not disagree. She referred to looking at road transport as the means of establishing a hub. Presumably you have already given consideration to island regions where road transport is not possible, Dr Homden?

Carol Homden: Quite clearly, there are specific circumstances which will need to be carefully considered, affecting the regional and also the metropolitan areas as well as island areas. These are complicated matters, and there may be a very good reason why the Minister would wish to consider whether or not it would be appropriate to seek a particular form of involvement in a region. It may be that partnership in a much larger geography is more practical, or more meaningful in terms of access to the services that a particular area needs; I completely acknowledge that point. However, for the majority of places, these practical considerations will be ones that involve road transport links.

[Louise Haigh (Sheffield, Heeley) (Lab)]

Q 14 Annie, you mentioned the inter-agency barriers that still exist. Could you confirm that the Bill actually does nothing to address any of those barriers other than creating bigger agencies? Secondly, to the whole panel, do you think that this will actually restrict choice for adopters in terms of agencies at a local level?

Annie Crombie: On the inter-agency point, the policy around regional adoption agencies would bring together a number of local authorities. At the moment, if a local authority purchases an adopter from another local authority or from a voluntary adoption agency, it pays for that adoptive placement. It pays the same amount whether it is to a local authority or a voluntary adoption agency. That levelling of the amount paid is an achievement of fairly recent years, and it has meant a great deal in terms of sustaining the participation of the voluntary sector. It cannot afford to do the work it does unless it gets paid a fair price. That has also been an achievement because it has ensured that local authorities would not look more favourably on another local authority placement just because it was cheaper, and genuinely think about which is best for the children.

A regional adoption agency—while it has reasonably not yet been worked out what that would look like—will probably change the way in which money changes hands when a child is placed from one local authority with an adopter. It might mean being placed elsewhere with an adoptive parent approved by a different part of the region. It might mean there is a single adopter, approver and recruitment arm in a regional adoption agency and so all of those adopters feel free to you. That could be a really good thing because there will be a much bigger pool and there will not be any financial barriers stopping the placement of a child with a particular adopter. The risk for the voluntary sector is that if it is not part of that, suddenly the cost drivers change and the placement feels very expensive again. That is why it is so important that we think about how the voluntary agencies can continue to be part of the landscape and part of the regional agencies.

Carol Homden: On your point about choice, there are some areas, with reference to the previous question, where in practice there is no choice. There is a local authority agency and I’m sure it works in the full best interests to meet the needs of those adopters, but generally, choice is a positive thing in any system. It tends to drive quality and, in a digital era where, for example, people can search for information on adoption first, they are better able to make a judgment and to find an agency with which they feel comfortable. An adopter is making a life-changing, lifelong decision. They need to have full confidence and trust in the particular social worker or group of social workers that they are working with. It is a risk to us if this reform process leads to a reduction in choice across boundaries, particularly given that there is generally a much higher level of engagement from and satisfaction of adopters from the first call to voluntary adoption agencies, which deepens through the process, including with post-adoption support. The point needs to be about protecting equality and choice in whatever arrangements we make.

Sir Martin Narey: The only thing that I would like to add is that the really important choice element in adoption is the choice of child. These arrangements will significantly increase the choice of children for adopters. At the moment, if a prospective adopter is unlucky enough to be living in one of the 20 local authorities that dealt with fewer than 20 adoptions last year or in a local authority where there are already many more adopters than children, it will be very difficult to get a child. The future is finding the best parents for adopted children, wherever they are. You are taking evidence later from Adoption Link. I think that is an incredibly good initiative, which is opening up the prospect of searching beyond regions to find the very best possible adopters. I am sure this will improve adopter choice significantly.

--- Later in debate ---

On resuming—

[Caroline Nokes]

Q 73 I have a question for Mr Timpson about special guardianship orders. Concerns have been raised with me by adopters that the bar is set lower for members of family to take care of their extended family’s children. Will that be under review or will the Bill include anything on that?

