Apprenticeships and T-Levels

Christopher Chope Excerpts

Wednesday 20th November 2024 Westminster Hall

[Tom Hayes (Bournemouth East) (Lab)]

It is an honour to serve under your chairmanship, Sir Christopher. I commend the right hon. Member for East Hampshire (Damian Hinds) for securing this debate. There are no ifs or buts about it; we just have to get further education right. I want to confine my remarks to three areas. First, we need more teachers. Secondly, we need more space. Thirdly, we need reform of both T-levels and apprenticeships.

We are running out of teachers in further education. Courses are closing, waiting lists are growing and colleges cannot pay enough to attract people from industry—the Association of Colleges calculates that there is an average pay gap of £9,000. Would the Minister consider presenting a medium-term plan to improve pay and conditions to get teachers into our class spaces? Furthermore, will she extend teacher workforce planning to further education, as the previous Education Committee advised?

Colleges do not have the space to train young people, so we need sustained capital funding in skills infrastructure. I feel blessed to have been able to visit the Poole campus of Bournemouth & Poole college, where so much more could be done to teach clean energy skills if there was investment in the right space. The college knows what space it wants to build the facilities in; it just does not have the sustained capital funding to make that happen. Will the Government appraise the needs of colleges and support them to access the spaces they need to provide apprenticeships and training in the skills that will fuel the growth of our economy, given that growth is our Government’s No. 1 mission?

I look forward to the Government confirming what the qualifications landscape will look like for school leavers, following the very welcome commitment to pause and review Conservative plans to defund unpopular qualifications such as BTECs, which rival T-levels. T-level courses, particularly in education and childcare, may include a substantial work experience placement. That might be a good idea in principle—I have been very lucky to visit Bournemouth & Poole college and learn about its world-leading health T-level—but just over one in 10 construction and engineering T-level students could not complete the required work placement. Student numbers are lower than planned; drop-outs are high; announced courses have been cut or thrown into doubt before they started; courses have not been funded for young adults aged 19 to 24, when our country needs them to be educated and in training; and the Conservative Government, which this Labour Government replaced, botched the roll-out. Will the Government increase support to employers taking T-level students?

There are high hopes that the reformed growth and skills levy and the lifelong learning entitlement will give workers access to high-quality training in higher-demand sectors. I invite the Minister to visit Bournemouth & Poole college—particularly the Bournemouth campus—where we have 2,000 apprentices in training, and an outstanding achievement rate of 8.4% over the national average. Huge economic differences are being made to local employers such as Sunseeker, which, together with the college, has launched a training initiative to address a national skills shortage affecting the marine industry. Its Skills Academy provides fully paid 12-week intensive boatbuilding skills courses across five specialisms. Following training, students join colleagues at the shipyard to achieve a nationally recognised qualification over 12 months. The right hon. Member for East Hampshire asked whether we need Skills England. The example of Bournemouth & Poole college working with Sunseeker shows how an organisation can find and fill gaps at a national level, and co-ordinate the funding and frameworks to grow our economy.

Octopus Energy is ensuring that we create more than 4,000 skilled jobs, including qualified heat pump installers, by 2030 to help our Government to meet their clean energy by 2030 mission. With the launch of the first employer-provided low-carbon heating apprentice scheme, Octopus is demonstrating how employer providers can create high-quality apprentice programmes. We need to ensure that apprenticeship funding rules requirements and the accountability framework reflect the needs of employer providers, rather than focusing mostly on the needs of colleges and training providers. Will the Minister consider creating employer provider-specific funding rules in order to streamline the reporting responsibility? As part of the reform of Ofsted, which I welcome, will she support joint working between technical experts and Ofsted inspectors so that the inspectors better understand the technical requirements during inspections? That is particularly key for Octopus Energy’s pioneering approach of developing skills driven by rapidly developing technology.

For years, the same thoughts have been swirling through my mind and the minds of many of my constituents, whose doors I have been knocking on over the past two years. It all comes down to this single question: why can Bournemouth and Britain not do better? Why can we not have the things we are entitled to? Bad things are not inevitable; they are the result of political choices, such as those that have been made over the past 14 years. We want to make different choices in Bournemouth and in Britain. We want young people to get on and have decent, well-paying jobs that mean presents under the tree, a meal out with loved ones, a new home and a new car in the driveway, and a sense of purpose and mission in the careers they choose. I very much welcome the Minister coming to this debate, and I look forward to her response. I thank the right hon. Member for East Hampshire for calling this important debate. I really call for a turning of the page, because for too long, too many people have been held back.

[Sir Christopher Chope (in the Chair)]

Before I call Jim Shannon, I will just say that there are five people wishing to speak and 20 minutes, so you can do your own calculations.

Universities: Freedom of Speech

Christopher Chope Excerpts

Thursday 10th October 2024 Commons Chamber

[Catherine McKinnell]

My hon. Friend makes an important point. The Government will uphold freedom of speech and academic freedom on our university campuses. Robust debate and challenge to views helps students to grow in an education setting; creating culture wars does not. That is why we will work with academics, students, campaigners and all those with an interest in upholding freedom of speech in our higher education system to get this right.

[Sir Christopher Chope (Christchurch) (Con)]

Is freedom of speech not an absolute freedom and right? Will the Government not do something to bring vice-chancellors to account for their failures to deliver freedom of speech on university campuses? Fifty-five years ago, I was the victim of that when the vice-chancellor of the university that I was attending tried to prevent me, as chairman of the Conservative association, from inviting a then prominent Member of this House of Commons to the university campus. The vice-chancellor was eventually forced to stand down. I wrote what was then a lead letter in The Daily Telegraph, the vice-chancellor was shamed into changing his views and the visit took place. Does that not show that the key to this is having vice-chancellors who really believe in freedom of speech?

[Catherine McKinnell]

The hon. Gentleman has demonstrated well the existing duties on higher education providers to secure lawful freedom of speech and, indeed, the right of citizens to ensure that it is upheld. He makes an important point. That is why we are talking to people with a whole range of views on the issue to ensure that we get it right.

Skills England

Christopher Chope Excerpts

Wednesday 9th October 2024 Westminster Hall

[Andrew Pakes (Peterborough) (Lab)]

Let me put on record that I am co-chair of the all-party parliamentary group on apprenticeships. In preparation for your speech, I totted it up and it seemed that Skills England will be the fifth such national quango set up by Westminster since the Manpower Services Commission in 1973. The average tenure of a Skills Minister since 1997 has been 15 months—

[Sir Christopher Chope (in the Chair)]

Order. It is helpful if you address your remarks through the Chair, rather than turning away. Apart from anything else, it makes it difficult for Hansard to record what you are saying.

[Andrew Pakes]

I apologise, Sir Christopher; this is my first such intervention in one of these debates. Since 1997, the average tenure for a Skills Minister has been 15 months—longer than Liz Truss’s, but shorter than a premier league manager’s. The average life of a skills quango such as Skills England has been only eight years, less time than most people spend in primary school. Does my hon. Friend agree that the only way that Skills England will be a success is if it is linked to industrial strategy, is tripartite and brings together employers and unions? That would mean that we would have a durable system and not a repeat of the failures of the past, which saw short-term interventions that have not delivered for working-class people.

Children's Access to Books

Christopher Chope Excerpts

Tuesday 6th June 2023 Westminster Hall

[Alexander Stafford]

I thank the hon. Lady for that intervention. Reading aloud is not just a pleasure for the people who listen to the story but for those who read the story. After all, we are all politicians here and we love hearing the sound of our voices. Indeed, I am telling a story today; we are doing storytelling for the future.

Before I continue, I wonder whether there are any more interventions. No? Then, I will happily continue to discuss the pandemic, but first I will comment on the point made by my hon. Friend the Member for Watford (Dean Russell). I congratulate him on writing a children’s book—unfortunately I have yet to receive a copy, but I look forward to receiving one tout suite and I thank him very much for that.

I return to the effect that the pandemic has had on literacy rates. What is most concerning is the effect on the 10% of children who spent the pandemic at home without books. When they returned to school, they would have been further behind their peers who had books at home. Children on free school meals are not only much less likely to own books but are much less likely to enjoy reading with their friends—a statistic that has doubled over the pandemic, as children spent long periods without access to books or other reading material due to schools being closed.

As I mentioned in the previous debate that I secured, which focused on the importance of improving access to libraries, something that has been recently reinforced to me is the data that shows that 30% of parents were borrowing more books from libraries than ever before. Clearly, that is paying dividends in my area, with the announcement of a new library in Thurcroft. However, accessing books can be made easier, making it more likely that people will do that than only going to a library.

In my local area, Labour-run Rotherham council has spent millions of pounds on building a new central library, but we are still paying upwards of £5 million a year in rent for Riverside House, the council offices and library, which opened just 10 years ago, few of my constituents in Rother Valley will ever visit it and fewer still will want to borrow a book from the catalogue, which is in dire need of updating. Spending just a fraction of the money that the Labour-run council has spent on putting books into the hands of the children of Rother Valley would be a far more efficient way to improve those children’s lives.

Rotherham, as we know, has the second lowest reading attainment levels for key stage 2, something that the data shows us can easily be solved by helping children to access books more easily. That is where Rotherham council should be spending money instead. Luckily, there are easy solutions to these issues, both locally and nationally. One of this Government’s greatest legacies will be investment in areas that have been left behind for many years. In some cases, levelling up can mean direct investment and change to infrastructure, as we are pleased to see in Rother Valley with the Dinnington high street project and Maltby skills academy. However, providing books is undoubtably one of the simplest and most cost-efficient ways of improving the lives of 1.2 million children up and down the United Kingdom, giving them the best possible start to their lives and careers.

