Oral Answers to Questions

Duncan Hames Excerpts

Monday 3rd September 2012 Commons Chamber

[Sarah Teather]

I think there is a particular issue to address on the availability of holiday care for many children, not just for disabled children, and the commission is looking at holiday provision. Similarly, we are trying to encourage local authorities to put in place a local offer as part of the draft provisions we published today. That will include making sure that adequate respite care is available, and holiday provision is a prime example of that.

[Duncan Hames (Chippenham) (LD)]

I am very glad that my hon. Friend is looking into holiday provision of child care, as many parents who use child minders outside term time find that they need to pay them a retainer—sometimes as much as £1,000 a year—to keep them when they start using the free entitlement during term time. What can be done to help ensure that such families get the full benefit of the free entitlement?

[Sarah Teather]

This issue about paying a retainer to child minders is, again, symptomatic of the difficulty some families face in some areas in accessing holiday child care, and it is precisely why the commission is looking at this issue.

Oral Answers to Questions

Duncan Hames Excerpts

Monday 18th June 2012 Commons Chamber

[Mr Gibb]

As part of the consultation, we are asking people to consider how we can set out those poems, books and literature that we think students should be reading at given stages of their education. I do not think it would necessarily be right for a Government Department to prescribe the detail, but there may be a way that we can do so through other organisations or by asking the public what they think.

[Duncan Hames (Chippenham) (LD)]

What does the Minister think will be added by a statutory grammar test for 11-year-olds that could not be achieved by relying on effective assessment by teachers?

[Mr Gibb]

I think that a focus on grammar, punctuation and spelling is important. The evidence from around the world shows that the education jurisdictions that perform best have three things in common: autonomy for teachers, trusting the professionals and regular external assessment in their schools.

Oral Answers to Questions

Duncan Hames Excerpts

Thursday 24th May 2012 Commons Chamber

[Mr Willetts]

Let us make it absolutely clear. My fellow Ministers and I talk on an even and equitable basis with Autonomy and Mike Lynch, of course, and with HP and Google. Indeed, we have set up a council to plan our strategy for e-infrastructure and high-performance computing in which their advice is greatly valued. Yes, it is very important that we invest in high-technology companies, but I cannot believe that a former Secretary of State is actually saying that we should have direct controls to stop a company such as Autonomy being taken over.

[Duncan Hames (Chippenham) (LD)]

8. What recent assessment he has made of the employment circumstances of apprentices on completion of their placement.

[The Minister for Further Education, Skills and Lifelong Learning (Mr John Hayes)]

My Department has recently led an extensive survey of 5,000 apprentices. The results, published on 15 May, show that 85% of the apprentices who completed their apprenticeships in the past 12 months are employed; 4% are self-employed and 3% are in further education or training.

[Duncan Hames]

That is very welcome news. The success of apprenticeships will be judged not just by the growth in their number but by the difference they make to apprentices’ future employment. Reports on the future jobs fund found that 14 months after starting their placement, nearly half the participants were back on benefits. Will the Minister ensure that he continues to conduct evaluations of the new apprenticeships?

[Mr Hayes]

Absolutely. The survey that I have just mentioned—the biggest survey, producing the best ever results in terms of satisfaction—showed that 92% of apprentices were satisfied with their apprenticeship, and that 88% of the businesses that took on apprentices felt they had gained a business benefit. That information is critical to guiding our policy, described last week by the Business, Innovation and Skills Committee, which I went before dutifully, as a flagship. My apprenticeship policy: our victory.

Oral Answers to Questions

Duncan Hames Excerpts

Monday 16th April 2012 Commons Chamber

[Mr Speaker]

It is also important to me to reach the hon. Member for Chippenham (Duncan Hames).

[Duncan Hames (Chippenham) (LD)]

23. What support his Department provides to children who are home-educated; and if he will make a statement.

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

Last but not least, parents who home-educate their children have always taken on the full responsibility for their education and the Department does not provide support for home-educated children. Local authorities have the discretion to provide support for home-educated children with special educational needs or to enable a young person to attend college or access another education provider. Where they provide significant support, they can claim funding through the dedicated schools grant.

