Oral Answers to Questions

Edward Leigh Excerpts

Monday 14th May 2018 Commons Chamber

[Nick Gibb]

The decision to locate and build the new school in Yardley Wood rather than on the Baverstock site is supported by Birmingham City Council, as that location will help address the need for new secondary school places not only in the Selly Oak area but in the neighbouring Hall Green area. The feasibility study shows that the site can accommodate a school and make greater use of the playing fields, and will significantly improve sporting facilities for both pupils and the local community.

[Sir Edward Leigh (Gainsborough) (Con)]

rose—

[Mr Speaker]

No, no. Gainsborough in Lincolnshire is a splendid place, but it is a considerable distance from south Birmingham. I know that I can rely on the ingenuity of the hon. Gentleman to give us his thoughts on another matter at a later point in our proceedings, but not much later, I am sure.

Social Mobility Commission

Edward Leigh Excerpts

Monday 4th December 2017 Commons Chamber

[Mr Goodwill]

If the hon. Lady looks back over the past five years, she will see that Alan has been supportive of much of the action that we are taking to improve social mobility, such as the Department for Education’s opportunity areas. We welcome constructive challenge as we all work together to tackle social mobility.

This will give us an opportunity to refresh the commission and improve its diversity. I assure the House that we are not in the position of employing a patsy for the Government: I want somebody who will continue to challenge the Government, continue to hold our feet to the fire and engage constructively—not only with central Government but with local government, which is charged with delivering many of the solutions.

[Sir Edward Leigh (Gainsborough) (Con)]

Before the commission resigned, did they suggest one radical idea for driving social mobility through the education system, and did the Government gainsay it? Namely, why do we not concentrate on the children from the most deprived backgrounds and postcodes, give them an intelligence test at 11 for which they cannot be tutored, and put them in special schools so that they have a rigorous academic education? The schools could be called grammar schools.

[Mr Goodwill]

As I understand it, that was not one of the suggestions that Alan Milburn made as he was leaving.

Schools: National Funding Formula

Edward Leigh Excerpts

Thursday 14th September 2017 Commons Chamber

[Justine Greening]

I do agree with my hon. Friend. I would like to take this opportunity to pay tribute to him for all he has done in his local community and, of course, with the f40 group to help to improve the formula and to make sure that what was, as he says, an incredibly complex piece of work ended up in the right place. We have today a strong national funding formula that can work for some very different schools and communities throughout the country, and I am proud that we are finally able to launch it.

[Sir Edward Leigh (Gainsborough) (Con)]

So often in this place one campaigns about historical underfunding but nothing happens, because it is all too difficult, so I have hung around this afternoon to thank my right hon. Friend. We have campaigned for rural schools for years, and she is now giving them 3.9% more. In Lincolnshire, we have many very small schools with under 100 pupils, and even some that traditionally have fewer than 50. My right hon. Friend has announced another 5% for schools in the most remote locations. Will that help counties such as Lincolnshire that have a sparse but evenly distributed population?

[Justine Greening]

The new formula will help those sorts of schools. We made a minor but important adjustment in the formula to make sure that it works for the very, very smallest schools, which otherwise might not have gained in the way we wanted them to. I hope that that is good news for my hon. Friend.

Education: Public Funding

Edward Leigh Excerpts

Tuesday 4th July 2017 Commons Chamber

[Nick Gibb]

I have already responded to that point. We have made a commitment that no school will lose funding as a consequence of moving to the national fair funding formula. We will respond in due course to the consultation, and then the hon. Lady will find the answers to all her questions. I would tell her, however, that today we have published key stage 2 results that show an eight percentage point increase, based on a new, more demanding curriculum that is on a par with the best curricula for primary schools in the world. I urge her to look at where the Scottish education system is compared with what is happening in England.

[Sir Edward Leigh (Gainsborough) (Con)]

The solution to this is fairer funding. Does my right hon. Friend agree that those who argue for greater funding must be honest about where it is coming from? Every five minutes that our proceedings continue, national debt, already at £1.7 trillion, increases by £400,000. People who argue for more funding are arguing for more debt being loaded on to children in our schools.

[Nick Gibb]

When we came to office in 2010, we inherited an annual budget deficit of £150 billion— we were spending £150 billion more in that year than we were receiving in income, and that £150 billion is equal to about 9.9% of the total income of the country. Due to the hard work of the Government and the people of this country, and the sacrifices people have made, we have reduced that deficit to about 2.5% of GDP—about £50 billion a year. Notwithstanding those efforts, we have managed to protect core school funding in real terms, and we are spending record amounts on schools—£41 billion this year.

Education and Local Services

Edward Leigh Excerpts

Tuesday 27th June 2017 Commons Chamber

[Sir Edward Leigh (Gainsborough) (Con)]

Unfortunately, Mr Deputy Speaker, this is not my maiden speech. I am happy to welcome you to the Chair. It is 34 years since you and I arrived in this place—some would say too long—but we are still surviving. It is my great pleasure to congratulate, as I am sure all Members wish to do, my hon. Friend the Member for Aberdeen South (Ross Thomson), who made a speech that was witty and to the purpose. I am sure that the good people of Aberdeen, like those of Lincolnshire, which abuts Grimsby, will welcome our taking back control of our fisheries, which will be a vital part of the Brexit negotiations.

