Teaching Assistants

David Simpson Excerpts

Tuesday 18th March 2014 Westminster Hall

[Alex Cunningham]

Yes, that is most certainly the case. Many years ago my wife was a volunteer assistant with adult literacy. I recognise so much the benefit of one-to-one opportunities for children with particular needs, including language and numeracy, who can benefit tremendously if they have that face-to-face contact with a teaching assistant.

The report by the Institute of Education, “Deployment and Impact of Support Staff in Schools”, was surprising, in that it found a negative relationship between the amount of teaching assistant support and academic progress in students. Similarly, Reform’s report also suggested that as much as £1.7 billion could be saved each year, through reducing the costs associated with teaching assistants, and repeatedly contended that teaching assistants

“have a negligible effect on educational outcomes”,

and even claiming that their interventions can

“harm a child’s education”.

However, these findings are very much the result of a Government who focus squarely on resource allocation and productivity per pound spent, rather than on actual educational outcomes and opportunities provided. To put it another way, this is ideologically driven attentiveness to cost at the expense of value. Indeed, several articles last summer reinforced this point. A piece in The Sunday Times, for instance, appearing in the run-up to the comprehensive spending review, argued that teaching assistants should be cut, as the evidence suggests that they do not have a positive impact on pupil attainment. In a similar fashion, an article in the Daily Mail also reported that officials from the Treasury and the Department for Education were considering mass reductions in the number of teaching assistants working in our classrooms, citing an effort to

“save some of the £4 billion a year spent on them”.

Again, the focus was primarily on finances, with the article suggesting that schools

“could improve value for money by cutting the number of teaching assistants and increasing class sizes”.

[David Simpson (Upper Bann) (DUP)]

Further to the point made earlier with regard to special needs, the special needs schools in my constituency have expressed to me that they could not survive without classroom assistants—teaching assistants—who are invaluable. Does the hon. Gentleman agree that more effort needs to be made to give them encouragement that there is a career for them and that they may, perhaps, move on to full-time teaching?

[Alex Cunningham]

It is down to training and the quality of the teaching assistants. If we can help them develop their careers properly, with ongoing professional development—I will mention that later—it will add real value for special needs children and children across the piece.

Vocational Qualifications

David Simpson Excerpts

Wednesday 5th March 2014 Commons Chamber

[Matthew Hancock]

That last point is very important, but I can go one better: in the past year, more than 500,000 people started an apprenticeship. We made a commitment in our manifesto to increase the number by tens of thousands and we have more than delivered on that target. I pay tribute to my predecessor, my right hon. Friend the Member for South Holland and The Deepings (Mr Hayes), who oversaw the start of this expansion. We also have to drive up the quality of the apprenticeships.

[David Simpson (Upper Bann) (DUP)]

I also welcome the Minister’s statement and the fact that employers will now have a greater input into, and have a better partnership role in, apprenticeships. Does the Minister agree that we cannot get complacent? There are still a lot of people out there who want to get into apprenticeships, and relationships with FE colleges must be strengthened even further.

[Matthew Hancock]

I agree. A culture change is needed across this country so that when young people leave school they will look to go either to university or into an apprenticeship. Our job is not to make the mistake of forcing people one way or the other—sometimes against their wishes, as has happened before—but instead to make sure that there are two high-quality options available and that people can choose what suits them.

Educational Attainment (Disadvantaged Pupils)

David Simpson Excerpts

Tuesday 25th February 2014 Westminster Hall

[Damian Hinds]

Indeed; there are issues of that nature—a wide variation—throughout the country. Sometimes it makes sense to look at this issue at the regional level—for my hon. Friend, that would be Yorkshire and the Humber—and in other cases it makes sense to look at individual local authorities. Sometimes we must actually drill down lower still.

