Universal Credit Roll-out

Debate between Damian Hinds and Liz Kendall

Tuesday 24th October 2017 Commons Chamber

[Damian Hinds]

I want to press on, because I do not want to take up too much time.

From last week’s debate, as well as the general commentary received and heard, I have taken away for action a number of points that were raised. There were some individual cases, and also policy and process matters, including how we can improve arrangements for direct rent payments, our approach in cases of domestic abuse and the process for housing benefit debt recovery. Some informational issues also came up. In response to my hon. Friend the Member for Gloucester (Richard Graham), I committed to publishing the roll-out schedule for the landlord portal and trusted partner status. A question was asked by the hon. Member for Newport East (Jessica Morden) about staffing levels. In fact, we are increasing, not decreasing our staffing levels to complement the roll-out of universal credit. The hon. Member for Oxford East (Anneliese Dodds) asked about the process for third-party representatives acting for clients. I recognise that we can do more in providing clear information on such matters and I commit to doing so. As well as reporting to the whole House, we are making sure that additional information is provided to Members as the full service comes to their constituency, and we are running a number of sessions in the House for both Members and caseworkers.

[Liz Kendall (Leicester West) (Lab)]

Those of us who have had some experience of working in government on rolling out policies know that just because a policy or change in policy is announced does not mean it is actually happening on the ground. I urge the Minister to accept the call for a pause to guarantee that the changes he says he is making are actually filtering through on the ground. That is a problem. It is not a new problem in government, but if he pauses some of the changes can be made so that people’s lives do not have to suffer.

[Damian Hinds]

I am grateful to the hon. Lady for that intervention. Of course, we monitor those things constantly. As I was saying earlier, this is one reason why we have pre-scheduled pauses in the sequence.

Yes, this is a fundamental reform. This is a lot of change. It is a new benefit, a new IT system and a new operational system involving new ways of working with partners. Yes, that does bring with it some challenges, but its implementation is happening at a very measured pace, stretching over nine years from 2013 to 2022. In the next four months, universal credit will move from covering 8% of the benefit recipient population to 10%. This careful, gradual approach means we can continually adjust and evolve the programme. We can see that in enhancements such as the landlord portal and trusted partners, the refreshed approach to advances and many, many other back-of-house and systems changes. We see this effect coming through in the huge improvements in timeliness and first-time accuracy.

Secondary Education (GCSEs)

Debate between Damian Hinds and Liz Kendall

Tuesday 26th June 2012 Commons Chamber

[Damian Hinds]

The hon. Gentleman is very youthful looking but I am not sure the league tables were in place when he was at school, so I find that point slightly confusing.

Does it matter that there has been grade inflation? I think we have all heard from higher education institutions, employers in our constituencies and members of the public that it does matter. One witness who gave evidence to the Education Committee’s exams inquiry said they did not believe that employers expect to be able to compare exam results over time, but I have news for him: that is exactly what employers, higher education institutions and parents expect to be able to do, and quite justifiably so. However, the system does not support them in doing that. Although there have been many factors at play with grade inflation, there are three root causes among which there is interplay: the pressure on schools to deliver the results; the competitive land grab for volume market share on behalf of the competing exam boards; and a too malleable system that attempts to put everything on a single scale when everything does not necessarily fit together.

I think we have moved on a good way in this debate. Over the past few days, the phrase we have heard most often on this subject has been about not wanting to return to a two-tier system, but increasingly there is a recognition that there are two tiers now, with 40% of youngsters being left behind. One could even argue that there is a third tier, with the young people who are put on to other qualifications that are of so little value to them in later life. Even in the purer sense, within a single-subject GCSE there are the two tiers of the foundation level and the higher level. Although this has been talked about much today, it is in many ways the best kept secret in education. I keep finding, when I talk to the parents of 14 and 15-year-old pupils, that they are not aware of that distinction. In many ways O-levels and CSEs never went away—they were just rebranded, but into one thing.

Let us take the example of GCSE maths. If someone is entered for GCSE maths at foundation level, that decision will be taken when they are in year 10 and the highest grade they can then achieve is a grade C. That sounds very much like getting a CSE grade 1 in the 1980s. And it is not just maths. Other subjects that are tiered include biology, physics, chemistry, general science, classical civilisation, Latin, English literature, English language, geography and modern foreign languages— almost every one of the core academic subjects that most of us did at school, with the single exception of history.

[Liz Kendall]

Will the hon. Gentleman explain how having O-levels and CSEs would make that two-tier system better?

[Damian Hinds]

I have a great deal of respect for the hon. Lady, who is an erstwhile colleague of ours on the Select Committee, but I am not proposing a return to anything from the past. What we must do is build an exam and qualification system that is fit for the future and reflects the new reality in which the participation age is 18, not 16. We must make sure that all young people can reach their potential at 15 to 16 and that if they have not done so by that point, particularly in key subjects such as English and maths, they go on to do so at 16 to 18 and beyond.