Educational Opportunities in Semi-rural Areas

Edward Leigh Excerpts

Wednesday 7th May 2025 Westminster Hall

[Josh Dean]

I agree. I often talk about public transport in terms of not just getting people to places but connecting people with opportunity. That is absolutely how it should function.

Issues around connectivity diminish the number of opportunities for our young people, making it harder for them to get to school and access work experience opportunities or apprenticeships. For many students, the extra activities outside the school day, such as clubs, trips or sports matches, are out of reach because they cannot get the buses they need to make it home safely. As we all know, those are the activities we remember most from school. They gave us the chance to develop our interests, explore culture, meet other students and expand our horizons. These opportunities should not be available only to those whose families can afford to drive them or pay for taxis.

Secondly, we know that young people are at the sharp end of the mental health crisis. I remember the challenges that my peers faced in accessing appropriate mental health support at school. When I speak to young people and school leaders today, they say that the situation has only got worse.

Isolation is a key driver of poor mental health. In a 2021 YoungMinds survey, a staggering 95% of children and young people from semi-rural areas cited feelings of loneliness and isolation. Child and adolescent mental health services in Hertfordshire are under huge pressure, leaving many young people facing long delays when trying to access desperately needed support. Schools are under huge pressure to keep young people safe and in school, but they are not always equipped to deal with mental health challenges such as emotional-based school avoidance, anxiety or obsessive-compulsive disorder.

Thirdly, compounding the situation further, children living with special educational needs and disabilities face huge challenges, which are all the more acute in Hertfordshire, where only 40% of education, health and care plans were issued by the local authority within the statutory deadline in 2023, compared with 50% across England as a whole. That is largely due to a shortage of educational psychologists and a significant increase in the number of EHCPs and assessment requests. A shortage of specialist places leaves many children and young people waiting years for school places, and many SEND children are out of education for long periods.

I recognise that these issues fit into the national context on SEND, but the problems are exacerbated in semi-rural communities. For example, transport guidance currently states that primary school-aged children should travel no more than 45 minutes, and secondary school-aged children should travel no more than 75 minutes, including pick-up times. It can be a real challenge in semi-rural communities to meet those timelines, and that often puts huge demand on children living with SEND, who may find travelling distressing or have specific medical needs. It can also leave children feeling isolated. They may attend schools many miles away from where they live and be separated from their peers, and their parents may struggle to access the natural support network that comes with schools.

I welcome the work that the Labour Government are undertaking to break down the barriers to opportunity for children and young people in Hertford and Stortford and across the country. That includes the roll-out of free breakfast clubs to ensure that every child starts the day well fed and ready to learn, and the additional £1 billion of funding for SEND across the country, which is a welcome first step as we seek to fix the broken system inherited from the Conservative party. We have also committed to putting specialist mental health support into our schools. I was very grateful for the Minister’s recent answer to my question on that in the House.

I recognise that there are no quick fixes to the challenges that I have set out facing semi-rural communities, but they must none the less be addressed to ensure that children and young people in communities like ours can find the right path for them and thrive. I know that the Minister takes these matters incredibly seriously, and I commend the Government on the progress they have made so far. I would be grateful if he addressed a few specific points in his response.

Some of the issues I have touched on, such as the cost of housing or transport, sit outside the Department’s brief, but they have an impact none the less, so will the Minister confirm that the Government are taking a cross-departmental approach to address the challenges? Will he set out in further detail what progress the Department is making on rolling out specialist mental health support in our schools? And what consideration has been given in Government to open access early support hubs in semi-rural communities, to ensure that provision is accessible outside school, too?

There should be no link between where a young person comes from and how far they can go in life. I welcome the Government’s work to tackle the barriers to educational opportunity for young people, and I look forward to hearing the contributions from the Minister and all hon. Members here today.

[Sir Edward Leigh (in the Chair)]

This is only an hour-long debate, and lots of people want to speak, so we will have to have a time limit of three minutes on speeches. If we have interventions, not everybody will get in.

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[Chris Vince (Harlow) (Lab/Co-op)]

I thank my hon. Friend the Member for Hertford and Stortford (Josh Dean) for securing this important debate, which shines a light on an issue that affects my constituency.

Although Harlow itself is a built-up town, I am also proud to represent the surrounding villages of Nazeing, Roydon, Hatfield Broad Oak, Hatfield Heath and Sheering, to name just a few. These are vibrant communities, which I regularly visit through my constituency surgeries, local events and attendance at parish meetings. Time and again, I hear the same concerns: young people in semi-rural areas are being let down by barriers that limit their access to quality education.

