Teaching Quality

Elizabeth Truss Excerpts

Wednesday 29th January 2014 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

As always, we have had an amusing speech from the hon. Member for Cardiff West (Kevin Brennan), but it reflects an alternative universe, mainly informed by briefings from the National Union of Teachers.

Under this Government, we have seen a huge improvement in the standing and attractiveness of the teaching profession, which is absolutely where it should be. New people are being attracted to teaching in droves. We now have one of the youngest teaching work forces in the developed world, with the exception of Indonesia and Brazil. Three-quarters of new teachers entering the profession either have a first or a 2:1 degree, which is the highest since records began. Teach First is now the largest recruiter of graduates in our country, and the programme has quadrupled. We are also extending it to more areas of the country and into early years. We all agree that teaching quality is the No.1 factor in education, and we are determined to raise standards, which is why we have improved the skills test, making it harder to pass. We have limited the number of re-sits that teachers can take. We are paying bursaries and scholarships up to a value of £25,000 in subjects such as maths, physics and chemistry. Last year, we recruited a record number of physics trainees.

What the Opposition are saying about the freedom to hire non-QTS teachers is a complete red herring. There are actually fewer teachers without QTS now than there were under Labour. If it was such a big issue for Labour MPs, why did they not do anything about it in their 13 years of government? There is also little difference between academies, where 96% of teachers are QTS, and maintained schools, where 97% of teachers are QTS. As the Chairman of the Education Committee said, there is simply no evidence that that is a problem in our system. We recognise the importance of empowering head teachers to enable innovation to take place. We do not believe in central diktat and box-ticking, which is what we had under the previous Government. That is why we are reforming teacher pay and conditions and giving schools and head teachers the ability to reward good performance with performance-related pay, although there does not seem to be much agreement on the Opposition Benches about whether that is a good idea.

We can see that schools are using their freedom to do things differently. In the constituency of my hon. Friend the Member for Norwich South (Simon Wright), the Sir Isaac Newton free school, which offers maths and science for 16 to 18-year-olds, has hired a psychology lecturer from the university of East Anglia to teach seminars that introduce students to complex concepts and research. That is only possible because they can hire that person even though they do not have QTS. Many schools are using subject expertise to find the extra people that they need.

I agreed with the hon. Member for Liverpool, West Derby (Stephen Twigg) when he said that there had been too much centralisation and too much of the “invented in Whitehall” mentality. That is why we have put in place a school-led system and why we have had 50 teachers over in Shanghai learning about CPD, peer research and open-door policies from their colleagues in the teaching profession. That is why we are interested in the idea of the royal college of teaching. It must be independent and we would consider funding a good proposition, but the important thing is that it must be school-led and head teachers must be empowered to make the decisions.

Under the previous Government, we had an approach that decided that Whitehall and the Secretary of State knew best. We had centrally driven initiatives, such as the national strategies, that included chunking and told teachers how they should teach. Rather than empowering teachers, they deskilled them. As the shadow Work and Pensions Secretary has said, that led to shocking levels of English and Maths among jobseekers.

In PISA 2012, England showed no improvement in maths or reading during Labour’s period in office. Adult skills among the young people who are leaving school now are better than those for the generation who are retiring. The only good idea the Opposition had in government—academies giving head teachers more freedom—is the idea that they are keenest to deny when it comes to the crunch. The success of these schools shows the importance of freedom within a strong framework of accountability. We have already seen huge improvements since 2010, and 250,000 students are no longer in underperforming schools. We have seen a 60% increase in students taking rigorous English baccalaureate GCSEs. I know that the hon. Member for Stoke-on-Trent Central (Tristram Hunt) supports them and I welcome a new pronouncement on that.

The Opposition should not be seeking to undermine those freedoms that deliver better outcomes for our young people. I urge Members to vote for the amendment, which continues the programme we have developed to allow schools and head teachers to decide how best to organise and run their schools. The whole issue of QTS is a red herring. There were more unqualified teachers in schools under Labour than there are now. In fact, the number of teachers without QTS in academies has halved since 2010.

The Opposition’s evidence is baseless and they need to think again about their policies, which will simply involve implementing more box ticking across the country.

Question put (Standing Order No. 31(2), That the original words stand part of the Question.

School Governing Bodies

Elizabeth Truss Excerpts

Monday 6th January 2014 Ministerial Corrections

[Alex Cunningham]

On the question of accountability, does the Minister share the view of the hon. Member for Stroud (Neil Carmichael) that parents should be able to sack their governing bodies? Assuming that she does agree, should that apply to academies and free schools as well?

[Elizabeth Truss]

I am not sure that that is exactly how my hon. Friend the Member for Stroud (Neil Carmichael) put his point. It is down to Ofsted to identify weak governing-body performance. Ultimately, it is the decision of either the Secretary of State or the local authority to replace that governing body with an interim executive board, should it not be doing what it is meant to be doing.

[Official Report, 5 December 2013, Vol. 571, c. 350-1WH.]

[Mr Graham Stuart]

Will the Minister spell out how the powers of the Secretary of State and local authority to act if governance is failing differ between maintained schools and academies?

[Elizabeth Truss]

I will come to that point later in my comments, but in essence, the governing body in both cases can be replaced with an interim executive board.

[Official Report, 5 December 2013, Vol. 571, c. 352WH.]

Letter of correction from Elizabeth Truss:

Errors have been identified in the responses provided during the Westminster Hall debate on school governing bodies.

The correct responses should have been:

[Elizabeth Truss]

I am not sure that that is exactly how my hon. Friend the Member for Stroud (Neil Carmichael) put his point. It is down to Ofsted to identify weak governing-body performance. Ultimately, should a governing body not be doing what it is meant to be doing, the Secretary of State, or the local authority, with the consent of the Secretary of State, has the power to replace that governing body with an interim executive board.

[Elizabeth Truss]

I will come to that point later in my comments, but in essence, the governing body of a local authority maintained school can be replaced with an interim executive board.

Oral Answers to Questions

Elizabeth Truss Excerpts

Monday 6th January 2014 Commons Chamber

[John Howell (Henley) (Con)]

5. What progress he has made on encouraging the take-up of academic subjects at GCSE and A-level.

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

Since this Government took office, we have seen the number of students taking EBacc subjects, core academic subjects, rise by 60%. We are also seeing record numbers of students taking maths and science at A-level, which is good news because those are the subjects that universities and employers want to see students study.

[John Howell]

I want to raise with the Minister the issue of academic subjects, and languages in particular. I am glad to hear that the introduction of the EBacc has reversed the decline, but what is she doing to ensure continued success?

[Elizabeth Truss]

I agree with my hon. Friend’s concerns. Under the previous Government, we saw a drop in compulsory languages in 2004 and a decline in the numbers of students taking languages. Over the past year, we have seen a 14% rise in the number of students taking languages at GCSE, and we expect that to feed through to A-level. From this September, we are introducing compulsory languages from the age of seven, so that all our children get the experience of learning languages and are able to build up a level of fluency that will help them in their future careers.

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

Does the hon. Lady agree that where it is right for a young person to pursue academic subjects it is good that they do so, but many young people in our schools are never given a full choice and the option to do more practical subjects? Is that not part of the reason why the excellent report “One System, Many Pathways” by the Skills Commission, which I co-chair, should be looked at closely by her Department?

[Elizabeth Truss]

I think it is good for students to be doing both academic and practical subjects. In countries such as Germany and Poland, which have improved their programme for international student assessment— PISA—scores, all students do a core of academic subjects, including languages, sciences, history and geography, until they are 16. It is an important principle that students need to do both, because that is what will help them to get good jobs when they leave school.

[Mr Nick Gibb (Bognor Regis and Littlehampton) (Con)]

Given that the new primary maths curriculum no longer includes the chunking method in division calculations, will the Minister confirm that the revised key stage 2 assessments in maths will give credit for a pupil’s working only when the traditional long or short division methods are used, and not when the discredited chunking method is used?

[Elizabeth Truss]

First, I pay tribute to my hon. Friend for all the work he did on the maths curriculum, which is now a world-leading one. Some of our teachers recently went to Shanghai to see how maths is taught there, and they found that Shanghai is three years ahead of England in this regard. One thing they noticed was that the chunking method is not used in Shanghai—long division is used instead. When those teachers brought that back to England, pupils said, “This method is great. Why aren’t we doing this? This long division is much easier than the confusing strategies we have been taught.” So I can say that when we introduce the standard assessment tests with the new national curriculum, chunking will not be rewarded in method marks—long division will.

[Ms Diane Abbott (Hackney North and Stoke Newington) (Lab)]

On the take-up of academic subjects at GCSE and A-level, does the Minister accept that we should all be careful about making a direct link between educational underachievement in our coastal towns and part of East Anglia, and recent high levels of eastern European migration, because there were educational challenges in those areas long before eastern Europeans showed up and children of immigrant descent can be some of the most aspirational in our schools system?

[Elizabeth Truss]

I absolutely agree with the hon. Lady. I certainly notice in schools in my Norfolk constituency that emigrants from Poland have helped to improve results in some subjects, and I completely disagree with her leader, the shadow Secretary of State, in respect of making implications about the impact of migrants on academic performance.

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

6. What plans he has for future funding for students in the further education sector; and if he will make a statement.

--- Later in debate ---

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

9. What steps his Department is taking to tackle the rising costs of child care.

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

First, we are increasing the supply of child care to bring down costs, reversing the decline in childminders by giving top childminders automatic access to Government funding, enabling the creation of childminder agencies which will be a one-stop shop for parents and childminders, and getting better value out of school sites by encouraging schools and nurseries to open from 8 am to 6 pm to support working parents. Secondly, we are supporting parents with costs through tax-free child care, which will be available from next year and give working parents up to £1,200 per child.

[Barbara Keeley]

Despite budget cuts of £100 million since 2010, Salford council is aiming to provide 25 hours of nursery care for our three and four-year-olds. This extra funding for our nursery schools will make a great difference to hard-pressed families. However, 56 out of 76 schools in Salford will lose out from September because of Government changes to their funding allocations. Why are the Government acting to undermine the attempts we are making in Salford to support our hard-pressed parents who need child care?

[Elizabeth Truss]

I assure the hon. Lady that we are in fact increasing spending on early intervention and child care across the country. We have increased early intervention spending from £2.1 billion to £2.5 billion, and we are increasing the funding for two, three and four-year-olds as well. The reality is that under this Government the costs of child care have stabilised, whereas under the previous Government they went up by over £1,000 a year.