In general and on average, if a child lives in a richer area they are more likely to go to a school judged good or outstanding by Ofsted than if they live in a poorer area. Ofsted’s report last year, “Unseen children”, highlights that point well. The report shows that the gap between the proportion of schools judged good or outstanding for leadership and management in the poorest parts relative to the wealthiest parts is biggest for primary schools in the south-east and east midlands, and biggest for secondary schools in Yorkshire and the Humber and the north-east. It is interesting that the report highlights how different areas have the biggest gap for primary and secondary schools. The area with the starkest difference is probably the north-east, which has the biggest gap of all between the proportion of secondary schools judged good or outstanding for leadership and management, whereas for primary schools it is the top performer in the entire country. The blended average of those two gaps ends up being quite good.

Another problem is the fact that within otherwise wealthy areas there is a danger that poorer children can be overlooked. I said at the start of my speech that it is counterintuitive in many ways, but it seems to be true—at least to an extent—at both school and area level, that a child from a disadvantaged background is best off being in a place where there are either hardly any other children in that category or loads of them. They are worse off if they are somewhere in the middle range.

Ofsted has just started publishing regional-level reports, and of the south-east it said that

“the poor performance of small numbers of pupils entitled to free school meals is lost in the midst of otherwise strong performance by 16-year-olds.”

Of course, there are exceptions, and I was delighted to note that one of the schools singled out in that report as doing particularly well in that regard was Bohunt school in my constituency, which the Secretary of State visited a couple of weeks ago. Nevertheless, there is a problem in the south-east overall with children eligible for free school meals. The report says that

“pupils eligible for free school meals in the South East attain at levels below the national figure for similar pupils in every single local authority in the region.”

[David Simpson (Upper Bann) (DUP)]

I congratulate the hon. Gentleman on securing this debate. I realise that education is a devolved matter for Northern Ireland, but he is painting an image mirrored across all regions of the United Kingdom. North and west Belfast are the worst areas we have in Northern Ireland for numbers of children eligible for free school meals, perhaps because of the troubles. Does the hon. Gentleman agree with me that every child, whatever their background, deserves a proper education?

[Damian Hinds]

The hon. Gentleman is of course quite right. He will understand that I cannot comment in detail on the figures for Belfast, but I agree with his sentiment. In fact, one could argue that the worse off and more difficult a child’s background, the greater the moral imperative for politicians to ensure that a good school is made available.

A number of questions arise on within-school underperformance. How should the pupil premium be used? If a school has relatively small numbers of disadvantaged children, what is the best way to use pupil premium moneys to benefit them? We know that, in general, whole school improvement programmes tend to disproportionately benefit the better off—although they may be beneficial overall, they are less likely to be beneficial in closing the gap. When a school has smaller numbers of disadvantaged children, specific, targeted interventions become quite difficult. Interventions are presumably not targeted at pupils because they are entitled to free school meals—that would be both difficult and rather divisive, and not something we would want.

Strengthening Couple Relationships

David Simpson Excerpts

Tuesday 14th January 2014 Westminster Hall

[Jim Shannon]

Those are wise words from the hon. Gentleman and I agree with him wholeheartedly. It is important that, through this debate, we try to explain why we feel that marriage is important and why it should be an aspiration of all young people. I believe that it is, by the way, but things happen and relationships fall down. That is a fact of life.

[David Simpson (Upper Bann) (DUP)]

The Library’s debate pack states:

“On current trends, 48% of children born last year”—

2013—

“are likely to see the breakdown of their parents’ relationship.”

That is why some sort of early intervention is needed. My right hon. Friend the Member for Belfast North (Mr Dodds) said that the stigma must be removed. It must be removed because 48% is unacceptable.

[Jim Shannon]

I thank my hon. Friend for his intervention. His wise words and heart contribute to this debate.