I recognise that this Government are committed to making education an equal playing field for all, but in too many semi-rural areas there are issues that we need to address. One of the most pressing, as mentioned by other hon. Members, is transport. In urban areas, many students can walk to school, but families in villages such as Roydon or Sheering face long and often unsafe journeys. Buses are infrequent or unreliable, and parents—many of whom work full time—can spend hours each day driving their children to and from school.

One constituent, Kelly from Roydon, had to drive 30 minutes each way for the school run before heading to work. Her husband, Jason, often had to leave work early to pick the children up. That is not just inconvenient; it is a clear disadvantage, and one that working families should not be forced to bear.

Another issues I want to address, which I have seen a lot in constituency surgeries, is road safety and infrastructure. Even when children live close to school, the journey can be dangerous. Sheering Road, for example, is home to two primary schools, yet I would hesitate to call it child friendly. I have done the walk myself, and it is hair-raising at times. The road lacks the proper safety measures, and I have witnessed at first hand just how hazardous it can be for young pedestrians. School should be a place of learning, not something a child risks their safety just getting to. Poor road infrastructure also makes it harder to attract and retain talented teachers. As has been mentioned, long and difficult commutes into isolated areas are a barrier to recruitment. Without teachers, there is no education.

Beyond infrastructure there is the issue of resources. Many semi-rural schools have limited access to reliable internet and electricity, holding them back from using technology that could enrich learning. Teachers, who are the backbone of our education system—I have to say that; I used to be one—often gravitate towards schools where they are offered better salaries, career progression, housing options and transport opportunities. That makes it even more difficult for rural and semi-rural schools to retain high-quality staff.

In Harlow, 20.4% of the adult population have no formal qualifications, which is 2.2% above the national average for England and Wales. That figure should concern us all.

In conclusion, if we are truly committed to educational opportunities for all, we must invest in transport, infrastructure and digital access to attract the best teachers to every part of the country, not just our cities. No family should be disadvantaged because of where they live. Education should not be a postcode lottery. Let us work together to ensure that every child—whether they live in central Harlow or the smallest village—can reach their potential.

[Sir Edward Leigh (in the Chair)]

I apologise; I am going to have to reduce the time limit to two minutes to try to get you all in. I would like to listen to the next speaker for hours, but he has only two minutes. I call Peter Prinsley.

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[Julia Buckley (Shrewsbury) (Lab)]

It is a pleasure to serve under your chairmanship, Sir Edward. I thank my hon. Friend the Member for Hertford and Stortford (Josh Dean) for securing this vital debate.

My concern for Shrewsbury also focuses on educational opportunities for 16 to 18-year-olds, in terms of both funding and geographical access. My local provider map will probably mirror that of many other semi-rural areas: the constituency serves the whole county of 19 market towns, and in recent years there has been a domino effect as smaller schools have closed down their sixth forms, leading to a centralisation in the county. As a result, Shrewsbury Colleges Group now supports more than 10,000 students. It is the sixth largest college in the country, offers a wide range of courses, and was recently graded as “outstanding” by Ofsted.

However, the situation presents geographic barriers to those aged 16 and 17 who live across the county in those smaller villages, due to the lack—as we have heard—of public transport. In Shropshire we have limited train stations and we have lost more than 5,000 bus routes in the past 12 years, leaving many young people excluded from opportunities. One example was a hairdresser I met in the village of Broseley. I asked her why she became a hairdresser; she said that she had really wanted to do an apprenticeship in engineering, but there were no buses, and this was the only apprenticeship she could walk to. There is poverty of opportunity, as young people reduce their aspirations to match their transport options.

That is depressing enough, but even where there is a bus between towns, the average annual ticket costs £750. It is known locally as the “A-level tax”, and for many families it is completely unaffordable. However, many rural colleges do not receive additional funding to help with the bursaries they offer. Colleges such as Shrewsbury combine both A-levels and FE courses, yet they fall between the two stools when it comes to funding. I urge the Minister to review the anomaly whereby sixth forms and FE colleges receive funding, but where the two are combined, as they often are in rural areas, they miss out on crucial funding.

[Sir Edward Leigh (in the Chair)]

Last but not least, Matt Rodda.

[Matt Rodda (Reading Central) (Lab)]

It is an absolute pleasure to serve under your chairship, Sir Edward. Thank you for fitting me into this important debate.

