Mindfulness in Schools

Edward Timpson Excerpts

Tuesday 6th September 2016 Westminster Hall

[The Minister for Vulnerable Children and Families (Edward Timpson)]

It is a pleasure to see you in the Chair, Mr Walker.

I am pleased that the hon. Member for Scunthorpe (Nic Dakin) was able to secure the debate, and I thank him for a thorough, informative and thoughtful contribution. Ensuring the wellbeing, happiness and success of our children and young people is a top priority for me, as it is for him. The debate is timely in that, given the change of Government, I have recently taken on departmental responsibility for children’s mental health, which is an area that I feel passionately about and with which I have been involved through my work for children in care.

I am fortunate to have been the Children’s Minister for four years. Throughout, my focus has been on improving the lives of all children in our society, in particular the most vulnerable and disadvantaged. Now, I will be working closely with my hon. Friend the Member for Oxford West and Abingdon (Nicola Blackwood) in her new role as the Under-Secretary of State for Health with direct responsibility for child and adolescent mental health, as well as with ministerial colleagues in other Departments, to ensure that we garner knowledge about and growing evidence for the impact that we can have if we work earlier, more collaboratively and with more conviction to tackle such issues.

One of the Government’s main priorities is to prepare all young people, wherever they live and whatever their background, for life in modern Britain, to ensure that they all have the opportunity to develop necessary character and resilience and to grow up to become well-rounded individuals who can make a positive contribution to society. I am in no doubt that positive wellbeing—emotional, as well as physical and mental—the ability to cope with life’s challenges, and good mental health are key aspects in achieving just that. We still have a long way to go, but we are working hard to make real and lasting improvements. We all have to acknowledge that, historically, the importance of good mental health has not been prioritised in the same way as physical health, despite the fact that the impact of poor mental health can be just as profound on young people’s education, overall health and life chances.

That alone will not compensate for all the years in which the area has been underfunded and under-prioritised, but yes, we have committed £1.4 billion in funding to turn around and transform services, asking local areas to identify the needs of their local populations and to look at developing new approaches, in particular those focused on upstream investment in preventive approaches. At the same time, national organisations such as the UK Council for Child Internet Safety, which I co-chair, are working to improve all aspects of internet safety, including on cyber-bullying and self-harm.

As the hon. Member for Scunthorpe said, and as we know from a 2004 study by the Office for National Statistics, about one in 10 children and young people had a diagnosable mental health disorder—the equivalent of three in every classroom—and another four or five in each class had poor mental health. That was 12 years ago, and due to the huge and in some ways unimaginable changes in society since then, young people are growing up in a very different environment from the one in which we grew up and are facing a whole new set of challenges. A ChildLine report published in January suggested that modern-day pressures such as cyber-bullying and social media are affecting children’s confidence and self-esteem. Children cannot unplug from their online world, and that is changing the shape of many of their relationships and the pressures that they come under at a much more tender age. In order to understand much better the impact of that, the Department of Health is undertaking a prevalence survey to look at the state of the mental health and emotional wellbeing of children and young people across the country. When that survey’s findings are reported in 2018, they will give us a comprehensive and far clearer picture of what young people need.

There is still much more for us to learn and do to enable all children to enjoy good mental health and emotional wellbeing, and I completely agree that schools and colleges have a vital role in achieving that. That is where mindfulness—a modern innovation born from the deepest traditions of meditation—comes in. Such approaches, which focus on building skills and resilience to help children and young people to be far more aware of their own mental health and give them the confidence to ask for help when they need it, have the potential to be incredibly useful when used in school and college settings.

I have been interested for a while in how mindfulness can be used to help children and young people to focus their attention and develop their concentration skills—a real problem for many youngsters at a much younger age than ever before. I have also been struck by the testimony of many teachers and pupils—we have heard more of that today—who have adopted this approach and found that they are calmer, more fulfilled and better able to deal with stress and anxiety. I took an interest in mindfulness because my dad was on “Desert Island Discs” earlier this year, and he spoke about some of the moments of acute stress in his life and the debilitating effect that often has, and about the importance of being able to talk to someone about that in the hope that help can be given, coping strategies can be worked out and stress can be pre-empted and prevented from developing in the first place. Again, from what I know, much of that appears to be at the heart of what mindfulness is all about.

Many schools successfully use mindfulness approaches such as those offered by the Mindfulness in Schools project, and some of our teaching schools, including the Alliance for Learning, offer mindfulness training to other schools, both as part of their staff continuing professional development and as a way of supporting their pupils. Anthony Seldon, the former head of Wellington College, is a strong advocate of that approach. I am keen to learn more about the impact of such courses and would welcome the opportunity to hear more about such approaches from members of the all-party parliamentary group—I am grateful to one of its co-chairs, the hon. Member for Newport East (Jessica Morden), for taking part in the debate—and to visit one of the mindfulness programmes in action. I am not sure whether we will necessarily end up in Wales, but I am sure that we will find a school that will give me a really good insight into the positive impact that mindfulness is having on its pupils and staff, and on the wider community.

It is important that schools and colleges are able to choose programmes and interventions that are right for them and their pupils. No single approach will be right in all circumstances, and it can be difficult for schools and colleges to know what is safe and most effective to offer to their pupils. Rightly, our first step is to have a better understanding of what schools and colleges are doing, so we are in the process of conducting a large-scale survey to ask them what approaches and interventions they use and which they find are the most effective. Mindfulness is specifically mentioned in that survey, so when the report is published early next year, we will have a much better idea about what is being provided and what difference it is making. That report will add to the evidence that is already being collected by the Oxford Mindfulness Centre through its mindfulness and resilience in adolescence research project, as the hon. Member for Scunthorpe said, not to mention the APPG’s report, which I have had the opportunity to read.

Because schools need to decide what is best for their pupils, our approach is to support them by providing information, support, advice and guidance about the many options available to them. We have focused on four key areas of support: prevention, identification, early support and access to specialist help. The prevention strand covers a range of activities and programmes that raise awareness of mental health and emotional wellbeing and promote resilience. We want schools to have a whole-school approach that makes talking about feelings, emotions and wellbeing as normal for pupils as talking about their physical bodies. That might include lessons taught as part of the PSHE curriculum, whole-school programmes such as mindfulness that become a normal part of the school day, role play in drama lessons, or offering meditation or yoga sessions, which I know the hon. Gentleman is particularly keen on. I am a pilates man myself, but they both help mind as well as body.

Improving identification of potential problems, including increasing awareness of those who might be vulnerable to such problems, will help everyone to become more aware of the warning signs of a problem and help children and young people to become more confident about asking for help. Often, one of the biggest barriers is that they do not have that confidence.

Our voluntary and community sector grants programme has allowed us to support schools and teachers by working with the likes of the Anna Freud Centre and Place2Be, which develop really good programmes that enrich teachers’ knowledge, promote mental health education throughout the whole school and offer targeted support for those who need it. Teachers’ knowledge of mental health is supported through resources such as the excellent MindEd, which includes a module on mindfulness, and by funding new and existing projects such as MindEd for Families and the YoungMinds helpline for parents, we have been able to help to support identification outside school settings. One of the difficulties is that some problems are trapped away from the school, and that work is about how we manage to bring them to the surface by making children feel confident that even in the family setting, there is help for them should they need it.

When problems occur, early support can help to prevent them from getting worse. Schools and colleges have put in place a range of practices that are effective, such as having a named adult whom young people know they can turn to, or providing access to a school counsellor, as most schools already do. Many young people also want the option of talking safely to their peers about their concerns, so we are looking at what is involved in creating and running a good peer support programme. I was delighted that nearly 2,000 young people responded to our call for evidence, ensuring that their voices will be at the heart of what happens next, and we will publish our findings in the autumn.

However, there are still many circumstances in which despite all our best efforts, children and young people need to access specialist mental health support. To help improve joint working between education and health professionals, we have been part of a £3 million pilot with NHS England over the past year that has provided joint training to staff and tested how having a single point of contact in schools and child and adolescent mental health services can improve referrals to specialist services. The outcomes of that pilot are being independently evaluated, and we are looking at how we can share that learning and best practice so that more children can benefit from similar bespoke support.

Although mindfulness is only one way of addressing the stresses and strains of modern life, it is becoming more widely known and used, and I am sure more widely appreciated. Its definition, which is set out in the APPG report—

“paying attention to what’s happening in the present moment in the mind, body and external environment, with an attitude of curiosity and kindness”—

is one that we should all heed when bouncing blindly from one day to the next. That is why I welcome the opportunity to get off the treadmill for a few hours and visit a school so I can perhaps practise some mindfulness myself.

As the evidence base grows and best practice becomes better known, mindfulness has the potential to play an important role in providing children and young people with the mental and emotional resilience that they need to fulfil their potential. That, I think, is what they call optimistic thinking.

Question put and agreed to.

Resolved,

That this House has considered mindfulness in schools.

Oral Answers to Questions

Edward Timpson Excerpts

Monday 4th July 2016 Commons Chamber

[David Warburton (Somerton and Frome) (Con)]

7. What steps her Department is taking to ensure that young people develop character at school.

[The Minister for Children and Families (Edward Timpson)]

As some Members of this House have discovered in recent days, character—whether that be perseverance, respect for others, bounce-backability or the ability to build strong relationships—is an important attribute that should not be underestimated. That is why we are working with schools to ensure that all young people can develop the character traits that will support their future success. We are investing £6 million to test approaches to character education and are delivering character awards to highlight the excellent practice that already exists.

[David Warburton]

I thank the Minister for that answer. I chair the all-party group on the British Council, which is about to launch an inquiry into the causes of extremism and radicalisation. I am sure that my hon. Friend well understands the crucial importance of the arts in developing breadth and depth of character—we will be debating arts education later today. How is the Department working to ensure that schools are provided with the right tools to build tolerance, balance and understanding in our young people?

