Draft Coasting Schools (England) Regulations 2016

Claire Perry Excerpts

Wednesday 30th November 2016 General Committees

[Mike Kane]

I remind the right hon. Gentleman of what Tim Brighouse said about the right hon. Gentleman’s stewardship of the Department for Education, namely that

“there has to be coherence between what you say and what you do”.

There has been a decline in standards in our school system under this Government; there is no doubt about that. Currently, two thirds of multi-academy trust pupils are making less progress at key stage 4 than pupils nationally. If we look at other measures in the report, we will see that three in five schools—nearly 60%—are performing below average for improvement in the value added at key stage 4. That means three in five MATs are improving pupil progress at key stage 4 more slowly than schools with a similar starting point.

[Claire Perry (Devizes) (Con)]

I want to share with the hon. Gentleman my experience of being a governor of two schools in my constituency as they went through both the academisation and the MAT process. Perhaps rather than reading out what frankly sound like incorrect statistics, he should go and talk to schools. The turnaround in those schools and, indeed, the schools they have sponsored as part of the MAT initiative is astonishing, and it has been done at a time when we all could accept that the exam regime is getting tougher, not easier. I think he is factually incorrect.

[Mike Kane]

I am grateful for the hon. Lady’s intervention, but with 20 years of governance experience, 10 years as a practising teacher and eight years on a local education authority, I am not going to take any lectures about our commitment to education.

At key stage 2, half of MATs are performing below average for adding value, and more than a third are below average for improvement in adding value. Those statistics need to be out there. The main finding is that on all value added measures, more MATs are performing at the extremes of significantly above or significantly below average than are performing close to the average. That is true for both key stage 2 and key stage 4. Performance levels vary widely among MATs.

Schools that work for Everyone

Claire Perry Excerpts

Monday 12th September 2016 Commons Chamber

[Justine Greening]

I totally disagree with the hon. Gentleman. As he will be aware, the schools in Birmingham that he talked about are now prioritising children who are eligible for the pupil premium. It is wrong simply to turn around to parents who want more choice and say that they cannot have it and that somehow they are wrong. We should be looking at how parents can get more choice and we should not simply be ignoring it, as his party is.

[Claire Perry (Devizes) (Con)]

There is much to welcome in this statement and Green Paper—the focus on choice, the lack of ideology and the absolute commitment demonstrated by the Secretary of State to better education for all to meet the demands of the 21st century—but some things concern me. The reason why my school, Nailsea comprehensive, has improved so much, and indeed why the schools in my constituency have improved so much, is the impact of the academy programme and, in particular, the multi-academy trusts. They have enabled schools to embrace lower-performing schools, including at primary and pre-school level, to deliver better education. Will she say a little more about how her proposals would fit with the multi-academy trust model, which is so welcome? Will she indicate to the House who the decision makers will be if these choices are to be decided upon?

[Justine Greening]

As my hon. Friend will know, this consultation is the beginning of a discussion and debate about how we can make sure that these policy proposals work in practice. We are absolutely committed to continuing the process of working with more schools on becoming academies, as we know how much that has delivered in terms of results for our young people. The way in which multi-academy trusts are now able to work together to raise school attainment and to be themselves a way for school improvement to take place is at the heart of our Government education reforms. What we are saying with this Green Paper is that we think grammar schools should play a stronger role, in that existing system, in the future than they have done in the past.

Oral Answers to Questions

Claire Perry Excerpts

Monday 4th March 2013 Commons Chamber

[Michael Gove]

I am grateful to the hon. Gentleman for the fair way in which he made his point. My comments were reported from a conference that I spoke at last Wednesday on educational underperformance. It is the case that east Durham performs less well than the rest of the county of Durham and that Durham county council has itself acknowledged that with its East Durham area action partnership. It is also the case that half the secondary schools in east Durham are rated by Ofsted as “requires improvement” or “inadequate”, which is worse than the national average, and that, whether at A-level, AS-level, GCSE or English baccalaureate, these schools are underperforming. I always enjoy my visits to the north-east, but we must work together to help these children secure a better future.

[Claire Perry (Devizes) (Con)]

I am a governor of two academies in my constituency of Devizes, both of which have been asked to become sponsors of primary schools that are doing less well. We are happy to get involved in that process, but the due diligence process is very rapid and there is concern that if we rush, we may ignore important local interests. I have written to the Minister for Schools on that issue. Will he please meet me to discuss this important process as soon as possible?