I have been an advocate of marriage between a man and a woman as the most stable way to raise a child, and I am on the record as saying that during a Bill Committee debate last year. I advocate that not because my parents remain a strong partnership after 60 years of being together, but because it is a fact that those who are married have a more stable relationship than those who cohabit. I base that on information and statistics that have been made available to me, and any social worker or person in that area of expertise will agree. I stress again that some families outside that mode do a great job, and I do not suggest that marriage is the only right way; however, it has proved to be the most stable way.

Cyber-bullying

David Simpson Excerpts

Tuesday 3rd December 2013 Commons Chamber

[David Simpson (Upper Bann) (DUP)]

I beg to move,

That this House recognises the serious problem of cyber-bullying and the appalling consequences for an increasing number of children and young people who are its victims; and calls on the Government to take action to help eradicate this form of intimidation and harassment, including the consideration of legislation to make cyber-bullying an offence.

I rise to speak on the motion in my name and those of my right hon. and hon. Friends. I do so in the reassuring knowledge that it is more than likely, I trust, that in the general thrust of a debate on cyber-bullying, party political differences will, for the most part, be set to one side. I say that not out of any sense of presumption, but it is borne of my experiences as a Member of this House and of the united opposition of all parties to the growing phenomena of cyber-bullying and internet trolling.

Let us remind ourselves that cyber-bullying is the use of electronic communication to bully a person, typically by sending intimidating or threatening messages. Most hon. Members in the Chamber have access to a mobile phone, an iPad and other electronic devices, which we rely on in carrying out our responsibilities as elected representatives. Our phones and mobile devices are all equipped with software that allows even the most novice of users to browse the internet, and if we so wish, to communicate via social media.

I engage with my constituents via social media daily. Today, technology allows me to reach out and express my views to thousands of people at the click of a button. That is a very useful tool, but the fact that a person can reach out to thousands of people by the click of a button is a harrowing one for approximately 65% of teenagers. We will be blinded by facts and figures in this debate, but they must all be aired to hit home what a problem cyber-bullying is and what a lasting effect it has. We hear more and more reports of young people who take their own lives as a result of bullying, and cyber-bullying in particular.

I arranged to meet Dr Arthur Cassidy, who heads up an organisation in my constituency called the Yellow Ribbon. Dr Cassidy is involved in UK-wide research into cyber-bullying and internet trolling. He has carried out comprehensive research on the effects of bullying on young people, including the long-term effects on the development of its victims. Recent reports have found that approximately 65% of teenagers say that they have experienced online bullying or trolling, with the most common form being cruel posts that comment on the way that someone is dressed or on what they look like. Some 48% of those teenagers said that it had made them feel very upset. More than half of that 65% said that it was happening to them at least once a week.

The anonymity permitted by certain forms of online social interaction can give bullies the false impression that they can say anything they wish, no matter how hurtful, with little consequence for themselves or for the person they might have harmed. Children have the right to feel safe and secure, particularly when they are at school. Schoolchildren are still developing and do not always have the wisdom to avoid cyber-bullying or to seek out the best solutions or help in dealing with this issue.

In October, I contacted every post-primary school in my constituency and asked each school to identify two student representatives to sit on a forum to discuss cyber-bullying. The meeting was attended by Dr Arthur Cassidy, the Police Service of Northern Ireland, the community safety partnership and some parents. I thank them all for their help. I felt that it was essential to engage with young people and to hear their views on how social media affect them both positively and negatively.

Many of the children emphasised how difficult it can be to find help when they have been bullied and to get adults to listen to them. They said that many adults do not understand social media and that more should be done to educate parents and teachers about cyber-bullying. I was very impressed by the openness of the young people at the forum. I was hesitant when it was brought together, because I did not think that they would open up in such a forum, but they did. On that day, I made a commitment to those young people that I would do whatever I could as their Member of Parliament to urge the Government to take whatever steps were needed to tackle this growing phenomenon.

I am pleased to say that steps have been taken in my constituency to address the problem. A workshop is scheduled to take place tomorrow evening to offer advice to parents who are concerned about keeping up to date with modern technology and who want to know what they can do to keep their children safe online. I commend the children and young people’s strategic partnership for its role in making that happen.