As was mentioned in the interventions, something that is becoming clearer is the fact that we must embrace technology in our pursuit of improving access to books. Across human history, the first true literacy revolution was the invention of scrolls and paper, allowing quicker, lighter and more accessible reading and writing away from the stone tablets of old. The second innovation was the printing press, bringing books and literacy to the people, as William Caxton did only a few hundred yards from where we sit today.

Many of us have lived through a similarly important revolution in the development of e-books and audiobooks, reinventing the way we read and get information. These new technologies will be game-changers for our children’s access to books and for how they read. E-books, which can be as simple a concept as a PDF saved on a phone or on any number of e-readers, allow for quick and free access to books, which was unattainable outside of a library just a few years ago. Not only can a phone or e-reader hold thousands of titles, it is nearly always cheaper than its printed counterparts, often for the simple reason of having next to no unit cost, meaning that they are far more accessible for younger readers in less well-off households. Indeed, many of the classic books that we may want our children to enjoy like we did are available online for free through sites like Project Gutenberg, which boasts over 70,000 e-books free to download, with titles from Marcus Aurelius to Sun Tzu—anything a child would want to read.

For children, there are other advantages to reading technology. A trial programme points to a huge uplift in reading enjoyment across the board when reading on screens. That is backed up by an increase in pupils’ reading outside school. Not only do children enjoy reading electronic devices, they enjoy it so much that they do it in their own time. It may be better for their development and preparedness for their careers, with jobs these days often involving reading text from a screen rather than a piece of paper.

Audiobooks should share the stage, given their proven results, encouraging those who might otherwise not read to do so. In the first instance, audiobooks have huge reach among younger readers. A 2022 survey tells us that 40% of those aged between 12 and 15 are regular users of audiobooks, whereas only 24% of those aged above 55 responded in the same way. What is more, audiobooks bridge disparities that we usually see in reading and writing among children. For example, the National Literacy Trust reports that listening is the only form in which boys have higher levels of engagement and enjoyment than girls. Audiobooks are an invaluable way of making books and the benefits that come with reading more accessible to those who might normally miss out.

Given that these new ways encourage reading and make books even easier than ever to access, how should we support them? As I mentioned, Yorkshire has the lowest rate of children’s book ownership, but given the ubiquity of smartphone and computer ownership and the availability of e-books and audiobooks, the answer is right there. We touched on some of the charitable endeavours in this area, and I am pleased to report that many other excellent charities are helping to spread e-book ownership, including from public libraries.

Increasing access to books means making them as accessible as possible. For more than 350,000 children with some form of learning difficulty, reading may present more of a challenge. How can reading for pleasure even be considered if reading is a constant struggle for these children? I have talked about how e-books and audiobooks greatly increase reading enjoyment, but that is especially true when looking at the impact on children with dyslexia or any other educational support needs, as well as those who simply struggle with reading. One in 10 children have some form of dyslexia. That should not be overlooked as an area that needs focus. Like other areas in life, technology can provide easy ways for many to overcome hurdles. In this case, e-books can be more beneficial than printed books, such as by being able to quickly change font or sizes or access the dictionary to find out the meaning of new or difficult words—a real step forward in helping those most in need of encouragement. The British Dyslexia Association has many excellent suggestions on how to help children with dyslexia to read and write, and agrees that e-books and other such technology are clear game changers for children with dyslexia.

As well as technology, another central suggestion is paired reading, which we have already talked about. A child and their parent reading together for 10 minutes a day is a perfect example. Unfortunately, when looking at the bigger picture, if 10% of children in my area do not own a book, and 10% of those children have dyslexia, that means that 1% of children—nearly 135,000 children across the UK—simply do not have the resources to overcome their learning difficulties, blighting their career and life prospects.

Over the course of this debate and the last, I have had a particular focus on younger children, such as those in primary school. That may be because of my own personal bias with my two daughters, Persephone and Charlotte. Unfortunately, however, it seems to me that the same is true of our education system, which focuses literacy education on younger children at the expense of older children. Over 75% of children aged between five and eight say that they enjoy reading, but sadly that number trends downwards over the next years of education, with only 45% of 14 to 16-year-olds saying the same. That means that somewhere in our schools children lose their passion for reading. Secondary school—for some, the last years of formal education—can be an invaluable time to fall in love with reading before life’s other worries take over. We must do more to encourage our teenagers to read and enjoy reading.

The point could be made that because so many forms of entertainment are instantly available to our children—and to teenagers in particular—we should do more to make books relevant and accessible. Here, again, we can look to technology to solve those issues. As I have mentioned, with e-books and audiobooks, children can have thousands of stories in their pocket, but how do we actually get them to open the e-books and read them? The rise of social media phenomena, such as bookstagram and BookTok, have undoubtedly led to more teenagers reading, with some books’ dustjackets now proudly marketing themselves as being TikTok favourites.

Social media platforms provide a social aspect to books, allowing users to give and receive recommendations from peers with similar interests, as well as connecting with those who have a passion for a genre or a series of books. The BookTok hashtag has over 143 billion views worldwide, with some of the most watched videos highlighting, for example, books by black British authors or what to put on a summer reading list. Those videos and social groups are reconnecting teenagers to books, albeit in a very different way from previous generations. It is engagement that should be encouraged, and helps to make books and reading as accessible as possible to teenagers. Whatever other concerns may plague social media, this is undoubtedly a force to be reckoned with in the battle for teenage literacy.

Now that I have outlined the importance of better access and accessibility to books, how should we look to achieve that access for our children? The best way to manage it would be through a British book strategy, with the ultimate goal that every child should have many books of their own to cherish and enjoy at their leisure. That would work hand in hand with the overall education strategy, and complement both the Government’s education White Paper from last year and the Prime Minister’s numeracy campaign. I believe this debate will go some way towards outlining what might be contained in that strategy, and I make the following points to the Minister.

First, we must examine seriously the ways in which technology can help children gain access to books, rather than looking at technology as somehow at odds with reading. I have extolled the virtue and benefits of e-books and audiobooks, given their lower cost and the universal access technology capable of reading or listening to them. They must be front and centre of any book strategy. There are, of course, other ways in which technology can improve access to books that I have not had time to discuss, such as apps for public libraries or technological support for the teaching of phonics.

Secondly—and perhaps a related point—we must work to ensure that reading is not seen as a struggle or challenge for those children who find it more difficult than others. With the right processes, even those with the most severe learning disabilities can be shown the joy to be found in reading for pleasure and so reap the same benefits as those without such difficulties.

Finally, we cannot forget to continue to stress the importance of reading as children grow up. Perhaps, given the proven rewards, reading or library time should be a continued presence in our children’s timetable throughout their educational career, regardless of what they are studying, to prevent the terrible decline in reading enjoyment that we are currently seeing. Perhaps encouraging reading-friendly social media may help to give books relevance to our digital society, and help in removing the barriers between teenagers and reading. That is especially true for those leaving formal education as they turn 16.

In conclusion, the Government’s excellent schools White Paper promises to

“do more to ensure every child can access cornerstone literacy and…give them the tools to lead a happy, fulfilled and successful life.”

Better access to books is the simplest and best way to manage that. The only tools children need are the books themselves. We know that high literacy and more reading ensure longer, happier and more fulfilled lives, and there is no better way to achieve those things than to put a book in the hands of every child. Next year, World Book Day will be on 7 March, a date by which I hope every child will have a book of their own to celebrate it with—a book to love and to share with their friends and family.

[Sir Christopher Chope (in the Chair)]

I call Matt Rodda.

[Matt Rodda]

Sorry, Sir Christopher—I just wanted to intervene on colleagues, not make a speech.

[Sir Christopher Chope (in the Chair)]

In that case, I call Jim Shannon.

Oral Answers to Questions

Christopher Chope Excerpts

Monday 17th April 2023 Commons Chamber

[Robert Halfon]

My hon. Friend has been a battler for his constituent and has written to me about this case. A 50% rule has been developed to support apprenticeship training for those who spend some of their time working in Scotland, Wales or Northern Ireland. That rule is maintained, but I will continue to support cross-Government collaboration to see if these problems can be sorted out and I am happy to write to the Welsh Government about his constituent’s case.

[Sir Christopher Chope (Christchurch) (Con)]

11. What recent assessment she has made of the quality and value of education provided by independent schools in England.

[The Minister for Schools (Nick Gibb)]

Independent schools, including those in my hon. Friend’s constituency, are an important part of our school system, giving parents choice. Independent schools drive innovation, support social mobility through bursaries and attract significant international investment. The diverse independent sector includes schools that serve small faith communities and that create special school capacity.

[Sir Christopher Chope]

I thank my right hon. Friend for that response. Can he ensure that other members of the Government show similar enthusiasm for the work and achievements of the independent schooling sector? Will he take this opportunity to thank all the families who make significant financial sacrifices to pay the fees of those schools for acting in the public interest and saving taxpayers quite a lot of money?

[Nick Gibb]

I am very happy to do that. My hon. Friend will be interested to know that approximately 8% of pupils attending Independent Schools Council schools receive around £480 million of bursaries and means-tested assistance.

Dyslexia Screening and Teacher Training Bill

Christopher Chope Excerpts

2nd reading
Friday 2nd December 2022 Commons Chamber

[Matt Hancock (West Suffolk) (Ind)]

I am not quite sure what to make of that, Mr Deputy Speaker, but I am honoured to be third today. Let us see how it goes. It is a pleasure to be here, and to be clean and well fed.

I beg to move, That the Bill be now read a Second time.

“The best way to spread opportunity and reduce inequality in society is by providing every person with a world class education”.

Those are not my words but the words of my right hon. Friend the Prime Minister. I passionately agree that this should apply to all, and my Bill represents the next step in turning those strong words into action.

