Bus Services (No. 2) Bill [Lords]

Debate between Chris Vince and Jerome Mayhew

Report stage
Wednesday 10th September 2025 Commons Chamber

[Jerome Mayhew (Broadland and Fakenham) (Con)]

I am slightly surprised to be called so early, but I am delighted to speak in the debate. This will be an interesting debate. I am delighted that there is so much interest from Back Benchers. It is interesting to note that the Bill is primarily focused on process rather than passengers. I tried to work out why that was and came to the conclusion that it is, in fact, steeped in Labour’s political ideology—the ideology that the state is better at running things than private businesses—linked with the separate issue that it has a deep suspicion of the profit motive. In some of its clauses, which we will come on to in a moment, the Bill harks back to the 1960s and to municipal bus companies after the second world war. This feels like the happy place of the Labour party.

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

I welcome the shadow Minister to his place. My question is on his comments on profitability. Part of the challenge we have found in Essex is that routes that were considered not profitable were being cut, which meant that rural communities were feeling isolated. Does he recognise that if bus services are based purely on profitability, they could be lost, and that that is an issue?

Financial Education

Debate between Chris Vince and Jerome Mayhew

Thursday 6th February 2025 Commons Chamber

[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.