We need to work together to eradicate cyber-bullying. The venom that a cyber-bully produces has been proven to leave long-term effects and to make the lives of their victims miserable. Many victims succumb to anxiety, depression and other stress-related disorders. The anonymity and protection of distance makes it easier to push the boundaries and to provoke and taunt with practically no accountability.

[Tim Loughton (East Worthing and Shoreham) (Con)]

I congratulate the hon. Gentleman on bringing forward this important subject. I am interested to hear of the progress that he is making with schools in his constituency. Is not part of the problem the lack of confidence among parents of my generation, older generations and even younger generations, who lack the technological savvy to tackle the problem head-on with their children? Schools have a responsibility to educate not just children, but parents so that they know how to educate and look after their children.

[David Simpson]

Progress is being made on that. Our forum will meet again in the second week of January to hear an update. Hopefully we will see more movement from the Government and the Northern Ireland Assembly on this matter.

The hon. Gentleman is right that in today’s society, talking is almost a thing of the past between parents and their children. They do not interact in the way that they used to. Parents do not understand such things—I am one of them. Because of the generation that I grew up in, I still use just one finger on an iPad, let alone on a full computer. A lot of education is needed.

[Sammy Wilson (East Antrim) (DUP)]

Will my hon. Friend give way?

[David Simpson]

My hon. Friend had the same sort of education as me and, although he is an economist, I know that he has the same one-finger problem with computers.

[Sammy Wilson]

I assure my hon. Friend that I will never be cyber-bullied because I do not have access to the means by which I could be cyber-bullied, nor do I wish to have it. He has talked about the impact on pupils. Does he also accept that one in 10 teachers has been bullied online—however that is done—which can affect their teaching and make them fear for their families?

[David Simpson]

My hon. Friend is correct that this problem affects not only children, but young adults and older folk. I mentioned Dr Cassidy. Without going into too much detail, he has to deal with such bullying on the mainland at least once a year in relation to TV personalities who appear on some of the hottest programmes on a Saturday night. He has to deal with that issue with the BBC and UTV. My hon. Friend is correct that teachers are abused in this way as well, and that needs to be dealt with.

The National Institute for Health and Care Excellence estimates that 80,000 children in the United Kingdom suffer from severe depression. That includes 8,000 children under the age of 10. We as a society need to take responsibility for preventing harmful and antisocial behaviour such as cyber-bullying and for dealing effectively with incidents of virtual violence. We need an integrated approach in which Government, schools, parents, internet service providers and charities work together to keep the most vulnerable people safe.

[Andrew Percy (Brigg and Goole) (Con)]

I was hoping to speak in this debate, but at 2 o’clock I have to attend the Public Bill Committee considering the Water Bill and the Health Committee simultaneously, which will be interesting. I wanted to raise with the hon. Gentleman the responsibility of those who host the websites. A 17-year-old constituent of mine, Kira Lisseter, came to me after comments were posted on a US website, littlegossip.com. We wrote to the Minister, who was very helpful and did all that he could. We also tried to raise the matter with the internet service provider and the hosts, but response came there none. The hon. Gentleman is right that we can do a lot through education and Government action, but we also need the people who host the websites to be far more responsible.

[David Simpson]

I could not agree more with the hon. Gentleman. The hosts need to be brought to book in respect of how they operate. They have to realise what this problem is doing to young people.

[Rehman Chishti (Gillingham and Rainham) (Con)]

I, too, congratulate the hon. Gentleman and his party on initiating this debate. To follow on from the previous point, I have seen constituents who have had fake Twitter accounts set up in their name, which have been linked to bullying. They do not know what others are saying using that account. Does he agree that a key point is that there needs to be greater verification of people who set up accounts, and that anonymous accounts that cannot be linked or traced should not be allowed?