Edward Timpson: One of the reasons why we have set up the review and the expert body that Andy Elvin referred to earlier in his evidence about special guardianship orders is that since they were introduced about 10 years ago—just under—there has not been a full analysis and understanding of what effect they have had. That means analysis of the effect not just on those children who have benefited from special guardianship orders but those for whom it has not worked out; of the types of children that are coming forward for special guardianship; and of how rigorous the assessment is of the carers who have taken them on.

That is all going to form part of the review, because there are some children who are placed under a special guardianship order who may have been subject to that order after only a six-week assessment of a member of their family or extended family, or friend of that family. Those are all issues that we need to look at; but it is true that as a consequence there are lots of children who achieve permanence through special guardianship, and that we need to understand better who they are—has it worked out and was it the right decision for them, and are they getting the support that they need post-placement?

That does not form part of this Bill, because it is specifically looking at the issue of adoption post-decision on permanence; but it is clearly an area that we need to understand better, so that we can be confident that going forward we have the right approach for children who come into care, when we seek to achieve permanence for them.

[Peter Kyle]

Q 74 Lord Nash, perhaps I could put a question to you first, because you did not have the pleasure of being here earlier. Witnesses made some interesting points. They had a huge amount of experience behind them.

We started with Dr Rebecca Allen, who made the point that we do not need legislation; Ofsted can tackle coasting and it should be tackling it. A later witness said that the approach in question would lead to a confusing accountability regime. We heard last from Russell Hobby, who said that the way it will play out will damage the legitimacy of the system in the examination and standards regime.

There was a clear consensus from witnesses, including Sir Daniel Moynihan from Harris, that the academies are one tool; they are part of the solution for tackling coasting, but not the only solution. Do you have any cause for concern that the Bill is too narrow in its focus?

Lord Nash: No.

Education and Adoption Bill (First sitting)

Caroline Nokes Excerpts

Tuesday 30th June 2015 Public Bill Committees

[Peter Kyle]

Q 31 The legislation focuses just on maintained schools. Does that not strike you as odd?

Malcolm Trobe: I think we believe in fairness and equality and, therefore, all schools should be treated the same, whether they be academies or maintained schools.

[Caroline Nokes (Romsey and Southampton North) (Con)]

Q 32 I have a question on teacher recruitment specifically for Sir Daniel, but I am sure that others will want to chip in. Do you think that academies and multi-academy trusts find it easier to recruit good teachers and leaders?

Sir Daniel Moynihan: It is certainly the case that teaching schools—the Government set up a teaching schools scheme—like medical schools, can train their own teachers. Increasingly, multi-academy trusts have teaching schools within them, which are training large numbers of teachers outside the university system. We have got 94 trainee teachers for next September and we will be producing teachers not just for Harris schools, but for London schools. So in the sense that we now have the freedom to take teacher training into our own hands and deliver qualified teachers, it is easier to that extent.

Richard Watts: Although I would note that that power is open to all schools, I think that teacher recruitment is much more about geography and somewhere being an interesting place to come and work than about the governance status of the school.

Malcolm Trobe: One way in which multi-academy trusts and chains have a big advantage is that they work collectively, effectively to have continuing professional development programmes that run across the trust. They are able effectively to grow their own leadership and develop their own leaders and that, therefore, enables some movement of staff into key positions. So if you have a school in a multi-academy trust that is hitting certain difficulties, you have often got some flexibility to move teachers around.

The biggest difficulty is in schools, particularly those in coastal regions, that are isolated and do not have access to teaching schools. One might call these areas teacher education deserts: there is no provision for young teachers coming into them.

[Suella Fernandes (Fareham) (Con)]

Q 33 This legislation, through guidance, aims to address the problem of latent stagnation in schools. It does that by identifying the standard for coasting and raising standards by offering those coasting schools the opportunity to work with some of the best experts in education to design a path to improvement. What should those plans include? What programme of improvement measures should there be for schools of that type?

