Water Safety Education

Catherine West Excerpts

Tuesday 7th May 2024 Westminster Hall

[Catherine West (Hornsey and Wood Green) (Lab)]

It is, as ever, a real pleasure to serve under your chairmanship, Mr Stringer. I thank the Minister for allowing me a little time to address some of the concerns that we have been raising since 2015, when the all-party group began. My hon. Friend the Member for Leyton and Wanstead (John Cryer) is a fantastic swimmer—unlike the Member for Hornsey and Wood Green, who pootles up and down the Hampstead Heath ponds on warm days.

The important thing is access and equality of provision for children, because, as the Minister is aware, schools should be the great equaliser. It is important that every child learns to swim, regardless of their parents’ ability to swim. Unfortunately, we are not seeing much consistency. Almost every child goes to school, and it is a national curriculum requirement for them to be able to swim 25 metres, perform a range of strokes and perform safe self-rescue by the end of year 6. Of course, different schools have different priorities, but surely, now that this is an Ofsted priority, there should be much more uniformity. It is particularly worrying, as my hon. Friend said, that we are going backwards. Since the pandemic, a number of swimming pools have closed and the number of children who are confident swimmers has declined.

Why are we seeing such inequality in attainment? Sport England’s Active Lives survey of children and young people shows that while 90% of children from the most affluent families can swim 25 metres by years 7 to 8, that figure falls to just 53% of children with low family affluence, and it is a very similar story when it comes to the ability to self-rescue. Similarly, looking at ethnicity, the figures reveal shocking disparities, with 80% of white children in years 7 to 8 able to swim 25 metres, compared with just 50% of black children and 56% of Asian children.

It should not have to be this way. If we look at the figures for children who want to swim more, or who either like or love swimming, we see that children from poorer backgrounds and those from ethnically diverse communities are just as keen to swim as their friends, so it is not a lack of desire that accounts for the difference. Some good work has been done, including through the Inclusion 2024 programme—my hon. Friend also mentioned the Black Swimming Association—but I am keen to hear from the Minister about the recipe for success, and what assessment his Department has made of the reasons for the stubborn inequalities and what practical steps are planned to address them.

One contributing factor could be access to water facilities, as my hon. Friend said. We have lost hundreds of pools up and down the country since 2010, particularly due to the high cost of running them, given the energy bills. Does the Minister agree that, in such a situation, it is unsurprising that attainment levels across London are below the national average? My constituency is covered by the London Borough of Haringey, which is one of the local authorities with the biggest shortages of publicly available water space; there is quite a lot in the private school sector, but not enough that is publicly available. Just 35% of children of all ages across the borough can swim 25 metres. Even within London, though, the discrepancies are huge. In Hammersmith and Fulham, an area just 10 miles to the west of Haringey with no shortage of water, 88% of children are able to swim 25 metres.

In recent years, there has been some welcome national funding through the national leisure recovery fund and the swimming pool support fund, for which I give the Government credit, but that needs to be seen in the context of falling swimming ability rates. The national leisure recovery fund was much needed, but was only ever a short-term sticking plaster, and the swimming pool support fund was massively oversubscribed, showing the huge level of need in the leisure sector. There is no substitute for long-term, sustainable funding to deliver the network of community pools we need to provide school swimming opportunities for all children.

A recent survey from the Local Government Association shows that sport and leisure services remain under huge pressure, with more than half of local authorities needing to make cost savings in 2024-25. That follows the huge pressure that council budgets have been under over a number of years, as well as the increases in the costs of operating swimming pools as a result of factors such as massively increased energy prices and staffing costs, which have combined to create a real death knell for some of our swimming centres.

With schools already stating that accessing a pool is often one of the challenges in delivering their school swimming programmes, it is absolutely imperative that we make sure that all communities have access to pools. The Government previously committed to publishing a national vision for swimming facilities by the end of 2023. Could the Minister update us on where we are at, given that we are halfway through 2024 and have still not seen that national vision?

My second point—I will make it very briefly; I know Mr Stringer is getting very impatient in the Chair, but as a former council leader, he will be sympathetic on the point about council funding—is that for years it has been felt from the outside a bit like the Department had put school swimming and water safety on the “too hard to tackle” pile. Would the Minister please refresh the vision for swimming for every single child?

I hope the new online reporting tool being introduced by the Department will be a big step forward. Online tools are all very well, but what we need is more children in the pool doing their 25 metres unaided and learning to swim, so that we know that they will be safe in the coming summer, and we do not see any children drowning needlessly.

[The Minister for Schools (Damian Hinds)]

It is a great pleasure to see you in the Chair, Mr Stringer. I congratulate the hon. Member for Leyton and Wanstead (John Cryer) on securing this important debate. I commend him and the hon. Member for Hornsey and Wood Green (Catherine West) for their contributions and for their wider work in the all-party parliamentary group. I also welcome, as ever, the contribution from our mutual friend, the hon. Member for Strangford (Jim Shannon).

All children should know how to swim and keep themselves safe in and around water. Schools can play a really important role in ensuring that they are taught vital skills and knowledge, such as the water safety code. Some 91% of primary schools surveyed in 2023 reported that they were providing swimming and/or water safety lessons to their pupils, but we recognise that there is more to do to increase from the current level the number of children who are able to swim.

Data from the last academic year, as has been mentioned, show that 70.5% of year 7 children—the first year of secondary school—reported that they can swim 25 metres unaided. The national curriculum for physical education states that by the time they leave primary school, children should be able to

“perform safe self-rescue in different water-based situations”.

That is in addition to swimming a minimum of 25 metres unaided and performing a range of strokes.

Water safety guidance for schools published by Swim England recommends that primary age pupils should be taught about the water safety code, beach flags and cold water shock. It also recommends pupils be taught about survival skills, such as floatation, treading water, energy conservation and how to signal for help.

Secondary schools are free to organise and deliver a diverse and challenging PE curriculum that suits the needs of all their pupils. While there is no statutory requirement on secondary schools to provide swimming and water safety lessons, the secondary PE curriculum provides clear guidance. It sets out that:

“Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques”.

Swimming and water safety lessons are one way of doing that, and resources are available for all key stages. Swim England recommends that children in key stages 3 and 4—secondary school—have the opportunity to extend their knowledge, including through the practical experience of different outdoor water environments, and annual campaign events such as World Drowning Prevention Day can be useful ways to refresh and build pupils’ knowledge across their time at school.

