Munro Report

Edward Timpson Excerpts

Thursday 9th June 2011 Commons Chamber

[Mr Edward Timpson (Crewe and Nantwich) (Con)]

Thank you, Mr Deputy Speaker, for giving me the opportunity to contribute to this significant, serious and now rather too short debate on this extremely important issue. Only a few months ago, I was granted an Adjournment debate on how we can improve outcomes for children in care and I am pleased that many of the arguments I raised with the Minister, together with recommendations on how to reform and strengthen the care system, particularly around child protection, are very much at the heart of the Munro report. I must declare an interest as a non-practising family law barrister specialising in care cases as well as being the son of foster carers who have fostered 90 children over the past 30 years.

The reaction to the Munro review has been almost universal in its praise. I have read the responses of the National Society for the Prevention of Cruelty to Children, the Association of Directors of Children’s Services, Action for Children, Home-Start, the British Association of Social Workers and the British Association for Adoption and Fostering, among others, and they all agree that the report is an important opportunity to create a high-quality child protection system. This prompts me to ask why these changes have not already happened. It is not as though previous reviews and reports have not drilled down and exposed the inherent flaws in the system.

In his second report of March 2009, Lord Laming lamented the

“over-complicated, lengthy and tick-box assessment and recording system”

that has developed since the Climbié report in 2003. Of course, he is right, but despite his exasperated pleas the tick-box culture has continued to spread its tentacles across social work and to sap the morale and professional judgment of the work force. Children in need do not require reams of paper produced by case reviews and do not benefit from a social worker who spends half their time strapped to their desk and sat in front of a computer. They also do not need social workers who sit in endless meetings.

Social workers do not want that either. As part of her social work taskforce report, Moira Gibb asked social workers to identify the factors that would most improve their professional lives and, by implication, their ability to do a professional child-focused job. They indentified: first, fewer targets; secondly, smaller case loads; thirdly, the abandonment of the integrated children’s system; and, fourthly, more experienced social workers in their teams. Of course inspection, accountability and good record keeping are important, but it has been clear for too long that, as the ADCS says, social workers are

“hindered by the restrictions and regulations concerning assessment, risk management and performance indicators that do not focus on the best outcomes for the children and young people involved.”

The social work taskforce found that those engaged in child protection work spent only a quarter of their time with the children they were there to protect. In short, the system has become too preoccupied with compliance, bureaucracy and defensiveness. As a consequence, we have a demoralised child protection work force who are depressed by negative media attention but without the confidence to break free and get on with doing what motivated them to take on such an admirable vocation in the first place. As one BASW member said:

“I feel exhausted and stressed for the majority of the time. I have only been in the child protection team for 3 months and have already decided that the work is too stressful and too risky—I am now actively looking for another job.”

High staff turnover, high levels of sick leave, a high percentage of agency workers—the figure is as high as 50% in some children’s services departments—and an increase in long-service leavers are all signs of a failing organisation. More worryingly, however, that puts the children who need protecting at a greater risk of harm. The culture needs to change once and for all.

In their response to the report on looked-after children that was produced during the previous Parliament by the Children, Schools and Families Committee, the Government clearly identified those problems and endorsed the report’s view that high staff turnover, heavy work loads and administrative burdens lead to relationships that cannot flourish and social workers who do not feel empowered. They went on to express their commitment to changing the system so that social workers have

“more freedom to make decisions, more support and understanding, and less prescription and censure.”

It was extremely gratifying that the Minister re-emphasised that the Government take those important issues seriously. I do not doubt their determination, but given that people have asked why that is yet to happen, there is a worry that if we are not careful the critical state of some children’s services departments could lead to another round of regulations that result in even more prescription and red tape, which, as history has shown, would only make matters worse.

Eileen Munro is right that we need to reduce radically the amount of central prescription so that we help professionals to move from a compliance culture to a learning culture. We need to focus on the essential rules for effective multi-agency working that have been so successful in places such as Hackney and Ealing, as well as on the principles that underpin good practice elsewhere in our child protection system. We also need to focus on the quality of the help that is given by paying close attention to the views and experiences of those who receive the services and the professionals who help them. We will never completely eradicate the risks of harm to children, but by building a system with the child at its centre, rather than one that is driven by process, we can be in a much stronger position to anticipate, flush out and deal more effectively with the risks that still remain.

