Enterprise and Regulatory Reform Bill
Chris Bryant Excerpts(12 years, 1 month ago)
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Mr Speaker
We will come to the hon. Gentleman’s point of order. I am saving him up. It would be a pity to waste him prematurely.
Clause 40
Cartel Offence
Amendments made: 18, page 37, line 20, at end insert—
‘(6) After section 188A (as inserted by subsection (5) above) insert—
“188B Defences to commission of cartel offence
(1) In a case where the arrangements would (operating as the parties intend) affect the supply in the United Kingdom of a product or service, it is a defence for an individual charged with an offence under section 188(1) to show that, at the time of the making of the agreement, he or she did not intend that the nature of the arrangements would be concealed from customers at all times before they enter into agreements for the supply to them of the product or service.
(2) It is a defence for an individual charged with an offence under section 188(1) to show that, at the time of the making of the agreement, he or she did not intend that the nature of the arrangements would be concealed from the CMA.
(3) It is a defence for an individual charged with an offence under section 188(1) to show that, before the making of the agreement, he or she took reasonable steps to ensure that the nature of the arrangements would be disclosed to professional legal advisers for the purposes of obtaining advice about them before their making or (as the case may be) their implementation.”’.
Amendment 19, page 37, line 20, at end insert—
‘( ) After section 190 of the 2002 Act insert—
“190A Cartel offence: prosecution guidance
(1) The CMA must prepare and publish guidance on the principles to be applied in determining, in any case, whether proceedings for an offence under section 188(1) should be instituted.
(2) The CMA may at any time issue revised or new guidance.
(3) Guidance published by the CMA under this section is to be published in such manner as it considers appropriate.
(4) In preparing guidance under this section the CMA must consult—
(a) the Director of the Serious Fraud Office;
(b) the Lord Advocate; and
(c) such other persons as it considers appropriate.”’.
Amendment 20, page 37, line 21, leave out ‘this section’ and insert ‘subsections (1) to (6)’.—(Jo Swinson.)
Chris Bryant
On a point of order, Mr Speaker. I am not sure how to describe my relationship with the Prime Minister, but it is quite on and off. On 25 June, he said that he was going to refuse to answer any of my questions until I apologised to the House—even though I had already apologised to the House. On 27 June, just two days later, he did reply to a question, and he did the same in September, but today he is back to not replying to questions.
I fully understand the ruling that you gave this afternoon, Mr Speaker, as you are not in charge of the quality of answers, but I do not think that there has ever in the history of the House been an occasion when a Prime Minister has said that he or she would—full stop—not reply to any question. I think you have ruled, and previous Speakers have ruled on many occasions previously, that when a Minister refuses to reply to a written question, they must answer it, not least because the ministerial code, written by the Prime Minister, says:
“Ministers should be as open as possible with Parliament and the public, refusing to provide information only when disclosure would not be in the public interest”.
That, of course, is incorporated in a motion of the House, resolved on 19 March 1997. I would have thought that expressly saying that one will not reply to an individual Member of the House is an affront to the House; in particular, it is an affront to my constituents. It should not be countenanced, surely.
Mr Speaker
I am very grateful to the hon. Gentleman for his point of order, to which I make two points in response. First, with reference to the ministerial code, I simply remind the House that responsibility for it rests with the Prime Minister, and it seems unlikely that the Prime Minister will be minded to investigate himself. I say that not in a spirit of levity, but because I think it is a pertinent observation in practical terms. Secondly, I am sorry to disappoint the hon. Gentleman, and I do not intend any discourtesy to him, as I take the hon. Gentleman very seriously—almost as seriously as he takes himself. [Laughter.] I do take him extremely seriously and I have a very high respect for him, as he knows. What I would say at this stage is that this is clearly a highly controversial matter, on which I do not feel I can rule off the cuff now. That is not to duck it; I will reflect on the very important point that he has made and I will come back to him and, if appropriate, to the House. I hope that that is helpful.
Third Reading
Queen’s consent signified.
