SEND Provision

Esther McVey Excerpts

Thursday 5th September 2024 Westminster Hall

[Esther McVey (Tatton) (Con)]

I thank the hon. Member for Leeds East (Richard Burgon) for securing this important debate. I know time is tight, so I will keep to a couple of very specific points. One such point is on the Government’s plans to add VAT to private schools and how that will affect SEND provision. My first question to the Minister is this: what impact assessment did the Government carry out, with regard to the VAT changes to private schools, of the effect on children with special educational needs and on SEND school places? If the Government have done an impact assessment, will they publish it, and if they did not, why on earth not? I appreciate that the Minister might not be able to answer that question here and now, but I see the officials are in the room behind her, so I am happy for that to be sent to me.

As I understand it, the Government policy is not to impose VAT on private school places where the school place is allocated on the basis of an EHCP. However, there will be very many children with special educational needs who have not yet secured such a plan, and so VAT will apply.

[Gregory Stafford]

Will my right hon. Friend give way?

[Esther McVey]

Not at the moment.

We know that families have to go through a rigorous set of tests to obtain an EHCP, often ending in an appeal or taking many weeks to be finalised. In those cases where the plan has not been finalised, parents will have to make the difficult decision whether to send their child to an independent school. In those instances there will be a significant uplift in those pupils’ fees—a massive worry for parents. Some will now no longer be able to afford the fees. We can only imagine their guilt and concern. What are they going to do? Will they have to stop their child’s progress at that school? Will the child need to leave that school?

How can it be fair that a child who is delayed in the education, health and care plan process, through no fault of their own, faces VAT costs, while another child who has secured their EHCP in time does not have that burden? Could the Minister explain that unfairness that the Government have now introduced into the system, and whether they plan to put a stop to it as soon as possible? In light of that unfairness, I urge the Government to look at what steps can be taken to reduce the time that the assessments for an EHCP take, more generally.

There are three local authorities in my constituency, all of which consistently go beyond the legal timeframe. I asked Cheshire West SEND accountability group for parents how long the EHCP process takes. Legally, it should take only 20 weeks, but some have waited more than 60 weeks. Anecdotally, they say on average it is taking 30 to 50 weeks—

[Mr Clive Betts (in the Chair)]

Order. I call Sharon Hodgson.

Higher Education Reform

Esther McVey Excerpts

Monday 17th July 2023 Commons Chamber

[Gillian Keegan]

Not all the things I have brought forward today have already been announced. The information on foundation degrees is new, and the work we are doing with the OfS is also new. We have asked the OfS to consider the impact of recruitment limits, and how those can be introduced. I personally think this is an important set of reforms. We need to make sure that we have access to these fantastic courses at our universities so that through programmes—such as Horizon, when we complete those negotiations—we can continue to offer the very best in science from this country.

[Esther McVey (Tatton) (Con)]

I very much welcome this statement to limit the number of students that universities can recruit to courses that are failing. The Secretary of State has my full support. Can she tell me whether this measure will also apply to foreign students? At the very least, will foreign students be barred from bringing dependants with them to do these courses?

[Gillian Keegan]

The quality of the courses on offer applies to everybody. If we change the quality for domestic students, it will then be the same quality for international students, which is important because of the size of the international student sector, which brings about £25 billion to £30 billion to our economy every year. We have already addressed the issue of dependants for taught master’s courses in our recent changes to migration visas.

Oral Answers to Questions

Esther McVey Excerpts

Monday 17th July 2023 Commons Chamber

[Gillian Keegan]

There is nothing that would make me give such drastic advice. The truth about the apprenticeship levy is that 99.6% of it will be spent this year. We can look in the rear view mirror, and there are some reports going back over time that show some underspend in the levy, but they are back over time. We are now spending 99.6% of the levy. Perhaps what the hon. Gentleman has not appreciated is that some of the funding goes to the devolved Governments. If we examine the apprenticeship system in Wales and Scotland, it is not a patch on what we have introduced in England.