Vocational Education

Edward Timpson Excerpts

Thursday 12th May 2011 Commons Chamber

[Michael Gove]

I am not sure what levers I have at my disposal to ensure that other parts of the country can enjoy the same family size as Luton is blessed with. On the broader point of making sure there is funding for Luton, as the hon. Gentleman knows, Luton is blessed with many excellent schools, such as Denbigh high school, which Dame Yasmin Bevan leads, and the Barnfield group of academies and studio schools. I look forward to visiting Luton shortly, when I will have an opportunity to talk to head teachers there. I hope I might also have an opportunity to talk to the hon. Gentleman about what more we can do to help continue the success stories in his constituency.

[Mr Edward Timpson (Crewe and Nantwich) (Con)]

De Vere catering academy in my constituency offers dozens of aspiring young people the opportunity of a high-quality, employer-led apprenticeship. Will my right hon. Friend say a little more about what is being done to ease the path for other employers to follow its lead?

[Michael Gove]

My hon. Friend makes a very good point. There is cross-party commitment to apprenticeships. Unfortunately, however, while they are well intentioned and justifiable in themselves, some of the bureaucracy surrounding the way in which the Skills Funding Agency has supported apprenticeships, some of the requirements that have been placed on apprenticeship frameworks, and some recording responsibilities of employers in respect of the individual learning record, have together added up to a significant burden that means that many small and medium-sized enterprises in particular find it expensive or burdensome to take on an apprentice. My hon. Friend the Minister for Further Education, Skills and Lifelong Learning and my right hon. Friend the Secretary of State for Business, Innovation and Skills are taking forward a programme to reduce that bureaucracy, and I hope it will be welcomed on both sides of the House.

Post-16 Education Funding

Edward Timpson Excerpts

Monday 28th March 2011 Commons Chamber

[Michael Gove]

I am grateful to the hon. Gentleman for making his point, and I know that he has been committed to supporting better educational outcomes in Sheffield. When we consulted on this scheme, college principals themselves said they would prefer it to be discretionary, and my understanding is that both the Association of Colleges and the Association of School and College Leaders say they would prefer to be able to allocate funds in that way.

[Mr Edward Timpson (Crewe and Nantwich) (Con)]

I welcome the announcement that children in care and care leavers who stay on in education will receive an annual bursary of £1,200. In order to ensure that they have the best possible educational experience, will my right hon. Friend consider widening the scope of the Frank Buttle Trust quality mark, under which care leavers and children in care who move on to further or higher education have the assurance that their educational establishment will meet all their needs, including their educational needs?

[Michael Gove]

My hon. Friend makes an important point, and I will ensure that the Under-Secretary of State for Education, my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton), who has particular responsibility for children in care, and my hon. Friend the Minister for Further Education, Skills and Lifelong Learning take that work forward. Today’s announcement of additional support for children in care and for care leavers follows on from last week’s announcement that such children will also receive support through a new individual savings account scheme, to ensure that they can build up a capital pot to help to support them in subsequent education or work.

Oral Answers to Questions

Edward Timpson Excerpts

Monday 21st March 2011 Commons Chamber

[Michael Gove]

I am always up for innovative thinking, and always up for a meeting with the hon. Lady. I take the point about Mowden Hall. I had the opportunity to visit it a few months ago—the first Secretary of State to do so, I think, since David Blunkett. I would be happy to discuss with her how we can help her constituents.

[Mr Edward Timpson (Crewe and Nantwich) (Con)]

With my right hon. Friend’s encyclopaedic knowledge of schools in this country, he is no doubt aware that Haslington primary school in my constituency, under the headship of Jenny Fitzhugh, has moved from special measures to a school with many outstanding features in just over one year. Will he join me in congratulating that school and reassure similar schools that the new inspection regime will ensure that those that progress such as Haslington are able to demonstrate that in the future?

[Michael Gove]

I absolutely will. I place on record my congratulations to Jenny Fitzhugh on her outstanding leadership of that school. Any new arrangements that Ofsted put in place, which we are consulting on at present, will provide an opportunity for her to demonstrate her excellent work once again to more schools.

Children in Care

Edward Timpson Excerpts

Thursday 10th February 2011 Commons Chamber

[Mr Edward Timpson (Crewe and Nantwich) (Con)]

Mr Speaker, I should like to begin by thanking you for granting this short but none the less invaluable and timely debate on improving outcomes for children in care. With Eileen Munro’s final report on child protection due out in April, the spotlight on looked-after children in this country is rightly intensifying, as we strive to narrow not the gap but the chasm that still exists between the life chances of children in care and others. As chairman of the all-party parliamentary group on looked-after children and care leavers, I was disappointed not to be able to contribute to the recent excellent Backbench Business Committee debate on disadvantaged children, which was opened with great force by my hon. Friend the Member for East Hampshire (Damian Hinds). I am therefore delighted to have this opportunity to speak up for all those children and young people in care.