Homophobic Bullying (Schools)
Chris Bryant Excerpts(12 years, 5 months ago)
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Iain Stewart
My hon. Friend, as ever, makes an important point. Cyber-bullying is very much with us. It takes place in many different forms. It extends the boundaries and the times of the school, as my hon. Friend said, so that pupils feel victimised in their own homes and not just when they are within the school gates. From what I have been able to research, I do not think that there is a particular problem with homophobic bullying in cyberspace—it is just another vehicle through which homophobia and homophobic bullying can take place—but my hon. Friend is absolutely right that it needs to be part of our response to the problem.
What can we do to tackle this important problem? The Government have made a good start. It was very good that the schools White Paper included a specific reference to preventing and tackling homophobic bullying in schools. I am aware that new anti-bullying guidance has been produced for schools to use. I am glad that within the Ofsted inspection framework is the expectation that schools should create a safe learning environment for lesbian, gay, bisexual and transgender students. I certainly applaud all those initiatives, but more needs to be done.
For all the toolkits available, research by Stonewall found that the vast majority of teachers want to combat homophobic bullying but do not feel that they have the appropriate training or support. If we isolate only one thing that needs to be done—many more things need to be done—it is to improve training for teachers, so that they have the skills to prevent bullying from happening in the first place and to tackle it when it does.
Chris Bryant (Rhondda) (Lab)
I apologise for arriving late, but I have been attacking the Church of England on a very similar issue.
An organisation called Diversity Role Models, which plays an important role in London schools, would like to be able to play a role more widely around the country. It provides role models to go into schools who are expert at talking about such issues. In one class, 95% of the kids at the beginning of a session said that they would never have a gay or lesbian friend, but by the end, only 20% said that they would not have one. That is the kind of difference that we need to make, is it not?
Iain Stewart
The hon. Gentleman makes a good point; indeed, he has anticipated my mentioning Diversity Role Models. I spoke to it yesterday and it sent me some reports about its work. I agree that it performs an excellent role by going into schools, as does Stonewall.
Sometimes, it is not that schools do not want to tackle such bullying, but that they do not perceive it as an issue that they have to deal with. Part of my reason for initiating the debate today is to put on record that there is a problem that should be tackled. Every school will have gay pupils who need support. I want schools to realise that there is help from the Government and organisations such as Stonewall and Diversity Role Models to assist them in tackling the problem.
The record in schools is mixed. There are some very good schools, with very effective policies. The evidence shows that when schools have good policies in place, instances of bullying drop dramatically, so it is not some airy-fairy idea that would be nice, but something that shows tangible results. I do not have a preconceived idea of how this should be done, but we need to do more to share best practice from the schools that have policies to those that either do not have such policies or have policies that are not delivering.
The Minister of State, Department for Education (Mr Nick Gibb)
I congratulate my hon. Friend the Member for Milton Keynes South (Iain Stewart) on securing a debate on an issue of great importance and on his very moving and powerful speech. I know that this is a matter of interest to him; he asked the Secretary of State for Education about the Government’s plans to tackle homophobic bullying in the debate on the schools White Paper in November 2010. In reply, my right hon. Friend said:
“Homophobic bullying is on the rise in our schools, and homophobic terms are increasingly used towards gay students and straight students in a way that seeks to undermine the tolerance that we have built up over the past 15 years. We therefore need to work with organisations such as Stonewall and the Anti-Bullying Alliance, and to shine the light on schools such as St George’s Church of England school, which has done a fantastic job in tackling homophobic bullying. This requires work not only by school leaders but by political leaders and all of society to tackle a growing prejudice that is scarring our tolerant society.”—[Official Report, 24 November 2010; Vol. 519, c. 278.]
The Government are committed to tackling this issue. In the coalition programme for Government, we said:
“We will help schools tackle bullying in schools, especially homophobic bullying.”
In the White Paper that my hon. Friend referred to—“The Importance of Teaching”—we said that we would
“empower head teachers to take a strong stand against bullying, especially racist, homophobic and other prejudice-based bullying.”
