School Sport

Edward Timpson Excerpts

Thursday 5th December 2013 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

It is a pleasure to serve under your chairmanship, Sir Alan. Before I move into the body of my contribution to the debate, I take the opportunity to thank the hon. Member for Eltham (Clive Efford) for his closing remarks. I was a little worried, when he was about seven eighths of the way through his speech, that we were not going to hear his views of and visions for the future. He is hugely passionate about this subject—

[Clive Efford]

I have written a book.

[Mr Timpson]

The hon. Gentleman has written books about the subject and spoken at length about it, so to hear him say that he wants to find a way in which we can demonstrate a cross-party, co-ordinated response to an issue that we both have such passion for is music to my ears. I hope that this is the dawn of a new approach to what should, fundamentally, not be a political football, as the Select Committee indicated in the title of its report. I hugely welcome his closing remarks.

Some excellent points have been made in the debate by both Government and Opposition Members, in particular those on the Select Committee itself. I add my thanks to the Committee and its Chair, my hon. Friend the Member for Beverley and Holderness (Mr Stuart), for their report, which offers an informative analysis of the provision of PE and sport in schools, as well as a good and interesting range of suggestions as to how we can make further improvements. The Government response to the report, published on 16 October, provided a clear understanding of our recognition of the wide range of benefits from sport—as the hon. Member for Sefton Central (Bill Esterson) also identified—which can be ensured by children taking part in physical activity and sport from an early age.

I know from my own love of sport and how it has helped to widen my opportunities that we must be committed to ensuring that all children and young people have the opportunity to lead healthy, active lifestyles, to participate in sport and physical activity both in and outside school and to compete against their peers. We are clear that improving PE and sport provision in schools is a top priority—I think that I said that five times in the first eight minutes of my evidence to the Committee.

We can all agree, as the Chair of the Committee said in his excellent opening contribution, that the 2012 Olympics were an inspiration to the whole country and something of which we can be hugely proud. We must have a determined and consensual commitment, as far as we can, to secure a lasting legacy for children and young people.

Our overarching strategy covers a wide range of areas, designed to provide significant long-term benefits derived from instilling an early enthusiasm for sport and physical activity. There was agreement during the debate that we have to get in early, as with many other aspects of children’s lives. I was interested in the points made by the hon. Member for Eltham about pre-school, as well as where else in and around the school environment we could improve opportunity and participation. In due course, it will be good to hear his views on extending the school day or the role of schools in providing a wider range of opportunities before the compulsory school age, to see whether they are ways in which we could help to improve access to sport and PE.

[Bill Esterson]

The logic of the point that both Front Benchers have made is that parents need to be engaged. That is another piece of work, but it follows on. Perhaps the Minister will add that into his discussions with ministerial colleagues.

[Mr Timpson]

Absolutely. As in other areas of a child’s life—internet safety, for example—parental involvement and responsibility have to form part of the solution, so that whether children are in or out of school they get the same message. We have heard about some recent cases of over-exuberance among parents on the touchline, when perhaps they have taken that responsibility a little too far, but we want to see parents more involved in holding schools to account, as well as in helping the schools to deliver sport and PE, so that their children get the best opportunities.

That is one of the reasons why, as part of the sport premium, schools have to publish on their website how they are spending it and what impact it is having, so that parents can see for themselves, form judgments and ask questions about whether it is doing what it set out to do. In answer to another question from the hon. Member for Eltham, that would include competitive and non-competitive sport in that school—it is not only competitive sport that will be part of that transparency.

To dwell on the history is always an interesting exercise when discussing school sport. I do not wish to chastise the hon. Gentleman for wanting to return to many of those issues, but it would be healthier for our children if we concentrated on the future and on where we can find joint enterprise to build on some fantastic work being done out there, spreading it more widely and making it more sustainable. That is why the cornerstone of our approach is the focus on improving provision in primary schools. I welcome the broad support for that both in this debate and more widely. Since September 2012, I have, with officials in the Department, spent a lot of time talking to head teachers, national governing bodies, Youth Sport Trust, Sport England, the Association for Physical Education and others, so as to understand where the money could have the greatest impact. The overwhelming consensus was that we should channel our energies towards the primary level.

That is why from autumn this year primary head teachers across the country have started to receive additional funding to improve the provision of PE and sport in their schools. The money is ring-fenced. The hon. Member for Eltham said that the Government’s philosophy is to give head teachers the freedom to spend money in the way they think is best for their pupils. This additional funding fulfils that objective, but the ring-fencing makes it clear how high a priority we place on ensuring that PE and sport in schools is of the highest possible calibre.

That is backed up by the fact that PE and sports provision is and will continue to be inspected by Ofsted, which is briefing all its inspectors on how to do that. There have also been changes to the school inspection handbook. I have seen for myself some of the section 5 inspection reports, in which far more prominence is already being given to the evaluation of how the school sport premium is being spent. I saw a report for a primary school in my own constituency that has clubbed together with other schools to bring in a full-time specialist PE teacher. The teacher spends one day a week in each of the four primary schools and on the fifth day goes to those pupils who need extra catch-up so that they can get to the level we all want to see.

My hon. Friend the Member for Calder Valley (Craig Whittaker) reminded us that the head teacher of a typical primary school will receive £9,250 to spend on sport provision between now and the summer term. The hon. Member for Sefton Central astutely observed that the premium has now been extended in the autumn statement to a third year, to include 2015-16. I do not for a minute want to suggest that my hon. Friend the Chairman of the Education Committee has not had his eye on the ball: to be absolutely fair to him, he attended the previous debate in this Chamber and the extension is in paragraph 2.164 of the autumn statement, so he is forgiven for failing on this occasion to have spotted such a hugely important announcement.

That announcement is an unequivocal demonstration of the importance that we attach to the embedding of school sport and PE in children’s lives. I am happy to repeat what I told the Select Committee: I want to keep pushing the issue within Government. Although it is often one of the most difficult exercises across Government, an important aspect of the cross-Government strategy on the issue has been pulling in funding and ongoing commitment from three Departments. I chair a regular ministerial group on school sport, which includes Youth Sport Trust, Sport England, the Association for Physical Education, Ofsted and others. There continues to be a joint commitment on funding and other resources.

[Mr Graham Stuart]

Does the Minister think that the move of public health responsibility to local authorities might have a part to play in engendering a greater focus on youth sport and school sport in particular?

--- Later in debate ---

[Mr Timpson]

That is an excellent point. We can see that in the evolving role of health and wellbeing boards and the development of joint strategic needs assessments across each local authority, with the greater responsibilities local authorities now have for the physical as well as mental health of their local population. To build on the remarks of the hon. Member for Sefton Central on education, health and care plans and also children with special education needs and the requirement to improve access to sport for disabled children, we have a real opportunity to push those issues up the agenda at a local level, so that there is a clear objective coming from national Government across a number of Departments that is replicated at local level. The county sports partnerships will be an important conduit for providing information, data and advice as to how we can best achieve that aim.

Some concerns have been raised about some of the new providers coming into the market and schools must be able to access the information they need to spend the sport premium in the best way. I acknowledge that, and we have been at pains to set out on the Department for Education’s gov.uk website a host of best practice examples of schools that already have superb ways of embedding sport in their schools, including ones that work particularly with girls and with disabled children. I visited the Marjorie McClure specialist school in Bromley to see how the Project Ability programme that we support in about 50 special schools is making a discernible difference to the quality and outcomes of the education of young people with disabilities. The Youth Sport Trust and the Association for Physical Education have provided excellent practical guidance to primary schools so that they can learn to use the money as effectively as possible.

As the hon. Member for Eltham pointed out, we are independently evaluating the impact of the premium, and Ofsted is also doing some work on that. We are tracking 40 schools all the way through, and about another 700 will be visited and evaluated. I hope that by next summer we will have a stronger evidence base for school performance. The continued involvement of Ofsted is a key way of changing behaviour and culture on the ground. The work we are doing on initial teacher training and on bringing in high-quality specialist PE teachers—I have seen their calibre for myself—is extremely encouraging. It is only a pilot at this stage but gives us a model that we can look to spread more widely across primary schools.

I acknowledge that the issue affects not just primary but secondary schools. That is why the £1 billion youth sports strategy from the Department for Culture, Media and Sport is so important. A satellite club will be set up in every secondary school, and there will be large investment in facilities. It was also announced today that DCMS is putting in an extra £18 million to improve facilities in primary schools that have a particular need to enhance their sports facilities. Those schools are predominantly in inner-city areas, but there are also other parts of the country where schools simply do not have the outdoor space they need. That programme will run from next year, and some of the facilities will be in place by next summer. That welcome move has come about from the co-ordination of efforts by Departments to establish where there are still gaps in provision across the country.

I acknowledge that there is still a lot of work to do and that everyone wants the premium to become a sustained model. That is our objective and my commitment to it remains strong: in these straitened times, this important investment must make a difference not only in the next three years but beyond that. I welcome any support that the Opposition bring to bear so that we get the best for our children.

Cyber-bullying

Edward Timpson Excerpts

Tuesday 3rd December 2013 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

I begin by thanking all hon. Members who have spoken in today’s valuable and welcome debate. It is perhaps a sign of the real advances that have been made in Northern Ireland that Democratic Unionist party Members have tabled two important debates on matters that affect the whole UK as well as their own constituents. That is to be hugely welcomed.

I have listened with great interest to the contributions to the debate, none more so than that of the hon. Member for Upper Bann (David Simpson). I commend him, as have others, for his work in his constituency to raise awareness of cyber-bullying, such as the forum that he brought together, at which he committed to raising the profile of the issue. I suspect that he could have done no better than bringing today’s debate to the House. He set a measured and serious tone and raised a number of important points, which I will seek to cover.

The hon. Member for South Antrim (Dr McCrea) told us about the lack of parental knowledge that is still out there, and my hon. Friend the Member for Beckenham (Bob Stewart) spoke for many of us when he admitted his own naivety about much of the activity on the internet that exposes young people to potential harm. We should all take that lesson from today’s debate.

Concerns have also been raised in the debate about Facebook’s privacy settings. Following our work on the UKCCIS board, Facebook has made changes to the default setting for users aged 13 to 18, moving the default position from information being open to friends of friends to its being open to friends only. The Child Exploitation and Online Protection Centre and others have welcomed that, but we still need to hold Facebook’s feet to the fire, and the fact that it is a member of the UKCCIS board gives us a real opportunity to keep pressing it further to take more action.

The hon. Member for Upper Bann rightly asked what more we could do, and we must constantly ask ourselves that question. The offer that the Under-Secretary of State, my hon. Friend the Member for Wantage (Mr Vaizey), made of a meeting with interested Members and social media providers—Twitter, Facebook and the like—was a positive step, and I hope that many hon. Members will take it up as a way forward.

As ever, my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) made a thought-provoking and well informed speech, and he reminded us of the danger that cyber-bullying brings and the fact that in many ways it is no more than a cowardly form of playground bullying. There is also a danger that it is becoming an everyday fact of modern life, and that too many young people and adults are becoming sanitised to the world in which they communicate. My hon. Friend the Member for Pudsey (Stuart Andrew) also raised that point in his excellent contribution.

My hon. Friend the Member for East Worthing and Shoreham also asked the crucial question why so many people turn to the internet to bully, harass and abuse. I was struck by the contribution of the hon. Member for Bishop Auckland (Helen Goodman) and her thoughtful analysis of attitudinal changes in people’s behaviour that are connected with their use of different forms of social media, and how they have manifested themselves in such widespread form. It was a powerful point, and we should examine that matter carefully using the research that she pointed to and through the work of the UKCCIS board and across Government more widely. I am happy to discuss that research with her and where she thinks we could channel our energies to use it more effectively, because none of us would in any way, shape or form endorse the changes to social attitudes that we have seen.