I think that what people want, particularly young people, is for us to be positive, aspirational and honest. If there is any fault with our Prime Minister, it is that during the general election we were almost too honest in explaining the level of the national debt, but in these debates we have to keep making the point. We have heard many calls for more public spending, but it all comes from hard-pressed taxpayers. I make no apology for reminding the House that the national debt stands at £1.7 trillion. In the five minutes that it was going to take me to make this speech, the national debt will have risen by £443,000—it will rise a bit less in four minutes, but it is still going up. There is no point in talking about cutting the deficit if the national debt keeps rising remorselessly every year.

The job of the Conservative party is to speak up for business, for wealth providers and wealth creators, and for taxpayers, because all this national debt has to be provided by our constituents. Sometimes that is not a popular message.

I have been asked to speak today on behalf of the headmaster of Queen Elizabeth’s High School, a grammar school in my constituency that is providing the scientists, engineers and entrepreneurs of the future. It is a high-performing school, but its budget has been cut by £600,000 in the past five years. Of course I support a fairer funding formula, but we need some equality of fairness throughout the country. It is simply not good enough for us to argue continually for higher levels of public spending to accommodate this or that interest group.

The first honest debate this country needs to have is about our ageing population and the cost of social care. Full marks to the Prime Minister for trying to talk about it. At the moment, we are apparently committed to maintaining the triple lock. We have not yet had a full debate in this Parliament about a future adult social care cap or floor, but we must have that debate. We have to be able to convince our ageing population that we have the resources to care for them, and that we will be humane and honest. The same argument surely applies to the NHS. Sometimes, I am the only person in this place who argues that we have not only to put more money into the NHS, but to be honest about where it is coming from. There is a limit on how much we can pay from general taxation when the top 1% pay for 25% of all spending, so let us be honest in these debates.

Let us be honest, finally, in our Brexit negotiations. Let us not talk about a hard or a soft Brexit. I am afraid that we have to stick to the Prime Minister’s Lancaster House speech. It is not hard or soft Brexit; it is inevitable Brexit. We are leaving the EU. If we leave the EU, we have to leave the single market. So let us be positive, let us be aspirational and let us, as a party, be united.

Budget Resolutions

Edward Leigh Excerpts

1st reading: House of Commons
Tuesday 14th March 2017 Commons Chamber

[Chris Philp (Croydon South) (Con)]

It gives me some pleasure to follow the shadow Secretary of State for Education, the hon. Member for Ashton-under-Lyne (Angela Rayner).

Let me start by welcoming the Budget and congratulating the Secretary of State on her speech. I am delighted that she has managed to secure protection for the schools budget, which will continue to grow in real terms, and I congratulate the Chief Secretary on facilitating that. I also welcome the national funding formula, which the Secretary of State for Education has been working on with a forensic attention to detail. It will ensure that funding follows need, rather than being an accident of postcode. Croydon, the borough I represent, has historically been underfunded. We will now see that injustice corrected, so I congratulate the Secretary of State on her work and welcome the national funding formula.

The shadow Secretary of State for Education gave us a blizzard of statistics. I wanted to intervene on her to say that the most important statistic on education is this: 1.8 million more children are being educated in good or outstanding schools than in 2010. The hon. Lady can quote all the sums she likes, but the fact remains that the Government are delivering a better education for more children than ever before. Conservative Members are proud of our Government, and our free school and academy programme, and I am delighted that the Government are expanding it.

I was pleased that the Chief Secretary, the Chancellor and the Education Secretary found an additional £1.035 billion over the next five years—up until 2021-22—to fund further new schools. New schools give choice to parents and, as the statistics I quoted show, they encourage higher standards. Some of those schools might well be new grammar schools, which the hon. Member for Ashton-under-Lyne criticised. I should declare to the House that I am a grammar school boy. I know from my experience in a south London grammar school that such schools help children from ordinary backgrounds to fulfil their potential. All the studies show that children from ordinary backgrounds who go to grammar schools do a great deal better than those who go to other schools.

[Sir Edward Leigh (Gainsborough) (Con)]

I am sorry that the hon. Member for Ashton-under-Lyne (Angela Rayner) did not give way to my hon. Friend, although she did give way to the hon. Member for Bassetlaw (John Mann), many of whose constituents attend a grammar school in my constituency. The question she failed to answer was this: why, since the abolition of grammar schools, has there been a catastrophic fall in social mobility in the most deprived areas?

[Chris Philp]

My hon. Friend raises an important point. Grammar schools can and should be an engine for social mobility. The Government’s White Paper and the Education Secretary’s proposals include new measures to ensure that grammar schools take on a higher proportion of pupils on free school meals. There is a very successful case study: the King Edward VI grammar schools in Birmingham. They have taken a number of steps, including offering outreach to local primary schools in deprived areas, free tuition for their tests, and bursaries to fund school uniforms and travel. Together, they have increased the grammar schools’ free school meal intake from 3%, which is a very low figure, to about 22%. This shows that the Education Secretary’s proposals work in practice, and I strongly welcome them.

--- Later in debate ---

[Sir Edward Leigh (Gainsborough) (Con)]

It is a pleasure to follow the hon. Member for East Lothian (George Kerevan). He rightly had a lot to say about education in England, but we might have liked to hear more from him about education or health outcomes in Scotland.