My hon. Friend the Member for Lancaster and Fleetwood (Eric Ollerenshaw) was right to equate pejorative terms used against gay people, or the pejorative use of terms such as “gay”, with the racist phrases that we have almost managed to eliminate from schools owing to the action taken in the ’70s and ’80s. We now need the same approach to the use of phrases directed against gay people.
Bullying, for whatever reason, is absolutely unacceptable and should not be tolerated in our schools. It can have a devastating effect on individuals. It can bring misery, distress, fear and in extreme cases, such as the tragic case referred to by my hon. Friend the Member for Milton Keynes South, suicide. It has no place either in our schools or in wider society. The figures tell their own story: according to the TellUs survey data published in February 2010, 26% of children had been bullied in school in the preceding year and 21% had been bullied outside school. Overall, 46% of pupils experienced bullying at school at some point in their lives.
The Anti-Bullying Alliance in 2011 found that a quarter of 11 to 16-year-olds have directly experienced verbal bullying, with the vast majority of it—79%—happening at school. Almost 40% reported being bullied online or by mobile phone. In 2011, Beatbullying figures showed that more than a third of young people aged between 16 and 25 reported having suffered a severe physical or sexual attack during childhood by a fellow young person. Beatbullying’s 2009 research of 11 to 18-year-olds found that more than 60% had witnessed some form of cyber-bullying. Stonewall reported that two thirds of lesbian, gay and bisexual pupils have been victims of bullying.
Homophobic bullying is often directed at heterosexual pupils as well. Stonewall found that 98% of young gay pupils hear the word “gay” used as a form of abuse at school. Even when the language is used pejoratively without thinking, it is still offensive and still unacceptable. I expect teachers to react in the same way as they would to an offensive racial slur.
We know that poor behaviour can affect attainment. Pupils who said that they had misbehaved in most classes had lower predicted key stage 4 attainment—predicting a capped GCSE score 29 points lower than those who said that they had not misbehaved. Bullying can have a serious effect on the education of children and young people, as my hon. Friend said. Our schools must be safe and calm places where pupils can study free from disruption, and that includes being free from the distraction and distress that comes with being the target of bullying. Ensuring good behaviour and tackling bullying is therefore central to meeting the Government’s priority of closing the attainment gap between disadvantaged children and their peers.
It is important that schools take the necessary action to ensure good behaviour and to prevent and tackle bullying. We cannot dictate how they should do that, but we have made available clear and succinct advice. That includes the checklist prepared by Charlie Taylor, the Government’s expert adviser on behaviour, of the key principles that head teachers may wish to follow to improve behaviour in their schools. In addition, we have updated our advice to schools on preventing and tackling bullying. Schools have a specific legal duty to tackle bullying, and we know that they need clear anti-bullying policies and procedures. Our advice gives information on how to prevent and deal with bullying. It sets out the action that schools can consider when determining their approach to bullying, and it explains the legal powers that schools have to discipline pupils when bullying incidents occur off the school premises. It signposts schools to specialist organisations that can provide further help, such as Stonewall and Beatbullying.
I should like to recognise the work of organisations such as Stonewall, the Anti-Bullying Alliance, Beatbullying, Educational Action Challenging Homophobia and the Diana Award in highlighting this important issue. In April, I was pleased to be invited to speak at an event that the Diana Award had organised for its anti-bullying ambassadors. Those young people play an important part in tackling bullying in their schools and communities and set an example to others.
Alongside our advice and guidance for schools, we have given teachers the legal powers that they need to ensure good behaviour. Under the Education Act 2011, we have strengthened their powers to search pupils. New search powers have given teachers stronger powers to tackle cyber-bullying by providing a specific power to search for and, if necessary, delete inappropriate images on electronic devices, including mobile phones. We have removed the requirement to give parents 24 hours’ written notice of a detention. We have banned items such as tobacco and fireworks, which have no place in our schools; and from October, we are granting teachers anonymity when they are accused by pupils of abuse. In addition, the new system of independent review panels will ensure that decisions by schools permanently to exclude a pupil can no longer be overturned by an appeal process that can force reinstatement against the best interests of the school.
