Metropolitan Police: Casey Review

Debate between Caroline Nokes and Suella Braverman

Tuesday 21st March 2023 Commons Chamber

[Suella Braverman]

We are already working with the College of Policing to ensure that there is a statutory code setting out the standards for vetting and recruitment. However, as Baroness Casey makes clear, it is vital that the law-abiding public never face a threat from the police themselves. Those who are not fit to wear the badge should be rooted out, but they should never enter the force in the first place.

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

My right hon. Friend is absolutely right to say that every police officer has to be part of the solution, but when a female officer comments to Baroness Casey that she would have been better off suffering in silence, that does not engender confidence in women across the capital—including, importantly, women serving in the Metropolitan Police Service—that they will be empowered to speak out. What specific measures can my right hon. Friend reassure us will be put in place to ensure that those good officers, who we know make up the bulk of the Metropolitan Police Service, are supported when they speak out, and do not see their own careers suffer?

[Suella Braverman]

The turnaround plan deals specifically with how to institute a better framework so that people who are on the receiving end of unacceptable behaviour can report incidents in the knowledge that they will not be penalised for doing so, and ensuring that those who are perpetrators of, or responsible for, unacceptable behaviour receive meaningful sanction and are no longer permitted to wear the badge.

Western Jet Foil and Manston Asylum Processing Centres

Debate between Caroline Nokes and Suella Braverman

Monday 31st October 2022 Commons Chamber

[Suella Braverman]

Well, of course, it is very serious when a child goes missing, particularly in those circumstances. When it happens, we work very closely with local authorities and the police to operate a robust missing persons protocol. We have also changed the national transfer scheme so that all local authorities with children’s services must support young people. We need to identify and ensure proper risk assessments so that we have the proper protections in place to ensure this does not happen.

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

I declare an interest as a member of the RAMP Project. Returning to the issue of children, we have seen terrible accounts of children sleeping on mats at Manston. Can the Home Secretary reassure the House that no children are being kept at Manston for longer than 48 hours and that proper safeguarding procedures are in place? Will she let us know what work is being done with Kent County Council to make sure that the children who are there are being safeguarded? Will she please urge the Minister for Immigration, my right hon. Friend the Member for Newark (Robert Jenrick) to come to the Women and Equalities Committee, where we are doing an inquiry into the asylum system? He is not available this Wednesday, but can he make it as soon as possible please?

[Suella Braverman]

We take extremely seriously our duty of care towards children and young people who are in the system. As I said, there are delays in the system because of the extortionate amount of cases due to be processed. We are working to prioritise applications from children and young people where possible. We want to increase overall decision making, numbers and capacity, so that children are processed far more quickly than others.

Education and Adoption Bill (First sitting)

Debate between Caroline Nokes and Suella Braverman

Tuesday 30th June 2015 Public Bill Committees

[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.