[David Simpson]

Absolutely. There needs to be proper accountability and due diligence when Twitter or other accounts are set up, because the problem causes major difficulties for people in general, not just children.

A girl of 13 said:

“It is worse being bullied over the internet because everyone can see and it makes you feel little and small and worthless.”

As I have said, the problem does not just affect children or teenagers. A girl of 21 said:

“They would call me horrendous names, spreading rumours and behind my back tell people to ignore me online. Other times they would add me to a big group conversation online and really dig into me. They also hacked in to my account and I was sent a really aggressive email from a group of girls”.

Another child said:

“I felt that no one understood what I was going through. I didn’t know who was sending me these messages, and I felt powerless to know what to do.”

In August, the Prime Minister spoke out, saying:

“The people that operate these websites have got to step up to the plate and show some responsibility in the way that they run these websites.”

With respect, the Government, too, must step up to the plate and impose strict regulations on internet service providers, social network sites and mobile phone networks, to ensure that we eradicate the problem at the root. As the motion suggests, they should consider introducing legislation to make cyber-bullying an offence.

The Canadian Government are already actively combating cyber-bullying and have recently amended their online crime Act to bring it up to date with modern technology, although I understand that there is still some controversy about the legislation, with young activists and child psychologists voicing concerns that the public may have been misled into thinking that it would deal with cyber-bullying, whereas they see it as only a partial solution. However, it is something to work on and build on. I understand that the Republic of Ireland is also considering legislation to make cyber-bullying a crime.

The Government might recognise the impact of cyber-bullying, but there is no specific UK law that makes cyber-bullying illegal. I understand that it can be considered a criminal offence under legislation such as the Protection from Harassment Act 1997 and the Criminal Justice and Public Order Act 1994, but there is no specific law to deal with it.

[Steve Rotheram (Liverpool, Walton) (Lab)]

Does the hon. Gentleman agree that the Government should define clearly the term “cyber-bullying”, which is different from cyber-stalking, trolling or other online offences, so that we can see where the boundaries of that behaviour lie and change people’s behaviour online? Many people hide behind the anonymity of a computer to do things online that they would not do to him, me or anyone else face to face.

--- Later in debate ---

[David Simpson]

I agree with the hon. Gentleman. We need to define cyber-bullying, and there needs to be a criminal offence. Those who receive sentences get 17 or 18 weeks, which is nothing, and are then out again and reoffending—it is a badge of honour. Something drastic needs to be done to eradicate the problem.

We must prioritise the development of a strategy to educate both parents and children. There is absolutely no time to waste, because all the studies that have been done have reached a similar conclusion: cyber-bullying is a dramatically growing trend, not just a passing phase. It is seriously damaging young people’s self-esteem and future prospects and having a negative impact on their performance at school and their health. It will continue to grow if we do not act fast. Work needs to be done to make ways of reporting such hate crimes more accessible. Children, young people and the vulnerable need to know that when they require help, support is already in place for them, and adults need to be there not only to offer that support but to be role models of respectable behaviour.

--- Later in debate ---

[Mr Vaizey]

I think it was right for the DPP and CPS to consult extensively on the issue, and to make a considered decision. The risk of almost limitless potential prosecutions must be balanced against the need for a credible policy and credible prosecutions. I am sure the debate on that will continue, but I think the process was carefully considered and not rushed into. Neither was there any wish to underestimate the impact of some of the cyber-bullying.

[David Simpson]

Does the Minister agree that although legislation can be used, it is not stopping the problem? Cyber-bullying is a growing trend and a virus that is sweeping the country. Surely something more radical needs to be done to protect our young people.