A-level Reform

Claire Perry Excerpts

Wednesday 23rd January 2013 Commons Chamber

[Elizabeth Truss]

The Russell Group universities are keen to lead and be involved in this process, because they recognise, as do many academics I have spoken to at all kinds of universities, that A-levels are not fit for purpose in relation to the deep study that students need to do. The whole problem with AS, and then A2 following on, is that students are constantly examined, rather than having the opportunity to study subjects in depth. It is absolutely amazing that the party that complains about too many exams is opposing a move to enable students to have more time to study. All the university academics I have spoken to like the idea of having an extra term where students can be studying and not doing exams.

[Claire Perry (Devizes) (Con)]

As a former comprehensive school pupil who was lucky enough to study A-levels and go to one of the world’s leading universities, I know how important it is to make sure these opportunities are open for all. We have some of the finest professors and universities in the world teaching physics, engineering and maths, and they tell us that they simply cannot get the quality of British children in to study those qualifications. Will the Minister assure us that she is talking to those universities, and that these changes will ensure we have more home-grown mathematicians, engineers and entrepreneurs in the future?

[Elizabeth Truss]

I thank my hon. Friend for her question. She is absolutely right: we have some fantastic universities. That is why we are so excited that they are getting involved in developing new qualifications. Not only are they helping us with new qualifications—[Interruption.] I think the hon. Member for Cardiff West (Kevin Brennan) should actually speak to some of these academics and maybe he will get a slightly less biased picture.

Enterprise and Regulatory Reform Bill

Claire Perry Excerpts

Tuesday 16th October 2012 Commons Chamber

[Matthew Hancock]

The 1974 Act does not give that protection, because a test of negligence is not required to proceed with a prosecution. In future, proof of negligence will be required to bring a case. It will be possible to bring a civil action for a breach of common law duty of care only on the basis that the employer has been negligent.

[Claire Perry (Devizes) (Con)]

I am enjoying the Minister’s attention to detail on this important matter. Will he reassure us that this provision will not add to the burden for small businesses because of the process of providing proof? Has he done any number crunching to show what it will mean for the businesses that matter so much to Britain?

[Matthew Hancock]

My hon. Friend anticipates my speech, because this provision will reduce the burdens on business. It is difficult to know precisely by how much because businesses react not only to the letter of the law, but to the perception of the law. There are perceived health and safety requirements that go beyond technical breaches of the law, and we want to remove them. One can go to the new Government website and ask whether something is required by health and safety legislation. Many of the cases that are brought to the Government’s attention are not required by health and safety legislation. The problem is the perception of health and safety legislation. By including a reasonableness defence, we will help to remove the implied, expected and perceived burdens on business.

Oral Answers to Questions

Claire Perry Excerpts

Monday 3rd September 2012 Commons Chamber

[Sarah Teather]

From this September, schools are required to publish what money they receive through the pupil premium and what they do with it, and to do so online so that councillors, governors and parents can scrutinise what is happening with that money. Similarly, Ofsted is focusing much more on the efforts schools are making with disadvantaged students. Of course, we are publishing key stage 2 and 4 results for students eligible for the pupil premium separately. This is all part of a picture of increasing transparency. Of the schools I have visited, many are already using it for innovative and interesting projects. I encourage the hon. Lady to ensure that all the schools in her constituency have all the children who should be on free school meals claiming them to ensure that they actually get the money they are owed.

[Claire Perry (Devizes) (Con)]

18. What level of response the UK Council for Child Internet Safety received to its consultation on parental internet controls.

[The Parliamentary Under-Secretary of State for Education (Tim Loughton)]

As co-chairs of the executive board of the UK Council for Child Internet Safety, the Minister for Equalities, who is also responsible for criminal information, and I launched a consultation on parental internet controls on 28 June. The consultation closes on 6 September and the final number of responses will not be known until then, but to date there have been no fewer than 600 responses from parents, members of the public, charities and businesses.

[Claire Perry]

Members across the House will pay tribute to the Minister and his UKCCIS team for setting up this important inquiry.

We know that 83% of parents are deeply worried about how easy it is for young people to stumble across or find adult material online. Does the Minister think that enough of those parents’ voices are going to be heard in what is quite a technical consultation? Is he looking forward to getting a 110,000-name petition from parents, proving that parents are very interested in this point?

