Child Food Poverty

David Simmonds Excerpts

Monday 24th May 2021 Westminster Hall

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

It is a pleasure to serve under your chairmanship, Mr Bone. In the opening speech we heard about the fact that in this country—one of the six wealthiest in the world, and a country that has among the cheapest food in the world—any child or any family should not face a problem with food poverty, and I entirely agree. As Members of Parliament, we need to share our challenges and our ideas about how we implement an effective policy solution to that fact. I recall how, during my time in local government, the last Labour Government included councils such as mine to support the development of local food banks. They recognised that for many families, despite there being cash loans available, a relatively—at the time—generous benefit system and widespread access to free school meals, that support simply was not reaching all children.

We must also recognise that the implementation of policies intended to address child poverty has not always resulted in a material change in their circumstances and, in particular, the circumstances of the most vulnerable children. I commend the Government and the Minister for responding not by taking a one-size-fits-all policy approach through free school meals, but by providing financial support to local authorities. It is those local authorities that best know the circumstances of their area and those of their most vulnerable families, and are therefore best placed to ensure that the support that is provided makes a material difference to the daily life of those children. It would simply be a disgrace if we were to take an approach where we implement a policy and pat ourselves on the back, but that policy has not put a meal in the belly of a hungry child, or helped a family facing chaotic and difficult circumstances to turn their lives around.

Over the years, through the approaches we have taken to everything from the troubled families project under the coalition Government to the initiation of the Sure Start programme under the last Labour Government, we have learned that it is about having that local knowledge, experience and understanding of circumstances. I commend the Scottish Parliament and the Scottish Government for the policies they have implemented, because in the context of Scotland those things are right. However, we also need to recognise that in England, where there is not the equivalent—an English Parliament—it is our local authorities that know the circumstances in their communities and are best placed to make the crucial difference.

Certainly, having visited my local food bank and spoken to people in my local authorities who have been implementing the Government’s response, running the programmes to tackle the risk of holiday hunger and engaging with schools, this element of flexibility—providing funding so that local authorities can make the difference—has been much appreciated. It has demonstrated that some families are far more needy than we might have thought, and others have been able to turn their situation around with a relatively small amount of support.

As my hon. Friend the Member for Ipswich (Tom Hunt) highlighted, it is right that we recognise that there is no real party political disagreement about the need for action on this; there is total cross-party agreement. We need to make sure that we have effective policy responses that make a difference for the better in the lives of our most vulnerable children in this country. We need to focus on what we agree on, and in my view, that is what the Government’s policy approach to date has entirely been about.

A Brighter Future for the Next Generation

David Simmonds Excerpts

Thursday 13th May 2021 Commons Chamber

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

It is a privilege to follow my hon. Friend the Member for Keighley (Robbie Moore). I share many of his sentiments about the Gracious Speech. There is much to welcome in the measures outlined, from those relating to our armed forces to those on refugees and our youngest children, but time requires us all to focus on a few key points. Today’s theme is very much thinking about future generations, so my points will be specifically in that area.

First, there is a need to provide certainty for the future about a plan for social care. Although I have heard a good deal of criticism of the Government in recent days, all of us who are familiar with the social care system will recognise that the solutions are not necessarily ones that require new laws. For example, the way in which we approach the funding and structure of the sector and the work between the NHS and local authorities do not require new laws.

However, what we do know—I am very pleased that the Government recognise this—is that our local authorities have consistently, in the work that we have already done on reforming the social care sector, been the most efficient at using the resources available, because they know their communities best. As we think about the future of social care in our country, it is absolutely vital—given that only a small part of the sector’s work relates directly to what happens in the NHS—that we make that resource go as far as possible, so we need a council-led system that places people and communities at its heart, and I look forward to hearing the proposal that the Government are working on in that area.

The second area in which I am thinking very much about future generations is securing homes—home ownership and access to social housing and rented homes—for the generations that are to come. I very much welcome the fact that the Government have recognised that one size does not fit all across our country in this respect. It is important that we reduce the burden of national guidance, which leads to developers seeing sites as investments to sell on, rather than serving the interests of the community by building new homes. It remains my view that making the local authority decision final and ending the cycle of appeals and lobbying would see those homes delivered much more swiftly. However, it is really important that the freedoms and provisions that have been outlined in respect of forward planning and zoning are used by our local authorities, and that we focus not just on absolute numbers of units, but on the types of units, so that in communities such as Ruislip, Northwood and Pinner, we see the development of more downsizer units so that communities can remain intact while we improve the supply of family-sized homes in a local area.

