Apprenticeships and T-Levels

Damian Hinds Excerpts

Wednesday 20th November 2024 Westminster Hall

[Damian Hinds (East Hampshire) (Con)]

I beg to move,

That this House has considered apprenticeships and T Levels.

It is a pleasure to see you in the Chair, Sir Christopher.

UK productivity is well below that of the United States, Germany and France. That is not a new thing; it has been true in every year I have been alive. If we were able to fix that productivity gap, we could have higher living standards, lower tax and more tax revenue. There are multiple reasons for the gap and much academic literature has been written on it, but the level of skills in an economy is fundamental to productivity and therefore to growth. How we run our skills system is also important, because there is a cadre of young people who are less orientated towards pure academic study but have talent and flair in technical pursuits, and they deserve just the same opportunities and life chances as those who take the academic route.

In this country, although we are famous for aspects of our education system, including for our higher education—our universities—and increasingly for aspects of our school system, we are not, I am afraid, famous for technical and vocational education and training. When foreign Ministers come to Europe to look at vocational education, they tend to go to Germany, and if there is one thing we do not like in England, it is losing out to Germany.

It is right that successive Governments have been troubled by this situation and sought to fix it, but perhaps sometimes they have been a bit too quick to look for a fix. The story of our organisational infrastructure for technical and vocational provision is not one of stability. We have had industrial training boards, the Manpower Services Commission, the Training Commission, and training and enterprise councils—TECs. But those TECs were different from another TEC—the Technician Education Council, which existed alongside the Business Education Council, BEC. The two would eventually merge, of course, to give us BTECs. There were national training organisations; the Learning and Skills Council; sector skills councils; the UK Commission for Employment and Skills; the Skills Funding Agency, or SFA, which would later be the ESFA—the Education and Skills Funding Agency—and, most recently, local skills improvement plans and the Institute for Apprenticeships and Technical Education.

The infrastructure has been mirrored by a panoply of qualifications and awards. We have had traditional apprenticeships and then modern apprenticeships; the youth training scheme; the City & Guilds system; the technical and vocational education initiative; the National Council for Vocational Qualifications; NVQs, which are still in use; and GNVQs, which evolved into BTECs and diplomas. There were the 14 to 19 diplomas, which were not quite the same thing as the Tomlinson diplomas; the skills for life programme; and traineeships. Altogether, today, there are somewhere between 100 and 200 recognised awarding organisations, excluding those that only do apprenticeship end-point assessments.

Now, just at level 3—the equivalent to A-levels—we have the following qualifications: tech levels as well as T-levels; applied generals; level 3 ESOL; level 3 NVQ, and access to higher education diplomas. There is a level 3 award, a level 3 certificate and a level 3 diploma—or someone might prefer a level 3 national certificate or a level 3 national diploma. There is also an extended diploma, a subsidiary diploma, and a technical introductory diploma. There is no official count, but by the mid-2010s someone had counted up what they could find and said that, together with other, non-level 3 courses available to 16 to 18-year-olds, there were at least 13,000 possible qualifications that someone in that age group could do. It is not surprising that when the Independent Panel on Technical Education was created in 2015-16, it found that vocational education and training had become “over-complex”.

[Sarah Dyke (Glastonbury and Somerton) (LD)]

I thank the right hon. Member for securing this important debate. Some 6.9% of young people in Somerset are believed to be not in education, employment or training, which is higher than the national average of 5.5%. Does he agree that the Government should not only improve the quality of vocational education, but strengthen the careers advice and links with employers in schools and colleges, to enable more young people to get into education on the right courses?

[Damian Hinds]

Indeed—the hon. Member is absolutely right. Part of the point of careers advice is knowing which course to take and which qualification to pursue. The panel that I mentioned found that if someone was considering a career in plumbing, for example, there were 33 different qualifications that they might seek to take. It also found that in general the various qualifications were not providing the skills needed; they had become divorced from the occupations they were meant to serve, with no requirement, or only a weak requirement, to meet employers’ needs in those occupations.

The panel’s report, which came out in April 2016, became a blueprint for a major upgrade of technical and vocational education in this country. The panel was determined to address both the productivity gap and very clearly also the social justice gap, whereby some young people were being left behind. I stress that although the report was a blueprint, it was also a “redprint”: the panel was chaired by the noble Lord Sainsbury, the distinguished Labour peer. The report called for “a fundamental shift”, with

“a coherent technical education option…from levels 2…to…5”.

There would be 15 clearly defined sector routes, covering 35 different career pathways. Three of those routes would be available only through an apprenticeship; the other 12 would be available either through an apprenticeship or a college track, and there would be common standards for both. Both the apprenticeship and college-based routes would result in

“the same or equivalent technical knowledge, skills and behaviours”

to take into the workplace. The report said that this path

“needs to be clearly delineated from the academic option, as they are designed for different purposes. But, at the same time, movement between the two must be possible…in either direction”.

The report also recommended expanding the then Institute for Apprenticeships into an Institute for Apprenticeships and Technical Education, so as to cover both apprenticeship and college tracks. It added:

“Specifying the standards…is not a role for officials in central government but for professionals working in…occupations, supported by…education professionals.”

It recommended that there should be improvements to apprenticeships and a new, largely college-based qualification, which would become known as the T-level.

With T-levels, the knowledge, skills content and required behaviours are set not by somebody at the Department of Education but by employers. There is the core technical qualification, but there is also content in English, maths and digital. Crucially, there is a 45-day industrial placement. There are also more college hours than with traditional vocational qualifications and indeed more taught hours per week than for A-levels.

For the upgrade that we needed in our country, in both productivity and opportunities available to all young people, T-levels had to become the principal college-based option—not the only option, but the principal or main college-based vocational qualification. And the T-level could not be grafted on to a market that already had thousands of qualifications; there was an incumbency advantage and even commercial interests attached to some of those. It had to replace a number—a lot—of qualifications. Gordon Brown, the former Prime Minister, has been speaking about this quite recently.

The other thing that was always going to be difficult about T-levels was finding enough industry placements. Lord Sainsbury found that we might need up to 250,000 industry placements for 17-year-olds, and that, of course, is hard to achieve. We could say that it is too hard and give up, but if we did that we would be giving up on advancing our competitiveness.

The alternative is that we change culture in our country and say to companies that if they want to be a great success in their sector, and their sector to be a great success in our country, and our whole country to be a success in the world, we all have to invest both the resource and the time in the next generation.

[Melanie Onn (Great Grimsby and Cleethorpes) (Lab)]

I do not disagree with the right hon. Member on that point; I just wanted to highlight that in my constituency of Great Grimsby and Cleethorpes there is an apprenticeship provider called CATCH. Local businesses have come together to invest in a brand-new welding apprenticeship facility that will deliver 1,000 apprentices over the next few years. Is that the kind of partnership working that he envisages, which works well for local communities, young people and business?

[Damian Hinds]

I am sure it is. I will come to apprenticeships in a moment, but I was just talking about industry placements in T-levels.

From speaking to young people who are doing T-levels, colleagues will know that their most popular feature is probably the fact that young people get to do a real role in a real workplace. The placements are also popular with the employers that provide T-levels: first, the employers are investing in the next generation and helping develop all the things the lack of which they sometimes complain about—soft skills and workplace skills—and secondly, the placements are the most fantastic, longest-ever job interview, when employers get to see the people who may come and work in their company over an extended period. I appeal to Ministers to carry on the great work of shouting about T-levels and talking about these great opportunities and the upgrade they represent.

There were two big changes to apprenticeships. The first ensured that there were minimum standards. Previously, as colleagues will recall, some apprenticeships were so thin and flimsy that the apprentices did not know they were on one. After minimum standards came in, apprenticeships would last at least one year and involve at least 20% of time off the job. As with T-levels, there would be an end-point assessment, which would feature standards set by employers.

The second big change was the introduction of the apprenticeship levy. That has always been controversial with some employers, but it was there to do two things. First, it raises the funds needed to pay for a big upgrade in apprenticeship provision. Secondly, it deals with the free rider problem, with which we will all be familiar: some companies in a sector have always strongly invested in young people, but three years later those young people leave to work for another employer that can offer to pay more but has not made the investment in the first place. The apprenticeship levy deals directly with that free rider problem, as economists call it, so that every sizeable company contributes properly.

The new Government plan to change the scope of the levy and to introduce two new types of apprenticeship, which it is fair to say we do not know a huge amount about: foundation apprenticeships and shorter apprenticeships. There is an argument that we already make the word “apprenticeship” do a lot of work—it covers a wide spectrum. Arguably, there are three types of development of self and training, which have different needs: someone may be a career starter, career developer or career changer, and the specifications of the courses and qualifications are different. For example, a 50-year-old who is changing career does not need to learn as many things about what it is like to enter a workplace for the first time as an 18-year-old does. In truth, only one of those types of training is what a normal member of the public associates with the word “apprentice”: we think typically of people who are young and starting out on their working journey.

It is totally legitimate to look at changing what the levy covers, and it is good to refocus on young people—career starters. It is also reasonable to say that the levy could cover some things that are not apprenticeships, such as management development or traineeships, but there is huge value in maintaining integrity around what we mean by the word “apprenticeship”, and keeping a minimum length and quantity of college or off-work content.

Whatever the Government do with the levy, they need to find a way to deal with the free rider problem. The Government will always be lobbied by companies saying, “We should be able to use the levy for this, that and the other”, but if “this, that and the other” means training that they would have paid for anyway, then the levy will not have achieved its goal. It has to be something that creates a net increase in the amount of training and development available.

That brings me to Skills England. Now, Ministers like shiny new things, and some people will always lobby for things to change. A sweet spot is found in public policy when the two coincide: Ministers get lobbied to do something, and they think they have come up with a shiny new thing that sounds like it will achieve those ends. Skills England is one of those things; I am afraid that, without major design change, it is doomed to failure. I have no doubt that plenty of people who lobbied the Government when they were in opposition said, “We need a different approach to skills. We need to think about them across Government, take the long view, listen to employers, listen to young people and have an integrated approach.” The Government have come up with this thing called Skills England, which they think will do that.

Skills England will be the 13th new skills agency in five decades. If all it took to solve our skills and productivity problem was a change in the machinery of government, do the Government not think that one of the previous 12 might already have managed it? The instinct in difficult circumstances is to break glass and reach for a quango, but Skills England is not even a quango; it is nada—not quasi-autonomous, but a non-accountable departmental agency—and there is no reason to think it will be any better at working across Government, let alone across the economy, in solving these issues.

If the Government were serious about creating something new to join together the Home Office, the Department for Business and Trade, the DFE and everybody else, they would put it in the Treasury or perhaps the Cabinet Office. They would not just make it part of the DFE management structure. Worse than that is the loss of independence compared with the Institute for Apprenticeships and Technical Education.

There is legislation currently going through the other place that ostensibly creates Skills England, but it does no such thing. All it does is abolish the independent institute and move all of its powers into the Department for Education. The Secretary of State will now have responsibility for standards for T-levels. Imagine if that were the case for A-levels. If it is not all right for A-levels, why should it be all right for T-levels?

[Clive Jones (Wokingham) (LD)]

Will the right hon. Member give way?

[Damian Hinds]

If the hon. Member will forgive me, I will continue.

There is also no guarantee that business will continue to be involved in setting those standards. I am afraid that public and business confidence is set to be eroded—rightly, because everybody knows that the easiest way for the Government to increase the numbers of people doing anything in education is to erode standards to get more people through.