In July 2023, we published an update to the school sport and activity action plan. The plan encourages schools to teach pupils practical swimming and water safety techniques in a pool and to complement that with classroom lessons. In this area, as in others, schools welcome case studies from other schools and guidance on how to bring to life and embed swimming and water safety in their overall offer. In March, we published non-statutory guidance to support schools to enhance their PE provision and improve access to sport and physical activity. The guidance highlights the wide range of support available from Swim England, including, as has been mentioned, the free school swimming and water safety charter, which provides teachers with pupil awards, lesson plans, videos and water safety presentations. Swim England reports that more than 1,700 schools and lesson providers have registered with the charter.

We recognise the importance of getting water safety education right at an early age, so primary schools can use their PE and sport premium funding for teacher training and top-up swimming and water safety lessons. Those are additional lessons for pupils who may not have met the national curriculum expectations after their core PE lessons. As part of the PE and sport premium conditions of grant, schools must publish the percentage of year 6 pupils who meet the national curriculum expectations. The Department announced last year that we will be introducing a new digital PE and sport premium reporting tool, as the hon. Member for Hornsey and Wood Green just mentioned. It will capture detail on how schools have used their funding. The form will also require schools to input their swimming and water safety attainment data. We are piloting the digital tool this summer, when schools will have the option of completing it prior to it becoming mandatory for schools to complete in academic year 2024-25.

Swimming and being near water can bring benefits for all children, which is why we are supporting pupils with special educational needs and disabilities to learn to swim and learn about water safety. The inclusion 2024 programme works with a network of lead inclusion schools across England, and has developed new resources that are available to all schools on the Swim England website’s inclusion hub. They include an awards programme, audit tools to facilitate discussions with pool operators, and advice on how to deliver inclusive swimming festivals.

Identifying risk and managing personal safety are central to personal, social, health and economic—PSHE—education, and schools can use PSHE to equip pupils with the knowledge necessary to make safe and informed decisions, which are a vital part of water safety. The PSHE Association is one of many providers to have developed resources in this area that schools can choose from. We will shortly be consulting on revised relationships, sex and health education statutory guidance, and those who are interested will have an opportunity to contribute their thoughts through that process.

A pool can be a valuable asset for a school and help to ensure access for all pupils regardless of background. The Department’s opening school facilities programme is spending up to £57 million to help schools to open their sport facilities outside the core school day, including on weekends and holidays. As of April 2024, the programme has supported more than 220 schools to open their pools to more users for longer. The programme is targeted towards the least active children and young people.

[Catherine West]

I thank the Minister very much for his words so far, but he has not quite addressed the point about inequality and topping up areas that are so far behind, where below 50% of children are able to swim 25 metres unaided.

[Damian Hinds]

The hon. Lady makes a very important point about equality of access. We are very conscious of that when we talk about safety in particular; this is about not just sporting participation, but children’s safety. It is important that we seek to present that opportunity to everybody. It is our ambition to make swimming up to a certain standard available to everybody in primary school, and that is what we will continue to do.

On a related point, we welcome the efforts to find new ways to overcome barriers to providing high-quality swimming and water safety lessons, particularly for children who may have less access to swimming than others. It is important that pools are safe and appropriate for the activities they provide. The hon. Member for Leyton and Wanstead talked about the trend of pop-up pools. My Department would be interested in hearing more about the work of his all-party parliamentary group and their discussions, and indeed those with Swim England, in that regard.

I welcome the opportunity for the Department to work alongside members of the National Water Safety Forum, in particular the Royal National Lifeboat Institution, the Royal Life Saving Society UK and Swim England. The Department contributes to the education sub-group by supporting the forum to understand the needs of teachers and improve the dissemination of resources and messages to schools.

The education sub-group recognises the important role of water safety messaging that is age and stage-appropriate for children. The group has recently published a new framework to provide a set of consistent core messages, which will help practitioners and organisations working at local and national levels that wish to develop, deliver and evaluate water safety resources and campaigns. The water safety code is the headline message of the framework and includes key learning outcomes from early years through to key stage 4.

Raising awareness of water safety and key messages is an important part of people understanding the dangers of water. The Department for Education is pleased to have supported the Royal Life Saving Society UK’s Drowning Prevention Week in recent years. Last year, over half a million children took part in schools. In June, we will support this year’s activity, which will focus on the water safety code.

I know how important swimming and water safety are for all children. Swimming can be one of many activities that foster positive wellbeing and can be a habit children take into adult life. We remain committed to working in partnership with sector organisations to support schools to provide opportunities for all pupils to learn to swim and know how to be safe in and around water.

Question put and agreed to.

Reinforced Autoclaved Aerated Concrete in Education Settings

Catherine West Excerpts

Monday 4th September 2023 Commons Chamber

[Gillian Keegan]

The responsible bodies are typically the local authority or the multi-academy trust, but it is fair to say that we have recently changed our approach to become more directly involved, to make sure we help schools and responsible bodies to move quickly on this issue.

[Catherine West (Hornsey and Wood Green) (Lab)]

I put on record my thanks to Hornsey School for Girls and the local authority, which do have a plan for students to return safely to school. My question is whether the money that was intended for the neighbouring schools—Fortismere, which is riddled with asbestos, and Highgate Wood School, which is desperate for a new sports hall as its current one is crumbling and Dickensian—will be used for Hornsey School for Girls? Is one part of the budget just going to be raided so that it can prop up a failing Government, a failing education service and a failing Education Department?

[Gillian Keegan]

I do not agree with the last couple of comments, but if the school has already been confirmed for the school rebuilding programme, that will continue.

Safety of School Buildings

Catherine West Excerpts

Tuesday 23rd May 2023 Commons Chamber

[Bridget Phillipson]

I am grateful to my hon. Friend, who makes a powerful case on behalf of her constituents and the school concerned. I have heard stories like that right across the country. The difficulty we have is that we do not know the full scale of the challenge because Ministers refuse to publish the data. What we do know, however, is that the Government have a sticking-plaster approach, patching up problems and not seriously addressing the challenges that we face. We cannot even be confident that the money is being spent in the areas of greatest need, because the Government will not be transparent about that.

