Financial Education

Chris Vince Excerpts

Thursday 6th February 2025 Commons Chamber

[Chris Vince (Harlow) (Lab/Co-op)]

I thank the hon. Member for Broadland and Fakenham (Jerome Mayhew) and my hon. Friend the Member for Filton and Bradley Stoke (Claire Hazelgrove) for securing this debate. I can tell my hon. Friend the Member for York Outer (Mr Charters) that a 20p coin is heptagonal.

I support the need for further financial education in schools, but as Members may have sensed from my poker face earlier, I have a few caveats. Please take them as constructive, rather than destructive.

Having worked for a homelessness charity, I know that people cannot budget their way out of poverty, but this conversation is not just about budgeting. It is about the wider views and ideas on financial education. Members on both sides of the House have recognised the power of teaching young people about some of these pitfalls and scams, such as the impact of turning to payday loan sharks when times are tough. It is not about telling young people how they have to live their lives or what they have to do, but about providing awareness of the dangers that they face.

As many hon. Members will know, because I mention it in almost every speech I give, I used to be a teacher. I was a secondary school maths teacher for 15 years, teaching young people from year 7 to year 13, including teaching A-level maths and further maths, so I taught maths up to degree level. I absolutely love trigonometry. Wait until you get to further maths trigonometry, and sine and cosine rules, Madam Deputy Speaker—I can tell you, it is brilliant. I also specialise in statistics, strangely enough, despite my engineering degree. There is a misapprehension that the ability to teach maths equates—excuse the pun—to an ability to teach finance. If we were having the ordinary to and fro that we normally see in the Chamber, I would defend myself by pointing out that I can read a book, but I cannot teach English literature. Finance and maths both include numbers, but history and English both include words and they are different subjects.

When I chat to my Conservative friend—he is the reason I am in this place—we have very animated discussions about education. I once said to him, “What do you think is the most important skill for a teacher?” He said, “Well, discipline, and the ability to get marking done on time.” He came up with a whole list of things, but I said to him, “The one thing you have not mentioned is the ability to explain things clearly—surely that is the most important skill for a teacher.” I could teach the hon. Member for Broadland and Fakenham how to do compound interest, which comes up on the maths curriculum, but if I were asked to teach him how pensions work, I would struggle. That means not that I do not know how pensions work, but that I have not been taught the skills to teach that to somebody else. People do not naturally have the ability to explain things; they have to be trained in that skill.

I hope what I am saying, in a roundabout way, is seen as constructive, not critical. If we believe in financial education—[Interruption.] It is just like being back at school—put the phone in the box, Minister. You don’t have to really—[Laughter.] If we believe that teaching financial education is important in schools, then it has to be taught properly. The hon. Member for Broadland and Fakenham correctly said that measures were brought through this place over 10 years ago, but the subject is not truly being taught in schools in the way that we would like it to be. I would like it to be a distinct, bespoke subject. At worst, it could be a module taught as part of a subject like business studies or economics—my wife is an economics teacher, so she will love me for that suggestion—rather than adding to the already extensive maths curriculum. I do not think it would be feasible to add financial education to the maths curriculum or that that would have the outcome that the House wants to see.

The hon. Member for Broadland and Fakenham talked about the importance of financial education being measurable, and I could not agree more. One of my biggest frustrations as a maths teacher—have I got time, Madam Deputy Speaker? I will not go on a big story—was when a student would say to me, “Is this going to be in the exam?” That was frustrating because I genuinely love maths. I wanted to teach people that a²+b²=c², not because it was going to come up in the exam but because it is truly interesting.

[Jerome Mayhew]

It is the way he says it.

[Chris Vince]

I can see the hon. Gentleman was a model student.

We have to recognise the way the school system currently works. If young people think there will not be an exam on a subject, they do not think that subject is measurable. Equally, if teachers do not see that something is going to be measurable in an Ofsted inspection, it will be moved down the list of priorities. We have to recognise that a lot of teachers have a lot on their plates. If we want financial education to be on the top of the plate—the cherry on the top, perhaps—we need to ensure that it is measurable, accountable and taken seriously. I do not believe that bolting financial education on to the maths curriculum will make that happen; I would much prefer it to be a bespoke subject. I have rambled on enough but hopefully I have made my point.

[Madam Deputy Speaker (Judith Cummins)]

I call the Liberal Democrat spokesperson.

School Accountability and Intervention

Chris Vince Excerpts

Monday 3rd February 2025 Commons Chamber

[Catherine McKinnell]

Our Children’s Wellbeing and Schools Bill is a whole package of measures that will not only deliver landmark reforms to child safeguarding, but unleash the ability of all schools to collaborate and work together in operating under this new accountability system to drive high and rising standards. This will ensure that every child has the offer of a national curriculum, a qualified teacher in every classroom, and high and rising standards in every school in England.