[Mr Vaizey]

As I said, as well as setting out what the Government are doing, I am here to listen to views from all sides of the House. As the hon. Gentleman made clear, I hope this will be a thoughtful debate about something on which Members are united, which is to see this venomous trend—to use his powerful adjective—curtailed in the best way we can. On the criminal element, as I understand, the Anti-social Behaviour, Crime and Policing Bill will include a new offence of causing nuisance and annoyance and there will be the opportunity for someone to get an antisocial behaviour order against people who cause nuisance and annoyance. That can also be used in cases of cyber-bullying.

As well as criminal law, it is important to consider the other issues raised by the hon. Gentleman in his excellent opening remarks, including the whole ecology that exists in terms of we in society uniting to combat this scourge. I hear what he says about cyber-bullying being a growing threat, and I welcome his constructive suggestions—for example, he made a point about doing rather than talking in the work to educate parents in his constituency.

--- Later in debate ---

[David Simpson]

Recent figures on trolls who have stopped abusing people online have shown that many of them admitted looking for the most vulnerable targets and making their lives a misery. They admitted that that behaviour was like a drug, and that they would move on to another vulnerable target. Something more needs to be done about this.

[Tim Loughton]

The hon. Gentleman is right. It takes an extraordinary mentality to want to use the fantastic technology of the internet to abuse and, ultimately, to cause harm and even death. This is perhaps similar to those people who invent computer viruses and get a kick out of causing huge inconvenience and misery to large numbers of people.

I have been a bit gloomy so far, but I want to end by mentioning a few of the good things. Good progress has been made. The work of the Prime Minister and the Government internationally with the FBI on promoting filters and using greater powers to remove harmful images from the internet is very welcome. The profile of the problem has certainly been raised, which is also welcome. We now have better guidance on e-safety in schools, although my complaint is that that focuses too much on the mechanics of the technology and not enough on the ethics of what is good and not good and what cannot be trusted on the internet.

The Department for Education has awarded £4 million-worth of grants to BeatBullying, the Diana Award, Kidscape and the National Children’s Bureau, all of which are excellent organisations doing some really good practical stuff, but it is a drop in the ocean when we consider how many hundreds of millions of people are using social media. The Education Act 2011 gives teachers greater powers to search for and delete inappropriate images on electronic devices, which is welcome, as is the fact that Ofsted should now be inspecting behaviour as part of its assessment of schools and looking closely at the effectiveness of internal policies to prevent bullying and cyber-bullying. I also welcome the additional funding to enable the Internet Watch Foundation to use its new powers to take down inappropriate sites.

There is more that we need to do, however. We need to empower parents and pupils. We need to ensure that schools not only educate the kids but invite the parents in so that they can learn what the kids have learnt, so that they know what to look out for when they go back home. This is just like healthy eating: schools are very good at giving kids healthier meals and telling them about healthy eating, only to let them go home and be stuffed full of pies by parents who do not have the right attitude. We also need more in-your-face guidance from the Government, through the Department for Education and the Home Office, about the real dangers of what is going on.

Small Businesses

David Simpson Excerpts

Thursday 28th November 2013 Commons Chamber

[Anne Marie Morris]

I agree entirely.

To return to DEFRA’s key role, a grant of £60 million has been set aside for the rural economy to enable businesses to look at opportunities in tourism and micro-enterprise. However, the Commission for Rural Communities has said that the Government need to consider future-proofing such businesses, particularly in relation to their peculiar needs for access to finance.

Finally, because I am conscious that many hon. Members want to speak, I call on the Cabinet Office to come up with a good definition of a small business. There has been a review in Europe, in relation to the Small Business Act for Europe, on how businesses are defined. It seems to me that European definitions have not been adopted across the UK. I am far from convinced that those definitions are right, but the term “SME” means very little to the average householder. Let us get a definition that is meaningful and relevant to the UK economy.

[David Simpson (Upper Bann) (DUP)]

The hon. Lady is certainly giving a very fiery and passionate speech, which is very welcome in this House. She mentioned personal guarantees. We have seen reports in the press of the antics of banks in forcing companies into liquidation so that they can avail themselves of their assets. When someone gives personal guarantees and then goes out of business through no fault of their own, a stigma is attached to them in this country, though not in other countries, and we need to get round that stigma. It would be an excellent idea for the banks to look at that.