As my hon. Friend the Member for East Worthing and Shoreham said, the UKCCIS is part of the solution. He called for greater focus on social media as part of the board’s work, and I agree completely. The board currently has a strand of work on social networking, and we will pursue the matter more vigorously as the board moves forward. I commend him for his efforts to pool best practice through the Nominet survey of hon. Members, in which I encourage them to participate if they feel able to do so.

My hon. Friend raised the important matter of vulnerable children in particular being unfairly targeted by people seeking to abuse them via the internet. The £1.5 million that we have given to the National Children’s Bureau will directly help to reduce the bullying encountered by children who have special educational needs or disabilities. As he rightly pointed out, we also need to improve reporting mechanisms so that the two-thirds of children who do not report a worry or concern about an interaction they have experienced over the internet feel able to do so. That is another piece of work the UKCCIS is taking forward, and I welcome my hon. Friend’s support for many of our other actions.

The hon. Member for South Down (Ms Ritchie) mentioned the difficulties in defining cyber-bullying, and the need to raise awareness of the issue through a sustained nationwide campaign. To clarify an earlier exchange about the big four internet service providers coming together in a concerted joined-up campaign over the next three years, the £25 million is for the first year, with subsequent funding for the next two years to follow. That is a significant amount of money to target collectively on the issues that really matter, and cyber-bullying must clearly be taken into account.

My hon. Friend the Member for Norwich South (Simon Wright) gave a powerful demonstration of what can be achieved in people’s own communities to tackle this issue, and mentioned his constituent Jacqueline Hitchcock-Wyatt who set up the Bullying Stinkz campaign to empower young people to speak up. I commend them for their work. It demonstrates that if we have the will and desire to do so, we can effect change right where it matters.

The hon. Member for Strangford (Jim Shannon) reminded us of the scale of this insidious form of bullying and the need to improve awareness among parents. We should never underestimate the ability of this issue to spread so quickly and so far, and that is a difficult part of finding a solution to these rapid technological changes.

My hon. Friend the Member for Pudsey shared candidly his own personal experiences and the loss of his friend to bullying. He may like to consider the categories included in new family-friendly parental control filters, which include suicide and self-harm, as that is important. We talk a lot about the insidious nature of much of the activity on the internet, but nothing can be more insidious than some of the suicide sites that we see. He reminded us of the terrible experience of Hannah Smith, and I had the opportunity to meet her father David a few months ago to discuss what we can learn from that tragic case.

My hon. Friend also explained to the House about the targeting of gay people, and gave the recent example of Olympic diver Tom Daley, and some of the despicable and twisted posts that have been put on social media sites. Cyber-bullying attacks people’s confidence, and it can go even further and ruin people’s mental health. That goes to the heart of the conversation about social attitudes, and why it is that when people are given anonymity, their whole value base seems to flip. We must do more to understand that.

I have already alluded to the helpful and constructive contribution by the hon. Member for Bishop Auckland, and she asked about the four key stages in which internet safety will now be taught—previously it was taught only in key stages 3 and 4. Internet safety is in the computing part of the curriculum, but there is of course freedom for schools, within personal, social, health and economic education, to envelop it into other aspects of the curriculum. The hon. Lady mentioned some of the materials from Denmark that help not just children but parents as well—an interesting area to explore, considering we know how much parents feel that they lack knowledge and understanding of many of the issues their children face.

On how we are helping schools, and some of the excellent voluntary organisations that work day in, day out, to support children who are victims of bullying, the 900 schools were in relation to the National Children’s Bureau grant for children with special educational needs. The £1.5 million to beat bullying is to train 3,500 11 to 17-year-olds to be mentors in schools and outside the school gates, and the £800,000 for the Diana Award is to train 10,000 pupils to act as anti-bullying ambassadors. It is not London-centric; we are trying to cover many areas of the country where we know there is expertise on the ground.

The right hon. Member for Belfast North (Mr Dodds), who closed the debate on behalf of the Democratic Unionist party, reminded us that bullying in all its forms is simply unacceptable, but that we are still running to catch up with technology. It is in that vein that I will reflect on the contributions that have been made to consider whether there is more we can do to combat this horrific activity that is blighting far too many people’s lives, both young and old.

If we are to be successful in tackling bullying, including cyber-bullying, it is important that we engage with people across society—including government, local authorities, local safeguarding children’s boards, the police, schools, parents and internet providers—so that they can all play their part. They all have a role to play, and by intervening to prevent and respond to bullying, we are more likely to stamp it out.

We talked at length about existing legislation and the prosecutions arising from the Communications Act 2003. I will endeavour to write to my hon. Friend the Member for East Worthing and Shoreham with specific figures. Like so many other areas where vulnerable people are exposed to horrific crimes, whether female genital mutilation or other crimes, we want to ensure that we do all we can to bring about successful prosecutions. There will be instances where cyber-bullying forms part of a wider pattern of behaviour. Someone may be prosecuted under a different offence, where cyber-bullying forms part of the charge and, we hope, the conviction. It is sometimes hard to determine exactly whether cyber-bullying has played a role in someone’s successful prosecution, but I will endeavour to find as much detail for my hon. Friend as I can. We believe that existing law is able to ensure that where something is illegal offline it is also illegal online. We will, as we always do, keep under review whether the legislation is delivering. As things stand, we are confident that we have in place the right framework to ensure that where people are breaking the law they are called to task.

This has been an excellent debate, one that has demonstrated that we have a shared commitment across the House to tackle cyber-bullying and bullying in all its forms. I thank Democratic Unionist party Members for using their precious time to raise such an important issue. We have more to do. We have a lot of work in train and we will continue to work collectively to ensure that we go further and faster to stamp out this horrendous crime.

Question put and agreed to.

Resolved,

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

Child Care

Edward Timpson Excerpts

Tuesday 19th November 2013 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

This has been a valuable debate that has brought into sharp focus the importance of the cost and availability of child care to so many parents across the country. I have listened with interest to the contributions made by Members on both sides of the House.

I add my congratulations to the hon. Member for Leicester South (Jonathan Ashworth) on the recent addition to his family. If he decides to expand it in the future, he will, of course, benefit from the provision for new flexible parental leave in our Children and Families Bill, which will come back before the House before too long. He spoke about the importance of high-quality, affordable child care, which is a baseline on which I think everyone who has taken part in the debate can form a consensus.

My parliamentary neighbour, my hon. Friend the Member for Congleton (Fiona Bruce), told us how her family had benefited from a range of choice and flexibility with regard to child care, and about the importance of promoting strong family life and the role that childminder agencies could play in increasing both supply and choice.

The hon. Member for Barrow and Furness (John Woodcock) explained how child care can be a way out of poverty. I completely agree with him. That is why we have extended early-education funding to 260,000 two-year-olds from the lowest-income households. He may be pleased to hear that in Cumbria 805 children have already benefited directly from that policy.

My hon. Friend the Member for Suffolk Coastal (Dr Coffey) made an excellent contribution. She reminded us that more women are working than ever before in this country and said how improving flexible access to quality child care will help push that figure even higher.

The hon. Member for Newcastle upon Tyne North (Catherine McKinnell) started by saying that she disagreed with almost everything my hon. Friend said. I listened carefully to the hon. Lady’s speech and I, in turn, disagreed with almost everything she said, save for her very thoughtful consideration of children who are on the edge of, or who have fallen into, care and how child care may help support them. I would be very happy to discuss that with the hon. Lady outside this debate.

The hon. Member for Hackney South and Shoreditch (Meg Hillier) explained the wider benefits to society of good-quality, accessible child care, and the hon. Member for Sefton Central (Bill Esterson) told us about the Danish model that was considered recently as part of the inquiry held by his Select Committee.

My hon. Friend the Member for South Northamptonshire (Andrea Leadsom), who is a champion for Sure Start children centres, also made a good contribution. I have read the report produced by the all-party group of which she and the hon. Member for Washington and Sunderland West (Mrs Hodgson) are members. It is an excellent analysis of the current state of affairs and well worth reading, and I recommend it to the Opposition’s Front Benchers.

My hon. Friends the Members for Nuneaton (Mr Jones) and for Sherwood (Mr Spencer) also contributed to the debate.

There is not doubt that child care costs have been a real problem for many families for too long. To be frank, that should not surprise us when figures from the Family and Childcare Trust show that between 2002 and 2010, child care costs increased by just under 50%. That is why the Government have been quick to act and taken a number of significant steps to reduce parents’ child care bills and support those who want to work.

In September 2010, we increased the free entitlement for all three and four-year-olds to 15 hours per week—the equivalent of 570 hours per year—and 96% of children are now getting at least part of their free place. From September 2014, that will be extended to about 260,000 two-year-olds, many of them from the working households on low incomes for whom the costs of child care are such a burden.

As universal credit is introduced, parents working less than 16 hours per week will, for the first time, be able to get up to 70% of their child care costs paid. That will rise to 85% when both parents work enough to pay income tax, a point which was made by my hon. Friend the Member for Congleton. From autumn 2015, we will begin to phase in tax-free child care, which will give 2.5 million working families up to £1,200 per year per child.

Taken together, that means that for three-year-olds in nursery for 40 hours a week, the state will pay for half of the hours for children whose parents claim tax-free child care, and more than 80% of the hours—four days out of five—for children whose parents claim universal credit. It also means that the Government spend on early education and child care will rise by more than £1 billion from less than £5 billion in 2010 to more than £6 billion by 2015-16.

We on the Government Benches know that simply providing ever-more funding will not, on its own, halt the long-term increase in child care costs, or provide the child care places that we need for the future. That can come only through growth in the market and improved competition.

Contrary to the view expressed by Opposition Front Benchers, there is no shortage of child care places. Some Opposition Members read from their brief a claim that the closure of Sure Start children’s centres means that child care places have been lost. However, as the Under-Secretary of State for Education, my hon. Friend the Member for South West Norfolk (Elizabeth Truss) made clear several times, the Opposition’s rumours about the demise of children’s centres are very premature.

In fact, those centres are thriving, with a record number of more than 1 million parents and children using their services. Although they continue to provide such valuable services, it is important to remember that they provide only 1% of child care, as opposed to schools, which provide about 30% of it. In fact, the total number of child care settings rose from 87,900 in 2010 to 90,000 in 2011, which is a 2.4% overall increase.

[Bill Esterson]

Will the Minister tell me whether we imagined or made up the evidence given to the Education Committee inquiry on Sure Start about many centres just being used by part-time staff to hand out leaflets, because that is what the record shows? Is that not what is happening? Is that not the reality in the country?

[Mr Timpson]

The hon. Gentleman had the benefit of listening to that evidence. It would be strange for me to suggest that he did not listen to evidence that I did not listen to, so he has asked a slightly bizarre question. The bottom line is simply this: are we ensuring that money, support, training and a quality work force are available to parents who require child care? We are providing £2.5 billion for early intervention, which is up from £2.3 billion, and we are making sure that the money we put in equates to 2 million early-years places, including the 800,000 in maintained schools—the Opposition forgot to mention them in their rushed-out press release earlier this week—which is a 5% increase on 2009.

Local authorities report that there are already 180,000 places for two-year-olds across the country, which is more than sufficient for all eligible two-year-olds whose parents want to take up the offer. Just one month into the new entitlement, 92,000 disadvantaged two-year-olds are already receiving their 15 hours a week of early education, which is more than four times the number receiving funded places in 2010. I hope that hon. Members on all sides recognise that that is a significant achievement not for us in this House, but for the children on whose lives there will be a positive impact.