Moving on to the skills and post-16 education Bill, as someone who has spent much of my life in and around the education sector, I enormously welcome the provisions that have been outlined, and in particular, the flexibility to move away from a situation where it could feel like all or nothing at school-leaving age to one where, throughout their lives, people can continue to access the support they require to retrain and develop. The early years health development review, which I have been involved in, is again a fantastic opportunity to build on the work done by local authorities and local NHS providers to transform the life chances of young children and ensure that they get the start in life that sets them up for a bright future.

Finally, preserving nature and wildlife is close to my heart and to the hearts of many of my constituents in Ruislip, Northwood and Pinner, which is a key part of the green lungs of our capital city and an important destination for leisure. I particularly welcome the proposals in the Bill on animal welfare. My constituents have expressed significant concerns that some of the elements would reduce the ability of conservation projects abroad to raise funds through charging people for hunting as part of their herd welfare and management activities. I am pleased to see that the proposal seems to strike a better balance between ensuring that hunting continues to make an economic contribution to conservation—transforming the resources available to support animals that would otherwise be risk—and enhancing the protection afforded to endangered species, which my constituents and I very much want to see.

There is a huge amount to commend in this Queen’s Speech, and I associate myself with the support expressed for it across the Conservative Benches. I look forward to seeing the proposals implemented and making a difference to the lives of the people I am here to serve.

University Students: Compensation for Lost Teaching and Rent

David Simmonds Excerpts

Thursday 15th April 2021 Commons Chamber

[Michelle Donelan]

I agree with the hon. Gentleman that it has been an extremely challenging and disruptive year for students, and I assure him that students have never been and will never be an afterthought for this Government. In fact, this week we made a statement regarding the details of the plan for the remainder of students returning. We conducted a review over the Easter holidays, as we had publicly announced we would do, and we wanted to maximise the amount of time we had to review the data. The announcement made on 5 April was regarding the things that would open up in step 2.

On further education and schools, the difference is that these youngsters do not go and form new households, nor do they travel across the country. On the data we have reviewed, we have considered the latest epidemiology data, alongside public health, economic, educational and other implications of the return. A wealth of data, papers and evidence is and will continue to be published.

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

I thank my hon. Friend for the extensive time that I know she has personally devoted to ensuring that students from my constituency get a fair deal from their universities, on a case-by-case basis. But given that universities are autonomous and independent of Government, does she agree that the example set by the best universities, which have been very proactive in ensuring students are treated appropriately, should be seen as an example for the others to follow, so that we ensure that all students who have not received the services in education or accommodation they paid for are fairly dealt with by those institutions?

[Michelle Donelan]

University staff have worked exceptionally hard over the past year to enable students to continue learning, and I want to take this opportunity to once again thank them for that. If students do have concerns, they should raise them with their university, which has a duty, under consumer rights, to have a transparent and timely complaints process. They can then escalate that to the Office of the Independent Adjudicator if they remain unsatisfied

Nurseries and Early Years Settings

David Simmonds Excerpts

Thursday 3rd December 2020 Westminster Hall

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

It is a pleasure to serve under your chairmanship, Mr Hollobone, and I reiterate the congratulations to my hon. Friend the Member for Winchester (Steve Brine) on bringing this important topic to Westminster Hall this afternoon.

I declare an interest, as a father of two young children who were at nursery throughout the previous lockdown. I would like to pay a personal tribute, and one on behalf of many other mums and dads in my constituency, to the early years teams at Hillingdon and Harrow Councils, and particularly to Hillingdon, which not only kept my children’s nursery open but ensured that other mums and dads, whose children’s nurseries closed their doors during the lockdown, were able to access childcare as key workers during that period.

The research clearly demonstrates that the money that we spend on a child during childhood gains the most value when it is spent in the early years, but that is not where most of that funding is distributed. When we look at the way in which we fund different parts of a child’s journey through life, we see that most of the money goes into secondary education and relatively less is spent early on.