I also declare an interest as a non-practising family law barrister specialising in care cases and, perhaps more importantly, as someone who shared their home for more than 30 years with 90 foster children and two adopted brothers. I have no doubt that that experience not only shaped and hardened my strong sense of social justice but propelled what some would argue was my misplaced desire to come to this place and fight for better outcomes for children in care. Indeed, I had no hesitation in using my maiden speech almost three years ago to do just that.

I want to pay a warm—and, I stress, in no way sycophantic—tribute to the Under-Secretary of State for Education, my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton), who is replying to the debate today. He has shown a profound interest in and deep knowledge of this subject. In government, he has embarked on the direct, purposeful, common-sense programme of reform that he advocated in opposition. As he has said, the programme is committed to

“infusing the entire care system with a culture of aspiration, hope and optimism for each young person”.

I am sure that his recent appearance before the all-party group, when more than 100 passionate young people came to Parliament to make their views known directly—and, on occasion, quite forcefully—to the Minister, did not put him off his stride. Instead, I am sure that the experience provided him with ample proof of the importance of the work that he has undertaken.

I am sure that much of what I am about to say will sound as though I am teaching the Minister to suck eggs, but I hope to persuade him that, in supporting his efforts, there is even more we can do to help children in care to overcome the odds that are still so heavily stacked against them. Let us look at the facts. Looked-after children are four times more likely than others to receive the help of mental health services, nine times more likely to have special needs requiring assessment, support and therapy, seven times more likely to misuse alcohol and drugs, 50 times more likely to end up in prison, 60 times more likely to become homeless, and 66 times more likely to have children of their own who will need public care. As if that were not enough, there are four times fewer children in care getting five good GCSEs including English and maths than their peers.

The financial and societal cost of those appalling statistics is heavy. According to Demos’s recent report “In Loco Parentis”, published last year, a young person who leaves care at 16 with poor mental health and no recognised qualifications could cost the state more than five times as much as one who leaves care with good mental health and strong relationships and who goes on to university or an apprenticeship and finds a job. The costs to society are, perhaps, immeasurable.

I recognise that there are a number of counter-arguments to the picture that I have just painted. We must exercise a degree of caution about making direct, unqualified comparisons between children who have been through the care system and those who have not. In too many cases, children who enter the care system are already deeply damaged by their early-life experiences, which even the best possible care might be unable to unravel and overcome by the time they reach adulthood. We must therefore be careful to view such children’s outcomes in that context.

We must also acknowledge the tremendous amount of fantastic care and support that is benefiting thousands of children in care every day. I have seen it and lived with it myself; I have witnessed at first hand what good parenting and appropriate emotional support can achieve. We should not forget that there are many children whose time in care was an enriching life-changing experience that led to a successful career and a fulfilling personal life. We need to be better and more open about accentuating the positive work that is done and not drag all those who work in the care system down with the structural failures within it.

In many ways, we do not have a single care system, but more of a fragmented patchwork of care systems where good practice thrives in some parts of the country, despite the design of the system. In other areas, however, as noted in the Select Committee report on looked-after children during the last Parliament:

“The quality of experience that children have in care seems to be governed by luck to an…unacceptable degree”.

Let us be clear. As I know the Minister accepts and appreciates, there is no quick fix. This is going to require a cross-party commitment over a generation to build a care system that is proactive, responsive, joined up and brimming with high-quality multidisciplinary support, giving a real and enduring priority to improving outcomes for children both in and on the edge of care.

As Sean Cameron and Colin Maginn lay down in their paper of March 2007:

“The challenge for social work is to provide the quality of care and support that is to be found not just in the average family home, but also in the most functional of families.”

So how do we achieve that end?

Based on strong body of evidence and research by Demos, the three main factors associated with achieving the most positive experiences of care and the best outcomes for looked-after children are: first, early intervention and minimal delay; secondly, stability during care; and, thirdly, supported transitions into independence. This is backed up by Mike Stein of the Joseph Rowntree Foundation, who similarly identified the priorities for ensuring resilience and well-being for looked-after children in later life as preventing children entering the care system through pre-care intervention, improving their care experience and supporting young people’s transitions from care.