[Catherine West (Hornsey and Wood Green) (Lab)]

The shadow Secretary of State is making an excellent speech. The gymnasium of Highgate Wood School is being patched up endlessly. Does she agree that it is financially illiterate to continue to patch up when a new build would be so easy and much, much cheaper to put in place?

[Bridget Phillipson]

Like my hon. Friend, I have seen countless examples across the country of the short-term approach the Government are taking. It is our children, parents and school staff who lose out. I am sure we will hear a lot more examples, including from those on the Government Benches, during the course of today’s debate.

--- Later in debate ---

[Nick Gibb]

No. The hon. Gentleman can take it that those three schools are receiving significant sums of capital funding to put right problems on their estate. Our surveys enabled us to identify those problems and to allocate significant sums of capital funding—£15 billion since 2015—fairly and appropriately.

[Catherine West]

I thank the Minister for giving way. He is generous with his time.

How far up the priority list is the problem of asbestos? I have been raising Fortismere School in this House since three Prime Ministers ago, and the right hon. Gentleman was the Minister for a bit, then he was not and now he is again. My schools have seen quite a few Ministers and Prime Ministers come and go, yet the asbestos is still there. When will Fortismere School have its asbestos removed?

[Nick Gibb]

Asbestos management in schools and other buildings is regulated by the Health and Safety Executive, as the hon. Lady will know. As part of that, the Department has published bespoke guidance on asbestos management. The “Asbestos management assurance process” was a survey launched in 2018 to understand the steps that schools are taking to manage asbestos. The DFE published a report of the overall findings in 2019, which showed that there are no systemic issues with schools’ management of asbestos. The HSE advises that as long as asbestos-containing materials are in good condition, well-protected and unlikely to be damaged or disturbed, it is usually safer to manage them in situ. But where they are dangerous, they of course take priority in all the capital bids that schools make.

The condition of buildings and premises is dynamic. We know that buildings need looking after and maintaining, which is why we have allocated more than £15 billion to improve the condition of schools since 2015, including £1.8 billion committed in this financial year. We allocate funding by taking into account the data we have on the condition of schools, so that schools in relatively poorer condition attract more funding. In December, we also made an additional £500 million of capital funding available to improve buildings and facilities, prioritising energy-efficiency. In addition to providing annual capital funding, our 10-year school rebuilding programme is committed to rebuilding or refurbishing school buildings in poor condition across England. We pledged to upgrade 500 schools in this programme, and we have already announced 400, including 239 in December, reserving some places for the future.

Oral Answers to Questions

Catherine West Excerpts

Monday 17th April 2023 Commons Chamber

[Claire Coutinho]

There is a very simple reason: we subsidise Ofsted’s registration costs, so a registration costs it about £35, whereas registering a childminder can cost a childminding agency £500-plus. The discrepancy is simply to balance out the fact that they have different costs. I know that the No. 10 team is collaborating with the commissioner to establish the facts and show that everything has been transparently declared.

[Catherine West (Hornsey and Wood Green) (Lab)]

15. What steps she is taking to help improve support for children with special educational needs and disabilities and their families.

[Fleur Anderson (Putney) (Lab)]

21. What steps she is taking to help improve support for children with special educational needs and disabilities and their families.

[The Parliamentary Under-Secretary of State for Education (Claire Coutinho)]

I want every child and young person, regardless of their special educational need or disability, to receive the right support to enjoy their childhood, succeed in their education and feel well prepared for their next step. The SEND and alternative provision improvement plan, which was published last month, sets out the next steps that we are taking to deliver a more positive experience for children, young people and families.

[Catherine West]

Today’s Guardian front page and our own House magazine lay out the disabling effects of severe mental health crisis among our young people. What urgent action will the Minister take to ensure wider access to crucial child and adolescent mental health services so that talking therapies can be delivered on time and be effective, and so that children can retake their learning and get on with their studies?

[Claire Coutinho]

We are working closely with our counterparts in the Department of Health and Social Care, which is investing billions to ensure that 345,000 children can access CAMHS support. We are also rolling out mental health support in schools and are setting out best practice guides this year on a range of SEND issues. One of the first will be mental health and wellbeing, so that all teachers in all settings can ensure that they are doing the right thing.

Education

Catherine West Excerpts

Monday 27th June 2022 Ministerial Corrections

The following are extracts from the Opposition day debate on Children’s Education Recovery and Childcare Costs on 7 June 2022.

[Catherine West]

Of the £5 billion, what proportion will be swallowed up by the inflation in costs of energy for schools, rather than being spent on teachers?

[Mr Robin Walker]

The answer is none, because the £5 billion for recovery is on top of the additional funding that we are putting into schools: the £4 billion coming in for this academic year and the £7 billion over the course of the spending review period. The £5 billion is a targeted intervention specifically for recovery. I will break it down in a little more detail. It includes £1.5 billion for tutoring in schools and colleges, with which we will provide 100 million hours of tuition for five to 19-year-olds by 2024.

[Official Report, 7 June 2022, Vol. 715, c. 737.]

Letter of correction from the Minister for School Standards, the hon. Member for Worcester (Mr Walker):

An error has been identified in my response to the hon. Member for Hornsey and Wood Green (Catherine West).

The correct information should have been:

Children’s Education Recovery and Childcare Costs

Catherine West Excerpts

Tuesday 7th June 2022 Commons Chamber

[Bridget Phillipson]

I have a great deal of respect for the hon. Gentleman and I appreciate the expertise that he brings to these issues. He raises an important point about how we plan for the future and look at what worked during the pandemic and what needs to be done differently. I am glad that the inquiry into our covid response will now consider issues around children and schools. That is right and important.

I have a significant degree of sympathy for the very difficult decisions that Ministers faced right at the start of the pandemic when confronted with an unknown virus. We can all remember how terrifying that was; I think it was the right decision when Ministers acted in the way they did. What I find inexcusable, however, is that, from that point, there was no proper plan to get our children back to school as quickly as possible—to use all available methods to do that as safely as possible. I find it incomprehensible that we still do not have a proper plan, but I recognise the hon. Gentleman’s point about the need to ensure that, in the event that we see such a terrible situation again, our children are put first. I am afraid to say that they were not during this pandemic.