I want to take a few moments to elaborate briefly on the concerns I raised earlier about recruitment and retention in the Reading area and Berkshire for school teachers and other school staff, but also staff in other parts of the public sector and our public services more generally. The basic problem in our area is that house prices are very high, but sadly national pay scales do not always reflect those additional pressures. That is a particular issue for a small number of areas; I am certainly aware that parts of Oxfordshire have similar problems to Berkshire, and there may well be other scattered issues across certain parts of England. Now that I have raised the issue, I hope the Minister might be able to look into it for me. I know that the Government are working extremely hard to raise standards in education and invest in the education system.

I wanted to give the example of a local comprehensive school whose former headteacher told me recently that it had had issues with recruitment and retention with certain subjects. That issue occurs across the country with certain shortage subjects, possibly in the case of science, technology, engineering and mathematics or English teaching, and maybe one or two other disciplines within large secondary schools. However, because of the increase in house prices and the cost of living pressures more generally, the situation has changed over the last few years and got progressively worse while the last Government was in office.

Last year, things reached a point where it was extremely difficult to recruit any teachers. Often, there was only one applicant for any advertised vacancy. That is a challenge for any leader in any organisation, and particularly for teachers and heads under extreme pressure. I appreciate the work that the Government are doing; I thank Reading borough council for its work on council house building, which I mentioned earlier, and the University of Reading for its excellent teacher recruitment work, but it would be wonderful if the Minister could look into this issue.

[Sir Edward Leigh (in the Chair)]

We have got everybody in. I call the Liberal Democrat spokesperson.

School Accountability and Intervention

Edward Leigh Excerpts

Monday 3rd February 2025 Commons Chamber

[Madam Deputy Speaker (Caroline Nokes)]

I call the Father of the House.

[Sir Edward Leigh (Gainsborough) (Con)]

In my experience, parents have a pretty good instinct for what is a good school, and the great generator of progress has been the academy programme, with headteachers responding to what parents want. We should be giving them more freedom, not less. Is there not a danger that if we create highly complex Ofsted reports with league tables across 40 different areas, we will replace headteachers concentrating on what parents want with a tick-box culture focused on appeasing the man in Whitehall? The solution is not endless auditing but delivering what parents want.

[Catherine McKinnell]

I find the notion that parents will not be able to understand more information about their child’s school a bit insulting to parents, who care deeply about their children and their education. Parents tell us they want more information, not less. A one-word judgment does not adequately sum up a school. The Ofsted proposal is to report on nine different areas, all of which are key ingredients of a child’s education. That may enable schools that perform in an exemplary or a very strong way on some measures to be given due credit—where they are tackling attendance or behaviour issues—so that they can share best practice. This will be a self-improving system and we will recognise good practice, but we will target—laser-focused—areas that need to improve.

Indefinite Leave to Remain: Healthcare Workers

Edward Leigh Excerpts

Monday 18th November 2024 Westminster Hall

[Jamie Stone (Caithness, Sutherland and Easter Ross) (LD)]

It is a pleasure to serve under your chairmanship, Sir Edward. I rise to speak for a slightly different reason, which is that I have the honour to be the Chair of the current Petitions Committee and this is its first debate. I thank the hon. Member for Folkestone and Hythe (Tony Vaughan) for an excellent contribution. He described a worrying, if not harrowing, situation. I also place on the record my thanks, at this early stage in the life of the Committee, to the Members who have joined it. Their enthusiasm is most encouraging. I cannot continue without saying that we have been hugely impressed by the work put in by the Clerks and all the team who give us the presentations and so on. I will keep my remarks very short, because we want to hear the proper detail about this particularly harrowing issue, but I want to end by saying that to my mind the work of the Petitions Committee is very important, and it has a very high hit rate from members of the public who watch the proceedings and go into Hansard to see what we said. It strikes me that that is an important part of the way we do democracy in this country. I will conclude my remarks with that.

[Sir Edward Leigh (in the Chair)]

If Members wish to speak, they have to rise in their place.

[Sojan Joseph (Ashford) (Lab)]

It is a pleasure to see you in the Chair, Sir Edward. I congratulate my hon. Friend and constituency neighbour the Member for Folkestone and Hythe (Tony Vaughan) on his excellent speech introducing this important debate.