I would like to focus my brief contribution today on three aspects of this challenge that it is important to get right if we are to bring about sustained change. The first aspect is about looking at the market as it is. Many hon. Members have made the powerful point that without effective early years provision, our economy is held back. The Government should be proud of the work that has been done with tax-free childcare—an enormously successful policy, appreciated by many working parents—but also the funded hours. However, as we go into a debate that is very much focused on funding gaps in the early years, we also need sometimes to challenge the behaviour of some providers.

It has caused great concern in the sector in my constituency that some nursery providers made much of the fact that they were closing their doors, taking furlough money for the staff who were placed on furlough during that period, taking the full entitlement of payment from the local authority for the funded hours, telling parents that unless they paid the full fees, there would be no place for their child when the nursery eventually reopened, and quite proudly telling other nursery providers that that meant that when those providers went out of business, they would be able to take over their premises and behave in a predatory commercial way afterwards. Therefore, although much good work has been done in the sector, I think that we also need to be prepared sometimes to challenge the behaviour of some providers, whose actions have not reflected the wider move of trying to get behind communities, parents and key workers at this difficult time.

My second point, which builds on what my hon. Friend the Member for Winchester said, is about the complexity of the sector. For the early years we have children’s centres, which are not childcare venues but which are a provider of key services for that time of life. We have nurseries; we have nursery schools. We have, of course, childminders, who are a significant part of many children’s journey through the early years. All of them, in my view, need to be seen as part of that bigger picture of the support around a child and their family. We know that, when we look at attachment, when we look at intergenerational relationships, when we look at a child’s start in life, all those things need to be taken into account. Although it is right that we are hearing the voices of providers of settings such as nurseries, it is also important to recognise that childminders are a crucial part of the picture, and they too need the skills, the ability and the capacity to support children and be part of the market response.

The final point, and the most important one, is the need for our country to have a longer term plan for the early years. A lot of the political debate has been focused on funding. Those with long memories will recall the neighbourhood nurseries initiative, which was started in 2004 and axed in 2007, to much national angst. There has been a pattern of frequent changes in the Government’s response.

We can see the numbers of children coming through the system. We know when there is a baby boom that we need to plan ahead, and we know that when the demographics go the other way we may need to reduce capacity in the system. A number of hon. Members have mentioned the need for effective workforce planning. I invite Ministers, building on work that I know is already done, to set out what that long-term plan is beginning to look like, so the children of this country, particularly in the early years, have some certainty over the medium to long term.

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[Tulip Siddiq]

I absolutely agree with my hon. Friend, and I have seen exactly what she is describing at first hand in my son’s nursery.

I am also worried that nurseries with rateable values of over £15,000 were not allowed to access the larger covid grants for retail hospitality or leisure businesses. I hope the Minister will look into that. The Chancellor agreed to give nurseries business rates relief only after intense lobbying from all sides, but, sadly, that support is due to come to an end in April next year, and maintained nursery schools, which have been mentioned repeatedly in this debate, are not able to access it. Many part-time or recently started childminders have been excluded from help through the self-employment income support scheme, and the early years providers did not qualify for the £1 billion covid catch-up funding. Last week, they were excluded from the covid workforce fund to help with the cost of staff absences, despite huge staff pressures.

In essence, throughout this crisis, early years providers have been asked to take on the responsibilities of schools but the liabilities of businesses, and with nowhere near the same level of financial support that has been given to other businesses. Of course I welcome the £44 million increase in new childcare funding in the spending review, but I do not feel it is enough to plug the gap, which stood at £662 million last year. It will only come in April, by which time many providers will certainly have closed. A chain of three nurseries in Essex I spoke to recently spent £6.10 per hour providing a Government-funded childcare place, yet only got £4.32 per hour from the Government to do so, so the 6p per hour increase to funding in the spending review is a drop in the ocean.

I want to work constructively with the Government because the early years sector is important. I also give credit where it is due. One positive step was the Government’s commitment to funding providers at pre-covid occupancy levels, both when they were forced to closed to most children from March to June, and in the autumn term when it was clear that childcare demand would be suppressed by fear of covid, furlough, job losses and working from home. That prediction was correct: occupancy in early years settings is currently just above 60% of normal term-time levels. However, although there is no reason to think demand will not continue to be low for some time, the Government are planning to go back to funding providers based on current occupancy from January. I realise it may sound like a technical point, but that will be devastating for over a quarter of providers, according to a recent survey by the Early Years Alliance.