[Edward Timpson]

I commend my hon. Friend for launching his inquiry. I know that there is a debate later in Westminster Hall on the EBacc, and I am sure many of these issues will be discussed. In many ways, schools provide the best protection from radicalisation by ensuring that pupils are encouraged to explore and debate ideas, and to test each other and themselves, so that they leave school with the resilience and critical thinking skills they need to challenge extremist views. To that end, we have launched the educate against hate website to provide practical advice to parents, teachers and school leaders on how to protect children from extremism and radicalisation.

[Sarah Champion (Rotherham) (Lab)]

18. Child abuse is rife in the UK, and I welcome the comments about character. Will the Secretary of State support my call for all primary school children to have statutory resilience and child protection lessons to prevent child abuse?

[Edward Timpson]

The Secretary of State is very aware of the hon. Lady’s campaign, as well as of the need to ensure that children are as resilient as they can be to the greater dangers that face them in the world in which they live. Those matters remain under review as part of personal, social, health and economic education, and we will return to them in future.

[Mr Speaker]

I call Karl MᶜCartney.

[Karl MᶜCartney (Lincoln) (Con)]

19. Thank you for spotting the link, Mr Speaker. The original question about character is all very good, but what is the Minister doing to ensure that young people have sound moral judgment and a tough backbone, so that they pick the right side of an argument and accept democratic decisions, supported by their peers and the wider populace?

[Edward Timpson]

Perhaps I could pick out two traits that would be well worth considering: one is common sense, and the other is kindness—two things that we would do well to try to instil in every young person as they grow up in the society we have created for them.

[Liz McInnes (Heywood and Middleton) (Lab)]

We would all agree that participation in sport at school is character building, and the Chancellor announced in his Budget that moneys raised from the sugar tax will be spent on sport in schools. How much money is expected to be raised from the sugar tax, and what talks have taken place on how those funds will be spent?

[Edward Timpson]

The hon. Lady is right to highlight that money from the sugar levy will be spent directly on sport and physical activity. There is also a commitment of £500 million to help up to 25% of secondary schools extend their school day, and we have doubled the PE and sport premium for secondary schools from £150 million to £300 million per year, which is already making a significant impact on the quality of PE in many of our primary schools.

[Mr Gordon Marsden (Blackpool South) (Lab)]

Character development includes turning young people to the outside world and helping them to gain confidence when thinking and working with people. Work experience in the teens is crucial, and it is damaging that Ministers scrapped the key stage 4 requirement in the curriculum. No wonder business groups urged them to do more, as did the skills commission on careers advice; and a five-year policy and funding vacuum has failed to prepare young people for that world of work. Will Ministers use the new Education and Adoption Act 2016 to restore work experience to the curriculum?

[Edward Timpson]

Many of us have had the benefit of work experience—I am sure some Members are enjoying that right now on the Opposition Front Bench—and we know that it provides people with a better understanding of the opportunities that they have in later life. The Careers and Enterprise Company is an important development because it seeks to open up those opportunities and create better links between schools and business.

[Jessica Morden (Newport East) (Lab)]

9. What steps she is taking to increase access to mindfulness programmes in schools.

[The Minister for Children and Families (Edward Timpson)]

Good mental and emotional health is a key priority for this Government, and it is crucial if we want all children to fulfil their potential both academically and for their general wellbeing. It is for schools to decide how best to provide appropriate mental and emotional health to support their pupils, and the Department is undertaking a national survey to find out what activities schools offer, including mindfulness, to help us decide how best to support schools in practice.

[Jessica Morden]

Having visited schools in my constituency that are running mindfulness programmes in the classroom, I know how much such programmes are appreciated by young people. Given the growing mental health crisis, there is a real urgency to innovate, and mindfulness can be part of that. Will the Minister agree to meet a cross-party group to discuss the availability of such programmes?

[Edward Timpson]

I am happy to meet the hon. Lady and a delegation to discuss the matter further. I am all for greater innovation in schools and for deciding how we can better support children so that they are strong and stable emotionally, which we know is a better backdrop to them being academically successful. I am sure we can arrange a meeting to discuss that further.

[Caroline Nokes (Romsey and Southampton North) (Con)]

Mindfulness can be an important component of a wider PSHE programme, which our good and outstanding schools already implement. What progress is being made towards making PSHE statutory in all our schools?

[Edward Timpson]

I refer my hon. Friend to the earlier answer on this subject. At the core of this issue is ensuring that we have the highest quality PSHE possible. We continue to keep the matter under review, and will return to it shortly.

[Kevin Brennan (Cardiff West) (Lab)]

Does the Minister agree that mindfulness can be helpful not only with the social and emotional aspects of learning but in improving the attentiveness of pupils in schools, and therefore their academic achievement as well as their personal wellbeing?

[Edward Timpson]

There is a small but increasing amount of evidence that backs the hon. Gentleman’s claim. That is why we want to look at this area more carefully, hence the national survey that is under way to enrich the evidence and knowledge to see what really works so that we can improve all the aspects of a child’s life to which he refers.

[Victoria Borwick (Kensington) (Con)]

10. What plans she has to ensure that reform of the school funding formula does not have a negative effect on schools in London.

--- Later in debate ---

[Nusrat Ghani (Wealden) (Con)]

15. What plans her Department has to improve child and family social work.

[The Minister for Children and Families (Edward Timpson)]

Excellent social work transforms lives, which is why we are establishing a regulatory body to drive up standards and raise the quality of social work training and practice. We are attracting new talent to the profession, investing in high-quality training, rolling out a practice-focused career pathway and developing a new What Works centre to ensure that social workers are equipped with the best knowledge and skills for their practice. This clear strategy to improve child and family social work is set out in the children’s social care policy paper, “Putting Children First”, which I and the Secretary of State published today and by way of a written statement. I encourage all hon. Members to read it.

[Nusrat Ghani]

Will the Minister explain how the Department’s new graduate entry routes to social work, such as Step Up to Social Work and Frontline, and including the award-winning provision of children’s services from East Sussex County Council, have impacted the social work profession?

[Edward Timpson]

Step Up and Frontline are beginning to have a significant impact: more than 670 Step Up participants have qualified as social workers and more than 450 students and 103 local authorities started training this year. An evaluation of cohort 1 showed high retention, and 99 Frontline participants have now qualified as social workers. An independent evaluation in March 2016 was hugely encouraging.

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

Children can remain in foster care until they are 21, while those in residential care have to leave at 18, which creates a truly unfair system. I have organised for MPs to pledge their support tomorrow to show that we care equally about all looked-after children. Will the Minister sign the pledge?

[Edward Timpson]

I commend the hon. Lady for her continued and passionate commitment to this matter, based on her professional experience and desire to make a difference. If she reads the paper, “Putting Children First”, which I mentioned a few moments ago, she will find a response to a recommendation from Martin Narey’s review into residential care explaining that we will start to pilot “staying close” for children leaving care in residential care settings. This is in line with his recommendation and I am sure will be hugely welcomed.

[Tom Pursglove (Corby) (Con)]

16. What discussions she has had with the Secretary of State for Health and the Secretary of State for Culture, Media and Sport on steps to achieve the Government’s aim to make children more physically active.

[The Minister for Children and Families (Edward Timpson)]

We are working closely with colleagues in the Department of Health and the Department for Culture, Media and Sport on the forthcoming childhood obesity strategy, which will build upon our existing measures to promote school-based physical activity for pupils. Physical education remains a compulsory subject at all four key stages in the national curriculum, which sets out our expectation that pupils should be physically active for sustained periods of time.

[Tom Pursglove]

What plans does the Minister have to combat the drop-off in participation in sport from primary school to secondary school?

[Edward Timpson]

I have already alluded to the doubling of the PE and sport premium at primary school—we have invested more than £450 million. We are also determined to ensure that children continue to sustain participation in PE and sport as they move into secondary education. In the Government’s sports strategy, we have committed to working with the sector to better understand the barriers and issues around drop-off and to identify good practice. By knowing what works, we can be better equipped to combat the drop-off that my hon. Friend rightly mentions.

[Karin Smyth (Bristol South) (Lab)]

17. What progress the Government have made on providing 30 free hours of childcare per week for three and four year-olds.

--- Later in debate ---

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

The children of Thoresby primary school have an abundance of common sense and kindness, and I was delighted that they were awarded the National Character Award last week by the Children’s Minister. Does he agree, however, that we also want to instil determination, grit and tenacity in our young people?

[The Minister for Children and Families (Edward Timpson)]

Absolutely.

[Steve Double (St Austell and Newquay) (Con)]

T8. I thank the Schools Minister for his recent visit to the Acorn alternative provision academy in my constituency to see the excellent work that it is doing. Does he agree that the delivery of high quality and innovative alternative provision education is vital to raising the life chances of children who find themselves in the most difficult and challenging situations? Can he update the House on the work that his Department is doing to support alternative provision across the country?

--- Later in debate ---

[Bill Esterson (Sefton Central) (Lab)]

The Secretary of State was telling us earlier about her plans to support young people who leave care, whether it is foster care or residential care. Will she tell us where the new members of staff are going to come from to support them and where the young people are going to live?

[Edward Timpson]

The hon. Gentleman needs to look carefully at Martin Narey’s report and at our response in the social care policy paper. This is not a question of simply expanding the current provision; we are trying to find innovative ways of supporting young people out of care that will serve them much better in the long term.

[Mr Alan Mak (Havant) (Con)]

Ensuring that students have access to the latest technology is key to raising standards in schools. Will the Minister join me in congratulating Havant College on its pioneering partnership with Google, which ensures that every student has access to a tablet computer?