Members will know that before being elected to represent my home constituency of Ashford in July, I had spent the previous 22 years working in the national health service. As someone who also made the journey to work in the NHS from a foreign country, I will draw on my knowledge and set out in my short contribution why I support the e-petition and would back reducing from five years to two the time a foreign healthcare worker has to wait before qualifying for indefinite leave to remain. I would make the point that since I came to the UK in 2001, the rules have changed and people who have the same aspirations as I did now risk finding themselves excluded.

As we all know, the NHS is reliant on overseas workers. In the NHS workforce survey in June of this year, just under 30% of NHS staff in England reported having a non-British nationality. However, without proper incentives to both recruit and retain those workers, the employment deficit is likely to worsen. For example, in the years to June 2022 and June 2023, more nurses from the European Union and the European economic area left the NHS than joined. The picture is similar for healthcare workers from the rest of the world. In the year to June 2022, 4,702 healthcare workers left the UK, and for 2023 it was 6,610. In the year to June 2024, 7,957 workers left the UK.

The cost of recruiting and training an overseas nurse is anywhere between £50,000 and £70,000, while for a doctor it can be roughly £250,000—only for them to be tempted away by other countries with more attractive recruitment and retention policies, such as Australia and Canada. As the cost of living crisis has worsened over the past decade and a half across the country, especially in the south-east, where my Ashford constituency sits, stagnating wages and rising costs have not been a good incentive to keep staff in the NHS workforce.

This issue is also impacting patient care. Losing experienced staff is a big loss for the NHS. It takes 12 to 18 months for managers and matrons to train a newly joined staff member, so losing them in two to three years’ time is a big loss for the hospitals. Given those factors, we must rethink our retention strategy as a whole. Keeping in the United Kingdom skilled workers, especially those who have been the subject of large Government investment, is a vital step towards keeping our NHS alive and making it fit for the future. Therefore, granting healthcare workers indefinite leave to remain after two years rather than five is a necessary measure to solve the retention crisis identified by Lord Darzi in his recent independent report into our NHS.

By making a special case for healthcare workers and allowing them to make this country their permanent home after two years, we would show the importance of their roles in the NHS and our gratitude, as a nation, for their decision to come to the UK to train, learn and work in our healthcare sector.

[Sir Edward Leigh (in the Chair)]

Order. I should say that it is against the rules to work on a laptop while attending these debates.

Government’s Childcare Expansion

Edward Leigh Excerpts

Thursday 17th October 2024 Commons Chamber

[Madam Deputy Speaker (Ms Nusrat Ghani)]

I call the Father of the House.

[Sir Edward Leigh (Gainsborough) (Con)]

There are countless millions of free childminders available. The love between a grandparent and a grandchild is the purest love: love without responsibility. I declare a personal interest. Will the Minister assure me that he will incentivise grandparents to look after their grandchildren, and that nothing in the tax or benefits system will discriminate against mothers who want to look after their children full time? Will he build on the Conservatives’ scheme of transferrable allowances?

[Stephen Morgan]

Families have an important role to play in supporting children in the first few years of their life. We are committed to breaking down barriers to opportunity for every child, in every part of the country, and our childcare system has a key role to play in that.

Oral Answers to Questions

Edward Leigh Excerpts

Monday 29th April 2024 Commons Chamber

[Mr Speaker]

Final question, Sir Edward Leigh.

[Sir Edward Leigh (Gainsborough) (Con)]

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

[Damian Hinds]

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

Oral Answers to Questions

Edward Leigh Excerpts

Monday 17th April 2023 Commons Chamber

[Gillian Keegan]

I think the hon. Lady stood on a manifesto to abolish Ofsted in 2019, and now she has said she would remove the grading of schools. I too have a quotation from Sir Michael Wilshaw, who has said:

“This risks lowering standards in schools and is a distraction”.

I would go further, and say that this shows that Labour is happy to prioritise the asks of teaching unions over raising standards and safeguarding our children.

[Sir Edward Leigh (Gainsborough) (Con)]

T2. Has the Department had words with the Ministry of Defence about the siting of 2,000 illegal migrants on an RAF base? I ask that question because not 200 yards from where those illegal migrants are to be housed are a nursery school and a primary school, set in a community of 1,000 people in the former married quarters. Should not Ofsted and the Department be taking an interest in this matter, in the context of child protection?

[Gillian Keegan]

Of course we always take the interests of child protection very seriously. The Home Office has confirmed that the proposals for RAF Scampton are based on the accommodation of single adult males, so there will be no children there. We remain constantly in contact with both the Home Office and local councils as these proposals develop, and my focus is on promoting the wellbeing of all children, including those who are refugees.