The fact is that we need a comprehensive response at all stages of childhood, but there is unquestionably in my mind, amid a growing consensus, the need for a strong emphasis on and commitment to early intervention and prevention, which are absolutely key. The hon. Member for Nottingham North (Mr Allen)—a standard bearer for all things early intervention—said in his latest report, which was commissioned by my right hon. Friend the Prime Minister, that

“we need to rebalance the current culture of ‘late reaction’ to social problems to help create the essential social and emotional bedrock for all children to reap the social, individual and economic rewards.”

To that end, I welcome the Government’s financial commitment to that programme through the early-intervention grant, the expansion of family nurse partnerships and the widening of free nursery care for two-year-olds. Like others, I would also want to highlight the superb work done by Home-Start in my Crewe and Nantwich constituency and across the country to help families struggling with the demands of very young children. They deserve proper and longer-term support, so I look forward to the Minister taking the opportunity today to reiterate that to local authorities in no uncertain terms.

By getting in early before problems become entrenched, Action for Children and the New Economics Foundation have calculated a potential saving to the economy of £486 billion over 20 years—imagine that. Just as relevant would be the transformation of life chances for so many young people. The brutal truth is, however, that even with more targeted and consistent preventive work, there will still be children who need the state to intervene in their lives. For them, stability is the foundation stone.

Young people who experience stable placements providing good-quality care are far more likely to succeed educationally, to be in work, to settle in and manage their accommodation after leaving care, to feel better about themselves and to achieve satisfactory social integration into adulthood than young people who have experienced further movement and disruption during their time in care. With stability comes the security as well as the time for children to develop those all-important secure attachments, but much of that is undermined by frequent and disruptive moves, which are too often a feature of a child’s experience in care. As one year 8 child in care put it:

“What was the point in trying to please people, because you would just get moved on again?”

Children need and want a sense of belonging, of family, to feel reciprocal emotional warmth and to have someone who loves them unconditionally and believes in them.

It is true that in recent years there has been a small drop in the number of looked-after children with three or more placements during the year, but there is still a long way to go. We are short of about 10,000 foster carers. Given that foster placements make up about three quarters of all care placements, and given that in 2010 the number of looked-after children stood at 64,400—up 6% on 2009—a relentless recruitment and retention drive for foster carers remains crucial if we are to increase the prospect of providing every child with the right placement, rather than providing the right child for the placement.

However, foster carers are only part of the stability equation. The recruitment and retention of social workers continues to cause concern, which is the driving force behind the Government’s new “step up to social work” scheme. With a high staff churn rate comes more instability for the child. That is not new. Lord Laming, Moira Gibb and, most recently, Eileen Munro have produced reports in the last few years that pinpoint the tick-box culture that has spread its tentacles across social work and has sapped the morale and professional judgment of social workers. Eileen Munro hit the nail on the head when she said:

“Compliance with regulation and rules often drives professional practice more than sound judgment drawn from freed up social workers spending meaningful time interacting and building a trusting relationship with children, young people and families.”

As the Minister has said previously, taking a child into care is not a science but a subjective judgment. To be able to make that and other judgments correctly requires experience, consistency, and the time and space that make it possible to really understand the needs of a particular child. A change of social worker every five minutes will not lead to good child-focused decisions. But it does not have to be that way.

I am conducting a cross-party inquiry into the educational attainment of looked-after children, with the welcome support of the hon. Member for Wigan (Lisa Nandy) and Lord Listowel. A few weeks ago we visited Hackney children’s services to observe the way in which children’s social care in the borough had undergone a complete shift in the culture of practice and management by reclaiming social work through the establishment of social work units. There are teams consisting of a social worker, a family therapist, a children’s practitioner, a unit co-ordinator who takes all the red tape out of the hands of the social worker, and a consultant social worker who, under the old system, would have gone into management and had little or no contact with children of families, but is now using his or her experience on the front line.

The results have been dramatic. We have seen a reduction in the number of looked-after children from 470 to 270, a reduction in the number of agency staff from 50% to just 7%, a 50% reduction in sickness levels, a 5% reduction in overall costs, high levels of morale, and a strong increase in academic achievement among the children in the care of those teams. That example of best practice shows what is possible at a lower cost. Other local authorities have shown an interest in copying the model, but let us make sure that they all know about it. The Government have rightly embarked on a trial of flexible assessment time scales enabling social workers to exercise their professional judgment more effectively, and I note that Hackney council is among those taking part.