[Roger Mullin (Kirkcaldy and Cowdenbeath) (SNP)]

Will the hon. Gentleman give way?

[Sir Edward Leigh]

Well, I have hardly started, but—

[Roger Mullin]

I can tell the hon. Gentleman that the outcomes of Scottish education, in terms of the number of people entering work and higher education, are significantly higher than they are in this part of the United Kingdom.

[Sir Edward Leigh]

I am very grateful for being informed. Before the hon. Gentleman stood up, I did want to say to him and his colleague the hon. Member for East Lothian that the events of the last 24 hours had convinced me more than ever that I was right to table an amendment, at the beginning of the present Parliament, to give full fiscal autonomy to Scotland, with a modern equalisation formula which would ensure prosperity throughout the nations of the United Kingdom and replace the outdated Barnett formula. Perhaps SNP Members should not intervene on me too often, because basically I am on their side when it comes to these matters.

I want to say a few words in defence of the Government. I am aware that that is sometimes an unpopular thing to do, but I feel that the Chancellor was courageous. I know that that is what Ministers are sometimes told by their civil servants when they are doing radical things—“It is a very courageous thing that you are doing, Minister”—but I think that this was the right thing to do. A storm has broken about the Chancellor’s head over the last few days. Why was it the right thing to do to try to plug the funding gap and to increase national insurance contributions? It was the right thing to do because this is, I think, about honesty in politics. Too often in Budgets we have seen gimmicks and little giveaways. We have only learnt the full story the next day, and we have realised that successive Chancellors have pretty well taken back from us what they have given to us. The Chancellor was trying to say, “We have to have a mature, grown-up debate in this country about how we are going to meet the funding gap in adult care.” That debate will run and run. We have a few months to think about it and to come up with a solution.

People say to me, “You made a manifesto commitment.” Sometimes, circumstances change, and one has to do what is right for the country. It is a difficult thing to do. Manifesto commitments are not written in stone—[Interruption.] I did not mean that to be a joke. We all know the history of that particular Labour party manifesto commitment and what might have happened to those words written in stone if the Labour party had won the election.

We have to have a mature debate about how we are going to pay for the NHS. Why do I say that? I am going to be completely honest about it. A lot more needs to be done for our NHS. I rely, as do my family, entirely on the NHS. We have no other providers. People of my age are deeply worried about the funding crisis. We have seen what has happened on A&E—targets have been missed. We have seen the report that puts the UK just ahead of Slovenia, Croatia and Estonia. As a country, we should be doing better than that. What is worse, England was ranked 30th for accessibility because of our exceptionally long waiting times for treatment. The 2013 figures from the OECD show the Netherlands, Sweden, Germany and France at the top, with their spending hovering at around 11% of GDP, while the UK’s stands at just 8.5%. Therefore, we need to have a mature debate about how we are going to meet the funding gap for all our people.

The King’s Fund estimates that, if we wanted to close that gap solely by increasing NHS funding from central Government, by 2021 we would need to increase our spending by 30%—a whopping £43 billion increase in real terms. That would push NHS spending to £185 billion overall.

Are there any alternatives to those scenarios? I pose that question. I know that that is unpopular. I know that people do not necessarily want to debate this, but we cannot raise this money from general taxation—there is not the political will and we cannot afford to do it—not if we want to maintain the NHS as universal, non-contributory and entirely free at the point of use. Something has to give.

The 2015 Euro health consumer index points out a contrast between two styles of health care: the “Bismarck” systems and the “Beveridge” systems. Bismarck systems are based on citizens taking out insurance available from a range of providers, whereas Beveridge systems such as ours have one body that provides all the care. The ECHI says that the largest Beveridge countries—the UK, Spain and Italy—

“keep clinging together in the middle of the index.”

The ECHI rated the Dutch health system as the best performing in Europe. The Netherlands happens to have a contributory Bismarck-style system. I believe—I know that it is controversial and that colleagues do not necessarily want to debate it because it is politically very sensitive—that, without appointing a royal commission and wasting years, Ministers, and the Opposition, have to have an open mind about how we are going to raise money for people not from general taxation, but by moving gradually, for parts of our healthcare, to a social insurance-based system.

We also have to have the courage to think radically about following the German and French example and indeed the Australian example. If you go to see a GP in Australia, you have to pay some money; if you do not turn up, you lose the money. In France, if you go to see a doctor or go to A&E, you have to pay a “facture”. If you cannot afford to pay, all that will be returned to you; if you can afford to pay, you have to make a contribution.

I know that these are radical ideas. However, if people are going to dismiss them, and dismiss the need for an open debate about how we are going to fund our healthcare system, they have to explain to us how they will raise the money from general taxation. There is no point simply attacking for Government for increasing national insurance contributions without proposing how they are going to tax to have a world-beating healthcare system, which is in all our interests. We want an open debate on that.

We need to have a realistic debate about education, too, on both sides of the Chamber. I do not think the way to approach the debate is to say, “I believe in grammar schools,” or “I oppose selective education in any shape or form.” The Opposition have to ask themselves a serious question: why has social mobility declined so catastrophically in our most deprived areas? The solution may not be to have grammar schools in our deprived areas. It may be to have more academic streams in our comprehensive schools. It may be to set up some selective schools only in deprived areas. It may be to provide places only for academically gifted children who come from deprived backgrounds. If politically and ideologically one says that we are not going to go down that route at all and believes in neighbourhood comprehensives in deprived areas, one has to ask oneself why social mobility is declining, has declined and will go on declining.