--- Later in debate ---

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

Last month, Baker Small gloated on social media about a win in the Special Educational Needs and Disability Tribunal. Since then further information has come to light, revealing that Baker Small is advising councils on making it harder for children to be given assessments for an education, health and care plan to help cut costs. That goes completely against the principle of the Children and Families Act 2014, which is to create a less adversarial system. Can the Minister assure me, the House, and parents of children with SEND that he is doing all that he can to end the practice, and may I ask what he is going to do about Baker Small?

[Edward Timpson]

Let me put on record that practices of that kind are totally unacceptable. The new tribunal arrangements that we introduced were intended to make the system less adversarial and more inclusive for parents and young people, so that we could achieve a better resolution of any problems that emerged. We will continue to watch carefully how matters develop, but the hon. Lady can be reassured that we do not accept that that practice is appropriate.

[Several hon. Members rose—]

Children's Social Care

Edward Timpson Excerpts

Monday 4th July 2016 Written Statements

[The Minister for Children and Families (Edward Timpson)]

Today the Government are publishing “Putting Children First: delivering our vision for excellent children’s social care”, a policy paper which sets out our programme of reform to children’s social care for the next four years.

Children’s social care services have an essential and life changing role to play in transforming the life chances of our most vulnerable children and families, stepping in to provide support so that children can stay with their birth family wherever possible. Where this cannot happen, difficult decisions often have to be made to put in place alternative arrangements that are in the best interests of the child, ensuring they have safe, stable and nurturing relationships, whether through adoption, foster care, residential care or family and friends’ care.

In January, we set out our ambitious vision and our reform programme for children’s social care, structured around three key areas:

People and leadership, bringing the best people into the profession, equipping them with the right knowledge and skills for the incredibly challenging but hugely rewarding work we expect them to do, and developing leaders equipped to nurture practice excellence.

Practice and systems, creating the right environment for excellent practice and innovation to flourish and creating a learning culture, drawing on both best practice and the lessons when things go wrong.

Governance and accountability, making sure that what we are doing is working, using data to show the strengths and weaknesses in the system, and developing innovative new organisational models with the potential to radically improve services.

“Putting Children First” sets out—against each of these three pillars—how we will create the conditions to enable Government, local authorities and their local partners, social workers and other professionals such as foster carers to provide consistently excellent children’s social care, where the best interests and voice of the child are at the heart of decision-making, and to enable excellence to flourish and spread.

By 2020 we want all vulnerable children, no matter where they live, to receive the same high quality of care and support. The best outcome for every child will be central to every decision that is made.

Also published today is an independent report on children’s residential care by Sir Martin Narey, former Chief Executive of Barnardo’s and independent social care adviser to the Department for Education.

Sir Martin is clear that, despite challenges, the quality of care provided in homes is generally high and that there is an important ongoing role for residential care as an option for looked after children. We support Sir Martin’s positive vision for the future role of residential care, and are very grateful for his report. The Government accept his analysis and findings and welcome the recommendations he makes. We will be responding more fully to his recommendations in the autumn. However, some immediate actions are clear and we will take them forward now, including:

Introducing a specific funding stream as part of the children’s social care innovation programme to test innovative ideas for using residential care in a more dynamic and creative way to support those children who can benefit; and

Developing a staying close programme for those leaving residential care, an alternative to the staying put arrangements which already exist for children in foster care. We will use the innovation programme to pilot possible models of staying close.

Copies of “Putting Children First” and Sir Martin’s report will be placed in both House Libraries.

[HCWS57]

LSCB Review and Government Response

Edward Timpson Excerpts

Thursday 26th May 2016 Written Statements

[The Minister for Children and Families (Edward Timpson)]

Today I am publishing Alan Wood’s review of the role and functions of local safeguarding children boards (LSCBs), along with the Government’s response.

Local agencies—police, health, local authorities, schools—are the frontline when it comes to safeguarding our children and it is vitally important that they work together to ensure children are protected from harm. There is widespread evidence that the current arrangements, delivered through LSCBs, are not always as effective as they need to be. That is why we asked Alan Wood to carry out this important review, which looked at local multi-agency arrangements, the child death review process and how the intended centralisation of serious case reviews could work.

Alan’s wide experience in the sector has been invaluable and I thank him for his hard work in undertaking this review and the radical, inquiring approach he has brought to it. I am also grateful for the valuable contributions made by all those who put forward their views as part of Alan’s far-reaching consultation.

The review sets out a wide range of proposals. The Government response sets out in detail our plans to introduce a stronger but more flexible statutory framework. This framework will support local agencies to work together more effectively to protect and safeguard children and young people, embedding improved multi-agency behaviours and practices. And it will set out clear requirements for the key local partners—the local authority, the police and the NHS—while allowing them freedom to determine how they organise themselves to meet those requirements to improve outcomes for children locally.

We intend to bring forward legislation on revised multi-agency working arrangements as soon as possible to implement these changes.

We have already proposed some changes, through the Children and Social Work Bill, in relation to new arrangements replacing the existing system of serious case reviews. We intend to establish a child safeguarding practice review panel, to review cases which are complex or of national importance. We will also bring forward further changes to address the need for good quality, rapid local reviews, linked to the reform of multi-agency working arrangements.

Finally we plan to amend arrangements for child death overview panels (CDOPs) as part of these reforms. We will put in place arrangements to transfer national oversight of CDOPs from the Department for Education to the Department of Health, while ensuring that the keen focus on distilling and embedding learning is maintained. That reflects the very high proportion of child deaths which have a clinical or public health cause.

These important reforms will take time to implement and I recognise that change can be difficult to manage at local level. It is very important that the local agencies currently engaged in LSCBs continue working together to keep children safe while preparing for the future.

[HCWS32]

Oral Answers to Questions

Edward Timpson Excerpts

Monday 25th April 2016 Commons Chamber

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

6. What recent assessment she has made of the adequacy and quality of provision in the children’s social work sector.

[The Minister for Children and Families (Edward Timpson)]

May I begin by apologising if I am moving unusually slowly and gingerly to and from the Dispatch Box this afternoon? I have the excuse of having run the London marathon yesterday, along with seven other Members of the House and close to 40,000 other hardy individuals. I ask the House to put on record our collective gratitude to and admiration for them, in particular for the more than £25 million that they raised for hundreds of charities up and down the country.

It is the role of Ofsted to assess the adequacy and quality of provision in the children’s social work sector. All local authorities are currently being inspected under the single inspection framework, which assesses arrangements for child protection services for looked-after children and the leadership, management and governance of children’s social care. My Department intervenes to support improvement in services where they are judged to be inadequate.

[Mr Speaker]

The hon. Gentleman is a hero, but too modest to point out that he has run marathons on a number of previous occasions; because he is too modest I will do it for him.

[Mrs Lewell-Buck]

I thank the Minister for his response. As he well knows, social work is a holistic profession. For example, when I qualified I had knowledge across all social work disciplines, such as mental health, child protection and adult social care, ensuring that I was able to fully grasp all the issues facing my clients. Will he therefore explain why his Government are investing in Frontline and Think Ahead to the detriment of traditional, more holistic university courses, and are creating specialisms in silos, which is bad for the profession and even worse for the clients?

[Edward Timpson]

I am afraid that the hon. Lady has given a distorted view of the work being done to improve social work practice across the board. Not only are the Government investing in fast-track graduate schemes such as Frontline and Step Up to Social Work, to which 151 local authorities have signed up, but we have the assisted and supported year of employment and the new knowledge and skills that every children’s social worker will now have to be accredited and assessed against. That is important because for the first time there is a relentless focus on high-quality social work practice rather than a simple theoretical understanding of social work. We need to get that balance right, and that will be at the heart of our social work reforms.

[Peter Dowd (Bootle) (Lab)]

St Monica’s Catholic Primary School in my constituency has had five consecutive outstanding Ofsted reports. It has a fantastic headteacher, teachers, pupils and parents. Can the Minister tell me what benefit there is to forcing that school to become an academy?

[Edward Timpson]

I would answer the question, but I am not sure that it has any relevance to the original question asked by his hon. Friend the Member for South Shields (Mrs Lewell-Buck).

[Mr Speaker]

The hon. Gentleman wished to give the Minister his views, which he has done, but now that he has I am afraid his question is not really suitable for a ministerial answer at this time.

[Debbie Abrahams (Oldham East and Saddleworth) (Lab)]

7. What steps she is taking to improve special educational needs and disability services.

[The Minister for Children and Families (Edward Timpson)]

The 2014 special educational needs and disabilities reforms represent the biggest change to the system in a generation, helping to transform support by joining up services across education, health, and social care, and focusing on positive outcomes for education, employment, housing, health and community participation. We have invested heavily in practical and financial support for implementation, including an extra £80 million in 2016-17, and from May 2016, all areas will be inspected by Ofsted and the Care Quality Commission.

[Debbie Abrahams]

I thank the Minister for that answer, but I have been contacted by a constituent who has raised concerns about the potential effect that forcing schools to become academies will have on her autistic son in terms of his being marginalised. Will the Minister tell me what assessment has been undertaken of how forcing schools to become academies will affect disabled children?

[Edward Timpson]

I am happy to meet the hon. Lady to give her a lot more detail about exactly how the system operates. I can reassure her that, under the Children and Families Act 2014 and the new special educational needs system, academies have exactly the same duties to pupils with special educational needs as all other schools, and must co-operate with their local council, whether in developing their local offer or publishing details of their SEN provision. That will not change. We are confident that it is the right approach so that every child gets the right school with the right support for them, irrespective of what type of school that is.

[Graham Stuart (Beverley and Holderness) (Con)]

Does the Minister agree that one of the most egregious elements of today’s unfair and broken school funding system is that which affects children with special educational needs, and will he confirm that, like the schools block, the special needs block will be part of the review, so that we can have a transparent and fair system for all children?