[Chloe Smith (Norwich North) (Con)]

I welcome my hon. Friend’s urgent drive to ensure that parents get the places to which their children are entitled. I welcome it in Norfolk, where £33 million is allocated for more school places. I also welcome it in terms of child care, for which 500 more two-year-olds in my constituency will be eligible. Will she join me in getting more information to parents on how they can access that flexibly?

[Elizabeth Truss]

I completely agree with my hon. Friend. We are keen that school nurseries, which typically operate two sessions a day, do it more flexibly to help to support working parents so that they can take up three five-hour slots a week that may fit in with their part-time jobs. At the moment, too many school assets are empty between the hours of 3 pm and 6 pm or before school. We can use them better and get better value for money.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

Given that under the hon. Lady’s Government the cost of child care has risen by 30%, or five times faster than wages, and by a staggering £304 on average in the past year alone, what help with these costs is she providing to parents during this Parliament?

[Elizabeth Truss]

The hon. Lady is cherry-picking her statistics. Many studies show that costs have stabilised under this Government, and they are in line with inflation. Her colleague in the House of Lords, Baroness Hughes, admitted that she got it wrong when Labour was in power, when costs went up by £1,000 a year. We have upped the amount of free child care for three and four-year-olds from 12 and a half hours a week to 15 hours a week, supporting hard-working families, but we are not making unfunded promises such as spending the bankers levy 11 times.

[Mary Macleod (Brentford and Isleworth) (Con)]

I congratulate the Minister on what this Government have done on child care. There have recently been proposals for universal child care. Will she give an estimate of the costs that that might entail?

[Elizabeth Truss]

The Department for Education has worked out that universal full-time child care for children aged one to four would cost £18 billion.

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

10. What assessment he has made of the findings of the recent PISA report as they relate to England; and if he will make a statement.

[Mr Adrian Bailey (West Bromwich West) (Lab/Co-op)]

15. What assessment he has made of the findings of the recent PISA report.

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

The PISA results for 2012 showed that England’s performance has stagnated in the league tables, with no improvement over the entire period of the previous Government’s time in office. In contrast, Germany and Poland reformed their education systems and saw a significant improvement in their results, and east Asia also moved ahead. That is why this Government are learning from the success of those other countries by increasing school freedom and accountability and focusing on core academic subjects.

[David T. C. Davies]

The PISA results also showed that things in Wales have not only stagnated, but gone backwards, and that educational standards in England are still far higher than they are in Wales, where the Welsh Assembly’s Labour Minister recently had to make a fulsome apology on the front page of the Western Mail for his party’s abysmal failure. Why does my hon. Friend the Minister believe that educational standards in England are so much higher than those under the Labour-run Welsh Assembly?

[Elizabeth Truss]

My hon. Friend is absolutely right and the Welsh Minister was right to apologise for letting children in Wales down. The reality is that the Welsh Government caved in to the unions and abolished national tests and league tables, and their results in maths have plummeted to lower than 40th in the PISA tables. That shows how vital it is that we increase accountability in this country and keep up the pace of our reforms to make sure that we push ahead like countries such as Germany and Poland, rather than fall behind like Wales.

[Mr Bailey]

The PISA report emphasised the potential benefits of raising standards through collaboration between schools. The 2010 teaching White Paper committed £35 million to school collaboration. Why has that commitment not been fulfilled?

[Elizabeth Truss]

We absolutely encourage collaboration, which is one of the reasons why we sent 50 teachers over to Shanghai to see how they do things there and to put that in place in our classrooms. We have already seen the results in some of our schools in England, including improved practice in the classroom and improved teaching results.

[Simon Wright (Norwich South) (LD)]

11. What steps he has taken to raise the attainment at school of children from less affluent backgrounds.

Children’s Centres (Dudley)

Elizabeth Truss Excerpts

Wednesday 11th December 2013 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

I congratulate my hon. Friends the Members for Stourbridge (Margot James) and for Halesowen and Rowley Regis (James Morris) on their excellent work, first, in securing today’s debate on this important topic, and secondly, in stopping the closure of those children’s centres in Dudley. My hon. Friends’ work seems to have had the desired effect, so parents and children in Dudley will continue to benefit from the excellent services of local children’s centres.

Children’s centres provide a vital service to parents and families. As my hon. Friend the Member for Stourbridge pointed out, even though our financial position is not good due to our inheritance from the previous Government, we have increased funding for early intervention over the period of this Government. In Dudley we have been able to increase the level of investment in early intervention from £12.7 million to £13.1 million. We have done that because children’s centres and the associated early years services that local authorities provide are so important.

The early intervention grant comes from the budget of the Department for Communities and Local Government, and money for funding for two-year-olds comes from the direct schools grant. We want local authorities to use that money as flexibly as possible to make sure that the maximum amount of funding gets through to the front line to provide services in the way that parents and children want.

My hon. Friend made some interesting points about types of support given by children’s centres, and the idea of universal support versus targeted support. It is important that all parents feel that they can access a local children’s centre. That is the only way we are going to identify families that might have a particular need. She pointed out that although that could be because of socio-economic reasons, there are other reasons why such services might be useful.

Children’s centres are also a useful way of linking a whole community. As a young mother—well, perhaps not so young—I attended the post-natal group at my local children’s centre and found it a really useful way to meet other local parents. Many people have been through similar experiences and really value them.

The Department for Education has recently issued guidance to local authorities, making it absolutely clear that they should ensure that

“a network of children’s centres is accessible to all families with young children in their area”,

and that

“children’s centres and their services are within reasonable reach of all families with young children in urban and rural areas, taking into account distance and availability of transport”.

The guidance also states that

“together with local commissioners of health services and employment services”,

local authorities should

“consider how best to ensure that the families who need services can be supported to access them”.

[James Morris]

On the subject of statutory guidance, local authorities are under a statutory duty to consult on matters such as these. In the case of Dudley there is a peculiar situation whereby the leadership of Dudley council has withdrawn the original proposal but is continuing to consult on it. One concern is that the council might use the results of that consultation to revise the proposals. Does the Minister agree that it is important that if Dudley council comes back with a revised proposal, it should have to consult again, and should not be able to use the contents of a consultation that is still going on, despite the fact that the council is saying it is withdrawing the proposal?

[Elizabeth Truss]

My hon. Friend makes a good point. I will look into the specific position of Dudley council. We are clear in our guidance, however, that the starting point should therefore be a presumption against the closure of children’s centres. That is an important part of our guidance, because having a wide network is important, so that parents are able to access a children’s centre near their home. Other research by the Department for Education suggests that parents are not willing to travel great distances for early years services, as obviously, with young children it can be difficult to travel long distances. That is why we have a presumption against the closure of children’s centres. In fact, less than 1% have been closed since the start of this Parliament, and new centres have been opened.

I also commend the points made by my hon. Friend the Member for Stourbridge on joined-up services and how important it is that families and children have a joined-up service and experience. Too often, people have to go to different locations for antenatal classes, health checks or parenting classes. Would it not be better for all those services to be on a single site? I went to see some excellent children’s centres with my hon. Friend the Member for Watford (Richard Harrington) recently. We saw an on-site midwife who was able to give people advice pre-birth, and stay-and-play sessions and parenting classes were taking place on the same site. Other centres have also done birth registration on site, which is often far more convenient than going to the registry office and helps parents to access a children’s centre. That is something local authorities should be looking at. I am speaking to the Local Government Association about that at the moment.

Some children’s centres provide child care on site, although that amounts to less than 1% of total child care in the country. Centres also provide access to child care through other routes, such as local schools and school nurseries, which provide 30% of child care, as well as private and voluntary sector providers and local childminders. I am pleased that children’s centres are involved in our new trial of childminder agencies, and are providing some training to and support for childminders. We want to see more locally integrated networks of services, so that parents who go to children’s centres have a clear steer on what is available locally and where they can get support and help—a one-stop-shop vision.

The Department for Communities and Local Government is supportive of that vision. It has created a £75 million transformation fund, to which local authorities can submit bids. When I met my hon. Friend the Minister for Local Government recently, he said that there had not been many applications for children’s services, but we want more integration between health and children’s centres. My hon. Friend the Member for Stourbridge said that in 2015 more of those responsibilities will be devolved locally, so that seems an ideal opportunity for local authorities to consider co-locating services and making them much more integrated and parent-friendly.

[Margot James]

Does the Minister agree that the more that services are co-located and brought together, the more sustainable the whole children centre model is in the long term?

[Elizabeth Truss]

My hon. Friend makes an extremely good point and she is absolutely right. She mentioned the Hob Green primary school and its improvement in outcomes from having a children’s centre on site. Some 50% of children’s centres are located on school sites and we are encouraging schools and children’s centres to work more closely together. That, again, is an excellent model.

Children’s centres can be based in schools and health services. That will vary according to area, but we give local authorities freedom to decide exactly how the configuration might work. Services in rural areas where there may be more child minders, for example, may be different from those in densely populated urban areas. The overall idea is that children’s centres should be accessible for local families and provide a gateway to other services.

A record number of parents—more than 1 million, for the first time—use children’s centres. That shows their popularity and massive success, which we should celebrate. My hon. Friend referred to the early years foundation stage and said that she has seen improvement in outcomes as a result of children’s centres.

Another major focus for the Government is the quality of early years provision overall. This year, we have seen a record number of people going into the early years teacher programme—a 25% increase on last year—and that is good news. All those programmes are about improving the attainment gap and outcomes for children. We have a large outcomes gap in this country between children in lower and higher income families, and we know that much of that gap has developed by the age of five. These services are vital and combine to create the best outcomes for children.

We want local authorities to be creative in developing services and thinking about the parent and child being at the centre of services rather than in the configuration of different parts of the health and education system. Services must be parent-friendly. Children’s centres have shown that they are parent-friendly and the fact that more than 1 million families use them is fantastic news.

I am keen to discuss further with my hon. Friend and her colleagues how we can help councils such as Dudley put together applications for the transformation fund, how to look at best practice throughout the country—centres in York are registering births at children’s centres, for example—and how to spread those best practice models more widely.

The Government have funded the Early Intervention Foundation, which is looking at research into best practice so that that can be disseminated more widely across children’s centres and we can ensure that all children’s centres understand the best way of working with parents and improving outcomes for children.

I congratulate my hon. Friend on her interest in the subject, and the clear progress she has already made in Dudley. It sounds from the comments of my hon. Friend the Member for Halesowen and Rowley Regis that more can be done under the current proposals. Let us ensure that as much as possible of the Government’s funding is spent on high-quality, front-line professionals working with parents and children.