One could argue that that made sense when the Chancellor was planning to withdraw the furlough scheme and get everyone back to work from October, but it does not make sense to extend the furlough and impose lockdown and severe restrictions while pretending that everything is back to normal for childcare, just because the Government do not want to foot the bill. I ask the Minster to take heed of this. It is hard to estimate the overall impact on the sector, but to take the example of the small nursery chain in Essex I mentioned, the owner estimates that the chain would have lost £12,000 of income this autumn term if funding was based on the current, reduced occupancy, and expects the shortfall to be much bigger in the spring term when funding is set to be calculated as the Government intend.

Mass closure of childcare settings would be devastating for over 300,00 people working in early years, the majority of them women, which is a point already made by hon. Members. Childcare workers are paid badly anyway—I am sure people are aware of that—with one in eight receiving less than £5 an hour. We should be working to tackle low pay and improve career progression in the sector. We have duty to make sure we do not bring about the demise of these jobs by slashing funding.

To remind everyone, this debate is about the future of nurseries and early years settings. The reality is that without better support, and a new approach, thousands of them may not have a future at all. Most hon. Members have made that point today. Survey after survey shows that the early years sector is on the brink of collapse. One in six providers expect to close by Christmas, rising to one in four in the most deprived areas. Recent research from the Department for Education shows around half of all nurseries, pre-schools and childminders were unlikely to be sustainable for more than a year. These are shocking statistics, and I hope the Minister will take account of this. There has been a net loss of 14,000 childcare providers in the last five years as a result of the chronic underfunding of early years entitlements. We could lose at least that many again within this year if fears are not allayed, and action is not taken immediately. I ask the Minister to consider how devastating this would be for working families who rely on childcare, and the young children whose life chances are shaped by the power of early education—that point has been made over and over again—not to mention the impact on our economy and recovery if working parents are forced to stay at home. The brilliant early years workforce will suffer large-scale redundancies.

[David Simmonds]

It is a technical point, rather than a political one, but does the hon. Lady agree that one of the ways that we could address this challenge is by taking the funding cycle through which early years receives its resources out of the same funding cycle where it sits with schools, as there is always a powerful incentive for schools forums to ensure that resources are underspent, in order that they may be redistributed to other causes in the local area? Instead, we should have a much more flexible, local and sustainable means of directing the same money, so that these issues can be addressed.

[Tulip Siddiq]

I agree with the hon. Member that we should have a flexible funding settlement, but I also think that we need to change our approach and attitude to early years settings, because we often see them as looking after children but not quite providing education. It is as much a cultural and attitudinal change as it is a funding change, so I somewhat agree with the hon. Member. We now have an opportunity to look at the childcare sector in this country as a whole, because the pandemic has shone such a bright light on the very big failures in the childcare system due to the lack of funding and the rules around early years settings, and also because they do not qualify for funding in the same way that schools do. I agree with him—that is what I am trying to say, in a very long-winded way.

I will end with a plea to the Government: please do not ignore the cries for help from a sector as important as early years. I urge the Minister, who I said has an open-door policy when it comes to discussions and constructive criticism, to rethink the plan to slash early entitlement funding from January—that is very soon—to give the early years sector the targeted support that it so badly needs, and to commit to working across the House to give our fantastic nurseries, pre-schools and childminders a sustainable future. I really feel that early years providers are an essential part of the social and economic fabric of our country. Therefore, to coin a phrase, let us build back better from the pandemic, rather than let this vital infrastructure come tumbling down when we need it most.

Exams and Accountability 2021

David Simmonds Excerpts

Thursday 3rd December 2020 Commons Chamber

[Gavin Williamson]

We have already set out details to support schools during this covid pandemic, not just in the run-up to summer, but during the current term.

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

It is always easy to criticise, but does my right hon. Friend agree that while, sadly, it appears that the dog ate Labour’s homework on this one, his statement provides headteachers in my constituency and others with certainty? Does he also share my admiration for the work being done by local authority virtual schools so that children who are in the care system are able to access the wide range of support provided by the Government to ensure that they continue to close the gap with their peers who are not in care?