[Edward Timpson]

My hon. Friend, the former Chair of the Education Committee, is right to point out that the high needs funding element of the dedicated schools grant has, over time, become extremely skewed with regard to finding the formula to distribute that important money for the support of children with special educational needs and disabilities. In December 2015 we announced an additional £92.5 million for the high needs element, but we need a fairer system so that every child has their needs met, irrespective of where they are in the country. That will be part of the consultation.

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

The ring-fenced nature of the schools block under the London schools funding proposals needs no flexibility. This year, the Hounslow schools forum agreed to transfer £7 million to the high needs block to address the needs of vulnerable children. The Secretary of State’s proposals for London will result in a huge funding shortfall for special needs. What will the Secretary of State do to address the very great concern of parents and headteachers?

[Edward Timpson]

I reiterate that we want a funding system based fairly and squarely on meeting children’s individual needs. We have consulted widely right across the sector, as well as through the public consultation, to ensure we achieve just that. I will certainly consider what the hon. Lady says about London—as well as the situation across the country—so that every child can benefit from the new system as we move forward.

[Richard Drax (South Dorset) (Con)]

If I may pick up on funding for special schools, Wyvern Academy in my constituency looks after children who are particularly physically and mentally disabled; so much so, in fact, that other schools that do the same work pass them on to this school. The funding, however, does not recognise the high level of care that is needed. Will the Minister consider this matter in any funding formula reform? If I write to him, perhaps he could help me to find out whether there is a pot of money somewhere to help this excellent school to continue to do a wonderful job.

[Edward Timpson]

We know that many children have profound needs. In making sure we have educational excellence everywhere, we must ensure that they have the opportunity to learn, grow and develop into successful adults. To do so, we need to ensure that they are well supported. That is why, through the new education, health and care plans, it is clear there has to be co-operation right across education, social care and health to provide the money and support those children need. I am, of course, happy to talk further with my hon. Friend to establish how the system is working in his constituency and how we can make it work better in the future.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

Ever since the Government announced the ham-fisted academisation of all schools, there has been growing opposition, as we have heard, from parents, teachers, SEN charities, Tory council leaders, such as the leader of the West Sussex Council, and even Mr Goddard from “Educating Essex”. The plans will adversely affect the education of children with special educational needs and disabilities. Will the Minister further explain what the Government are doing to alleviate those concerns? Will he go as far as to say that parents of a child with an education, health and care plan will be able to name their school, and ensure that children with SEND do not go on to be excluded or fall through the gaps in the increasingly fragmented school system the Government are creating?

[Edward Timpson]

The hon. Lady knows I have a real fondness for her. We enjoyed our time together on the Children and Families Bill in those halcyon days of 2013, but I have to say—I suspect she has been put up to it—that this does not sound like her question. I am confident, as she will be, that the law we both helped to take through this House reflects properly what I said in an earlier answer: that academies have to abide by the same rules as other schools when it comes to children with special educational needs. The law is clear. This is why we are bringing in, for the first time, an inspection regime for special education needs, so we can see a really clear picture of how they are performing.

[Stephen Timms (East Ham) (Lab)]

9. If she will make it her policy that maintained schools be given the choice of whether to become academies.

--- Later in debate ---

[Christopher Pincher (Tamworth) (Con)]

T3. Dig-iT, the dyslexia group in Tamworth, tells me that while provision can be good, it is all too often uneven across local schools. What can the Government do to maintain not just the quality of dyslexia and dyspraxia provision, but its consistency in schools in Tamworth, Staffordshire and England?

[The Minister for Children and Families (Edward Timpson)]

I commend the work of the dyslexia group in my hon. Friend’s constituency. I can reassure him that we are investing heavily in practical and financial support for SEND—special educational needs and disability—including funds for a project run by the British Dyslexia Association to address issues such as early identification and effective provision, and funds to enable the Dyslexia SpLD Trust to provide expert advice, information and training for schools and parents. I can also tell my hon. Friend that we are procuring a new contract in 2016-17 so that we can continue to support children and young people with dyslexia and other specific learning difficulties—including dyspraxia—in schools and post-16 institutions.

[Sue Hayman (Workington) (Lab)]

T10. Last year I spoke to the Minister about the difficulty of recruiting and retaining teachers in my constituency, which is partly due to its remoteness. He has talked a great deal about the recruitment of teachers, but what specifically is being done to encourage them to come to remote areas such as west Cumbria?

--- Later in debate ---

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

The vast majority of children entering the care system have experienced abuse and neglect and are particularly vulnerable in regard to their mental health needs. Will the Minister accept the concerns expressed by the NSPCC, which I share, that if the Department does not commit to counting and tracking abused and neglected children, those children will continue to be at risk of falling through the cracks and not receiving the mental health support that they need to rebuild their lives?

[Edward Timpson]

I had the opportunity to appear in front of the Education Committee during its inquiry into exactly this issue, which I welcome. The hon. Lady is right to highlight the fact that this area needs a better response. That is why we have set up a joint working group with the Department of Health to create new care pathways specifically for looked-after children to improve their mental health prospects. We also have the strengths and difficulties questionnaire for children who are looked after, which is collected every 12 months, but we need to look at what more we can do to follow their progress and ensure that they really achieve what they are capable of.

[Mr Philip Hollobone (Kettering) (Con)]

T7. At the end of last week, Tresham College, which has its headquarters in Kettering, announced draft proposals to end its A-level provision. I join local parents and students in opposing those plans but, should the worst outcome be realised, will the Minister make it clear to the college that it must do everything it can to ensure that those students who have already completed one year of their A-level course will be able to complete the second year at Tresham College?

Children’s Homes

Edward Timpson Excerpts

Tuesday 19th April 2016 Westminster Hall

[The Minister for Children and Families (Edward Timpson)]

It is a pleasure to have you overseeing proceedings today, Mrs Gillan. I begin by congratulating the hon. Member for Stockport (Ann Coffey) on securing this valuable debate. As she reminded us in her typically humble way she has pursued the issue with unstinting commitment and authority for many years. I know she shares my determination that we should do all we can to protect vulnerable children across England and beyond, whether they are in residential care or any other form of placement. Her commitment has been demonstrated in her work as chair of the all-party group on runaway and missing children and adults, and as a member of my Department’s quality expert group on children’s homes in 2012. She was an important contributor to that work.

Although we await the impending Narey review of residential care, the debate is a welcome opportunity to consider the action that has already been taken, and the further important work now under way to improve quality, transparency, oversight and decision making in children’s residential care. I acknowledge the speeches by the hon. Members for Rochdale (Simon Danczuk), for North Ayrshire and Arran (Patricia Gibson), for East Renfrewshire (Kirsten Oswald) and for Washington and Sunderland West (Mrs Hodgson). I always accept an invitation from SNP Members to look at what they are doing north of the border, and it is one that I would extend in the opposite direction, particularly because of the work that we are doing to try to inject greater innovation into children’s services.

Although I want to keep my remarks to the discrete and important issue of residential care in England, there is one issue that I cannot allow to pass without challenge, and that is the care population in England. It is important not to oversimplify the reasons why a care population may fall or rise, and why there may be variations across the country. It is not always right to say that a rising care population is bad and a falling one is good. What matters is whether the right decisions are being made for each individual child. For example, in a high-performing practice-based social work area, staff can spot where children may be in a situation of neglect, and take them into care. If they are not performing well they may miss the opportunity, so that the child remains outside state care. That is not good for the child, but it would not necessarily be reflected in the statistics, if we look at them in a simplistic way.

Children’s homes are a vital part of the care landscape, particularly for older children and children for whom a family setting might not be the right placement. In England the law is very clear: where a child cannot live with their birth parents, the first port of call should be to look at the immediate family and see whether there is anyone who can support them, as an individual or as a group of relations or friends. That happens for many children in this country. Three quarters of young people in children’s homes are between 14 and 17 years old and two thirds are likely to have a significant mental health difficulty. There are some excellent examples of good practice in supporting them, with homes providing superb care. I know from personal experience, and from visiting children’s homes around the country, that that excellent care makes a real and lasting difference to children’s lives. Like other hon. Members, I pay tribute to the dedicated care staff who do all they can to help change lives for the better.

I am the first to acknowledge, however, that despite the concerted efforts of consecutive Governments not all children’s homes deliver as they should. As the hon. Member for Stockport set out, challenges remain. That is why, as we have heard, the Prime Minister and Secretary of State for Education asked Sir Martin Narey to undertake an independent review of children’s residential care. Sir Martin, as hon. Members know, worked in the Prison Service and was the chief executive of Barnardo’s. He is much respected in the field, and we look forward to receiving his report, whose purpose is to set out the role of residential care in the wider care system, and to make recommendations about how outcomes for children can be improved. It is a complex undertaking, but I expect the review to look at some key issues such as commissioning and the geographical distribution of children’s homes, which the hon. Member for Stockport rightly concentrated on in her speech.

The hon. Member for Washington and Sunderland West raised the issue of criminalisation, and I have seen the report by the Howard League for Penal Reform. Sir Martin Narey has also seen it, and I hope that he will be able to address the issue in his review. We will wait to see what he has to say. The review’s call for evidence has received a strong response and Sir Martin will report later this spring. Understandably, I do not want to pre-empt the independent review’s findings, but I am determined to use it as a catalyst to help to drive further improvements in residential care and I hope that all, including hon. Members present for the debate, will continue to lend their support and expertise to the process.

It is right to acknowledge, as the hon. Member for Stockport does, that we have made significant progress in improving the quality and safety of residential care. We have introduced an enhanced legislative framework and a new set of quality standards for children’s homes. We brought those standards in to move away from the de minimis approach and to focus much more on outcomes and what is being achieved for those young people. The standards are backed up by rigorous Ofsted inspection and they challenge managers and staff to apply their skills and professional judgment—that, to me, is important —to ensure that there is properly tailored, high-quality care for each and every child in their home, and to make it possible for children to reach their potential in a safe and secure environment. There is a protection of children standard, which requires homes to have the skills to identify and take effective action on concerns about a child’s welfare.