Despite those welcome initiatives, the lines of accountability in local authorities remain cluttered, blurred and confusing. Local safeguarding children boards, directors of children’s services, children’s trusts, children in care councils, virtual school heads, corporate parenting boards, independent reviewing officers and others are all there to champion the voice of the vulnerable child, but, as Roger Morgan, the children’s rights director, will confirm, many children in care feel that their voices are lost in the myriad management decisions being made in their name. The problem needs to be sorted out. I would welcome a commitment from the Minister to look formally into how the voice of children in care can be better and more clearly represented, so that all who act as corporate parents have them constantly at the forefront of their thoughts, words and deeds.

I mentioned my current inquiry into the educational attainment of looked-after children. I do not want to pre-empt its outcome, but the very fact of its existence demonstrates the central role that education plays in improving outcomes for children in care. Evidence that the inquiry has taken from young people in or leaving care suggests strongly that when they have had a stable educational experience not only are their prospects of future employability and independent living greatly enhanced, but their self-esteem, confidence and belief in themselves are significantly boosted. That is why I am reassured by the Government’s guarantees that all looked-after children will receive the pupil premium, and that that additional money will be attached—metaphorically speaking—to all children wherever their education is taking place. However, it would be remiss of me not to add a further plea to my hon. Friend the Minister. If it is right that the personal education allowance is to be rolled into the pupil premium, I urge him to make robust representations to his ministerial colleagues in the Department and the Treasury and to put to them the compelling case for looked-after children to receive an additional sum—a pupil premium-plus, as it were—to reflect their often acute problems, and therefore their heightened need for one-to-one support, psychological input such as cognitive behavioural therapy and other specific interventions relevant to ensuring their prospects at school are not compromised in any way by their looked-after status.

Good quality support does reap rewards. We need only look at the achievements of the Horizon centre in Ealing, which was opened by the Minister and which I recently visited. Through offering young people in and leaving care a safe space where they can get financial, emotional and psychological support, and education and training, the centre has helped to increase the number of children in Ealing borough going to university from 7% to almost 20%. It is an example to others that the transition from care into independence can be successful with the right level and length of support. The so-called cliff-edge that many children leaving care face needs to become a thing of the past, and be replaced by an appropriate and incremental release of support backed up by a safety net when needed, something their peers—who on average do not now leave home until the age of 25—often take for granted, me included. Why should looked-after children be any different?

If time had allowed, I would have wanted to cover much more ground, but before giving the Minister his opportunity to reply, there are four specific issues I want him to respond to in detail, if not today, then at a later date. First, we need to widen the range and choice of care. At present, about 14% of looked-after children are in a residential setting. That may be too high, or it may be too low; I simply do not know. Yet in Denmark and Germany more than half of looked-after children are in residential care. Why the huge difference? Is residential care in our country now seen as a placement of last resort? As my hon. Friend the Minister has said, there is scope for seeing whether a greater use of children’s homes is appropriate. The Select Committee report on looked-after children to which I have referred stated that

“the potential of the residential sector to offer high quality, stable placements for a minority of young people is too often dismissed. With enforcement of higher standards, greater investment in skills, and a reconsideration of the theoretical basis for residential care, we believe that it could make a significant contribution to good quality placement choice for young people.”

Indeed, the New Economics Foundation report, “A False Economy”, estimated that for every pound invested in providing an appropriate residential placement leading to good outcomes, a return of between £4 and £7 was created for the economy. With the continued shortage of foster carers and the hit-and-miss aspect of matching children to the right placement still prevalent, I invite the Minister to consider seriously the case for a full and proper national review of residential care, to ensure we can be confident that we are offering children the right placement for them, not simply the only placement available.

Secondly, on looked-after children in custody, I urge the Minister to look urgently at ending the continuing and unjustified anomaly whereby, unlike a child placed under a care order, a looked-after child who was voluntary accommodated prior to custody loses their looked-after status on entering custody and therefore the support of their social worker and other key professionals. I know that people’s minds have been on prisons for another reason today, but this is a serious issue that merits action. I know that my hon. Friend the Minister spoke in favour of putting this discrepancy right during the Committee stage of the Bill that became the Children and Young Persons Act 2008, so I hope that now he is in a position to do something about it, he will do so.

Thirdly, I echo the words of Sir Nicholas Wall, president of the family division, who has called for the prioritising of children’s cases in court above all other family law proceedings, especially judicial decisions on placement in care and adoption. I am aware that there is currently a review of all aspects of family law, so I hope this plea from our most senior family judge does not go unheeded.

Fourthly, more than 3,000 unaccompanied asylum-seeking children are being looked after by local authorities, but there continue to be concerns about their access to fundamental services such as education, as well as their vulnerability to trafficking. I know the Minister is vexed by this issue and trust he will look into it closely.