I believe the Sainsbury report was—and still is—a good blueprint. Of course, the Government are entitled to evolve it, but they should recognise that the principles remain sound. With T-levels, it was always going to be hard to get sufficient industry placements and to overcome powerful objections that we need to change the system rather than just add to it. With apprenticeships, there will always be, as there always have been, firms that try to game the system. We can argue about what the levy should or should not cover, but it is a good thing and it needs to be designed and maintained to encourage a net increase in investment in this area and to deal with the free rider problem.

There will always be some cost and downside when the bar of minimum standards is raised, as we did. We need to remember where we started, with the need to increase productivity and have higher expectations for all in the interests of social justice. We need to maintain those minimum standards to keep apprenticeships and T-levels equivalent, with the same levels of knowledge, skills and behaviours.

Finally, the independence of the body that sets the standards, working with and for business, is key. The Government will obviously keep Skills England, but I ask the Minister to build into its design proper, full independence from her Department, and a proper, full guiding role for the businesses these occupations need to serve. I want Ministers not just to say that, but to write it into the legislation.

--- Later in debate ---

[Damian Hinds]

It has been a good debate. I thank everyone who took part for bringing their own perspectives. There is just one thing I want to say. We cannot legislate for parity of esteem; we can only earn it. High-quality apprenticeships and T-levels can do that, because young people know that the standards have been set by employers, and they are right for the levels necessary for success in those sectors. Crucially, to have confidence in the integrity of qualifications, they need to be set independently and, in the case of these qualifications, they need to be set with business. The Minister has an opportunity with a Bill going through Parliament at the moment. When the IfATE transfer of powers Bill comes to Committee stage in the Commons, please will the Government table an amendment to write that independence and the involvement of business into law?

Question put and agreed to.

Resolved,

That this House has considered apprenticeships and T Levels.

Educational Opportunities

Damian Hinds Excerpts

Wednesday 13th November 2024 Westminster Hall

[Damian Hinds (East Hampshire) (Con)]

It is a pleasure to serve under your chairmanship, Mr Pritchard. I commend the hon. Member for Folkestone and Hythe (Tony Vaughan) for securing this broad-ranging debate on barriers to education opportunities. There are many things that we could talk about, but in 150 seconds I will restrict myself to three things.

The first is about free school meals. Labour Members said some pretty terrible things in 2018 about what we would do to eligibility for free school meals. It did not happen. In reality, the number of children eligible has risen from about one in six in 2010 to one in three most recently, and that is despite employment, the number of children growing up in workless households and the number of people in work and on low pay having come right down. What will the Government do to keep entitlement at around the same level as now even after universal credit roll-out has concluded?

Secondly, I want to ask about the holiday activities and food programme, which has been successful for young people. I am sure the new Government would not dream of cutting it, but a lot of local areas—I know that one in Yorkshire has been discussing the matter very recently—want some reassurance and some forward visibility about what will happen with the HAF programme after the end of this year.

Finally, I wanted to ask about breakfast clubs. The Government have talked a great deal about primary school breakfast clubs and people are quite disappointed about the scale of what they have heard so far. The total percentage of primary schools in England covered by the first phase is, I think, 4.5%. They also talk about breakfast clubs as if they were something novel, whereas in reality there are thousands in schools across the country already. So when they say they need to move slowly because they need to have a pilot, what does the Minister think needs to be piloted? Is it the type of bowl or the angle of pour of the cornflakes, or is it just that they are trying slow down the roll-outs?

Most importantly, I want to ask about secondary schools and special schools. Among the thousands of breakfast clubs, including those supported by the national school breakfast programme, are those in secondary schools and special schools. If we are talking about impacting something like attendance, we can have more of an impact with breakfast clubs at secondary school. Again, I am sure that the Government will not think about cutting that programme—it would be unthinkable to do so—but what will they do? When will they give visibility to secondary schools and special schools about how they will grow the support for breakfast clubs in schools in the future?

--- Later in debate ---

[Janet Daby]

I have so much to get through that I am afraid I cannot.

Skills policy has too often been made in isolation, leading to a system that is confusing for employers and individuals, and that does not lead to the right jobs for our population. Skills shortage vacancies in England more than doubled between 2017 and 2022, from 226,500 to 531,200. Too few young people—indeed, people of all ages—have been able to gain the benefits of a quality post-16 education. Those figures are shocking.

We need to do so much more to ensure that people do not face unemployment, low wages and poor health outcomes. The lack of a clear plan has led to widespread skill shortages in areas such as construction, manufacturing, hospitality, information and communication, healthcare and social care. That is why meeting the skill needs of the next decade is central to delivering the Government’s five missions: economic growth, opportunity for all, a stronger NHS, safer streets and clean energy. We aim to create a clear, flexible, high-quality skills system that supports people of all ages, breaks down barriers to opportunity and drives economic growth.

We have not stood still. Last month’s Budget included an investment of an additional £300 million in further education to ensure that young people develop the skills they need. It also included £950 million of skills capital funding, including £300 million to ensure that college estates are in good condition so they meet students’ learning needs. We have also commenced a curriculum and assessment review, which is now in full swing with roadshows up and down the country. It will deliver a curriculum that is rich in knowledge, strong in skills and led by evidence. We have announced the youth guarantee, which will help to ensure that young people have the opportunity to acquire the skills that they need.

We will reform the apprenticeship levy into a growth and skills levy to deliver greater flexibility for both learners and employers. As a first step we will introduce foundation apprenticeships to give more young people a foot in the door. The new foundation apprenticeships will support clear progression pathways into further work-based training and sustained employment. We will support and fill the pipeline of new talent that employers need. We are investing £40 million to support the development and delivery of foundation apprenticeships, as well as apprenticeships of a shorter duration that will provide further flexibility for employers, as so many have called for.

We have also listened to feedback about qualifications; concerns were expressed about the rapid pace of reforms from the previous Government, about the quality of qualifications and about how they do not always serve students well. This Government are determined to do better—and indeed we will. We have therefore announced a short-term internal review of qualifications reform, which clearly signals our intention to balance the range of concerns and to provide clarity in the qualifications landscape. We believe that this is the best way to support students, unlock opportunity, harness talent and drive growth.

We have introduced Skills England in shadow form. It will ensure we have the highly trained workforce needed to deliver national, regional and local skills for the next decade, aligned with the upcoming industrial strategy. Skills England will ensure that there is a comprehensive choice of apprenticeships, training and technical qualifications for individuals and employers to access. Skills England will ensure that the skills system is clear, and that both young people and older adults can navigate it, strengthening career pathways into jobs across the economy. It will increase the quality and quantity of skills development in the workplace by providing an authoritative assessment of national and regional skills needs in the economy, now and in the future.

Moving to the school rebuilding programme, this Government have increased next year’s capital allocation to improve school buildings to £2.1 billion, which is £300 million more than this year. We have also committed to £1.4 billion to support the current school rebuilding programme to deliver 518 projects across England.

Many issues have been raised about children with special educational needs and disabilities and the anxieties of their parents. On reform, this Government’s ambition is that all children and young people with SEND will receive the right support to succeed in their education and as they move into adult life. We are committed to improving inclusiveness and expertise in mainstream schools, and to ensuring that special school provision continues to meet children’s most complex needs. That will restore parents’ trust, as they will know that their child is getting the support they desperately need. We will work with the sector, as it is essential that we join our valued partners in that shared vision.

There were questions about free school meals and ensuring that children are eligible. We have a mission to break down the barriers to opportunity, and to confront child poverty. The continued provision of free school meals to disadvantaged children plays an important role in that. The Government spend around £1.5 billion annually on free lunches for over 3 million pupils. As with all Government programmes, we will keep our approach open and continue to review it. It remains our ambition that no child should go hungry.

We are also doing a child poverty review. The new child poverty ministerial taskforce will drive cross-Government action on child poverty, starting by overseeing the development of an ambitious child poverty strategy, which will be published next spring. The taskforce publication of 23 October, “Tackling Child Poverty: Developing Our Strategy”, sets out our framework for how the strategy will be developed, harnessing all available levers to deliver a reduction in child poverty in this Parliament as part of our ambitious 10-year strategy, which addresses its root causes.

On breakfast clubs, we will remove barriers to opportunities by ensuring that every primary school pupil, no matter their circumstance, is well prepared for school. From April 2025, free breakfast clubs will be available for up to 750 early adopters ahead of the national roll-out. Early adopters will allow us to identify and tackle barriers to implementing the full breakfast club roll-out. That is the first step in our commitment to enable breakfast clubs in all primary schools.

[Damian Hinds]

Before the Minister moves on, my main question on breakfast clubs was about what happens to the national school breakfast programme for secondary and special schools. We have heard a lot about primary schools, but we have not heard much about secondary and special schools in disadvantaged areas. Is she in a position to tell us a little more about that?

[Janet Daby]

This Government are committed to tackling child poverty. As I have already outlined as regards the poverty taskforce, many of the issues and areas are continuing to be reviewed and worked out. We are determined to bring down child poverty. On the specific areas the right hon. Gentleman mentioned, more information will be coming, but I am afraid he will have to be patient, as we had to be patient for the past 14 years.

I also add that through the children’s wellbeing Bill, which has been mentioned, the Government will look to introduce further strategies for improving the outcomes for children and young people, and to make the reform and changes that we need. The Bill will be introduced, as parliamentary time allows, and we appreciate Members’ patience.

Time is quickly moving on and running out. I could say so much more about so many other areas that were mentioned, but I am afraid I will have to move to a close. We will try to respond where we can, but I ask Members, please, to continue to write in and ask questions. I thank my hon. Friend the Member for Folkestone and Hythe for securing the debate on such an important matter and I hope the House appreciates that I made every attempt to respond.

Universities: Freedom of Speech

Damian Hinds Excerpts

Thursday 10th October 2024 Commons Chamber

[Damian Hinds (East Hampshire) (Con)]

(Urgent Question): To ask the Secretary of State if she will make a statement on freedom of speech in universities.

[The Minister for School Standards (Catherine McKinnell)]

It was a Labour Government who enshrined in law the right to freedom of expression, and it is a Labour Government who will again uphold freedom of speech and academic freedom on our university campuses—not through creating a culture war, but through working with academics, students and campaigners to get the legislation right.

The Secretary of State wrote to colleagues and made a written statement on 24 July 2024 on her decision to pause further commencement of the Higher Education (Freedom of Speech) Act 2023 in order to consider options. We have heard concerns from minority groups and others that that Act and its implementation may have unintended consequences and result in disproportionate burdens for universities and student unions. Many are concerned that it could push providers to overlook the safety and wellbeing of minority groups over fears of sanction and costly action.

I want to provide the House with reassurance that this Government believe that higher education must be a space for robust discussion that exposes both students and academics to challenging ideas. The decision to pause the Act was made precisely because of the importance of getting this legislation right. The Secretary of State indicated in her written statement that she would confirm her long-term plans for the Act “as soon as possible”. Since then, officials and Ministers have engaged with a wide range of stakeholders on the future of the Act. This includes representatives of higher education providers and academics, including those from the Committee for Academic Freedom, Academics for Academic Freedom and the London Universities’ Council for Academic Freedom. Those officials and Ministers will continue to engage with stakeholders before any final decision is made.

[Mr Speaker]

I call the shadow Secretary of State.

[Damian Hinds]

This evening, a Member of this House was due to speak at an event at Cambridge University. That event will not go ahead as planned because of safety concerns. It is absolutely not for us to question operational decision making, but it absolutely is for us to question this Government about legislation and the effects—direct, indirect and chilling—of the decisions they have made since coming to office.