Emma Knights: I think that, actually, pretty much every school in the country has a school improvement plan—it is part of what we do. It might be called something else, such as a school development plan, but that is actually what the governing board of the school is doing. I would not want the Committee to think that some schools are just bimbling along, not thinking about how they improve teaching and learning and outcomes for children. A huge change has taken place in schools over the last 10 years in terms of schools actually taking responsibility for that. We see, in fact, that a lot of schools do manage to improve without having to have what is called formal intervention.

I do not want to leave this room without mentioning interim executive boards, because there is more than one type of formal intervention and so far the Committee has asked only about sponsored academisation. We actually have very little evidence about which different types of formal intervention work best and that is a bit of a worry for me. This whole Bill has come into place when actually we are guessing.

The main bit of evidence was produced by the National Audit Office last year and it showed that 60% of schools deemed inadequate did improve without any sort of formal intervention because they had exactly that: a school improvement plan, and that worked in 60% of cases. Sponsored academisation worked in 44% of cases and IEBs worked in 72% of cases, so I really think the Committee needs to think about other interventions and please do not overlook interim executive boards.

You may think it is slightly funny that I am saying that as the National Governors’ Association, because obviously an IEB is put in place when the governance fails. But, if the school is failing, that is needed and we should be doing that.

--- Later in debate ---

[Peter Kyle]

Q 65 As a final question, I invite you to put forward other tools that could be beneficial in challenging coasting schools, in addition to academisation. Is there any other way that engagement could be brought forward to provide the jolt that is needed?

Lee Elliot Major: There are some brilliant academy chains that do transform lives. There are also academy chains that have not done so well. One thing I would say is that you have to be careful about which academy chain you engage with. There are other options that the Government are considering on coasting schools, such as working with the leadership to begin with—I would totally support that—and, as I understand it, looking at a number of options before going into the discussions on becoming an academy.

[Caroline Nokes]

Q 66 We heard from the last panel—apologies, but this is again directed at Zoe—that geography is important when it comes to multi-academy trusts and that the region had an impact. It was easier to manage academies if they were in close proximity to each other. From your experience, what do you think there is by way of capacity in your area, were a number of the primary and secondary schools to be required to become sponsored academies? Is there the capacity there in the shape of sponsors?

Zoe Carr: One of the successes of the regional schools commissioner board for the north of England has been to increase the number of small sponsors coming forward who are prepared to take on one or two more schools. That has been a real benefit of the work that our regional schools commissioner has been involved in with the wider board over the past year that they have been in office.

I certainly see proximity as an important factor. We have staff who I know personally, because I have worked in each of the four schools. If I see a particular need on leadership in a school, we bring together our teachers and our leaders at all levels to work together to solve the problem, or to coach or to mentor. In that way, I have seen the rate of improvement in our schools go up much more quickly than if we did not have that talent bank within our organisation to draw on.

It is important that, within that local context, you stay connected to the local area. One of our schools is a teaching school, and we have lots of schools within the alliance that are both academies and maintained schools. It does not make any difference to me where the support comes from. We work with outstanding maintained schools and with outstanding academies to serve our own ends. Wherever the support is most appropriate, that is where the support will come from.

[Bill Esterson]

Q 67 Dr Major, the evidence that the Sutton Trust came up with suggested that, overall, multi-academy trusts—chains of academies—are not performing as well as local authorities, when it comes to looking after the schools they are responsible for. Given that academies are increasingly where we are going—and this legislation is going to accelerate that process—what is the answer? How do we make sure that sponsors improve so that they are outperforming the existing system?

Lee Elliot Major: We found that overall there was a variation. Some academy chains were doing incredibly well and improving attainment progress and others were not. We tried to look at the factors behind that. Basically, they are the things that we all know about: good leadership and a focus on teaching in the classroom. All our evidence suggests that that is the one major issue in schools. If you have good leadership that focuses on that, you will get results. It sounds simple, but that is the basic issue that the evidence throws up.