I am delighted that the Bill has cross-party support. Indeed, its gestation had support from both sides of the House, including from my right hon. Friend the Member for Chingford and Woodford Green (Sir Iain Duncan Smith) and the right hon. Member for Hayes and Harlington (John McDonnell), and indeed from the hon. Member for Bury South (Christian Wakeford), who has sat on both sides of the House since the Bill was first drafted.

I firmly support the Government’s approach to increasing rigour and improving standards in our schools, which is at the heart of this Bill. That drive over a decade is raising standards, and with raised standards comes raised opportunity and increased hope for children. We have especially seen improvement in the most deprived parts of our land.

The Government’s explicit goal is now even greater literacy. Earlier this year, the then Secretary of State for Education—I think he was the last Secretary of State but four, but I have slightly lost count—put 100% literacy at the heart of the schools White Paper and the special educational needs and disability review, and he was right to do so. I would be grateful if the Minister confirmed the Government’s continued support for these two incredibly important planks of education policy: the schools White Paper and the SEND review.

There is a gaping hole in the Government’s literacy drive because, shockingly, just one in five dyslexic children is identified at school. Those are the Department’s own figures. When I found that figure in the Rose report of more than 10 years ago, I asked the Department, through parliamentary questions, for the updated figure, because I thought one in five was so shockingly low, but I found that it has not changed over the past decade. Only one in five dyslexic children is identified at school.

Without early identification, we will never reach full literacy. Success in driving up literacy requires us next to support those who have the most difficulty in increasing their literacy. The next stage of the education revolution under this Administration must be to improve opportunities for dyslexic children and for children with other neurodivergent conditions.

It is estimated that around 10% of people in the UK are dyslexic, but if we do not know who is dyslexic at school, how can we possibly help them and equip them with what they need to deal with the challenges life throws at us? Having been Health Secretary, I draw this analogy: if a person does not know they have a heart condition, they cannot get the support to sort it out. That is at the heart of what we need here, to ensure that we have early identification. Screening is a standard and valuable medical intervention. It helps people to live healthy, improved lives, and so it is with dyslexia.

My Bill would result in every child being screened for dyslexia at primary school, and it would give teachers adequate training to teach dyslexic children properly. It is an outrage that, although every teacher is a teacher of dyslexic children, teachers currently do not need to be trained to support dyslexic children. That needs to change, as it leaves thousands of dyslexic children without the world-class education they have been promised.

The fact that only one in five children with dyslexia is identified at school means that many leave school not knowing they have a specific condition that affects how they translate the letters on a page into sounds in their head. Instead, dyslexics up and down the country are called lazy or stupid. The worst is that that undermines their self-esteem, and the problem with that is that they label themselves. I was once told, “We don’t want to label children as dyslexic because they might feel downtrodden by that,” but I can tell the House from personal experience that once someone has found out, as a dyslexic, what the problem is, they can get the support. In my case, when I was identified as dyslexic aged 18—after I had left school—I then got the support to essentially relearn how to read, and that allows me to stand here reading from a little piece of paper while speaking it out in a way that I simply would not have been able to before I got that support.

However, it is not only the practical support we need; we also need to ensure that we know what the problem is. I know, and dyslexics who have that dyslexia identified know, that the problem is a specific neurological one of the translation of letters that wobble around slightly on the page into how that sounds in your head. It is not that someone is bad at languages or stupid in some way, and there are still thousands of children who have labelled themselves as that because they do not get the identification that they need. That has got to change, and it is wrong to say that labelling children is a mistake. On the contrary, ensuring that children know what the problem is gets them support and helps to improve their self-esteem.

[Sir Christopher Chope (Christchurch) (Con)]

Is it right that some people who have been identified as dyslexic are able to get particular help—extra time, for example—in taking their exams? If they are not identified as dyslexic, they will not be able to take advantage of that.

[Matt Hancock]

My hon. Friend brings me immediately on to the next page of my speech, and I know that he is extremely experienced in work on these private Members’ Bills on a Friday—so much so that he can anticipate precisely the next point I was going to make.

The current system is broken, because identification as dyslexic requires expensive tests that only a few children do, and there is a strong correlation between being able to access those tests and the means of one’s parents, the result of which is a much higher rate of identification in the private school system than in the state school system. In the state school system, 2.2% of people are identified as having a special learning need. In the private school system, 18% have an education and healthcare plan. The divergence between those two figures cannot possibly be explained by a difference in the nature of the children; it is all about access.

In this country for more than 100 years, we have had universal access to schooling—quite rightly; it is the basis of a fair society and equality of opportunity—but we do not have equal access to identification for dyslexia and other neurodivergent conditions, and as a result it is not just that we have a problem accessing the extra time that might be appropriate, but we have an essentially unfair system of allocating that extra time, because if someone can afford to get the identification, they get the extra time, and if they cannot afford to, they do not, and that is a social outrage.

It is not only an issue of morality but an issue of social and economic justice. I gently make the point, which relates to the previous Bill, that more than half of prisoners are thought to have dyslexia, and more than half of successful entrepreneurs are thought to have dyslexia. If someone is dyslexic, their life can go two ways. If they get the support they need and become successful, they often are more creative. There is more lateral thinking among dyslexics, not least because we think around problems like how to read something on a page. People who do not get the support, however, can end up too often in a life of crime.

The 2012 “Dyslexia Behind Bars” programme found that when prisoners were taught to read, the reoffending rate dropped by 5.9% within four years. Sadly, as Ofsted and His Majesty’s inspectorate of prisons reported earlier this year, there has been no progress in literacy in prisons over the past decade, and the report was one of the most upsetting I have ever read. A dry Government document should not be as upsetting as that, and it describes precisely the problem caused by failing to put in place the measures in this Bill.

It is not all doom and gloom, though; there is also a massive opportunity. Dyslexic people tend to have skills that jobs increasingly need and future jobs need: creativity, lateral thinking and enhanced communication skills, especially in oral communication. Computers increasingly do the boring straight-line thinking; dyslexics have brains fit for the future. It is no wonder that progressive employers such as GCHQ, Universal Music and Deloitte proactively hire neurodivergent people. But if dyslexic people do not know that they have those talents—if they are not identified and they do not get the support they need—they cannot make the most of those advantages.

I have one further point on why there might be objections to the Bill. I have heard some people say that we do not want more false positives and to over-identify children who are not dyslexic. The Bill is carefully written to take that into account. It is calling for screening for all—it is not calling for all to take a formal test—with the purpose of the screening to get better data. We have an excellent phonics test in primary schools, which is good at identifying how good children are at turning phonic symbols on the page into sounds in their heads, but the measure of a dyslexic brain is the gap between that capability and capability at languages.

Most dyslexics are good at oral languages. They have got the gift of the gab—a bit like me, you might say, Mr Deputy Speaker. If they are good at that and poor at the phonics test, that identifies a different problem from being bad at the phonics test and bad at languages, which requires a different type of support. I am trying to address that gap. By having a test of language ability alongside phonic ability in primary school, we will find those who we know have the intellectual capability and wherewithal but have just got a specific neurological problem that means that they need support to get through this barrier. The Bill would help to address that problem. It would ensure that the Government have what they need to implement a system that takes the literacy that we need to see to the next level. If 10% of children are dyslexic, there is no way that we can reach full literacy without measures to find out who those children are and addressing that.

Education (Careers Guidance in Schools) Bill

Christopher Chope Excerpts

Report stage
Friday 14th January 2022 Commons Chamber

[Sir Christopher Chope (Christchurch) (Con)]

I beg to move amendment

1, page 1, after subsection (4) insert—

“(4A) In subsection (4)(c), omit “the person giving it considers”.”

[Mr Speaker]

With this it will be convenient to discuss amendment 2, page 1, leave out subsection (5).

[Sir Christopher Chope]

Let me put the amendment in context, for colleagues who have not looked at the text of section 42A of the Education Act 1997. Under section 42A(4)(c), the Act states:

“The responsible authorities must secure that careers guidance provided under subsection (1)…is guidance that the person giving it considers will promote the best interests of the pupils to whom it is given.”

In other words, the test is a subjective one on the part of the provider, rather than an objective test. My amendment would remove the words

“the person giving it considers”

thereby making it an objective test for the responsible authorities when securing the careers guidance required by the Act.

The context of the amendment is very much about quality. I was delighted that in the debate that took place in Westminster Hall on Tuesday there was much emphasis on quality in careers guidance, and a lot of reference to what the Gatsby rules set out. Let me briefly tell the House about some of the points raised by my right hon. Friend the Member for Tatton (Esther McVey), who introduced that debate. She said how important it is that children know what they want to do when they leave school, but that they will not be able to do that if they are not told about all the career opportunities available to them, the qualifications they will need, and the different educational paths they can take.

For example, when my daughter was at school she aspired to become a member of the veterinary profession, and I am proud to say that that is what she is. However, it was difficult because her teachers said, “Well, I’m not sure you’re going to be suitable for science A-levels”, and obviously without them she would never have been able to get the qualifications to go to veterinary school and attain the qualification that she has. The good advice she got from a teacher at the school meant that she could embark on science A-levels. That is a personal example from my own experience of the importance of quality. I do not doubt that some people at the school would have taken the view that the best thing was for her not to do science A-levels, but on any objective assessment it was the right decision. I therefore agree absolutely with my right hon. Friend the Member for Tatton.

My right hon. Friend went to say:

“The latest report from the Centre for Social Justice says that there is a growing need for tailored, innovative and inspiring career guidance with links to role models and employers.”—[Official Report, 11 January 2022; Vol. 706, c. 211WH.]

I think everybody agrees that that is so, but it is a concern that there is no single place where a young person can get comprehensive Government-backed careers information. The Centre for Social Justice also found that schools are not consistently delivering good quality careers advice. About one in five schools does not meet any of the eight Gatsby benchmarks, a series of internationally respected benchmarks that help the Government to quality assure careers advice in schools. That is very serious.