Religious Education in Modern Britain

Edward Leigh Excerpts

Tuesday 1st November 2022 Westminster Hall

[Sir Edward Leigh (Gainsborough) (Con)]

Happy All Saints’ day, Dame Maria. I congratulate my hon. Friend the Member for Cleethorpes (Martin Vickers), who indeed is a very good friend, on securing this debate.

It is not all doom and gloom. There is an extraordinary, vibrant faith school sector in this country that provides tolerance and superb religious education. Indeed, I was a bit torn over whether to come to this important debate or to the mass at my granddaughter’s primary school this morning; however, I could not miss this debate because the subject is so important. My hon. Friend the Member for Cleethorpes made a powerful case in his introduction to the debate. It is extraordinary and, in a way, shocking that one in five schools offers zero hours of religious education. That is around 500 secondary schools. My hon. Friend is therefore right to say that children are subject to a postcode lottery. The entire thrust of our education reform since 2010 has been to drive up standards in all subjects.

It is a fundamental principle that parents are the primary educators of their children; that is in the universal declaration on human rights and the European convention on human rights. The state’s role, then, is to act as the agent of parents and facilitate their role. That we have a diverse ecosystem of schooling in this country reflects that our society is a rich tapestry, rather than a boring grey cloth. Each child is an individual, and finding a school or other educational route that matches and suits the needs and nature of that individual child is the task of their parents.

I agree with my hon. Friend the Member for Cleethorpes that we need a national standard in religious education. I am rather bemused at the decline of religious education and the ability of so many schools to ignore what is in the Butler Education Act and more recent guidance. As I understand it—the Minister can comment on this—it is the duty of schools to provide some religious education.

My hon. Friend, again, is right to say that parents need the tools to challenge poor or non-existent provision. We need to give them the levers that they can pull to raise standards in our schools and hold staff and school leadership to account. The statistics he has cited regarding the number of RE specialists are disconcerting. We know—it is clear from this debate—that the current provision of RE in schools is not enough, but it seems that we also do not have the number of properly trained specialists to meet the existing level of provision. I hope this debate may make a difference.

I am sympathetic to our Education Ministers. I think we have achieved great things since 2010, and the Minister of State, Department for Education, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb), has achieved so much himself; I think of him a lot as I try to converse with my granddaughter, who is learning through phonetics, rather than the alphabet that I was brought up on. The Minister has achieved great things, and he and other Ministers have been responsible for the free schools programme that has fundamentally shifted the balance away from a decrepit, left-leaning echo chamber in education provision. Parents have been put in the driver’s seat, and we have greatly lowered the barriers to entry into the education sector for those who wish to start new schools. However, there are still problems that need working out.

In that context, I mention the faith schools admissions cap, which I have campaigned against for many years; the Minister is well aware of my views. I am disappointed that we have not got rid of the totally counterproductive admissions cap for faith-based free schools. It was introduced as a sop to our Liberal coalition partners in the wake of the Trojan horse scandal, when Islamist extremists were infiltrating schools. That policy has been a total failure—it has not achieved what it was supposed to. First, all the schools involved in the Trojan horse scandal were secular, not faith based.

Secondly—this is the key point—the admissions cap only hits schools that are over-subscribed from outside their faith grouping. Whatever their merits or virtues, Islamic-run state schools tend to educate members of their communities and receive very little interest from non-Muslims. Catholic schools, on the other hand, are incredibly popular with non-Catholics, but although Catholic schools educate many non-Catholics, their primary purpose is obviously to provide a Catholic education to Catholic children. For that reason, our Catholic schools have not been able to take part in the free schools programme. In fact, the only practical effect of the cap is to prevent new Catholic schools from being founded. The policy is not even in legislation—all it would take is the Education Secretary’s signature for it to go away. In our 2017 manifesto, we made a promise to parents that we would scrap the counterproductive admissions cap and allow the Catholic schools sector to expand. We have still not fulfilled that promise, and I very much hope that when the Minister sums up the debate, he will deal with that issue.

Returning to general matters, I know—we all know—that Ministers are balancing a wide range of priorities, but our job in this debate is to remind them that RE is important, and needs to be backed up with funding and support. We last had a debate on this subject in 2011, as my hon. Friend the Member for Congleton (Fiona Bruce) mentioned. She was far too modest; it was her debate. Since that time, she has been made the Prime Minister’s special envoy for freedom of religion or belief. She made a point that I will repeat, because it is obvious: the fact that we live in a world where persecution of people for their religious beliefs or world view is increasing only reinforces the importance of religious education as a school subject, and religious literacy more broadly. The hon. Member for Plymouth, Sutton and Devonport (Luke Pollard) spoke powerfully in that respect—I think we all agree with everything he said, and he said it in a very moving way.