We see this as schools face eyewatering costs for their energy. A primary school on Merseyside recently contacted me with its electricity bills from April last year and April this year. For April 2021, its electricity bill was £1,514. For April 2022, its electricity bill was £8,145—a rise of more than 400%. Where are the Government, as those costs soar and our schools need help to protect children’s learning from rising crisis, to ensure that energy bills are not being paid by cutting back on staff, activities and summer trips, and the quality of children’s school lunches? Nowhere. Again and again, we see a Government not leading the way but leaving schools to work out 100 different solutions on their own.

[Catherine West (Hornsey and Wood Green) (Lab)]

My hon. Friend is making an excellent speech. She mentioned school meals. Does she agree that it is a disgrace that only 4p—four pennies—has been spent in terms of an increase on school meals per portion since 2014?

[Bridget Phillipson]

My hon. Friend raises an important point. It is incredibly important that all our children receive healthy nutritious meals while at school, but also through the holidays. We know so many families are under significant pressure at the moment.

The Government are not just failing our children at school. They are failing our families, not merely through months of inaction but through conscious choices, time and again, to make life harder still for working people. It took five months for the Chancellor to come to this House and set out the windfall tax for which Labour had been calling all that time—five months when families were forking out £53 million a day. Let us not forget that the wider cost of living crisis we face today is a crisis made worse in Downing Street: income tax thresholds frozen, council tax up, national insurance up, petrol costs through the roof, food prices soaring and universal credit support slashed. Again and again, when the Chancellor wants to raise money, he has reached for the pockets of working people.

I have been hoping that the Chancellor’s change of heart on the windfall tax might be an omen that the Education Secretary and his Minister might start to heed some of our calls. I cannot but welcome, for example, the Government’s belated conversion to the belief that headteachers in our schools, rather than executives and overseas HR firms, are best placed to ensure children get the tutoring they need. My hon. Friend the Member for Stretford and Urmston (Kate Green) made that point last summer, when she raised our concerns that the national tutoring programme was being taken out of the hands of education experts and given to a multinational HR company. She asked the Secretary of State and his predecessor whether they were happy with the contract and could provide assurances that it was not a cost-cutting exercise to the detriment of our children’s learning. Those assurances could not be given and the contract has failed. At the current rate of progress, all secondary school pupils will have left school by the time his Government deliver the 100 million tutoring hours promised.

The reason the Government veer to and fro from inaction and impoverishment to political larceny, with the Education Secretary cherry-picking his evidence, is because they lack any sense of purpose. As one of the Minister’s colleagues said yesterday, the Government lack a sense of mission. They have a majority, but not a plan. Not only does the Secretary of State lack a vision of what growing up in this country should be like, but he lacks a vision of what going to school in this country should mean. That is clear from the way he and his Government have treated our children since the start of the pandemic and the absence of ambition for their futures. It is clear from the lack of care given to the soaring cost of childcare and it is clear from the way they propose to treat our schools.

Taking our children first, as Government should, and as Labour does, children’s education has been through three phases during the pandemic. First, when schools closed in March 2020, we asked for daily updates, for information on support for home learning and on how free school meals would be delivered, and the evidence underpinning the Government’s decision making. We wanted to know there was a plan. Sadly, as the National Audit Office found, there was none. Secondly, when it came to school reopening, we made suggestions. We called for ventilation and for nightingale classrooms. We put forward ideas and demanded a plan. Once more, no plan. Thirdly, when we needed a plan for children’s recovery and their futures, what we got was a hollowed out, cut-price offer that is failing our children.

Labour has set out a very clear plan for how we would support children’s recovery. We would match, not temper, the ambition of our young people. If there were a Labour Government right now, there would be breakfast clubs and new activities for every child: more sport, music, drama and book clubs to boost time for children to learn, play and socialise after so many months away from their friends. There would be quality mental health support in every school, answering the plea of parents and teachers to get professional support to young people now. There would be small group tutoring for all who need it, with trust put in schools to deliver from the start, and ongoing training and development for school staff, because we know that investing in our children’s learning means investing in our education profession, too. And there would be targeted investment so that teachers and lecturers can provide extra support to the children and young people who need it most. Critically, our plan would increase the early years pupil premium more than fourfold to drive up the quality of early education and keep costs down for parents.

--- Later in debate ---

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

I join the hon. Member for Houghton and Sunderland South (Bridget Phillipson) in wishing all the best to those who are sitting their exams in the coming weeks. It is very good news that those exams are going ahead, and that so far they seem to be going well. I also join the hon. Lady in paying tribute to all in the teaching profession and all who work in our schools to enable teaching. It was a real pleasure to take part in Thank a Teacher Day a few weeks ago and visit schools up and down the country that are supporting pupils well.

We all came into politics to help people to plot a path to a better life. Members will not be surprised to learn that I believe that one of the most effective means to achieve that is a good education. Nothing is more important to a child’s future than their education: a good education helps to ensure that all children can fulfil their potential. We are committed to making childcare more affordable and accessible to support parents, as well as providing children with the best start in life.

Education recovery remains a top priority for the Government: it is a key part of building back better, levelling up and making sure that we are ready and skilled for a future in which the next generation can prosper. Helping our children to recover from the impact of the pandemic is one of the Government’s key priorities, so we have committed nearly £5 billion to fund an ambitious and comprehensive recovery package investing in what we know works: teacher training, tutoring and extra education opportunities. It is absolutely right that our support is especially focused on helping those who need it most, including the most disadvantaged, the most vulnerable and those with the least time left in education, wherever they live.

[Catherine West]

Of the £5 billion, what proportion will be swallowed up by the inflation in costs of energy for schools, rather than being spent on teachers?

--- Later in debate ---

[Catherine West (Hornsey and Wood Green) (Lab)]

The title of today’s debate is “Children’s education recovery”, but it should actually be “The economy’s recovery” because we know that investment in education is the key to productivity gain. We also know that, with the unemployment rate at 3.8%, the crisis in skills and the crisis that so many employers are facing, if we could solve the childcare problem, we will go a long way towards helping out in many of our workplaces.

One crisis that the Government have been dealing with in “backlog” Britain in the past week has been what is going on in our airports. How many of those airport jobs were done by women who now cannot be in those jobs because of the childcare crisis and the cost of it?