A £500,000 programme of training and support has been made available to help homes to embed those new standards, and to make that crucial shift to a more aspirational and outcome-focused way of working. Although it is too early to assess the full impact of the changes through the quality standards, the independent small-scale research that has been carried out on implementing the standards indicates that they have resulted in a greater focus on evidencing outcomes for young people, which is exactly what we wanted to see, and on the need to consult young people about improvements, so that they feel that they are part of their journey through care, rather than feeling that it is being “done” to them.

To that end, it is positive that 12% of the children’s homes in England inspected between 1 April 2015 and 30 September 2015 were rated outstanding for their overall effectiveness, which is an increase of five percentage points from the same period in the previous year. In addition, because 62% of those in residential care have clinically significant mental health difficulties, which is something we should never overlook, I am pleased that the Department of Health has commissioned its own expert group to develop new care pathways, so that children living in children’s homes can better access mental healthcare.

The NHS England five-year forward view for mental health, which was recently published, and local transformation plans bring focus and resources to meet the mental health needs of children, including those in children’s homes. I also welcome the forthcoming publication of the quality standard from the National Institute for Health and Care Excellence on attachment difficulties in children and young people who are looked after, adopted from care, in special guardianship, or on the edge of care. If professionals and others working with and caring for children in care, including in residential care, really understand how to address the presentation of attachment problems, significant progress can be made.

I will address the specific point made by the hon. Member for Stockport and other hon. Members about out-of-area placements. As the hon. Lady mentioned, in order to address that issue we have sought to strengthen protection for children placed out of area by ensuring that it is now the directors of children’s services who have oversight of all decisions to place a child in a distant placement, and local authorities should now consult the authority where they intend to place a child to ensure that the placement meets the child’s needs.

We should be clear that for some children a placement at distance may be right, due to risks associated with their own home area or, as the hon. Member for Rochdale pointed out, because of the need for a very specialised placement but, as has been highlighted, we should ensure that Ofsted and local authorities make sure the right placement is made for the right reason. Therefore, as the hon. Member for Stockport said, it is a concern that there are still instances where the supply of places distorts too many decisions.

That is why we have improved the transparency and quality of data regarding children missing from care, to ensure that Government and local authorities have much more reliable data when they try to tackle this issue. Local authorities are now required to tell us about all instances of children going missing from their placements, even those that last less than 24 hours, because those 24 hours could be crucial.

Turning specifically to children’s homes, in January 2014, we strengthened children’s home regulations regarding children going missing from a home. All children’s homes must have clear policies to prevent children from going missing and they must respond when children go missing. It is no good their simply acknowledging that fact on a piece of paper; there needs to be follow-up action. We have also beefed up arrangements for monthly independent monitoring visits to children’s homes, to make sure that such action happens. Those visits scrutinise standards of safeguarding and care, and reports on visits are now sent to Ofsted. Those reports are valuable to identify concerns, and also patterns, as Ofsted continues its inspection of every children’s home.

We have strengthened regulation to ensure that local agencies, including the police, are more aware of vulnerable children in their area and therefore are more able to protect them. Ofsted can now share information on the location of children’s homes with the police. That practice was established by the expert group and many of us were extremely surprised to find that it was not happening before. However, it is now in place. In addition, children’s homes must notify their local authority of all admissions and leavers.

In this debate, it is important to acknowledge that for a very small number of children a secure home is the best option to address the reasons why they go missing from care. That is why we are improving the availability of this specialised provision, in partnership with the Association of Directors of Children’s Services, the Local Government Association, the Youth Justice Board and the Secure Accommodation Network.

By the summer, we will have determined the best long-term commissioning arrangements for secure homes. In the interim, we have funded secure homes to raise their capacity and improve the skills of their staff. With Hampshire County Council we have established for the first time a central point of contact and source of support for all local authorities seeking secure placements. On top of that, a further £10 million-worth of funding, alongside action from NHS England, will strengthen the quality of the mental health support available to children in secure children’s homes. I know that is an area that the hon. Member for Stockport has a deep interest in, and I am happy to keep her informed of developments as they occur.

All of this work will help, but I share the hon. Lady’s interest in the uneven distribution of children’s homes. Local authorities remain responsible for ensuring a sufficient range of placements for looked-after children and for managing local markets, which includes managing children’s homes. However, as has been identified, in 2013-14, 60% of children’s homes were concentrated in just three regions, including what for many of us participating in this debate is the shared region of the north-west, which accounts for a quarter of all children’s homes.

I should add that before 2012 there was no comprehensive overview of the location, status, quality, ownership and track record of children’s homes in England. That is why, as the hon. Lady alluded to, we set about pulling together all that data for the first time ever in the children’s homes data pack, which is a hugely valuable resource that enables patterns, trends, gaps and the like to be more easily spotted and acted on. Those who are in the role of commissioning places should use that information to be much smarter and savvier about how they commission them, so that they are not always the ones who have to acquiesce; the providers should try to ensure that they shape their homes to meet the demand from every local authority.

In tackling the issue of uneven distribution, I agree very much with the hon. Lady about the value of joint work between local authorities in ensuring adequate provision of homes. Research commissioned by the Department for Education from the Institute of Public Care showed that in May 2015 most local authorities were taking part in a wide variety of commissioning consortia and partnership arrangements. For instance, there are 14 regional or sub-regional commissioning consortia for residential care, and typically authorities were able to achieve 4% to 5% in savings for placement costs as a result of those arrangements. However, I believe that they can go much further.

[Ann Coffey]

The Minister is quite right—in the north-west, Placements Northwest provides that information. The difficulty is getting local authorities into a more proactive commissioning role, so that their staff sit down together not only to exchange information but to say, “In five years’ time, we will need this number of children’s homes and this number of places.” Without support, it is very difficult for local authorities to work with each other to do that.

[Mrs Cheryl Gillan (in the Chair)]

Before I call the Minister, just for the information of Members here in Westminster Hall I will point out that I have had a report that we may have a vote shortly in the main Chamber. I leave it to the Minister and Ann Coffey to decide how long they speak, but I thought that it would be helpful to bring that information to your attention. I call the Minister to speak.

[Edward Timpson]

That is extremely helpful, Mrs Gillan, and I will take heed of that information as I continue.

As ever, the hon. Member for Stockport is right, and that is why we need to establish a much more coherent way for every local authority to carry out forward planning, not only about their residential care population but about their whole care population, including where people need to be placed and in what type of arrangements. There has to be some flexibility in the system—no one can predict exactly what the system will look like—but we can certainly have a far better and more cohesive approach than the one that currently exists.

There are some models out there, including in the north-east, where regional arrangements are much more solidified, but there is a lot more that we need to do. Sir Martin Narey is looking very carefully at this issue as part of his independent review. That is because the research that I referred to showed that consortia are confident that working together brings non-cash savings, primarily through sharing commissioning costs, procurement costs and other elements of working with providers, such as monitoring.

The devolution deals, including in Greater Manchester, where children’s services form part of those new regional arrangements, provide a real opportunity to shift that relationship between the purchaser and the provider in a much smarter way when it comes to commissioning. As we look through every devolution deal, I am keeping a close eye to ensure that there is serious thinking on how the new children’s services can benefit from the new organisations. However, the new arrangements continue to develop, and we look forward to Sir Martin Narey’s recommendations on what more might be done.

Where there is good and innovative practice, I want to be able to share it more widely across the system. The way it is set up at the moment means that pockets of excellence are the preserve of those people. We need to open up the system so that those who are in a position to make good, strong decisions on behalf of vulnerable children are at the forefront not only of great practice, but of cleverer commissioning. Where there are ways of putting the purchaser in a stronger position, we should explore them carefully.

I listened with interest to the remarks that the hon. Member for Stockport made on the need for innovation and new models in residential care, and I absolutely agree with her. I am pleased to say that as part of the Government’s children’s social care innovation programme, which is £310 million over phases 1 and 2, we are testing two new models of residential care for children who are at risk or are victims of sexual exploitation. “Step Down”, based in the Aycliffe secure children’s home, targets the trauma experienced by victims of sexual exploitation and includes an extensive step-down service for children preparing to leave secure care. In addition, “Safe Steps”, a high-supervision children’s home model run by St Christopher’s Fellowship, is designed to protect girls at risk of sexual exploitation.

The learning that the innovation programme continues to give us and the many other associated projects will help generate further evidence of impact in the next six to 12 months that we can take forward. The innovation programme learning network will share those key findings through a series of publications and resources and through the new What Works Centre focusing on children’s social care. It will include a focus on residential care and will be launched at the end of the year.

The innovation programme provides a fantastic opportunity for front-line services and practitioners to show creativity and collaboration, and to explore new models of practice, including in residential care, as has been demonstrated. I would warmly welcome a range of high-quality bids focused on residential care for the current round of the programme, which was launched earlier this month. In that endeavour, I encourage the hon. Member for Washington and Sunderland West to look at where a bid based on the Scandinavian model that champions social pedagogy may add to the innovative practice we want to unleash.

The work I have outlined is only a small part of the work being undertaken in my Department. In January this year, we published “Children’s social care reform: a vision for change”, which outlined our ambitious programme of work in the key areas of people and leadership; practice and systems; and governance and accountability. The programme aims to achieve our vision of every child in the country, whatever their age, background, ethnicity or gender being able to fulfil their potential. The Narey review will sit alongside those wider reforms once it is published.

I am enormously grateful for the support that the hon. Member for Stockport has given to this issue yet again today. She has expressed some important, well-argued concerns, which I will consider carefully in light of this debate and the work of Sir Martin Narey. I hope that this debate reassures her that the Government echo many of the concerns she has expressed. The steps we have taken underline the importance of ensuring that residential care provides the high-quality care that vulnerable children deserve. We cannot be satisfied until we have achieved a system that consistently delivers excellent care. We should expect nothing less for our most vulnerable children than the care we would want for our own children.