[Gavin Williamson]

My hon. Friend highlights a really important area. The virtual school heads programme for local authorities and schools, has been a real success. We have seen a real impact for those children—some of the most vulnerable children in society, with some of the best attendance for them—by getting that tailored support. It is a scheme that I would deeply love to see rolled out more extensively, because the evidence points to the real impact and difference it makes to young people’s lives.

Free School Meals

David Simmonds Excerpts

Wednesday 21st October 2020 Commons Chamber

[Gavin Williamson]

I think it is fair to say that Members on both sides of the House are united in their commitment to drive out poverty and to make sure that children do not go hungry. We will do everything we can to support families and help them to do well and to succeed, and to provide them with a world-class education system driving up standards. That is what drives Conservative Members and always will.

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

rose—

[Gavin Williamson]

I give way to my hon. Friend.

[Mr Deputy Speaker (Mr Nigel Evans)]

Order. The Secretary of State has been incredibly generous with interventions, but there are 43 Members on the call list and we would like to get them in. There will be time limits, by the way, so please keep that in mind.

[David Simmonds]

Was the Secretary of State moved, as I was, by The Times “Red Box” article that Marcus Rashford wrote? Did he find it quite striking that the anxiety and difficulties that he described in growing up, with his mum’s worry about feeding the children, took place entirely under a Labour Government who claimed that eradicating child poverty was their front and central policy?

[Gavin Williamson]

My hon. Friend points out that this is a challenge that both parties face. There is a sense of commitment on the Conservative Benches to make a real and long-lasting difference to this, and that is what we will do.

We have sent out our guidance information to schools about how they can be supporting children from the most disadvantaged backgrounds. We understand how important this is. It is a continued focus of this Government and always will be. Schools are an integral part of our local communities. However, free school meals have only ever been intended to provide support during term-time periods while children are engaging in activity and learning. The provision of a healthy school meal helps children to concentrate and learn, as most recently evidenced by the pilot programme in 2012 that led to the introduction of universal infant free school meals in 2014. This complements a wider range of Government support that responds more directly to the challenges faced by families on lower incomes, and is further supplemented by the additional support in place as a direct result of the pandemic.

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

I doubt anyone in the Chamber tonight would disagree that we must focus the resources of the nation on those who need help most, but whatever the question is before us, it requires a degree of objectivity and evidence in our decision making. Both of those things have been conspicuously lacking in the Opposition’s approach tonight.

Let us consider for a moment the circumstances of the most vulnerable children in our country. There are around 400,000 children on the statutory children in need registers of our local authorities and 52,300 children on child protection plans. We all recognise that they are the most vulnerable, and they are in a system that we all recognise is facing a significant funding gap. What does it say about the Opposition’s priorities that all their interests are simply swept aside in favour of spending taxpayers’ money to curry favour with celebrity status, wealth and power? I have no doubt that Mr Rashford is an expert in his own experience, but we should not forget that the experiences he so movingly described took place under a Labour Government—a Labour Government then supposedly at the peak of their powers in tackling child poverty in this country. So if there was a lamentable failure, it was a lamentable failure of the Labour party when in Government.

The beneficiaries of the earlier free school meals decision, which, of course, went way beyond anything ever done by Labour, at least had recourse to a variety of support. We had universal credit, jobseeker’s allowance, emergency support from local authorities and even, dare I mention it, food banks. But we talk about the need to tackle food poverty in this country, and of course, this debate is happening at a time when the cost of food to British families is at a historic low—8% of household expenditure on average, down from 35% in 1957, when my father was the age that my son is today. If that is not a strategy to tackle food poverty, I do not know what is.

I know that the Opposition do not like to waste a good crisis, but this House should be ashamed if we allow ourselves today to be pushed into setting aside the circumstances of the most needy. Neglect, domestic violence, addiction and family breakdown are the major drivers of that need. They must not be put aside in favour of currying the favour of the wealthy and powerful and celebrities.

Colleges and Skills: Covid-19

David Simmonds Excerpts

Tuesday 20th October 2020 Westminster Hall

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

It is a pleasure to serve under your chairmanship, as always, Mr Betts. I thank my hon. Friend the Member for Waveney (Peter Aldous) for securing the opportunity to highlight important issues in respect of colleges.

I am not going to repeat what others have said. My constituents are very fortunate in that they are served, following the area review, by the merged institution created from Harrow College and Uxbridge College— two of the highest-performing colleges in London. Having been engaged with those colleges for many years, I would like to highlight one strength of the sector that is especially relevant to all of us and the different local economic circumstances that our constituents face: the amazing flexibility that colleges have shown in tailoring their offer to the opportunities that exist in the area for young people.