We know that, in March, two leading organisations for women, Pregnant Then Screwed and Mumsnet, conducted big surveys into the impact of childcare costs. My hon. Friends the Members for Mitcham and Morden (Siobhain McDonagh), for Walthamstow (Stella Creasy), for Newcastle upon Tyne North (Catherine McKinnell) and for Kingston upon Hull West and Hessle (Emma Hardy) have mentioned the impact of expensive childcare. We know that 62% of parents say that the cost of childcare is the same or more than their rent or mortgage. In a high-value area such as Hornsey and Wood Green, this can be prohibitive in terms of returning to work. We know that the figure is even higher for black and Asian families, at 71%, and 73% of parents who work full-time say that the cost of childcare is the same or more than their rent or mortgage. Ninety-nine per cent. of respondents said that childcare costs are making the cost of living crisis even more challenging. Forty-three per cent. of mothers say that the cost of childcare has made them consider leaving their job and 7% have quit altogether. How is it possible that it is cheaper for mums to stay at home than to work?

We know that work is a key driver for general wellbeing—or it can be in a high-quality work environment. We know that it is the Governments around the globe who are child friendly and in favour of more women in the workplace who end up having more productive and innovative workplaces, so it is a real driver for the economy.

We know from the same survey that has been mentioned a number of times in this debate that 76% of women who do not have children have said that childcare costs are a major factor in why they have not started a family. This goes to the heart of Government and planning in that we do want to encourage families to have children. We will end up having lower and lower fertility rates, which will have a knock-on effect on the economy in the long term.

We know that childcare pays for itself. The Canadian Government found that, for every $1 they invested in childcare, there was a return of $1.50 to $2.80. They described it as the hat trick of jobs and growth and subsidising childcare in the whole of Canada. It would be worth while if the Government looked at that example.

However, instead of investment in childcare, we see in the UK today a big sticking plaster, hoping the problem will go away. What assessment has been made of the approach under the taxation model? That is simply not being taken up to the degree that it needs to be. It seems to be a bit of a gimmick which only a very small number of women are taking up.

A constituent wrote to me to say that the policy is

“bad for staff, bad for children’s mental health, safety and general wellbeing.”

She has asked me personally to push the Government not to

“risk the lives, happiness and education of our children”

by getting the childcare approach wrong.

The Government appear to have no plan, no ambition and no vision for our children or the long-term future for our families. For years, they have been turning a blind eye to this crisis and, in the meantime, generations of young people are being utterly failed. We are living in a low-growth economy. The Government need to wake up to the role that investing in education will play to increase that productivity. Affordable childcare could enable women to go back to work, knowing that their children are receiving the best start in life. The Government should stop tweaking those ratios; it will put even more parents off using childcare if they think it will not be a good start in life for their children.

We know that a decent early years education has a major impact on child development. Education is one of the most powerful means of overcoming disadvantage. Even the Duchess of Cambridge has said this:

“What we experience in the early years, from conception to the age of five, shapes the developing brain, which is why positive physical, emotional and cognitive development during this period is so crucial.”

That is my contribution to the jubilee celebrations. We know that a properly invested-in childcare sector is good for parents and crucial for our children’s recovery after the pandemic.

--- Later in debate ---

[Will Quince]

I thank the hon. Lady for her intervention, and I will come on in just one moment to exactly the funding we are putting into childcare. However, in total, it is £5.1 billion. On the free entitlements alone—the entitlements the hon. Lady references—it is £3.5 billion.

I know that there is more we need to do, and that is why I am working across Government to take a renewed look at the childcare system, finding ways to improve the cost and availability of childcare and early education for families across England. We do have some of the very best early years provision in the world, and I will continue to be hugely ambitious for working parents, ensuring flexibility and reducing the cost of childcare wherever we can.

A number of hon. Members across the Chamber during this debate have raised international comparators, which are of course important. So far, I have visited the Netherlands, and I will be visiting Sweden and France. I hope to visit more because it is very important that we take an evidence-based approach to this issue and look at the international comparators. [Interruption.] On day trips, I hasten to add, on the Eurostar—these are certainly not jollies. We are very much looking at the evidence and ensuring that we get it right. It is a hugely complex issue.

[Catherine West]

The Minister is very generous in taking interventions. Could I press him on the point that he is doing some case studies and doing some visits? That is all very helpful, but 12 years have gone by, and this is a crisis, an emergency, and we need to get women back into jobs because the economy is crying out for more workers. Provided that there is a high-quality work environment, I think we all support people getting back into the workforce, but they are saying they cannot afford it. There are the other costs such as the energy bills, the rent or the mortgage: if we add childcare to those, they just cannot make the sums add up.

Oral Answers to Questions

Catherine West Excerpts

Monday 23rd May 2022 Commons Chamber

[Catherine West (Hornsey and Wood Green) (Lab)]

Does the Secretary of State agree that any increases in funding for schools should be spent on teaching and learning, not on propping up failing energy companies? In an average primary school, £30,000 more—the cost of a teacher—is being spent on energy. What is the Secretary of State going to do about it? Will he include nurseries and early years settings in his assessment?

[Nadhim Zahawi]

The 7% increase on last year, in cash terms, that we secured at the spending review for this year includes significant additional funding that allows us headroom, but the hon. Lady is right to highlight the point. Energy represents about 1.4% to 1.5% of schools’ budgets, but because of the energy spike, schools that are out of contract have seen that proportion increase to 7%, 8% or 9%. We are keeping a close eye on the matter. The one message that I would like the hon. Lady and every other hon. Member to take away to their schools is to get in touch with us if they are close to coming out of contract, because we can really help.

School Rebuilding Programme

Catherine West Excerpts

Tuesday 22nd March 2022 Westminster Hall

[Catherine West (Hornsey and Wood Green) (Lab)]

I beg your indulgence, Mrs Miller, as I was on Westminster Bridge, so I was late to the debate. I know that everybody in this room would like to put on the record their thoughts for the survivors who were on the bridge this afternoon. Many of us who were MPs at the time will remember the terrible events, and the experience of being in the Chamber that day five years ago.

I also thank the hon. Member for Bury North (James Daly), whom I follow, because I could not agree with him more about the cricket. That is the theme of my short remarks about the sports hall for Highgate Wood School. It is a very mixed local authority school, with some proud alumni, including the journalist Robert Peston, who some people might know from the ITV show, “Peston”. It has the worst sports hall I have ever seen.