Question put and agreed to.

Mindfulness in Education

Elizabeth Truss Excerpts

Tuesday 10th December 2013 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

I congratulate the hon. Member for Vale of Clwyd (Chris Ruane) on securing this debate. His speech, drawing on his experience as a teacher, was interesting and informative and he highlighted some worrying facts about the mental health of our children and young people. He painted a vivid picture of the age of anxiety in which we live, whether that is as a result of the constant pummelling of modern media such as Twitter and Facebook and advertising, or the sheer pace of modern life that we all experience. He talked about the Red Queen from “Alice’s Adventures in Wonderland,” and I think many of us often feel like the White Rabbit, rushing around from one thing to another. I recognise the issues he raised and the picture he painted of the way life is now.

The Department for Education certainly agrees that children learn better and achieve more when they are thinking clearly, and the ability to focus on the matter in hand and to ignore potential distractions is an important factor in being able to learn and focus. The hon. Gentleman talked about the ability to sit still, be curious and be willing to learn, which we need at every stage of our education system. I absolutely agree with that.

I also agree with the hon. Gentleman’s comments on the number of exams, particularly external exams, that students are sitting. We have moved to a linear course for A-level to remove the necessity for students to sit another exam at 17. We have moved to linear exams for GCSEs, too, because children were taking external exams every term. We want young people to have an opportunity to learn in depth, to think about what they are studying and to enjoy it. Rather than the end always being the exam, the end should be learning in school.

I challenge what the hon. Gentleman said about the PISA results, which varied between the countries of the United Kingdom. Wales did significantly worse than England. England’s results have stagnated over the past 15 years. We do not think that is good, which is why the Government are reforming the education system and considering examples such as Poland and Germany, where results have successfully been improved. I agree with him about the importance of young people being exposed to entrepreneurship in schools, which could help to build character resilience and all the other characteristics we want to see in our young people.

It is worth briefly discussing the new curriculum, which is being introduced in September 2014. It is a lot slimmer than its predecessor, which means more time for teachers to teach in different ways and to introduce concepts such as mindfulness to their students if that is the best way of getting messages across. I like to say that the Government have put the trellises and pathways in the garden, but it is for the teachers to plant the seeds and grow the plants. That is not something we can do from Whitehall.

Students’ mental health and well-being is of course an important part of their learning process in order to ensure that they are doing well. Mindfulness has been used in schools and is often taught in combination with other relaxation and self-management techniques. Some early indications suggest that such approaches can help pupils to control stress and anxiety, pay attention and develop social skills, and can improve teacher-pupil interactions and enhance academic performance. I support the sharing of good practice and ideas that help pupils to achieve more. I also believe that the best way for schools to find out about what works is from the successes of other schools in similar circumstances. I would like to hear from the hon. Gentleman and interested colleagues about positive examples of schools that are using mindfulness and finding it a successful approach.

[Chris Ruane]

Would the Minister accept an invitation to see mindfulness in action in a school in her constituency, if one is available, or perhaps here in London?

[Elizabeth Truss]

The hon. Gentleman makes an interesting proposal, which I will consider along with the meeting request, but I certainly am interested in understanding more about how mindfulness works in practice. I would therefore like to accept the offer.

As I mentioned, we have given schools the freedom to decide which external programmes they use to deliver their curriculum. I am keen to get across the point that, while the curriculum is being implemented by schools over the next six months, they do have the freedom to try new approaches and to do things differently, in a way that they feel is beneficial for their students.

Ofsted has made it clear that it expects schools to look at the whole child, and will focus inspections on outcomes. Together with a slimmed-down curriculum, that gives schools more freedom to add skill and character-building activities, promoting children’s wider well-being. If a school thinks that the mindfulness programme is suitable, it has the ability to make that choice.

Many schools commission their own pastoral and counselling support for their students, and school counselling to support young people is already widespread. A recent survey estimated that between 60% and 85% of English secondary schools provide access to counselling, which equates to between 50,000 and 70,000 sessions a year. The hon. Gentleman mentioned the Department of Health, which issued in July 2012 a document entitled, “No health without mental health: implementation framework”, which described the role of schools and FE colleges as understanding the link between emotional well-being and achieving good educational and life outcomes. Teachers are not expected to stand in for mental health professionals, but schools should have a whole-school approach to developing pupils’ well-being and resilience.

I am doing much work with the Department of Health to ensure that our programmes are more joined up in all areas, including schoolchildren’s mental health and our early years programme. The hon. Gentleman referred to the fact that the abilities to sit still, be curious and be willing to learn are often developed at an early age. We need better co-operation between the Department for Education and the Department of Health. Children’s centres, where health and education professionals are on the same site providing guidance to parents and helping young children, work well to help to develop such skills.

The hon. Gentleman mentioned teacher training. Although initial teacher training is important, so is professional development while teachers are in schools. We are keen to see greater professional development and to see head teachers take on more responsibility over time for that development in a school-led system.

I am interested in discussing the matter further with the hon. Gentleman and his colleagues to see how we can ensure that schools understand the opportunities and the examples of best practice, and how they can fit in to the new national curriculum and the new approach on qualifications.

Question put and agreed to.

School Governing Bodies

Elizabeth Truss Excerpts

Thursday 5th December 2013 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

It is a pleasure to serve under your chairmanship, Mr Rosindell. I congratulate my hon. Friend the Member for Beverley and Holderness (Mr Stuart) and the Education Committee on this excellent and well thought through report, which casts valuable light on an important issue in our education system that does not always get the attention it deserves. I am pleased to hear that so many members of the Education Committee are dedicated governors, and I congratulate them on that. A great deal of understanding of what goes on in the front line has informed the Committee’s report.

The Government believe that school governance has a vital role to play in driving up school and pupil performance. In an increasingly school-led system, we need governing bodies that create robust local accountability, and the future of schools is truly in governors’ hands. As has been said in the debate, there are more than 300,000 governors across the country, all of whom give of their time with great passion and effort to improve schools, and to improve the lives and outcomes of the children who attend them. Schools need dynamic, confident and skilled governing bodies that understand their responsibilities and are focused on their core functions. Many governors benefit from their role as school governors, which helps them to build up their skills in leadership and management, and improve their understanding of what goes on in schools and the community. We must all highlight the benefits of being a governor when we talk about that extremely important role.

The Government have made several reforms to improve the ease with which governing bodies can operate, and more sharply to focus the work of governing bodies on improving educational standards in schools. As several hon. Members have mentioned, new regulations have set out the strategic role of the governing body and the central role of the chair in setting the vision of the school, holding the head teacher to account for educational performance and ensuring that the school’s money is well spent. Those functions reflect the criteria that Ofsted inspectors use when they consider the effectiveness of governing bodies. Ofsted plays an important role in ensuring that those governing bodies are fit for purpose.

As my hon. Friend the Member for Suffolk Coastal (Dr Coffey) commented, governing bodies may unfortunately have been diverted on to other issues of less strategic importance. The purpose of our reforms is to ensure that governors can spend more time holding the head teacher to account, ensuring that funds are well spent and that the quality of education in the school is high. One of my roles in the Department is to implement the new national curriculum, which will be ready in September 2014. I see one of the key roles of the governing body as ensuring that that implementation takes place and that schools take advantage of their new freedoms to create new school curricula. The governing body is a helpful conduit of information between the school and the community.

[Alex Cunningham]

On the question of accountability, does the Minister share the view of the hon. Member for Stroud (Neil Carmichael) that parents should be able to sack their governing bodies? Assuming that she does agree, should that apply to academies and free schools as well?

[Elizabeth Truss]

I am not sure that that is exactly how my hon. Friend put his point. It is down to Ofsted to identify weak governing-body performance. Ultimately, it is the decision of either the Secretary of State or the local authority to replace that governing body with an interim executive board, should it not be doing what it is meant to be doing.[Official Report, 6 January 2014, Vol. 573, c. 1MC.]

[Mr Graham Stuart]

Will the Minister spell out how the powers of the Secretary of State and local authority to act if governance is failing differ between maintained schools and academies?

[Elizabeth Truss]

I will come to that point later in my comments, but in essence, the governing body in both cases can be replaced with an interim executive board.

Many hon. Members commented on retaining and recruiting high-quality governors. It is clearly critical that governors have the right skills to do the job. We set out clearly in the governors’ handbook the important strategic nature of the governors’ role and, as I commented, we have cut back on rules and regulations that tie governors up in red tape They now have much more flexibility in the way they operate. The best governing bodies identify explicitly the skills and competencies they need and audit regularly the skills of their current members.

There was some debate this afternoon about the size of a governing body. The Government’s view is that the size of a governing body should be no greater than it needs to be to get the necessary skills, but the No. 1 thing is that it gets the right skills. Size is secondary to ensuring that the skills are in place to do the job. My hon. Friend the Member for Calder Valley (Craig Whittaker) pointed out what can be done locally to recruit governors. I commend him for his activities in Calder Valley to promote the role of governors with employers. He lays out a lesson for many MPs about what they should do to promote the roles of governors in their local communities. We absolutely need to get the message across that the role is valuable and will help individuals in whatever career they decide to pursue.

We have given governing bodies the power to reconstitute themselves under a more flexible framework and to become smaller and more skills focused. We agree with the Committee that not enough governing bodies are using the flexibilities at the moment. We plan to consult on whether a move to reconstitution should be mandatory by September 2015, because we do not think that enough governing bodies are doing it at the moment. It will be interesting to see the results from that consultation.

The hon. Member for Stockton North (Alex Cunningham) spoke extensively about training. I think we all agree that we want well trained governing bodies that are capable of exercising their role. We are keen for schools to use their budgets effectively. Ensuring that governors get the quality training they need is an effective way to do so. There might be a debate about how we achieve those objectives, but our view is that the outcomes of the Ofsted inspection process are the best way to make an assessment, rather than insisting on mandatory training, which can sometimes become a tick-box exercise. We want high-quality training and we want to know that, following that training, governors have the skills they need to do the job.

Developments in the level of training are needed, so in addition to expanding its training for chairs and aspiring chairs to offer 6,700 places by March 2015, early next year, the National College of Teaching and Leadership is launching specific training workshops for governors on understanding RAISEonline data, which my hon. Friend the Member for Suffolk Coastal mentioned, driving financial efficiency in schools, and performance-related pay. Where we identify a gap in the training available, the NCTL is helping to provide it. We are continuing to expand the NCTL national leaders of governance programme, to mobilise outstanding chairs of governors to provide free peer-mentoring support for other chairs.