Schools are now held more closely to account for the way that they tackle bullying. New school inspection arrangements, which took effect in January, focus on four core areas: teaching, achievement, leadership, and behaviour and safety. When evaluating the behaviour and safety of pupils at the school, inspectors must consider pupils’ behaviour towards and respect for other pupils and adults. That will include freedom from bullying and harassment, including bullying based on sexual orientation and all other kinds of prejudice-based bullying.
Chris Bryant
It is all sounding a bit rosy, and, much as I recognise all that the Government are trying to do, the experience in many schools is still pretty awful. In some schools, that is because there is no proper sex and relationship education, teachers are not prepared to talk about the issues openly and properly, and there is inadequate preparation. Sometimes, school governors impede the development of proper policies. How are we going to ensure that we address those issues?
Mr Gibb
The points that the hon. Gentleman makes are important. The issue cannot be tackled overnight with any instant panacea. We have made it clear that the Government regard any form of prejudice-based bullying in schools as unacceptable. We expect teachers to take action when pejorative phrases are used, or when a pupil shouts out in the way that was mentioned by my hon. Friend the Member for Milton Keynes South. Teachers should take action against pupils who use those words in the same way that they would against a racial slur. Those things will not be dealt with overnight. There is no clear and simple solution, such as the solutions proposed by the hon. Member for Rhondda (Chris Bryant). We need a range of answers. However, one of the relevant issues is ensuring that schools have proper behaviour policies and that there is an intolerant approach to poor behaviour and bullying, from whatever cause and of whatever type. That is a key priority of the Government.
As my hon. Friend the Member for Pudsey (Stuart Andrew) pointed out, widespread access to technology such as the internet and social media outlets such as Twitter and Facebook have provided another avenue by which bullying can occur. Such bullying is not confined to the school site or day, but can happen at any time. As has been mentioned, there is no escape from bullying. Going home is no longer a safe haven from bullying for pupils.
To help children and young people to use the internet safely, the Department supports the UK Council for Child Internet Safety—a voluntary organisation that works to protect children from risks including cyber-bullying as well as harmful content, sexual images, grooming, loss of privacy and scams. Earlier this year, UKCCIS launched child internet safety guidance, including on the theme of cyberbullying. Facebook, the BBC and others are using the guidance, which should ensure that, whichever online service children use, they receive sound and consistent messages about what to do if they want to prevent harm or if they have become upset by something online.
In addition, children’s charities such as Childnet and Beatbullying, which are active UKCCIS members, offer expert advice on cyber-bullying for young people to raise awareness of online safety and how to protect themselves. Beatbullying has developed the CyberMentors peer support programme, with dedicated websites using a social networking model to allow young people to help and support one another.
Bullying is not an issue that is just for the bully and the bullied. It can affect a whole school and so can need a whole school to create an environment that prevents bullying from being a problem in the first place. Each pupil has a part to play in preventing and tackling bullying. All pupils should show respect and courtesy towards one another and should be encouraged in that by their parents. Pupils can demonstrate that attitude by not going along with a bully. As Stonewall would put it, “Don’t be a bystander.” That applies of course to teachers as well—a point made by my hon. Friend the Member for Milton Keynes South about a teacher who failed to admonish pupils for making anti-gay remarks. Prejudice-based bullying in schools, such as homophobic bullying, is unacceptable. When I spoke last July at the Stonewall “Education for All” conference I said:
“We need to send a message that homophobic bullying, of any kind and of any child, is unacceptable.”
I am happy to restate that message today and will continue to send as clear a signal as I can that we cannot and should not tolerate homophobic bullying.