[Tim Loughton]

I pay tribute to the work that my hon. Friend has done on this important issue. She is absolutely right. I absolutely want the internet to be a safer place for our children, and I am open to any suggestions to bring that about. However, a joint effort is needed, which is why UKCCIS is a union of lots of different interested parties. But parents are absolutely at the heart of the issue: they need to know what to look out for in respect of their children’s internet access at home and to talk to their children to make sure that they are safe. We all have a role in this, and I praise the contribution that my hon. Friend is making.

Safeguarding Children

Claire Perry Excerpts

Wednesday 13th June 2012 Commons Chamber

[Stephen Twigg]

The hon. Gentleman, who I know has campaigned and spoken out on these issues for many years both before and after he came to the House, speaks with authority. What I am saying is that we need to tread very carefully, as these changes might have unintended consequences. I believe I am right in saying that evidence from Australia suggests that a similar change resulted in greater litigation and greater resort to the courts there. [Interruption.] The Minister says that the position is different there. Let us learn from the experience of other countries. We will study the Government’s specific proposals in detail today.

Norgrove recommended that

“children and young people should be given age-appropriate information to explain what is happening when they are involved in cases.”

They should be offered a menu of options setting out the ways in which they can do that if they wish. The court process is clearly an important part of that, but I think that we also need greater clarity from the Government on how we can ensure that children’s views are taken on board in the rest of the care system, which includes social workers.

We have been looking at the issue in our policy review, and I am grateful to my hon. Friend the Member for Newcastle upon Tyne North (Catherine McKinnell) for the work that she did on it when she was in the shadow education team. Children often stress the importance of the monitoring of placements by social workers, and the importance of being able to talk to their own social worker alone. Often a social worker is a source of constancy—a rock—for a child who is moving between different foster carers or residential homes.

The second aim of our motion is to ensure that children and young people are given appropriate information and guidance so that they understand the risks of abuse and sexual exploitation. We fear that in too many cases young people may not be clear about how to report instances of abuse or exploitation, and that some may not understand that the acts in which they or their friends are involved constitute sexual abuse. I am sure that we were all shocked by yesterday’s “Channel 4 News” investigation of Habbo Hotel, a very popular website which is used by children as young as 10 and has 250 million users globally.

[Claire Perry (Devizes) (Con)]

I am grateful to the hon. Gentleman for enabling what I think is an incredibly important topic to be debated on the Floor of the House. I only wish that as many Members were present now as were present for the debate that preceded this one, because I think that this one is far more important.

Does the hon. Gentleman agree that one of the main problems is the accessing by children of inappropriate material on the internet, and does he welcome the Government’s commitment to formally reviewing an opt-in system? Many Members in all parts of the House believe that that would be a step forward, and a very good way of keeping our children safe.

[Stephen Twigg]

I am happy to give the hon. Lady the assurance that she seeks. As she says, that proposal has full cross-party support. My colleagues in the shadow home affairs team made the call, and she has made it as well. I think it vital for us to explore all practical options to ensure that the material that is available is age-appropriate.

The “Channel 4 News” investigation produced extremely disturbing evidence that children using the Habbo Hotel website are being sexually propositioned and encouraged to engage in inappropriate activities. I understand that the programme’s considerable body of evidence has been passed to the Government, and I should welcome an update from the Minister on what further action they will be taking in response to its investigation.

Voluntary organisations have a significant role to play in the provision of information, advice and guidance. Many organisations, including Beatbullying and the National Society for the Prevention of Cruelty to Children, have played an important part and will continue to do so. There are also ways in which the media can be used to raise the profile of abuse and how it can be reported. As we know, the overwhelming majority of young people are confident about gaining access to online material, and as the hon. Member for Devizes (Claire Perry) pointed out, we need to ensure that that material is age-appropriate as well as accurate. There are obviously ways in which television resources can be used: soap story lines, for example, can be effective. I am certainly not suggesting that Ministers issue instructions regarding the plot lines of “Hollyoaks” or “EastEnders”, but there are smart and subtle ways in which we can raise awareness among young people.

Schools also have an important role to play, but I fear that the direction taken by the Secretary of State for Education is squeezing well-being out of the school environment. Ofsted is no longer required to measure well-being. The Secretary of State has described it as peripheral or even a distraction from academic education, although evidence shows that it can be an important foundation stone for academic success.