My hon. Friend the Member for Congleton is right that as Britain becomes more diverse, we face more challenges. There is a danger that Britons know less and less about their own background, and how central Christianity has been to the development of our society—to our family of nations, our monarchy, our democracy and our constitution. Indeed, Christian iconography is all over this building. Meanwhile, Britons from newer communities often have very vibrant and active religious faiths: Christian, Muslim, Hindu and otherwise.

Without sufficient religious education in schools, there is a danger that newcomers will find there is no culture to assimilate or acclimatise to, because the natives have forgotten it themselves. We need a holistic and inclusive approach that teaches pupils about not only their own faith, which is vital, but others; in this country, Judaism, Islam and Hinduism are important. Catholic schools in England and Wales devote at least 10% of their curriculum to RE, which allows them to do preciously that. Pupils in Catholic schools spend more time learning about other faiths and world views than students in most secular schools. Despite over a third of pupils in Catholic schools being non-Catholic, the withdrawal rates are almost non-existent at 0.02%, according to the Catholic Bishops’ Conference survey data. I wonder if the lessons from the model that Catholic schools provide could be deployed in other state schools. This is an excellent and important debate, and I hope it makes a difference.

[Dame Maria Miller (in the Chair)]

We now move on to our last two speakers before I call the Front Benchers at 10.37 am. Perhaps the two gentlemen could split the time between them, so that we can get everybody in—that is about seven or eight minutes.

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[Nick Gibb]

The hon. Member makes an important point—those are common features of the world’s major religions—but obviously RE and education is a devolved matter in Northern Ireland.

RE is part of each school’s basic or wider curriculum. While academies, free schools and most maintained schools designated as having a religious character may design and follow their own RE curriculum, all other maintained schools must follow their area’s locally agreed syllabus for RE. The locally agreed syllabus specifies details of the RE curriculum that they should deliver and is monitored by the standing advisory council on religious education that is established by each local authority.

I understand the concern raised by several Members that some schools may not be taking their duty to teach RE seriously. I should be clear that all mainstream, state-funded schools are required to teach RE. Schools that are not teaching RE are acting unlawfully or are in breach of their funding agreement. Any concerns that a school may not be complying with the requirement to teach RE should in the first instance be raised via the school’s complaints procedure. If a complaint is not resolved, the issue can be escalated via the Department for Education’s school complaints unit.

Members have cited the figure that one in five schools are not teaching RE—I think my right hon. Friend the Member for Gainsborough (Sir Edward Leigh) made that point. Actually, the Department does not collect data on schools’ level of compliance with the requirement to teach RE, but it does collect data on the hours of RE teaching by teachers. The data cited by my right hon. Friend is drawn from individual schools’ timetabling systems, so it does not really represent a completely accurate picture. For example, it may not pick up instances when RE is taught as part of another subject or under a different title.

[Sir Edward Leigh]

Will the Minister issue general guidance to all schools that they must fulfil their statutory requirements in this area?

--- Later in debate ---

[Nick Gibb]

My hon. Friend is absolutely right, and we have clear guidance to schools about mentoring and continuous professional development. The early career framework was implemented to help teachers in the first two years of their career to make sure they have the right mentoring and training so that they can turn into accomplished teachers.

My hon. Friend the Member for Cleethorpes raised the matter of collective worship, which is an important part of school life. It encourages pupils to reflect on the concept of belief and the role it plays in the traditions and values of this country, and equips them with the knowledge they need to interact with other people. It deals with how we live our lives and includes important moral and ethical issues. Any concerns that a school is failing to provide a daily act of collective worship should in the first instance be raised via the school’s complaints unit.

[Sir Edward Leigh]

Before the Minister sits down, will he deal with my point about the faith cap, which does not achieve anything?

[Nick Gibb]

My right hon. Friend will recall that when that decision was taken by my right hon. Friend the Member for East Hampshire (Damian Hinds), Catholic schools were encouraged to use the voluntary aided route to establish a new school. Of course, we will continue to keep all these issues under review.

I reiterate the Government’s commitment that schools in England should continue to teach religious education. It is mandatory now and we have no plans to change that, but there is scope to work on achieving greater consistency in standards. We will seek to improve that through the work of the Oak National Academy.