[Duncan Hames]

As the Minister says, it has always been so, but given that home-educating parents face a number of logistical challenges in putting children through exams, including with invigilation and coursework evaluation, it is of dismay to them that the cost of entering a child for a single GCSE exam can be as much as £115. Why is it that children who are educated at home do not have their exam entry fees paid for by the Government when the Government do pay those fees for children who are educated at school?

[Tim Loughton]

As I have said, my hon. Friend the Minister with responsibility for schools is looking at the whole system of home-educated children, and local authorities have the discretion to make those grants where they think it is appropriate but it has never been the role of Government to provide that support to home-educated children. Perhaps the key to all this is to make sure that every school in this country, in the maintained sector in particular, is so good and there is such a good choice that all parents will want to send their children to the local school and will not feel it necessary to home-educate their children.

Financial Education

Duncan Hames Excerpts

Thursday 15th December 2011 Commons Chamber

[Duncan Hames (Chippenham) (LD)]

I add my congratulations to subscribers to MoneySavingExpert.com on petitioning us for this debate. I also congratulate my hon. Friend the Member for North Swindon (Justin Tomlinson) not just on securing the debate but on his work in steering the all-party group on financial education for young people, on which I am pleased to serve as vice-chair. The group's report is a credit to my hon. Friend the Member for Brigg and Goole (Andrew Percy), who has led the inquiry.

I have been leading a strand of the group looking at financial education in further education, so my remarks will draw on the relevant insights of that inquiry, which will issue its full report in the new year. I have been joined in that inquiry by the hon. Member for Scunthorpe (Nic Dakin) and I extend my thanks and appreciation for his involvement and expertise and that of my hon. Friend the Member for Wyre Forest (Mark Garnier), who also participated in our inquiry.

Like all hon. Members, I am particularly fortunate when my own constituents contribute to my work, and it would be appropriate to make particular mention of two who have been in touch with me about the issue: Caroline Stephens and Trisha Snowling. Caroline is a maths and personal finance teacher who has campaigned tirelessly to promote the cause, not just through her work but by writing to councillors and MPs to alert them to current developments from a practitioner's point of view. Trisha has a breadth of experience in financial careers and has been an articulate correspondent on the issue in recent months. She summarised to me neatly the consequences of a lack of financial literacy for people's ability to spot a bad deal in later life:

“They don’t bother to read the small print on a finance agreement—why would they? It’ll be in a language they didn’t study at school.”

Our inquiry set out to look at the response to the issue in further education to identify what distinguishes the experience in that sector from that in schools. Since there had been little assessment or co-ordination of colleges' approach to personal financial education, the group began by conducting a nationwide survey of current practice in colleges. An overwhelming majority of survey respondents—nearly 97%—thought that financial education should also be provided in further education institutions and 84% of responding colleges believed that students’ inability to manage their finances was a cause of failure to complete their courses, which should worry all of us who want young people to have the best possible chance to equip themselves for working life.

We supplemented the survey with oral evidence sessions to test those initial findings against the experience and expertise of college principals, student service managers and students themselves. An oral evidence session a fortnight ago bore out many of the survey’s emerging conclusions about students’ financial awareness. We welcomed an impressive group of students from two colleges in London to hear their perspective on both the financial education they had received so far and their attitudes to money more generally. The students we met were of course those who have really engaged with this learning opportunity. However, I was most struck by the fact that, although they understood about saving, they themselves identified that they did not know much about borrowing or debt. They also emphasised the importance of their family background and home environment, not necessarily to the specifics that they had learned, but to their underlying attitudes to money and their confidence in dealing with it.

A dominant theme of the inquiry’s evidence so far is that there is good financial education provision in a number of colleges around the country, but that it does not reach anything like the majority of students, even in the colleges that are leading the way. The reduction of entitlement funding, which some colleges were using to deliver their personal financial education through tutorial time, has had an effect on the sector’s ability to deliver such education. However, the evidence that we have received suggests that provision was sporadic even before that funding change. It seems that some colleges may have considered that modest provision within tutorial time as sufficient.