My hon. Friend the Member for Stroud (Neil Carmichael) talked passionately about the need for the involvement of business in governing bodies, and I could not agree more. The Government are working with the Confederation of British Industry on a campaign to promote the role of employers in freeing up employees to get more involved in governing bodies, but the issue is broader than that and about more than governance. We need more business leaders in our classrooms working with children on specific subjects. That helps children to form high aspirations about the types of role they can go into. The new national curriculum is much more flexible and will enable more business involvement. We have seen some very good developments, for example, organisations such as Mykindacrowd facilitating the new computer curriculum that is coming in.

I also agree about the role of the professional clerk. NCTL is developing and will deliver a training programme for clerks. By 2015, it will have provided training for 2,000 highly skilled professional clerks, who have a vital role on the governing body.[Official Report, 6 January 2014, Vol. 573, c. 1MC.]

[Mr Graham Stuart]

Does the Minister feel that there needs to be regulatory change? We heard tales during our inquiry of the clerk of the governing body, whose role is to hold the head to account, being someone who works in the office of a headmaster. We felt that that was not the right situation. If changing it requires regulatory change, will she consider that?

[Elizabeth Truss]

As yet, we do not feel that that requires regulatory change, but if my hon. Friend has evidence of specific issues that have arisen, I will be interested to hear about them.

A number of points were raised about accountability. As the programme for international student assessment outcomes has shown this week, autonomy and accountability are two of the key drivers in any successful education system. Lord Nash told the Select Committee that he thought the Ofsted inspection framework was the sharpest tool in the box for improving the quality of governance. I certainly think that is true. Any school failure is a failure of governance. Interim executive boards can be an effective solution in certain schools to secure a step change in the schools’ performance, through a complete change in the school’s leadership and management. IEBs are not always necessary; sometimes the governing body can self-improve—ultimately, it is up to the local authority or the Secretary of State if the school is in an Ofsted category. Where individual governors are not pulling their weight, it is a matter for the chair of governors. We would like all chairs to have annual conversations to take stock with every member of the governing body. Ultimately, it is the chair’s responsibility to ensure that members of the governing body have the skills they need to do the job.

[Alex Cunningham]

Will the Minister give way?

[Elizabeth Truss]

I am sorry. I must complete my remarks, otherwise we will run out of time before I address all the other points raised this afternoon.

In a multi-academy trust, things are more complicated, but there are significant potential benefits. The board of the multi-academy trust is responsible and accountable for all the academies within a trust and can take a strategic perspective. The hon. Member for Bethnal Green and Bow (Rushanara Ali) asked about maintained schools. The existing regulations contain ways that schools can federate that allow them to share governing expertise across schools, so we do not think there is a need for additional flexibilities in that respect. My hon. Friend the Member for Calder Valley asked whether we plan to extend the time off work that people are entitled to if they are governors to governors of academies. We do not think that that is necessary at this point. We do not want further regulation to get in the way of what should be a co-operative arrangement between schools and businesses. Our approach has been to remove regulations and point out the value of the job.

Ultimately, performing a role on a governing body is of benefit not only to the employee in building up their skills, but to the employer in having well qualified staff who are getting extra training provided by the school and can go back to contribute in the business. We would rather sell the role as a positive than say to employers, “This is something else you need to do.” The NCTL is developing a resource on multi-academy trusts to be published early next year. It will offer useful guidance on establishing a multi-academy trust and case studies on how academies have implemented the structure.

As I mentioned, the Government recognise the value and benefits of governance structures spanning more than one school or academy. It can bring opportunities for a far more strategic perspective and the ability to contrast between schools in the grouping. That can bring more robust accountability for head teachers, because the governors have more points of comparison when looking at different schools. In the next version of the model funding agreement, we will offer multi-academy trusts even greater flexibility by allowing local governing bodies to govern more than one school.

The Government recognise and celebrate the role of governors. We are working in a changing landscape that is moving towards a school-led system. The role of governor has never been more important. We are doing a lot of work, including working with the CBI to promote the role of governor, ensuring that we get new governors into the profession, as well as increasing the flexibility of schools.

Cost of Child Care

Elizabeth Truss Excerpts

Wednesday 20th November 2013 Westminster Hall

[Catherine McKinnell]

The hon. Gentleman makes a passionate case and is right; it makes sense for equality, women and the individuals involved, but also for the economy. The shadow Minister, my hon. Friend the Member for Manchester Central (Lucy Powell), is keen to stress the fact that the cost of child care is not a soft issue, but a key issue for the economy. It affects whether we get economic productivity or waste the resources of women who would choose to work, but are prevented from doing so or do not bring home enough money at the end of the month. I know many women working all the hours they can, whose earnings are taken up in child care costs to such an extent that they ask every week, or sometimes every day, “Is this actually worth it?” The cost of juggling caring responsibilities with work is a challenge in itself, even without the challenge of bringing home very little pay. Often there is a short-term crisis for a family for the sake of a long-term economic benefit for the individual, the family and the children. It is a key area and the Government should take it seriously.

I am concerned that many more Sure Start closures are looming than the 579 that have already happened. The Government dispute those figures, but their database of children’s centres shows that there are 3,053, while the official Department for Education figures in April 2010 showed that there were 3,632. Will the Minister clarify when she winds up—

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

I am happy to do so now.

[Catherine McKinnell]

I have a series of questions, so perhaps the Minister can answer them all.

Where have the missing 579 centres gone? There is an obligation on local authorities to keep the figures updated. According to the Government’s figures, in black and white, those centres have gone, and the Government’s denial that they ever existed is causing confusion. What assessment has the Minister made of the anticipated number of closures over the next two years? In Oxfordshire, for example, 37 may be closed, and in my local authority area the closure of a large number is being considered and all 20 are under review. Presumably such things are happening elsewhere in the country, and I wonder whether the Government have a handle on it.

[Catherine McKinnell]

Perhaps the Minister can respond not only to my questions but to the issue outlined by my right hon. Friend.

[Elizabeth Truss]

I shall make the point about numbers again in my closing remarks, as I intended, but I am puzzled by Opposition comments because currently Sure Start provides 1% of child care places and schools provide 30%. Why have the Opposition not talked about places for under-fives in schools but about Sure Start centres, which provide far fewer places? It is a strange way to approach a debate about child care.

[Mr Jim Hood (in the Chair)]

Order. Before the hon. Lady responds, I remind right hon. and hon. Members that I shall call the Front-Benchers at 3.40 pm at the latest, to give them 10 minutes each. I have one speaker left on my list who may want some time.

--- Later in debate ---

[Lucy Powell (Manchester Central) (Lab/Co-op)]

It is a pleasure to be here under your chairmanship, Mr Hood. I had hoped for my first outing as a Front-Bench spokesperson to be in this Chamber, but we had a similar debate in the main Chamber yesterday. I am hoping that today will be slightly less boisterous than some of our exchanges then.

I thank my hon. Friend the Member for Houghton and Sunderland South (Bridget Phillipson) for securing this extremely important debate. I declare, as she did, an interest—in fact, our children play together at the same nursery, here in the House of Commons. Many Members present share such an interest, in that our children are in child care. Over the past few days, we have seen how important the issue is for many of our constituents, as a debate is now raging throughout the country.

For the record, the Labour party is proud of what we achieved on early years during our time in office, but there was still much to do when we left government. There is no silver bullet or panacea to resolve such difficult and complex issues. The point, however, is the direction of travel, which under the Labour Government was positive and in the right direction, but under this Government has turned back. Ensuring that we have good, affordable and flexible child care is not only critical to families and to closing some of those inequality gaps, but to the economy as a whole, as we have heard from Members today. That is why we need to do more about it.

Instead of repeating the arguments that we had yesterday, I want to take the opportunity to discuss further some of the issues that have been mentioned. We heard from my hon. Friend a cogent argument about the triple whammy facing families: rising costs, falling places and cuts to support.

Since 2010, the number of child care places has fallen by more than 35,000. As the Minister agreed yesterday, we now have 2,423 fewer childminders than in 2009, so places are going down under this Government. We had some debate about Labour’s record on childminders, but I want to put on the record at least once a quote from the chief executive of the Professional Association for Childcare and Early Years, when she gave evidence to the Children and Families Bill Committee:

“The statistic…often…quoted…is not one we recognise in terms of the scale of downsizing of registered childminders in the period that the Minister talks about”—

when Labour was in government.

“Pre-Ofsted registration, childminders were managed by local authorities and registered locally”,

and,

“when Ofsted took over that registration, there was a clearout of a lot of data on individuals who were not practising childminders.”––[Official Report, Children and Families Public Bill Committee, 7 March 2013; c. 99, Q208.]

The Minister also asked why we were not discussing school nursery provision, but we are very much doing so. First, Labour policy is to extend nursery provision to three and four-year-olds for 15 hours a week, which is leading to school nurseries being able to offer that to parents. Members present today, such as my right hon. Friend the Member for Wolverhampton South East (Mr McFadden), mentioned the provision of offers for three and four-year-olds in school nurseries. Our policy pledge is about extending that offer further still.

The figures that we were talking about are for childminders and child care places, but if the Minister wishes to take some credit for Labour’s policy for three and four-year-olds, I am happy for her to do so.

[Elizabeth Truss]

My specific point was that the 35,000 figure cited by the hon. Lady is only that from the Ofsted early years register; there are also nursery places on the schools register for Ofsted, which have not been counted in her numbers. The claim was that there are 1.3 million child care places, but there are actually 2 million, because the two registers were not added together by the Opposition; Labour used only one of the registers in its analysis, so its numbers are wrong.

[Lucy Powell]

I do not want to get into a stats war with the Minister, but the point is that families up and down this country know that it is getting harder and harder to find childminders and quality early-years provision. As the Minister knows, there is also massively increased demand: the birth rate has been rising by more than 125,000 year on year while the Government have been in office. The sector is therefore facing significantly increased demand as well.

On Sure Start, my hon. Friend the Member for Newcastle upon Tyne North (Catherine McKinnell) rightly asked the Minister about the figures. The Department for Education’s own press release from June 2010 stated that there were 3,621 Sure Start centres; recently, the Directgov website showed that there were only 3,053. That is where our figures come from—they are the Minister’s own figures. The point being made today, however, is that the issue is not only about the numbers, but about the services being offered, because many Sure Start centres are being downgraded.