The Minister’s colleague from the other place, Baroness Barran, was very indulgent and gave me 20 minutes by Zoom in January. I want to use this further opportunity to make the case for the school that we all have in our constituencies that takes every child. When a child falls out of another school, this is the school that picks them up. This school has a big heart and is very community-minded. It takes children with a range of special educational needs, who are just hanging in there in mainstream education. It also teaches GCSE at year 11.

There are more girls than boys in this school. As a great champion for young women, Mrs Miller, you will agree that it is important that girls at particular times of the month have a decent place to change. The current facilities in the sports hall at Highgate Wood School are completely unacceptable. “Dickensian” is the only word I could use to describe the prison-like toilets and changing room facilities and the serious problem with water ingress and subsidence. The appalling changing and toilet areas can be very off-putting for girls in particular.

The school currently has a number of bulge classes, once again being a school with a very big heart. When we had the bulge that happened in London schools around 2006 or 2007, it immediately said, “We can do this: we can have more classes.” It was able at the drop of a hat to provide more classes. There are 270 students in each year, which is way above the 240 students that the school is built and designed for, yet that was the school that said, “Don’t worry—we will become a several-form entry school.” That is why I am here today—because the 1,600 pupils at Highgate Wood School deserve better.

The local authority has a lot of dilapidated Victorian primary schools, which it is currently rightly prioritising, but in terms of secondary schools, I have never seen a worse set of facilities for the basic provision of sport. We know the importance of sport post-covid. The hon. Member for Derby talked about the Lawn Tennis Association and the importance of inner-city cricket. Why cannot inner-city kids learn cricket the same way—

[James Daly]

It would be an honour to be the hon. Member for Derby, but I am the Member for Bury North talking about Derby School. One of the important things about Derby is that we have seen, with the potential threat to Derby County football club, how sport in every possible way has the ability to inspire people of every age group, including at school, and that the opportunity to participate is so important. Does the hon. Lady agree?

[Catherine West]

Of course I agree with that. I thank the hon. Member for the clarification on the Derby and Bury boundary. While I am talking about boundaries, I will conclude with the comment that many Members will know my right hon. Friend the Member for Tottenham (Mr Lammy). My local government area shares Tottenham, Hornsey and Wood Green. Sometimes Hornsey and Wood Green slightly miss out, because the Tottenham side of the constituency tends to have on paper certain indices of deprivation. As many Members who have different borough boundaries and different arrangements for which children go to which schools will be aware, Highgate Wood School takes a number of children from the Tottenham area. It is a very mixed school and the best in education. It is rated a “good” school by Ofsted, despite the dilapidated facilities for sports provision.

I hope the Minister will make the case for that school, because it is being a good citizen. We all know that during covid, our schools had to pull together. They had to do more than they would normally do. I hope that we can reward the schools that make the effort, take in the difficult children to educate and try somehow to be as ambitious as possible. That includes ambitious on a really high level of sports teaching, and also in providing the teaching of PE teachers, which is what this school does. It provides teaching for PE teachers, but has the worst facilities that I have ever seen.

I hope that the Minister will give due regard to these remarks and work with the local authority to provide the necessary funding for up-to-date and correct facilities for Highgate Wood School.

--- Later in debate ---

[Catherine West]

The shadow Minister is making an excellent speech. Does he agree that even the Secretary of State for Levelling Up said in a press interview that the worst thing the Government had done was cancel the Building Schools for the Future programme in 2010?

[Stephen Morgan]

I thank my hon. Friend for that intervention. The Labour Government of the past should be proud of its achievements in improving schools across our country. I know that Conservative Members also mentioned the significant investment that took place under the last Labour Government; long may that continue when we elect the next Labour Government.

Once all the schools are complete, we will still be 178 schools short of the programme’s original 715. Even schools that are lucky enough to get contractors on site face significant issues, as we have heard. A school in my constituency found that the work was of shockingly low quality, creating a number of serious defects that pose a risk to students and teachers. I know that colleagues have similar stories.

I am certain that the Minister will tell us proudly about the extra funding announced last year, but I suspect even she knows that that rings hollow compared with the scale of the task before us. She will know that capital spending has decreased by 25% in cash terms, and by 40% after adjusting for inflation, which continues to rise, in addition to a decline in basic needs spending. Two years of late decisions in awarding funding under the condition improvement fund have left schools in limbo and delayed up to 1,000 improvement projects.

Although the existence of the school rebuilding programme demonstrates that Ministers are at least dimly aware of the challenge presented by our crumbling school estate, even a cursory glance shows that the programme is grotesquely inadequate. Ministers said that the programme will partially or fully rebuild 500 schools over the next 10 years. Yet the Department’s own 2019 conditions survey found that almost 4,000 schools—17% of the entire school estate—are in need of immediate repair, so the number of schools covered by the programme is woefully inadequate and completely arbitrary. That is why I believe that Ministers created a postcode lottery on school repairs, which they know will not clear the backlog.

In the meantime, dedicated teachers and parents are left to make do with leaking facilities, dangerous wiring or allegedly temporary cabins that were built a decade ago. Well-meaning right hon. and hon. Members come to this place, caps in hand, to plead with Ministers on the merits of individual schools. Colleagues across the House are understandably desperate to support schools in their patches, as we have heard so powerfully in the debate, but that is no way to build a school estate that supports the next generation.

Our aspiration for the quality of the school estate should be to match and to enable the ambition of young people in this country, but the disrepair of the school estate is now approaching national crisis status. The total cost of repairs is now eye-watering, and a decade of inaction from the Conservative Government means that it is rising every day. The real cost is to our children’s education; a generation has now passed through schools that are not fit for purpose. Sadly, children are once again an afterthought for this Government.

Is the Minister satisfied that the Government’s school rebuilding programme matches schools’ need? Will she publish a full regional breakdown of the data on grade and priority of repair that was collected as part of condition data collection 1? How many applications have been received for the latest round of the school rebuilding programme? Of those applications, how many fell into the C, D and X grades identified in the condition data collection 1 programme? How will the Government prioritise urgent repairs for schools that bid unsuccessfully for the next round of the school rebuilding programme? How many representations have Members made to the Minister, and how has she taken account of them in the programme’s bidding process?