The third element is to ensure that all local authorities and decision makers are upholding the highest standards. We know there is huge variety within the system. Some places are pressing ahead with reform, while others are struggling with their caseloads and are unable, or even unwilling, to make the necessary changes. There is a widely held view that the Government’s top-down reorganisation of the NHS will mean, to quote Professor Munro, that

“child protection will get lost by people who do not directly deal with it and so do not fully understand its significance”

The Government need to clarify exactly where child safeguarding sits within the new NHS structures. The Royal College of Paediatrics and Child Health has today said that we need a detailed safeguarding accountability framework from the Department of Heath which covers all the safeguarding issues and sets out the roles and responsibilities of each of the new commissioner and provider organisations.

In local government, there has been real innovation in a number of local authorities to ensure that there is an integrated team for when children enter child protection or the care system.

Oral Answers to Questions

Claire Perry Excerpts

Monday 27th February 2012 Commons Chamber

[Sarah Teather]

I think that everybody throughout the House agrees on the importance of early intervention. I accept that there may be differences of opinion on how we deliver it, but Government Members believe that the best way to do so is to devolve decisions to the local level. I do not think that the most disadvantaged families in the hon. Gentleman’s constituency would be best served by me attempting to run everything from my office in Whitehall.

[Claire Perry (Devizes) (Con)]

20. I welcome the Minister’s announcements and comments on the issue, just as I welcome the extension of 15 hours of free education a week to the most disadvantaged two-year-olds, but will she tell us what more we must do to help parents access affordable child care? Under the previous Government the cost of child care rose by 50% and the number of childminders dropped by one third. We have to do better. What does she think?

[Sarah Teather]

I absolutely recognise the points that the hon. Lady makes. Child care is a very difficult pressure on many families’ budgets, and that is precisely why we have invested so much extra money in the area. Despite the tight financial climate because of the mess that the previous Government left us, we have nevertheless invested significant extra money in enabling two-year-olds to access free early education—20% of two-year-olds by 2013 and 40% by 2014.

--- Later in debate ---

[The Parliamentary Under-Secretary of State for Education (Tim Loughton)]

If the hon. Lady had been listening, she would know that I have said exactly what we are doing about it. We are issuing a consultation in the next two weeks based on the findings that we have had back from youth services, youth workers and voluntary youth organisations. What matters—as I made clear, and as I hope she will agree—is what young people are saying and their experiences. We are giving them the power and the voice to be able to assess and audit their local youth offer, wherever it comes from, and that is a really important development.

[Claire Perry (Devizes) (Con)]

T9. The Secretary of State will remember his visit to the wonderful Wellington academy, of which I am a governor. The Wellington academy is not eligible for the Teach First scheme, but we are very interested in setting up our own version of it. What advice could he give us?

[Michael Gove]

I was tempted to say, “Come up and see me sometime.” My hon. Friend and I should meet, because Teach First is expanding and it is expanding nationwide. We have tripled the funding for that admirable charity and the organisation received plaudits from all three major parties in their election manifestos. We want to ensure that schools that serve very challenging areas, as that academy does, benefit from the superb work done by the organisation.

Oral Answers to Questions

Claire Perry Excerpts

Monday 16th January 2012 Commons Chamber

[Michael Gove]

I am grateful to my hon. Friend for raising the case of the Springfields academy, which is an outstanding school that does wonderful work for children with behavioural, emotional or social difficulties and those on the autistic spectrum. I am also grateful that the local authority has been so constructive. As he points out, some local authorities are not so constructive. We are working, gently but firmly, with all local authorities from London and elsewhere to ensure that their schools see the benefits of academy status.

[Claire Perry (Devizes) (Con)]

There are other mainstream schools in Wiltshire that would very much like to become academies. St John’s school in Marlborough, of which I am a governor, has been trying to become an academy for over a year. The Department has been very helpful in the process, but as we approach the last furlong it feels more and more like wading through treacle. Is there anything I, the other governors and the staff can do to get to a decision so that we can move forward with the programme?

[Michael Gove]

No school is better governed in Marlborough, or indeed in Wiltshire, than St John’s. As a result of my hon. Friend’s impassioned advocacy, I will ensure that the necessary posteriors are kicked.

Financial Education

Claire Perry Excerpts

Thursday 15th December 2011 Commons Chamber

[Justin Tomlinson]

I thank the hon. Gentleman for his contribution. Let me be clear. Everyone has individual circumstances, priorities and challenges, and what one member of the public thinks is the right thing to do might be different to what the next person thinks. For me, the driving force is the idea that we have a duty to equip people to make informed decisions so that they can understand the implications of what they are doing and therefore do the very best according to their own priorities and circumstances. As we find in our debates, however, all too often people are not in a position to do that. MPs often end up referring to our casework because time and again we see people who have made wrong decisions not necessarily through any fault of their own, but because they did not have the skills to make the right decisions. Indeed, Citizens Advice has highlighted that 60% of its work is finance-related.