I do not want to confuse matters, because there are two separate issues: Sure Start centres and their provision for early-years intervention work; and Sure Start and child care provision. The Policy Exchange paper showed that, in the poorest areas, child care provision is of the poorest quality—that is why the Sure Start provision of child care is of particular importance. It has focused on some of the most deprived areas, where child care quality is at its worst. That is where it is most needed. We still need Sure Start centres that are able to provide child care.

On the model more broadly, the early intervention grant, which provides the funding for children’s centres, will be halved between 2010 and 2015, going from £3 billion a year to £1.5 billion a year. That is what is having such an impact on the services that Sure Start centres are able to provide to new mums. Those centres play a critical role.

I asked a further question about the Sure Start model yesterday, which I hope the Minister can answer today. It was about another critical component of delivering that essential support for new mums—the role of health visitors. The Prime Minister said before the election that we would have 4,200 new health visitors by 2015. Will the Minister update us today on what progress has been made?

I will skip past some of my other points, but I will repeat the request for an answer to the questions asked by my hon. Friends the Members for Stretford and Urmston (Kate Green) and for Scunthorpe (Nic Dakin) about universal credit and its impact on whether the lowest-income families can meet child care costs. Will the Minister also answer those questions?

The Government response seems to have been to do little in their time in office—[Interruption.] I am sorry, but the Minister’s own flagship policy on child care ratios has now been resoundingly dumped by her colleague; we welcome the extension of the free offer to two-year-olds, but delivery problems remain; and childminder agencies are an unknown quantity and an experiment. We will see how they pan out.

The Government’s main flagship policy now seems to be the tax-free child care policy, but that is too little, too late. The scheme is not coming in until the autumn of 2015, and the people who will benefit most from it will be the highest paid—the more people spend on child care and the more they earn, the more they will benefit. It will do absolutely nothing about cost. In fact, there is evidence to suggest that the scheme—putting so much into the system on the demand side, rather than on the supply side—will lead to costs going up further still. I hope for reassurance from the Minister on that today.

Labour has new policies to extend the three and four-year-old offer from 15 to 25 hours a week and around guaranteeing wrap-around care—welcome policies that are a step in the right direction and will help families to meet the child care crunch that they face. As my right hon. Friend the Member for Wolverhampton South East so eloquently put it, such policies are only steps in the right direction—as a country, we face a big challenge, and we will need bigger and bolder policies to address it. Under this Government, we are going in the wrong direction.

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

I congratulate the hon. Member for Houghton and Sunderland South (Bridget Phillipson) on securing today’s debate. I associate myself very much with the comments made by all parents here today; I am the proud mother of two daughters. We need more parents representing people in the House. I am a great supporter of the changes that we have made to parliamentary hours, but we could do more to make the House of Commons a parent-friendly place. It is important to have representatives who are also mothers or fathers.

I am afraid that I cannot agree, however, with the hon. Lady’s analysis of the Government’s policies or indeed of the previous Government’s record. As my hon. Friend the Member for Norwich North (Chloe Smith) pointed out, that Government left the biggest budget deficit of any major economy, and as a result we were borrowing £1 for every £4 that we spent. In those circumstances, the support that the Government have given to parents and families is excellent. We have increased total spending on child care and early-years education: it was almost £5 billion but will be over £6 billion. We have increased the number of hours of free early-years education for three and four-year-olds from 12.5 hours to 15 hours a week, which is worth £400 per child for parents. We have extended support to two-year-olds, and tax-free child care, available from 2015, will be worth up to £1,200 per child. That provision is flexible between the ages of nought and five so parents can spend the allowance in the way that they see fit. We are providing support to families in tough times.

I want to comment briefly on the claims made about child care places. There is a genuine issue here, and we need to be clear about the figures. There are two different registers upon which child care places are based under Ofsted. The most accurate figures can be found in the Department for Education early-years providers survey from 2011—that is the most recent of those surveys, which are biennial. I am concerned that the Opposition’s figures do not include the 800,000 places in school nurseries. In places such as London, about 50% of all places are based in schools. As Baroness Morgan, an Opposition peer, has pointed out, school provision gives a strong basis for future progression and avoids some of the issues with transition that Opposition Members have raised. I would like to point out that our survey shows that over 200,000 places are available across the country. It is wrong to say that there is a shortage of places. Of course, I agree that we need to do more work on supply and quality.

[Catherine McKinnell]

Will the Minister give way?

[Elizabeth Truss]

I am sorry, but I will not be able to take interventions at the moment because I want to try to answer all the many questions hon. Members have raised.

Labour claims that costs have risen by 30% since the Government took office. The study that was mentioned also suggested that costs had risen by 50% under the previous Labour Government. Child care costs have been rising year on year, but other recent studies suggest that those costs are now stabilising and have been flat in real terms for the past two years. Across the political spectrum, we need to analyse why we put the same amount of money into our child care system as countries such as France and Germany but parents in those countries pay a lot less—they pay about half the costs that parents here pay. It is not just about the money that the Government are putting in; it is about the efficiency of provision, competition in the child care market and how that market works. I have spent a lot of time thinking about that as a Minister, and some of my plans are aimed at addressing those specific issues.

[Lucy Powell]

Will the Minister give way on that point?

[Elizabeth Truss]

I will briefly, but I want to try to answer all the questions raised.

[Lucy Powell]

I appreciate that the Minister is being generous in giving way. On the basis of the analysis that she has just given, how does she think that giving a tax-free child care offer will address the costs?

[Elizabeth Truss]

That offer will help parents to pay towards the costs of child care. Our reforms to encourage more childminders, more school-based care and more private and voluntary nurseries are aimed at expanding supply. Those two policies go hand in hand.

The hon. Member for Houghton and Sunderland South is not right in her analysis that after-school clubs have declined. In fact, our most recent study shows that they have increased by 5%. One of the issues with the extended schools policy that Labour had before the election was that schools could simply put a link to a child care provider on their website, or something like that, and that would count as providing an extended school place; the school had ticked the box, but there was not really any all-day provision. We are working on aligning requirements during the school day and afterwards, as well as making it easier for schools to collaborate with outside providers, so that they can provide real care on the school site.

It is important that schools are encouraged to use their assets better. It helps children to learn more and supports working parents. We are working hard to encourage more schools to do that. I am pleased to say that, for example, the Harris academy chain has agreed that all its new primary schools will have a school day of 8 am to 6 pm. We need to make provision in a sustainable way that enables schools to mix and match with their school day, so that children have extra learning and extra opportunities for creativity, sports and after-school activities. We are keen to encourage that approach.

A lot of claims have been made about children’s centres. As I said in the debate in the House yesterday, the figures on the Department for Education website are about the management structures of children’s centres. There have been only 45 outright closures. A lot of management structures have been merged but with the centres remaining open. In fact, a record number of parents are using children’s centres—over 1 million this year. That shows the success of those centres.

I wanted to respond briefly to the excellent comments that the right hon. Member for Wolverhampton South East (Mr McFadden), the hon. Members for Scunthorpe (Nic Dakin) and for Newcastle upon Tyne North (Catherine McKinnell) and my hon. Friend the Member for Suffolk Coastal (Dr Coffey) all made about the importance of quality in early-years provision. I could not agree more. We need more highly qualified people in that area. That is why we have developed the early-years educator qualification and are offering bursaries this year for early-years educators—that is, young people with good qualifications who wish to enter the professions of child care and early-years education. We have also matched the entry requirements for early-years teachers to those for teachers. This year we have seen an increase of 25% in registrations on our early-years teacher course because of the higher profile that it has had. That will encourage more good people into early-years education.

This year, we have also started Teach First for early-years provision. For the first time, we have high-quality graduates going into the Teach First programme and working with three and four-year-olds. Some will be working with two-year-olds as well, as those places are rolled out in schools. For example, starting in January, the Oasis academy in Hadley is offering 40 places for two-year-olds with a Teach First early-years teacher. Exciting things are happening in schools to get highly qualified people working with our youngest children. Of course, that is being done in an age-appropriate way; when I visited the class of two-year-olds based there already, they were having their feet painted then running around, and doing other things like that. It is certainly not about two-year-olds studying trigonometry. Some of Baroness Morgan’s comments on the matter have been misinterpreted: the aim is to develop early language skills.

The Opposition have proposals on child care places for three and four-year-olds. My hon. Friend the Member for Norwich North covered those proposals well when she said that the Opposition have already spent the bank levy 11 times. There is no magic money tree for policies such as that one. We have to make sure that we use our existing assets better. We are using schools better and giving new planning freedoms, so that shops and offices can be converted into new nurseries.

We also particularly want to see a revival in the number of childminders. I agree with the hon. Member for Manchester Central (Lucy Powell) that we need more high-quality childminders. One issue is that new people have not been joining the childminding profession and the average age within it is gradually rising. We need good ways to attract new people into childminding. Childminding agencies are one of the ways in which we will be able to do that. The hon. Lady will be interested to hear that we are working on involving children’s centres in our attempts to increase childminder numbers, because we think those centres can help to provide a network and training for childminders. We must also make sure that we use nursery facilities and school nursery facilities better.

The hon. Member for Scunthorpe asked a lot of questions about universal credit. I will reply in writing to him, as I do not think I will be able to answer them in the 15 seconds I have left to speak. But there is a lot of common ground in this debate, and I am happy to share more of the figures and details on this matter with the Opposition to make sure that we are debating on the same terms.

Child Care

Elizabeth Truss Excerpts

Tuesday 19th November 2013 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

I am afraid that after three years in opposition, Labour Members seem to have learned nothing. First, they have learned nothing about how they got the country into a financial mess, as they seem to think that the answer is more spending and more borrowing; and secondly, they seem to have learned nothing about child care and how nurseries work. Despite the highfalutin’ rhetoric by the hon. Member for Stoke-on-Trent Central (Tristram Hunt), he seems to have failed to grasp the numbers behind child care. I will say more on that in a moment. First, let me remind hon. Members how we got here.

The Labour party left the biggest budget deficit among advanced economies and we were borrowing £1 for every £4 we spent. When we came into office, we were spending £110 million just servicing the interest on Labour’s debt. Despite that terrible inheritance, we have successfully cut the deficit by a third, and prioritised families and children. Total spending on child care and early education is increasing from almost £5 billion to more than £6 billion. We have increased the number of hours of free early education for every three-year-old and four-year-old, from 12.5 hours to 15 hours a week. We have extended support to two-year-olds from low-income families, with 92,000 two-year-olds already benefiting. From 2015, tax free child care worth up to £1,200 per child will be available to working parents. We are providing real help for hard-working families in tough times, not empty promises and unfunded spending commitments from Labour. That is what this coalition is delivering.