Teenage Pregnancy: Regional Variations

Edward Timpson Excerpts

Tuesday 19th April 2016 Westminster Hall

[The Minister for Children and Families (Edward Timpson)]

As ever, Mr Chope, it is a delight to serve under your chairmanship.

I begin by congratulating my hon. Friend the Member for Telford (Lucy Allan) both on securing this debate and on her extremely well-judged contribution to it. Her contribution had at its heart something that I believe all Members could feel comfortable signing up to, which is the need to make sure that all children and young people, irrespective of their background, get a real and enduring chance to be the best that they can be, for themselves and—in the future—for their own families. I welcome the other contributions to the debate, by my hon. Friends the Members for Torbay (Kevin Foster) and for Eastbourne (Caroline Ansell), and by the hon. Members for Strangford (Jim Shannon), for Glasgow Central (Alison Thewliss), for Ashton-under-Lyne (Angela Rayner) and for Washington and Sunderland West (Mrs Hodgson).

To underline the genuine importance of this agenda, my hon. Friend the Member for Telford reminded us that it was the Prime Minister who set out in a significant and perceptive speech in January his intention for the Government to make improving the life chances of the most disadvantaged children and families in Britain a central tenet of our work over the next four years. Like my hon. Friend the Member for Telford, I welcome that commitment to cross-Government work to tackle some of the deep-rooted social problems that exist, and, in doing so, to help to transform children’s lives so that they can meet their full potential.

As my hon. Friend acknowledged, although teenagers might still have the highest rates of unplanned pregnancies, we have seen a steady and impressive decline in that rate, to the extent that there are now 50% fewer teenage pregnancies than in 1998. In fact, teenage pregnancies are at their lowest since records began in 1969. That is important progress, which has a significant impact on young people’s lives and improves their life chances, whether in Telford, Crewe or elsewhere in the United Kingdom. We heard about similar progress in Northern Ireland and Scotland.

However, although the rates are coming down, and doing so at a faster rate than elsewhere in Europe, they remain higher than in comparable western European countries. As the hon. Member for Strangford said, we simply cannot afford to take our eye off the ball, and as the hon. Member for Washington and Sunderland West said, there is certainly no room for us to be complacent. Reducing the level of teenage pregnancy must remain a high priority, not only at national but at local level. My colleagues in the Department of Health have recognised that by including teenage pregnancy rates as a key indicator in the public health outcomes framework.

How will that outcomes framework be supported to deliver what is required? As we know, since 2013 local authorities have had responsibility for commissioning sexual health services. To support local commissioners, Public Health England has a teenage pregnancy expert adviser, whose role is to provide support to national teams by integrating teenage pregnancy data, evidence and best practice into relevant work programmes. It is good to hear about areas such as Leicester, Caerphilly and Wandsworth—in particular, Wandsworth sounds hugely impressive—that are helping to add to that best practice. The expert adviser also provides Public Health England with a teenage pregnancy link to the Local Government Association and relevant Department of Health policy teams.

The Government also provide support by facilitating the sharing of information and learning with local areas about what works in reducing teenage pregnancy. We have heard contributions this afternoon that touched on exactly that point. Most recently, in March this year, Public Health England and the Local Government Association produced an updated briefing for councils—I have even come to this debate armed with a copy. It is entitled “Good progress but more to do”, which probably sums up the message that has come out of this debate. Having been around for only a few weeks, it has already been downloaded more than 5,000 times, which suggests both a high degree of interest in the subject and a welcome continued commitment at local level to actively do something about it rather than just look at figures on a page.

As I am a Minister in the Department for Education, it would be remiss of me not to set out what the Government are doing to improve education standards for all children. As we have heard, education has a key role to play in keeping children on a positive path in life. I know from having visited Holmer Lake Primary School in the constituency of my hon. Friend the Member for Telford that she believes strongly in the power of education to change lives. She will be aware that we have published a White Paper setting out how we will seek to achieve educational excellence everywhere. As the Secretary of State set out in the White Paper, it is imperative that we extend opportunity to every child, whatever their background. That is why we are completely committed to ensuring that all pupils receive an excellent education.

Since 2010, 1.4 million more children have enjoyed an education in a good or outstanding school. To support that, we have taken a number of measures to drive up performance: matching failing schools with strong sponsors; driving up the numbers of national leaders of education to support other schools, from 250 in 2010 to more than 1,000 last year; and providing schools with significant extra funding to raise the attainment of disadvantaged pupils through the pupil premium, which is worth £2.5 billion this year. We have protected that funding at per-pupil rates for the duration of this Parliament.

We must of course build on that, so that all children and young people receive the same standards of education enjoyed by those in the best schools. We acknowledge that some parts of the country suffer from acute problems and will need additional support for all children to achieve their potential. The White Paper identified areas of the country where low school standards are exacerbated by low capacity to deliver improvement. To support improvement in those parts of the country, we will designate achieving excellence areas, where we will work with local leaders to diagnose the underlying problems and then target our national programmes to help them secure sufficient high-quality teachers, leaders, system leaders, sponsors and governors. We will trial that approach from September this year and roll it out more widely from September 2017, with the aim of delivering lasting improvement to standards in those areas.

I am sure my hon. Friend will agree that in order to ensure that all children can benefit, we must keep absences from school to an absolute minimum. Overall absence rates have followed a general downward trend from 6.5% in 2006-07 to 4.6% in 2014-15. Although we have made progress, with almost 200,000 fewer pupils regularly missing school than in 2010, we must keep our foot on the gas.

Why is that important in the context of this debate? With regard to educational underperformance and teenage pregnancy, my hon. Friend rightly pointed out that there is a correlation between teenage conception, deprivation and low educational attainment. In 2013, the Centre for Analysis of Youth Transitions, funded by the Department for Education, published a research report on teenage pregnancy in England. The report set out the evidence on the relationship between deprivation, low prior attainment and likelihood of teenage conception and maternity.

The research found that girls who are eligible for free school meals and girls who are persistently absent from school are more likely to become teenage mothers, both because they are more likely to conceive and because they are more likely to continue with their pregnancy. Researchers also found that girls who attend higher-performing schools are less likely to conceive, and that deterioration in academic performance between key stages 2 and 3 is associated with teenage pregnancy. Girls who make slower than expected progress during the early years of secondary school are significantly more likely to conceive, and to continue with the pregnancy after conception, than those who progress as expected.

Free school meals eligibility, persistent absenteeism and slower than expected academic progress during early secondary school can therefore be thought of as key individual risk factors associated with conceiving as a teenager and continuing with that pregnancy. That is exactly the sort of evidence-based research that we need to proliferate around the system so that those at local level can gain a much better understanding of what works.

As such research demonstrates, various risk factors are associated with increased teenage pregnancy rates, including educational underachievement. Schools can help all children to make better decisions in their personal life through high-quality teaching of personal, social, health and economic education. Unfortunately, time precludes me from rehearsing the many arguments of the past few weeks and months on the role of PSHE in equipping pupils with the knowledge and skills to make safe and informed decisions and in preparing them for adult life.

I think we can all agree that we want to equip young people and children with such skills. To achieve that, we need to ensure that PSHE is of the highest quality possible. That is why, with the support of the PSHE Association and after consultation with a wide variety of agencies and PSHE practitioners, we have produced a suggested programme of study, based on the needs of today’s pupils and schools. We have said that we will keep the issue under review, as we set out in our response to the report of the Select Committee on Education. We will do that in all seriousness, to ensure that as the hon. Member for Washington and Sunderland West rightly said, we provide children with the arsenal that they require to meet many of the harder challenges that life throws at them when compared with our own childhoods, and at a much younger age.

Much is going on in government, including the provision of support for children in care and care leavers so that they are ready and prepared for adult life. The number of mothers who were previously looked-after children has declined over the years between 2011 and 2015, but as my hon. Friend the Member for Telford reminded us, about 20% of female care leavers become teenage parents, so we need to do even more. That is why we have committed to deliver real reform of social care services. We have our £200 million social care funding programme, as well as the Pause programme, with funding from the innovation fund, which I urge hon. Members to look at carefully. Pause breaks the cycle for the many young mothers who have repeated pregnancies only to have the child removed from their care, which we need to stop in future.

Oral Answers to Questions

Edward Timpson Excerpts

Monday 7th March 2016 Commons Chamber

[James Cartlidge (South Suffolk) (Con)]

11. What steps the Government are taking to support the educational attainment of young people from disadvantaged backgrounds.

[The Minister for Children and Families (Edward Timpson)]

We are determined to deliver educational excellence everywhere so that every child reaches their full potential regardless of their background. That is why we are protecting the pupil premium at current rates for the duration of this Parliament, giving schools billions of pounds in additional funding to improve disadvantaged pupils’ attainment.

[James Cartlidge]

I thank my hon. Friend for that answer, and I very much welcome today’s announcement on fairer funding in schools, which many of us have campaigned for since our election. Does he agree that the best way to support pupils from a disadvantaged background in rural areas is precisely by having a national funding formula that is based on need, irrespective of where that need arises?

[Edward Timpson]

My hon. Friend has, in many ways, highlighted the basic principle behind our consultation on a new national funding formula—it is simply about fairness. The old system has for decades been too complex, convoluted and unfair, with even disadvantaged children being disadvantaged by it. This change is long overdue, and it cannot be right to have anything other than a needs-based system. That is what we want to implement, and we want to work with everyone to make sure that we make it happen.

[Fiona Mactaggart (Slough) (Lab)]

But the Minister will be aware that children in schools in which a high proportion of pupils are on free school meals are much less likely than they were five years ago to be able to be taught by a qualified teacher in art, dance, music or drama. Two thirds of professional parents pay for additional lessons in those subjects, but parents on lower wages are much less likely to be able to afford them. Are working-class kids going to be excluded from the creative subjects in our education system?