Everybody seems to agree that the Gatsby benchmarks should be the standard, yet we know that only one in five schools meet any of them. The question I want to pose, in moving the amendment, is this: what are the Government doing to ensure that we get not just careers guidance, but good quality careers guidance? I remind the House of the eight Gatsby benchmarks of good careers guidance: a stable careers programme; learning from career and labour market information; addressing the needs of each pupil; linking curriculum learning to careers; encounters with employers and employees; experiences of work places; encounters with further and higher education; and personal guidance. The fact that so many schools do not even comply with any of them should raise significant alarm bells. That is why my right hon. Friend the Member for Tatton, in concluding her remarks in the Westminster Hall debate, said:

“How do the Government plan to ensure that careers guidance is of a high quality for all pupils, irrespective of where they come from?”—[Official Report, 11 January 2022; Vol. 706, c. 212WH.]

That is the issue.

I am delighted to see the Under-Secretary of State for Education, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart), who was not able to attend the Westminster Hall debate, on the Front Bench. In welcoming him to the debate, may I say how much I appreciate his decision to give Ferndown Upper School in my constituency a significant capital grant for its T-levels programme, which was announced just before Christmas? That is much appreciated. Ferndown Upper School has made enormous progress over recent years under excellent leadership and has expanded its numbers accordingly. If we were able to see an equivalent increase in the quality of careers guidance in schools across the country, we would all be absolutely delighted.

Let me turn to the response to the Westminster Hall debate from the Minister for Higher and Further Education. She said:

“The foundation of making that a reality is careers guidance in our secondary schools.”

She went on to say:

“That is why we are strengthening the legal framework so that every secondary pupil is guaranteed access to high-quality, independent careers guidance. Careers guidance, in itself, is not the panacea; the quality is absolutely crucial.”—[Official Report, 11 January 2022; Vol. 706, c. 224WH.]

How will we ensure that we have that quality, which we are told will increasingly be assessed by Ofsted, if it is going to be constrained? If Ofsted goes to a school and says, “Your provision is not of sufficiently good quality”, the school will be able to say, “Under the guidance—under the existing legislation—we think, or the person giving the advice thinks, that that is the right advice to be given for this child,” and there is no objective test. If the provider thinks that what it has done is correct, there is no possible way of criticising that or exercising any sanctions against it. That is why removing these words is of absolute importance if the Government want to deliver much better quality careers guidance in our schools. That is a small but important point, and I hope that we will get a constructive response from the Minister. If there is resistance to accepting the amendment in this place, perhaps it can be considered in the other place. However, we need to have more than just words about the importance of good quality; we need to ensure that the legislation facilitates it.

--- Later in debate ---

I thank all Members on both sides of the House who have contributed today, and look forward to continuing the debate on Third Reading.

[Sir Christopher Chope]

I much appreciate the Minister’s comments, and his exemplification of the importance of Christchurch—of Tweoxneam—in the history of our country. I am glad that he is so well read in his subjects and knows the locality. I am sure that that had nothing to do with the decision to award this money to Ferndown Upper School, but nevertheless, it is very much appreciated.

I accept what the Minister says about amendment 2—it was very much a probing amendment. However, I invite him to reflect further on amendment 1, because at the moment the Bill says that

“The responsible authorities must secure that careers guidance provided under subsection (1)…is guidance that the person giving it considers will promote the best interests of the pupils to whom it is given.”

Surely, the school should be taking the responsibility for ensuring that the careers guidance that is provided promotes the best interests of pupils. The Minister did not really address the points that I was making about the number of schools that are not complying with any of the eight Gatsby guidance principles.

[Alex Burghart]

My hon. Friend is right about the one in five schools, but allow me to turn that figure on its head: from a standing start really quite a short time ago, four in five schools are now complying with large numbers of the Gatsby benchmarks, and are improving. Our Ofsted regime will include adherence to those benchmarks in its handbook, and I remind my hon. Friend that as part of our post-covid work, all schools will be inspected by Ofsted between now and summer 2025. As far as we are concerned, this is a genuine accountability measure.

[Sir Christopher Chope]

I appreciate that, but one in five schools is not complying with any of the eight Gatsby principles that I read out, so surely we need to take action sooner than on the timescale to which the Minister refers. That is not a matter for legislation—his Department needs to get a grip on it. If schools are not complying with the basic principles set out in Gatsby, why is that, and why are they not being held to account?

I return to amendment 1. If a school transfers responsibility for careers guidance that is in the best interests of pupils to a provider who gets it wrong, there is no way in which that school can be held to account for having chosen a duff provider. The school will always be able to say in defence, to an Ofsted inspector, for example, that the provider thought that it was working in the best interests of the pupil to whom guidance was being given.

[Alex Burghart]

indicated dissent.

[Sir Christopher Chope]

The Minister shakes his head, but if the Bill retains the phrase

“the person giving it considers”,

surely we are accepting a subjective test rather than an objective one. I will give way again to the Minister.

[Alex Burghart]

I was not seeking to intervene, but I am glad to take the opportunity. Ofsted would obviously hold the school accountable for procuring poor careers advice. I very much appreciate my hon. Friend’s point, but, to be clear, we take accountability for careers advice very seriously and we wish to drive up quality. We believe that it is in the best interests of the pupil to have independent careers guidance in schools where possible, from independent careers advisers who act, and are trained to act, in the best interests of pupils. I hope he will appreciate that we are working towards the aims that he sets out. It is a serious measure to have reference to Gatsby in the Ofsted handbook and a programme to inspect all schools against it, and I hope that no one will make light of that.

[Sir Christopher Chope]

I much appreciate that full intervention to further clarify the Government’s intentions. In the end, the proof of the pudding will be in the eating. We will have to see whether we get the improved quality in careers guidance that everyone in the House wants and on which the Government and Opposition are united.

I thank the hon. Member for Chesterfield (Mr Perkins) for his comments. I do not always get compliments from the Opposition, but I much appreciate them and take them to heart, as indeed I do the support that I have received from my hon. Friends. They are waiting to deliver their Third Reading speeches, but they nevertheless had a good formula for commenting on the amendments, which was basically, “My hon. Friend the Member for Workington (Mark Jenkinson) has got it right and we do not need to comment any further.”

My hon. Friend the Member for Workington has worked hard on the Bill and it is great that he has given us an opportunity to raise these issues and focus on quality. He echoes what the Minister said about the amendments being unnecessary. I will not put the amendments to a vote, so let us hope that they prove to be unnecessary. We will have to see whether the good intentions materialise. For that reason, I once again express my appreciation to all hon. Members who have contributed to this short debate, and to the Minister in particular, and I beg to ask leave to withdraw the amendment.

Amendment, by leave, withdrawn.

Third Reading

Education and Training (Welfare of Children) Bill

Christopher Chope Excerpts

Report stage & 3rd reading
Friday 12th March 2021 Commons Chamber

[Sir Christopher Chope (Christchurch) (Con)]

I beg to move amendment 1, page 3, line 3, leave out from “force” to end of subsection and insert “on 1 October 2021”.

This amendment will incorporate into the Bill the guidance for policy makers issued in August 2010 that there should be two common commencement dates each year, one of which is 1st October, for the introduction of changes to regulations affecting businesses.

Amendment 1 is a short amendment, supported by my hon. Friends the Members for Wellingborough (Mr Bone) and for Shipley (Philip Davies), but it has a deeper purpose, which is set out in the explanatory statement. It means that the regulations under the Bill would come into effect on 1 October 2021.

In thinking about all this, it occurred to me that over the years we have lost sight of an important deregulatory policy of the Government, introduced, I think, in 2010: that, to reduce the burdens on business, regulations passed by this House should only be implemented on two implementation dates each year. One was, I think, 1 April and the other was 1 October. The idea behind that was that people in business should not have to keep an eye on when another regulation was going to be implemented or when those regulations that had been passed would be commenced. I thought it would be useful to try to tease out from the Government what their thinking is.

This Bill, in particular, contains an enormous amount of regulatory burden affecting the providers of important apprenticeships and training for youngsters. I do not disagree with the substance or the idea of what it is doing, but we must not underestimate the fact that what we are talking about is creating an additional burden. It would be better, in my view, to say that instead of its coming into force at the end of two months beginning on the day on which it is passed, it should come into force on 1 October and we could then re-adopt the practice that was begun, that there should only be two days each year when we commence these regulations.

That is quite a short point, and it will not be made any stronger by repetition, but I hope it will be taken seriously by the Government. I imagine the Minister, having received notice of this amendment, will be able to give me a definitive response from the deregulation unit, or whatever the equivalent body now is that deals with these matters on behalf of the Government and tries to ensure that this is a business-friendly Government.

Years ago, I was on a deregulation taskforce that made many different regulations. I wish this suggestion had been one of the ones that came out of our particular taskforce. It was not, but I think it was a sensible suggestion, so I am trying to use the vehicle of a Friday private Member’s Bill day and the opportunity of the Report stage of this Bill to ventilate the matter and try to engage the Government in a dialogue about it.

[Mary Kelly Foy (City of Durham) (Lab) [V]]

I will be speaking against the amendment, and I will keep my remarks brief out of consideration for my colleagues whose Bills follow my own.

The intervention by the hon. Member for Christchurch (Sir Christopher Chope) is not, in my opinion, needed for several reasons. First, the guidance he refers to in the amendment was intended to give time for businesses to prepare for costs associated with changes in legislation or for any significant changes in their practices. As this Bill does not result in any increased costs for education providers or any significant burden for business, I would argue that this extra time is not needed.

Secondly, I can assure the hon. Gentleman that many designated safeguarding leads in further education are aware of the potential change in legislation, so again, I do not believe that further time is needed for providers to prepare for the change in law. Finally, as the Bill relates to education and aims at simplifying the safeguarding process for providers of post-16 education, it would make more sense for this legislation to come into effect for the start of the academic year in September. In fact, a change in legislation mid-term would arguably be more burdensome to business.