The Prime Minister is trying to open up a serious and interesting debate, and the Health Secretary is starting to open up a serious and interesting debate about how we are going to fund the NHS, and the Chancellor is opening up a serious and interesting debate about how we are going to find the money to meet all our future needs. In those terms and on that basis, I welcome the Budget speech.

--- Later in debate ---

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

I have heard a few Budgets in my time. The first was delivered by Sir Geoffrey Howe, who was a thoroughly decent man. Denis Healey unkindly said that Sir Geoffrey had been round the country stirring up apathy, but he was a decent man and I remember his Budget.

This Budget is deeply, deeply disappointing. In the context of the miserable votes last night, with this country heading headlong into a hard Brexit, I expected an imaginative Budget that prepares the country for what Harold Macmillan called, “Events, dear boy, events.” Well, we have already seen one such event from the First Minister of Scotland, and there will be many more from left field and right field. This country is going to be rocked by events over the coming years, and this Budget does not help anyone—nationally or regionally.

I represent Huddersfield, which is almost the average town in Britain, and it is in a dreadful state. They are going to close the accident and emergency services at our local hospital, and they are going to close the whole hospital. There is chaos across our country, not just in Huddersfield. Two thirds of the health services in our country are in dreadful trouble.

Most of the local authorities I know, especially the ones with indecent levels of deprivation and poverty—the ones in the average, real parts of our urban communities in Britain, not the ones in the leafy suburbs that some Conservative Members represent—are in deep trouble and are unable to bear the cost of social care and health. I was expecting something imaginative from the Budget, and we did not get it.

We also got very little indeed on education. Some earlier speakers asked where we could get alternative funding. The hon. Member for Gainsborough (Sir Edward Leigh) and I used to sit together on the Liaison Committee, and I used to call him, very unkindly, a member of the “barmy army,” but he actually thinks a lot. He has always been quite provocative, and he always has something to say. The fact of the matter is that we need imagination and passion to solve our country’s problems, but I heard little passion from the Government Front Bench today. I feel passion because I believe that every little child in this country has a spark of potential. If we, as politicians, cannot create a system that liberates that spark, we are not doing our job.

As Sir Michael Wilshaw said, the disaster of our education system is that we find bright little kids in our primary schools and we lose them after the age of 11. What sort of country and what sort of school system is that? All parties have underachieved, but we have seen some real change. There are signs of improvement, and I shall briefly give the test that most primary school teachers use to assess a young person’s work. They use “two stars and a wish,” and these are my two stars. First, I give a star for the good fundamental policy approach to skills in this Budget. We have been languishing on skills policy for so long, but there is now some imagination there. Who would have thought it? They used to say that John Prescott was a crazy man of the left who wanted a levy for training. Conservative Members used to say that was an absolutely disgraceful left-wing horror. Well, we now have an apprenticeship levy, as we should. It comes in in April and I hope it will succeed.

The Government actually went about policy making in a sensible way. They took evidence and consulted. They put Lord Sainsbury in charge, along with the former Minister the hon. Member for Grantham and Stamford (Nick Boles), who actually got to know something about skills and training. He has gone now, but some of us will miss him, because he listened. He introduced Lord Sainsbury to the skills commission that I chair, and I gave evidence to them both about what I wanted to see in skills policy. Some of that stuff is in the policy that came through in the Budget. I welcome such evidence-based policy. When I was Chair of the Education Committee, we used to applaud evidence-based policies, along with policies that seemed to work in countries like ours. So, there is something in the Budget in terms of skills, Alison Wolf’s recommendations to the Select Committee, and the work done by the Sainsbury review to talk to businesses, employers and practitioners on a cross-party basis. That is the way to make policy.

[Sir Edward Leigh]

The hon. Gentleman is speaking with great passion and is doing his best to provide some solutions. May I give him another one? Perhaps we should end the fiction that national insurance contributions can pay for all social care. We should merge national insurance and taxation, simplify things, and try to raise more money that way.

[Mr Sheerman]

I have already complimented the hon. Gentleman on being a good, out-of-the-box thinker, and that is another interesting suggestion to debate.

My second star is for productivity. Actually, it is only half a star, because we cannot really check. The Budget includes additional high-value investment, the national productivity investment fund and world-class infrastructure investment. I like most of that, except I am one of those quirky people who still cannot believe in High Speed 2 and in the fact that all that national treasure is being put into a railway that will be out of date by the time it opens in 2033. I think the money should be spent on the national health service, but I know I am in a minority on that.

The Budget also includes £300 million for the future development of the UK’s research talent and to attract talent from the research powerhouses of China, Brazil and Mexico. I like all that—it is all quite good stuff, so it gets half a star. All the stuff about disruptive technology investment to transform the UK economy, electric vehicles, artificial intelligence and robots is good stuff, but there has not been enough private sector research and development for a number of years. Co-operation between business and universities has not been good enough. We will never get the levels of productivity we want until we have the right kind relationships.