We should, however, be acutely aware that more high-quality places are needed. Demographic changes, the expansion of the two-year-old entitlement, continued economic recovery and welfare reform will all increase demand for child care. That is why we are acting to create the right conditions for that to happen in every part of the market.

The evidence is clear that the quality of settings is determined above all by the quality of the work force. In “More Great Childcare”, my hon. Friend the Under-Secretary signalled our intention to create a step change in the quality of recruits coming into early-years education, and many of the report’s proposals are already in place.

The signs are promising both in relation to the cost of provision and maternal employment. One authoritative industry report published in September found that 2012-13 was the second successive year in which the price of full-day care in nurseries had been flat in real terms.

There are positive indications that the package of reforms that this Government have put into place, and which my hon. Friend the Under-Secretary has done so much to champion, are starting to have the desired impact of encouraging growth in every part of the child care market; placing a better trained and higher quality work force at the heart of child care provision; creating genuine choice for parents; and ensuring that, for hard-pressed parents, work really does pay. I encourage Members to vote against the motion.

Question put.

Free Schools

Edward Timpson Excerpts

Tuesday 19th November 2013 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

It is a pleasure, Mr Gray, to serve under your chairmanship. I congratulate the hon. Member for Gateshead (Ian Mearns) on securing this welcome debate. He has made a long and distinguished contribution to education, both in the House as a member of the Select Committee on Education—I look forward to seeing him tomorrow when we discuss progress on child protection—and in his constituency as a governor of three schools. He is not a man to boast about his achievements, so it falls to me to note that he is a governor of Thomas Hepburn community academy, one of the most recent academy conversions. In 2007, he received a governor of the year award from my Department, so he is well versed and experienced in these matters.

I am sure the hon. Gentleman agrees, as an academy governor, that poor educational performance is always unacceptable, as is poor management of a school, and that the primary duty of every governing body is to ensure that its school improves. In that spirit, I hope he also agrees that the Government’s reforms have gone further to ensure that schools and their governing bodies are properly held to account and that all state-funded education providers—free schools and other academies—are more tightly regulated than they have ever been.

That tightening of the accountability framework has been achieved while freeing up head teachers, academy principals and governing bodies from unnecessary prescription and bureaucracy, and enabling the innovation that the hon. Member for Cardiff West (Kevin Brennan) rightly championed. That freedom to innovate and to respond to the particular needs of pupils enables them to raise standards. Hon. Members throughout the House share the aim of raising the standard of education for all children so that they have every opportunity to reach their full potential.

[Nia Griffith]

Will the Minister explain why allowing free schools complete freedom over the curriculum is the best way forward given that a Conservative Government, with cross-party consensus, agreed that there should be a national curriculum to ensure that all children had at least that broad base of education that was agreed across the board for everyone?

[Mr Timpson]

As the hon. Lady is aware, we have recently streamlined and revised the curriculum to concentrate on core aspects of education, which is right. We also believe that head teachers and teachers in schools are best placed to ensure that children receive the learning they require to bring about the best possible education attainment. That is borne out by the achievements, which I will come to, of free schools and academies in outperforming local authority-maintained schools in being outstanding or good with outstanding features. That is the outcome we want, and it must always be the driver for intervention.

[Nia Griffith]

Will the Minister give way?

[Mr Timpson]

I will give way, but I have a lot to get through and the hon. Lady should be aware that I may not get through it as a consequence of giving way.

[Nia Griffith]

Can the Minister explain how he will ensure that the curriculum provided by head teachers is up to standard and that we will not have the sort of catastrophes that we are seeing on the financial side? How will that be inspected?

[Mr Timpson]

I have just explained that we can establish the success or otherwise of a school’s educational achievements by its results, as well as the fact that every free school and academy has a full Ofsted inspection within two years. That remains the case. We also believe that when a school is outstanding, accountability is clear and that should be reflected in the level of inspection.

Free schools and academies are free to spend their money as they choose. We do not bind them to purchase services such as payroll or human resources from their local authority; they can broker better-value deals elsewhere, leaving them with more money to spend on pupils. They can use their judgment and budgetary freedom to pay teachers appropriately to attract the best practitioners, even if they do not hold formal teaching qualifications.

Recently, we have had some interesting and lively debates about the importance or otherwise of having qualified teachers in schools. We can all cite the names of unqualified teachers who have made a huge contribution to children and schools. We heard an example this morning from my hon. Friend the Member for Southport (John Pugh) about his contribution over a long period.

The evidence is clear that that approach is working. Ofsted has rated almost three quarters of the 25 free schools inspected so far as good or outstanding, and that is happening under the tougher new inspection framework that Ofsted introduced. That compares well with maintained schools inspected against the same criteria in the same year, of which only 64% were rated good or outstanding.

The majority of open free schools represent entirely new provision and will not post their key stage 2 or GCSE results for some time, but every free school is an academy with the same freedoms. That is important because we already have clear evidence that academies work and out-perform local authority schools at both primary and secondary level.

The hon. Member for Easington (Grahame M. Morris) referred to the success of Easington academy, which is hugely welcome. When outstanding education is provided, wherever it happens to be, it should be commended. I will, of course, pass his invitation to the Secretary of State to visit him and his constituency in the near future. As a former undergraduate of Durham university, I know what a wonderful part of the country it is, and I always recommend that people visit it.

[Kevin Brennan]

I know that the Minister wants to trumpet achievements, but I am sure he also wants to answer questions. He mentioned HR contracts and that free schools should have the freedom to do what they like about such contracts. Is he aware that Channel 4’s report last night on the Al-Madinah school said that Javid Akhtar was the governor responsible for chairing the school’s HR committee, and was also the managing director of Prestige HR Solutions, which was awarded the contract to run Al-Madinah’s HR services? Does that not illustrate absolutely what is wrong with having no proper oversight of such issues?

[Mr Timpson]

I will come to the quid pro quo of accountability against the freedom given to academies and free schools.

The hon. Gentleman made a particular point about the Al-Madinah free school. As he said, the Minister, my noble Friend Lord Nash, is currently up there talking to the school governors to decide what the next steps will be, so it would be wrong and inappropriate for me to comment specifically on the details of the case. Nevertheless, it is important that although there is clear evidence of success and achievement in free schools by virtue of the freedom provided to them, it is also right that there is tighter accountability as the balancing side of the equation.

For free schools, the need to demonstrate educational and financial rigour starts from the very moment when they submit an application to open a school. Every application is assessed against rigorous, published criteria. Free school proposers need to show how their school will drive up standards for all pupils as well as demonstrating financial resilience. The criteria also cover governance, an issue raised by a number of hon. Members. We need proposers to show that they have the capacity, skills and experience to set up and run an effective academy, as well as showing demand from parents.

Proposers are rigorously tested at interview against all those criteria, and testing continues once they are approved into pre-opening. As proposers refine their plans and are able to gauge with increasing accuracy the number of pupils that they expect to secure in their first year, we test their financial assumptions, challenging them to ensure viability. When we are not happy with the progress made, we can rightly require groups to bring in more expertise or make other changes. However, we are also not afraid to cancel or defer projects when we do not think that the new school will provide the very best for its pupils or provide good value for money for the taxpayer.

The hon. Member for Easington spoke about value for money. He may be aware that under paragraph 2.5 of the academies financial handbook, there is a requirement to complete a value-for-money statement each year explaining how the trust

“has secured value for money”.

That is both sent to the Education Funding Agency and published on the DFE website. The hon. Gentleman can find that information for himself and do with it what he wishes.

Before every free school opens, it is inspected by Ofsted against the independent school standards. Although it is impossible for Ofsted to make a judgment on the educational delivery of a school that has not yet opened, the inspectorate looks closely at all other aspects of the school’s policies and procedures covered by the standards. The quality of the premises of a free school has been mentioned. Hon. Members may be interested to know that under part 5 of the Education (Independent School Standards) (England) Regulations 2010, on premises and accommodation, there are set minimum standards for premises for free schools that are identical to those for maintained schools, so there is no differentiation in the standards required.

Ofsted’s pre-registration inspection also considers how well the school is set up to ensure the spiritual, moral, social and cultural development of its pupils, as well as to secure their welfare, health and safety. The inspectors will check the school’s safeguarding policies as well as health and safety protocols, and ensure that procedures for checking the suitability of staff are appropriate. Ofsted will also make recommendations to the Secretary of State on conditions that it believes free schools should meet before opening their doors, in order to meet the independent school standards that I referred to.

The Secretary of State will not enter into a funding agreement to open any free school unless satisfied that the school will provide a good standard of education and be financially viable. No free school has opened without satisfying the Secretary of State that the school has addressed, or is on track to address, the issues raised by Ofsted. I challenge any hon. Members present to put forward any maintained school, including even recently established provision, that has been subjected to the same breadth and depth of scrutiny as we now apply to every free school before they even open their doors.

[Grahame M. Morris]

The Minister is being generous in giving way, and he has responded to the points that have been raised. He quoted the relevant paragraph that relates to scrutiny of whether a free school offers value for money, but does he believe that a school with 31 pupils and six staff offers value for money for the public purse?

[Mr Timpson]

Every school is free to decide the right ratio of pupils and staff, whether it is a special school or a particular type of school. If the result is that those children are achieving high-quality standards of education, that is a good outcome.

The hon. Member for Cardiff West, with his usual “Morecambe and Wise” approach to such debates, asked some serious and specific questions, particularly about correspondence in the Al-Madinah case. He asked whether there had been any correspondence from the police on Al-Madinah before it opened. I am not aware that there has been any correspondence, but I will make further inquiries and endeavour to write to him in the usual way. He also asked about the Barnfield Federation in Luton and the publication of investigation reports. We have a commitment to publish investigation reports, but we have to publish them at the right time. In the case of Kings science academy, for example, that was when the disciplinary action was complete. It is worth remembering, of course, that Barnfield is not only a free school, but a multi-academy trust. Nevertheless, the commitment remains, and it will be done with due diligence and in a timely fashion.

In terms of where the oversight continues with free schools, we do not back away once a free school opens. First, and most importantly, every free school is inspected by Ofsted under the same section 5 inspection criteria applied to every maintained school and academy. We know that there is no sharper tool available to us in securing proper scrutiny of schools than Ofsted, so it is essential that every free school is inspected.

Inspections typically take place in the school’s second year of opening. Before their Ofsted inspection, free schools will receive at least two visits by the Department’s education advisers, who are individuals with a proven track record of delivering school improvement. Those visits, which take place in the school’s first and fourth terms, allow us to ensure that the schools are delivering a high standard of education.

In the overwhelming majority of cases, free schools and academies succeed and standards rise, but the Department is not short of options should they fail. When there is sustained poor academic performance at an academy, Ministers can issue a warning notice to the relevant trust, demanding urgent action to bring about substantial improvements.

A question was asked about the number of warning notices sent by the Secretary of State. One warning notice has been sent to Kings on finance—it is the only one—and there are no notices to improve on education. Ultimately, failure to improve can lead to termination according to the provision set out in each trust’s funding agreement.

[Bill Esterson]

Is the Minister aware of a survey of free school parents in London who want local authority involvement in the oversight of free schools? Are those parents right or wrong?

[Mr Timpson]

It is welcome that parents are involving themselves in the setting up and running of free schools. In terms of oversight of those free schools, there seems to be confusion on the Opposition Benches about what exactly the involvement of the local authority should be. On the one hand, the shadow Secretary of State for Education wants to put rocket boosters under free schools, and on the other, the Leader of the Opposition seems to want to go in the opposite direction. Some clarity on exactly where they stand on the issue would be helpful.

We can all agree that driving up the quality of standards of education for our children has to be a key priority. The Government believe—and have been backed up by parents who have come forward, despite sometimes difficult opposition, to help set up many free schools; many more are in the pipeline—that free schools provide better choice, better value, strong accountability, and ultimately better standards, which has already been borne out by what we have seen in the past three years.