I have set out our expectations of schools and what they should do to prevent and tackle bullying. We have taken action to support them by ensuring that they have the powers that they need to maintain good behaviour and discipline. We have taken action by giving them clear advice on their duties and their powers. We continue to work with specialist organisations that can provide help and advice, not just to schools, but to those who experience bullying. Schools now need to be able to demonstrate the impact of their anti-bullying policies to Ofsted. I believe that that provides a comprehensive approach to ending not just homophobic bullying, but all bullying in our schools.
Oral Answers to Questions
Chris Bryant Excerpts(12 years, 6 months ago)
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Mr Speaker
Order. I do not want the Minister to lose his handkerchief. It is about to fall out, but I am sure he can rescue it.
Chris Bryant (Rhondda) (Lab)
May we have an answer to the question from my hon. Friend the Member for Lewisham East (Heidi Alexander) from a Conservative Minister? Why is it easier to hire people if it is easier to fire them?
Norman Lamb
It is important that we have a business environment in this country that attracts inward investment. However, interestingly, surveys show that employment protection is not one of the barriers that those seeking to invest in the UK see.
Oral Answers to Questions
Chris Bryant Excerpts(12 years, 7 months ago)
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Mr Speaker
Order. I am grateful to the Minister of State, but can I ask him not to keep swivelling round? The House cannot hear what he is trying to say, although we wish to do so—[Interruption.] We are grateful to him, for the time being.
Chris Bryant (Rhondda) (Lab)
I do not object to regulation as much as the hon. Member for Christchurch (Mr Chope) does, so may I suggest one additional regulatory burden for schools—that every school and every child should have statutory and proper sex and relationship education? Notwithstanding the falls of recent years, this country still has a five times higher level of teenage pregnancy than Holland, and a quarter of this year’s terminations were by girls under 18. Please let us move forward.
Mr Gibb
I know that the hon. Gentleman is passionate about this subject. Sex education is compulsory in schools, but we are reviewing the personal, social, health and economic education curriculum and how the subject is taught to improve the teaching of PSHE. That is what will cover the issue that he raises.
Oral Answers to Questions
Chris Bryant Excerpts(12 years, 9 months ago)
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Tim Loughton
It is of course this Government’s policy to make sure that we give schools more freedoms and more time within the curriculum to teach pupils in the ways they think most appropriate for maximising the effect, but we also want to see a change of emphasis, with a much stronger focus on respect for others in sex and relationship education, building young people’s capacity to say no to things they do not feel are right, and making sense of the portrayals of sex and relationships to which they are exposed through the media. I hope that innovative schools will do that in a way that best gets that message across to their pupils.
Chris Bryant (Rhondda) (Lab)
But the most recent statistics show that one in four abortions in this country is to a teenager—a shocking statistic and surely something we must do more about by trying to cut the number of teenage pregnancies in the first place. All the evidence shows that where there is really good sex and relationship education—not just in some schools, but in every single school; not just for some children, but for every single child—we really have a chance of tackling teenage pregnancy. Will the Government not wake up to this and get on with it, and not agree with the hon. Member for Salisbury (John Glen)?
Tim Loughton
I think we are all trying to achieve the same thing. The hon. Gentleman mentions a disastrous statistic, but the problem is not just abortions among teenagers: I have been particularly alarmed about the repeat abortions among teenagers, so we must get the message across clearly. I want all children in this country to have access to good quality sex and relationship education. The problem has been that the picture is very mixed. I want more experts from outside schools who have real skills communicating that message to as many children as possible.
Oral Answers to Questions
Chris Bryant Excerpts(12 years, 11 months ago)
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Mr Davey
I am always happy to meet hon. Members and I am sure we can arrange that. Ahead of that meeting, however, I want to ensure that the hon. Lady and her constituents who will be accompanying her do not have raised expectations. Royal Mail is struggling with its financial position. We are turning around Royal Mail—it was a disastrous financial case when we had it from Labour—and, as Minister, I would not want to impose extraordinary and disproportionate costs on it. I shall certainly meet the hon. Lady, however.