--- Later in debate ---

[Sir Christopher Chope]

Unfortunately, I do not seem to have achieved my purpose, which was to try to draw out a response from the Government the issue of having two separate days each year when regulations are implemented to reduce the burden on business. The promoter of the Bill, the hon. Member for City of Durham (Mary Kelly Foy), and the Minister have said in response, “Well, not me, guv”—this legislation does not impose any fresh burdens, and therefore the point I was making in my amendment and the remarks I made in addressing the amendment are really of no relevance. I think that is really the point that my hon. Friend the Minister is making. I shall have to explore other ways of developing the idea that we should reintroduce the practice that was first introduced in 2010 of having a maximum of two days each year when we introduce regulatory burdens on business, and hopefully many more days when we deregulate. I am grateful to those who have participated in this short debate for explaining that the Bill is not in the least burdensome and that everyone is absolutely hunky-dory about it so we should be content. In those circumstances, I seek leave to withdraw my amendment.

Amendment, by leave, withdrawn.

Third Reading

--- Later in debate ---

[Sir Christopher Chope]

May I, too, wish the Minister a most enjoyable, productive and lazy weekend, bearing in mind that Sunday is also Mother’s Day?

I support the Bill. Obviously, it is desirable that we should maintain the highest standards of looking after our children when they are in the care of others, as they are when they go on training courses, whatever institution that happens to be in. I am lucky to have in my constituency some really good providers of specialist training for apprentices, which is now so popular and effective. I have visited those organisations and met the youngsters who have been through the process and then come back to instruct those currently in training, and it works extremely well. I am sure that the particular training academy that I have in mind will have no problem complying with the provisions of the Bill.

I had not really appreciated—and this has probably not been highlighted enough—that the Bill is arguably deregulatory. Perhaps it does not fit in with their current agenda, but if the Government are still interested in deregulation, they should be putting forward this Bill as an example of deregulation, simplifying the statute book and making it easier for those affected to know which regulations apply to them and which do not. That is just an observation of mine, based on having listened to today’s debate. I have no hesitation whatsoever in supporting those who believe that the Bill should receive its Third Reading.

Education (Guidance about Costs of School Uniforms) Bill

Christopher Chope Excerpts

Report stage & 3rd reading
Friday 12th March 2021 Commons Chamber

[Sir Christopher Chope (Christchurch) (Con)]

I beg to move amendment 2, page 1, line 5, after “must” insert

“within six months of this Act coming into force”

This amendment will ensure that the guidance has to be issued within a specific time.

[Mr Speaker]

With this it will be convenient to discuss the following:

Amendment 3, page 1, line 9, leave out

“the Secretary of State considers”

and insert “are”

This amendment will introduce an objective test of relevance in place of a subjective test.

Amendment 4, page 1, line 10, at end insert

“including price, quality, design, place of manufacture and country of origin.”

This amendment will ensure that these aspects bearing upon costs are addressed in any guidance.

Amendment 1, page 1, line 10, at end insert—

‘(2A) But guidance issued under this section must include guidance on—

(a) ensuring there is an adequate market for second-hand uniform where that uniform is provided new by a single supplier, and

(b) establishing a hardship fund for the parents or guardians who struggle to meet the cost of providing uniform for their children.”

Amendment 5, page 1, line 10, at end insert—

‘(2A) Any guidance issued under this section must include advice on ways of minimising the payment of Value Added Tax as a component of the cost of school uniforms.”

Amendment 6, page 1, line 11, leave out “must” and insert “may”

This amendment will enable the appropriate authority to exercise its discretion as to whether or not to have regard to the guidance.

Amendment 7, page 1, line 12, leave out “developing and”

This amendment will restrict the guidance to policy implementation.

Amendment 8, page 1, line 12, after “developing”, insert “, publishing”

This amendment will require appropriate authorities to have regard to publishing requirements in the guidance about costs of school uniforms.

Amendment 9, page 1, line 14, leave out “from time to time” and insert

“, no sooner than five years after the first guidance is issued under this section,”

This amendment will ensure that any guidance remains in place for at least five years.

Amendment 10, page 1, line 18, leave out paragraph (b)

This amendment would exclude an alternative-provision Academy from the provisions of the Bill.

Amendment 11, page 1, line 21, leave out paragraph (d)

This amendment would exclude a non-maintained special school from the provisions of the Bill.

Amendment 12, page 2, line 1, leave out paragraph (e)

This amendment would exclude a pupil referral unit from the provisions of the Bill.

Amendment 13, page 2, line 3, leave out from “school” to “the proprietor” in line 4

This amendment is consequential on Amendments 10 and 11.

Amendment 14, page 2, line 6, leave out paragraph (c)

This amendment is consequential on Amendment 12.

Amendment 15, page 2, line 6, at end insert—

‘(7) Before issuing any guidance under this section, the Secretary of State must consult the National Governors Association, the Parent Teacher Association UK and representatives of the different categories of relevant school.”

Amendment 16, in clause 2, page 2, line 9, leave out “two” and insert “six”

This amendment will ensure that any guidance under this Act will not apply to the 2021/22 academic year.

[Sir Christopher Chope]

My opening remarks will, as ever, be brief. First, let me say how wonderful it is that we have Friday sittings back, and I am grateful to you, Mr Speaker, and to the Leader of the House for having facilitated that. I understand that Her Majesty’s official Opposition were keen that we abandon Friday sittings, so I hope they have now realised that there is a virtue in this, not least because some of the Bills on today’s Order Paper are being promoted by Opposition Members. Let us welcome that and put it on the record.

I wish to speak to the amendments standing in my name and those of my hon. Friends the Members for Wellingborough (Mr Bone) and for Shipley (Philip Davies), and to amendment 1, which stands in the name of my hon. Friend the Member for Wellingborough. The essence of this Bill is something that everybody in the House supports; after all, who wants the cost of school uniforms to be higher than it needs to be? I support the idea that we should have good-quality school uniforms at a competitive price, available throughout schools in England. That is the purpose of the Bill, and the hon. Member for Weaver Vale (Mike Amesbury) and I are ad idem on that.

The hon. Gentleman will probably therefore agree with my amendment 2, which is designed to put an end date on what appears to be the Government’s prevarication in getting on with the job. They were first talking about introducing statutory guidance on the cost of school uniform many years ago—back in 2015, if I recall correctly. Since then, not must progress has been made and we are now relying on the hon. Gentleman’s Bill. Again, I congratulate him on having brought it before the House.

The purpose of this amendment is to try to ensure that we get on with it, which is why the amendment proposes that the Secretary of State “must” issue guidance

“within six months of this Act coming into force”.

It is a pity that we have not had the draft guidance already. It was exactly one year ago tomorrow that the Bill was debated on Second Reading, and almost six months after that it had its Committee stage. A further six months on from that, so one year after it was first debated, the Government are still saying that they are intent on bringing forward statutory guidance but have not yet produced even a draft. When this issue was raised in Committee, the Minister for School Standards said that it was his intention to get on with it and that he would be consulting people as soon as possible about it. I interpreted that to mean he would be getting on with consulting on the draft statutory guidance, as that is often the norm in this House. While the House is considering—[Interruption.]

[Mr Speaker]

Order. An hon. Member should not walk in front of another Member who is speaking. Please, let us show courtesy to each other.

[Sir Christopher Chope]

I am all in favour of that. Thank you, Mr Speaker. That is another example of why we need to get back to normal sittings in this Chamber, so that people become more familiar with the way we normally work.

[Mr Speaker]

I do not think we need to debate that.

[Sir Christopher Chope]

Thank you, Mr Speaker. I am going to re-emphasise my frustration, which I am sure is shared by the promoter of the Bill, about the fact that we have not yet seen the draft guidance. Once the draft guidance is produced, it will need to be the subject of consultation, and the Minister has committed to doing that, with the various stakeholders.

The guidance needs to be produced within six months of the Act coming into force. My right hon. Friend the Minister said in Committee that he did not want to be tied down to a particular date because he thought that would be too constraining. I can understand that, but unfortunately the worst fears that lay behind the questions put to him now seem to be being realised. We assumed that getting on and producing the guidance was a top priority of my right hon. Friend’s Department. In Committee, he referred to some of the key ingredients that he expected to be in the draft guidance—namely, exactly the same provisions as are in the current non-statutory guidance, which was last issued in 2013. It does not seem as though an exacting demand was being placed on him by the Committee or, indeed, that he was placing one on the shoulders of his officials, so it is disappointing that that has not yet happened. It is therefore important to put in the Bill an end date or a timescale within which the guidance must be issued. That is the purport of amendment 2.

I hope it will be convenient for Members if, instead of going through all the amendments one by one in the order in which they appear on the amendment paper, I jump ahead and go straight to amendment 5, which goes to the heart of one of the issues that I raised on Second Reading a year ago, for which I got a lot of support from the hon. Member for Weaver Vale, my hon. Friend the Member for Thirsk and Malton (Kevin Hollinrake) and others.

Amendment 5 says:

“Any guidance issued under this section must include advice on ways of minimising the payment of Value Added Tax as a component of the cost of school uniforms.”

The issue of VAT is solely within the remit of the Government, and VAT is adding 20% to the cost of a heck of a lot of school uniforms. Although we are going to issue guidance to governing bodies, which we say is very important, on the price and quality of school uniforms, the Government have the ability to reduce, at a stroke, the cost of school uniforms by 20% for all those people adversely affected by the current VAT rules. That would not have been possible before we were liberated as a legislature by our leaving the European Union.