Last year, the Higher Education (Freedom of Speech) Act became law. In the end, having attracted cross-party support after extensive working with students and academics, it passed all its stages in Parliament and received Royal Assent. That Act is about protecting free speech on campus, including for visiting speakers, and it is about academic freedom to challenge conventional wisdom and put forward unpopular and controversial opinions. However, in July this year, the new Secretary of State decided—without any parliamentary debate—not to commence that Act.

The Minister speaks about a wide range of stakeholders. Some 600 academics, including seven Nobel prize laureates, have written to the Secretary of State in support of the legislation. Does the Secretary of State really think that those academics would support that legislation if it was, as the Government put it, a Tory hate charter? Will she now agree to meet those academics, and will she please now do the right thing and commence the legislation that Parliament has passed?

[Catherine McKinnell]

This Government are absolutely committed to freedom of speech. The Secretary of State paused the further implementation of the Act to consider options and ensure we get the legislation right, and she will confirm as soon as possible the plans for the Act and long-term plans for the continuation of freedom of speech in higher education. The higher education sector, minority groups, and unions representing staff on campus have raised concerns about the Act, believing it to be disproportionate, burdensome and damaging to the welfare of students, and fear that sanctions could result in minority groups’ concerns being overlooked. MPs and peers raised a whole range of these concerns during the Bill’s passage. By stepping back from the legislation to reflect on which of the measures introduced are needed, the Government are taking a pragmatic approach to ensuring that higher education remains a space for constructive dialogue and a home for diverse opinions. It should not be a battleground for ideological clashes.

We are considering the next steps. I take on board the shadow Secretary of State’s request for the Secretary of State to meet those he mentioned. She has held a range of meetings with all groups that have concerns and want a say in how this consideration continues. I am sure that she will have further meetings and I will pass on his specific request.

Ofsted

Damian Hinds Excerpts

Tuesday 3rd September 2024 Commons Chamber

[Damian Hinds (East Hampshire) (Con) (Urgent Question)]

To ask the Secretary of State for Education if she will make a statement on proposed changes to Ofsted reporting.

[The Minister for School Standards (Catherine McKinnell)]

As the Government explained in the written ministerial statement that was laid yesterday, and as was outlined in our manifesto, single headline grades will no longer be issued by Ofsted when it inspects state-funded schools. Our landmark reform will drive high and rising standards for children, and will increase transparency for parents.

Today Ofsted published the outcome of its Big Listen consultation exercise, the largest engagement with parents, children and professionals in its history, which, as the right hon. Member for East Hampshire (Damian Hinds) will know, began under the last Government. The Big Listen contains some difficult messages. It is clear that significant change is needed, and Ofsted has responded by committing itself to improvements.

Holding schools accountable for children’s education is vital, but single headline grades are low information for parents and create high stakes for schools, so this Government are acting, making inspections both more powerful and more transparent. For this academic year, parents will continue to see four inspection grades for the existing sub-categories, and from September 2025 the introduction of school report cards will provide a more complete picture of a school’s performance. We will develop those over the coming months, working closely with parents and schools.

We want high and rising standards for every child, and we will act decisively when those standards are not being met. We will continue to intervene when performance is a serious concern. Ofsted’s legal duty to identify schools causing concern will remain. They will still be required to notify the Secretary of State of these inspection outcomes, and she will retain her legal duty to issue an academy order to local authority-maintained schools when that is required. However, we will change the way in which schools are supported to help them succeed. From early 2025, we will introduce regional improvement teams, which will partner with struggling schools to drive improvement quickly and directly. This marks the beginning, not the end, of our journey towards an accountability system that is fit for purpose and will help to break down the barriers to opportunity for every child throughout the country.

[Damian Hinds]

The system can certainly improve. After the terrible tragedy of Ruth Perry, changes were made, and, as the Minister said, Ofsted initiated its wider Big Listen consultation. We supported that, and I welcome much of what was in Ofsted’s announcement today, but I fear that the Government have not thought through the consequences of their own announcement yesterday. The overall effectiveness assessment is a vital indicator for parents, and it also plays a specific role in the statutory framework.

Can the Minister confirm that Ofsted will still have a legal duty to identify schools needing “special measures” or “requiring significant improvement”, that the Department will still intervene, and that this will be based on the same criteria as before, with the use of the same word, “inadequate”, but now in any one of four categories? When will there be clarity for other sectors—early years, colleges, prisons and social care? Crucially, what are the implications for intervention if children’s social care in an area is failing, with all the terrible consequences that that can bring? There is already a wealth of report card information on schools, from pupil progress to attendance. What will actually be new in the report cards that the Minister mentioned?

A rather less discussed aspect of yesterday’s announcement is the introduction of the ominous-sounding regional improvement teams to monitor struggling schools, rather a good fit being found with an academy trust. Apparently, they will be funded by—yes, you guessed it—VAT on independent schools. In respect of schools with successive “requires improvement” judgments, can the Minister tell us what reason there is to believe that regional improvement teams will be more effective in delivering improvements than a strong academy trust?

Between 2010 and 2024, the proportion of schools rated less than good came down from about one in three to one in 10. What worries me is that these changes mean less transparency for parents and a step backwards, from a proven school improvement approach with academy trusts to a directive top-down approach. I urge the Secretary of State and her Minister to assess the true impact that this will have on young people's prospects before it is too late.

[Catherine McKinnell]

The shadow Secretary of State was a Minister in the Department for Education, and he knows these issues well. He also knows that the work we are announcing today is about clearing up the mess that the previous Government left. The Big Listen was announced under his Government, and his former colleague, the previous Chair of the Education Committee, was persuaded of the case for reform of the single-headline grades. Labour is a party of high and rising standards for all our children in all our schools.

Reforming inspection to enable improvement in our schools is urgent. Inspection and accountability are crucial tools for achieving better outcomes for all our children. We will take no lessons from a party under whose watch one in four children left primary school without meeting the standards expected in maths and reading. One in five children are persistently absent from school, and it is not good enough. We are determined to fix it, and the announcement that we have made is the first step on that road.

Endometriosis Education in Schools

Damian Hinds Excerpts

Tuesday 21st May 2024 Westminster Hall

[The Minister for Schools (Damian Hinds)]

May I say what a pleasure it is to see you in the Chair, Ms Vaz? I think this is the first time I have spoken under your chairship. I join others in congratulating my right hon. Friend the Member for Elmet and Rothwell (Sir Alec Shelbrooke) on securing this important debate. I also thank everybody who has taken part, including the hon. Members for Kingston upon Hull West and Hessle (Emma Hardy) and for Strangford (Jim Shannon), my right hon. Friend the Member for Romsey and Southampton North (Caroline Nokes), and the hon. Member for Newcastle upon Tyne North (Catherine McKinnell), who spoke for the Opposition.

There is clearly strong cross-party support and drive to improve understanding of women’s health issues and ensure that young people are able to both navigate any issues they may face and, crucially, understand and support others. This has been an important follow-up to the debate that my right hon. Friend the Member for Elmet and Rothwell led in this Chamber in 2022 on the importance of raising awareness of endometriosis and the support needed in the workplace, including to tackle the many everyday challenges it can bring for employers and staff, which he outlined so powerfully.

I have seen at first hand the excellent work that my right hon. Friend has been doing to improve information and education on endometriosis more generally. I applaud his dedication to keeping the issue in the spotlight. He made a prominent remark during the previous debate:

“It would take 20 days, at 24 hours a day, to name every woman in this country who suffers from endometriosis.”—[Official Report, 9 February 2022; Vol. 708, c. 394WH.]

That really brings home the scale of what we are talking about, as he said again.

Colleagues in the Department of Health and Social Care are particularly engaged in these issues. The Government have made women’s health a top priority, and we are driving forward a women’s health strategy that is delivering a better standard of care for women and girls. Care for menstrual problems, including endometriosis, is one of the Government’s top delivery priorities for this year. We are investing £25 million to establish women’s health hubs, which will improve access to services for menstrual problems including endometriosis, contraception, menopause and more. Women’s health hubs will also take pressure off secondary care waiting lists.

Ensuring that women and girls have access to high-quality, trusted information is a top priority, too. We have created a women’s health area on the NHS website, which brings together over 100 pages of information, including on periods and endometriosis, and we have launched a video series on endometriosis on the NHS YouTube channel. In April, we ran a campaign in national media titles, supported by the women’s health ambassador for England, encouraging women not to suffer in silence if their periods or menopause symptoms affect their daily lives. That included a specific focus on endometriosis symptoms, and we are planning further campaigns across the year.

Sadly, we are all aware of the taboos and stigma that surround many areas of women’s health, with girls and women not feeling able to talk about issues such as periods. Too many girls and women are made to feel that very painful or heavy periods are normal and something they just have to get used to, rather than told about how they can seek help for those symptoms and understand what is happening to their bodies. Education can and does play an important role in complementing the women’s health strategy, and that of course includes education in schools. Ensuring that there is an early understanding of women’s health issues, including endometriosis, among boys as well as girls—I will come back to that point—can help in removing remaining stigmas and taboos.

My right hon. Friend the Member for Elmet and Rothwell will be aware that last week we published for consultation updated draft statutory guidance for relationships, sex and health education. That is part of the Government’s plan to deliver a brighter future for Britain in which our young people are supported and given the right education at the right time, so they are safe, happy, healthy and equipped with the information they need to succeed.

The revised RSHE curriculum includes strong health education, which focuses on the core knowledge that children and young people need to thrive as they progress into the wider world. To get the RSHE guidance right, we have worked with stakeholders in the sector, faith groups, teachers, academics and young people themselves. We have also worked with colleagues across Government to ensure that the content is accurate and up to date, that the content of lessons is factual and appropriate, and that children have the capacity to fully understand everything they are being taught, including about puberty and menstrual and gynaecological health.

I am pleased to say that that has led us to make significant additions to teaching in this area, including improvements to teaching about health and, in particular, menstrual health. That is in addition to what is already in the national curriculum, in which the menstrual cycle is taught to pupils between 11 and 14 years of age as part of the key stage 3 science curriculum.

The updated draft RSHE guidance states that primary school pupils should be taught the key facts about the menstrual cycle, including physical and emotional changes, from year 4. The secondary curriculum includes more on menstrual and gynaecological health, now specifically including endometriosis, polycystic ovary syndrome, or PCOS, and heavy menstrual bleeding. Those areas are now specifically set out in the “Developing bodies” section of the guidance.

[Sir Alec Shelbrooke]

I am most grateful to my right hon. Friend the Minister for his response; he is outlining a very clear path to improvement. Will the education about endometriosis, polycystic ovary syndrome and so on in key stage 3 take place at the very start of year 7? I am concerned about taking it out of key stage 2, given that girls will have started their menstrual cycles; in the example I gave, the lady said that she was in pain from her very first period. I accept that he might not be able to respond right now, but can I push him on when the Department thinks it will be appropriate? Does it think it appropriate for girls who are getting ready to start their periods, or for girls who have started their periods?

[Damian Hinds]

That was a very important and clear question from my right hon. Friend, and I will note two important things in response. First, the guidance is a framework; it is not a week-by-week series of lessons. Earlier, he read out some examples of things that were closer to lesson plans and a sequenced curriculum, which is a further level of detail. The guidance sets out a framework, and then teaching materials are developed. He mentioned a couple of the third parties that are involved in that. We do not specify to schools which third-party material or self-created material they should use. We do not get into such a level of detail that we say, “From the first half-term in year 7, this is what should happen,” but we do not stop it happening either.