[Edward Timpson]

The right hon. Lady has an admirable track record of pursing the more creative side of school life—I admire her persistence in doing so—but right across the country many schools with strong heads are recruiting heads of music, dance and drama, and providing many other extra-curricular activities. We have a basic strong curriculum, which all children need to be taught, and we are supporting disadvantaged children through the pupil premium, the pupil premium plus and special educational needs reforms to ensure that they get the support that they need, and the rounded and grounded education we want for all children. We need to make sure that schools are making such decisions and strong heads know exactly how to achieve that.

[Martin Vickers (Cleethorpes) (Con)]

Coming from a disadvantaged background is just one reason for poor educational attainment, and in coastal communities such as my constituency, that is a particular issue. In addition to the national teaching service, what support is given to areas such as mine?

[Edward Timpson]

The national teaching service has been an important innovation in trying to ensure that we have a strong teaching workforce in all parts of the country, including my hon. Friend’s constituency. That is why we have made significant investment in those areas where recruitment has been more difficult in the past, such as in STEM subjects, among others. It is also why we continue to ensure that we pay the pupil premium to those schools so that, through the virtual school heads and other support, they are getting the standard of teaching they deserve.

[John Pugh (Southport) (LD)]

Will the Minister explain further how the new proposed national curriculum will cater for the needs of disadvantaged pupils? In particular, can he explain the following sentence in today’s written statement:

“For pupils with high needs, the local authority remains the right level at which to distribute funding”?

[Edward Timpson]

That is correct.

[Lucy Frazer (South East Cambridgeshire) (Con)]

On Friday, I had the opportunity to meet representatives of Blue Smile, a local charity in Cambridgeshire that makes provision for those suffering from mental health issues. I was told that many schools use their pupil premium for the services of Blue Smile to help to deal with mental health issues in their schools. Does the Minister agree that the provision of mental health services in schools to solve issues at a very early stage is crucial?

[Edward Timpson]

My hon. and learned Friend is right to highlight the importance of establishing as early as possible the underlying causes of a child’s ability or inability to learn in school, which can be a result of emotional and mental health issues. That is why some schools are being extremely innovative about how they access pupil premium money to offer individual support to those children so that they are able to be in the best space possible to learn to the best of their ability.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

We know that summer schools address educational inequalities among some of our most disadvantaged pupils, as well as helping to tackle holiday hunger, yet recent surveys show that 64% of schools are worried they will not be able to offer this vital intervention because of a Government cut sneaked out just before Christmas—that was perhaps not the kind of Christmas present that vulnerable pupils were hoping to receive from the Minister. With the attainment gap now wider than it was when the Prime Minister came to office, summer schools have proven very effective in helping to give disadvantaged children a good start at secondary school. Why are Ministers ignoring this evidence and scrapping funding for summer schools?

[Edward Timpson]

The hon. Lady raises an area of education of which I have seen some excellent examples. However, she must remember the backdrop against which we are taking the education system forward. We have protected funding, with more money going into primary and secondary education than ever before, as well as a protected pupil premium of £2.5 billion over the next year. We have a strong curriculum for primary school children so that they learn the basics and have the building blocks to ensure that they have a brighter future. It is for schools to decide how they can achieve that, but they have the money to make it happen.

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

12. What assessment she has made of the effectiveness of the schools admissions appeals process.

--- Later in debate ---

[Craig Tracey (North Warwickshire) (Con)]

T6. Virtual school heads are taking great steps in promoting the educational achievements of all children looked after by their local authority. Will the Minister join me in encouraging the progress of virtual school heads such as mine in North Warwickshire and ensure that they help to facilitate the entitlement to a good education for all children and young people in care?

[Edward Timpson]

I am more than happy to do so. The reason we put the role of virtual school heads on a statutory footing in the last Parliament is that they make a significant contribution, acting as the pushy parent promoting the educational progress and achievement of children in care by championing their needs and working closely with schools. Since March last year they have had responsibility for managing the pupil premium plus, which provides an extra £1,900 for every child in care to enable them to access the extra support that makes sure they can really fulfil their potential.

[Paul Blomfield (Sheffield Central) (Lab)]

T5. This morning I spoke to the headteacher of one of Sheffield’s best-performing secondary schools, which is in my constituency. The Secretary of State talks about the need for certainty in the funding formula, but that headteacher is deeply concerned by the uncertainty created by the lack of detail in this morning’s statement. Like all good heads, he plans in advance, and he is now recruiting for 2017, but he is unsure what his funding will be in that year. When can I tell him that he will know whether he is a winner or a loser as a result of the consultation?

--- Later in debate ---

[Edward Timpson]

I share the hon. Lady’s concern that a large number of children are still being placed out of area in residential care—although of course there are always exceptions to the rule where it is better for them to be so. That is why we have commissioned the independent review from Sir Martin Narey to look at residential care in the round of all care options for children. The review will include how we can have a better spread of residential care in terms of geography and types of care on offer so that children who do see this as their best possible route through the care system have a better prospect than they do currently.

[James Berry (Kingston and Surbiton) (Con)]

I welcome the consultation on a fairer funding formula, especially since it includes high-needs funding, which is underfunded in Kingston. What is my hon. Friend’s Department doing to support families navigating the new system in place for special educational needs provision?

[Edward Timpson]

One of parents’ biggest frustrations with the old SEN system was not knowing about, or finding it hard to access, the right support for their children. That is why I recently announced a further £80 million of support for the SEN reforms in 2016-17, including an additional £15 million for the independent supporters who act as catalysts for change in enabling families and young people better to navigate the system. Some 45,000 families have already benefited from that extra support.

[Ian Lavery (Wansbeck) (Lab)]

T10. Free school meals are a lifeline for many vulnerable families in my constituency, yet there are still too few families getting the benefit. Does the Minister agree that local authorities that have the data required to identify these kids should have an automatic, perhaps a statutory, obligation to do so?

Autism Sunday Campaign

Edward Timpson Excerpts

Wednesday 10th February 2016 Commons Chamber

[The Minister for Children and Families (Edward Timpson)]

I congratulate my hon. Friend the Member for Romford (Andrew Rosindell) on securing this important debate. He has afforded the House the opportunity to raise awareness of autism and mark Autism Sunday in Parliament, albeit on a Wednesday. As my hon. Friend has mentioned, Autism Sunday is an event with worldwide recognition, as well as being a permanent fixture in his own constituency. That is a fantastic achievement, of which Ivan and Charika Corea, who have grown the event since 2002, should be proud.

I commend Ivan Corea for his promotion of autism awareness in Romford through his work at the Frances Bardsley Academy for Girls, his role in creating FBA autism ambassadors and the #Iwill campaign, which I know well. Such local partnership working is vital if we are to change the lives of people with autism, to ensure that they achieve and lead fulfilling, happy lives. It was uplifting to hear about the incredible impact that Corea’s vision has had in and around Romford, and I am sure that it reverberates much further.

As we have heard, autism is a lifelong condition that affects how a person communicates and relates to people around them. As a result, people right across society, from school teachers and bus drivers to general practitioners, need to be aware of autism and what it means for those who live with it.

I will start by outlining the framework that is in place to improve the lives of people with autism. Since the Autism Act 2009, which was spearheaded by my right hon. Friend the Member for Chesham and Amersham (Mrs Gillan)—I thank her for reminding us that world Autism Awareness Week is from 2 to 8 April—the 2010 cross-Government autism strategy was updated by the “Think Autism” strategy in 2014 and new statutory guidance in 2015. The aim of all of this work was further to improve the care and support that local authorities and NHS organisations provide for people with autism.

“Think Autism” placed greater emphasis on involvement and awareness within the local community and on ways of looking differently at support and engagement. That is very much what is happening in Romford, as we have heard. It moved the original vision of the strategy on, including to an increased focus on areas such as young people, criminal justice and employment.

The reason we have kept up the momentum is that there is more to do to ensure that all those with autism get the help and support that they need. Last month, we published a progress report, which is designed to challenge local partners delivering a wide range of services, such as health, education, children’s services, adult services and transport to “Think Autism”. With over 500,000 people in England estimated to have autism, this was done for a very good reason: because it matters.

These organisations and services come into contact with people on the autistic spectrum daily. By engaging with them effectively, we can ensure that such people do not miss out on accessing services and support. By doing so, we can bring about a positive influence on their mental and physical health. That is why it is so important that the Department of Health is continuing to make autism a top priority for the NHS. The NHS mandate sets the priorities for the NHS, and signals what the Department of Health will hold the NHS accountable for. Next year, it will include an important call on the NHS to reduce health inequality for autistic people.

In launching “Think Autism”, we wanted to promote innovation and awareness, and we made available over £4 million to do just that. My hon. Friend the Member for Romford rightly argued strongly for a further drive on innovation in how we deliver services for people with autism. Until last year, the Department of Health ran an innovation fund of £1 million to promote innovative local ideas, services or projects that could help people in their communities. Forty-two projects were chosen, with a focus on people with autism who do not qualify for social care support. The projects focused on four key areas: advice and mentoring, gaining and growing skills for independence, early intervention and crisis prevention, and support into employment.

Some £3 million has been given out in capital funding to councils, so that they can make public spaces, such as inquiry offices and libraries, more autism-friendly, and provide IT and technology to make life easier for people with autism. For example, in the London Borough of Havering in my hon. Friend’s constituency, funding was allocated to improve autism-friendly safe spaces, allowing people with autism greater access to Romford town centre. I know that that is an opportunity that he would not want anybody to miss.