Schools are worrying more about their energy bills this year, so can the Minister explain how the condition data collection 2 process will support the transition to net zero? Will it pay particular attention to the inadequacies of ventilation demonstrated during the pandemic? Finally, ahead of tomorrow’s fiscal event, has the Department made any formal representations to the Chancellor for new funding for repairs to the school estate?

[The Minister for Higher and Further Education (Michelle Donelan)]

I echo those who have said what a pleasure it is to serve under your chairmanship, Mrs Miller. I congratulate the hon. Member for City of Durham (Mary Kelly Foy) on securing the debate. I am also a constituency MP, and I recognise many of the challenges that hon. Members have raised.

Good-quality buildings are absolutely essential to support high-quality education so that pupils gain invaluable knowledge and skills, as well as the qualifications that they will need to unlock their futures. All pupils deserve to learn in an effective and safe environment, which is why the school rebuilding programme is a priority for the Government. I will talk about the details of the hon. Member’s specific schools later on, and I am sure I can arrange a meeting with her and the Minister for School Standards, my hon. Friend the Member for Worcester (Mr Walker). On the hon. Member’s question of when we will publish the details, we will publish nominations of schools after the selection process this year. We cannot comment on individual schools at this stage while the process is live, but I assure her that we will publish that.

The Prime Minister announced the new school rebuilding programme in June 2020 as part of the plans to build back better. We have confirmed the first 100 schools in the programme as part of the commitment to 500 projects over the next decade, tackling the school buildings most in need of replacement or significant refurbishment. The programme will transform the education of hundreds of thousands of pupils around the country, including many pupils who attend the schools that have been referenced. Children and teachers will continue to benefit in the decades to come. The programme will replace poor condition and ageing school buildings with modern facilities.

All new buildings delivered through the programme will be net zero carbon compliant and more resilient to the impact of climate change such as flooding and overheating, contributing to the Government’s ambitious carbon reduction targets. We achieved a significant milestone in September, with a number of these first projects having already started on site. An example of that is West Coventry Academy. The expansive school site consists of 17 blocks with significant condition needs across it, including integrated buildings. All existing blocks were demolished and replaced by a new teaching block, including a new sports hall and swimming pool.

The programme represents a substantial investment in our schools in both the midlands and the north, with 70 of the first 100 projects included in those regions. I know the hon. Member for York Central (Rachael Maskell) mentioned that the majority of Members present in the debate are from northern constituencies.

[Catherine West]

indicated dissent.

[Michelle Donelan]

I said the majority. Working closely with the construction sector, the programme will also invest in skills—a point made by my hon. Friend the Member for Darlington (Peter Gibson), supporting construction jobs, investing in efficient technologies and enhancing productivity and skills, all of which will help drive up growth and build back better from the covid-19 pandemic. The school rebuilding programme is the successor to the priority school building programme. PSBP1 was announced in 2012, and PSBP2 was announced in 2014. The PSBP has rebuilt and refurbished those buildings in the very worst condition across the country, covering over 500 schools. Two schools in the city of Durham have benefited from the priority school building programme, alongside five additional schools across the county of Durham. At one of those schools, West Cornforth Primary School, the school community has been delighted to say

“goodbye to the old and hello to the new!”

They have settled into their new school building, which is a fantastic success story in the hon. Member for City of Durham’s region. Bishop Barrington Academy said:

“There is a very positive feel about the direction we are moving in. We have a wonderful, new, multi-million pound building that we have exciting plans for…We believe strongly that our students deserve the very best and the facilities that we provide at Bishop Barrington are certainly world class.”

We are working hard to improve how we deliver and how we innovate where possible. We are at the forefront, using modern methods of construction to deliver school buildings and investing in the industry to support innovation, and we are increasing our adaptation of standardised designs, moving towards a platform approach of construction and off-site manufacturing.

--- Later in debate ---

[Michelle Donelan]

Of course, safeguarding is always fundamental when we consider school estate and schools in general. I am sure that the Minister for School Standards will meet the hon. Member as soon as possible within the next few weeks to discuss the particular issue of safeguarding. It is concerning that it has been raised in this House and it needs to be treated with sensitivity and urgency, so I will ensure that that happens.

[Catherine West]

Did the consultation give any weighting to schools that have been particularly generous in taking children in response to unexpected demand? There have, for example, been bulge classes. Therefore, given the sheer number of students, the impact of not having, for instance, good sports provision affects more children. Has any weighting been given to the fact that some schools are more generous than others? Some school governing boards say, “Yes, we’ll meet the challenge”, but others are a little more selfish and say, “No, we won’t,” with their school buildings experiencing less wear and tear as a result. The school fabric can end up looking very tired if there are an extra 30 children in every single year in a school of 1,600 children.

[Michelle Donelan]

We are trying to prioritise the state, standard and condition of the school, so that this is done purely on need. As the hon. Member pointed out, taking additional pupils will produce further wear and tear, deteriorating the school estate. That would show in the evidence of how that school is performing against the standard. I am confident that that would have been picked up, and it can be looked at in detail once the nomination process has been published.

We also set out the expectation that the programme is looking to select schools in very poor condition that need refurbishing, and we are ensuring the best investment for the limited number of places in the programme. Our plan is to allocate places in the programme based—we have laboured this point today—on the condition of the buildings. We will continue to monitor the cases brought to our attention throughout the prioritisation process. Where necessary, we will of course modify our approach to selecting schools, to ensure that the most urgent building needs are prioritised. We have also reserved the right to add schools to the programme in exceptional circumstances. I urge hon. Members to continue to communicate concerns to Ministers in the Department.

On 3 February, we published our response to the consultation, alongside opening the process for nomination to the programme. Later this year, we intend to select schools provisionally for up to 300 of the remaining places in the programme, reserving some places for the future. Local authorities, academy trusts and voluntary aided school bodies have been able to nominate schools that they consider appropriate for the programme, using the online portal. The nomination process is now closed, but professional evidence of severe need may be submitted until the end of the month.

Framwellgate School Durham, a secondary academy with the Excel Academy Partnership and referenced by the hon. Member for City of Durham, has continued to highlight the need for rebuilding. We will consider carefully the nominations made to the programme. Many schools will likely receive a visit from our technical teams over the coming months. I hope that the hon. Member appreciates that the process for selecting schools is ongoing, so, as I said, I cannot comment on the success of individual cases, but I hope that that reassures her that her school is certainly in the mix.