Over and above that, we found that the successful chains had steady growth. They were not taking on too many schools too quickly. They had a clear strategy for school improvement. They had geographical clusters of schools, which I think you were alluding to earlier.

What should you do to encourage that? I am in favour of Ofsted inspecting chains of schools as well as schools themselves. We are heading in that direction. We may come to this point later, but I think the accountability measure should explicitly look at disadvantaged students as well. When we talk about thresholds of 60% or 85% being over a certain grade, or progress measures, we should apply those to children as a whole, and also to those children from poorer backgrounds. I would therefore measure academy chains alongside those data.

Oral Answers to Questions

Caroline Nokes Excerpts

Monday 15th June 2015 Commons Chamber

[Nicky Morgan]

I thank the hon. Gentleman for his question. I too welcome the honour awarded to the former headteacher of Ellowes Hall sports college. He and I have discussed that matter already; we want to look at it again. Academies can apply for loans for capital works as part of the condition improvement fund. I understand that the college did not apply for such a loan in the last CIF round, and it is something that we will consider further.

[Caroline Nokes (Romsey and Southampton North) (Con)]

Spending a third year in sixth form can be vital for some students, particularly if they have suffered from mental or physical illness or have come from challenging backgrounds. Will my hon. Friend tell me whether he has any plans to review the funding rate for 18 to 19-year-olds, which is currently 20% lower than for those in the 16-to-18 group?

[The Minister for Skills (Nick Boles)]

My hon. Friend asks a very good question. We had to make a difficult decision about whether to continue to fund particularly heavy programmes more generously, which meant making savings elsewhere. The cut in the funding rate for 18-year-olds was the saving on which we decided. I accept her argument that there are some individuals for whom that third year is vital. All of those things will be considered in the spending review, but for this financial year, the funding rates will be as announced.

Vocational Qualifications Day

Caroline Nokes Excerpts

Tuesday 9th June 2015 Westminster Hall

[Caroline Nokes (Romsey and Southampton North) (Con)]

It is a pleasure to see you in the Chair, Sir Roger, for a Westminster Hall debate early in the new Session. Like other hon. Members, I congratulate my hon. Friend the Member for Stroud (Neil Carmichael) on securing this interesting and important debate to celebrate national Vocational Qualifications Day.

Romsey and Southampton North is quite unusual in that within the constituency there is no 16-to-18 state sector provision, which means that those in that age range are effectively exported out. That is sometimes seen as a negative, but I regard it as something of a benefit, because it gives me the opportunity to work with a range of college principals, albeit at the edge of my constituency.

For example, I am an advisory governor at the further education college in the constituency of my hon. Friend the Member for Eastleigh (Mims Davies). For many years I have been invited annually to Eastleigh College to present the awards at its apprenticeship celebration event. That is exactly the sort of initiative that we want to happen everywhere, to celebrate the apprentices and their achievements, as well as the achievements of the employers who have taken the plunge and taken apprentices on. Many employers arrive annually having been nominated by their apprentices for the brilliant experience that they give young people in the Hampshire area.

We want more vocational qualifications and more high- quality apprenticeships. It is crucial that apprenticeships should provide the quality training that young people deserve. I have been pleased over the past nearly 12 months to have a business administration apprentice in my office. That has been a learning curve for us and for her. I hope that she has benefited from the experience. I guess we will know about that at the end of it, and I hope that she will get a good certificate, which she will be able to take to future employers, or potentially to university. We have a responsibility to practise what we preach, and that was one reason for my taking on an apprentice. I was struck by Eastleigh College’s determination to promote its provision and to make things as easy as possible for the employer. That is crucial. Sometimes there are far too many barriers, although many are perceived rather than real.