The second thing to note is that threaded throughout the RHSE guidance and, indeed, more broadly, is the flexibility for schools to respond to their own circumstances and their children, who they know better than anybody sitting in Whitehall ever could. The general point is that learning about menstruation from year 4 does not mean that teachers are unable to talk about it before year 4 if that is the appropriate thing to do because girls in the class are already at that stage. I hope that that helps to give a little more clarity, but, as ever, I would be happy to follow up with my right hon. Friend the Member for Elmet and Rothwell separately, if he would like. The revised draft guidance sets out that curriculum content on puberty and menstruation should be complemented by sensitive arrangements to help girls prepare for and manage menstruation, including with requests for period products. In response to my right hon. Friend’s earlier point, schools should use appropriate language, such as period pads and menstrual products. The guidance also sets out how and when to seek support, including which adults they can speak to in school if they are worried about their health.

Rightly, the revised guidance supports young people to understand their changing bodies and feelings, how to protect their own health and wellbeing, and when a physical or mental health issue requires attention. We have introduced minimum ages in certain areas to ensure that children are not being taught sensitive or complex subjects before they are fully ready to understand them. But, as I was saying—this comes to the point made by the hon. Member for Kingston upon Hull West and Hessle—when girls start menstruating earlier than year 4, schools have the flexibility to cover that.

The relationships, sex and health education guidance is statutory and part of the basic school curriculum, so schools must have regard to the guidance and can only deviate from it with good reason. I want to take this moment to be totally clear that we do not mean that the subjects should be taught only to girls or should not be taught to boys. It is true that in the previous edition of the guidance, that was there in the rubric. It not being there does not mean that that is no longer the case; it should be taken as read that this is for all pupils.

As the hon. Member for Strangford and others said, it is true that there has sometimes been a tendency—perhaps in generations past, sometimes in generations present—to use phrases such as “women’s problems” and to generalise things as if it is not important that everyone can understand and distinguish between them. That is what we need to move beyond. As I said earlier, relationships, sex and health education is not only about understanding what is happening to our bodies; it is also about understanding the people around us and what we may come into contact with in future.

In an analogous sense, I was pleased that in the 2019 edition of the guidance we included the menopause for the first time, which generations of boys in particular, but also of girls at that age, did not know about. It was not about saying that that was about to happen to them, but of course in our wider lives—remember that this is relationships education as well as sex and health education—it is important that we are all educated on these things.

[Sir Alec Shelbrooke]

I am grateful for the Minister’s response, but—there is always a but—will he specify whether endometriosis will be taught in schools? I cannot dig out whether he said that it will definitely be taught in schools, so I want clarification on that.

[Damian Hinds]

I did. Specifically, in key stage 3, in lower secondary school, yes, it should be part of the curriculum at that stage.

[Caroline Nokes]

Apologies for not having dug around in any great detail in the very recently released guidance, and I absolutely appreciate that this is a debate about endometriosis, but what we might call problem periods can cover a whole range of conditions. We heard evidence on my Committee from Vicky Pattison, who talked about her severe pre-menstrual stress—I cannot remember the precise acronym—and Naga Munchetty spoke of adenomyosis, which I have finally learned how to pronounce. Are both those conditions also included? Teaching young girls to have the language around what is normal and what is not, and giving them the confidence to speak about it, is about more than just saying, “And you might get endometriosis”. There is a whole range of conditions out there.

[Damian Hinds]

To come back to my earlier point, the secondary curriculum includes more on menstrual and gynaecological health, now specifically including endometriosis, polycystic ovary syndrome and heavy menstrual bleeding. Beyond that, I will have to ask for my right hon. Friend’s forgiveness and ask that I may write to her or that we can follow up separately.

Ofsted will inspect schools on their delivery of the RSHE curriculum. As part of their personal development judgment, inspectors will discuss with schools whether they teach RSHE in line with the RSHE statutory guidance. The guidance is now out for consultation for eight weeks and I have a feeling that colleagues in the Chamber or some of the outside bodies they are in close touch with might take part in that consultation. We will take all responses to the consultation into account in the final version of the guidance.

We are expecting a huge amount of interest in the updated draft guidance and I can confirm from the last time that we had a consultation on draft RSHE guidance that there is, understandably and rightly, a lot of public interest. We hope to analyse that over the summer and publish a final version soon after. Schools will then require time to implement any changes to the curriculum and to consult parents about those changes. It would not be fair to expect them to deliver new content without some time to prepare for it, but where they are ready to deliver new content, they can do so immediately. Indeed, I am sure many schools already cover endometriosis when discussing healthy periods and we have encouraged that.

Following a meeting with the chairs of the all-party parliamentary group on endometriosis in 2021—at the time they were the hon. Member for Kingston upon Hull West and Hessle and our much-loved and much-missed late colleague Sir David Amess—the then Schools Minister agreed to update the Department’s teacher training module on the changing adolescent body so that it too included a direct reference to endometriosis. Once we have finalised the RSHE statutory guidance later this year, we will update the teacher training modules and consider whether any further support is required.

To date, we have invested more than £3 million in a central support package to increase schools’ confidence to teach such subjects, including teacher training modules, non-statutory guidance, a train the trainer programme and teacher webinars on domestic violence, pornography and sexual exploitation. They are all available on a one-stop page for teachers on gov.uk. Of course, there is always more to do to help schools and we will look at that after the publication of the guidance and when we have listened to school leaders, stakeholders and others.

The hon. Member for Newcastle upon Tyne North moved into some parallel important areas of mental health and her party’s concentration on mental health support in secondary school. I remind her that we are already in the process of rolling out mental health support teams across the country. We think that is important for primary as well as secondary schools and it has to be done at a pace at which we can recruit the people required for those teams. As she will know, we have also offered a training grant to all schools—primary as well as secondary—for training for a mental health lead within the existing school staff, with a high level of take-up already.

I am enormously grateful to my right hon. Friend the Member for Elmet and Rothwell for his support in securing the debate. He has raised some very important concerns, as have others. I hope that he is pleased to see the Government’s continued work to improve menstrual and gynaecological health in schools today and for future generations of women. The steps we have taken so far to improve health education are extremely important and we really want to get them right. The Government will continue to make a commitment to support the policy area because it is the right thing to do. I thank my right hon. Friend once more for his continued drive on this important subject and for bringing this crucial debate to Westminster Hall today.

Allergy Guidance for Schools

Damian Hinds Excerpts

Tuesday 21st May 2024 Commons Chamber

[The Minister for Schools (Damian Hinds)]

I thank my hon. Friend the Member for Rutland and Melton (Alicia Kearns) for bringing this debate to the Floor of the House. I greatly value the opportunity to hear her insights today and elsewhere on this important topic. I must first take a moment, as she did, in memory of Benedict Blythe, who died at his school in December 2021 aged just five years. I was saddened immensely to hear of that unimaginable tragedy, and I know that Members from all parts of the House join in offering our sincerest condolences to his family, to other families who have lost children in such circumstances and to those who have suffered what must be terrifying near misses. No parent should have to go through that.

Colleagues will appreciate that it would not be right or proper for me to comment on the details of Benedict’s individual case while we are awaiting the outcomes of the coroner’s inquest. I can confirm that last year officials from the Department for Education met Benedict’s mother, Helen Blythe, to hear about the important work she has led through the Benedict Blythe Foundation to raise awareness of how best to protect children with allergies. I echo the words that my hon. Friend used of Helen Blythe, speaking of her fortitude and strength. I commend Helen for those efforts and her commitment, and I commend parliamentarians who have supported this work—not only my hon. Friend, but my right hon. Friend the Member for North West Cambridgeshire (Shailesh Vara) and the hon. Member for Strangford (Jim Shannon).

When parents send their children to school, it is only right and natural that they expect them to be kept safe. For parents of children with allergies, there is that additional level of concern. Allergies can be complex conditions and can range enormously in severity. Although today we have been speaking mostly about food allergies, not all allergens are foods, which makes the issue more complicated again. Allergies themselves are therefore a highly individual and varied condition that require individualised responses. That is why the Government have put into place a number of pieces of legislation, as well as guidance to schools and parents covering a range of areas and circumstances. I have heard the calls to strengthen the law around allergies and references to voluntary approaches and voluntary guidance. I stress that section 100 of the Children and Families Act 2014 places a legal duty on schools to make arrangements for supporting pupils at their school with medical conditions, and that includes allergies.

[Shailesh Vara]

I know the Minister is diligent, conscientious and caring in all that he does, and the tone he is adopting clearly shows that. While he is absolutely right that there is legislation and guidance for schools as to how to deal with this issue, I and others would say that it is too general in nature, and it leaves much discretion with the schools as to what precisely they do in the event of a child having an allergic reaction. I urge him to reflect and to consider tightening the laws, so that they become mandatory. That should be in a limited way, but nevertheless we need some mandatory rules for schools, rather than them being left as general and vague as they are at present.

[Damian Hinds]

I am grateful to my right hon. Friend, and I acknowledge the gravity of what he says. Of course, we are talking about conditions that can be very varied, and the responses that are called for can be quite different. Schools know their pupils almost best; they, working with parents, who absolutely know their children best, are in the best place to enact that. I want to be clear that the guidance that accompanies what I have just been outlining is statutory guidance supporting pupils with medical conditions. It is not voluntary, and governing bodies must have regard to it when carrying out their duties.

[Alicia Kearns]

I apologise for intervening on my right hon. Friend because I know that he wants to make progress, but this might be something that he could commit to today. The problem, as I set out in my speech, is that too many schools think that allergies are a dietary issue, not a medical issue. If the next mailer to all schools reiterated that we see allergies very clearly as a medical condition, and reminded them of their statutory duties, that could go a long way to forcing all schools to take the action that he rightly says that they can take. This would not be as top-down; it would reiterate the regulations, and allow schools to take the action that they need to.

[Damian Hinds]

My hon. Friend is absolutely right to talk about awareness and understanding, and the role of communication in that. I will speak a little more about communication, but there is always more that we will need to do. Of course, I would also be happy to continue the conversation with her about how best we do it.

The guidance makes it clear that schools should ensure that they are aware of any pupils with allergies, and should have processes in place to ensure that the allergies can be well managed. Practices to identify children with such needs could include wristbands, or, as my hon. Friend said, having a photograph of the child alongside details of their allergy in the kitchen or serving area of the school. I stress again that individual schools are best placed to work with parents to put in place the most effective responsive system.

In addition to the section 100 duty, schools are subject to other requirements. In the UK, food businesses must inform consumers if they use any of the 14 mandatory allergens as ingredients in their food. How allergen information should be provided depends on whether the food is prepacked, non-prepacked or prepacked for direct sale. This includes food provided by institutions such as school caterers, who have a responsibility to protect the people in their care. As colleagues may know, rules on the provision of food labelling are set out primarily in the retained 2014 regulations, and these include a requirement to identify the presence of any of those 14 mandatory allergens to consumers.

The Department for Education also works closely with the Food Standards Agency, which provides free food allergy and intolerance training online. This offers practical advice to local authority law enforcement officers and anyone wanting to learn more about food allergies, such as those working in the food manufacturing and catering industries. The FSA also offers a whole host of other training, technical documents and guidance.