[Anne Marie Morris]

The hon. Gentleman makes a good point, which we should certainly consider.

The Cabinet Office and BIS can lead the charge to celebrate small businesses and to get behind a joined-up strategy across all Departments, including by being clear what we mean by small businesses. In particular, let us all get behind small business Saturday on 7 December, to say, “We in this House support small businesses. We are there for you.”

Free Schools

David Simpson Excerpts

Tuesday 19th November 2013 Westminster Hall

[Ian Mearns (Gateshead) (Lab)]

Good morning, Mr Gray. It is a pleasure to serve under your chairmanship.

What a shame that the Minister for Schools cannot be with us. I am glad that the Under-Secretary of State for Education, the hon. Member for Crewe and Nantwich (Mr Timpson) is here—it is good to see him—but it is a shame that the Minister for Schools could not attend, because this is clearly his area of responsibility.

Why would a relatively new Member of Parliament from a place like Gateshead be interested in the oversight of free schools? We do not have a free school in Gateshead. I have been interested in the concept of free schools since I read an article in The Sunday Times, on 4 October 2009—before I was elected—in which the right hon. Member for Surrey Heath (Michael Gove), who was then shadow Secretary of State, said that Tory

“policies are aimed at the Gateshead mum…a no-nonsense working class woman passionate about her kids. Passionate enough to set up a massive comprehensive with 2,500 feral children on a depressed sink estate?”

Having represented Gateshead since 2010, and having been a member of the council there since 1983—with 30 years of elected public service under my belt in Gateshead—I was interested in those comments and wondered whether that was the Gateshead that Michael Gove really knew or was really thinking about—but back to the main item.

The oversight of free schools, which are a new type of school under this Government, will not have escaped the attention of hon. and right hon. Members in the past few weeks and months. Indeed, free schools were described by Channel 4 only last night as the Government’s “flagship” education policy. Although the quality of education that our young people receive is the most important factor in any discussion about education policy, we cannot disregard the cost implications for the public purse, particularly in the case of an ideologically driven policy.

Before mentioning oversight, it is important to give some context to this debate. In that regard, we should consider resources, including the funding allocations up to the next financial year. The Government have allocated a staggering £1.7 billion of capital funding to free schools, which equates to a third of the total budget for creating new school places in England as a whole over the spending review period. We should bear in mind the fact that, at the beginning of the autumn term, there were 174 free schools, compared with about 24,000 non-free schools. The words “disproportionate” and “partial” do not seem adequate to describe this investment in so few schools. However, I am more concerned that all this money is being ploughed into free schools, which are an as yet unproven, ideologically driven model of education, with serious implications for our young people.

The inspection and oversight of free schools, or rather the lack of it, has exposed the worrying shortfalls of this Government’s free schools policy.

[David Simpson (Upper Bann) (DUP)]

I congratulate the hon. Gentleman on obtaining this debate. Just to clarify, does he believe that local authorities should have oversight or should a separate body be set up to oversee the free schools?

[Ian Mearns]

That question needs to be decided. At the moment, local authorities do not have oversight and it is clear—I will come on to this—that the other organisations given the duty of oversight do not yet have the resources to do it effectively.

It is particularly worrying that the Government, in the shape of the Education Funding Agency and Ofsted, seem to find out about failures of governance only when whistleblowers inside the schools feel it necessary to act. Free schools have a great deal of freedom in how to constitute and run their own governing bodies, and there is little evidence that either the EFA or Ofsted is able to identify and act on emerging problems.