I am fortunate to represent a constituency that is part of a wider west London economic community in which we have a particularly vibrant tech hub. The video assistant referee systems that support high-level football are located at Stockley Park—I see wry smiles from the football fans in the room—as are a number of the companies that programme some of the world’s most popular computer games. There is a nexus of opportunity for young people—not necessarily those who will be pushed by their schools into the traditional A-level academic route—to gain access to well-paid, prestigious jobs in a desirable working environment close to their home area.

I am impressed by the efforts the local college has made to link up young people who are studying and pursuing those topics with those businesses and to ensure that they are able to access those opportunities and find their way into those very good, highly-paid jobs in an internationally competitive environment. That can lead to people doing amazing things with their lives, from what to many people, when they first look at the prospect of college, perhaps seems a less promising beginning than going down a route that ultimately leads to university. The more we can publicise those opportunities in Colleges Week, the better, because the more our constituents—particularly the mums and dads—understand that that route of opportunity is open to young people, the better it will be.

I will finish by touching on finance. Quite a few Members have made the point that, compared with the schools sector, colleges often feel a bit like a Cinderella service. When we simply look at the money, that is a fact, but we also know that we can sometimes do great things on a relatively modest budget. I think colleges deserve praise for that. I do not simply say that the that the answer is to make sure that more money and resources go to vocational education, although that would be welcome; we should recognise that these are institutions that demonstrate that they can create fantastic opportunities for young people that are not driven simply by the Government spending more and more money.

The more that we can extend that, as my hon. Friend the Member for Mansfield (Ben Bradley) alluded to, to a wider age group in this country, the better. I agree we need to look at young people, such as those who might have considered the technology college route in the past, but what about those slightly older people, who may be looking to get their lives back on track with further education later on? This could be exactly the opportunity they require.

I hope that those points provide a summary, but I also place on the record my thanks to the Harrow College and Uxbridge College principals, who have done such a fantastic job for my constituents over the years.

[Mr Clive Betts (in the Chair)]

We have only two minutes before the wind-ups. I dropped the hon. Member for Warrington South down the list for the simple reason that he arrived well after the start of the debate.

Awarding of Qualifications: Role of Ministers

David Simmonds Excerpts

Wednesday 9th September 2020 Commons Chamber

[Gavin Williamson]

Ofqual, quite understandably, suggested that exams were the best system of assessment. I think that everyone on the Government Benches would agree that exams are the best form of assessment, but we have to remember the situation in March. We were in the grip of a global pandemic and had to shut down every school in the country. If the hon. Lady takes a look at the advice Ofqual gave, she will see that it clearly recognised that if schools were to close and there was no normal-running schooling system, it would not be feasible to run an exam system. Given that, we had to come up with an alternative, and that is what we asked Ofqual to do—to come up with a series of alternatives that we could proceed with.

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

Does my right hon. Friend feel that it was helpful, at the point when everybody agreed we should seek to run the independently moderated exams that grades depended upon, that the National Education Union advised its members not to participate in online teaching, making it absolutely certain that the vast majority of children would not get a fair crack of the whip?

[Gavin Williamson]

There was a challenge there. As my hon. Friend points out, the National Education Union advised its members not to participate in remote teaching, which was a shame, but I am pleased to report that hundreds of thousands of teachers ignored the advice and made sure it happened and that children could benefit from it.

History Curriculum: Black History

David Simmonds Excerpts

Tuesday 8th September 2020 Commons Chamber

[Theresa Villiers]

I do agree with that, and of course, coming as the hon. Gentleman does from Northern Ireland, he understands the emotional resonance that the history of controversial events in our past still has. I know that he and colleagues in the Northern Ireland devolved institutions have worked hard to try to ensure that this decade of very sensitive and politically charged centenaries has passed off peacefully. I very much hope that that continues as we move towards the centenary of partition and the creation of Northern Ireland and the Irish Free State. It is a reminder of how history is so relevant to our outlook on so many issues today, whether that is the subject of this evening’s debate or those centenaries in Northern Ireland.