[Esther McVey (Tatton) (Con)]

2. What steps she is taking to support severely absent pupils with their attendance.

[Mr Robin Walker (Worcester) (Con)]

3. What steps she is taking to tackle persistent absence in secondary schools.

[The Secretary of State for Education (Gillian Keegan)]

School attendance is important for not just a child’s education but their wellbeing and life chances, and it is a personal priority. We have: rolled out the daily attendance data tool; launched the attendance action alliance group of system leaders, which includes representatives from health, policing and social care; expanded the attendance hub support; and, deployed expert advice to work with local authorities. Termly persistent absence fell by a fifth from summer last year to spring this year, with 350,000 fewer persistently absent pupils, but we know we still have more to do, and it is a top priority for me.

[Esther McVey]

Does the Secretary of State agree that shutting schools during covid lockdowns was a disaster for children and their mental health and has led to an explosion in severely absent rates? Will she make sure that cannot happen again by classifying all education settings, including schools, colleges and universities, as essential infrastructure, to ensure they remain open during national emergencies?

[Gillian Keegan]

Schools were not shut during lockdown. Many of our fantastic teachers were still teaching key cohorts, supporting our NHS and the most vulnerable, such as those with special educational needs, but I fully share my right hon. Friend’s concerns about the impact that the pandemic has had on attainment, attendance and mental health. She knows we are working hard to recover, making almost £5 billion available for recovery. I can assure her that we will always seek to minimise the disruption to education in emergency situations. We all have a lot to learn from the experience during the pandemic, including the impact on children of all the decisions that we took, which were led by medical advice.

Careers Guidance in Schools

Esther McVey Excerpts

Tuesday 11th January 2022 Westminster Hall

[Christina Rees (in the Chair)]

Before we begin, I remind Members that they are expected to wear face coverings when they are not speaking in the debate. This is in line with current Government guidance and that of the House of Commons Commission. I remind Members that they are asked by the House to have a covid lateral flow test before coming on to the estate. Please also give each other and members of staff space when seated and when entering and leaving the room. We are expecting a vote and I will suspend the sitting for 15 minutes when that occurs. I call Esther McVey to move the motion.

[Esther McVey (Tatton) (Con)]

I beg to move,

That this House has considered careers guidance in schools.

It is a pleasure to serve under your chairmanship, Ms Rees. I thank the Speaker for granting the debate. I should start by saying that my right hon. Friend the Member for Harlow (Robert Halfon), the Chair of the Education Committee, wanted to be here today, but unfortunately he has tested positive for covid and cannot join us. I know that careers guidance is a matter close to his heart, and I thank him for all the work that he has done on it.

One of my very first speeches in this House was on career guidance and extending opportunities to all. That was over a decade ago. It included reaching out to young girls and supporting them to climb the career ladder. It was about smashing glass ceilings, stopping stereotyping people, and knocking down the barriers that prevent people from achieving, succeeding and fulfilling their potential. I have written academic papers on this issue, worked on reports such as the “Genda Agenda” report and the Ideopolis report, and worked on the Merseyside Entrepreneurship Commission, which looked at the reasons why pupils from deprived areas were often half as likely to set up in business and twice as likely to claim benefit as people from more advantaged areas.

We looked at how to go about breaking those cycles, and the answer kept coming back to good-quality, consistent, regular careers advice and meeting inspirational role models—people young girls could learn from and, where possible, people from similar backgrounds who had managed to succeed, often against the odds, as well as people who young girls could really relate to and who would have an influence on what they were going to do as they got older.

Most advice, for most people, comes from people they know—from parents and friends. How big that pool is will determine how much those people come into a huge and different array of careers, so that pool needs to be widened if we want to widen opportunities for as many people as possible. How can children know what they want to do when they leave school if they are not told about the career opportunities available to them, the qualifications they will need and the different educational paths they can take to get there?

I hope Members can tell that I am as fired up by these issues today as I was more than a decade ago. I will declare an interest because, caught by the bug of supporting young people, I set up my own charity to do just that in 2013. It is called If Chloe Can and it provides careers advice to pupils up and down the country, particularly in years 8 and 9, and predominantly to disadvantaged pupils. It is supported by 200 role models who are successful individuals: Debbie Moore, the first woman to run a public limited company; Jo Salter, the first woman in the UK to fly a fighter plane; Professor Sarah Gilbert, who developed the AstraZeneca vaccine; and people such as Nick Knowles and James Dyson. The list goes on.