We know that that great reformer of education, Lord Adonis, got it right when he said that free schools are a

“powerful engine of equality and social mobility”.

We hope and trust that many more children will benefit from such opportunities in the years ahead. We would welcome any parents who want to come forward, particularly in Gateshead and the north-east, where, sadly, we still have no free schools to speak of. If they have a strong desire to do that, we will consider their cases very carefully.

[Mr James Gray (in the Chair)]

Order. I would be grateful if hon. Members who have taken part in the debate would move swiftly from the Chamber, so that we can progress immediately to the next debate, which is on the important subject of UK relations with Gibraltar and Spain.

Oral Answers to Questions

Edward Timpson Excerpts

Monday 11th November 2013 Commons Chamber

[Stuart Andrew (Pudsey) (Con)]

2. What steps he is taking to improve support for young carers.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

On 8 October, my right hon. Friend the Secretary of State for Education issued a written ministerial statement announcing an amendment to the Children and Families Bill. For the first time, all young carers will have the right to an assessment of their needs for support as part of the consideration of the needs of the whole family. That amendment will help to achieve our aim of protecting young people from excessive or inappropriate caring roles.

[Stuart Andrew]

I thank the Minister for that answer. Many of the young carers in my constituency and their families will be delighted with that news, but how will he ensure that this landmark law is backed up with the support that is necessary for it to be implemented successfully?

[Mr Timpson]

It is important to recognise that we are not coming at this from a standing start. Since April 2011, we have been funding work done by the Carers Trust and the Children’s Society to establish and share the best practice in supporting young carers that we know is already out there. To date, they have worked with more than 100 local authorities, and we hope that we can help to build that progress with them.

[Barbara Keeley (Worsley and Eccles South) (Lab)]

We have an excellent young carers project in Salford, but it can do its excellent work only if schools and teachers help to identify carers in the first place, so that they can get that help and support. Does the Minister agree that it is essential for schools, colleges and universities to have in place policies that can identify pupils and students who are young carers, and make sure that they are referred to that excellent source of advice and help?

[Mr Timpson]

The hon. Lady is absolutely right. She has been a strong advocate for young carers, not just in her constituency, but more widely. The Children’s Society has been awarded £1.5 million by the Big Lottery Fund to help ensure that teachers are better at identifying young carers in school, and that young carers are identified and get the support that they require. That is welcome news.

[Bridget Phillipson (Houghton and Sunderland South) (Lab)]

12. What recent assessment he has made of progress on inter-agency working for child protection; and if he will make a statement.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

Professor Eileen Munro looked at inter-agency working in her widely welcomed review of child protection. We endorsed her conclusion that a strong culture of inter-agency working and information sharing is needed in child protection. That is why we have strengthened the statutory guidance, “Working together to safeguard children” 2013, setting out the core responsibilities and legal requirements for all who come into contact with children in order to keep them safe.

[Jenny Chapman]

The Minister’s response goes some way to reassuring me but, like many colleagues, I find serious case reviews depressingly similar. We hear about the same failings time and again. What is the Secretary of State planning to do to make sure that reviews do not just examine what went wrong, but help us understand why?

[Mr Timpson]

The hon. Lady highlights an extremely serious issue which we have taken on board in relation to serious case reviews. It is important that we understand not only what happened but, as she rightly said, why that happened. We have seen in recent serious case reviews the need to get that analysis right so that in the future we see fewer of the problems of the past resurfacing. The Secretary of State will be making a speech later this week on precisely this issue and setting out his vision of what more we need to do to keep our children safe, but it is right that we keep that focus directly where it needs to be—on children—and that it remains our highest priority.

[Bridget Phillipson]

All too often serious case reviews feature a history of domestic violence in the family. What is the Minister doing across government to make sure that a range of professionals are properly trained in this area and are then able to identify and respond to domestic violence?

[Mr Timpson]

Before I came to this House and was practising in the family courts, it was a depressing feature of most cases that domestic violence was taking place in the presence of children and sometimes with children being the recipients of that violence. That is why we must be extremely vigilant in whatever work we do with children to make sure we root it out. The Home Office is doing work to try to address training and the understanding of domestic violence, and I know that that is one of the key areas on which the sexual violence against children and vulnerable people national group is working. I will encourage it to do so in collaboration with my Department.

[David T. C. Davies (Monmouth) (Con)]

Given the priority that the Government are quite rightly putting on child protection, can the Minister tell me what steps have been taken since I wrote in April to establish the name of the school attended by Adil Rashid, who defended himself against a serious sexual offence on the grounds that his school—his state-funded school—had taught him that women were worthless?

[Mr Timpson]

I have been able to identify the school and the steps being taken. I know that my hon. Friend has been in correspondence and the Secretary of State is aware of the issue. I am happy to meet my hon. Friend and to write to him with those details so that we ensure that all that can be done is being done.

[Tessa Munt (Wells) (LD)]

In conjunction with the need for inter-agency working, will teachers be given the duty of reporting child abuse when they come across it, and will there be a duty to report that to the local authority without any qualification whatever?

[Mr Timpson]

The new statutory guidance is crystal clear about the responsibilities of all those who work with children, including in schools, and if they have a concern about a child’s welfare, safety or care they should report that to the appropriate authority. We do not believe that making failure to report a criminal offence will improve the protection of children. There is international evidence that suggests that that can make children less safe, but of course we always keep these things under review.

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

Does the Minister agree that the Baby Peter case and the tragic event of the death of that little boy highlighted the need for inter-agency co-operation? Will he also associate himself with my view that we in this House should all be ashamed of the inappropriate hunting down and scapegoating of Sharon Shoesmith?

[Mr Timpson]

In the light of the recent tragic case of Daniel Pelka, we look carefully at what we could learn from the serious case review. It seemed clear to us that the most important focus of our work had to be on understanding what went wrong and why, as opposed to trying to single out individuals at that stage of the investigation. We want everyone to prioritise the protection of children, whatever role they have, whether it is at the level of director of children’s services or working on the front line. We need to send out the message, “We are there to support you in your work, but where you need to be challenged, where there are basic practice failures, we will do so and make sure we put it right.”

[Barry Gardiner (Brent North) (Lab)]

4. What plans he has to ensure an adequate supply of primary school places; and if he will make a statement.

--- Later in debate ---

[Mr Michael McCann (East Kilbride, Strathaven and Lesmahagow) (Lab)]

7. What assessment he has made of the adequacy of provision of education for children with special educational needs; and if he will make a statement.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

Many schools provide excellent teaching for pupils with SEN, but we know from reports by Ofsted and Brian Lamb that too often pupils are classified as having SEN but do not make progress. That is why our SEN reforms, including education, health and care plans, focus on the involvement of families and the agreement of concrete outcomes, so that parents are clear that their children are genuinely making progress.

[Mr McCann]

I am grateful for the Minister’s response. The 17 October debate in this Chamber on funding support for deaf children and young people highlighted areas of excellence in deaf education across the country, but sadly that is not the case everywhere. What steps will the Minister be taking to support and promote best practice, and ensure that we can distribute best practice for deaf children across the whole country?

[Mr Timpson]

The hon. Gentleman has a huge personal interest in this issue, and he made an excellent contribution to that debate. He is right that we need to ensure that, where there is excellence, it can be spread as widely and deeply as possible. That is why we are providing £1.1 million of funding to the National Sensory Impairment Partnership, to help to benchmark local authority service and provide guidance on good practice to support sensory support services, in an effort to get more children to benefit from the excellence that we know exists.

[Christopher Pincher (Tamworth) (Con)]

I am sure that my hon. Friend will pay tribute to Dig-iT, the dyslexia group in Tamworth, which does great voluntary work for dyslexia sufferers in the town. Does he agree that we need a level playing field in the teaching of children with dyslexia and dyspraxia, so that they get the best possible chance of success?

[Mr Timpson]

I have no doubt that Dig-iT in Tamworth is doing some incredible work to support children with dyslexia and dyspraxia, and we recognise that we need to do more to ensure a level playing field for those families who require extra support. That is why, over two years, we are providing £5.5 million to a number of voluntary organisations, including the Dyslexia-SpLD Trust, so that they can give free advice and training on key aspects of SEN, to make that level playing field a reality.

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

I congratulate the Government on their education, health and care plans, which could make a real difference. The Minister will know that parents who are used to struggling for support are worried that the plans may be too difficult to access. Given the intention to suspend them in custodial settings and to abolish School Action and School Action Plus, there is a fear that the brave new world could be limited to too few. Will the Minister take those concerns on board? In fact, in this instance, why do we not try to work together and do what is right for those with special needs?

[Mr Timpson]

I am grateful to the hon. Gentleman for his co-operative spirit on this issue. It is important that Parliament and Government give a single, clear message on ensuring that all children with SEN get the support that they need and deserve. I am aware of a number of concerns that have been raised, by parents and others working with children with SEN, during the passage of the Children and Families Bill. The important thing to remember is that we are not reducing or diluting any of the existing protections or rights. In fact, we are expanding them in many cases, particularly for those young people over the age of 16. We will continue to work on some of the remaining issues as the Bill continues its passage through the other place.

[Jonathan Reynolds (Stalybridge and Hyde) (Lab/Co-op)]

8. What steps he is taking to ensure there is sufficient supply of child care places for the 40% most disadvantaged two-year-olds.

--- Later in debate ---

[Mrs Emma Lewell-Buck (South Shields) (Lab)]

9. What assessment he has made of the adequacy of the training and support available for the teaching of children with special educational needs.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

Teachers tell us that the quality of their training in SEN has improved significantly, with 69% of primary teachers and 74% of secondary teachers rating their training as “good” or “very good” in helping them to teach pupils with SEN. That compares with as few as 45% in 2008.

[Mrs Lewell-Buck]

Just over 1,900 pupils in my constituency have special educational needs. Those children need teachers who understand their unique requirements as learners and adapt their lessons appropriately. Does the Minister accept that such pupils lose out in schools that have unqualified teachers who have never undertaken any special educational needs training?

[Mr Timpson]

No.

--- Later in debate ---

[Paul Burstow (Sutton and Cheam) (LD)]

This is the first Government to use Government time and Government Bills to advance the cause and rights of carers. Having already taken the welcome step of ensuring that a whole-family approach is taken to young carers and the people they care for, will the Government consider what further steps they could take to extend that approach to parent carers of disabled children?

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

I know that my right hon. Friend worked hard on this issue in Government, and that he set up the carers strategy, which has done much to highlight this important area. We have made progress on young carers in the Children and Families Bill, and parent carers will benefit from the changes in our special educational needs reforms. I have met the Minister for Care and Support, the Minister of State, Department of Health, my hon. Friend the Member for North Norfolk (Norman Lamb), and looked at the existing legislative framework relating to parent carers. We are satisfied that there is no evidence that it needs to be changed or strengthened, but I would be happy to meet my right hon. Friend to discuss the matter further and to see what else we might be able to do to achieve the end that he seeks.

[Chris Williamson (Derby North) (Lab)]

Following the abject failure of the Secretary of State’s free school experiment at the Al-Madinah school in Derby, will he now give the local education authority the ability to scrutinise the school and make it accountable to the LEA? If the school closes, will he ensure that Derby city council has sufficient resources to accommodate the children in council-run schools?

Child Abuse (Northumberland)

Edward Timpson Excerpts

Wednesday 6th November 2013 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

It is good to see you back in the Chair, Mr Hollobone. I congratulate the hon. Member for Blyth Valley (Mr Campbell) on securing this important debate and on bringing the matter to the attention of hon. Members. As he set out in his forceful contribution, we are all too well aware that there continue to be shocking and appalling revelations of child abuse—particularly involving our most vulnerable children, who are unable to live with their families. My Department takes the issue extremely seriously. I had an adopted brother who was brought up in a children’s home in the late 1970s, so I am all too alive to the issues raised by some of those who were in residential care during that period.