I introduced a private Member’s Bill—I cannot remember whether it was in this Session or the previous one—to reduce value added tax. Although it was a financial Bill, I was delighted that, because it would have reduced the burden of taxation, it was within scope for private Members’ legislation. I would have tabled an amendment to this Bill along similar lines, had that been in scope, but unfortunately it would not have been, because it has a very narrow title about guidance to schools. Had the scope of this Bill been slightly wider, I would have tabled an amendment that would have removed VAT from all specific school uniforms, and I am sure that it would have received almost unanimous support in the House. As I cannot do that, I have engendered this debate by saying that included in the guidance should be a reference from the Minister to how schools and governing bodies can minimise the impact of VAT.

I will refer briefly to a BBC reality check. I do not know whether you look at these things, Mr Speaker, but this is a very helpful one. It asks:

“Why is VAT charged on school uniform?”

It goes on to say:

“For older children—or those who are taller than average—”

I will come on to the issue of waist size in a minute—

“school uniforms, as well as all other clothing and shoes, attract the full standard VAT rate of 20%. Reality Check explores why these families are paying more and why successive governments haven’t acted.”

--- Later in debate ---

[Mr Speaker]

Sir Christopher, I hate to interrupt. I recognise the theme, but I think we can both say that Beavers would never be of an adult size. We are not comparing like with like, because there is an age where children go to the next stage in Brownies and Guides—it is the same with Scouts and the Cubs movement—so they cannot be of a size where that would be applicable. As you rightly say, that is applicable to school uniforms that are of an adult size. We would agree—you are absolutely right—that the theme is about the size that uniform comes in, but I worry about trying to compare with something that could never happen.

[Sir Christopher Chope]

I understand the point that you are making, Mr Speaker. I am drawing attention to this because it actually does happen at the moment. As long as their uniforms are for those up to the age of 14, Beavers and Brownies are able to provide those uniforms free of value added tax, irrespective of the size—

[Mr Speaker]

I must not have explained it correctly. I think that at the age of seven, eight or nine, children cannot continue, and they go to the next stage within the branch of the organisation. It is a bit like infant school, junior school and high school. That is all I am trying to say. We are getting bogged down in something that would not be applicable.

[Sir Christopher Chope]

My final line of defence is that this is taken from the BBC’s reality check, and it sounds as though that needs to be revised in the light of your helpful and constructive comments, Mr Speaker.

The final point I want to make on this aspect is that there was recently a survey—it was highlighted in The Guardian, of all newspapers, but the reference I have is from the Press Association—that showed the waistline spread of UK children. I will not go into the whole detail of it, but the survey found that back in 2011, an average 11-year-old girl was 148.78 cm tall compared with 146.03 cm in 1978—an increase of 2.75 cm over that time—but her waistline was 70.2 cm on average, compared with 59.96 cm in 1978. We are talking about an average 11-year-old girl, and the average has probably gone up since 2011, but the limit beyond which the waistline of a garment is subject to VAT is only 69 cm, which shows that the current VAT limit for the waistline measurement of a piece of clothing is well below the average waistline of an 11-year-old girl. That is another example of the way in which the current VAT rules have introduced a sort of stealth tax upon parents who are trying to pay for school uniform.

This amendment is designed to ensure that these issues are addressed by the Minister when he puts out statutory guidance, with advice included in that guidance to schools on how to get around it. Obviously that advice to schools might change if the Government were to accept my advice—and, I am sure, the advice of the whole House—and intervene now to take away the burden of value added tax on school uniforms, thereby reducing the price of school uniforms for everybody affected. I put that in at the beginning of my remarks because I thought it was sensible to set it in context. Obviously, we want to maximise the quality and minimise the price. Everything that follows in relation to this guidance and this Bill is in a sense subordinate to the point I have made, because the issue of VAT is solely within the control of the Government, and I think if the Government acted on it, that would be very popular.

--- Later in debate ---

[Mike Amesbury (Weaver Vale) (Lab)]

It is a pleasure to follow the hon. Member for Christchurch (Sir Christopher Chope). I am only too pleased that, after his lengthy introduction and thorough examination of the Bill, we are not marking the second anniversary of its introduction.

First, I relay my sincere thanks to Mr Speaker, Madam Deputy Speaker and the team; the Leader of the House; the Minister, the Secretary of State and their Department; my Front-Bench colleagues, and all those who have campaigned over a number of years to ensure that the Bill reached this stage.

This is a short Bill, but it will make a significant difference to hundreds of thousands of children, families, carers and grandparents throughout our constituencies. I thank everyone across the House who has contributed to the Bill’s journey so far, whether or not they are a sponsor and regardless of their political affiliation. As the hon. Member for Christchurch acknowledged, the Bill has considerable cross-party support.

A number of the amendments are quite useful markers to ensure that the Bill has proper, almost line-by-line scrutiny. There are 16 amendments in total. Some, as the hon. Member acknowledged, go beyond the scope of the Bill, and some, I would argue, undermine the very essence of statutory authority.

Amendment 6, for example, refers to a discretionary approach. I say with respect that we have a discretionary approach at the moment, through voluntary guidance, which, as the hon. Member rightly referred to, was put in place in 2013. There are some good elements of that guidance, but voluntary is voluntary, and voluntary can be ignored at people’s discretion.

[Sir Christopher Chope]

Will the hon. Gentleman give way?

[Mike Amesbury]

I need to move on. The hon. Member had a considerable opportunity. Lots of young people up and down the country have waited a considerable time for this legislation to come to fruition, and I hope that it does, so respectfully, I need to move on.

Some of the amendments have considerable merit for discussion. Amendment 1 refers to the market for second-hand goods. The hon. Member referred to a scheme in Weston-super-Mare and the uniform exchange scheme in Huddersfield. I know from discussions that I have had with the Minister that he is very keen on that, and I hope we can capture that in the draft statutory guidance. The amendment also mentions a hardship fund. Certainly, some schools operate such hardship funds, and again, I certainly hope we can capture that in the draft guidance.

The hon. Member for Christchurch has campaigned on the issue of VAT for a considerable number of years. While we were on different sides of the debate on Europe and Brexit, it is a reality that we have now left, and it is also reality that there is discretion on VAT. He already knows my opinion; it is on the record. I am sure that there will be opportunities in Parliament to take that campaign forward, and I will certainly endeavour to assist him in that process. It is a good idea, and it is the right thing to do in the broader mix. Of course, as he acknowledged, it goes beyond the scope of the Bill, but he mentioned that something may be in the draft statutory guidance. Certainly, those are discussions that we can have with the Minister. The hon. Gentleman has rightly put that point on the record, and so have I, as the Bill’s promoter.

This Bill is pro-school uniform, but pro-affordable school uniform. There are far too many children in hard-pressed families, and it is particularly pertinent now—given the national and international health pandemic and the economic consequences we are facing—that affordability is put centre stage in statute, and this Bill will do that. That is the fundamental aspect of it, and it is also about opening up competition, which I know the hon. Member for Christchurch and people across this House would agree with. For far too long, we have had single supplier relationships with schools or school communities and there has been no fair, open and transparent competition. This will help bring costs down for hard-pressed families, while maintaining quality and bringing into play other manufacturers, such as one in Northwich in my own constituency, that are excluded from the process at the moment.

I am going to bring my remarks to a conclusion. Mine have been very brief, because as I said at the beginning, children and families have waited long enough. The Children’s Society, the National Education Union, Members right across this House and the Minister are all keen to move things on, so I hope we can all do this with the House coming together and demonstrating that when we work together, we can achieve so much more. Thank you all.

--- Later in debate ---

Border Embroideries is located in the Scottish borders, but it serves the whole UK. Roughly 25,000 items are delivered each week to the four corners of the country. My hon. Friend the Member for Christchurch is right to be concerned about the quality of garments and the working standards of those involved in producing them, but many local producers across the UK are producing high-quality school uniforms, and there are no concerns about how they are produced or the workforce standards.

[Sir Christopher Chope]

I am much reassured by my hon. Friend, but does that include the sources of the materials that are used in the manufacture of school uniforms?

[John Lamont]

I am grateful for that point, but I am not sure whether the amendment would address that concern. I do not know where all the materials come from, but having spoken to the company, I am confident that it is not only looking after its workforce but concerned about the quality and ethical production of its garments.

Border Embroideries is one of many Scottish businesses that sell their products across the UK, which remains by far Scotland’s largest and most important market—larger than the EU and the rest of the world combined. The amendments, and the Bill more generally, address the affordability of school uniforms, and I welcome what the Bill seeks to achieve. It serves the interests of children, their families and local businesses. Imposing a duty on the Secretary of State for Education to issue statutory guidance on the cost of school uniforms, to replace the current non-statutory guidance published by the Department for Education, will deliver real improvements for parents in England.

Scotland has no legislation to govern school uniform policy, which is entirely determined by individual schools. My colleagues in Holyrood are supportive of any measures to keep school uniforms affordable for parents, and I hope that Members of the Scottish Parliament will look at this Bill, and at the debates that have taken place so far, to see whether they can do anything to ensure affordability of school uniforms in Scotland.

While broadly supportive of the Bill, the Schoolwear Association, which has more than 200 members, has concerns about amendments on the issue of sole supply, where a single business is the only supplier of school uniforms to a school. Most businesses in the Schoolwear Association are small or medium-sized, and it is crucial for them to be the sole company fulfilling demand, as that allows them to build up suitable stock. Sole supply should never result in individual items being more expensive for parents, and competitive tendering should ensure good value for money. Instead of taking place at the point of sale to families, competition should occur at the point of supplier selection by schools.

The crux of the Bill, and the tension behind most of the amendments, is affordability. The Schoolwear Association has raised some important points that I believe are crucial to uphold the principle of affordability. Comments by the Minister in Committee highlighted the importance of transparent and competitive tendering processes, particularly where a sole supplier exists. Once again I congratulate the hon. Member for Weaver Vale on his success in bringing forward the Bill. It prioritises the interests of children and families, and recognises the importance of local businesses such as Border Embroideries in my constituency.