Chris Bryant (Rhondda) (Lab)
The Labour Government introduced the artists resale right, which has made an enormous difference to many artists in this country. The law requires that it is introduced for the estates of deceased artists from 1 January next year. When I last asked the Secretary of State about it, he said that he could not confirm that it was going ahead and he still looks as bemused as he did then even though it is his responsibility, but the Arts Minister has told me that it will go ahead as long as I do not mention it to anybody else. Will the Secretary of State please now inform us exactly what is happening on the artists resale right?
Vince Cable
I believe it will go ahead; I have made further inquiries since the hon. Gentleman’s original question.
Oral Answers to Questions
Chris Bryant Excerpts(13 years ago)
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Mr Davey
I am certainly very happy to meet my hon. Friend to discuss the issue. He is right to bring attention to this very important innovation by the Government to create something called a public data corporation, bringing together a number of key Government assets to ensure that they are managed efficiently and to put a greater amount of data into the public domain.
Chris Bryant (Rhondda) (Lab)
One of the Labour Government’s great successes was the introduction of the artist’s resale right. Since then, the art market has quadrupled, and hard-pressed artists have received £13 million. The derogation in awarding the artist’s resale right to the estate of dead artists lapses at the end of the year. Will the Secretary of State confirm that from January next year it will apply to the estate of deceased artists?
Vince Cable
No, I cannot confirm that, but I will speak to my colleague at the Department for Culture, Media and Sport about the impact on the art market, and how we propose to proceed with that in the European Union.
Religious Education
Chris Bryant Excerpts(13 years, 6 months ago)
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Chris Bryant (Rhondda) (Lab)
I apologise for arriving late, Mr Brady, and I shall not delay hon. Members for long. I congratulate the hon. Member for Congleton (Fiona Bruce) on securing this debate. I hope that the hon. Member for Southport (John Pugh) will not mind my saying this, but he gave the driest version of what religious education might involve that I have ever heard. His speech included a lot of sentences that could have ended with the word “discuss” in an essay title.
I have four brief points. Unlike my hon. Friend the Member for Mitcham and Morden (Siobhain McDonagh), I am not a layperson. I was ordained in 1986 in the Church of England, and that remains with me although I resigned my orders prior to entering the House. I believe strongly that the most important place where people catch faith—to use the words of the hon. Member for Southport—is in the home; the best faith education happens in the home, in a family setting.
Last night, however, I sat next to a woman who told me that although she was a strong member of her local United Reform church, and in her words a very liberal Christian, one of her sons is now an ardent evangelical who believes that she will be going into the fiery pit, and her other son is a militant atheist. None the less, she felt that she had done a good job of religious education in the home.
The question of RE in schools is vital. The subject is not an add-on; it is essential to understanding so many other subjects. Few works of English literature—apart, perhaps, from that written in the past 20 years—can be properly understood without an understanding of Christianity. It is difficult to understand many modern British novels without knowing something about Islam. Most British music—indeed, most European music from the past 800 years—is dominated by religious themes. How can one understand the history of Parliament without some reference to the religious debates that started with rows about the Lollards and went through to the disestablishment of the Church in Wales in the early 20th century?
If we wish to respond to some of the challenges of militant religion, we should perhaps be better at discussing religion in the main Chamber. Some elements of geography cannot be understood without a knowledge of religion. The relationship of Istanbul—once Constantinople—with Europe cannot be understood as a geographical entity without consideration of the religious aspect. Few modern languages do not require an understanding of religion.
Dan Rogerson (North Cornwall) (LD)
The hon. Gentleman is making an excellent speech. Does he agree that without an understanding of religion, we are left only with labels, which is a huge problem for society?
Chris Bryant
I was coming to that point. However, before I do, I want to say as an article of faith—and I am not a fundamentalist, either in religion or politics—that I think spirituality is a river that one cannot dam. There are hundreds of different forms of spirituality, but any education worth its salt in this country needs to give young people an opportunity to understand and develop that spirituality, so that it is fully grown and mature, not naive.