[Nic Dakin]

The hon. Lady is right that taking on an apprentice—and I have taken on two so far in my current role—helps to educate us as employers about the challenges in taking on such a responsibility. It is hugely rewarding, and we should celebrate the employers’ role.

[Caroline Nokes]

The hon. Gentleman is right. Taking on apprentices is great for us, for the employers, and for the economy and everyone else. I have long held that the first rung on the employment ladder is the hardest, and that is why vocational qualifications are so important. They provide a fantastic bridge from school to work. Whether they be tech-levels or technical awards, and at whatever age they are achieved, we need the suite of qualifications of which they are part to be attractive and available to students, and we need it to have parity of esteem, as various hon. Members have said.

Life is about more than a clutch of good GCSEs. It is about acquiring the life skills necessary to make the transition to the world of work. My hon. Friend the Member for Stroud mentioned the soft skills that can be obtained from work experience and vocational qualifications—whether in retail, catering or the example that he used of sport. Such opportunities can also build confidence, which is important for young people who too often have just experienced the classroom, and who lack the interaction that they will need in later life to play a constructive role in the world of work.

Southampton has some great vocational qualification providers, such as City College in the constituency of my hon. Friend the Member for Southampton, Itchen (Royston Smith) and the Southampton Engineering Training Association, which I enjoyed visiting last summer for its annual presentation and celebration evening. There are hundreds of courses for thousands of students, which all provide obvious and successful routes into work. City College makes much of the fact that its young people who undertake vocational qualifications often go on to be self-employed. They will be small business owners, employing other people. We need to encourage that, because if every small business employed one more person we would have zero unemployment.

At the SETA evening, 70 young men and one girl received engineering qualifications. We still have an enormous amount of work to do to encourage young women to take up engineering qualifications and follow that vocational route. We must make sure that, just as GCSE and A-level results are celebrated annually in local papers, when we see young people with brilliant achievements and fantastic certificates, there is also an opportunity to celebrate just as vehemently and vigorously those who get vocational qualifications. It is great to see exactly that happening on the website of the Edge Foundation, but I would love to see more of it in my local paper.

The hon. Member for Scunthorpe (Nic Dakin) made a point about careers advice, which is crucial. In my constituency there are some great examples of best practice, with opportunities to expand on career options and choices. The Romsey School has done brilliant work, particularly with young girls, on vocational qualifications. They set up their own beauty studio in the school, to try to get across the message that science qualifications are needed to go on vocational courses in beauty and hairdressing. That was a practical way of conveying to girls the importance of continuing with science studies, when perhaps they were not finding them that interesting.

Just up the road is The Mountbatten School, which has done brilliant work linking up with local businesses. That is crucial; we must have such opportunities to bring companies into schools, so that young people can see the opportunities and the range of jobs out there. I take part annually in what The Mountbatten School refers to as its enrichment day. The poor year 10 children have to do a mock interview with me. They appeared slightly horrified the first year I did it, because they were used to doing it with their teachers, but the event has expanded every year, and the school now brings in the Rotary Club and eminent members of the local chamber of commerce. The children are confronted with real live employers and they go through a real interview, so they understand how tough it can be to make that important first impression. We must make sure that 14-year-olds make the right decisions about their future, based on what they want, enjoy and are interested in, and that they avoid the age-old problem of choosing to do exactly what their friends are doing.

I congratulate the Edge Foundation, which has done great work on establishing, celebrating and promoting VQ Day. It plays a crucial part in reinforcing parity of esteem between academic and vocational qualifications. In the words of Lord Baker,

“By 2022, 90% of the most in-demand job areas will be accessible through technical, practical and vocational learning.”

That gives a very clear steer about the scale of the opportunity, and we must make sure that we grab it with both hands.

Today I have given some local examples of best practice throughout Hampshire, and there are others throughout the country. We need to celebrate and promote them, and make sure that they are rolled out across the country.