We heard some compelling accounts of quite sophisticated offers of financial education from City college Norwich and New college Swindon. However, even such colleges that are heavily geared towards financial literacy and business education are enticing only some of their students to take up their financial education offer.

What we have seen so far is that financial education is most effectively delivered when it falls naturally within a student’s chosen core curriculum. In further education, there is a wide array of opportunities to provide that. Where that is not the case, there are many challenges in achieving the required coverage of financial education in a student’s programme.

[Mr Sheerman]

I am impressed by what the hon. Gentleman is saying about his research. Has there been any indication of what are the most successful online tools? Just as the Government are keen on using online facilities for careers education, does he think that that would be a good way to learn about debt and credit?

[Duncan Hames]

We were made aware of online resources that students could use to supplement lectures that were available as part of their further education college’s provision. I think that it was at New college Swindon where students could register for an additional qualification to supplement the choices that they were already making and their normal lectures, which was largely learned independently and had testing arrangements which allowed them to study at their own pace. I offer that as one example in answer to the hon. Gentleman’s question.

The inquiry’s forthcoming written report will go into greater detail about the nature of the challenges that we saw in further education and the means that we suggest to address them.

I will end with a few remarks about what the inquiry has told us about financial education in schools. The evidence shows that further education as a sector is defined by choice and provision for a diverse range of student needs, from basic literacy and numeracy to running a business or preparing to attend university. That means that the starting position of college students reveals the results of their previous education, which might not have equipped them with the capability to deal with the challenges that students increasingly face, including their financial responsibilities.

I therefore argue that financial education in schools needs to lay a universal foundation or baseline in financial literacy for every student. Students who go on to further education will be able to build on that by using qualification-based study, which further education colleges are in a good position to deliver in a wide range of curriculum choices. That would allow those who have benefited from financial education in the school curriculum to progress later in their education. It would also limit the extent to which further education colleges have to, in the words of one witness, “play catch-up” and help students to retread what they missed in their school years.

I know that time is short, so I will conclude by encouraging Members to look out for the APPG’s second report in the new year and by urging them to support the motion.

Oral Answers to Questions

Duncan Hames Excerpts

Monday 21st November 2011 Commons Chamber

[Michael Gove]

The Priority School building programme exists specifically to help schools like Woodlands. At the moment, we are inviting bids from schools across the country and assessing those bids against each other. In due course, there will be an announcement about additional capital support for the schools in the worst condition.

[Duncan Hames (Chippenham) (LD)]

Now that the Education Act 2011 has Royal Assent, the Minister will be looking at criteria for determining whether a school causing concern should be taken over by the governing body of another school. Can he assure me that these decisions will be made on the basis of the most up-to-date assessment of a school’s progress?

[Michael Gove]

That is a very fair point. We want to make sure that we target our attention on schools in the greatest need. If a school has had a historically poor record but, for example, a new head teacher or a new chair of governors has turned it round in the past 12 months, of course we will interpret the criteria flexibly.

Oral Answers to Questions

Duncan Hames Excerpts

Thursday 27th October 2011 Commons Chamber

[Mr Willetts]

It is important that women are properly represented in engineering and science, and I discuss that issue with a range of groups, so I hope the hon. Lady will be encouraged by the fact that we have 26,000 STEMNET ambassadors. Already, we have 40% who are female, but obviously we need to be better.

[Duncan Hames (Chippenham) (LD)]

Next month should at last see meaningfully democratic elections in Egypt, but a new democratic Egypt faces a future hamstrung by debts from the Mubarak era. Will my right hon. Friend ask his officials to conduct an audit of the £100 million owed by Egypt to the Export Credits Guarantee Department?

[Vince Cable]

As my hon. Friend knows, there is a mechanism for dealing with official debt, through the Paris Club, but I will certainly undertake to speak to my colleague, the Secretary of State for International Development, to ask what concessional assistance we are giving to Egypt. The matter does not directly bear on my Department, but I accept that there is a link with the promotion of trade.