As a Minister in the Department for Education, I have a particular focus on the education of children and young people with autism. A key part of that are our recent fundamental reforms to the new nought-to-25, family-centred, outcomes-focused special educational needs and disability system. We have made changes to the law to ensure we provide the support that children and young people with special educational needs and disabilities require. The work I have seen so far, which is putting families at the heart of the process, is in many ways inspiring, but we know that we still need to do more to engender the culture shift necessary to achieve that end. I am pleased that we were recently able to announce an additional £80 million to boost support for children with special educational needs and disabilities during the next financial year to help to ensure that our reforms have real impact on the ground, including for children and young people with autism.

We are doing specific work to help to support children and young people with autism. First, we want to ensure that all education staff are able to recognise and support children with autism in schools. We have therefore funded the Autism Education Trust from 2011 to 2016 to provide training for early years, school and further education staff. To date, the AET has provided training for about 87,000 education staff. I know that the trust is aiming to reach the milestone of 100,000 trained staff this summer. I hope that I will be able to celebrate that achievement with it.

Secondly, we know that young people with autism can find dealing with change particularly hard, so it is important that they make a successful transition from school to post-16 provision. We have therefore funded the Ambitious about Autism charity from 2013 to this year to develop an innovative, integrated model of transition support. That model enables more young people with complex autism and learning difficulties to access further education and training beyond school, helping them more successfully to move on to adult life and work.

We know that a disproportionate number of children with autism are excluded from school. As a result, we have funded the National Autistic Society to provide families with information and advice on exclusion and alternative provision, and to support education professionals with advice and guidance on early intervention to reduce the risk of exclusion.

Finally in relation to children and young people, the expansion of the Government’s free schools programme has benefited many children with special educational needs and, specifically, with autism. Several specialist autism free schools have opened, including Church Lawton School, which is near my constituency in Cheshire. There are 11 more free special schools in the pipeline, of which seven are specifically for children with autism. That demonstrates the demand and desire of parents and charities that we meet that need and offer a truly outstanding education for autistic children.

[Jim Shannon]

I applaud the initiative that has been taken by Sunderland football club, although they are not my team, to provide a small room in the stadium where autistic children can go with their parents and enjoy the football match, without the noise that disaffects them. That initiative clearly helps autistic children. Would the Minister encourage other premier league football teams and, indeed, all football teams to do likewise?

[Edward Timpson]

I agree wholeheartedly with the hon. Gentleman. The Under-Secretary of State for Disabled People has worked hard with the premier league and football clubs to improve the facilities for and awareness of people with disabilities, whether they be physical, mental or otherwise, at football grounds. There is clearly more that can be done. Clubs such as Sunderland are taking the lead and showing what can be done. With a little bit of thought, as my right hon. Friend the Member for Chesham and Amersham said, we can go a long way. I encourage every club to look at what Sunderland are doing and to make such easy but important adjustments, so that they can fill the seats in their stadium, which Sunderland has struggled to do this season.

In addition to what we are doing at the Department for Education, my colleagues right across Government are thinking autism. They are doing more to raise awareness of autism and to provide support across a range of Government services. The National Autistic Society is doing excellent work in this area. We wish to support other charities in their endeavours through the strong partnerships that are needed.

The Department of Health has funded Autism Alliance UK to undertake an awareness campaign that seeks to dispel the myths around autism, which still exist all too readily, as well as to improve training, create employment and make reasonable adjustments in how everyday services are provided for people with autism. The alliance is working with local and national businesses, and with providers of services in the private, public and voluntary sectors. In my hon. Friend’s county of Essex, the awareness work has involved another football club, Colchester United, who are having an indifferent season, the Essex County Council equality and diversity service, and councillors in Chelmsford, so it is really starting to reverberate around Essex.

Autism Alliance UK is also working to improve knowledge and awareness of autism in the Department for Work and Pensions by, for example, building an autism network across Jobcentre Plus by training nominated autism leads, including work coaches and dedicated employment advisers.

To build knowledge and expertise among health professionals, the Department of Health has provided financial support to the Royal College of General Practitioners’ clinical priorities programme on autism, which is undertaking practical work on autism awareness and training for GPs. Health Education England has developed the online MindED portal, which contains learning resources for enhancing the effectiveness of working with children, young people and young adults who are on the autistic spectrum.

Last year, the Department of Health also provided funding to a number of organisations, including the British Psychological Society, the Royal College of General Practitioners, the Social Care Institute for Excellence and the National Autistic Society to upgrade their autism e-learning training tools and materials. Those tools will assist GPs, social workers, whom my hon. Friend the Member for Romford mentioned, clinicians and nurses. The intention is to enable the training to have a direct impact on the quality and effectiveness of the services they provide. As a result of building staff capabilities on autism awareness, there will be better outcomes for people with autism and their families.

The Ministry of Justice must play its part, too. It is working to achieve better awareness of autism in the criminal justice system, for victims, witnesses and perpetrators of crime. For example, my hon Friend the Minister for Prisons, Probation, Rehabilitation and Sentencing wrote to prisons last year to encourage them to apply for the National Autistic Society’s autism accreditation. Under the pilot, several prisons are currently in the process of working towards accreditation, and by October 2015 a further 20 prisons had expressed their interest.

Finally, Disability Matters is a Department of Health-funded e-learning tool to provide training in understanding and supporting the needs of people with a disability, and it will help those with autism, too.

As you can see, Madam Deputy Speaker, from this short summary, there is a raft of activity going on to ensure that, across Government, we are “thinking autism” and raising awareness, alongside other events such as Autism Sunday. Our mission is to help people with autism to fulfil their potential, to have full, happy lives and to live as independently as possible. I join my hon. Friend the Member for Romford in embracing Autism Sunday and the golden chance it gives us to raise these issues in Romford and beyond, and I look forward to working with him on this further as we continue to work to improve the lives of all those with autism in our society.

Question put and agreed to.

Oral Answers to Questions

Edward Timpson Excerpts

Monday 25th January 2016 Commons Chamber

[Lucy Frazer (South East Cambridgeshire) (Con)]

17. What steps the Government are taking to keep children safe online at school and at home.

[The Minister for Children and Families (Edward Timpson)]

Schools, internet providers and parents all have a role to play in keeping children safe online. All schools must have regard to the statutory guidance, “Keeping children safe in education”, when carrying out their duties to safeguard and promote children’s welfare. Every school is required by law to have measures in place to prevent all forms of bullying, including cyber-bullying, and e-safety has been a statutory requirement in the computing curriculum since September 2014.

[Lucy Frazer]

I am very grateful to the Minister for that response because this is key. The Education Committee recently heard from a number of children in care, who raised the issue of the internet and safety on the internet, particularly in relation to self-harm. We heard that when someone types “self-harm” into Tumblr, they get a message of support and are directed to particular websites that will help them. Will the Minister encourage other social media sites to do the same?

[Edward Timpson]

My hon. and learned Friend is right to push on this issue. We encourage, and will of course continue to encourage, social media, search engines and blogging sites to help to signpost vulnerable users, including children in care, to accessible sources of information and support through the UK Council for Child Internet Safety board and elsewhere. Most schools filter content and monitor children’s internet usage to protect them from harmful websites, but not all of them do so. That is why we are consulting on requiring all schools to use filters and monitoring systems, so that we can be confident that all children are kept safe online as well as off.

[Anna Turley (Redcar) (Lab/Co-op)]

18. What discussions she has had with education providers on reviews of post-16 education and training.

--- Later in debate ---

[Nigel Huddleston (Mid Worcestershire) (Con)]

T6. Will the Secretary of State join me in encouraging schools in my constituency and right across the country to participate in Clean for the Queen from 4 to 6 March this year and help to tidy up their local communities ahead of Her Majesty’s 90th birthday?

[The Minister for Children and Families (Edward Timpson)]

What an invitation! Just as my hon. Friend has the Litter Free Evesham campaign in his own constituency, so we have the Crewe Clean Team and Nantwich Litter Group in mine and they do fantastic selfless work. They set an excellent example to schools and others, all of whom, I am sure, would be delighted to get involved with the Clean for the Queen campaign. As we know, through the National Citizens Service, social action is a wonderful way for young people to build those all-important character traits—respect, motivation and community pride.

[Paula Sherriff (Dewsbury) (Lab)]

T2. St John’s infant school in my constituency is struggling to obtain support for its breakfast club because eligibility is now linked to pupil premium funding. With free school dinner already provided for all pupils, there is no incentive for parents to apply for the premium, despite the vast majority of pupils coming from some of the most deprived areas in the country. Will the Minister take action to ensure that children from deprived backgrounds do not lose out on breakfast because they have lunch?

--- Later in debate ---

[Nigel Mills (Amber Valley) (Con)]

T10. Many headteachers in Amber Valley report that they have real problems supporting pupils who are keen to learn but who suffer from chaotic home lives. What more can the Government do to help headteachers in that situation so that they do not end up being a co-ordinator of a social services operation?

[Edward Timpson]

My hon. Friend raises an important question that many schools raise on how they ensure that every child is in the best possible place at home so that they can learn at school. He will know that the troubled families programme during the last Parliament, which turned around 99% of the 120,000 families, was extremely successful in supporting schools with those difficult families. We now have a more ambitious programme over the next five years involving 400,000 more families, including in the Amber Valley, to ensure that they get the support they need so that their children can go to school to learn and make a good future for themselves.

[Rachael Maskell (York Central) (Lab/Co-op)]

T8. Becoming an adoptive parent or a kinship carer marks a lifelong commitment to a child, and yet social services do not have that ongoing obligation to parents. Will the Minister urgently review the long-term support available to parents and kinship carers and fund that vital provision?

[Edward Timpson]

The hon. Lady will know that, through the work we did in the last Parliament, support for kinship carers through the family and friends guidance has set out very clearly the expectations on local authorities. Through the review of special guardianship orders, we have looked at the support that is needed post-placement for children who find themselves in that type of arrangement. Part of our overall strategy that we set out last week on children’s social care shows the ambition we have to ensure that every child gets the support they need, whatever the type of long-term placement they happen to be in.

[Several hon. Members rose—]