[Meg Hillier]

Childminders in my constituency would like to take on more two-year-olds, but the funding provided by the Government does not cover their costs. Does the Minister expect them and other providers to subsidise Government policy?

[Elizabeth Truss]

We are funding the two-year-old offer at an average of £5.09 an hour, and the average rate paid for that age group is £4.23 an hour. We are therefore funding at considerably above the market rate, and we have been very successful at getting places for two-year-olds. [Interruption] It is an average.

Let me now turn to some of the spurious claims made by the hon. Member for Stoke-on-Trent Central. Labour claims that more than 500 children’s centres have closed. That is simply not true. Forty-five centres have closed since 2010—just 1% of the total—and some new centres have opened, including one in Ipswich. Centres are joining networks so that they can be run more efficiently, but the same buildings are open to the same parents to use services. We are seeing a record number of parents and children using children’s centres—more than 1 million. I do not understand why the hon. Gentleman does not want to celebrate the success of children’s centres, rather than constantly talking them down week after week. Children’s centres are doing a better job than ever under this Government. Let us not confuse children’s centres and child care providers. Children’s centres provide less than 1% of child care places.

Labour claims that costs have risen by 30%. That is based on figures from the Family and Childcare Trust. Despite the impression given by the Opposition, those figures were published before 2010. If the Opposition used the pre-2010 data, they would have found that the previous Labour Government were a catastrophe. Between 2002 and 2010, the cost of a nursery place rose by 46%. That is £1,200 a year more for a part-time nursery place for a child over the age of two, but we did not see the hon. Gentleman jumping around then, did we? Labour has, not for the first time, been cherry-picking statistics and ignoring the research. On 30 September 2013, Laing and Buisson published an in-depth report on the child care nurseries market in the UK. The report said that 2012-13 was the second successive year in which the price of full-day care in nurseries had been flat in real terms. In 2012-13, average nursery fees rose by 2.6%, which was the same as inflation. In 2011-12, average fees rose by 2.7%, compared with 3% inflation. In June 2013, the National Day Nurseries Association published the UK nursery insight report, which said: “58% were freezing fees”.

There we have it: the figures Labour cite actually show how the previous Government drove up costs with their confused funding and complex regulation, while independent research shows that costs have stabilised under this Government.

[Fiona Mactaggart (Slough) (Lab)]

The Minister referred to the child care survey on increasing costs and pointed out that between 2002 and 2010 there had been an increase of 46% in a period when wages were rising. The same survey shows that the present increase from the baseline is 77%, at a time when wages have fallen. Should she not take some responsibility for taking a bigger bite out of the family budget?

[Elizabeth Truss]

That 77% starts in 2003, and I believe that the Labour party was in government then.

The hon. Member for Stoke-on-Trent Central claims that we are not supporting school-based child care. On the contrary, the most recent data show a 5% increase in the number of after-school clubs. The difference between our view and his is that we think that school-based child care actually takes place in a school. The Labour party alleges that more than 90% of schools were offering an extended day in 2010, but I do not think that any parents with schoolchildren at that time would recognise that number. A school did not have to provide child care onsite, but could fulfil the requirement by linking to a child care provider on its website. That is what the Labour party meant by “extended day”.

It turns out that the Opposition’s new offer is no different. The shadow child care Minister, the hon. Member for Manchester Central (Lucy Powell), wrote recently that

“if a school chooses not to stay open longer hours because they do not need to offer this provision on site – they will not be forced to stay open. Schools can…facilitate out of hours childcare elsewhere for pupils”.

The shadow Secretary of State has a vision of children playing sport after school, but this after-school provision would not have to be on the school site and would be paid for by parents. How is that different from the current situation, where people pay a childminder after school? I am not sure how Labour’s so-called primary school guarantee, which need not take place in school, which schools would simply facilitate and which parents would pay for, would be any different from the current situation. It is a child care mirage: the closer one walks to it, the less certain it seems.

[Several hon. Members]

rose—

[Elizabeth Truss]

I give way to my hon. Friend the Member for Hexham (Guy Opperman).

[Guy Opperman (Hexham) (Con)]

I am most grateful to my hon. Friend for giving way to me and not to honorable colleagues on the Opposition Benches.

On the expansion of provision, does my hon. Friend welcome the fact that 73% of the children’s centres in the north-east are rated as either good or outstanding? More importantly, what opportunities will they have to expand that provision in the future?

[Elizabeth Truss]

I thank my hon. Friend for his point about children’s centres, which have been a massive success under this Government. Record numbers of parents are using them, we have improved them by focusing them on outcomes and they are really achieving.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

You’re having a laugh.

--- Later in debate ---

[Elizabeth Truss]

I think the hon. Lady is having a laugh about her child care guarantee. It would not mean that schools have to offer extended hours; they would need only link to a child care provider on a website. That is not what parents mean by extended hours.

I note that the hon. Member for Stoke-on-Trent Central did not repeat his leader’s claim about the number of child care places. Could that be because his leader claimed there were only 1.3 million child care places in the country, when in fact there were more than 2 million, because they missed out the 800,000 places—30% of the market—available in schools? The number of settings is going up. It is strange, given that he has talked about his colleague Baroness Morgan advocating child care for two-year-olds in schools, that he does not know that schools provide child care and that his leader did not include those 800,000 places in his statistics. He also seems completely unaware that Building Schools for the Future was not for primary schools, but for secondary schools. Under his Government, funding for primary school places was cut by one quarter.

[Mr Sheerman]

Within the limits of this sort of debate, the hon. Lady is not making a bad speech, but many ordinary people and parents outside desperately want even better child care and are hanging on her words. What will the Government do to move to the next stage?

[Elizabeth Truss]

I will come to that point later, but first I need to correct some factual inaccuracies that the leader—sorry, I mean the shadow Education Secretary; I am promoting him already—made.

The Labour party claims it will fund extra child care places for three and four-year-olds through the bank levy. I think we have heard that somewhere before. To be precise, we have heard it 11 times before, because it is to be spent on: the youth jobs guarantee, which will cost £1.04 billion; reversing the VAT increase, £12.75 billion; more capital spending, £5.8 billion; reversing the child benefit savings, £3.1 billion; more regional growth fund spending, £200 million; reversing tax credit savings, £5.8 billion; cutting the deficit, no amount is specified; turning empty shops into community centres, £5 million; spending on public services, question mark; more housing, £1.2 billion; and now child care, £800 million.

[Tristram Hunt]

rose—

[Elizabeth Truss]

The hon. Gentleman had plenty of opportunity to make his point and I am keen to answer the question from the hon. Member for Huddersfield (Mr Sheerman) about what the Government are doing.

Let us not forget what Labour said about the bank levy when we introduced it. The right hon. Member for Edinburgh South West (Mr Darling) said:

“This is an industry though that employs over a million in this country and it is taking a hell of a risk, the Tory approach, in saying well actually they seem to be slightly indifferent to that… I think, frankly, the Tory approach is pretty misguided, it’s not thought out”.

So Labour has gone from being against the bank levy to spending it 11 times. How do those numbers make sense?

[Several hon. Members]

rose—

[Elizabeth Truss]

I am sorry, but I want to talk about child care.

As well as complete economic ineptitude, Labour seems to have learnt nothing from its time in office about child care or nurseries. It still thinks the answer is spending more money, rather than reform. Baroness Hughes, children’s Minister under the previous Government, admitted that their approach was “probably wrong.” She said:

“We were so keen to stimulate demand from parents but in retrospect that was such a mammoth task. We ought to have focused on the supply side, supporting providers, then we could have done more and quicker.”

I could not agree more, yet Labour has nothing to say about supply; it talks only about spending more money. Let us remember what happened last time it did that. We ended up with some of the highest child care costs in the OECD, parents were paying out 27% of their income on child care, staff had some of the lowest salaries in Europe, contrary to what the shadow Secretary of State said, and under Labour’s preferred measure, prices increased by 50% during the Labour years.

[Andrew Gwynne]

Reports suggest that the Government will not meet their own target of supplying child care places to the 40% most deprived two-year-olds in the country, so will the Minister be open and transparent with the House? Will she meet that target—yes or no?

[Elizabeth Truss]

We have more than 200,000 full-time places available in our system, and we have said that all those eligible children will have places if their parents want to take them up.

[Andrew Gwynne]

What about the target?

[Elizabeth Truss]

I have just answered the hon. Gentleman’s question.

I was talking about why Labour made such a mess of child care. It piled red tape on schools and nurseries, making it harder for them to expand. Furthermore, even though parents like flexible, affordable, home-based care, the number of childminders halved under Labour, because of the level of regulation, the difficulty of becoming a childminder and the fact that the funding system was skewed towards nurseries and away from childminders.

[Annette Brooke (Mid Dorset and North Poole) (LD)]

I often challenged the previous Government on the collapse in the number of childminders, and I would be interested to hear what innovative ideas the Minister has for expanding this important child care provision.

[Elizabeth Truss]

I thank my hon. Friend for her points and I note her consistent support for home-based child care and the important help it can offer.

[Meg Hillier]

Childminders in my constituency are very pro what they do and also pro the fact that they provide good-quality child care. They tell me that the bad childminders were run out of town so that parents such as me can rely on a childminder to look after their children, as I do for my daughter, and be sure that there are good-quality, properly inspected childminders. That puts my mind at rest as a working mum, as it does those of other working mums in my constituency.

--- Later in debate ---

[Elizabeth Truss]

I thank the hon. Lady for her points. I will deal specifically with childminders later and I will respond to her point then.

Labour also had a voucher scheme, but only one fifth of parents could use it—only those whose employers offered it, and only those who were in employment rather than self-employed. There was no limit on income, unlike tax-free child care, so millionaires got it, but the self-employed did not. That was Labour’s legacy on child care—a massive waste of money, added complexity and a huge spreading of confusion.

[Harriett Baldwin (West Worcestershire) (Con)]

It was even more unhelpful than that, as my employer offered the child care voucher scheme, but because it was so tightly regulated, even though I was spending a fortune on child care, I was not able to use it.

[Elizabeth Truss]

I thank my hon. Friend for that point, which illustrates the problem with the child care voucher system.

Let me further point out to Labour Members that in the ’80s and ’90s, when we had a working mother in charge of our country, England was ahead in respect of maternal employment, but we fell behind other countries such as France and Germany under Labour’s watch. Maternal employment rates are rapidly rising under this Government. As Edmund Burke pointed out—the shadow Education Secretary is clearly a big fan—“those who don’t know history are doomed to repeat it”, and if he has not learnt the lessons that people in the previous Labour Government learnt at the time, he will fail, should he ever get the opportunity to be in office. That is why we are reforming the child care system: we are reforming the hopeless legacy that Labour left.

