Children of Alcoholics

Debate between Edward Timpson and Gavin Shuker

Tuesday 24th November 2015 Westminster Hall

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

As ever, it is a pleasure to serve under your chairmanship, Mr Hollobone.

I congratulate the right hon. Member for Birmingham, Hodge Hill (Liam Byrne) on securing this important debate, and even more on the manner in which he introduced it and his courage in speaking out about his experience with his own family. It is a testament to him that his determination to give a voice to the many thousands of children who find themselves in a similar predicament has led to today’s debate—and, I am sure, to many conversations in the coming weeks and months. I read about his dad, Dermot, this morning. I listened to the right hon. Gentleman talking about his dad’s life and how he inspired him to enter the world of politics and make the world a better place. I also heard about the ongoing anguish that his father’s battle with alcoholism caused him, which will inevitably still affect him today. But there is no shame in that whatever—absolutely none.

I am really pleased that the right hon. Gentleman made the decision to speak up today and put on the record his desire to ensure that, from here on in, those children out there will feel more able to deal with the consequences of living in such a family environment. Even more important is his desire to prevent the problem from even happening in the first place. To that end, I look forward to working with him and the organisations that have helped him to prepare for this debate, so that we can take stock of both the progress that has been made and where there are shortcomings and a lack of understanding. There is sometimes a lack of encouragement to those out there who still feel very much unable to let others know of the suffering that they are having to deal with day after day.

[Mr Gavin Shuker (Luton South) (Lab/Co-op)]

I salute the bravery of my right hon. Friend the Member for Birmingham, Hodge Hill (Liam Byrne) in introducing this debate. On the Minister’s point, will he ensure that all educational professionals have the appropriate training for when a child might disclose something to them? Many alcoholic parents are very concerned about losing their children, so will seek to involve them in the secret to try to prevent their child from being taken into care. The Minister is from the Department for Education, so will he look at whether all educational professionals are suitably trained for disclosure?

[Edward Timpson]

That is hugely important. It is not a surprise to me that one of the top three points that the right hon. Member for Birmingham, Hodge Hill wanted me to address was the fact that it is the professionals who interact with children daily who are best placed to try to spot the signs and act on them sooner rather than later. In that way, children who have nowhere else to turn will receive timely and sympathetic support, backed by the knowledge of that professional about what works and how they can help the child and their family to turn the corner—knowledge that has so often been lacking in the past.

I am conscious that I have only five minutes in which to address all the right hon. Gentleman’s extremely well-made points. We must base any response on the premise that every child has a right to grow up in a safe and secure environment. Parents play a crucial role in how their children develop and behave. Of course, parents should act as role models for their children, but we recognise that parental alcohol dependency is a disease that affects many parents. It can limit their parenting capacity, which can have serious consequences for their children.

Rather than read out the response that a Government Minister might normally give to this sort of debate, I shall discuss how my own experience reflects what the right hon. Gentleman said and why I, too, am determined to join him in trying to do more and to do right by the children who still have to live in such circumstances.

I grew up in a family who fostered many children, of whom a large proportion, including one of my adopted brothers, came from a home in which alcohol misuse had been a regular feature. We cannot underestimate the lifelong impact on such a child, who, whether for a short time or a much longer period of their childhood, has been trapped in a cycle. They learn behaviour that they find difficult to avoid later in life, which creates that cycle between generations, and they often witness violence and conflict and feel a sense of isolation. To try to unravel all that is a huge task for anyone. If we superimpose on to that the scale of the problem, irrespective of the progress that has been made on the public health agenda and reducing alcohol dependency, we will see that huge problems further down the line are being stored up for future generations.

In both the private and public cases I dealt with in the family courts, alcohol was often a feature; as the right hon. Member for Don Valley (Caroline Flint) rightly said, it was sometimes a feature in families of whom the overriding public impression was that alcohol would not be at the heart of their problems. On the surface, these are functional families, but underneath there are serious issues that need to be addressed. To that end, notwithstanding that this is a complex issue that transcends the work of many Departments, the Government have a role, because there is commonality: a shared ambition to ensure that no child should be left behind in our determined efforts to try to tackle the problem.

I will look very carefully at the 10 points raised by the right hon. Member for Birmingham, Hodge Hill and undertake to talk to ministerial colleagues, particularly in the Department of Health, about how we raise public awareness of parental alcohol dependency in a similar way to how we have raised awareness on smoking. I am happy to meet the right hon. Gentleman, along with representatives from many of the excellent organisations that have come together to help him in both a personal and professional capacity to prepare for this debate, so that we can pull together our collective understanding of what is being done and where we continue to fall short.

Much of the work that we are doing on the social work reform agenda, and on how we equip teachers and other educational staff to understand the presentation of children from a family in which alcoholism is a problem, is going to be key to unlocking this taboo that sometimes remains. If we are honest, we all know of someone in our own family or immediate circle of friends, or certainly in our social network, for whom this is a feature in their lives.

We should not pretend that there is an easy way of trying to make changes happen, but, on the back of the right hon. Gentleman’s public push to galvanise the work already being done in many places around the country, we have a real opportunity to ensure that responses are more consistent and that we start to reduce some of the anomalies we see in different local authorities. As my hon. Friend the Member for Central Suffolk and North Ipswich (Dr Poulter) said, there should be a much more joined up approach so that families who feel unsupported and children who feel lonely no longer have that as a central feature of their lives. We must use some of the innovation out there to ensure that the work we do in future really does make a difference.

Question put and agreed to.

Resolved,

That this House has considered support for children of alcoholics.

Co-operatives in Education

Debate between Edward Timpson and Gavin Shuker

Wednesday 23rd October 2013 Westminster Hall

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

[Gavin Shuker]

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

[Mr Timpson]

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

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