I was saddened to hear that Mr Priestner does not feel that he has received the justice to which he thinks he is entitled following abuse that he has testified to and which was set out today. He experienced that abuse as a child living in children’s homes in Northumberland between 1969 and 1976. I am sure the hon. Gentleman will understand that I cannot go into a commentary on individual cases, and that the police investigation is an operational matter for Northumbria police.

However, I understand that the protecting vulnerable persons unit within Northumbria police’s crime department has investigated the allegations. I also understand that, following substantial inquiries, it has not been able to take any further action in relation to Mr Priestner’s allegations. I appreciate and understand that Mr Priestner must feel extremely frustrated about that. If he remains unhappy about how the police have handled his case, he can, of course, raise his concerns with the Independent Police Complaints Commission, who will independently review how the investigation of his case was carried out.

Ensuring that vulnerable children are protected is one of the state’s most important responsibilities, whatever the care setting. As hon. Members have said, any case of child abuse is completely unacceptable. When allegations are made, we should always follow the evidence, wherever it leads, and ensure that no stone is left unturned.

[Ian Lavery]

Where does that leave victims who decide to tackle the problem of the abuse they suffered if they go to court and the evidence no longer exists? It is no good having an investigation when the papers may have gone. It might be helpful in one way, but it does not help the individual who suffered abuse over a sustained period.

[Mr Timpson]

As my right hon. Friend the Member for Berwick-upon-Tweed (Sir Alan Beith) said, unfortunately there are cases in which the veracity of the evidence presented to the court could have been greater than it was; some victims therefore feel let down by the efforts that the police made in good faith to bring the case to court with the highest possible level of evidence. We deal with that by ensuring that we have the best possible people and systems in place to carry out the investigation and to set out the case so that we do not miss the opportunity for convictions. In the past, there have been too many cases of failure to obtain convictions.

The fact that abuse occurred in the past makes it no less tragic. I am sorry that Mr Priestner has been living with that. The hon. Gentleman knows that, as a result of the terrible abuse that many children experienced in children’s homes, two major reviews into historical abuse were carried out in England and Wales. Sir William Utting’s report “People Like Us” was published in 1998. It was a comprehensive review of safeguarding for all children living away from home in England and Wales. Sir Ronald Waterhouse’s report “Lost in Care”, into historical abuse in children’s homes and foster care in north Wales, was published in 2000.

[Mr Ronnie Campbell]

If Mr Priestner gets his publicity and, let us say, a dozen other people come forward with the same allegations—people who were in the home with him and know the abusers—will we be able to investigate them again? Brick walls seem to be going up, and Mr Priestner is on his own. If all the people come together, will there be another inquiry?

[Mr Timpson]

In the first instance, it is for the chief constable of Northumbria to consider whether there is sufficient new evidence to reopen the inquiry. We have seen a similar train of events in north Wales, with Keith Bristow looking at the investigation that took place there in the 1970s. There is a process to look at any new evidence and for it to be considered by the chief constable, but the decision is for her to make.

Following the reviews that have taken place since the investigations, considerable reforms in how children homes are run have been implemented, including significantly improving safeguards to protect children in children’s homes. All such homes, fostering services and other settings where children live away from home are now regulated and inspected by Ofsted to meet national minimum standards set by the Government. The standards include specific measures, so children are safeguarded effectively.

Everyone working in or for children’s homes and all foster carers now have to undergo an enhanced disclosure and barring service check. They are carefully vetted and monitored to prevent unsuitable people from working with children. All children’s homes and fostering services must now have child protection procedures in line with Government guidance. They have to be submitted for consideration to the local safeguarding children board and to the local authority designated office for child protection.

At the heart of those procedures are that any complaints of abuse by children must be taken seriously and investigated in a timely way. Quite rightly, listening to children’s voices has to be at the heart of the process. The hon. Gentleman mentioned how the culture and climate seemed to be different in those days. One of the reasons for that was that children were not listened to. Local authorities now have a statutory duty to support children in care to complain if they are concerned about any aspect of the services they receive.

That duty extends to ensuring that children have access to independent advocacy. Each child’s personal independent reviewing officer has a legal responsibility to ensure that children know about the benefits of advocacy and are helped to access that when they need it, rather than when it becomes available. As part of the Government’s commitment to put the voice of the child at the centre of care planning, we are funding, over two years, the national youth advocacy service and Voice to provide an advocacy advice service for children in care and care leavers across the country, including children in residential care.

In 2002, the previous Government appointed a children’s rights director for England, who was given the statutory duty to carry out regular consultations with children in care about specific aspects of their care experience. The consultation includes questions on feeling safe, bullying and any other interaction they are having with professionals that they feel is inappropriate. The results are published in an annual care monitor report.

This year, we have revised the statutory guidance, “Working Together to Safeguard Children”. It sets out specific advice about safeguarding children in care. It includes guidance on how social workers and the police should act on allegations of abuse made by children. It is abundantly clear in that document what they must do and what their responsibilities are.

Underpinning the effective safeguarding of children are the safeguarding children boards. Every local board has a strategic responsibility for drawing together all the relevant agencies to work together to improve safeguarding outcomes for children and young people in their area, and to hold those agencies to account in respect of that work. Children in care, including those in care homes, are a priority group for LSCBs.

From the continuing unravelling of historical abuse cases, we know that there can be no scope for complacency. That is why my Department and I are absolutely determined to ensure that children in care are safeguarded effectively and that they can achieve their potential.

[Mr Ronnie Campbell]

One of the things Mr Priestner has said to me is, “Wait a minute. All these people have been coming forward from way back in the ’60s making allegations against this Savile man, and they are being dealt with. Now I am making an allegation against people who abused me in a children’s home, and yet I am hitting a brick wall. What’s the difference?”

[Mr Timpson]

As I have explained, the decision on whether to reopen the case is a matter for the chief constable of Northumbria police. If there is new evidence, or others want to come forward who previously did not or they did not have the opportunity, that is clearly a matter for her, and that will be looked at in the proper way.

If there is continuing concern about how Mr Priestner’s complaints were dealt with, he may, as I said earlier, refer the matter to the IPCC to look at in more detail. Recent cases have shown that new evidence and deep-rooted concerns about the conduct of an investigation can lead to the reopening of some investigations—for instance, in north Wales—so that we get to the bottom of exactly what went on and ensure that all those responsible are brought to account.

Shocking revelations about the exploitation of children by predatory adults in their community have demonstrated the particular vulnerability of children living in children’s homes. That is why this year we have been driving forward a significant programme of work to improve further the current regulatory framework for children’s homes. Those improvements will place greater accountability on children’s homes providers and local authorities to ensure that children are safeguarded effectively and provided with stable and good-quality care. That will be particularly important where children are placed in homes that are a considerable distance from their home. No child should be out of sight, out of mind.

In December, we changed the rules so that Ofsted can now share the names and addresses of children’s homes with local police forces, making it easier for the police to identify where vulnerable children are living in their area and to put in place strategies for protecting them. Many may wonder why that was not possible previously. When I discovered the situation, I wanted to get to the bottom of it. We have now changed the rules, and the information is now being shared as normal practice.

We have just carried out an extensive consultation on proposals for improving the effectiveness of safeguarding arrangements for children’s homes. The proposals in the consultation are intended to improve significantly co-ordination and close working between all the agencies responsible for children—particularly local authorities, children’s homes and the police. The consultation ended on 17 September.

We are also proposing to introduce new responsibilities for local authorities, so that a decision to place a child in care far away from home can be made only by a director of children’s services, and only after they are satisfied that the placement is in the child’s best interests and will meet their specific needs. We also want to put in place a requirement on local authorities placing children out of area to seek and exchange information with the area authority in which the child is to be placed, to assure themselves about the suitability of the care to be provided in the other area.

We are planning to introduce new rules for children’s homes, requiring them to have policies describing how they will prevent children from going missing, and to make monthly monitoring visits to children’s homes more independent of a home’s day-to-day management. The independent person visiting children’s homes will have a specific responsibility for assessing the effectiveness of each home’s safeguarding arrangements. The new rules also include a new requirement for children’s home managers to carry out an annual risk assessment of the area where their home is located. Where concerns are identified, homes must put in place clear strategies to protect children.

We are doing those things because I want to ensure that, in the future, only homes that can deliver high-quality care for our most vulnerable children will be acceptable, and that all homes will have a remit to strive for excellence in respect of the children in their care. My aim is to develop a revised framework for homes that is no longer based on meeting national minimum standards, but which requires them to set high aspirations for the children in their care. There is no greater responsibility for the state, as corporate parents, than to protect children.

No child who is placed in the care of their local authority and who is placed in a children’s home should ever have to experience poor-quality care. I am truly saddened that Mr Priestner experienced care in a number of homes that has clearly affected him deeply and that he feels he has not received the justice he needs. I am afraid that I am not able to set up an inquiry, as Mr Priestner has requested, but if he is unhappy with how the police handled his case, he may raise concerns with the IPCC. We are taking forward a comprehensive piece of work, which we hope will make a difference.

Co-operatives in Education

Edward Timpson Excerpts

Wednesday 23rd October 2013 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

May I begin by congratulating my hon. Friend the Member for Wycombe (Steve Baker) on securing this important debate, and on his passionate contribution, demonstrating his commitment to raising educational standards in his constituency? As he knows, this Government want to be champions of diversity, of high standards and of closer working-together in the education system.

It is always hugely encouraging to hear examples of where standards are being raised. We are seeing improvement, including in the recent results in the Cressex community school in my hon. Friend’s constituency. Like him, I want to pay tribute to the head teacher—David Hood—the governors, the staff, pupils and the whole community, which has played its part in helping to drive up standards. They are to be commended for their efforts.

I assure hon. Members that the Government are wholeheartedly supportive of the role that school partnerships and co-operation play in achieving our shared goal of a high-performing and self-improving education system. As my hon. Friend said, we are in danger of fierce agreement. Politics is not always as black and white as people think it is. Shared values can surface, and this is one such occasion. There is an underlying cause to which we all want to contribute, which is ensuring that every child, whatever their start in life, gets the best possible chance to reach their full potential, as the hon. Member for Cardiff West (Kevin Brennan) said. The community has a huge role in making that happen.

We have had excellent contributions from the hon. Members for Sheffield, Heeley (Meg Munn), for Luton South (Gavin Shuker) and for Denton and Reddish (Andrew Gwynne), and from my hon. Friends the Members for Hereford and South Herefordshire (Jesse Norman) and for Truro and Falmouth (Sarah Newton). I welcome this opportunity to discuss on behalf of the Government the contribution that diversity partnerships and collaboration are making to improving standards in education, performance and teaching through the co-operative movement and other things in our education system.

The evidence is stark. It shows that schools working together leads to an increase in performance for all schools involved in that partnership, even—this should be noted—for high-performing schools that support weaker schools. As Dr Chris Tomlinson, the phenomenally successful executive principal of the Harris academy Greenwich, Harris academy Chafford Hundred and the primary attached to that in the Harris federation of schools, said:

“Working together improves our knowledge about how to get the best out of pupils and staff. It helps us to fine-tune and understand those occasionally small changes that make a real difference”.

As my hon. Friend the Member for Wycombe has set out, one of the interesting things about the example of Cressex community school is that it is a maintained school in partnership with a successful converter academy and an independent school, among other partners. That is exactly the sort of partnership that we are developing through our academies programme and in other education reforms.