Oral Answers to Questions

Duncan Hames Excerpts

Monday 17th October 2011 Commons Chamber

[Mr Gibb]

Certainly the vast majority of schools that I have visited are maintained schools, and that may well be the case for the Secretary of State—we can send the hon. Gentleman the figures. It is important that we raise standards right across the board, and that is why the Secretary of State has raised the floor standards for all schools to 35% this year and to 40% from next year. By the end of the Parliament, we expect all schools to have at least half of their pupils achieving five good GCSEs.

[Duncan Hames (Chippenham) (LD)]

Question 2, Mr Speaker—no, Question 3.

[Mr Speaker]

We are grateful to the hon. Gentleman, who is discussing mathematics.

[Duncan Hames]

3. What his policy is on the inclusion of financial education in the mathematics GCSE.

[The Minister for Further Education, Skills and Lifelong Learning (Mr John Hayes)]

I should have more than a normal spring in my step today, because my son, William, passed his 11-plus, and I heard about it this weekend.

The Government are currently reviewing the national curriculum, which will go out to public consultation in the new year. We will await the outcomes of that work before making any decisions on the content of GCSE mathematics, to ensure that it aligns with the new national curriculum and reflects the core mathematical knowledge and skills that young people need.

[Duncan Hames]

Only in this place could three follow one.

Having taken as many maths qualifications as I possibly could when at school, I certainly appreciate the eternal beauty of geometry, but does the Minister not accept that, for many school leavers in today’s world, it is more valuable to understand the true value of a compound annual growth rate on an investment or, more likely, the annual percentage rate on a loan?

[Mr Hayes]

The hon. Gentleman is right that finance education matters. Indeed, as a governor of the George Ward school in his constituency, he will take seriously the role that core mathematical education plays in providing people with those applied mathematical skills necessary for their well-being and our collective well-being. The Government take that seriously, and we will certainly work to ensure that maths does the job that it should.

School Funding Reform

Duncan Hames Excerpts

Tuesday 19th July 2011 Commons Chamber

[Michael Gove]

My hon. Friend makes an impressive case for Worcestershire, as do my hon. Friends the Members for West Worcestershire (Harriett Baldwin), for Redditch (Karen Lumley), for Mid Worcestershire (Peter Luff) and for Wyre Forest (Mark Garnier). I am very sympathetic to the case they make.

[Duncan Hames (Chippenham) (LD)]

Wiltshire schooling has long been among the least well funded in England, so I welcome the Education Secretary’s review of the fair funding formula for schools. Will he give particular attention to the challenges in rural areas faced by small primary schools—that is, those that we still have left?

[Michael Gove]

That is a very fair point. In our consultation we are explicitly saying that there should be a fixed sum for all primary schools, to ensure that smaller primary schools remain viable.

Oral Answers to Questions

Duncan Hames Excerpts

Monday 11th July 2011 Commons Chamber

[Michael Gove]

I am grateful for the point that the hon. Lady makes. We are doing everything possible to ensure that the replacement for education maintenance allowance, the discretionary learner support fund, is in place as soon as possible. We had consultations with college principals who said that while they accepted that these were straitened times, they would prefer to have discretion over how that funding was allocated, and we are happy to accede to that general advice.

[Duncan Hames (Chippenham) (LD)]

T6. At Frogwell primary school in Chippenham I have seen for myself the success of the Every Child Counts drive for early intervention to aid numeracy in Wiltshire schools. How does the Secretary of State propose to monitor the take-up of such programmes now that the budgets that pay for them have been delegated to schools themselves?

[Michael Gove]

My hon. Friend makes a very good point. Catch-up programmes in numeracy and literacy are hugely important. That is why we are making sure that in our reform of the accountability measures for all schools we take account not only of the raw attainment at the end of primary school but of how children do, particularly when they are from poorer backgrounds or have low levels of prior attainment. It is not for us to prescribe exactly the method, but it is for us to ensure that the poorest are better served.