We also need to understand that the racism and injustice that black and other ethnic minorities were subjected to in this country’s history was pervasive; it was often violent; it lasted for centuries; and its legacy continues to have an impact today. Even a cursory understanding of black history provides a reminder that the values that we are rightly proud to espouse in this country—that everyone should be entitled to equal concern and respect, whatever their ethnicity and from wherever their ancestors might have come—were the result of very long, and sometimes very bitter, struggles, and that many steps forward were strongly opposed at the time, including in Parliament.

The time available for this debate does not enable us to do any kind of justice to the richness of the story of the lives of black British people over so many hundreds of years.

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

Does my right hon. Friend welcome the fact, as I do, that when we look at the guidance that was published by the Department for Education on the inclusion of black history within the wider context of the curriculum, we see that it sets out an expectation for schools that the complexity and richness and the dark side of these different campaigns that have been run, which my right hon. Friend has highlighted in her speech, are explored, and that that is done in a way that reflects the local context of the school, the children who are hearing about it and the heritage from which they come, and also the knowledge and expertise of teachers as to how that can be set in the wider context both of the community and of events of today?

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[Theresa Villiers]

I think the hon. Lady is right. It is so important that we celebrate the phenomenally positive contribution of black British people over the centuries. Highlighting that in the classroom in the curriculum is incredibly important. That is why I am honoured to have been able to secure a debate on this really important subject today. I welcome the fact that suddenly the interest in black history has grown considerably. Who would have thought a few years ago that we would see people protesting on the streets and campaigning via those demonstrations for a better understanding of black history in the classroom? This is an opportunity for the Government to seize.

[David Simmonds]

On that point, does my right hon. Friend agree that it is particularly important that, when that history is being explored, especially with young people, we are able to do it fully in context? I represent a London constituency with more than 100 first languages and an incredible diversity of backgrounds among all my constituents, and it is important to recognise that black history is part of that wider and complex history of the United Kingdom. The local context, and ensuring that everybody appreciates the context of their background within that wider community, is important. Schools, councils and other community organisations need the flexibility to respond in a way that reflects local diversity.

[Theresa Villiers]

My hon. Friend makes a very good point. It is really important to have the flexibility for schools to reflect local circumstances. I am sure that is something that the Minister will agree on as well.

--- Later in debate ---

[Theresa Villiers]

The Minister’s diary is of course a matter for him, but I very much agree that I would like to see every child in school in this country learning black history. It is an important opportunity to try to take that agenda forward, and I will certainly make that appeal to the Minister. I think that is important because I love history, and I believe that black history is a fascinating subject to study, but I also believe that every child should learn black history in the classroom so that every child growing up in this country knows that the presence of black people here is not some 20th century novelty.

Most important of all, I want more black history to be taught in the classroom because I want children from BAME communities to understand that people of colour have been a crucial part of our island story for very nearly 2,000 years. I want them to know that it was not just William Wilberforce who campaigned to abolish the slave trade, but such people as Olaudah Equiano, who had themselves been enslaved but who achieved freedom, fame and success against incredible odds and adversity. I want them to know about Ignatius Sancho, who in 1782 was the first black writer in prose to be published in this country. I want them to know about Tom Molineaux, the boxer and former slave who should have been the England heavyweight champion in 1810, if he had not been unfairly robbed of the title by an underhand trick. I want them to know about John Kent, who became the first black police officer as far back as 1837. I want them to know about thousands of soldiers from Africa, the Caribbean and India who fought and died for this country in two world wars.

Taking the Indian subcontinent as just one example, 1.27 million men served in the British Army in the first world war, including in the blood-soaked killing fields of the western front and Gallipoli. More than 2.5 million men from the area now covered by India, Pakistan and Bangladesh volunteered for service in world war two, producing the largest volunteer army in history.

[David Simmonds]

I am very proud of the fact that in the predecessor constituency to the one I have the privilege of representing, William Wilberforce had his London home. He lived there when he was campaigning in this House for the abolition of slavery, although he was a Member of Parliament from Hull. He was a resident of a house called the Chestnuts. That is very much celebrated locally, but will my right hon. Friend expand on the remarks she has made about the complexity of this representation in our curriculum? The guidance covers everything from slavery as something where, in the country that is now the United Kingdom, we saw empires taking people, through to the role of Britain in the abolition of that trade. It also talks about the incredible positive contribution that so many black Britons have made throughout our history and identifies the complexity of those relationships in the context of empire; again that is strongly reflected in the guidance to schools. Does she also agree that in an incredibly diverse city like the one where we are both privileged to be Members of Parliament, the ability for teachers to take that guidance and translate it back so that those children get their education very much in context is a vital part of how our society responds to this debate today?