Finally, I come to my wish: for goodness’ sake, where is the evidence that grammar schools and free schools do anything to find the spark in children that we want to release? There is no evidence and no research. Not one reputable research institute or organisation in this country believes that a return to selective education will help anyone—quite the reverse. Look at all the research and the experience in other countries. Just look at Kent, for God’s sake! It is the most selective place in the country and it has the worst performance across all schools in the country. That is selective education. It has no research base and no experience base, and there is no global comparison of which we can say, “Isn’t it wonderful?” They do not have it in Denmark, Sweden or Finland. I doubt it is even the latest fashion in Shanghai.

I like policy that is based on good research and good evaluation, and yes, sometimes we should work across the party divide—that is the way to make policy. This Budget has not delivered it. We want that spark to be found and promoted—we want the country to be rich and successful in the challenging disaster of Brexit—but it is not in this Budget.

--- Later in debate ---

[Richard Drax (South Dorset) (Con)]

It is a great pleasure to follow the maiden speech given by the hon. Member for Stoke-on-Trent Central (Gareth Snell). We all remember our maiden speeches. I personally thought the hon. Gentleman made an excellent speech full of passion and conviction. Perhaps a little shiver went through those on these Benches at hearing a man of conviction, which is what this House needs, in my humble opinion, on many occasions. From Staffordshire oatcakes to the ceramic empire, we heard it all. The hon. Gentleman represents an honourable seat and I am sure he will do an honourable job.

I congratulate the Government on doing an excellent job so far, bearing in mind the appalling inheritance that we had back in 2010, along with the banking crisis and many other factors that led to the massive cash crisis that we face. The UK economy is forecast to grow by 2%, real wages are forecast to rise every year to 2021, the deficit is due to fall, and the debt in proportion to national income is also due to fall. All this, and more, is most welcome, and I congratulate the Government of whom I am proud to be a member.

I am also glad that the Government are not ashamed, as they should not be, to mention the dire financial circumstances that our country still faces. Wherever I go in my constituency—I am sure that most Members are the same—we cannot brush over the fact that we are still on a knife edge. We are told—the figures are there—that there is debt of £1.7 trillion, or £62,000 per household; that private debt, which is not often mentioned, is a similar figure; and that there is £50 billion a year of debt interest, which is more than we spend on defence and policing put together. These are horrifying figures that Government Front Benchers are desperately trying to deal with.

I would not be doing my duty as a Member of Parliament if I did not raise a few of my concerns about the Budget, although overall I support it. The word “fairness” is used a lot by the Chancellor of the Exchequer, for reasons I quite understand, but I am not sure that it entirely resounds with those who are going to be affected by one or two tax rises. As a Conservative, I long to hear from a Conservative Chancellor a vision for this country that involves a massive reform of our tax system, which today is one of the most complicated in the world. For example, why cannot we have a flat-rate income tax of, say, 30%? KISS—keep it simple, stupid—is what we were told in the Army, and I think that there is a lot of room for that in the tax system of this country.

[Sir Edward Leigh]

My hon. Friend is making an interesting speech. The reason why we cannot have a flat-rate tax—this is not often mentioned by Labour Members—is that the top 2% pay a quarter of all income tax. It would therefore be impossible to move to a true flat-rate tax, but we could completely simplify the tax system, perhaps by having two rates. We could also try to merge capital taxes, and their terms and rates, much more into income tax. We could therefore start to get rid of the poverty and unemployment trap.

[Richard Drax]

I entirely concur with my hon. Friend. As always, his intervention was absolutely spot on.

Another point I have noticed during the six or seven years I have been in the House is that everything is ring-fenced—every Department is ring-fenced. The Chancellor says, as we have heard previous Chancellors say, that there is so little room for manoeuvre. May I suggest that we take away the ring fence, think radically about areas such as the national health service—my hon. Friend mentioned it—and try to look at things far more in the round for the future of our country? I would have liked to have heard a lot more about Brexit, and the future—where we are going—in the vision from the Chancellor, as I do not believe that we heard about that.

I want to touch on one or two other issues, the first of which is the national insurance hike. I must say that I am concerned about that because many people who will be affected work and live in my constituency of South Dorset. The money raised will be relatively pitiful, but 2.5 million people are facing an average rise of £240. We have heard about a manifesto pledge being broken, and I believe it has been broken. I am not saying that manifesto pledges cannot be broken, because circumstances may change, meaning that they have to be broken.

I have consistently argued that if we are to look for more money, the overseas aid budget is the area that we should consider. Many of my constituents certainly believe that we should help the less well-off—of course we should. However, setting an arbitrary figure for such aid of 0.7% of GDP—interestingly, the average figure for the EU is 0.4%—is a pledge too far. It is also a pledge that this country clearly cannot afford, because many areas of our national life are now calling for more money.

Self-employed people take risks that the employed do not, as we all know. They risks their homes, livelihoods and families. That is one reason why they have, or did have, such a tax advantage. I know that there has been equality as far as pensions are concerned, but I still believe that the risk takers, the entrepreneurs and the aspirational —the people we need to create wealth, prosperity and jobs for our future, especially as we move to leaving the EU—should not be penalised.