--- Later in debate ---

[The Minister for School Standards (Nick Gibb)]

I congratulate the hon. Member for Weaver Vale (Mike Amesbury) on successfully stewarding the Bill to Report and, I hope, shortly on to Third Reading. School uniforms are an important part of establishing an ethos and common identity in a school. They are a shared endeavour and a sense of belonging. School uniforms help to remove the inequalities caused by differences in the prosperity or disadvantage of a pupil’s family, and they help to ensure that schools are disciplined and safe places for students, where it is good to be ambitious, and admirable to be conscientious and hardworking.

For some families, the cost of purchasing school uniforms for growing children can be a financial worry. In 2015, the Government commissioned a cost of school uniforms survey, which found that, after adjusting for inflation and excluding the PE kit, the average cost of a school uniform had decreased since 2007 to £213. While two thirds of parents were happy with the cost of a school uniform and PE kit, nearly one fifth reported that they had suffered financial hardship because of having to buy school uniforms for their children. The Bill, which the Government wholeheartedly support, is designed to ensure that the costs of schools uniforms are reasonable, and that schools secure the best value for parents.

Amendments 1, 3, 4, 5 and 8 relate to the content of the statutory guidance to be issued under the Bill. It is important that such issues are considered in the statutory guidance rather than in primary legislation, as suggested by the amendments. That approach maintains a level of flexibility and responsiveness, so that over time, statutory guidance on uniform costs can be amended and improved. I welcome the way that the hon. Member for Weaver Vale has constructed the Bill.

On amendment 1, I agree with my hon. Friend the Member for Christchurch (Sir Christopher Chope) that every school should ensure that second-hand school uniform is available for parents to acquire. It is, however, important for this to be a matter for statutory guidance, rather than primary legislation, so we can get the details right and schools have some flexibility about how to do this.

On amendment 5, as we know, families already benefit from a zero rate of VAT on clothing designed for children under 14 years old. This is already a significant cost to the Exchequer, costing £2 billion each year in lost revenue. Expanding this to include a wider size of school uniforms would not specifically target low-income families. HMRC already provides guidance on this matter in VAT notice 714. However, my hon. Friend is right to point out that, having left the European Union, we are now free to make these changes if we wish, and I am sure the Chancellor of Exchequer will have heard his comments.

On amendment 8, we want to see schools providing clear information to parents about their uniform policies, but we consider that this is a matter for the statutory guidance to enable us to ensure that these requirements are flexible and responsive, rather than placing a requirement to publish in the Bill. My hon. Friend raised the issue of schools that do not have a school uniform policy. The current non-statutory guidance says:

“The Department strongly encourages schools to have a uniform as it can play a valuable role in contributing to the ethos of a school and setting an appropriate tone.”

That is in the current non-statutory guidance, so I will take my hon. Friend’s point in his speech as an exhortation to include that sentence or something similar in the statutory guidance, which we continue to work on.

On amendment 6, the crux of the phrasing in the Bill—“must have regard to”—is that schools must comply with the guidance unless they have a good reason for departing from it. Put simply, it means that schools cannot ignore this guidance. This amendment would in effect mean that schools would be able to disregard the guidance whenever they wished, which is the opposite of the intention behind the principal tenet of the Bill.

On amendment 7, it is important that the principles that will be set out in the statutory guidance on the costs aspects of uniform are considered by schools when they are developing or changing their uniform policies so that they are embedded right from the start. This amendment would mean that schools would not have to have regard to key factors that Members have raised as being crucial to the cost of a uniform when developing such a policy. This would severely undermine the reasons for introducing statutory guidance, as it would in effect mean that the application of the guidance would be limited and unlikely to be effective in keeping costs down.

On amendment 9, the Government will want to update the guidance as and when necessary, and as circumstances require it. The Government want the new statutory guidance to have time to bed in once issued and would not want to be looking to make arbitrary or unnecessary changes, but placing arbitrary restrictions on the Government’s ability to make changes to the guidance, even if schools were to make it clear that revisions would be welcome, would prevent us from being responsive to the needs of parents and schools, and risk schools being required to have regard to guidance that was out of date.

Amendments 10 to 14 seek to disapply certain types of school from the Bill. There is no good reason to treat these schools differently. For example, not all special schools and alternative provision schools have a school uniform, and that is appropriate. However, for those that do, it is important that this Bill applies to them, as well as to mainstream schools, to ensure that they also consider value for money for parents when setting their policy.

On amendment 15, I do not consider it appropriate to list selected external bodies to be consulted in primary legislation, but as I said in Committee, I am committed to engaging with representatives of schools, parents and other interested parties as we draft the statutory guidance.

On amendment 2, we are progressing well with the changes to the draft statutory guidance. We will reflect on the comments made during this debate and the debates in Committee as the Bill progresses through this House as we draft the statutory guidance. That includes the comments made by all hon. Members, including the hon. Member for Putney (Fleur Anderson) and my hon. Friend the Member for Shipley (Philip Davies), as well as, of course, my hon. Friend the Member for Christchurch and other hon. Friends and hon. Members who have spoken in this debate.

[Sir Christopher Chope]

What my right hon. Friend has said is delightfully vague. Why can he not be more specific? Who is controlling him? Surely he is in charge of his Department and can tell us when this statutory guidance will be issued—or perhaps even issued in draft. I am sure that Members in the other place would like to have a draft of the statutory guidance before them so that they can consider these issues. He has said that many of my amendments should be incorporated in the statutory guidance, so let us see the statutory guidance.

[Nick Gibb]

If my hon. Friend will forgive me, I said that I would reflect on the comments he has made in this debate. Of course, all comments made during the passage of this Bill will be taken into account as we consider the drafting of this statutory guidance. I will be consulting, as I have been, interested parties to this debate. What I do not want to do is delay the passage of the Bill through the other place while we wait for the statutory guidance to be finalised. It is important that we get the Bill on to the statute book before the Session ends. Given all that I have said in response to the amendments, I hope that my hon. Friend will not wish to press his amendments to a Division.

[Sir Christopher Chope]

I thank all those people who have participated in this debate, where we have had a good discussion about the Bill. I am glad to see that the hon. Member for Ilford North (Wes Streeting), on the Opposition Front Bench, is agreeing with that, although he did not make any reference in his short speech to any of the points I have made in support of the amendments.

My right hon. Friend the Minister is basically saying, “We are entering upon a period of reflection.” Or at least he is. May I suggest, with the greatest of respect, that there has been a very long period in which to reflect already? The Government first signposted the intention to deal with this issue in a statutory way in 2015. It was then the subject of various commitments given in the run-up to the last general election. Then we had the Second Reading and Committee stage—that was in September. My right hon. Friend said that he did not think we should wait for the statutory guidance before making further progress. I do not know whether he misunderstood or misheard what I was saying. I was making a suggestion about the draft statutory guidance. Obviously, if he is consulting about statutory guidance, he must be consulting on a draft of it. If that is the case, why are Members of this House not able to see that draft? In particular, why is he going to deprive Members of the other place of being able to see it? The normal conduct of proceedings in this House is that when statutory guidance is under consideration, the Government will, if at all possible, present the House with a draft of it. My right hon. Friend seems, in his own charming way—I am not charmed by this or misled, because I can see what he is trying to do—to be avoiding a situation in which there can be any debate about the draft statutory guidance. The very reasonable questions put during this debate, including by my new friend the hon. Member for Putney (Fleur Anderson), show that there is an importance of timing here; people need to have some certainty about the timing and intentions. Is the Minister planning for the statutory guidance to take effect in this coming academic year—yes or no? I may not like the answer he gives, but surely he can tell us what his intentions are, or is he still further reflecting upon it? How much more information does he need before he can reach a conclusion to his reflections?

The Minister grouped a whole lot of my amendments together. It is all very well for him to say that they relate to content and will be considered with the statutory guidance, but he is not prepared to stop teasing us about the timing and content of that statutory guidance. I am afraid that that makes me extremely disappointed, if not nervous, about what is being cooked up and will be sprung upon unsuspecting governors, parents and suppliers of school uniforms before we know what has happened. Perhaps we can come back to this on Third Reading, but the fact that the Minister is unwilling to expand at all upon those points is disappointing.

I also hoped the Minister would give an undertaking that, because of his commitment and the Government’s commitment to minimising the avoidable costs of school uniform, the Government would bring forward legislation to remove value added tax on school uniforms. That would be a really good move, and strong support for that proposition has emerged in this debate and on Second Reading. I hope that, as a result of that, when we get to the new Session of Parliament, someone who is successful in the private Members’ Bills ballot—perhaps with encouragement from the hon. Member for Weaver Vale (Mike Amesbury), if he is unsuccessful on the second occasion in the ballot—will take up the cudgels of a short Bill to remove VAT from school uniforms. I think that that would be an extremely popular Bill. I have been in the House for some time, and I have never had the opportunity of taking forward a Bill that was successful in the ballot, but if I were to be successful in the ballot, that might well be at the top of my priority list, because I think it would make a difference. Frankly, it would make a much bigger difference than what will be contained in this statutory guidance.

I am going to be blunt: I am disappointed with the Minister’s response, and I will leave it at that. In terms of the other contributions made in the debate, my hon. Friend the Member for Northampton South (Andrew Lewer) is somewhat of a national expert on this. He had a big feature in the Daily Express and perhaps other great organs, setting out his support for the Bill but also his concerns that we should not have unintended consequences flowing from it. His point about the need for availability, as well as durability, sustainability and ethical sourcing, was very well made. He also pointed out—again, the Minister did not respond to this—that, as a result of the covid nightmare, many suppliers of school uniforms have built up stocks that they will want to be able to use rather than have to put on the scrapheap. I am grateful for his contribution, and I am disappointed that the Minister did not specifically address it.