Higher Education (Freedom of Speech) Bill

Edward Leigh Excerpts

Report stage
Monday 13th June 2022 Commons Chamber

[Michelle Donelan]

I thank all Members for their important contributions throughout the Bill’s consideration. More than two thirds of the world’s population live in countries where academic freedom is severely limited. For decades, people have travelled across the globe to study in the UK because we are one of the few nations in which free, fair and lawful speech at university is truly valued. It is no coincidence that the most academically free countries in the world are also the most socially progressive, the most democratic, the most peaceful and, of course, the most prosperous.

Free speech is as fundamental to what academics and students do on university campuses as it is to what we do in the House. However, as we saw on Second Reading, the Opposition chose to deny that there is a problem at all, despite overwhelming evidence to the contrary. In fact, since we last debated the Bill, the UK has become the only country in the top tier of academically free countries to be significantly downgraded by the academic freedom index. A report published by the Varieties of Democracy Institute determined that despite the UK’s status as a historic bastion of academic freedom and scientific excellence, not only is academic freedom in the UK declining but that decline appears to be accelerating.

[Sir Edward Leigh (Gainsborough) (Con)]

The Alliance of Pro-Life Students says that more than 70% of pro-life students face situations in seminars or lectures where they feel unable to speak openly, and one in three students surveyed had seen events cancelled due to the no-platforming of pro-life students and speakers. Will the Minister make it absolutely clear that whatever people’s views on pro-life issues, those who take that stance have a right to be heard in our universities?

[Michelle Donelan]

I wholeheartedly agree with my right hon. Friend. Of course, they deserve and have a right to be able to air their views and debate that subject.

In oral evidence, Dr Arif Ahmed spoke about how his fellow academics told him that they supported his campaign for free speech but were concerned that their careers would be impacted if they aired that publicly. We also heard from Professor Kathleen Stock, who has been the subject of the most grotesque and sustained campaign of threats and abuse, which compelled her to resign. Is it therefore any wonder that, in 2019, a King’s College London survey found that, chillingly, one in four students believed that physical violence was justified to shut down views that they deemed to be hateful?

The following year, a report by Policy Exchange found widespread self-censorship among university staff, but students and staff did not need to wait for those damning studies or for oral evidence to be published to know that there was a problem. The students forced to self-censor know that there is a problem. The academics bullied off campus, excluded by colleagues or forced to censor their lectures know that there is a problem. Legitimate organisations, speakers and guests who have been no-platformed or physically and verbally abused on campus know that there is a problem. It is just the Opposition who have their heads in the sand.

Budget Resolutions

Edward Leigh Excerpts

Tuesday 2nd November 2021 Commons Chamber

[Sir Edward Leigh (Gainsborough) (Con)]

I hope the House will forgive me if I do not follow the hon. Member for Bootle (Peter Dowd) in being relentlessly partisan. We are dealing with enormously complex issues.

I listened to the Chancellor’s peroration—his hymn of praise to a low-tax, deregulated economy—and it brought a tear to the eye of a weary Thatcherite. But having sat through 50 Budgets, because there are sometimes two a year, and having listened to so many Labour and Conservative Chancellors, I know that, when one reads the small print the next day, one tends to find that the Chancellor has taken by stealth what he has given publicly.

I know that we face one of the greatest challenges in our history, with the pandemic, but the truth is that we are now taxing people higher than at any level since the Attlee Government. As we pursue levelling up, are we going to bring in ration cards on eggs and meat, as the Attlee Government did? I am looking now at the Chief Secretary to the Treasury, who I hope is listening to every word I am saying. We are—to quote the Prime Minister in another context—at “one minute to midnight” in terms of our future as a tax-cutting Government. With mortgages going up, inflation going up, and a £3,000 increase per household to fund £150 billion of spending, soon we will be paying £1 trillion in tax. Who will pay for this? It will be the people who elect us Conservative MPs and middle earners in middle Britain. Even beer will go up. Inflation may be up to 5% next year, putting at risk the forecasts of the Chancellor. We are breaking the triple lock on pensions, which I think is probably necessary, which might result in another £30 billion being taken out of the hands of pensioners over the next two decades.

On inheritance tax, we are freezing the band, so more and more people with modest homes are being brought into inheritance tax. On the health and social care levy, we might be taking up to £85 billion off older people. With the fiscal drag on income tax, we are bringing another million people into the higher tax level—and this is a Conservative Government. This is what the Chief Secretary to the Treasury must do: every time his colleagues beg him for more money for this and more money for that, he has to say no.