I am not happy about quarterly reporting. The self-employed and small businesses will be required to fill in four income tax returns a year instead of one. They will need to do so digitally, but if hon. Members speak to farmers about applying for grants digitally, they will find that that is not always easy. Such people will require an accountant and there will be extra costs. Income tax will have to be paid at the end of each quarter, rather than in one or two instalments each year, and that will inevitably affect cash flow. It is important—in the good times or the bad times that we know businesses experience—to have an annual look at a business, rather than for it to be affected during a poor period by a cash payment that has an impact on its cash flow.

Another area that I am concerned about is probate fees. At the moment, probate costs are capped at £215. It is worth noting that the costs on estates of over £50,000 could now range from £300 to £20,000. The press have dubbed this a “death tax”, and I think that that is a fair comment.

On death taxes, I want to mention inheritance tax—I declare an interest. I think that inheritance tax is completely immoral. We pay a lot of tax all our lives, and when we die, as we cannot avoid doing, 40% is charged by the state. In my view, that is completely immoral. Let me quote the previous Prime Minister, David Cameron, who said at the last election:

“We will take the family home out of inheritance tax. That home that you have worked and saved for belongs to you and your family—you should be able to pass it onto your children”.

I entirely concur.

In my remaining minute, let me say that I want the abolition of inheritance tax, a review of capital gains tax and the simplification of the whole tax system. I also want much more investment in technology colleges— I entirely agree with the hon. Member for East Lothian (George Kerevan)—where I think the future lies for all the jobs that we will need to fill. If money is needed, I want the overseas aid budget to be targeted, rather than any other ring-fenced area.

The situation regarding business rates concerns me. In the view of Tim Martin, the very able founding chairman of Wetherspoons, who came to address my apprenticeship fair last week, supermarkets will get away with it and his pubs will get hammered. Finally, may I gently ask Ministers that we stop using the terms “tax avoidance” and “tax evasion” in the same sentence? Tax evasion is illegal; tax avoidance is something we all do for our families’ sake. I would be grateful if we could stop using the two terms together.

Children and Social Work Bill [Lords]

Edward Leigh Excerpts

3rd reading: House of Commons & Legislative Grand Committee: House of Commons & Report stage: House of Commons
Tuesday 7th March 2017 Commons Chamber

[Mr Speaker]

We will hear from a few more contributors, I hope.

[Sir Edward Leigh (Gainsborough) (Con)]

I shall speak to my amendment (a) to new clause 15, which would give all parents a chance to withdraw their children from relationships education. As you know, Mr Speaker, there is already a right, long enshrined in our laws, for parents to withdraw children from sex education. I want to ask the Government why parents are to be allowed to continue to withdraw their children from sex education, but not from relationship education. It is an important point. The Supreme Court, in answer to the desire of the Scottish Government to impose itself between children and their families, ruled:

“The first thing that a totalitarian regime tries to do is to get to the children, to distance them from the subversive, varied influences of their families, and indoctrinate them in their rulers’ view of the world. Within limits, families must be left to bring up their children in their own way.”

Those of us who support the amendment believe that parents have the primary duty, and of course a desire, to bring up their children and educate them in their own values. The state should not impose its values on parents.

Frankly, the Government’s thinking on the matter is confused. Their policy statement says:

“We have committed to retain parents’ right to withdraw their child from sex education within RSE (other than sex education in the National Curriculum as part of science), as currently, but not from relationships education at primary. This is because parents should have the right to teach this themselves in a way which is consistent with their values.”

That document rightly justifies the right to withdrawal from sex education, but offers no justification whatever for the inconsistent and aberrant decision not to extend that right to relationships education.

[Sir Gerald Howarth]

Will my hon. Friend give way?

[Sir Edward Leigh]

I must finish. If we respect the rights of parents over sex education, why trample all over their rights when it comes to relationships education? It is understandable that some will view this as a state takeover bid for parenting.

[Mr Speaker]

The hon. Gentleman concluded his speech with commendable succinctness, which allows me to call Angela Smith.

Statutory Sex and Relationships Education

Edward Leigh Excerpts

Tuesday 31st January 2017 Westminster Hall

[Mr Jackson]

Yes, I do. The hon. Lady makes a very valid point and an astute observation. What we require, however, is a coherent social and moral framework that involves all parties and stakeholders, rather than what appears to be potentially quite a draconian top-down approach that would insert into separate primary legislation a provision seeking change on a long-term endemic societal issue. The objectification of young people, particularly women, and the inappropriate way in which they are treated can lead to grooming, violence against women, trafficking and all the other issues that we know of, but, in fairness, that is some distance from the specific issue of PSHE—although, of course, they are linked.

What can the Government do? We need to look at the level and explicitness of pornography and how to protect children from it, rather than merely treating the symptoms of all the material that is circulating. The Government have taken that duty seriously with the Digital Economy Bill, part 3 of which will soon be implemented. The requirement of robust age verification is not the whole answer, by any means, but it is very important, and I take this opportunity to put on record my great support for the leadership that the Prime Minister and Ministers in the Department for Culture, Media and Sport have shown on it.

A better way of addressing our concerns would be to ensure that they are properly covered in the new sex education guidance that the Minister will no doubt tell us about later. I would also be interested to hear the views of the Minister and of the hon. Member for Kingston upon Hull North, perhaps in future debates, on how parents fit into the model that the hon. Lady proposes for PSHE. Under the current sex education law, parents can ask for their child to be withdrawn from PSHE lessons, but proposals such as the recent private Member’s Bill do not seem to give them that opportunity.