We should, and do, cherish the values of co-operative trust schools, in particular the importance of shared responsibility for problems and for designing solutions, and the importance of those involved in a child’s learning having a stake in that learning. As we have heard, since the Education and Inspections Act 2006, which introduced trust school status—the hon. Member for Denton and Reddish reminded us that the first was in his constituency—we have seen a steady and increased pace of such schools being set up. Their number is up from 188 in September 2011, as we have heard, to more than 700 by the end of this year. That in itself demonstrates that the permissive nature of the establishment of such schools is doing nothing to prevent schools from starting to form trusts and relationships. Cornwall is perhaps the most acute example of where that is happening right across a county.

The co-operative trust model is one of many that can facilitate effective partnership working. In an increasingly diverse education system, many different models are emerging, which is increasing choice for parents, which we want to see more of, as well as increasing support for schools. We now have academy chains, where schools formally work together, often sharing governance and leadership while benefiting from the autonomy of academy status.

We also have sponsored academies, with more and more outstanding schools now formally sponsoring weaker schools so as to bring about improvement. Six such sponsored academies are co-operative trust academies. We also have federations, where maintained schools formally share governance and expertise. There is also the sharing of head teachers and senior leadership teams; teaching schools; national or local leaders of education; the independent and state schools partnership; and other formal partnerships, such as the Bradford partnership, a not-for-profit organisation consisting of schools from that city working together to improve outcomes for young people.

In that eclectic mix of different models, it will come as no surprise to hon. Members that the Government’s view is that academy status is effective in driving improvement and collaboration. That status is now enjoyed by close to 3,400 schools in England. We believe that teachers and head teachers, not politicians and bureaucrats, should control schools and have more power over how they are run in the best interests of students. With well over half of secondary schools now being academies, and primary schools joining the programme at an increasing rate, research has found that more than a quarter of academies have seen their relationship with other schools improve since they became academies.

The evidence is clear that the freedom that academies have has led to an increase in standards, and that the highest-performing institutions are helping to improve the weakest. As Mary Speakman, head teacher of Altrincham grammar school for girls, one of the lead schools in the Bright Futures educational trust, said:

“The pupils at AGGS get a really privileged education. They do well and our standards are high. We want to share that experience and develop other schools, so that every young person has those chances”.

I am pleased to see that, so far, 173 converter academies are sponsoring 192 academies, and a further 106 projects are approved to open. In the spirit of this debate, I am also pleased to note, as has been said, that the role of the co-operative movement as a sponsor of schools that need extra support is increasing, and to note the increasing number of co-operative schools choosing academy status and becoming co-operative academies. I do not think that the schools have to live in isolation from one another. They share many of the values that, as has been rightly pointed out, exist in the co-operative movement.

It is worth noting what David Wootton, chair of the Independent Academies Association, has said on the issue:

“The academy movement, and sponsored academies in particular, have a strong commitment to social justice and moral purpose. This means a dedication to the communities they serve and a deep desire to improve outcomes and ‘close the gap’ for students in some of the most challenged communities. Many academies have very strong community routes…We in the academy movement welcome the support of the Co-operative movement, who are now actively involved supporting academies, and believe there is room for a diversity of providers.”

[Gavin Shuker]

I thank the Minister for his warm words about co-operatives. Will he say a few words about the Department’s approach to making the benefits of co-operative governance known to schools that are looking to change their governance arrangements? Is there any literature that goes out? Does he have any officials working on the project? What discussions has he had with the co-operative movement on that?

[Mr Timpson]

I will talk about that in relation to some of the proposals regarding the ten-minute rule Bill and other measures to try to open that up to a wider aspect of the education system. As I have set out, there has been a huge increase in the number of co-operatives over the past two years alone, which shows that they are not being prevented from doing so.

On the matters raised by the hon. Member for Sheffield, Heeley, I am happy to take back the issue of the messages that the Department and other parts of Government are sending out about the benefit that the movement brings to communities around the country. Our having this debate, and my sending out a strong message of support on behalf of the Government, demonstrates our desire to see diversity in the education system that meets the needs of individual communities.

[Andrew Gwynne]

Is it not one of the benefits of co-operative education that there is no one-size-fits-all approach? Every co-operative school is different in its make-up and outlook, but the one thing that bridges all co-operative schools, whether they are academies, trusts or free schools, is the values that underpin the co-operative principle.

[Mr Timpson]

The hon. Gentleman is absolutely right. No one size fits all and, as we know from schools in our constituencies, there is no blueprint that will make every school successful. My hon. Friend the Member for Wycombe reminded us earlier that the first co-operative free school will open next year in Swanage, and the first co-operative alternative provision free school will open in Harlow in 2014. Those are two examples of how different types of model can be nurtured to meet the needs of particular areas.

Collaboration, which is a feature of the values we have been discussing, manifests itself in several different ways, one of which is the academies programme. Other formal partnership arrangements may work for different communities in relation to both academies and maintained schools, so long as they provide a framework for joint working, with clear lines of accountability, and preserve the intrinsic values of autonomy and liberty that my hon. Friend spoke about.

[Steve Baker]

May I correct an error that I made earlier? I should have paid tribute to Katy Simmons, the chair of the governors of Cressex community school, and Mervyn Wilson, the principal of the Co-operative College, who have helped me to understand that the co-operative movement is striving for autonomy and self-government. While I do not wish to argue about party, it seems to me that the Government are trying to drive people to make the most of their in-built, inherent talents and to exercise freedom and responsibility in relationships, which is all moving in the direction of co-operatives. I am grateful to the Minister for his approach to the subject, but I hope that he will go back to the Department and ask it to produce the Bills that will make that a reality.

[Mr Timpson]

I am grateful to my hon. Friend. At this juncture, I should perhaps talk about the ten-minute rule Bill introduced back in April by the hon. Member for Sheffield, Heeley. Some of its provisions related to the status of industrial provident societies and the existing legal barriers that she has identified, as well as to the role that nurseries may play in the co-operative movement.

As the hon. Lady will know, by virtue of having brought in the Bill, some elements of the 2006 Act preclude nurseries from inclusion in such co-operative trust arrangements. We are currently consulting on measures to make it easier for schools to extend their age range downwards—for example, from five to 11 for primary schools, to three to 11—so nursery classes in those schools would be able to adopt co-operative ideals. I anticipate that she will understand that some nurseries will therefore still exist outside the extended school system and that it is not possible for them to be trusts.

I will undertake, first, to ensure that the hon. Lady receives a full and proper reply from my Department and, I assume, the Department for Business, Innovation and Skills—the Minister for Skills and Enterprise, my hon. Friend the Member for West Suffolk (Matthew Hancock) is a Minister in both Departments—to her inquiry in relation to her Bill. Secondly, I will consider whether it would be of assistance to have a meeting with her and my hon. Friend the Member for Wycombe to discuss both how we measure the success of the co-operative movement as it has begun to grow over the past few years, and where it fits into the jigsaw of educational provision that is now available. I am happy to take that back and ensure that it is given full attention.

[Meg Munn]

I am grateful to the Minister for that offer, which saves my having to press him for exactly that. It would be most effective to have a meeting—I would certainly want it to be a cross-party one, with hon. Members from both sides of the House who have spoken in this debate—to see how we can take forward both the need for legislation and, as my hon. Friend the Member for Luton South (Gavin Shuker) has said, the need to publicise more widely to schools the benefits of co-operation, of which they may be unaware.

[Mr Timpson]

I am glad that we have managed to come to another co-operative consensus in this debate. Given the steep rise in the number of co-operative trusts in England, it is important to look seriously at their impact and where they fit into our attempts to establish the most effective education for all our children. As the hon. Lady rightly points out, much of that involves good joint working relationships that should provide incentives for schools to develop higher educational standards.

Doing so has several other advantages. The biggest contribution to school leadership development lies in providing the rich and varied opportunities that will lead to the innovation and responsibility that we want schools to show. Collaborative working can, therefore, provide a broader base for developing leaders, and a greater opportunity for leaders to learn from one another. As I have seen in my constituency, it gives such leaders a greater experience of what is going on not only in their schools, but in surrounding ones and at different levels or key stages.

Working more closely together increases the scope for shared learning and continuous professional development, and helps to improve the capacity of small schools—another important point made by my hon. Friend the Member for Wycombe—by creating a greater pool of resources and expertise that can be shared more flexibly between schools. School leaders tell us that they can recruit and retain the best staff by providing them with professional challenge and support in working with other schools.

One major advantage of shared arrangements has been the improvement in the governance of weaker schools. It is typical for governing bodies of sponsored chains to be supported in their monitoring role not only by training, but by receiving data that are collated and presented to main boards and local governors in a standard format. The format will normally report on progress against targets and previous performance, comparisons with national benchmarks and the performance of other academies in the chain.

Another advantage is that central costs can be shared across more schools, giving them greater purchasing power in partnership than they would have as stand-alone schools. They can also benefit from economies of scale and from the pooling of resources. The use of shared business management as a resource across schools has been shown to lead to improved efficiencies and the more effective use of resources across schools. Collaborative working also opens up new opportunities to adapt the primary and secondary curriculums to meet local needs, and it allows schools to put in place stronger academic transition procedures between different phases of school.

The hon. Member for Huddersfield (Mr Sheerman) raised the issue of the Treasury’s proposed tax changes. Obviously I need to look carefully at that to establish exactly whether they will play out as he suggested. On ensuring that we have a crisper, clearer legislative framework, that builds on the matters raised by the hon. Member for Sheffield, Heeley. Whatever we do in education, we must ensure that it raises standards and that it is sustainable, which is another reason it is important to look at the impact of co-operative trusts on our educational system.

We have managed to transcend a partisan debate, mainly because, as I said at the outset, we have many shared values that do not always have an opportunity to rise to the surface in political debate or in our efforts to make our wider political points as we think is most effective. We do not, however, have anything to fear from co-operatives. Whatever side of the political spectrum we are on, we should embrace the values they offer.

The debate has been an opportunity to celebrate the success and the growing involvement of the co-operative movement in our schools, and to acknowledge that at its core are values that we all hold dear, wherever we sit on the political spectrum—a commitment to social justice and moral purpose, a combined spirit of autonomy, a deep desire to help ensure that children and young people across our communities, but especially in the most challenging areas, get every opportunity to make the most of their education and, wrapping around those values, strong community roots that bind in a joint sense of responsibility and, perhaps most importantly, of caring for others. We all have some compassionate bones in our body, and such values have risen to the surface today, which is a testament to the fact that the co-operative movement does much to enrich our communities, as it does more and more within our schools.

I hope that I have given a forceful indication that this Government hugely value the co-operative movement’s work in our schools. We want to learn more about the effect that it is having, what it is achieving and how it can do more in the future. As my hon. Friend the Member for Wycombe said, many schools are still deciding and choosing, as are parents, what sort of schools they want their children to be in. This excellent and informative debate will have encouraged us all to continue to push for higher educational standards in whatever form, and I am grateful to my hon. Friend for bringing this subject to the House.

[Mr Philip Hollobone (in the Chair)]

I thank all those who co-operated so effectively in the debate.

Deaf Children and Young People

Edward Timpson Excerpts

Thursday 17th October 2013 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

I congratulate my right hon. Friend the Member for Gordon (Sir Malcolm Bruce) on securing this important and well-informed debate. I take this opportunity, as others have done, to thank him for his dedication and commitment as founder and chair of the all-party parliamentary group on deafness and for his assiduous campaigning for the recognition of British sign language. I know from attending and speaking at the Signature conference that he chaired last year how his inspiring work and unstinting efforts have led to a growing recognition of the support required to help deaf children and young people achieve their potential.