Turning to auto-injectors, these can be vital when a child is suffering an allergic reaction. To support schools in meeting the needs of children with allergies, the Government passed the Human Medicines (Amendment) Regulations 2017, which allow schools to obtain and hold spare adrenaline auto-injectors for administration to pupils in an emergency. The Department for Health and Social Care has produced guidance on the use of adrenaline auto-injectors and emergency inhalers in schools, including the purchase of spares. The guidance makes it clear that any adrenalin auto-injectors held by a school should be considered a back-up device, rather than a replacement for a pupil’s own adrenalin auto-injector.

Beyond this, families have a vital role to play in managing their child’s condition. We are very clear with schools that no one will know a child’s needs as well as their parents, and that schools should work closely with parents. The parents of children with allergies will work with medical professionals and other organisations to plan for and navigate their child’s specific needs. Parents should be fully consulted and engaged in any discussions relating to their child’s allergy.

Schools will also need to ensure that the parents or carers of children with food allergies or intolerances are given information about the allergenic ingredients used in the foods available. Good communication between parents and schools on allergies and pupils’ needs is essential to keep children safe while in school.

My hon. Friend the Member for Rutland and Melton referred to the role of Ofsted, further to the points made by the hon. Member for Strangford, and the importance of schools having a clear allergies policy and involving parents in discussions about the needs of their children. Ofsted inspectors gather a wide range of evidence to make their judgments, and evaluate the experience of individuals or groups of individuals, which can include the experiences of pupils with medical needs, if the issue is raised by parents or pupils. In an inspection, inspectors will assess the effectiveness of safeguarding at the school, which includes the extent to which pupils with specific needs and vulnerabilities are kept safe. The safeguarding culture is also explored by speaking to leaders and staff about their work and the messages that pupils receive through the curriculum.

During last November’s Westminster Hall debate on pupils with allergies, my hon. Friend the Member for Rutland and Melton informed the House that she would write to all schools in her constituency to ask them to adopt the voluntary schools allergy code, co-created by the Benedict Blythe Foundation, the Independent Schools Bursars Association and the allergy team. Taking her lead, Ministers in the Department for Education instructed officials to share a link to the code in our fortnightly email bulletin to schools issued on 1 March. That communication also reminded school leaders of their duties concerning pupils with allergies.

For younger children, the early years foundation stage framework sets the standards that all registered early years providers must meet for the learning, development and care of children from birth to age five. The EYFS states:

“Before a child is admitted to the setting, you must obtain information about any special dietary requirements, preferences and food allergies that the child has, and any special health requirements.”

Providers must have a policy and procedures for administering medicines, and they must have systems for obtaining information about a child’s medicine needs and for keeping this information up to date. Training must be provided for staff where the administering of medicine requires medical or technical knowledge.

Within all early years settings, there is a requirement for at least one person with a current paediatric first aid certificate to be on the premises and available at all times when children are present, and they must accompany children on outings. The PFA criteria are clear that the training should include being able to help a baby or child who is suffering from anaphylactic shock.

Last September, we changed the adequate supervision requirement in the early years foundation stage to be explicit that adequate supervision while children are eating meals means that children must always be in sight and hearing of an adult, rather than within sight or hearing. This will help practitioners to see the signs of an allergic reaction as soon as they are present, and it will allow them to act quickly.

The new early years educator level 3 qualification criteria will also come into force in September, ensuring that early years practitioners have an understanding of allergies and anaphylaxis. In April 2024, the Department published nutrition content on the “help for early years providers” online platform. The content includes a section on allergies and anaphylaxis to help early years providers prevent allergic reactions, to recognise the signs and symptoms of an allergic reaction or anaphylactic shock, and to know what to do if they occur.

On 22 April, the Department launched a consultation on the safeguarding requirements in the EYFS. One of the proposals is the inclusion of a safer eating section, which includes requirements for all staff to be aware of the symptoms and treatments for allergies and anaphylaxis, and to obtain allergy action plans for children with allergies. We plan to publish our response to that consultation in the autumn.

I have outlined the various pieces of legislation and guidance that cover allergies in school. Given the complexity and individual nature of food allergies, the Government’s view is that it would not be appropriate for the Department for Education to legislate for food providers to cater for all requirements. However, through legislation, the minimum standards for school food have been clearly set out. Beyond that, headteachers, school governors and their caterers are best placed to make decisions about their school food policies that take into account local circumstances.

[Alicia Kearns]

I think we find ourselves in absolute agreement that schools should own their own allergy policies. Perhaps the Minister can reiterate from the Dispatch Box his request for schools to bring forward allergy policies focused specifically on the children who have allergies. They need to hear a clear instruction from the Minister at the Dispatch Box. We are clearly in agreement: schools should be leading on allergy policies in their schools, but the freedom of information research done by the Benedict Blythe Foundation shows that not enough of them do so.

[Damian Hinds]

I agree. As I said earlier, understanding and awareness are vital, and communication is what gives rise to them. That is why, following my hon. Friend’s lead, we issued a communication by email. I totally accept that there will be more to do, and I am more than happy to carry on that conversation with her.

Overall, we feel that the existing mix of national requirements and local flexibility is the appropriate approach to this complex and extremely important issue, though we always keep the policies under review. We welcome feedback on how we can better support schools’ implementation of them. I am pleased that DFE officials now sit on the expert advisory group for allergy, convened by the Department for Health and Social Care, and the National Allergy Strategy Group, which recommends priorities for allergy policy across Government. I encourage stakeholders to feed any ideas and points on these issues to officials via that route. I conclude by thanking once again my hon. Friend the Member for Rutland and Melton for bringing forward this important debate.

Question put and agreed to.

Water Safety Education

Damian Hinds Excerpts

Tuesday 7th May 2024 Westminster Hall

[The Minister for Schools (Damian Hinds)]

It is a great pleasure to see you in the Chair, Mr Stringer. I congratulate the hon. Member for Leyton and Wanstead (John Cryer) on securing this important debate. I commend him and the hon. Member for Hornsey and Wood Green (Catherine West) for their contributions and for their wider work in the all-party parliamentary group. I also welcome, as ever, the contribution from our mutual friend, the hon. Member for Strangford (Jim Shannon).

All children should know how to swim and keep themselves safe in and around water. Schools can play a really important role in ensuring that they are taught vital skills and knowledge, such as the water safety code. Some 91% of primary schools surveyed in 2023 reported that they were providing swimming and/or water safety lessons to their pupils, but we recognise that there is more to do to increase from the current level the number of children who are able to swim.

Data from the last academic year, as has been mentioned, show that 70.5% of year 7 children—the first year of secondary school—reported that they can swim 25 metres unaided. The national curriculum for physical education states that by the time they leave primary school, children should be able to

“perform safe self-rescue in different water-based situations”.

That is in addition to swimming a minimum of 25 metres unaided and performing a range of strokes.

Water safety guidance for schools published by Swim England recommends that primary age pupils should be taught about the water safety code, beach flags and cold water shock. It also recommends pupils be taught about survival skills, such as floatation, treading water, energy conservation and how to signal for help.

Secondary schools are free to organise and deliver a diverse and challenging PE curriculum that suits the needs of all their pupils. While there is no statutory requirement on secondary schools to provide swimming and water safety lessons, the secondary PE curriculum provides clear guidance. It sets out that:

“Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques”.

Swimming and water safety lessons are one way of doing that, and resources are available for all key stages. Swim England recommends that children in key stages 3 and 4—secondary school—have the opportunity to extend their knowledge, including through the practical experience of different outdoor water environments, and annual campaign events such as World Drowning Prevention Day can be useful ways to refresh and build pupils’ knowledge across their time at school.

In July 2023, we published an update to the school sport and activity action plan. The plan encourages schools to teach pupils practical swimming and water safety techniques in a pool and to complement that with classroom lessons. In this area, as in others, schools welcome case studies from other schools and guidance on how to bring to life and embed swimming and water safety in their overall offer. In March, we published non-statutory guidance to support schools to enhance their PE provision and improve access to sport and physical activity. The guidance highlights the wide range of support available from Swim England, including, as has been mentioned, the free school swimming and water safety charter, which provides teachers with pupil awards, lesson plans, videos and water safety presentations. Swim England reports that more than 1,700 schools and lesson providers have registered with the charter.

We recognise the importance of getting water safety education right at an early age, so primary schools can use their PE and sport premium funding for teacher training and top-up swimming and water safety lessons. Those are additional lessons for pupils who may not have met the national curriculum expectations after their core PE lessons. As part of the PE and sport premium conditions of grant, schools must publish the percentage of year 6 pupils who meet the national curriculum expectations. The Department announced last year that we will be introducing a new digital PE and sport premium reporting tool, as the hon. Member for Hornsey and Wood Green just mentioned. It will capture detail on how schools have used their funding. The form will also require schools to input their swimming and water safety attainment data. We are piloting the digital tool this summer, when schools will have the option of completing it prior to it becoming mandatory for schools to complete in academic year 2024-25.

Swimming and being near water can bring benefits for all children, which is why we are supporting pupils with special educational needs and disabilities to learn to swim and learn about water safety. The inclusion 2024 programme works with a network of lead inclusion schools across England, and has developed new resources that are available to all schools on the Swim England website’s inclusion hub. They include an awards programme, audit tools to facilitate discussions with pool operators, and advice on how to deliver inclusive swimming festivals.

Identifying risk and managing personal safety are central to personal, social, health and economic—PSHE—education, and schools can use PSHE to equip pupils with the knowledge necessary to make safe and informed decisions, which are a vital part of water safety. The PSHE Association is one of many providers to have developed resources in this area that schools can choose from. We will shortly be consulting on revised relationships, sex and health education statutory guidance, and those who are interested will have an opportunity to contribute their thoughts through that process.

A pool can be a valuable asset for a school and help to ensure access for all pupils regardless of background. The Department’s opening school facilities programme is spending up to £57 million to help schools to open their sport facilities outside the core school day, including on weekends and holidays. As of April 2024, the programme has supported more than 220 schools to open their pools to more users for longer. The programme is targeted towards the least active children and young people.

[Catherine West]

I thank the Minister very much for his words so far, but he has not quite addressed the point about inequality and topping up areas that are so far behind, where below 50% of children are able to swim 25 metres unaided.

[Damian Hinds]

The hon. Lady makes a very important point about equality of access. We are very conscious of that when we talk about safety in particular; this is about not just sporting participation, but children’s safety. It is important that we seek to present that opportunity to everybody. It is our ambition to make swimming up to a certain standard available to everybody in primary school, and that is what we will continue to do.

On a related point, we welcome the efforts to find new ways to overcome barriers to providing high-quality swimming and water safety lessons, particularly for children who may have less access to swimming than others. It is important that pools are safe and appropriate for the activities they provide. The hon. Member for Leyton and Wanstead talked about the trend of pop-up pools. My Department would be interested in hearing more about the work of his all-party parliamentary group and their discussions, and indeed those with Swim England, in that regard.

I welcome the opportunity for the Department to work alongside members of the National Water Safety Forum, in particular the Royal National Lifeboat Institution, the Royal Life Saving Society UK and Swim England. The Department contributes to the education sub-group by supporting the forum to understand the needs of teachers and improve the dissemination of resources and messages to schools.

The education sub-group recognises the important role of water safety messaging that is age and stage-appropriate for children. The group has recently published a new framework to provide a set of consistent core messages, which will help practitioners and organisations working at local and national levels that wish to develop, deliver and evaluate water safety resources and campaigns. The water safety code is the headline message of the framework and includes key learning outcomes from early years through to key stage 4.