The charity provides careers advice, role models and confidence. It is about goal-setting, planning, communication, resilience and assertiveness. The charity used to go into schools and hold performances and plays, but all of that changed because of covid and lockdown, and so too must careers guidance.

[Sir John Hayes (South Holland and The Deepings) (Con)]

My right hon. Friend is absolutely right about familiar networks providing advice and about the way that that disadvantages those who do not have good access to such support. That is why, when I was the Minister responsible for these things, I introduced a statutory obligation on schools to provide independent advice and guidance. The problem is that that needs to be face to face—it needs to be direct. It is not enough for it to be via a website, or a remote connection. Does my right hon. Friend agree that the key thing for the Minister to assure us of—I know that the Minister is very keen on this matter—is that that degree of face-to-face guidance will be available to all children in sufficient quantity and quality to make up the difference for those who suffer from disadvantages?

[Esther McVey]

I thank my right hon. Friend for the work he has done. To go back to covid and lockdown, many of us wanted to make sure that schools were not locked down, and he is right that pupils need face-to-face connections, inspiration and support. But when that was not possible, the work that I did with Zoom to engage directly with pupils, play videos and allow pupils to meet inspirational role models online was important too. As my right hon. Friend says, it is the number of times that a pupil connects with people that is important; it cannot just be once, and then they forget it in the years to come. If the pupil can do that consistently, week on week in the summer holidays or in the school term, wherever they are—in school or not; with covid or not—then they can engage. That is the programme I have been working with Zoom on.

We have done some great initiatives, and lots of good things have been done over the last 10 years. I congratulate all the groups, businesses, local enterprise partnerships and charities that are doing so much. Before Christmas in my area of Cheshire, AstraZeneca showed 480 pupils how artificial intelligence, virtual reality, robotics, 3D printing and drones could be used remotely to diagnose problems in the manufacturing process. There are companies doing it, and across Cheshire and Warrington, the local enterprise partnership has been co-ordinating online work experiences too. In two months last year, 1,750 young pupils were given a workplace challenge with 43 local employers; those employers worked with the pupils to open their eyes to what was right on their doorstep. Equally, that allowed the businesses to influence what subjects the pupils might like to—and could—do.

I welcome all that is going on, but it is a bit piecemeal; it depends on where someone lives and what school they go to. We need to broaden that. That is why I welcome the Government’s Skills and Post-16 Education Bill, because it will allow local school skills improvement plans to be created by employer representative bodies, to make sure that schools are working locally with businesses in their area to develop programmes for pupils. Embedding employers in the heart of the education system is key. The Bill also looks to transform the current student loan system, which many of us have called for quite some time. It will give every adult access to a flexible loan for higher-level education and training at university and college, and it will be usable at any point in their lives.

All of these great things are happening, but more still needs to be done in schools to provide better guidance. The latest report from the Centre for Social Justice says that there is a growing need for tailored, innovative and inspiring career guidance with links to role models and employers. Some good work has been done, but lots more needs to be done.

Why is that so important? A young person who has four or more interactions with an employer is 86% less likely to not be in education, employment or training—to not be a NEET—and they can earn 22% more during their career compared with a young person who has had no interaction with an employer. Sadly, the Centre for Social Justice points out that there seems to be no single place where a young person can go to get comprehensive Government-backed careers information. It has also found that schools are not consistently delivering good-quality careers advice. About one in five schools does not meet any of the eight Gatsby benchmarks—a series of internationally respected benchmarks that help Government to quality-assure careers advice in schools.

The Centre for Social Justice also drew attention to the fact that careers advice in school often leads strongly towards academic routes. According to one study, only 41% of 11 to 16-year-olds said that a teacher had discussed the idea of an apprenticeship with them at school, and just 21% of teachers always or usually advised high-performing students to opt for an apprenticeship over university. We are not really looking at the pupil’s needs and what would be best for the pupil; we are still focusing on the institution. We need to ensure that it is pupil-centric advice and support.