Schools selected will be informed that they have been provisionally allocated a place on the programme. Projects will enter the delivery stages over the coming years. We plan to publish the long list of nominations in due course.

Improving the condition of the school estate is a priority for the Government. As I have said, in addition to the rebuilding programme the Department provides annual capital funding to schools and to those responsible for school buildings to maintain and improve the condition of their schools, particularly given wear and tear. We have allocated £11.3 billion for that purpose since 2015.

We expect to allocate condition funding for the 2022-23 financial year this spring, to answer the hon. Member for Portsmouth South. The responsibility for identifying and addressing conditions concerns in schools lies with the relevant local authority, the academy trust or the voluntary aided school body. They may prioritise available resources and funding to keep schools open and safe, ensuring that day-to-day maintenance checks and minor repairs happen.

Local authorities, large multi-academy trusts and large voluntary aided bodies such as dioceses receive an annual school condition allocation to invest in their schools. In the 2021-22 financial year, Durham County Council was allocated more than £7 million in SCA funding—a substantial sum—and the council is responsible for prioritising the funding across all its maintained schools, to ensure that they remain safe and operational. Small academy trusts, small voluntary aided school bodies, and sixth forms and colleges are instead able to bid into the condition improvement fund. The outcome of that latest round should be published later in the spring.

Investing in our school building project is vital to delivering world-class education and training, so that pupils gain the invaluable knowledge, skills and qualifications that they need to succeed. That is exactly why the Government have committed to 500 places over 10 years in the school rebuilding programme, alongside significant annual investment in improving the condition of schools across England. The programme will support levelling up by addressing significant poor conditions across the estate, underpin high-quality education, grow jobs and drive greater efficiency in delivery.

I thank all hon. Members present today, including the hon. Member for City of Durham, who raised this important issue and secured the debate. As we all know, education can be transformative and is vital to our levelling-up agenda. The Government are committed to ensuring that the very bricks and mortar are there to help deliver and facilitate that education.

Oral Answers to Questions

Catherine West Excerpts

Monday 31st January 2022 Commons Chamber

[Mr Walker]

I join my hon. Friend in paying tribute to the immense contribution of teachers, leaders and all who work in our schools. We have consistently seen 99.9% of education settings open to support face-to-face education. The Secretary of State always said that, while masks in classrooms were brought in for a period as we tried to study the impact of omicron, they should not be in place for a day longer than necessary. We no longer recommend them, and no child should be denied the opportunity to study for refusing to wear a mask.

[Catherine West (Hornsey and Wood Green) (Lab)]

Safety includes warmth. What will the Minister say to schools such as the one that contacted me this morning to say that, due to its £30,000 energy bill, it will not be able to manage its budget this year? It is very worried about what it can spend on fruit, books, salaries and all the other things that a small primary school needs. What urgent action will he take?

Skills and Post-16 Education Bill [Lords]

Catherine West Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[Nadhim Zahawi]

I hope, as I did in the weekly briefings that I gave as Vaccines Minister, to convince the hon. Lady tonight that that is incorrect. We are not getting rid of BTECs.

I know at first hand how important education is. As colleagues who have known me for a long time will know, I came to this country with my family at the age of 11, without a word of English—and here I am now in this Chamber. With the right education, opportunity abounds.

Unfortunately, we are still feeling the aftershocks of the pandemic and we still have many challenges ahead. We need to recover economically; we need to level up our country. I am glad to say that we are already making headway with levelling up. The Chancellor’s Budget is putting the money where it is needed, with £374 billion of direct support for the economy over this year and last year. The Prime Minister’s plan for jobs is working, with the peak of unemployment forecast to be 2 million lower than was previously predicted. Wages are growing, and we will build on that by having skills at the very heart of our plan.

[Catherine West (Hornsey and Wood Green) (Lab)]

I welcome the Secretary of State to his place; there were many positive elements of his vaccination strategy. I want to ask him about apprenticeships, because he says that he arrived in the UK and has been such a successful individual. Is he disappointed that there has been a 41% drop in apprenticeship take-up? Is that not a bit of a national disgrace?

[Nadhim Zahawi]

The hon. Lady may recall that I first joined the Department for Education as apprenticeships tsar; I hope to talk about that later in my speech. I introduced the standards and the levy, and we did incredibly well in pushing quality ahead of quantity. It is very important for this House to focus on outcomes rather than just inputs.

Skills, schools and families—this is our mantra. Skills are about investing in people all across our country, about strengthening local economies, about productivity, about stabilising the labour market and about global competitiveness. They are about shoring up—and shoring ourselves up—for a better, stronger, more prosperous future. This is not a pipe dream; we are getting it done right now.

In January, our White Paper “Skills for Jobs” set out our plan to reform the skills system. I pay tribute to my predecessor, my right hon. Friend the Member for South Staffordshire (Gavin Williamson), for his work on that brilliant White Paper; I will not repeat everything that it said, because I am sure that hon. Members will have familiarised themselves with it, but I hope to show how we have acted on it.

First, we have significantly increased investment. We are investing £3.8 billion more in further education and skills over the Parliament by 2024-25. As the Chair of the Select Committee on Education, my right hon. Friend the Member for Harlow (Robert Halfon), said earlier this month, that is

“a remarkable amount of money for skills.”

I note the cross-party support for the measure in the Bill. Lord Sainsbury, who led an independent panel on skills on behalf of the coalition Government, is a big supporter of our plans. As President Truman once said, it is amazing what you can accomplish if you don’t care who gets the credit. That is what we are trying to do, and I hope that the Opposition will join us tonight: to work together to level up the skills base across our great country.

We are delivering an extra £1.6 billion boost by 2024-25 for 16 to 19-year-olds’ education, including maintaining funding in real terms per student and delivering more hours of teaching for T-levels. There is an extra hour a week for all students in that age group, who have the least time to catch up from covid. Apprenticeships funding will increase to £2.7 billion by 2024-25 to support businesses of all sizes to build the skilled workforce that they need. We are making vital improvements to FE college buildings and equipment across England, and we are delivering on our National Skills Fund manifesto commitment to help transform the lives of people who have not got on to the work ladder and who lack qualifications.