We should bear in mind what happened in 1945. The coalition Government during the war were the highest-taxing Government in history and the most regulating Government in history—we regulated people’s private lives more than we have ever done in the past 70 years, including during the pandemic. What was the result? It was a Labour Government. People looked at the coalition Government and they turned to what they thought would be the real McCoy, namely, a Labour Government. So get a grip. I know that we have these challenges. I probably could not do any better, but we have to get a grip now.

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

Will the right hon. Gentleman give way?

[Sir Edward Leigh]

No, because I am only allowed six minutes.

I use the NHS. I do not have private health insurance. I do not use private health. I rely totally on the NHS. Fantastic care has been given to me by nurses and doctors, but it is a bottomless pit. The more we increase funding of the NHS above inflation, the lower the productivity. We saw that in the Labour Government under Blair and Brown and it is happening now. We are even seeing it now with GPs quite disgracefully refusing to see people. So we must grip the NHS. We heard the Education Secretary half an hour ago. His own budget now is being squeezed because of the huge increases in health spending. If we are to match the Chancellor’s wonderful peroration to create a low-tax, deregulated economy, the most important Minister from now on is the procurement Minister—the Minister who has the courage to say no.

I do not wish to sound relentlessly critical. I do not pretend that any of us could do any better, but we have to be honest and true to our Conservative instincts and tell people that they should not always rely on the state. We should help them to get out of the clutches of the state. To tackle health spending and to relieve pressure on the NHS, the Major Government allowed people of pensionable age to claim tax relief on private health insurance. That was fiercely opposed by the Labour Government. Mr Major is hardly a right-wing extremist. He was prepared to do it. He was prepared to take millions out of relying on the NHS by giving tax relief. It was a bold Conservative idea to wean people off the state.

Why are we a property-owning democracy? It is because, for many years, we gave tax relief on people’s mortgages. Families who before could only leave a few sticks of furniture to their children became property owners. As they became property owners, they became Conservatives. That is why these planning reforms are so important. That is why it is important for my children, who are in their 20s and 30s, to be allowed to get on the property ladder. By easing planning controls, we can build more and get people on the property ladder. That is a true Conservative idea. We have to have the courage to propel that view forward, whatever people might argue from a nimby point of view. I am probably as good a nimby as anyone else. We are all nimbys when it comes to our personal lives and people who want to build around us, but we have to build more. We have to help our young people—a strong Conservative idea.

Look at our tax system. We have the longest tax code in the world after India. Look at the poisoned chalice that Gordon Brown left us in the 45% tax increase. We have never had the courage to get rid of that. People are driving themselves up companies and creating wealth, but instead of flattening out taxes, which is what Nigel Lawson did, we have not yet had the courage to get rid of that higher tax burden.

When it comes to levelling up, Gainsborough South West ward is the 27th most deprived ward in the country. I am very proud of the fact that we have achieved some levelling-up funds, but the process was directed not at endless schemes or at consultants, but just at infrastructure —on repairing the historic houses in the marketplace, which is something that we could control.

As I end my speech and obey your summons, Mr Deputy Speaker, to speak for fewer than six minutes, let me say to the Chief Secretary to the Treasury: be bold, be Conservative and get people out of the clutches of the state.

Covid-19: Education Settings

Edward Leigh Excerpts

Tuesday 6th July 2021 Commons Chamber

[Gavin Williamson]

The hon. Lady might not have heard my answer to my right hon. Friend the Member for Harlow (Robert Halfon). We are looking at giving further guidance and information to schools imminently, and we are very much looking at putting in place mitigation measures there, while recognising that the best form of assessment is always examination.

[Sir Edward Leigh (Gainsborough) (Con)]

I thank the Secretary of State for putting children first. In the last year, the education of children has been trashed. Although every death of a child is tragic, we have to understand that there are 12.7 million children in this country and, sadly, every year 6,000 die. Can we have a sense of proportion? Will the Secretary of State reassure parents that the chances of any child falling seriously ill from covid are “vanishingly small” and there is no risk to children from what he has announced today?

[Gavin Williamson]

My right hon. Friend is right to point out, as Professor Chris Whitty has done so many times, that children have very few adverse effects from covid, if they are unfortunate enough to get it. That is why, combined with the vaccination programme that we are rolling out right across the country, we think it is right to take this next cautious but important step forward, in the light of the scientific, medical and health evidence.