I would also like to recognise the tireless work that the National Deaf Children’s Society does to support deaf children and their families. It manages to balance working with my Department on projects such as I-Sign with powerful campaigning to hold Government both local and national to account. The 51,000 signatures received in support of holding this debate are testament to this campaigning, and to the importance of getting support for special educational needs right.

A whole number of pertinent points and issues have been raised by hon. Members from all parties about attainment, funding, access, support, data, inspection and the wider special educational need reforms. In the short time that I have, I will do my best to address as many of those points as possible, but where I fail to do so, I will endeavour to write to hon. Members to make sure that they have a full response to the questions and points that they have raised.

The Government are clear that the most important service for all children and young people is high-quality teaching. That is why we have ensured that funding is protected, maintaining the amount per pupil at the same cash level this year as last year. In this context, a number of hon. Members rightly raised concerns about the attainment gap between deaf children and their peers. That is a key indicator of whether deaf children are receiving high-quality teaching.

Although we must see further progress in this area, we should recognise the enormous progress that has been made so far. In 2011-12, 71% of deaf children achieved five or more A* to C grades at GCSE compared with just 43% in 2007-08. For non-SEN pupils, the figures are 90% and 75% respectively. Over that period, deaf pupils progressed at approximately twice the rate of their peers, closing the attainment gap significantly—a testament to the pupils themselves, as well as to the work of sensory support services across the country. Improvements in teaching practice and technological advances mean that deaf children are now far more likely to achieve their potential than five years ago.

My hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) rightly raised concerns about the slight decline in good GCSE passes over the past year. We must, of course, be alert to that, but it is important to note that progress in those subjects has also increased markedly over the past four years: 37% of deaf pupils now achieve that standard, compared to 28% in 2007-08. However, that is still not good enough. Clearly, we all want to see progress continue. We are committed to improving the training that teachers and school leaders receive to help them identify where pupils with hearing loss face barriers to learning and to offer appropriate support, an issued raised by my hon. Friend the Member for Nuneaton (Mr Jones) and by the hon. Member for East Kilbride, Strathaven and Lesmahagow (Mr McCann), who speaks with such authority, based on his own personal experiences.

The National Scholarship Fund provides funding of up to £3,500 for teachers’ postgraduate qualifications and training, including specialist training for teachers of the deaf. Funding of £2,000 is available to support teaching assistants and support staff to improve their skills in SEN. Some 600 teachers have achieved or are working towards a qualification related to SEN and a further 500 have applied for the current funding round. We have also worked with the NDCS to update and increase schools’ access to information on deaf-friendly teaching and on specific issues such as managing the transition to secondary school and teaching phonics for pupils with a hearing impairment. As we reform the SEN system we will work with the National Sensory Impairment Partnership—NatSIP—to provide advice and information to schools on effective support for deaf pupils.

As well as taking steps to improve the quality of education, we are taking significant steps to secure access to it for deaf children and others with disabilities and SEN. Under the Equalities Act 2010, schools and other education providers must make reasonable adjustments for disabled children and young people to alleviate any substantial disadvantage they experience because of their disability, and they must not discriminate against them. If, after those adjustments have been made, children and young people need special educational provision or specialist services, the duties that schools, local authorities and others have in relation to special educational needs come into play. The Children and Families Bill, which includes our reforms to this area, is currently being debated in the other place. I shall say more about those changes a little later.

The NDCS is concerned that, as things stand, services for deaf children risk being undermined by cuts. We have heard some examples of that this afternoon. I want to reassure the House that we have ensured that all local authorities have as much funding for SEN in 2013-14 as they had in 2012-13. The NDCS acknowledges that the Government have protected funding for vulnerable learners. Local authorities decide what SEN services to provide for children and young people, including services for deaf children, and how much to spend on them, from the funding that we supply.

The services that local authorities typically provide, either directly or by commissioning other providers, include services for visual, hearing and physical impairment; specific learning difficulties; speech, language and communication; profound and severe learning difficulties; and autism. Local authorities are reporting that they are spending no less on their SEN services this year than they spent last year. Through their local funding formula, they also include in delegated schools budgets a clear amount of funding intended to meet the needs of pupils with additional needs, including those with SEN or disabilities. Special schools and other schools with special units often use their budgets to develop particular specialist services, including those for pupils with hearing impairments. I have seen that for myself in Springfield special school in Crewe in my constituency. Where necessary, schools receive extra top-up funding from their local authority for the additional support costs of pupils with the greatest needs.

We are committed to ensuring that the needs of children with SEN are met. We have been clear with local authorities—I re-emphasis the point now—that they should prioritise vital front-line services for vulnerable children. However, we should not forget that the current financial climate, as Members have acknowledged today, means that everyone in Government, both local and national, has to make tough decisions to ensure that the limited resources are spent most effectively.

We know that it can be challenging for local authorities to provide services for young people whose needs are less common, so we are encouraging them to work together on such provision. I heard the point my hon. and learned Friend the Member for Sleaford and North Hykeham (Stephen Phillips) made about regional commissioning, and I will certainly look at that as part of the work we are doing and the reforms we are undertaking. Where services have to be changed, that should be done with a careful assessment of the impact on families, and those assessments should involve the families.

With regard to specialist support, local authorities support parents of deaf children to communicate with them through teachers of the deaf and sensory support services. The Department for Education is working with voluntary and community groups to enable local areas to benchmark the support they provide to deaf children and to access tools and information on the most effective approaches. That includes the £1.1 million we have given to NatSIP to carry out a benchmarking exercise.

My hon. Friend the Member for Congleton (Fiona Bruce) and others mentioned the importance of early support. I hope that they will be pleased to hear that we have also funded the development of an early support guide for parents of deaf children and the I-Sign project to develop a family sign language programme. We are continuing to fund the I-Sign consortium to build on the learning from that project and improve the availability of sign language support for parents and families.

As the NDCS has set out, most deaf children attend mainstream schools, some with additional specialist units offering support on site. Assessments on how well those schools perform will be made as part of Ofsted’s school inspection regime. The new Ofsted inspection frameworks, introduced in September 2012, place a clear emphasis on meeting the needs of disabled pupils and pupils with SEN and considering the quality of teaching and the progress made by those pupils.

I know that the NDCS and Members are calling for an alternative approach in which Ofsted would inspect the local authority services that work with schools to support deaf pupils, and there is some initial appeal in that, but the same argument could be made for pupils with autism, speech and language needs or dyslexia. However, I understand that this is part of a wider question about the inspection of the reformed SEN system, and I expect it to continue to be discussed as the Children and Families Bill progresses.

Aside from the role that Ofsted could play, I want to stress that the SEN reforms will preserve and enhance legal protections for families who want to challenge councils through their involvement in determining local provisions. The two deaf young people who are directly advising my Department on our SEN reforms have made it clear that they want to see reforms which provide legal protections; establish a better system for identifying need and commissioning services across education, health and social care; ensure that the services provided match local needs as accurately as possible; and ensure that families do not have to battle to get those services. That is what our reforms are intended to do.

I want to leave a few moments for my right hon. Friend the Member for Gordon to close the debate. It is clear that this has been a thoughtful, sincere and passionate debate that has provided us all with an opportunity not only to celebrate excellence where it exists, including in Swindon, but to challenge and question what more could be done to ensure that deaf children and young people get the right support at the right time so that they can flourish and thrive. I will take away the many excellent points and suggestions made by hon. Members, particularly my right hon. Friend, and consider them carefully as our reforms move closer towards implementation. The Government’s message is clear: we share his ambition and desire to give deaf children the best possible start in life and will continue to work with him in that shared endeavour.

[Sir Malcolm Bruce]

rose—

Daniel Pelka

Edward Timpson Excerpts

Thursday 17th October 2013 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

I congratulate the hon. Member for Coventry North West (Mr Robinson) on securing this important, timely and serious debate. The tragic case of Daniel Pelka is a stark reminder to us that we can and must do more to ensure the safety and well-being of our children. It was helpful to meet the hon. Gentleman recently to discuss the findings of the serious case review in Coventry and its implications. I welcome the opportunity to set out the steps that are being taken to ensure that we fully understand what went wrong and why, and ensure that any individual and collective failures are identified and addressed.

National accountability for child protection rests squarely with the Department for Education, working closely with other Departments. However, all of us have a part to play in keeping our children safe. In March 2013, we published revised statutory guidance—“Working Together to Safeguard Children”. I was pleased the hon. Gentleman mentioned the scything of the original document from 700 pages to just over 70, which was quite a feat in anybody’s language. The guidance clearly states that anyone concerned about a child’s welfare should bring it to the attention of the relevant authorities.

It is also clear that the focus of our attention must be on the needs of individual children rather than on the interests of adults. The serious case review by the Coventry safeguarding children board showed that, although many professionals were concerned about Daniel, they did not speak to him or focus efficiently on either his experiences or his needs. Our statutory guidance is clear that, if someone is concerned about the safety of a child, they should refer them to the local authority children’s social care and ensure that they take into account the wishes and feelings of the child. That is abundantly clear and should happen in every case but, too often, Daniel was not at the heart of the assessment process. His needs were completely overshadowed by the perceived needs of his mother and her welfare.

I was pleased that the SCR was published swiftly and without redaction—my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) has argued for that practice for a long time. It is important that reports are published in full so that the lessons are transparent and can be learned. The report highlights a number of basic practice failures, across a range of agencies, to share information, keep accurate records, use those records appropriately, and carry out robust assessments of Daniel’s needs adequately. As the hon. Gentleman has said, there were numerous opportunities to intervene and examples of concerned professionals who wanted to do the right thing, but no decisive intervention was made.

The purpose of any serious case review is not only to provide a retrospective description of what happened in the case; nor is it simply to apportion blame to individuals. An SCR should provide a sound analysis of why the incident happened and identify the issues on which agencies need to act individually and collectively to improve services for children. The SCR in Daniel’s case begins that process, but I believe that Coventry needs to deepen the analysis to address why failings occurred.

[Mr Robinson]

I intervene on the Minister to pay him a compliment. There were five or six occasions when intervention should have happened, and he has asked in his letter why it did not. There is not a word on that in the SCR, so I hope he gets some satisfactory answers.

[Mr Timpson]

The hon. Gentleman is right. Without that type of analysis, we cannot be confident that the lessons have been learned. We need to be able to distinguish between errors of practice and errors of judgment, and identify where there are systemic weaknesses. That is why I have asked for that further work.

As he knows, on 16 September, I wrote to Amy Weir, the independent chair of the Coventry safeguarding children board—I should emphasise her independence and the fact that the writer of the serious case review is appointed independently from the local authority—to set out my concerns about the serious case review. I was clear that, unless we get to the bottom of why things happened, we will be unable to put the right solutions in place. I have asked her to provide a time scale for carrying out a deeper analysis of that appalling case; why basic information was not recorded properly both between and within agencies; why information needed to protect Daniel was not shared between the relevant agencies; why four separate assessments by children’s social care fail to identify the risk to Daniel; and what oversight there was of those decisions. I have also requested details of the actions that have already been taken to respond to the report’s findings, including the support and training put in place for professionals involved in the case and more widely

I met Ms Weir yesterday and she was able to provide me with an update on the work that is taking place in response to the report’s recommendations. I was very clear with her, and I can reassure the hon. Gentleman and other hon. Members that I will continue to pay close attention to the evidence emerging from Coventry. The lessons identified by the deeper analysis will be made publicly available, which should give to the people of Coventry the confidence that the right actions have been taken in response to Daniel’s death and ensure that everyone with a role in safeguarding children has the opportunity to reflect on their own practice.