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. I should just point out for the record that there is plenty of time and there are very few people here, and that was a very interesting intervention from the hon. Gentleman, but it was rather long and I do not want to create a precedent. There is a difference between an intervention and a mini speech.

Support for Left-Behind Children

David Simmonds Excerpts

Tuesday 7th July 2020 Commons Chamber

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

The variations in school level funding and funding by local authority area have a history in this place that is older than the corn laws, but I commend Ministers in the Department for their progress in making more transparent the national funding formula, represented in these estimates, and bringing about an approach to levelling up the amount of funding that we may see at individual school level. However, the progress that we have seen in the past decade around school standards needs to be set against a legitimate concern about children in those parts of the system who will not be familiar to most mums and dads: those children who are excluded; those who are in alternative provision; those at the more complex end of special educational needs and disabilities; those in alternative education; and, as the Department will know, those who are in unlawfully run schools. These are very small numbers, but they are very important to our society. I urge some consideration for how these funds are distributed and allocated, as this is a crucial issue for the most vulnerable.

We have heard about a school funding crisis, but for the past year for which audited figures are available, the cumulative total of all school deficits in England was £233 million, and the cumulative total of school surpluses in England was in excess of £1.7 billion. The challenge is to ensure that the money that is in the system gets to the children who need it most. That task is done at local level by schools forums—the schools-led bodies that make decisions about the local funding formula. However, there is a tendency, as the Minister will be aware, for the voice of big secondary schools to dominate. I invite him, therefore, to consider how, in the context of schools forum decision making, we might see a stronger voice for early years, alternative provision and SEND schools, particularly as Department for Education figures show that across the country 40% of primary schools, 46% of special schools and 34% of secondary schools have budget surpluses that are deemed to be excessive.

[Jonathan Gullis (Stoke-on-Trent North) (Con)]

My hon. Friend is probably one of the finest minds on the Education Committee and on education in general. May I urge him to tell us more about how early targeted intervention for those at risk of being excluded, rather than intervening after they have been excluded, results not only in a huge cost saving but in better long-term outcomes for those young people?

[David Simmonds]

My hon. Friend makes a crucial point, and I know that this is very much front and centre of the Government’s thinking on how we deploy educational resources. In the special estimates, Ministers will spell out in a lot more detail how the recently announced money for the catch-up premium, among other things, is to be distributed.

It is fundamental, in respect of these most vulnerable children, that we consider how the wider system operates, because it is the system that this House is responsible for. There is a risk, when we look at the funding formula, that we prioritise institutional interests, because it is great to be able to point to high-performing schools and outstanding school leaders, but we need to think about the wider context of those children whom institutions are sometimes not so well able to support. This House has, since the Education Act 1944 onwards, passed legislation mandating that every local authority in the country has duties and obligations to support every child. On the whole, local authorities are good at that, and I invite my right hon. Friend the Minister to consider the lessons that might be learned from the operation of our virtual schools. Thanks to the interventions of local authorities—this goes back to what my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis) said about identifying the most vulnerable early on—children who are in the care system now have the best school attendance of any category of children, whereas they formerly had the worst. That is an example of getting ahead of a problem and ensuring that those vulnerable children have access.

However, there is an issue around special educational needs and disabilities, which has rightly been highlighted by several Members. The education and healthcare plan—a visionary way of approaching meeting the needs of those vulnerable children—has a significant accountability gap, in that the local authority is responsible for issuing it but it is dependent on the actions of independent players, particularly schools and the NHS. Again, I invite my right hon. Friend when he responds later to consider how we might make that accountability more vigorous.

In conclusion, this is part of a much bigger picture, which the House will be able to debate. Children do not live simply in the context of the world of the Department for Education. The spend of the Ministry of Housing, Communities and Local Government and the Treasury on things such as tax-free childcare is fundamental, but this is a Parliament focused on levelling up opportunity and outcomes for every child, and it is for this House to ensure that we pay robust attention to the whole system that supports every child, not just to the institutional interests of schools.