The signs are that what we are doing is working. We are seeing prices stabilising, more places being made available in school nurseries and a revival in childminding. We want parents to have a good choice of options, including nurseries, schools, childminders and children staying at home with parents, or a combination of those. We are introducing much simpler funding and creating a regulatory structure to support modern working parents.

We are determined to reverse the decline in the number of childminders. From this September, good and outstanding childminders will be able automatically to access funding for early education places for two, three and four-year-olds. That means that an additional 28,000 childminders will automatically be funded. I think that addresses the point raised by the hon. Member for Hackney South and Shoreditch (Meg Hillier) about ensuring high-quality childminding.

[Lucy Powell]

Perhaps the hon. Lady will explain why there are 2,423 fewer childminders than there were in 2009.

[Elizabeth Truss]

That is a continuation of the fall in the number of childminders under Labour. We have reversed the policy, starting this September, and the Department for Education is already getting a lot of positive calls from childminders who are keen to offer early education places. There is a great deal of support for that; it helps parents to combine their child care and early education requirements. From this September, we are trialling childminder agencies, which will enable more childminders to join the profession, and they will be fully up and running in September 2014. They will provide training and support, and will be an easy way for parents to access home-based care. We are at the beginning of making significant changes to the way childminders are regarded in our system. What we want to see is an increase in independent childminders and more agency childminders, as well.

We want to expand the level of school-based care, too. As opposed to Labour’s child care mirage, we are allowing real schools to offer real facilities. We are encouraging schools to use their nursery facilities to offer full-time day care rather than just be open for part of the day. We are allowing schools automatically to register two-year-olds, and I saw some brilliant provision for two-year-olds at the Oasis school in Hadley, which opened in January.

We are seeing 8-to-6 schools blossoming. The Norwich free school has a squirrels club, which means it is open from 8 am to 6 pm, 51 weeks a year. I know that the shadow Education Secretary thinks that free schools are a “dangerous ideological experiment”, but I think schools like the Norwich free school are giving hard-working parents the support that they need.

Another example is the Harris chain of academies, which has promised that every new school it opens will operate on an 8-to-6 basis. I am hugely in favour of 8-to-6 provision. It supports working families and helps to increase children’s attainment, but we must do that in a way that is realistic and sustainable for schools. That means making the necessary regulatory changes, aligning the requirements after the school day from within the school day and making it easier for schools to collaborate with outside providers. We do not get anywhere by making false promises that cannot be realised. We are also reforming child care funding so that parents see more of their money, rather than see it wasted. This means that all working parents will get up to £1,200 per child towards child care costs and the provision of 15 hours for three and four-year-olds.

All that is in the context of what the Government are doing to help families with the cost of living: a £705 income tax cut, thanks to our increases in the personal allowance; a £1,000 saving on mortgages because rates have been kept low; £364 saved on petrol for those who top up their cars once a week; and £210 saved thanks to our council tax freeze. This Government have real policies, helping real working parents to manage their lives—not the dodgy numbers, unfunded promises and gimmicks we have seen from the Labour party today.

[Jim Dobbin (Heywood and Middleton) (Lab/Co-op)]

On a point of order, Mr Deputy Speaker. I understand that a very serious incident has occurred in the Mediterranean today, when a Spanish naval vessel entered Gibraltar harbour. Is a Minister from the Foreign Office coming along to make a statement about what amounts to a very serious incident?

--- Later in debate ---

[John Woodcock]

Work is important in many ways, not simply as a means of getting an income. There are some real questions about universal credit, but if the hon. Lady will forgive me, I will not go into that now.

Privately, my constituents sometimes share with me their sense of guilt and frustration when the strain is so great that they just cannot shield their children from the cuts they are having to make. Swimming lessons go, trips to the zoo are put off, and when nothing beyond the bare nutritional minimum goes into their child’s lunchbox, they worry that their child is not going to eat enough because they are not giving them what they really like or want. These are working people. They have made the choice to go out and hold down a job, and to juggle work and family life. They do not expect handouts. They know that life will not be easy when they choose to bring up kids, but they just ask for a bit of help with what can seem like the suffocating burden of rising living costs. Child care should be one of the things that lift the strain on families and give them a way out of poverty; it should not add to the burden.

One of key recommendations of the Furness Poverty Commission on dealing with social and economic exclusion in Barrow and Furness was to close the gap that local people had identified in affordable and flexible child care. It is great that the number of children under the age of four in England is increasing, and I am pleased to have been able to do my bit on that front in recent years. So I am delighted by Labour’s plans, which my hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt) has set out, to increase the availability of affordable child care. I am especially pleased that the extra entitlement will come in the form of wraparound care from 8 am to 6 pm.

Increasing child care from 15 to 25 hours a week could make a real difference to many families in my constituency. For many parents, it would make the difference between being able to work and not being able to do so. The provision of 12.5 or 15 hours has been a help but it has often not provided a trigger given the way in which the need for child care is spread out if parents rearrange their lives to go back to work. I believe that this wraparound care, aligning child care with the standard working day, will be revolutionary in helping parents to get back to work.

Like my hon. Friend the Member for Leicester South, I have a great deal of respect for the Under-Secretary of State for Education, the hon. Member for South West Norfolk (Elizabeth Truss). I was therefore disappointed to hear her dismiss the wraparound child care guarantee in the way she did. She did not want to take my intervention earlier, but I have to tell her that one of the main problems is that there is often no provision at all for families—

[Elizabeth Truss]

indicated dissent.

[John Woodcock]

The Minister shakes her head and says that that is not true, but I invite her to come to my constituency and see the problems that many people face when trying to arrange that kind of wraparound child care.

Working parents in my constituency—and in those of many of my hon. Friends—know how hard it can be to find affordable child care, or indeed any form of child care, to cover the period before the beginning of the formal school day and the hour or so at the end of it. Effectively, they are trying to find someone to care for their children and walk them to and from school. That might comprise only an hour of care, but an inability to find it can present an impenetrable barrier to getting back to work. This is why our plans could make a real difference. If we are serious about a sustained recovery that is shared by everyone across the country, we need to tackle the child care crisis head on. If this Government will not do that effectively, the next Labour Government will.

--- Later in debate ---

[Catherine McKinnell]

The Minister provided no clarity on the figures. The hon. Member for Suffolk Coastal said that she was unable to clarify the figures, but that she had been reassured by the Minister. I am less so. I would be pleased if the Minister provided some clarity now.

[Elizabeth Truss]

The figure of 500 to which the Opposition have been referring is the number of centres that were independent and that are now part of a network. They are still open to the public and providing services, but management efficiencies have been achieved. There have been 45 outright closures. I hope that I have made myself clear.

[Catherine McKinnell]

It is clear that the Government are using figures to manipulate the reality that is being reported by constituents up and down the country.

Let me get back to the situation in Newcastle. Last year, my local authority, in the light of unprecedented funding challenges, consulted on a three-year budget for the period 2013-16. When it began the process, it believed that, as a result of funding reductions from the Government and rising cost pressures from inflation, high energy prices and the costs of providing services to an ever-ageing population, it faced a funding shortfall of £90 million over three years. That figure rose during the consultation process to £100 million. Following further cuts announced in the autumn statement and the local government finance settlement, it is now facing cuts of £108 million. It has already announced the closure of Sure Start centres in my constituency—all of them—and because of the additional funding requirement and shortfall, it has now put all 20 Sure Start centres within the Newcastle city council area under review, so we do not know what their future will be.

Oral Answers to Questions

Elizabeth Truss Excerpts

Monday 11th November 2013 Commons Chamber

[Andrew Selous (South West Bedfordshire) (Con)]

6. What assessment he has made of the potential role of massive open online courses in schools.

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

MOOCs present a huge opportunity for this country and are part of a technological revolution that we are seeing around the world. A student in Newcastle can now watch a lecture online from a physics professor at the Massachusetts Institute of Technology for free. I think that helps democratise education and open up knowledge.

[Andrew Selous]

Does the Minister agree that MOOCs are a way of ensuring that all children, from whatever background, can get an outstanding education from world-class communicators, thus freeing up teachers to help children with their online exercises?

[Elizabeth Truss]

My hon. Friend makes an excellent point. Thanks to our new national curriculum and qualifications, which are much more flexible, we are seeing a rise in the number of MOOCs in this country. Cambridge university is developing a new MOOC for physics and there are online courses, such as our new core maths course for 16 to 18-year-olds, which is enabling students to study international baccalaureate maths online in their schools.

--- Later in debate ---

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

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

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

After only one month of the programme being available, local authorities have reported to us that 92,000 two-year-olds have received an early education place. That is well on the way to our ultimate goal. In fact, it is 70% of it, which is a tremendous achievement by the local authorities and child care providers that participated. We are doing more work to make sure that childminders, nurseries and school nurseries are able to offer places for next year’s expansion.

[Jonathan Reynolds]

I thank the Minister for that answer, but is it not the case that the latest figures produced by her own Department suggest that the take-up of the offer for two-year-olds has been lower than intended? This is a flagship policy of the Government, so will the Minister confirm whether she is satisfied with the information that she has just given us, or will she try to make the programme work even better?

[Elizabeth Truss]

I think that 92,000 places is a fantastic achievement for local authorities. There are disparities across the country, and we are working with local authorities that are behind. I am pleased to tell the hon. Gentleman that 400 two-year-olds have places in his local area of Tameside. We are doing more to ensure that childminders can offer places. All good and outstanding childminders will be able to offer places from this September.

[Guy Opperman (Hexham) (Con)]

Many parents want their young children to have home-based child care. What policies does my hon. Friend have to ensure that we can offer places to parents who want that kind of child care?

[Elizabeth Truss]

I thank my hon. Friend for his question. Unfortunately, the number of childminders halved under the previous Government. We are determined to see the number increase. We are allowing all good and outstanding childminders to offer early education. We are also enabling the establishment of childminding agencies, which will be a one-stop shop for new childminders who want to join the professions and will enable parents to find the home-based care that they want for their children.

[Lucy Powell (Manchester Central) (Lab/Co-op)]

The truth is that under the hon. Lady’s Government, the number of child care places has fallen. As a result, the costs are going up. Families who are already struggling to make ends meet cannot afford to work. When will she get a grip of the child care provision for two-year-olds and older children and tackle the child care crisis that is facing families across the country?