Raising awareness of water safety and key messages is an important part of people understanding the dangers of water. The Department for Education is pleased to have supported the Royal Life Saving Society UK’s Drowning Prevention Week in recent years. Last year, over half a million children took part in schools. In June, we will support this year’s activity, which will focus on the water safety code.

I know how important swimming and water safety are for all children. Swimming can be one of many activities that foster positive wellbeing and can be a habit children take into adult life. We remain committed to working in partnership with sector organisations to support schools to provide opportunities for all pupils to learn to swim and know how to be safe in and around water.

Question put and agreed to.

Free School Meals

Damian Hinds Excerpts

Tuesday 7th May 2024 Westminster Hall

[The Minister for Schools (Damian Hinds)]

It is a great pleasure to see you in the Chair, Mr Betts. I join colleagues in congratulating the hon. Member for Twickenham (Munira Wilson) on securing this important debate. I thank everybody who has taken part alongside her: the hon. Members for Cynon Valley (Beth Winter), for West Ham (Ms Brown), for North Ayrshire and Arran (Patricia Gibson), for Washington and Sunderland West (Mrs Hodgson), for Liverpool, West Derby (Ian Byrne), for York Central (Rachael Maskell), for Wansbeck (Ian Lavery), and for Coventry South (Zarah Sultana), and the right hon. Member for East Ham (Sir Stephen Timms). I also thank the hon. Member for Glasgow North West (Carol Monaghan), who spoke for the SNP, and the spokesperson for the official Opposition, whose speech contained a short section on free school meals. This is an important subject on which we have heard striking and compelling speeches from Members, and the debate has been important and useful.

The Government are determined to ensure that every child, regardless of their background, has the best start in life, and nutrition and school meals are important in that. Not only do they support the development of healthy eating habits that can pave the way to lifelong wellbeing, but they help pupils to concentrate, to learn and to get the most from their education in the immediate term. For those reasons, the Department for Education spends more than £1.5 billion annually on policies to deliver free and nutritious food to children and young people; that is on food provision alone. On top of that, we allocate money to schools to support the education and opportunity of disadvantaged children that is driven by their free-school-meal status, such as through the pupil premium and the deprivation factor in the national funding formula.

I am proud that this Government have extended eligibility for free school meals more than any other. We spend over £1 billion per annum delivering free lunches to the greatest ever proportion of school children: over a third. That is in contrast to the one in six who were receiving a free school meal in 2010. This change is despite unemployment being down by a million, more than 600,000 fewer children being in workless households since 2010 and the proportion of people in low hourly pay having halved since 2015.

[Mrs Hodgson]

I just want to point out that that is, of course, because of the introduction of universal infant free school meals, which, it has to be said, was a coalition Government policy; the Conservatives cannot really take full credit for that because I doubt it would have happened without the coalition Government.

[Damian Hinds]

When the hon. Member for Twickenham was on her feet, she claimed that the 2014 Act was entirely due to the Liberal Democrats. Of course, it was not; it was a coalition Government at the time. The hon. Member for Washington and Sunderland West is partly right. There have been multiple extensions to free school meal eligibility, including the provision of free school meals to disadvantaged children in further education colleges. The big factor has been the extension of protections under universal credit, which of course has happened since the coalition Government.

[Sir Stephen Timms]

rose—

[Damian Hinds]

I want to give way to the right hon. Gentleman, who speaks with great authority on these matters. I am worried about the time; if he is quick, I will be quick in response.

[Sir Stephen Timms]

Has the Minister thought about the prospect of uprating that £7,400-a-year income threshold for eligibility for free school meals?

[Damian Hinds]

The right hon. Gentleman has been in these positions himself, so he knows that, of course, we keep that under review. However, I gently point out that it has been under the current system that this much greater proportion of children and young people are eligible for free school meals than was the case when other Governments, including one of whom he was a very distinguished member, were in office.

Overall, more than 2 million pupils are eligible for benefits-related free school meals. In addition, as we have just been discussing, 1.3 million infants in reception, year 1 and year 2 get a free meal under the universal infant free school meals policy, which was introduced in 2014. Further to that, more than 90,000 disadvantaged students in further education receive a free meal at lunchtime. Together, this helps to improve the education of children and young people; it boosts their health and saves their parents considerable sums of money.

We have also introduced extensive protections, which have been in effect since 2018. They ensure that, while universal credit is being fully rolled out, any child eligible for free school meals will retain their entitlement and keep getting free meals until the end of the phase—in other words, until the end of primary or secondary—even if their family’s income rises above the income threshold such that this would otherwise have stopped.

We all know the saying that breakfast is the most important meal of the day, and the evidence does back that up. It shows that children who do not have breakfast are more likely to have issues with behaviour, wellbeing and learning. That is why we continue to support the provision of breakfast, by investing up to £40 million in the national school breakfast programme. The funding supports up to 2,700 schools in disadvantaged areas, and means that thousands of children from low-income families are offered a free, nutritious breakfast, to better support their attainment, wellbeing and readiness to learn. I say gently to the hon. Member for Newcastle upon Tyne North that we think it is important to target that breakfast investment where it is most needed, which does not mean only in primary schools.

[Ms Lyn Brown]

rose—

[Damian Hinds]

I am going to ask the hon. Lady to forgive me, because we have less than five minutes to go, and I must reach the conclusion.

Further to that, we recognise that nutrition does not cease to be an issue outside of term time, and that holiday periods can be particularly difficult for disadvantaged and low-income families. That is one reason why we continue to support the delivery of enriching activities and provision of nutritious food through the holiday activities and food programme. It has been backed by more than £200 million in funding, and now sees all 153 local authorities in England taking part.

The success of the programme is plain to see. Since 2022, it has provided 11.3 million HAF—holiday activities and food—days to children and young people in this country. Across 2023, more than 5 million HAF days were provided during Easter, summer and winter delivery. Based on reporting from local authorities, over winter 2023 more than 290,000 children attended the programme, of whom more than 263,000 were funded directly by the HAF programme and more than 229,000 received benefits-related free school meals. In response to the hon. Member for York Central, there is a degree of flexibility for individual school provision for eligibility for that facility.

The HAF programme brings me to this point, which the hon. Member for Newcastle upon Tyne North made in a different way. Of course, we have to see everything in the round—the full support given to families. In that context, the wider package of support, particularly for the cost of living difficulties the country has been through, is very relevant. That has been worth more than £100 billion over 2022-23 to 2024-25. It remains the case that pursuing policies that facilitate work and create jobs is the single most important poverty-tackling policy that a Government can have.

Colleagues, including the hon. Members for Twickenham and for Washington and Sunderland West, brought up the important question of auto-enrolment. We do want to make it as simple as possible for schools and local authorities to determine eligibility and for families to apply. That is why we have the eligibility checking service. I am also aware of some of the innovative things local authorities are doing to look at auto-enrolment. We think there is merit in those projects, which we will look at closely. We know that historically it has not been straightforward to achieve auto-enrolment, but it is definitely something we want to study further and learn from.

I am running short of time, but the hon. Member for Twickenham asked about disability. We debated that subject in this Chamber a few weeks ago, with some of the colleagues here today, and that included reference to children receiving EOTAS: education otherwise than at school. I am pleased to reiterate that we have done what we committed to do: update guidance in that area, particularly regarding children with disabilities, to make clear the duty to make reasonable adjustments under relevant legislation.

I hope I have conveyed the extent of free-meal support currently in place under this Government, and how vital a role it plays, ensuring that the most disadvantaged children receive the nutrition they need to thrive. I again thank the hon. Member for Twickenham for bringing this important debate to Westminster Hall today and all colleagues for taking part.

Question put and agreed to.

Resolved,

That this House has considered the provision of free school meals.

School Attendance (Duties of Local Authorities and Proprietors of Schools) Bill

Damian Hinds Excerpts

Wednesday 1st May 2024 Public Bill Committees

To conclude, I thank Members for attending and for their contributions, which highlighted the issues and concerns we all share about school attendance. We can all agree that tinkering around the edges will not do; to ensure that the Bill has the greatest impact, we need to see action from the Government so that we do not see a whole generation missing from Britain’s schools. With that, I welcome and commend the work of the right hon. Member for Chelmsford in highlighting the issue, bringing the Bill forward and lobbying so hard for the changes that schools and families are crying out for. I look forward to seeing the Bill pass through its remaining stages in the coming weeks and months.

[The Minister for Schools (Damian Hinds)]

It is a great pleasure to see you in the Chair, Mr Vickers. I want to join colleagues in congratulating my right hon. Friend the Member for Chelmsford on introducing the Bill and her work in getting it to this stage. She brought to the process not only her commitment and passion but a number of unique insights. It was a pleasure to join her in visiting The Boswells School when I came to Chelmsford, and it has been a pleasure working with her on the Bill. This topic is clearly of the highest importance to her, as I know it is to Members of this Committee and to the Government.

It was clear on Second Reading that right across the House there is a shared recognition of the value of regular school attendance for attainment, wellbeing and development. Put simply, none of the other brilliant parts of school—whether that is phonics, maths mastery, two hours a week of sport, being with friends or taking part in the school play—can have a benefit if children are not there for them. This issue is of highest priority for us. I am pleased to see that the cross-House support continues to hold through Committee stage. I feel very confident in recommending the Bill to pass through its remaining stages. I take the opportunity to thank my hon. Friend the Member for Meon Valley for her work in bringing forward the Children Not in School (Registers, Support and Orders) Bill, which is due for Committee stage in the coming weeks and which the Government also support.

The pandemic was one of the biggest challenges ever posed to the education system, both here and around the world. Among its knock-on effects is this unprecedented impact on absence.

Before the pandemic we had had long success in bringing down absence. It had been 6% at the time of the change in Government back in 2010, and it came down to 4.7% just before covid. Persistent absence came down from 16.3% to between 10% and 11% in the second half of the decade, until the onset of covid. Our goal is to build on the strengths of the existing system to improve attendance levels as quickly as possible back to pre-pandemic levels, and indeed better.

As my right hon. Friend the Member for Chelmsford reminded us, this issue is affecting different jurisdictions and education systems right around the western world from Norway to New Zealand. In England, it is one of our top priorities, and I am pleased to be able to say that we are seeing a difference. Thanks to the brilliant efforts of our school leaders, teachers and other members of staff, 440,000 fewer pupils were persistently absent or not attending in the past academic year than in the previous one. We welcome that improvement, but there is still clearly further to go to get to pre-pandemic levels, and indeed to improve further on them. There are still parts of the country where families do not yet have access to the right support. As my right hon. Friend outlined, the Bill will improve the consistency of support available in all parts of England, giving parents increased clarity, and levelling up standards across all 24,000 schools and 153 local authorities. Ultimately, this is about their 9 million pupils.

The Bill contains two main clauses: the first will impose a general duty on local authorities to exercise their functions with a view to promoting attendance and reducing absence in their areas, and the second will require schools of all types to have and to publicise a school attendance policy.

[Mr Robin Walker]

Ministers have to think carefully about imposing new duties on schools, but is not the reality that the vast majority of schools already have an attendance policy? Schools publicising it, however—sharing it and making it public—will be useful in encouraging dialogue with parents, local authorities and all the other organisations that come forward. What the Bill does in calling for publicity for the attendance policies is vital.

[Damian Hinds]

All that my hon. Friend says is correct. All schools have some form of attendance policy. There is some variation, and one of the things that is happening through this process—the Bill, and our wider work with behaviour hubs and champions, and so on—is to spread best practice. There is real interest from schools in doing so, because they see some of the variation in attendance rates and want to be able to do everything possible. Publicising is part of that. As my right hon. Friend the Member for Chelmsford said, when going into a secondary school, for example, families will know what the policy is, which itself can be a help in upholding those attendance policies.