The hon. Member for Congleton referred to “a tolerant society”. I hate that term. I do not want to live in a tolerant society, because it smells of people saying, “I am prepared to put up with you.” I would much prefer to live in a respectful society. If anything, the danger of the liberal—small “l”—Britain of the past 100 years is that we have been tolerant of other religions, but never learned enough about them to be truly respectful.
In addition, we have never learned enough about Islam, or any other religion, to be able to challenge bad religion. Heaven knows, there is plenty of bad religion in society today. It is not just the British attitude that one cannot possibly talk about politics or religion at a dinner party; it is that all too often we are fundamentally ignorant about the basis of most religions. I would include in that the fact that many young people are extremely ignorant about Christianity.
My experience of Catholic teaching in many Catholic schools is that sometimes it is good and sometimes it is appalling. There is one thing that I particularly dislike: I have heard Catholic teachers refer to “Christians and Catholics”, as if non-Catholics were not Christians. I always believed the word Catholic to extend beyond. I hope all that has moved on, but I think that in some cases it has not.
I want to refer to one final matter. I happen, bizarrely, to be an external adviser on the Oxford theology degree. One of my concerns is that the number of people applying to do theology at university is dwindling. In part, that may be due to social issues, but it may also be due to the respect with which religious education is treated in the curriculum in England, Wales and Scotland. I wish it would be accorded further respect, not least because the big danger is that otherwise the courses will end up just being vocational. In other words, somebody training to be a priest goes to read theology at university and is merely trained in that narrow, prescriptive way, and does not learn about other religions or extend the course. That is a vicious circle because fewer people who have an interest in religion itself, rather than a desire to go for ordination, will take it forward.
I wholly agree with what the hon. Member for Congleton said, and I congratulate her. I hope that the Minister will be able to reassure us about the value that he places on religious education in schools.
Oral Answers to Questions
Chris Bryant Excerpts(13 years, 11 months ago)
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The Secretary of State for Education (Michael Gove)
May I take this opportunity to wish you, Mr Speaker, and every Member of the House the compliments of the season and a very happy Christmas? As we all know, Christmas is a season of unexpected largesse when Members will find gifts of all shapes and sizes suddenly descending into their laps from all quarters. In that respect, Mr Speaker, may I also say that I hope you, like every Member, has the chance to enjoy a well-filled stocking this Christmas time? [Interruption.] It is a tradition of this time.
Michael Gove
Behind me there are many Members who support our position on EMA and they, like me, are committed to making sure that young people participate in education and training until they are 18. Therefore, we will replace EMA with a fund that can more effectively target those young people who actually need the support to enable them to participate in learning.
School Sports Funding
Chris Bryant Excerpts(13 years, 12 months ago)
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Andy Burnham
I could not agree more, and that is the basis of a good sports policy—not competition on its own, but coaching and competition together.
In my quest to educate the Education Secretary about sport, I want him to take two simple messages away from today’s debate. First, not everyone can play for the first team or even the second team, as he may remember from his own school days. Secondly, a proper sports policy cannot be based on competition alone; it must be supported by coaching. A policy based on competition alone is a policy for the few, not the many.
Chris Bryant (Rhondda) (Lab)
I pay tribute to the work done by my right hon. Friend, particularly in respect of swimming. For many, swimming is not a competitive sport, but it is also the only sport in Britain with equal participation by girls and boys. Is not one of the dangerous aspects of the Government’s announcement today that it is being accompanied by enormous cuts in local authority funding? That is likely to lead to a reduction in the number of swimming pools in this country.
Andy Burnham
That is a huge worry, and I would add to that the axing of the free swimming programme. That began in Wales, which is where we got the inspiration from: young people under the age of 16 able to swim for free. That has been axed by the coalition.
Michael Gove
No, I shall not.
I believe that the time is right to consider a different approach. We should listen to some of the voices that are equally as committed to sport as the right hon. Gentleman. They include organisations such as Compass, which represents those who are involved in providing coaching support for schools. In a letter to me, it says that it is important that we cease
“to fund a costly central management and control system”,
and argues that
“the most sustainable model in primary schools is where coaches work alongside teaching staff...This will require no expenditure on centralised management and infrastructure.”