We have a competitive market and the Government have been encouraging people to take advantage of competition within the energy market. We say to people, “Go and shop around and look at energy tariffs,” but the market is incredibly complex and people need to be clued up if they are to be savvy consumers. I recently attempted to look at energy tariffs, but they are not all like for like, so consumers need a good level of skills to unravel that complicated market and seek out the best deal.

Another reason why I am passionate about this subject is that my generation could be pretty rubbish at handling money. We could go to university, drum up huge amounts of debt, including expensive debt on credit cards, and then secure our first graduate jobs—in my time that was relatively easy to do—get on to the housing ladder with a 100% or 100%-plus mortgage and watch house prices increase. When we had learned the error of our ways, we could reconsolidate our mortgage, pay off all our expensive debts and carry on, but that option will not be available to the next generation. As things stand, it is very difficult to get into the housing market and there is no guarantee that house prices will rise so that one could take advantage of that should one get on to the housing ladder. It is harder for young people to get credit and harder for people to correct any mistakes they may have made.

[Claire Perry (Devizes) (Con)]

I commend my hon. Friend, who is a near neighbour, and all the MPs involved in this issue—this is the House of Commons working at its best. Does he agree that this is a big issue for women and girls, who are often the particular target of very expensive consumer demands, such as, “You must have this big handbag,” or “You must buy these incredible clothes”? I think we do our young women and girls a real disservice in this area. Not only do we not educate them about finance but we encourage them to borrow and spend as much as possible.

[Justin Tomlinson]

I thank my hon. Friend for raising that point. This is part of the problem. We want people to be equipped to make informed choices and also to be savvy consumers who understand how to get the best for their money.

I want to say a little about how we got to today’s debate. Just over a year ago, I innocently asked a parliamentary question calling for greater financial education within our schools. I was then contacted by the national charity, the Personal Finance Education Group, which told me when we met that it had been campaigning on this subject for 10 years. Its representatives said, “That was a very good question. Would you like another 30 to ask?” for which I was very grateful. I submitted those questions, which made me look very intelligent. I was then contacted by Martin Lewis of MoneySavingExpert.com, who said, “Can I come and meet you? I’m very impressed by the 31 questions you’ve now asked on this subject. You sound very knowledgeable and I’d like to get behind you.” We decided between us that I alone could not champion this cause and that we should launch an all-party parliamentary group. Following a little gentle persuasion from the 6 million subscribers to MoneySavingExpert.com, MPs keenly queued into a very busy Jubilee room. We clocked up a staggering 225 Members from different parties, making us the largest such group.

At that point, we were tempted to go and knock on the Minister’s door, offer him a cup of tea and some biscuits and talk about how overwhelmingly we were supported by people, but we knew that the Minister is often contacted by people championing worthy causes. I have called for basic cookery and life-saving skills to be taught in schools so I have been guilty of making lots of requests of the national curriculum. We thought that instead we would be patient and launch a constructive and positive eight-month inquiry so that when we met the Minister and said, “This is our worthy cause,” we would have answers to all the questions that could be raised.

The inquiry was chaired by my hon. Friend the Member for Brigg and Goole who, despite having been called a supply teacher by the Prime Minister, has an extensive knowledge of a variety of roles within schools. We conducted a significant amount of research. More than 900 teachers responded, telling us what is happening, and what they think could and should happen. More than 50 relevant organisations met us, face to face, in oral sessions. We set ourselves up as a mini-Select Committee. We heard from organisations from the banking sector, financial institutions, teachers unions, financial education providers, the Financial Services Authority and the Money Advice Service. We heard from mathematicians so intelligent that the lights in the room started to flicker. We are extremely grateful for the support given by Carol Vorderman, who had previously been commissioned by the Conservative party when it was in opposition to look into mathematics standards. She was ably supported by Roger Porkess and Stella Dudzic, who wrote the mathematical example questions in our report.

We met representatives of the personal, social and health education sector, and we also talked to young people themselves because if we championed this cause but young people did not wish to engage, it would be a flawed campaign. We were overwhelmed by their support. In particular, I thank Katie Emms and Alex Harman, who took part in the oral sessions, but who on Monday, promoting our launch, got banned by Twitter for tweeting rather too enthusiastically about how good our 52-page report is.