[Mrs Flick Drummond (Meon Valley) (Con)]

The Bill is great, and I thank my right hon. Friend for it. Is there any evidence that breakfast clubs in primary schools increase attendance? I am slightly confused: if people do not send their children to school, will breakfast clubs make them get up to take their young children to school earlier?

[Damian Hinds]

I think there is. There is some evidence that facilitating things for parents can be helpful, particularly when such things allow parents to go to work and so on. Where I might disagree with the hon. Member for Newcastle upon Tyne North is that that is not unique to primary schools; in fact, attendance is more of a problem at secondary school than it is at primary school. We spend quite a lot of money at the moment on supporting breakfast clubs in a targeted way—where they are most needed, where they can make the most difference—and a blanket approach to primary schools would not achieve that. We think it is right to target the money and to take a precise approach, recognising that absence is more of an issue in secondary schools. Through breakfast clubs and other things one might do, one can have more of an impact.

Both clauses will require all schools and local authorities to have regard to guidance issued by the Secretary of State in relation to school attendance when complying with their duties under the Bill. That guidance, as my right hon. Friend the Member for Chelmsford said, is the piece entitled, “Working together to improve school attendance”. It is widely supported by schools, trusts and local authorities, and both the Select Committee—I am pleased to welcome its Chair here today—and the Children’s Commissioner for England have previously called for it to be made statutory.

The guidance, as my right hon. Friend the Member for Chelmsford said, was published in May 2022 to allow schools and local authorities time to implement the expectations. As I said earlier, we have already started seeing an improvement in attendance rates since then. To support the sector in delivering those expectations we have implemented a comprehensive attendance strategy; colleagues will be familiar with important aspects of that. We will of course continue to provide support.

To give an outline of that package, we have offered expert attendance advice support to every local authority in the country and to a number of trusts. We have set up attendance hubs, where lead schools offer support to others to improve their attendance practice—now reaching around 2,000 schools, responsible for 1 million pupils. We have created a new attendance data tool to help identify children at risk of persistent absence and enable early intervention. We convened the attendance action alliance at a national level to bring together system leaders from every part of our society, the public sector and parts of the charitable sector that can have an effect on this important issue. We are piloting attendance mentors who offer one-to-one targeted support to persistently absent pupils; we have recently appointed Mr Rob Tarn to the role of national attendance ambassador; and we have laid regulations that will, from the summer, modernise school registers and introduce a national framework for penalty notices.

I want to respond briefly to points made by colleagues. I say gently to the hon. Member for Newcastle upon Tyne North that I do not think she really wants to bring politics into this. The truth is that these issues are affecting countries right around the world. They are also affecting the home nations—the constituent countries of the United Kingdom. In Wales a different political party is in government and absence rates in Wales are worse than they are in England, but I recognise that, overall, we share the same ambitions.

The hon. Member for Newcastle upon Tyne North asked about the support available to families. She is quite right to identify the importance of things like mental health support. That is why we have offered the training grant to all state-funded schools; I think 15,000 have now taken up that offer to have a senior mental health lead trained. It is also why we are rolling out mental health support teams across the country. We anticipate getting to 50% of pupils being covered by that by the end of this financial year. Already there is greater prevalence in secondary schools than primary schools. We are also supporting the national school breakfast club programme because of the effects it can have.

My hon. Friend the Member for Aylesbury made some very important points. First, I join him in paying tribute to the work of the teachers at the school that he mentioned. I have been blown away when visiting other schools around the country. My right hon. Friend the Member for Chelmsford and I have of course had our own visits, and have had the opportunity to see some of the amazingly dedicated work and the lengths that schools and individual members of staff will go to, to try and ensure that every child has the opportunity of a first-class education.

My hon. Friend the Member for Aylesbury is right: it is parents’ responsibility to have children go to school. We have also been communicating with parents directly —I think that is important—making sure, for example, that people know about the NHS guidance on when it is necessary to keep a child off school and when it is not. I have already mentioned our support for breakfast clubs.

Oral Answers to Questions

Damian Hinds Excerpts

Monday 29th April 2024 Commons Chamber

[Craig Tracey (North Warwickshire) (Con)]

4. If her Department will make an assessment of the potential impact of sports and PE on mental resilience in young people.

[The Minister for Schools (Damian Hinds)]

It is well and widely recognised that PE and sport support children and young people’s health and general wellbeing. The school sport and activity action plan update, published in July 2023, sets out how we will support all young people to participate in PE and sport in school.

[Craig Tracey]

I recently hosted an event here in Parliament with Nick Dougherty, the golfer, and the Golf Foundation to kick off their Unleash Your Drive programme, an amazing initiative providing young people with the life skills they need to survive in the modern world, including mental resilience. The scheme has been rolled out to over 500 schools since September last year, with fantastic results. Will the Minister meet me and the Golf Foundation to discuss this success and how we can encourage more schools to teach mental toughness skills through sport, as part of the school sport and activity action plan?

[Damian Hinds]

I know about the good work of the Golf Foundation, under the leadership of Brendon Pyle. I would be very happy to meet my hon. Friend to discuss its work, specifically the Unleash Your Drive programme.

[Tim Farron (Westmorland and Lonsdale) (LD)]

Sport, PE and outdoor education have a huge impact on building resilience among young people, helping them to gain a love of learning as well as the outdoors, which can be great for them for their whole lives. Does the Minister agree that it is a great shame that just the other week the Welsh Senedd voted down by a single vote the Bill proposed by his colleague and my friend Sam Rowlands which would have made outdoor education an experience that every young person in Wales could access? Will the Minister go one further and back my equivalent Outdoor Education Bill, which will receive its Second Reading on 21 June, so that this place ensures that every young person in primary and secondary schools has the ability to access an outdoor education experience for free?

[Damian Hinds]

The hon. Gentleman has been entirely consistent for some time in talking about the importance of outdoor education, about which I am happy to agree. I am not sure it is always necessarily a case for law, but it is certainly important for young people to get outdoors, to be in touch with nature and to see the countryside, as well as running around enjoying PE and sporting activities.

[Bob Blackman (Harrow East) (Con)]

8. What steps she is taking to support education on Israel and antisemitism in secondary schools.

[The Minister for Schools (Damian Hinds)]

I have been horrified and appalled to see the rise in antisemitism in education since 7 October. It is unacceptable and it cannot be tolerated. My right hon. Friend the Secretary of State has written to all schools and colleges reminding them of their duties under Prevent, and we are investing £7 million to help tackle antisemitism across education.

[Bob Blackman]

My right hon. Friend is clearly right that the rise of antisemitism in schools—or anywhere—is absolutely unacceptable. One of the causes is the failure of schools to teach children about the history of Israel and the fact that Jewish people have occupied Israel for over 3,000 years. Indeed, the Balfour declaration set up the creation of the modern state of Israel. As that is not communicated, there is widespread ignorance and people do not believe that Jewish people have occupied that land for so long. Will my right hon. Friend conduct a review of the curriculum to ensure that young people are properly educated about the history of Israel?

[Damian Hinds]

I appreciate what my hon. Friend says. History is a very important subject for many reasons. Learning about Israel and the wider region can be covered in history, for example in the “challenges for Britain, Europe and the wider world since 1901” theme. In general, we do not specify individual historical events in our national curriculum, with the sole exception of the holocaust, as he will know.

[Jim Shannon (Strangford) (DUP)]

I thank the Minister for his positive and helpful response. What discussions has he had with counterparts in the devolved nations, in particular in Northern Ireland, where the two different groups—the nationalists and the Unionists; the Protestants and the Catholics—have been able to develop an understanding on education? They are able to look at each other without the suspicion that may have been there 20 or 30 years ago. Has the Minister had a chance to talk to the devolved nations to ascertain whether introducing compulsory education on the importance of combatting antisemitism is possible, taking the Northern Ireland example as one that works?

[Damian Hinds]

I always value opportunities to speak to colleagues and counterparts in the devolved Administrations. I believe that we will have another opportunity relatively soon to speak to the hon. Gentleman’s colleagues in Northern Ireland, and I have no doubt that that will be one thing that we will wish to talk about.

[Mr Speaker]

I call the SNP spokesperson.

[Damian Hinds]

The hon. Lady is right to call out the wickedness of Islamophobia. There have been Islamophobic incidents in schools as well, and Tell MAMA is an important resource in that regard. We will not tolerate anti-Muslim hatred in any form and we will seek to stamp it out whenever and wheresoever it occurs.

[Mr Speaker]

Ms Anum Qaisar is not here to ask the next question, but will the Minister give an answer so that I can bring in the Opposition Front Bencher?

[Ms Anum Qaisar (Airdrie and Shotts) (SNP)]

9. What recent discussions she has had with her counterparts in the devolved Administrations on the potential merits of providing additional financial support to school pupils in the context of increases in the cost of living.

[The Minister for Schools (Damian Hinds)]

Ministers normally meet colleagues from the devolved Governments, as we were just discussing a moment ago. The Education Ministers Council was due to be hosted by the Scottish Government in late 2023, but, although we have been watching our doormats, no invitation has arrived. The UK Government are providing £108 billion over 2022-23 to 2024-25 to help with the cost of living.

[Mr Speaker]

I call the shadow Minister.

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

On the cost of living, among concerns raised by parents in response to the most recent National Parents Survey by Parentkind, the cost of school uniforms, trips and food came up the most. Labour has a plan to cut the cost of school uniforms by limiting the number of branded items, and our free breakfast clubs in every primary school will put money back in parents’ pockets while improving attendance and attainment. We have done the Government’s homework, and they are still failing families. Will it take a Labour Government to give every child in this country the chances that they deserve?

[Damian Hinds]

I appreciate what the hon. Lady says, but I am afraid she needs to keep up: we have done the things that restrict the cost pressures on uniforms. We regularly survey how much uniforms are costing, and some of those results are encouraging. We also survey regularly the number of schools that have a second-hand uniform facility available, and I am pleased to report that that has improved. We are also very clear that, when a school trip is part of the national curriculum—an essential thing to do—there should be no charge. In addition to that, way many schools make sure that they are providing inclusivity for all pupils, and of course the pupil premium that we introduced shortly after 2010 is one of the things that facilitates that.

[Mr Philip Hollobone (Kettering) (Con)]

10. When she expects the proposed Hanwood Park Free School in Kettering constituency to open.

[The Minister for Schools (Damian Hinds)]

I am grateful to my hon. Friend for his question. I thank him for his ongoing support for this new school, including his personal work to make sure that there is provision for boys and girls. We are working with his council and sponsoring trust to agree a provisional opening date for Hanwood Park Free School as soon as possible.

[Mr Hollobone]

The new Hanwood Park Free School is a key part of the future educational infrastructure in Kettering and will be located at the heart of the Hanwood Park development, which, with 5,500 houses, is one of the largest housing developments in the whole country. Will my right hon. Friend please facilitate a meeting in Kettering with the Department’s regional director for the east midlands, me, the local educational authority, the Orbis academy trust and the Hanwood Park developers so that together we can ensure that the school build is co-ordinated as best as possible?

[Damian Hinds]

Again, I commend my hon. Friend for his work. I also appreciate the importance of the provision of local services—none is more important than education—where there is housing development. I would be very pleased to convene such a meeting as he requests.