[Elizabeth Truss]

First, I welcome the shadow Minister to her new position and congratulate her on her well deserved promotion. I am delighted to be working with her on this issue. As I have pointed out, we reported today that 92,000 two-year-olds are in early education places. That compares with 20,000 two-year-olds in 2010. This Government have made massive progress.

[Simon Wright (Norwich South) (LD)]

To make a difference, the additional capacity must be delivered in high-quality settings. Will the Minister discuss with Ofsted the need to ensure that the inspection framework is sufficiently robust to ensure that those providers who want to expand their capacity are challenged to give those from poorer backgrounds the best start in life?

[Elizabeth Truss]

I completely agree with my hon. Friend. We are ensuring that those places are delivered by good and outstanding nurseries and childminders. This year, the number of early years teachers entering the programme increased by 25%. Those teachers will have the same standards as primary and secondary school teachers. We are improving the quality of the work force, which will ultimately deliver better early education.

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

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

--- Later in debate ---

[Mr Simon Burns (Chelmsford) (Con)]

T4. What precisely is being done to ensure the availability of high-quality early-years provision?

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

We have raised standards for early-years teachers so that they have to pass the same maths and English tests as primary and secondary school teachers, and this year we have seen a 25% increase in the number of students applying for those courses, so they are proving very popular.

[Jenny Chapman (Darlington) (Lab)]

T5. How is it possible to be an ardent champion of social mobility and at the same time have a close adviser who thinks that educational attainment is genetic?

--- Later in debate ---

[Jack Dromey (Birmingham, Erdington) (Lab)]

One of Labour’s greatest achievements was 3,631 Sure Start centres, such as Story Wood and Lakeside in my constituency, transforming the lives of children. At the last general election, the then Leader of the Opposition said:

“Yes, we back Sure Start. It’s a disgrace that”

Labour

“has been trying to frighten people about this.”

Since then, 566 have closed. Is not the real disgrace making a promise to our nation’s children and then breaking it?

[Elizabeth Truss]

Last week, we heard that a record number of parents and children—more than 1 million—were using Sure Start centres. In fact, we have increased the number of sites: there are 3,000 children’s centres and a further 2,000 linked sites. The hon. Gentleman is referring to where management efficiencies have been made, but more parents are accessing our centres than ever before, and I think he should congratulate the centres on their success.

[Mary Macleod (Brentford and Isleworth) (Con)]

T7. Last week, I was at the launch of the Sky academy in Osterley, which includes a Sky skills studio, scholarships for emerging talent, starting-out initiatives and living for sport. Will my hon. Friend meet me to discuss how we can create similar initiatives in other sectors and establish a business ambassador for each school?

Bullying (School Transport)

Elizabeth Truss Excerpts

Tuesday 5th November 2013 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

I congratulate my hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke) on the powerful case she has made concerning bullying on school transport. Bullying in any form and for any reason is totally unacceptable and should never be tolerated. It can instil fear, damage self-esteem and reduce academic attainment. Sadly, it can lead to the most tragic consequences.

I am aware of the case of Ben Vodden—the son of my hon. Friend’s constituent, Mr Paul Vodden—who sadly took his own life following bullying on school transport. I very much admire the fact that, since the tragedy, Mr Vodden has devoted time and energy to looking into this issue with a view to ensuring that no other children and their families suffer in the same way. I know that bullying is very high on the list of parents’ concerns about education and children going to school.

I should like to set out the Government’s approach to tackling bullying in and around school. Children and young people can be bullied in and out of school, and on the way to and from school. To tackle bullying successfully, the whole community and all those who provide services that include children and young people need to work together to change the culture, so that all forms of bullying are unacceptable.

Being victimised restricts a group’s or child’s use of their area’s amenities, such as parks, playgrounds and leisure facilities, and can lead to one group gradually dominating a territory. For example, some children do not play outdoors because they are scared of being bullied. Whether children are in groups, clubs or residential care, on the streets, in parks, or using public or school transport, they should feel safe from victimisation and discrimination.

As my hon. Friend has pointed out, local authorities, local safeguarding children boards, the police, schools and parents all have a role to play by intervening to prevent and to respond to bullying. Local authorities have a duty to safeguard and promote the welfare of children under the Children Act 2004, which includes tackling bullying. Authorities can develop their own approaches to tackling bullying, including by employing dedicated staff such as anti-bullying co-ordinators, or by commissioning support from the voluntary and community sector. It is important to recognise that different solutions may be appropriate in different locations, and that local authorities have a responsibility to deliver those solutions.

When contracting to provide school transport, local authorities can instruct companies to include anti-bullying procedures as part of their tenders. I strongly urge them to do so. No doubt they, like me, will be interested in Mr Vodden’s recommendations in developing their policies. Only by taking collective responsibility will we be able to eradicate poor behaviour in our schools and wider communities.

I recognise that the majority of pupils travel by public transport that is provided by private companies. It is for those companies to determine the training of their staff. Responsible providers of any service, whether a private company, a charity or the state, should take into account its interactions with young people and other vulnerable groups when developing safety policies, and they should act when they encounter bullying. Members of the public not directly involved with schools or services for children have a responsibility to play their part in keeping children safe and reporting poor behaviour, in the wider interests of the community. It is important that we all take responsibility for dealing with this scourge in our society.

Bullying is not a specific criminal offence in the UK, although in some circumstances it can constitute a criminal offence: for example, under the Protection from Harassment Act 1997, the Malicious Communications Act 1998, the Communications Act 2003 and the Public Order Act 1986. The Home Office’s Anti-social Behaviour, Crime and Policing Bill, which is currently working its way through Parliament, contains provisions allowing a range of bodies—including the police, local councils and other agencies—to apply for an injunction to prevent nuisance and annoyance in order to tackle antisocial behaviour. The injunction is designed to stop or prevent behaviour whereby someone has engaged, or threatens to engage, in conduct capable of causing nuisance or annoyance to any person. Bullying is a behaviour that could fall into that category. The injunction could be used to stop emerging antisocial behaviour before it escalates, and to protect victims from bullying in and around schools and colleges and in the community, and from cyber-bullying. For example, the injunction could stop a perpetrator associating with the victim outside of school or college, or from entering named areas in the community.

Schools have a key part to play in preventing and tackling bullying. Behaviour and bullying are closely linked. All schools must have a behaviour policy, with measures to prevent bullying. It is up to them to develop their own strategies, but they are now clearly held to account for their effectiveness in doing so by Ofsted. The number of criteria in the Ofsted inspections framework has been reduced from 27 to four. Of the four that remain, one is behaviour and safety, which requires school inspectors to take into account bullying, harassment and discrimination. We have made that criterion a core part of the inspection regime.

To ensure that teachers have the powers they need to maintain discipline and enforce school rules, the Government have introduced a number of reforms, including stronger powers to search pupils, the removal of the requirement to give parents 24 hours’ written notice of after-school detentions, and a clarification of teachers’ power to use reasonable force. Schools that excel at tackling bullying have created an ethos of good behaviour where pupils treat one another, and school staff, with respect, because they know it is the right way to behave. The best schools develop a more sophisticated approach whereby school staff proactively gather intelligence on issues between pupils before they become a problem: they prevent bullying from occurring in the first place. That might involve talking to pupils about issues of perceived difference in lessons, in dedicated events or projects, and in assemblies.

My hon. Friend made a very good point about the transition from primary school to secondary school, not just with regard to academic attainment, but to confidence and how pupils fit into a new school. That needs to be explored. In general, we are concerned about that transition.

Successful schools involve parents to ensure that they are clear that the school does not tolerate bullying and that they are aware of the procedures to follow if they believe their child is being bullied. They involve pupils, so that pupils understand the school’s approach. They regularly evaluate and update their approach to take into account developments in technology—for example, the role of computers and social media. They implement disciplinary sanctions, so that the consequences of bullying reflect the serious nature of the incident, and they have open discussions about perceived differences before they become problematic. It is important that schools work with the wider community, including the police and children’s services.

We acknowledge that tackling bullying outside school is challenging, but we have been clear that teachers have the power to discipline pupils for poor behaviour, including bullying outside the school gates. Where bullying outside school is reported to school staff, it should be investigated and acted upon. If the misbehaviour could be criminal or poses a serious threat to a child or another member of the public, the police should be informed. The Department has issued advice to help schools prevent and tackle bulling, making it clear that teachers have the power to discipline pupils for bullying incidents on school and public transport and on the journey to and from school, when it is brought to their attention.

I agree completely with my hon. Friend about the excellent organisations working in this area, some of which the Department funds. We are providing four organisations with £4 million over two years from spring 2013. First, we are giving £800,000 to The Diana Award to identify and train 10,000 pupils as anti-bullying ambassadors. I recently met representatives from The Diana Award and year-11 student Henry Doran, an anti-bullying ambassador at the Magna Carta school in Surrey. I was incredibly impressed by what Henry told me about how they had created a much more positive culture within the school and how he enjoyed his role helping the other children. At a recent reception in Downing street celebrating that impressive programme, I was told about the smile and compliment days—I said I thought it would be good for us to have them in Westminster sometimes. It is a really good project. What is nice is that it accentuates the positive—it is the opposite of a bullying culture—creating a positive culture in which people compliment each other and focus on their similarities and strengths, rather than the issues dividing them. That is very good.

Secondly, we are giving just over £250,000 to Kidscape to work in nine of London’s most economically deprived boroughs to train primary school professionals to deliver preventive and remedial strategies. Thirdly, we are giving £1.5 million to Beatbullying to train 3,500 11 to 17-year-olds over two years. Fourthly, we are giving £1.5 million to the National Children’s Bureau consortium to focus on bullied children and young people with special educational needs and/or disabilities, working with 900 schools and with parents, carers and school staff to reduce the bullying of these children and the impact when it occurs.

As we have heard, bullying can blight the lives of young people and result in tragic consequences. We do not want other children and their families to suffer as Ben Vodden and his family have suffered. We all have a part to play in helping to prevent and tackle bullying wherever it occurs—whether in the school, the wider community or on school transport—to ensure that no children have to suffer mistreatment. My hon. Friend asked if I would meet her and Mr Vodden. I would be happy to do so in order better to understand the issues at a local authority level: what prevents local authorities from using their powers to make changes—she mentioned the survey—and how we can ensure that good programmes, such as the anti-bullying ambassador programme, become more widespread in our schools. That will help us to change the culture in our schools and create a positive environment where learning can take place.

Question put and agreed to.