I do not doubt that this Government and all previous Governments of whatever political hue have been, and are, determined to improve outcomes for children in care. So am I. With the tightening of purse-strings, the temptation for some will be to continue on a course of crisis management. My message to the Government, local authorities and all those who work with children in care is this: “Be bold, be smart and, above all, show you really care.”

Education Bill

Edward Timpson Excerpts

Tuesday 8th February 2011 Commons Chamber

[Michael Gove]

Absolutely. The hon. Lady has championed children with caring responsibilities in her role working for the Children’s Society and now in the House, and I take her point on board. However, the power that we are giving to teachers is a discretionary one—we trust professionals. There is a distinction between the position of some Labour Members and Government Members. We do not believe that teachers are whimsical, capricious or wilful in the exercise of their powers. We believe that teachers should be supported and backed at every point, but we also believe that it is necessary, when we recognise that there are children exercising caring responsibilities, to make appropriate provision for them. That is what we will ensure and properly fund every school to do.

[Mr Edward Timpson (Crewe and Nantwich) (Con)]

May I take the Secretary of State back to his remarks about the refocusing of Ofsted? I welcome the fact that it will be more about what is happening in the classrooms than in the filing cabinet in a school, but may I ask him specifically how looked-after children will be monitored through the inspection process to ensure that their progression through school is being closely watched to ensure that their outcomes are as good as possible?

[Michael Gove]

My hon. Friend makes a very good point. We all know that in his work as a children’s lawyer before he entered the House he was a very effective advocate for the interests of looked-after children. We will ensure that the system of virtual heads is built on and that looked-after children, whatever their circumstances, are in receipt of the pupil premium. We are consulting on which performance measures we should use to ensure that looked-after children, children eligible for free school meals and other children whose prior attainment was poor are captured, so that every school has an incentive to ensure that those children are educated at least as well as other children, and that the attainment gap between those children and others, which grew under the previous Government, is at last closed.

There will be a relentless focus on standards, not just to help children with caring responsibilities or looked-after children, who might perhaps have received less than their due in the past, but to ensure that our education system can stand comparison with the best in the world. That is why the Bill contains explicit provisions to ensure that schools will take part in international studies, such as the programme for international student assessment, the progress in international reading literacy study and the trends in international mathematics and science study. It will also ensure that Ofqual, the exams watchdog, is explicitly tasked with ensuring that our qualifications and examinations can compare with the world’s best.

It is long overdue that we should do that, because it is a sad fact that our curriculum is not keeping pace with changes that are occurring in other, educationally high-performing nations. In the primary curriculum for mathematics in Hong Kong, students are expected to be able to master calculations with fractions and the solution of equations, and to know about the properties of cones, pyramids and spheres, but not in England. In Singapore, students studying science at primary school are expected to have a basic understanding of cells as the basic unit of life. They are also expected to know about the importance of the water cycle and the earth’s position relative to the sun as a factor in its ability to support life. However, those core curriculum details are not in the curriculum in this country.

Let us look at other nations. The principle of adding and subtracting fractions is in the core curriculum in Armenia, Colombia, El Salvador and Yemen, but not England. Comparing and matching different representations of the same data is in the curriculum in Lithuania, Ukraine and Tunisia, but not England, while finding a rule for the relationship between pairs of numbers is in the curriculum of Hungary and Slovenia, but not here. We cannot possibly expect our children to compete in the 21st century unless our curriculum equips them with the knowledge and skills that our competitors are giving their children.

Schools White Paper

Edward Timpson Excerpts

Wednesday 24th November 2010 Commons Chamber

[Michael Gove]

I almost wish that the hon. Gentleman had not put a question mark at the end of that. All I can say is that my approach as a Minister has been to eat, shoot and leave when it comes to making a statement such as this.

[Mr Edward Timpson (Crewe and Nantwich) (Con)]

I welcome the White Paper, but my right hon. Friend will be aware that the educational attainment of looked-after children remains woefully low. Will he meet me and other colleagues who have a particular passion for this subject, to discuss how, as we take the White Paper forward, we can come up with better support and better measures of the progression of looked-after children through education, to ensure that their outcomes in education, and in life in general, are vastly improved?

[Michael Gove]

I could not agree more with my hon. Friend. It is vital that we ensure that the pupil premium follows looked-after children as well. We all need to recognise that care leavers need not only support after they leave school but focused interventions while they are at school. We will be doing everything possible in that regard, and I would be delighted to meet my hon. Friend to discuss this.