[Sir David Evennett (Bexleyheath and Crayford) (Con)]

12. What steps her Department has taken to improve standards of reading in schools.

--- Later in debate ---

[Nadia Whittome (Nottingham East) (Lab)]

17. What assessment she has made of the impact of real-terms reductions to school budgets since 2010 on school children.

[The Minister for Schools (Damian Hinds)]

I am grateful to the hon. Lady for her question, but I am afraid there is a flawed premise within it. School funding is, at £60.7 billion, the highest it has ever been in real terms per pupil. There has been a real-terms increase of 5.5% per pupil nationally compared with 2010-11.

[Nadia Whittome]

I thank the Minister for his response, but what he says about the state of school funding is not the full picture, and he knows it. Schools’ costs have increased much faster than funding. In fact, analysis by the National Education Union shows that every single school in Nottingham East had less real-terms funding last year than 14 years ago—that is £1,266 less per pupil on average. If the Government really cared about the future of children and young people, should they not be funding high-quality education instead of whipping up culture wars?

[Damian Hinds]

We are funding high-quality education, and the quality of that education is seen in the results, be they the performance of 15-year-olds in mathematics, English and science, or the results of primary school children, which have improved dramatically since 2010. On the NEU “analysis”, I am afraid that it is flawed in multiple respects: it does not include a number for the high-needs budget, which has grown so much, and ultimately it does not use real numbers for 2010.

[Dame Harriett Baldwin (West Worcestershire) (Con)]

On the subject of school budgets, will the Minister join me in welcoming the letter that I received from Malvern College in Worcestershire this week? Not only is that independent school one of the largest employers in Worcestershire, but it contributes £28 million to the local economy, and if its 300-plus fee-paying pupils had to be educated in local schools, that would come at a huge cost to the public purse.

[Damian Hinds]

My hon. Friend is exactly correct. If the Labour party got into government, there would be a hike in the cost of going to private schools, which would push a number of families out of that provision. We do not know how many, Labour does not know how many and nor does anybody else, but we do know that some— possibly very many—would come into the state-funded system, causing great strain and possibly cuts that would affect other children.

[Sir David Davis (Haltemprice and Howden) (Con)]

T1. If she will make a statement on her departmental responsibilities.

--- Later in debate ---

[Sir Desmond Swayne (New Forest West) (Con)]

T5. Are powers available to the Secretary of State where schools refuse to implement her guidance on social transitioning?

[The Minister for Schools (Damian Hinds)]

We expect that schools will follow the guidance, because it is guidance to help them carry out their existing statutory duties, including safeguarding. If they did not take those guidelines into account when delivering those duties, they would be at risk of breach.

[Mr Speaker]

We now come to the SNP spokesperson.

[Carol Monaghan (Glasgow North West) (SNP)]

I thank the Secretary of State for mentioning exam season. I am sure she will include the Scottish young people sitting their exams, whose exams started last week—they are already in the throes of it.

Deepfake images and nudification apps pose massive threats to the mental health of girls in particular, and therefore their educational outcomes. I am pleased that the Government have taken steps to criminalise the creation of such images, but how is the Secretary of State working with Cabinet colleagues to put pressure on internet companies to take the radical action necessary to remove such images, which can have such an impact on girls’ education?

[Damian Hinds]

The hon. Member is of course right that the lead is taken by a different Department, but we are very conscious of the pressures, including from social media, in relation to pornography, deepfake and nudification, as she rightly identifies, and we are working right across Government to make sure those pressures can be eased.

[David Simmonds (Ruislip, Northwood and Pinner) (Con)]

T6. Bearing out feedback from my two excellent local Conservative councils, a recent report from the organisation London Councils highlights a 4.3% drop in the number of pupils in schools in Hillingdon. At a time of falling numbers on rolls in outer London, will my hon. Friend commit to work with our schools and local authorities to promote the opportunities for more inclusion for SEND pupils in mainstream schools?

--- Later in debate ---

[Neale Hanvey (Kirkcaldy and Cowdenbeath) (Alba)]

T3. The Cass review has established that social transitioning is not a neutral act, and that it introduces significant risk of harm. Does the Secretary of State agree with me that when a new First Minister emerges in Scotland, they should commit to factual, science-based education in schools and implement the Cass review findings in full, so they do not suffer the same fate as their predecessor?

[Damian Hinds]

I would encourage our friends and colleagues in the Scottish Government, whoever they may be at the time, to pay close attention to Hilary Cass’s report. I think her work has injected some much-needed common sense into the debate, and we are very grateful to her. This Government will always put the safety of our children first, and that is why the gender questioning guidance we have produced in draft is underpinned by the important principle of parents always being involved in decisions about their children.

[Alicia Kearns (Rutland and Melton) (Con)]

The Liberal Democrat-run council in Rutland has announced that it will close our specialist—and “outstanding” rated—SEND nursery, the Parks School. This comes with the further news that it is also going to close our only leisure centre. The community is rightly devastated, especially parents who want their children to get the best and most expert support. Does my hon. Friend agree that specialist provision must be protected and is absolutely vital, and that the need for this kind of provision is only going to increase?

[Paula Barker (Liverpool, Wavertree) (Lab)]

T4. There is no doubt but that this Department has contributed to the chaos surrounding the opening of King’s Leadership Academy in my constituency. Parents and children find themselves in utter limbo, and this debacle has caused extra pressure on school places across Liverpool. In reply to me, Baroness Barran provided absolutely no explanation of why it took the Department until 1 February to apply for planning permission, despite having owned the site since last summer. When will this Department get a grip, end the blame game, and commit to exhausting every avenue in getting the school open in September?

[Damian Hinds]

I will look into the details of the case and write to the hon. Lady.

[Peter Aldous (Waveney) (Con)]

Research by London Economics and the Association of Colleges highlights that in recent years there has been a significant drop in level 2 apprenticeship starts. Will my hon. Friend the Minister outline the specific work being carried out to reverse this decline in an area that is so vital in promoting social mobility and levelling up?

[Andy McDonald (Middlesbrough) (Lab)]

T7. Five years on from the approval of a new secondary school in my Middlesbrough constituency, not a brick has been laid and the children of Outwood Academy Riverside remain in an old Home Office block, and the next two years’ intake are going to be bused to Redcar to portacabins plonked on a field. Children are spending their entire secondary school years in temporary accommodation and it is just not good enough. Will the Secretary of State tell ministerial colleagues to get a grip and crack on with building the new school these students need and deserve?

[Damian Hinds]

We have increased the amount of money going into condition funding. We are also, of course, rebuilding 500 schools under the school rebuilding programme. I will look into the specific case the hon. Gentleman mentions and come back to him.

[Alexander Stafford (Rother Valley) (Con)]

My hon. Friend will be aware of my campaign to improve literacy across the country by improving children’s access to libraries in their schools and communities. Much can also be done by parents, grandparents and carers in the years before children start school. What is the Department doing to improve access to books and audiobooks in particular, as well as other literary materials, for pre-school children?

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[Sir Julian Lewis (New Forest East) (Con)]

In regard to the worrying topic raised earlier of antisemitism and Islamophobia in schools, will Ministers please bear in mind sections 406 and 407 of the Education Act 1996? The former bans political indoctrination in schools, and the latter says that when political subjects are brought to the attention of pupils, they must be presented in a fair and balanced way.

[Damian Hinds]

My right hon. Friend issues a timely and important reminder and we are very clear on that with schools. We also, of course, part-fund Educate Against Hate, which has materials available, and I know that schools also seek to go to lengths in most cases to make sure that when tackling controversial current affairs, they are doing so in an entirely impartial way.

[Alistair Strathern (Mid Bedfordshire) (Lab)]

T10. While it is welcome that Ministers are finally investing in childcare, the scheme just is not working, with local providers telling me it falls far short of what they need to meet demand, exacerbated by the especially low rate paid in central Bedfordshire. Will Ministers change course to make sure that central Bedfordshire families can finally access the childcare they need?

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[Dr Caroline Johnson (Sleaford and North Hykeham) (Con)]

The Sir Robert Pattinson Academy in my constituency is a great school providing an excellent education to children. However, it is struggling with the challenges of aged infrastructure, and an urgent bid for it to rectify the heating and wiring challenges has been refused. An urgent meeting on Friday with officials was unproductive, not least because the data they were looking at was out of date. Can I ask the Secretary of State to please ensure that the senior leadership team gets an urgent meeting with senior officials and that she personally ensures that this bid is looked at properly and quickly?

[Damian Hinds]

I will indeed do that. My hon. Friend has brought up this subject with me and with my right hon. Friend the Secretary of State. There was that meeting with Mr Hardy on Friday. I know there are two separate cases around the condition improvement fund bid and the urgent capital support bid. We will continue to work with the school, and I will ensure that my hon. Friend gets that high-level meeting that she asks for.

[Munira Wilson (Twickenham) (LD)]

Among other cuts, the Department for Education has quietly slipped out the announcement that it is slashing funding for Now Teach, which has supported more than 1,000 people to switch careers and retrain as secondary teachers in shortage subjects such as science, maths and modern languages. Why on earth are the Government withdrawing funding when they are missing their teacher training targets by 50% in some of these subjects, and when Now Teach has had such a brilliant track record in getting people to retrain as teachers?

[Damian Hinds]

First, I must say that the statistics the hon. Lady just gave on missing recruitment targets are incorrect. They are frequently repeated, but not right. We do think that career changes are an important part of people coming into this noble profession, and we are continuing with our career changes programme. We are not axing Now Teach; we are not re-procuring it, so we are not extending it again. To put it in perspective, it is roughly about 200 to 250 people in a typical year, out of about 7,000 career changes coming into teaching. We are reassessing the best way to attract more of them, because we want to grow the number of career changes coming into teaching and make sure that we go about it in the best and most productive way.

[Priti Patel (Witham) (Con)]

The Secretary of State is well aware of the issues we have with Academies Enterprise Trust and Maltings Academy in Witham town. She will know of the stories of children missing out on school time because of exclusion and bullying. Some are even self-harming. What assurance can she give to pupils and their families, who have very little choice as to which schools they go to locally, that their concerns will be heard and that they will have greater educational choice over which school their children go to?

[Damian Hinds]

I know we have corresponded on this recently, and I know my right hon. Friend is taking a close personal interest and has been involved directly and personally in multiple cases. In my most recent letter—I am not sure if it will have arrived yet—I have said that we will as a Department work with her.

[Jonathan Edwards (Carmarthen East and Dinefwr) (Ind)]

I thank the Secretary of State and the shadow Secretary of State for their comments about the incident at Ysgol Dyffryn Aman in my constituency last week. There is obviously now a criminal investigation ongoing and a charge of attempted murder, so it would not be wise to speculate, but as education is devolved in Wales, will the Secretary of State pledge to work with the Welsh Government to ensure safety measures, following the various investigations having completed their work?

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[Sir Edward Leigh (Gainsborough) (Con)]

For 14 long, weary years I have been arguing for an end of the faith cap, which is preventing the opening of new Catholic schools and has no proper effect. Does the Secretary of State think that I should keep campaigning and be patient for a bit longer?

[Damian Hinds]

I have also had an opportunity to speak to my right hon. Friend on occasions about this. The Catholic Church, the Church of England and other denominations play a central part in our education, typically having high-quality schools and typically being popular with parents. We are keen to extend our academies and free schools programme, which has underpinned the huge rise in quality and children’s results that we have seen since 2010. No doubt, before too long, we may wish to put the two things closer together.