We will also consider whether the lessons from the analysis have national implications, something touched on by the hon. Gentleman. The Government remain focused on driving through our programme of reform of the child protection system, building on recommendations from a wide range of reports and inquiries, including the Munro review, the Education Committee report and Lord Carlile’s report into the Edlington case. I remind the hon. Gentleman, in response to the point he made towards the end of his contribution, that there has been a recent inquiry by the Select Committee into child protection, which is being reopened to consider what progress has been made, and he might want to make his views known to it. The lessons from Daniel Pelka’s tragic death, and those of Keanu Williams and Hamzah Khan, will add to that body of evidence. The Government are requiring the publication of serious case reviews for the very reason that it enables national lessons to be learned. The National Society for the Prevention of Cruelty to Children is helping to collate the analysis at a single point, so that social workers and other front-line practitioners can understand how they can benefit from it.

We want a child protection system where all children at risk of abuse or neglect are identified early, have timely and proportionate assessments of their individual needs, and receive the right services at the right time. That is why we are fundamentally reforming the system to put the needs of individual children at its heart. We want a system that fits the needs of children and not the other way around. We have strengthened the framework underpinning child protection by publishing the revised “Working Together to Safeguard Children” statutory guidance. It is clear that the needs of individual children, whatever their age, are paramount. That puts the needs of children back at the heart of assessment processes by removing the requirement to have separate initial and core assessments.

Good practice is out there. We have had a discussion about the merits of multi-agency safeguarding hubs. I have had the opportunity to visit some myself, and they are doing fantastic work in their co-location with different agencies. They are sitting in the same room talking to each other, rather than communicating via computer or at a greater distance. That helps to bring about joint responsibility. It is not a panacea, but it is one way of working more closely together to provide a better service.

We want social workers who are able to confidently identify, assess, decide and act on individual cases where children are at risk of abuse or neglect. We want social workers who have a commitment to self-improvement and are not afraid to challenge one another. We want managers who provide appropriate and timely support and supervision to their staff. That is why we are seeking a step change in the quality of the contribution that those entering the profession can make. The Frontline programme is providing an innovative route into the profession for top graduates, and the Step Up to Social Work programme is doing the same thing for high-calibre career changers. We are introducing reforms to support better local and national leadership, which in turn should help to create a more confident profession. The newly appointed first ever chief social worker for children and families, Isabelle Trowler, will provide leadership for the profession and help to drive improvement in front-line practice.

We want to see stronger leadership, accountability and learning in the system, and less variability in local authority safeguarding performance. From next month, Ofsted will be using a reformed inspection framework that will bring child protection services for looked-after children and care leavers, and local authority fostering and adoption services, into a single inspection. We are setting up an innovative arrangement in Doncaster to run social care services independently from the council. It is this kind of innovative approach that is needed to bring about a fundamental shift in the quality of our child protection services.

I am enormously grateful for the support and concern that the hon. Gentleman has given to this issue today. He knows as well as I the challenge we still face to prevent such tragedies. I take the deaths of Daniel Pelka, Keanu Williams and Hamzah Khan as stark reminders of the work we still have to do. As I said at the time of the publication of the serious case review, this is as important as anything the Government do.

Oral Answers to Questions

Edward Timpson Excerpts

Monday 9th September 2013 Commons Chamber

[Stephen McPartland (Stevenage) (Con)]

10. What plans he has to encourage sport in primary schools.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

Making physical activity integral to every child’s life from an early age is the key to an enduring, active and healthy lifestyle. That is why the Prime Minister announced cross-Government funding of £150 million each year for 2013-14 and 2014-15, to go to every state-funded primary school. This must be spent on improving the provision of physical education and sport. Ofsted will review schools’ use of this funding, and PE will remain compulsory in the national curriculum at all four key stages.

[Rehman Chishti]

I thank the Minister for his answer. Will he join me in welcoming the benefits of the FA Tesco skills programme for primary school pupils, which aims to coach 4.7 million children by 2014?

[Mr Timpson]

I am happy to welcome the benefits of the FA Tesco Skills programme, and to congratulate my hon. Friend on his recent appointment as the FA’s parliamentary fellow. I can see huge benefits in sponsors such as Tesco and other well-known supermarkets working closely with national governing bodies to improve children’s access to high-quality coaching in different sports, which Lord Coe believes is an important aspect of our strategy going forward.

[Stephen McPartland]

Sport and healthy eating are vital in tackling childhood obesity. How does the Minister plan to encourage more primary schools to spend more time teaching those skills in a busy curriculum?

[Mr Timpson]

With a third of children leaving primary school with a problem with their weight, that is a concern for us all, and as I have said, the final national curriculum, which is due to be published shortly, will make PE compulsory at all four key stages. The status of cooking and healthy eating will reflect the recent school food plan, so it is right that we do that, but ultimately it should be up to individual schools to plan their own curriculum to ensure that ample time is available to cover all subjects.

[Diana Johnson (Kingston upon Hull North) (Lab)]

Does the Minister agree that taking part in competitive swimming should be available to school pupils? Will he discuss with his colleagues in the Department for Communities and Local Government the unfair funding for my home town of Hull, because our swimming pools are being closed, including Ennerdale, which is the only competition-sized pool in the city?

[Mr Timpson]

I am happy to look at the particular situation that the hon. Lady has articulated, but it is up to local councils to make those decisions. Many councils are opening swimming pools around the country, and swimming will be a compulsory activity in the new curriculum, as we have seen the benefits that it can bring to a healthy lifestyle for many children across the country.

[Clive Efford (Eltham) (Lab)]

The Government were warned when they cut the money for school sport partnerships in 2010 that there would be fewer children in schools doing sport. Survey after survey has shown just that. The Taking Part survey, which was published last month, showed that there had been a 10% cut since 2009 in the number of children aged five to 10 doing sport in school. What are the Government going to do to turn that around?

[Mr Timpson]

It is disappointing to see the results of the Taking Part survey, but the Opposition and the hon. Gentleman have to make a decision soon about where they stand on school sport, and whether they are going to join the consensus that recognises that intervening early in a child’s life and making sport, through the work that we are doing with primary schools, an integral part of their life is the way forward. I am happy to discuss with him how he can join us to make sure that the huge amount of investment that we have made in school sports, which is ring-fenced and will be inspected by Ofsted, will have a real impact in the long term. I am open to those conversations, but he has to make a choice as to whether he is going to continue to carp from the sidelines or engage in the real debate.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

2. What steps he is taking to ensure a sufficient supply of primary school places; and if he will make a statement.

--- Later in debate ---

[Mrs Emma Lewell-Buck (South Shields) (Lab)]

13. What assessment his Department has made of the role of child guardians and their effects on the length of court proceedings in public law cases.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

The length of care proceedings and the role of the children’s guardian were examined as part of the family justice review by David Norgrove. Factors such as the early appointment of a guardian to a case can be particularly important. Performance on this continues to be closely monitored. I am pleased to report that appointments are consistently taking place within the agreed two-day target, with the average appointment taking place in half a day.

[Mrs Lewell-Buck]

In my experience it is often the case that, despite the best intentions, children’s guardians add another layer of complexity to an already cumbersome court process, causing delay and introducing children to yet another unfamiliar face. What action is the Minister taking to improve the effectiveness of guardians in putting the interests of children first?

[Mr Timpson]

I spent the best part of a decade working in the family courts on exactly these sorts of cases, and many people, including myself, value the independent voice that the guardian gives to children who are in care. We know from the public law outline, which has recently been updated, that since the publication of our Children and Families Bill the length of care proceedings has already fallen from 56 to 42 weeks and that the quality of the reporting from the Children and Family Court Advisory and Support Service has continued to improve, as has its timeliness. I will listen to what the hon. Lady has to say about the role of the guardians, but at the moment I believe they play an extremely important role.

[Miss Anne McIntosh (Thirsk and Malton) (Con)]

I am aware that the Government are trying to reduce the length of the court proceedings for care orders, but is my hon. Friend mindful of the fact that when a parent wishes to maintain custody of the child and there are circumstances that the court has to investigate, the case will take as long as it takes?

[Mr Timpson]

Our reforms to the family courts system do nothing to undermine the discretion of the judiciary in ensuring that cases are considered justly. No decision is made without the best interests of the child being at the forefront of their minds and that will continue to be the case. I reassure my hon. Friend that the issue that she raises has been very much addressed.

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

14. How many young apprenticeship starts there were in the latest period for which figures are available.

--- Later in debate ---

[Bill Esterson (Sefton Central) (Lab)]

16. If his Department will publish a strategy setting out plans for children in the care system; and if he will make a statement.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

Early last year, Ministers considered whether to develop an overarching strategy for children in care. It was decided that, as there was general consensus about what needed to improve, it would be better simply to get on and drive a programme of change. Since then we have set in place reforms to ensure that all children have strong and stable placements, achieve good educational outcomes, and receive ongoing quality support when they leave care.

[Bill Esterson]

On strong and stable placements, when children in care are in social housing, foster carers still have to pay the bedroom tax. The Secretary of State says that he wants children to have a room to study in, but that just cannot happen however many houses there are and however strong the planning system. Will he urgently encourage his colleagues to provide an exemption from the bedroom tax for all children in foster care?

[Mr Timpson]

The hon. Gentleman will know that, prior to taking on this position, I worked closely with the Fostering Network to ensure that the exemption already in place for foster carers came to fruition. I reassure him that, through the work I am doing across Departments with Lord Freud and the Secretary of State for Work and Pensions, we will continue to review the matter carefully through a proper evaluation of the impact that the measure may be having. I have that reassurance and will continue with that work.

[Mr Peter Bone (Wellingborough) (Con)]

I am grateful that the Minister is getting on with doing things rather than writing reports. One thing the Government could do for child victims of human trafficking who go into local authority care is identify them as victims of trafficking, so we can see whether they are re-trafficked. That is a flaw in the system at the moment.

[Mr Timpson]

As ever, my hon. Friend makes an important and serious point about a problem that still blights too many children, and which continues in our communities, often under the radar when it needs to be more prominent. I will look carefully at what he says and I am happy to discuss the matter with him further to see what more we can do.

[Lisa Nandy (Wigan) (Lab)]

Ministers’ plans to outsource children in care placements to private companies such as Serco were recently blocked by the House of Lords after an evaluation of similar trials under the previous Government raised serious concerns about the impact on children, questioning the continuity of knowledge, skills and care in the private sector. Will the Minister tell the House in whose interest he is pressing ahead with these plans, and say why he does not consider it reckless to remove at the same time essential independent checks on those companies?

[Mr Timpson]

We must be honest about the fact that the current system is failing too many vulnerable children, and it cannot continue. The previous Government introduced in legislation exemptions to the status quo to allow social work practices to develop, which is outsourcing some of the children’s services functions. We think that that is an encouraging way to look at innovative ways of bringing people into working with vulnerable children, so that they get the best possible care. The hon. Lady should look carefully at what we are doing, because it is in the interests of children. That is why we need it to go forward.

[Andrew Gwynne (Denton and Reddish) (Lab)]

T1. If he will make a statement on his departmental responsibilities.

--- Later in debate ---

[Charlie Elphicke (Dover) (Con)]

T9. A recent National Audit Office report showed an encouraging 10% rise in adoptions. What is being done to help even more potential adopters to have the confidence to come forward and to support them through what can be a trying process?

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

My hon. Friend is right to highlight the encouraging rise in the number of people who want to adopt coming forward and the number of adoptions taking place. However, we still need to do more to ensure there are no barriers in the way of anyone who wants to come forward and give a child who needs the best possible start in life that permanent future, and we are determined to see it through.

[Emma Reynolds (Wolverhampton North East) (Lab)]

The Secretary of State said last week that poor children who do not have their own room to do their homework in do not achieve their full potential. Can he explain the policy implications of that statement, and can we assume that he will be arguing against the bedroom tax?