I have to take account of what it says.
In the same way, I listen to Greenhouse, a charity that has done a fantastic job in encouraging more children, particularly from areas of deprivation, to take part in sports. One of the trustees of Greenhouse, David Meller, says to me—[Laughter.] For the avoidance of doubt, I should stress that this is David Meller, the sponsor of Harefield academy, which I have had the opportunity to visit.
Michael Gove
Not the gentleman who forced down the price of Chelsea strips everywhere. That was not all he forced down, but I will put that to one side.
This is a serious point. David Meller says:
“The quality and effectiveness of”
the existing approach has
“varied from borough to borough”—
exactly my point—and that the
“structure is overly bureaucratic and not sufficiently focused on delivery.”
Let me mention someone else who has a valid point to make in this debate—the hon. Member for Vauxhall (Kate Hoey), who used to be Minister for Sport. I do not know whether the right hon. Member for Leigh has respect for the hon. Lady, but I certainly do. She says:
“It was always expected that, if School Sports Partnerships were a success, they would become embedded and the Youth Sport Trust would then withdraw. If schools and parents feel that their SSP has been valuable, I suspect that it—or at least many of its functions—will continue in some form. Where the contribution of the SSP has not proved valuable, new solutions will be sought. This is exactly how it should be: schools themselves taking more responsibility for school sport.”
Steve Kibble, an individual who delivers sport for a local authority in Devon, has written to me, as have several other teachers and head teachers. He points out that in his area, school sports partnerships
“have drawn down £1.4M per year”
and argues that
“if the money had gone direct to schools we would have had £4,110 per school per year to invest in PE”,
noting that instead some schools have had just £200.
Those are all powerful voices who care about sport just as much as the right hon. Gentleman, and who say that we can reform the way in which we deliver school sport.
Michael Gove
No, I shall not give way.
It is critical that we recognise what a different approach might involve. It is important for those of us who care about delivering school sport in a better way to acknowledge that the way in which the curriculum is currently designed means that those who wish to deliver competitive sport often have to do so outside school hours. Is it worth thinking about how we can reform the curriculum to better support school sport? I think that it is.
It is also worth acknowledging that there are bureaucratic requirements for coaches who support particular school sports to be qualified at a specific level and in a specific way. Perhaps we could look at that bureaucracy and make better use of the volunteer army that is determined to encourage more children to take part in sport. There are rules governing everything from health and safety to who is qualified to drive a school minibus that restrict that volunteer army in committing to school sport. Is it appropriate that we look at all those rules and reform them? I think that it is. In all those areas, action could have been taken in the past 13 years, but it was not. I would like to see a different approach.
Michael Gove
I shall not give way.
We must acknowledge the reality regarding school playing fields. There cannot be effective school sport without school playing fields. A number of hon. Members have made the point that Labour has an at best ambiguous record on this matter. In 1997, the Labour party manifesto stated:
“A Labour government will take the lead in extending opportunities for participation in sports; and in identifying sporting excellence and supporting it.
School sports must be the foundation. We will bring the government’s policy of forcing schools to sell off playing fields to an end.”
That was an admirable aim. However, in January 2000, it was revealed that of 103 applications to sell playing fields, 101 had been approved.
Elsa Davies, director of the National Playing Fields Association, said that the previous Government did not even pay lip service to their election pledges:
“They have said one thing and done precisely the opposite. It is a very sad U-turn. These pieces of land are disappearing forever and they are part of our children’s heritage.”
In November 2000, the sell-offs had still not been stopped. Elsa Davies pointed out that 190 applications had come forward, and that only four had been refused. In February 2002, after more than 18 months in which £125 million had been due to be handed out to 12 partner organisations to support school playing fields, the Daily Mail and the BBC revealed that they had contacted all of those groups and found out that not a single one had opened new playing fields with the money. Kate Hoey, the then Minister for Sport said:
“Trying to stop the sale of playing fields was another uphill battle. No one wanted to admit”—