[Chris Vince (Harlow) (Lab/Co-op)]

I thank the Minister for her statement, particularly considering the awful news she had to convey to this House. As a former teacher, I saw at first hand the damage that high-stakes single-word Ofsted judgments had on teachers and headteachers not just in my constituency of Harlow, but across Essex. I welcome this Government’s focus on raising standards in our schools, but does she recognise that under the previous Government there was far too much focus on stick rather than carrot when it came to supporting teachers? Any change to the Ofsted framework needs to support our hard-working teachers, whose mental health and wellbeing are rock bottom at the moment.

[Catherine McKinnell]

I thank my hon. Friend for that question, and I commend him for his experience in the classroom, which is clearly valuable. We always want to encourage more teachers. Indeed, the whole reasoning behind these reforms is to create an accountability system that recognises good practice and identifies where improvements can be made, but also diagnoses how such improvements can be made and ensures there is the ability to create a self-improving system among our schools, so that they can support one another to drive forward those improvements in the interests of everybody. It is not about punishing schools; it is about supporting schools to create those improvements, which we know that they want and we want to see for children.

Oral Answers to Questions

Chris Vince Excerpts

Monday 27th January 2025 Commons Chamber

[Stephen Morgan]

I thank the hon. Member for raising those matters. I would be happy to meet her to understand the issues in more detail.

[Chris Vince (Harlow) (Lab/Co-op)]

T9. Students at Sir Frederick Gibberd college in Harlow have been taught in marquees and portacabins for over a year after the previous Government wasted £29 million on a building that has since been deemed unsafe. What consideration will the Department give to support SFG college?

[Stephen Morgan]

I thank pupils, teachers and school leaders for their resilience since the original buildings were closed in August 2023. We have delivered high-quality temporary modular accommodation that the school will use until its new permanent buildings are ready. We will continue to work closely with the trust and the local community to find a permanent solution.

Oral Answers to Questions

Chris Vince Excerpts

Monday 9th December 2024 Commons Chamber

[Bridget Phillipson]

The right hon. Gentleman will know that this is a complex area. It would not have been possible to make any changes to the funding formula this year, but we will look in the future at what changes might be required. I am sure that as part of that process he will make representations on behalf of his constituents.

[Chris Vince (Harlow) (Lab/Co-op)]

I talk to special educational needs co-ordinators across Harlow and Essex on a regular basis, partly because my best friend is one. He tells me that a number of special educational needs co-ordinators—easy for me to say—are leaving the profession because of their high workload and the stress that it causes. What support will the Government give to ensure that special educational needs co-ordinators get the support, including mental health support, that they need?

[Catherine McKinnell]

My hon. Friend is a strong advocate for special educational needs in his community. We know that SENCOs perform a vital function in making sure that children and their families get the support they need to access the education they deserve. He is right that they deserve support as well. We need to encourage more people to be trained up in and understand the needs of children with special educational needs so that everybody can play their part in creating an inclusive education system.

Educational Opportunities

Chris Vince Excerpts

Wednesday 13th November 2024 Westminster Hall

[Chris Vince (Harlow) (Lab/Co-op)]

Thank you, Mr Pritchard, for the opportunity to speak in this debate. I thank my hon. Friend the Member for Folkestone and Hythe (Tony Vaughan) for bringing this important discussion to the House.

Like many who have spoken today, I am a former teacher, and I know of the huge impact that a child’s home life can have on educational attainment. I feel it is really important that when we talk about children’s educational attainment, we consider not only exam results, but the wider school experience—sometimes we call it the hidden curriculum. In my constituency of Harlow, there are pockets of high child poverty. Some 17.3% of children in Harlow live in low-income families compared with the Essex average of 12.8%, and we saw that during the terrible pandemic, in which nearly 8,000 families had food parcels delivered to them. This will have a huge impact on children—no child will be able to learn if they are hungry—and I welcome this Government’s pledge of free breakfast clubs in every primary school.

As my hon. Friend the Member for Leeds South West and Morley (Mr Sewards) mentioned, I will speak about a specific group of young people who are often forgotten: young carers. Some 38% of young carers surveyed reported that they regularly miss school because of their caring situation. No young person can learn when they are not in school, and no one can focus with the anxiety of being away from those who they care for. I welcome the statement by my right hon. Friend the Secretary of State for Culture, Media and Sport, who has pledged to make young carers an integral part of the recently announced youth strategy, and I ask that young carers be a golden thread in any future educational reform.

I recently had the privilege of inviting a group of young carers to Parliament. One young girl highlighted that when she rang up her university and said that she could no longer attend because of her caring commitment, she was not asked any follow-up questions. We also know that young carers are not classified as disadvantaged in education. Another young carer said that he felt there was no description that fitted him when he went to university. When he went on the university’s website, there was no description of a young carer that fitted his young caring abilities.

I will finish with an ask. We know that this lack of awareness of young carers across education and universities needs to be recognised and responded to. I want to see young carer leads as a standard, not an exception.