In spite of Her Majesty’s chief inspector’s criticism of local authorities for not picking up problems in academies, one basic tenet of the free school movement is that they are totally detached from the local authority. Schools such as the Al-Madinah free school in Derby, Kings science school in Bradford, and Barnfield Federation in Luton—we are not entirely sure how many others there might be, and it seems that the Department for Education and Ofsted are not sure either—show that the wheels are well and truly coming off the free-school wagon and that free schools are vulnerable to a catalogue of problems.

Chief among those problems is the lack of good governance. That failure of governance is compounded by weaknesses in inspection and oversight of free schools. The three schools that I mentioned are examples of that. I should like to make it clear that, when we talk about schools, we are talking about children who, as the Secretary of State reminds us, get only one chance at a good education.

Oral Answers to Questions

David Simpson Excerpts

Thursday 24th October 2013 Commons Chamber

[Vince Cable]

We have made it clear that doing nothing is not an option. We fully understand the implications of rising energy costs for business, particularly energy-intensive businesses. We have framed compensation arrangements and payments have already been made under the European Union emissions trading scheme, and state aid approval is now being sought for compensation for the carbon price floor for energy-intensive companies.

[David Simpson (Upper Bann) (DUP)]

What more can the Secretary of State do to encourage small businesses to apply for Government contracts?

[Vince Cable]

A great deal has been done at central Government level to ensure that we reach our target of 25% of Government contracts going to small and medium-sized enterprises. Considerable progress has been made in reducing the bureaucracy of pre-qualification questionnaires. The problem remains at the decentralised level—local government, hospitals and so on. Efforts will be made through legislation to simplify that process.

Oral Answers to Questions

David Simpson Excerpts

Monday 24th June 2013 Commons Chamber

[Mr Timpson]

With the Fostering Network and many other fostering charities, we have developed some excellent training materials for foster carers, to provide them with the support that they need. This will make them feel confident that they are in control of the placement, with the day-to-day decisions such as whether children get their hair cut or go on a sleepover being delegated to them. This will also help the children to feel that they have a normal family existence while they are in a foster care arrangement.

[David Simpson (Upper Bann) (DUP)]

What more can be done under the reforms to encourage older people to adopt children?

[Mr Timpson]

One of the many myths surrounding adoption relates to the age of prospective adopters. We want anyone who is interested in adopting to come forward and use the new adoption gateway, which is the easy way of getting the information and advice that they need. We do not want to put people off adopting; we want to welcome them with open arms and do all that we can to support them in providing children with the homes they desperately need.

Speech, Language and Communication Education

David Simpson Excerpts

Wednesday 19th June 2013 Westminster Hall

[Mr Buckland]

I am grateful to the hon. Gentleman for giving us some of the Northern Ireland figures: the three-per-classroom figure reflects the United Kingdom average. He makes an important point, which I will come back to in discussing examples in Swindon, because I am familiar with the services there.

In areas of social deprivation, upwards of 50% of children are starting school with language delay. That does not mean that their general cognitive abilities are below the national average, but their language skills are delayed. That delay can often run into secondary school and that has an impact on literacy and general attainment. It is clear from research that reading difficulties can be made worse if children are taught written language before their spoken language skills are developed enough to access this teaching.

[David Simpson (Upper Bann) (DUP)]

I congratulate the hon. Gentleman on obtaining this debate. The figures that he has given us are startling: almost 1 million children across the United Kingdom have difficulties. In Northern Ireland, we have a major problem owing to the shortage of speech therapists. Does he agree that, for children to be helped in the classroom, it is vital that we have trained staff to identify the difficulties at an early age?

[Mr Buckland]

The hon. Gentleman is right. He talks realistically about the fact that, although it would be wonderful to have a speech and language therapist in every classroom across the country, it is about increasing staff training so that generally, whether they are teachers or teaching assistants, they have awareness and understanding of how to manage and help children with identified speech, language and communication disorders. However, having link speech and language therapists for each mainstream school, such as the one we have in Swindon, is an excellent way of making sure that there is a network of specialists who can provide support when needed for teachers dealing with children in the mainstream environment.