[Sir Edward Leigh (in the Chair)]

Order. Three more Back Benchers wish to speak; I know that the hon. Gentleman is very courteous and will want to give them all a chance to get in. If he stops speaking soon, they will each have five minutes, so I am sure he will want to bring his remarks to a conclusion.

[Mr Jackson]

I am always mindful of your charming and gracious admonitions, Sir Edward, so I will draw my remarks to a close. I would not want to prevent the hon. Member for Strangford (Jim Shannon) from sharing his views with the world.

I will just conclude by saying that under these proposals—these potentially draconian measures—parents would potentially be less inclined to take responsibility for their children, teachers may be overburdened, and primary schools would be deprived of choice in the matter, which might be culturally sensitive. Sex education is a sensitive subject that requires close consultation. There is a thinly veiled attempt by some people—not the hon. Member for Kingston upon Hull North—to impose an ostensibly liberal agenda on the curriculum.

For all those reasons, the Government should listen to key stakeholders—not just to people who have a vested interest, but to constituents, charities, schools, governors, Members of Parliament and councillors. All their responses should be fed into the new guidance. However, we should think very carefully before disregarding the professional skills, knowledge and expertise of people at the lowest level of schools, the importance of a social and moral framework, or the centrality of parents.

[Sir Edward Leigh (in the Chair)]

I call Ann Coffey to speak for no more than five minutes, please. Thank you.

--- Later in debate ---

[Sir Edward Leigh (in the Chair)]

Order. Could the hon. Lady conclude her remarks?

[Ann Coffey]

We need to give more young people the chance to do that. Thank you, Sir Edward.

[Sir Edward Leigh (in the Chair)]

Thank you.

--- Later in debate ---

[Jim Shannon]

I am happy to give way.

[Sir Edward Leigh (in the Chair)]

I am sorry, but Mr Danczuk wants to speak.

[Jim Shannon]

That is okay.

The other thing I wish to mention briefly is the fact that we must also allow teachers who are uncomfortable discussing and promoting British moral values that might undermine their own dearly held personal faith to withdraw from teaching those values, with no penalty and no fear of losing their job. We have many examples of that. There is the example of Ashers in Northern Ireland. We have the case of the bed and breakfast owners and that of the Christian registrar. It is not enough for our Prime Minister to talk about freedom to live one’s faith; we must now have the support of the law to do that. Any legislation must protect the right of teachers to withdraw from promoting values that undermine their faith.

I will leave it at this. I understand that we cannot press our faith on others, but by the same token we should not be expected to directly oppose the teachings of our faith on the say-so of others. Teachers do not want their teaching to promote the latest Government definition of morality; they want it to help a child to have a fully rounded life and to make a difference. Allow them to do that in an appropriate way and legislate to protect them with any proposed changes. We must learn lessons, just as children learn. I, for one, have learned a lot from the Ashers case about the need for protection, and I hope that the Government, and particularly the Minister, can take that on board.

--- Later in debate ---

[Sir Edward Leigh (in the Chair)]

Order. The hon. Lady has had five minutes and the Chairman of Ways and Means has said that Opposition spokesmen on hour-long debates should speak for only five minutes.

[Carol Monaghan]

Thank you, Sir Edward. I will finish now. There have been many great contributions this afternoon and this is a debate that obviously has a lot of time still to run.

--- Later in debate ---

[Caroline Dinenage]

That is why it is fundamentally important that we get it right. We have to proceed taking all views into consideration. The existing legislation requires that sex education be compulsory in all maintained secondary schools. Academies and free schools are also required by their funding agreement to teach a “broad and balanced curriculum”, and we encourage them to teach sex and relationships education within that. The Government believe that transparency and consultation between parents, teachers and pupils are vital in the effective delivery of SRE. When developing their SRE policy, all schools should consult pupils’ parents and make the policy available to parents on request and at no charge.

Parents have the right to withdraw their children from any parts of sex and relationships education except the aspects included in the statutory science curriculum at each of the key stages. Many schools choose to cover issues of consent within SRE, and schools are both able and encouraged to draw on guidance and specialist materials from external expert agencies. For example, Ofsted publishes case studies on its website that efficiently highlight effective practice in schools, including examples of SRE as taught within PSHE. We are actively encouraging schools to use the Ofsted case studies as a resource when they are tailoring their own programmes to meet the specific needs of their pupils. Members have spoken about the support available for teachers, and that is the support. In addition, in 2014 the PSHE Association, Brook and the Sex Education Forum produced a supplementary guidance document on sex and relationships education for the 21st century, which provides specific advice on what are unfortunately increasingly common risks to children in the modern world, such as online pornography, sexting and staying safe online. That very useful guidance provides teachers with the tools to support pupils on these challenging matters, developing their resilience and their ability to manage risk.

We are actively considering calls to update the guidance on SRE, which was issued back in 2000. Feedback we have received indicates that the guidance is clear, but we understand the argument that it is now 17 years old and needs to be updated, and we are exploring options for doing so. We are fully committed to improving the quality and accessibility of SRE and PSHE. Our intention is to follow a responsible and dynamic approach that engages a wide range of views, including those of parents, teachers and young people. We know that SRE is a developing and vital area of education and we need to do all that we can to ensure that our guidance is fit for purpose and can equip our children with the skills they need to be safe in modern British society.