Education Policy

Edward Timpson Excerpts

Monday 18th October 2010 Commons Chamber

[Michael Gove]

We will be reforming the way in which money is available to those over the age of 16 to ensure that we can meet our shared goal of maximising participation.

[Mr Edward Timpson (Crewe and Nantwich) (Con)]

When it comes to levels of educational attainment, the Secretary of State will be aware that the worst performing group of children are looked-after children. I welcome the extension of the pupil premium to early years, but can the Secretary of State confirm today that that will extend also to all looked-after children and that careful consideration will be given to how the allocation of the pupil premium is taken into account for each of those children individually?

[Michael Gove]

I pay tribute to my hon. Friend’s commitment to helping children in care. Before he entered the House he worked enormously hard as a family lawyer on behalf of those children and they have been consistently championed by him in this place. I confirm that it is within the scope of the consultation to extend the pupil premium to all looked-after children. He is absolutely right that their fate is a reproach to our conscience and that we must ensure that they get the resources and support that they need to fulfil their potential.

Academies Bill [Lords]

Edward Timpson Excerpts

Monday 26th July 2010 Commons Chamber

[Caroline Lucas (Brighton, Pavilion) (Green)]

I want to speak to new clause 1, on the reversion of academies to maintained status, and amendment 4, on consultation on conversion to an academy. I shall concentrate the majority of my remarks on new clause 1, and will speak only briefly to amendment 4, as consultation has been pretty much covered in our previous debates.

I tabled new clause 1 because there is no provision in the Bill for academies to revert to maintained status. That means that all the potential problems that the Bill would permit—such as restrictive curriculum, discriminatory admissions and employment policies—would be made permanent at the point of conversion. The Government admit that problems are likely. I have cited this before, but it bears repeating that the Minister responding for the Government in a debate in the other place stated:

“I fully accept that if you trust people things do go wrong, but that is the direction that we want to try to go in.”—[Official Report, House of Lords, 7 July 2010; Vol. 720, c. 299.]

It beggars belief that the Government would not want to guard against certain things going wrong, so is it really necessary to give schools complete freedom over admissions, curriculum and employment just to show that the dedicated people running our schools are trusted? I would argue not. The public are funding these schools, so on their behalf we must ensure that children are protected from indoctrination, that they are taught key subjects and that their staff are fairly treated. But given the Bill’s failure to make proper consultation mandatory when schools convert to academy status, it is crucial to have a mechanism for parents to say that they want their schools to revert to maintained status if, as an academy, things do go wrong.

The Government want academies to be like private schools funded by the state, yet if things go wrong at a private school, parents have more recourse than parents of children at an academy as envisaged in the Bill. For example, if a private school behaves in a way that a parent does not like, the parent can stop paying the fees, withdraw their child or pay for their child to go somewhere else. There is no comparable control in the Bill for parents of children in academies. For example, it may well not be practical or possible for there to be the surplus capacity necessary for children to be pulled out of one academy and be sent to the next state-funded school of choice.

If parents see things going wrong in schools and believe that the Government’s complete trust has been misplaced, surely they should be able to do something about it. The amendment is designed to provide a remedy to parents as a group—if, for example, an academy failed to teach key subjects or sought to impose religious beliefs on pupils. The amendment means that where 10% of the parents of pupils at an academy request it, the governing body must make arrangements for the holding of a ballot of parents to determine whether they want the academy to be converted back into a maintained school. If the Government are in favour of decentralising, as they constantly say they are with their big society rhetoric, why do they not want to let parents have the power to act if they decide that an academy is not better and if they want the school to go back to being a maintained school?

[Mr Edward Timpson (Crewe and Nantwich) (Con)]

On the practical aspects of the amendment, as opposed to the principle that the hon. Lady has already articulated, will she explain why she arrived at the 10% figure as a threshold before a ballot is triggered? As to the ballot itself, once the mechanism is in place, what majority would apply to the ballot—50% or more—before academy status could be withdrawn?

[Caroline Lucas]

I am grateful that the hon. Gentleman takes the amendment sufficiently seriously to want to know such a level of detail, which is very encouraging. It seemed to me that 10% was a reasonable threshold, but I would be delighted to discuss the issue in more detail with other Members who might want a slightly higher threshold—I would not have thought we would want to make it lower— and I am equally open to suggestions as to the necessary majority. Perhaps a simple majority would not be enough and a two thirds majority might be better. At the moment, however, I am using the amendment to set out a basic principle.