I am grateful to the hon. Member for Putney for supporting my views on the VAT issue. As she rightly said, there would be no need for amendment 2 if the Minister made a commitment at the Dispatch Box.

[Fleur Anderson]

indicated assent.

[Sir Christopher Chope]

She is nodding her head, but of course we did not get that commitment.

[Fleur Anderson]

indicated dissent.

[Sir Christopher Chope]

She is now shaking her head to agree that we did not get that commitment from the Dispatch Box. I do not know—she almost tempts me to say that we should divide the House on amendment 2. Perhaps she would like to join me in being a Teller if that is the situation.

[Fleur Anderson]

indicated dissent.

[Sir Christopher Chope]

She is shaking her head again. Perhaps we can come back to that issue when we discuss this matter further on Third Reading.

My hon. Friend the Member for Shipley (Philip Davies) gave a typically erudite analysis of the Bill. I am grateful for his support for my amendments and the amendments from my hon. Friend the Member for Wellingborough (Mr Bone). It was an exemplary performance by my hon. Friend the Member for Shipley, because he did not engage in tedious repetition, or any repetition, but highlighted the gaps I had left in the arguments I was putting forward in support of my amendments. If I had been able to speak at greater length on those amendments, I would have wished to include in my remarks the additional comments that my hon. Friend incorporated.

The extra added value that my hon. Friend brought to the debate was his experience as the chair of the former all-party parliamentary group for state boarding schools, and in that capacity he brought some expertise to bear as to why it is ridiculous to include within these provisions the special schools to which he referred. He also made a point that I had omitted from my opening remarks about the gap in the evidence relating to the actual costs of school uniforms at the moment. He said that the Children’s Society’s estimates were based on questionable evidence. I am not sure whether, given the position we are at in relation to the Bill, that makes too much difference. The Children’s Society says that the costs are higher than the Government say. The Minister reminded us that the costs of school uniforms, excluding PE gear, had fallen between 2007 and 2015, which shows that it is a pretty competitive market.

In so far as the Bill was justified on the basis of dubious material from the Children’s Society, I am disappointed, because to produce questionable evidence is to undermine the case. We know that there are people for whom the current cost of school uniforms are a significant burden, which is why there is so much support for the Bill, but it does not help anybody’s cause for the issue to be exaggerated and for the sums involved to be inflated. That is why it is all the more important—I am grateful to the Minister for saying that he is supportive of the idea—that we enable schools to be able to sell second-hand uniforms, thereby reducing the cost burden on pupils.

The hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) said that one child in 20 is sent home—I am not sure whether she was talking about schools in general or one particular school in her constituency—for not wearing the right uniform, or any uniform. She wanted constraints placed on the ability of schools to enforce school uniform policies. There is no point in having a school uniform policy unless it is consistently enforced. Ultimately, the final sanction that a school has for a pupil who does not comply with the school uniform requirements is to send them home, in the hope that they will return the following day properly dressed and equipped. As Dicey said, there is no point in having a command without a sanction, and that applies in this case, and that is my response to what the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) had to say.

--- Later in debate ---

[Nick Gibb]

May I once again congratulate the hon. Member for Weaver Vale (Mike Amesbury) on progressing his private Member’s Bill to this stage? I look forward to continuing to work with him on this important issue. I thank all Members who have contributed to the debate, including my hon. Friends the Members for Christchurch (Sir Christopher Chope), for Shipley (Philip Davies), for Berwickshire, Roxburgh and Selkirk (John Lamont) and for Northampton South (Andrew Lewer).

[Sir Christopher Chope]

On a point of order, Madam Deputy Speaker. I did not rise in my place to speak on Third Reading because I understood that, as I was on the call list, I would be called, but the Minister is after me on the call list.

[Madam Deputy Speaker (Dame Eleanor Laing)]

Well, that is an interesting point of order. I must say to the hon. Gentleman that the order of the call list is a matter for me. Yes, things are written down and these are unusual proceedings, but the order in which Members are called to speak is still a matter for the Chair. He will of course have his turn in due course.

[Nick Gibb]

I also thank the hon. Members for Putney (Fleur Anderson) and for Kingston upon Hull West and Hessle (Emma Hardy).

Uniform helps to promote the ethos of a school and set an appropriate tone. Moreover, by creating a common identity among pupils, a school uniform can act as a social leveller. The Bill will protect and reinforce that role.

I know that many Members, including my hon. Friend the Member for Christchurch, will want to know the intended contents of the statutory guidance, so I will take this opportunity to set out briefly our proposed approach to the key issues raised in the debate. In developing and implementing their school uniform policy, schools should consider the total cost of all items of uniform or clothing that parents will need to provide while the pupil is at the school.

On the question of branded items, the current non-statutory guidance states that compulsory branded items should be kept to a minimum. We plan to keep that approach in the statutory guidance and, additionally, specify that their use should be limited to low-cost or long-lasting items. We will provide guidance about ways to reap the benefits of a branded item while also keeping costs low. The Government believe that this approach will set a clear expectation on schools not to overuse branded items, while allowing schools to take sensible decisions in their own contexts.

On sole-supplier arrangements, schools should be able to demonstrate that they have obtained best value for money in their supply arrangements, but we do not intend to ban sole-supplier contracts. To ensure that there is competition and transparency, we want schools to tender their school uniform contracts regularly—at least every five years. To support schools to carry out good tenders, we will provide information on the key areas to consider when tendering their uniform contracts. The Bill will not punish good suppliers; far from it. Their emphasis on quality and value for money will be rewarded as standards across the industry increase due to competition.

I believe that second-hand uniform can play a valuable role in keeping costs reasonable for all parents, and I know that many Members share that view. I would like every school to ensure that arrangements are in place to make second-hand school uniform available for parents to acquire. I myself had a second-hand rugby shirt at school, and I can confirm that when I grew out of it, after a few years, it remained in the same pristine condition it had been in when my parents purchased it.

[Sir Christopher Chope]

I will resist the temptation to comment on the Minister’s last point, but he has made an important statement about second-hand uniform. Will there be a requirement in the statutory guidance for schools to provide facilities for the sale and exchange of second-hand uniform?

[Nick Gibb]

The statutory guidance will of course refer to the importance of there being facilities for parents to be able to acquire second-hand uniform.



It is my intention to engage with representatives of schools, parents and other interested parties in drafting and finalising the statutory guidance. My hon. Friend the Member for Christchurch and the hon. Member for Putney asked about the timing of the implementation of the guidance. We want schools to implement changes in a timely and considered manner to ensure that they work effectively, but we would want to make sure that in doing so parents do not incur additional costs from sudden uniform changes. We will therefore set out clearly in the statutory guidance when we expect schools to implement the requirements. I can commit that schools will not be required to make sudden changes to their uniform policy for September 2021.

The Bill will help many families throughout the country who may struggle to afford a school uniform, so the Government support it, and I urge all Members of the House to support its Third Reading.

--- Later in debate ---

[Sir Christopher Chope]

It is a pleasure to speak on Third Reading. I am glad that the Minister was able to respond so quickly during his period of reflection. It was a period of reflection that lasted from the end of Report to the beginning of Third Reading. In those few moments of reflection, he was able, at a stroke, to satisfy some of the concerns that had been expressed on Report. Essentially, he has accepted, from what he said, my amendment 16. That means that schools will know that they will not be burdened by changes as a result of this Bill, which would impinge on their freedoms in the forthcoming school year starting this September. That was a very important statement and I appreciate the fact that my right hon. Friend made that today, so that the schools and their governing bodies and all the other people involved in this industry can act accordingly as a result. It was also implicit in what he said that the period of waiting, which has been going on since 2015, is now coming to an end and that people can prepare to implement this new statutory guidance. What he described as the intended content of that guidance is spot on and the schools should indeed consider the total costs of all items, including how long they will last and the quality to which they are produced. That should also apply to compulsory branded items.

As far as the sole supplier provisions are concerned, the Minister’s decision not to outlaw such agreements again accords with common sense. Contracts should be the subject of tender every five years—I think that seems a reasonable compromise, which fits in with commercial practice. He is not going to punish good suppliers, he will promote the benefits of second-hand uniform, and he is not going to go down the prescriptive route of the Welsh Labour Government, which I am sure will be a matter of great relief.

So there is a lot to celebrate. That is not a word I often use in the context of legislation that is supported by the Government, but there is a lot to celebrate in the Bill and the considered way in which it sounds as though the Minister will respond. I have just listened to my hon. Friend the Member for Northampton South (Andrew Lewer), who is a great expert on this, and if his worst fears have been allayed, I am sure that the worst fears of lots of other people will likewise have been allayed by what is in the Bill. Let all the people who are going to benefit from the Bill move forward and I encourage them, as they appreciate what is happening in relation to the forthcoming statutory guidance, to pressurise their Members of Parliament to campaign on the issue of VAT on school uniforms.

Question put and agreed to.

Bill accordingly read the Third time and passed.

Exams and Accountability 2021

Christopher Chope Excerpts

Thursday 3rd December 2020 Commons Chamber

[Gavin Williamson]

We continue to deliver ever more laptops every single week. More than 0.5 million laptops will be going out, and we continue to do everything we can do to support schools with laptop provision.

[Sir Christopher Chope (Christchurch) (Con)]

Will my right hon. Friend congratulate St Joseph’s Catholic Primary School in Christchurch on being given an accolade by The Sunday Times for being one of the best primary schools in the country? Will he tell us what criteria will be available to enable the public to judge primary schools next year, if there are no tests at key stage 1 and very few at key stage 2, bearing in mind that the key stage 1 tests are the test against which future progress is gauged?