More broadly, the Government have already shown an understanding of and initiative on the issues that are affecting children and young people today. The advent of social media and other online services has provided great opportunities for young people, but we are very aware that they can also compromise young people’s safety and expose them to a number of risks. The Government expect online industries to ensure that they have appropriate safeguards and processes in place, including access restrictions, for children and young people who use their services.

We have published a guide for parents and carers, which includes practical tips about the use of safety and privacy features on apps and platforms, as well as conversation prompts to help start conversations about online safety. We have also funded the UK Safer Internet Centre to develop new resources for schools, including guidance on understanding, preventing and responding to cyberbullying, and an online safety toolkit, to help schools deliver sessions about cyber-bullying, peer pressure and sexting.

The hon. Member for Rochdale (Simon Danczuk) spoke powerfully about his ex-wife’s experience of abuse in childhood. He might be interested to know that the Government Equalities Office and the Home Office jointly funded a £3.85 million campaign, which was the second phase of the “This is Abuse” campaign, called “Disrespect NoBody”. That ran until May last year and asked young people to rethink their understanding of abuse within relationships. It addressed all forms of relationship abuse, including controlling and coercive behaviour and situations, including in same-sex relationships. Some of it contained gender-neutral messaging; other elements depicted male victims and female perpetrators. It also had an online toolkit that provided advice, guidance and real case studies on issues around pornography, controlling behaviour, consent and rape. It was targeted at 12 to 18-year-old boys and girls, with the aim of preventing them from becoming either perpetrators or victims of abuse.

We welcomed the comprehensive report by the Women and Equalities Committee on sexual health and sexual violence in schools. I was privileged to be able to give evidence to the Committee. The report was published on 13 September last year and contained a number of recommendations, including proposals relating to SRE and PSHE.

I emphasise that we are unanimously in full agreement that sexual harassment and sexual violence in schools, in any form, is absolutely unacceptable and should not be tolerated. The Government’s aim is to ensure that our schools have the tools they need to deliver outstanding sex and relationships education that meets the needs of all pupils in our education system. As I have said, my hon. Friend the Minister for Vulnerable Children and Families has committed to update Parliament further during the passage of the Children and Social Work Bill. This is an important issue, and we are serious about the need to use any and all effective means to remove sexual harassment and sexual violence from the lives of young people, to equip them with the confidence to know what healthy relationships look like and to have respect for themselves and others, and to prepare them for the various challenges they might face in modern Britain.

[Sir Edward Leigh (in the Chair)]

Does the mover of the motion wish to sum up? You can if you wish—there is a bit of time.

Oral Answers to Questions

Edward Leigh Excerpts

Monday 10th October 2016 Commons Chamber

[Mr Gibb]

I do not quite understand what the hon. Lady is talking about. We are funding free school meals for infant schools at £2.30 a head. On funding rural schools, we are consulting on a formula that will protect rural schools for the long term.

[Sir Edward Leigh (Gainsborough) (Con)]

The Minister was just attacked for removing the cap on faith schools. The implication was that they do not promote cohesion. Is it not a nonsense to suggest that our wonderful Anglican and Catholic schools are not broad-based and do not promote cohesion? Above all, they have good academic standards. The unacknowledged point of the cap was to stop 100% Muslim schools. It was simply not effective and was therefore useless, so the Minister was right to do away with it.

[Justine Greening]

I agree with my hon. Friend—he is right. We should reflect on the fact that about a third of our schools are faith schools. Many of our children will have gone to those schools. They have an ethos and a level of academic attainment that we are trying to achieve more broadly across the whole system.

Schools that work for Everyone

Edward Leigh Excerpts

Monday 12th September 2016 Commons Chamber

[Justine Greening]

As the right hon. Gentleman sets out, the sense that somehow grammars are the only schools delivering good and outstanding education for our children is wrong. That is why we should not be shy of the fact that we ought to open up the system to allow grammars to play a stronger role; we can do that precisely because it is not a binary system any more with all the other schools in that system performing weakly. As he says, however, we need to recognise that it is not just opening up new grammars that is going to enable more children to get more good school places; that is part of the answer, but the other part of the answer is to enable schools to learn from one another and to collaborate more, and of course, as I have set out, to see other actors in the educational establishment, like universities and independent schools, playing a bigger role in the future.

[Sir Edward Leigh (Gainsborough) (Con)]

Are not choice and diversity the key? We have been sitting here discussing this matter for over an hour, yet no one on either side of the House has suggested that a single existing grammar school should be abolished. Is it not perverse to prevent successful grammar schools, such as Caistor Grammar School or Queen Elizabeth’s High School in my constituency, from expanding to take in more disadvantaged kids? We should allow them to take in such kids from disadvantaged areas in Lincoln, Grimsby or Scunthorpe. In regard to the cap on faith schools, why did we have it in the first place? It was perverse and bizarre, and it failed in its objective. Why should Catholic parents be prevented from sending their children to the faith school of their choice?

[Justine Greening]

This is about opening up choice for parents, including those who want grammar school places but do not have them, and about enabling more faith schools to open. About a third of the schools in our system are faith schools and many of them have played an outstanding role in educating our children. We should enable them to do more.