--- Later in debate ---

[Roberta Blackman-Woods]

My hon. Friend makes a valid point, which demonstrates the lack of seriousness among the Government parties about consulting those in the community. They simply have not thought through how to consult particular groups.

[Mr Timpson]

When talking about consultation in the education of children, does the hon. Lady recall that the previous Government introduced provisions in the Children, Schools and Families Act 2010—which went through Parliament in the previous Session—relating to the education of home-educated children. Those provisions imposed far more draconian checks and balances on how parents who educated their children at home were to do so. However, there was no consultation by the previous Government when they introduced those provisions, so there has been no consistency from her party on the issue.

[Roberta Blackman-Woods]

I am quite sure that the previous Government were setting precise and specific standards for home education, because it is really important to ensure that children’s education is protected when they are being educated at home.

I shall return to amendment 4. It is important that time should be given to consulting all the relevant groups in an area that will be affected by a new academy. I find the Liberal Democrats’ position on this issue rather confusing. The academy that we were hoping to establish in my constituency has been stopped by the Government. It was supported by the local authority, in partnership, and backed by the university of Durham. It had huge support in the local community. It took some time to work through with the local community what the arrangements would mean, but once that had been adequately explained and they had asked their questions of the relevant partners and got the answers, everyone was clear about the way ahead. The parents and teachers were also very clear that they wanted an ongoing relationship with the local authority. If the Bill goes through unamended, as seems likely given the parliamentary process that is being adopted, it will be impossible for parents to have their points heard or to maintain their desired relationship with the local authority. I therefore urge hon. Members to support amendment 4 and amendment 78, so that proper consultation arrangements can be put in place.

I also want to speak to amendment 77, which relates to the timing of the consultation. When I first read clause 5, I thought that there must be something missing. Surely no one could be suggesting that it is appropriate to consult after an academy order has been made. That is clearly ludicrous. When I discussed this with people in my constituency at the weekend, they suggested that we should perhaps applaud the Government for being up front and honest about the fact that they were not going to hold consultations or pay any attention to any consultations that were held. Obviously, if a consultation takes place after an order has been made, they are not going to pay any attention to it. So perhaps the Government are just being honest in clause 5, and saying that, as they are not going to pay any attention to any consultation, it does not matter whether it takes place before or after an academy order is made.

Academies Bill [Lords]

Edward Timpson Excerpts

Thursday 22nd July 2010 Commons Chamber

[Vernon Coaker]

I thank the Minister for that. We will all wait to see what is said in the wind-up, because we are all motivated by a desire to see how we can make a brave amendment in the Lords a reality. We must not create something that is extremely difficult for ourselves. For too long, many of us, from across the country, have seen special educational needs not met, including those of people with profound difficulties. If we are making provision in respect of low incidence needs, we need to address how we ensure that we meet them.

[Mr Edward Timpson (Crewe and Nantwich) (Con)]

We seem to be having an outbreak of cordial co-operation in the Committee. Paragraph 8A is an improvement on where we were at the beginning of the Bill’s proceedings, and it deals with low incidence SEN and disabilities. Has the hon. Gentleman considered whether it ought also to include looked-after children, to ensure that the provision of services for them in any academy means that they are getting the expenditure and support that they need?

[Vernon Coaker]

That is an extremely interesting and good point. As I say, the problem is that there are a number of points like that. That one would be worth testing with an amendment to see where it is catered for in the Bill or, if the Bill does not cater for it, where it is catered for in any document relating to the Bill. For example, I think I am right in saying that the new model funding agreement does not contain a requirement for there to be a teacher responsible for children in care, whereas the old funding agreement did contain one. If I have got that wrong, I will correct it. All sorts of little changes sometimes take place in the documents, letters and guidance that go along with such Bills. The changes are sometimes not debated to the extent that they need to be and they then turn out to be crucial. Even Ministers get to the point where they try to do something and are then told, “You can’t do that because section (c) on page 48 of the guidance that you passed says you cannot.” They find that a little change that they had not properly noticed, which may have been implemented with good intent, has unintended consequences.

The hon. Member for Crewe and Nantwich (Mr Timpson) was right to make the point that he did. One of the organisations that I shall refer to in a minute has made representations to us about how we ensure that the needs of children in care and of children with other associated needs are met within the new academy model arrangements that the Bill proposes. All sorts of questions like this arise, particularly if we strip out, as the Bill does in essence, the role of the local authority and devolve the funding to individual school. One unanswered question goes to the heart of the Bill: what is the co-ordinating mechanism at a local level to try to ensure that some of these things happen? That is not in place, and that is a real problem.