I want to acknowledge the work done in this area by Lord Baker. He secured the amendment to the Technical and Further Education Act 2017 that allowed further education colleges, university technical colleges and apprenticeship providers into secondary schools to explain to students the various alternative pathways for their education and training. That will be strengthened by the Skills and Post-16 Education Bill, and that is key. Knowing the options, knowing the benefit of an option, having sample days in colleges and workplaces and meeting people who actually do the job is really important, because it is usually when a young person meets the person doing the job that the job is brought to life.

Also important is starting careers guidance at a very young age. Teach First is really pushing for it to go into primary schools, and I agree with that too. Sometimes I meet pupils and they do not necessarily really know what school is for; they do not realise that it is a journey to get them into work. They feel that it is for killing time for a number of years and perhaps getting exams. In fact, this is a journey to help them to do whatever they want to do for the rest of their life, so I would agree with going into primary schools.

I again congratulate my hon. Friend the Member for Workington (Mark Jenkinson) on his private Member’s Bill, the Education (Careers Guidance in Schools) Bill, to give careers guidance to those in year 7. It should complete its passage through the House on Friday. I welcome the advice going to younger pupils. I know that the Government will be supporting that but, again, can the advice go to even younger pupils? We know that we have the National Careers Service and the Careers & Enterprise Company, but this feels a bit piecemeal. I am wondering whether they can merge, so that we can really get value for money with those two organisations.

I appreciate that the Minister who will answer this debate is standing in for one of her colleagues, who also has covid, so if she cannot answer today all the points that I am about to ask, it would be most appreciated if she could perhaps arrange a meeting with the Under-Secretary of State for Education, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart), who is the Minister for skills. The questions I am asking are these. How do the Government plan to ensure that careers guidance is of a high quality for all pupils, irrespective of where they come from? How do they plan to link pupils to the local businesses in their area? How do they aim to support schools to bring in role models, whether that is in person or in the new, innovative way I am doing this—with Zoom, online? How do we stop piecemeal careers guidance? Pupils need to know, in this fast-paced, ever-changing world, what works for them—where they can get the education and the support that they need.

--- Later in debate ---

[Christina Rees (in the Chair)]

We will start again. Ms McVey, have you finished?

[Esther McVey (Tatton) (Con)]

The timing was perfect, thank you.

[Christina Rees (in the Chair)]

Good timing, superb. We now move on to Back-Bench speakers. If you can confine yourselves to five minutes or less, we should get everyone in.

--- Later in debate ---

[Esther McVey]

In one minute, I want to thank everyone who has spoken today. It has been a positive, uniting and uplifting debate, showing that we all understand the importance of good-quality and consistent career advice, work placements and educational pathways. I am confident that the Government also understand the importance of those, and are taking steps to make them better.

This is not to put extra work on teachers’ shoulders; they have a lot to be getting on with. This should be making life easier for them and their pupils. If any pupils or teachers have been watching today, I want them to know that we are not all fusty old Members of Parliament. We actually have their best interests at heart and are fighting to bring opportunities to the next generation.

Question put and agreed to. 

Resolved,

That this House has considered the matter of careers guidance in schools.

University Tuition Fees

Esther McVey Excerpts

Monday 25th October 2021 Westminster Hall

[Esther McVey (in the Chair)]

Before we begin, I encourage hon. Members to wear masks when they are not speaking, in line with current Government and House of Commons Commission guidance. Please give one another and members of staff space when seated and when entering and leaving the room.

[Tom Hunt (Ipswich) (Con)]

I beg to move,

That this House has considered e-petition 550344, relating to university tuition fees.

It is a pleasure, Ms McVey, to serve under your chairship for the first time. I thank the petitioner for putting together a petition on this important issue, and the 581,287 people—a very large number—who signed the petition, particularly the 764 from Ipswich. That number does not surprise me, because I have been contacted by many constituents over the past 22 months with concerns about how university education has been impacted by the pandemic and about having to pay full tuition fees, even though, so often, their education and university lifestyle have been disrupted.

The petition first calls for a reduction in tuition fees from £9,250 a year to £3,000. Secondly, it calls for live debates to be held frequently between Members of Parliament and students. Though in principle that sounds like quite a good idea, practically I am unsure how it would be arranged. If we were to have those sorts of debates between MPs and students, where would it stop? Would we have such debates for every interest group on every issue across the land? It is important to remember that we are a representative democracy and that, as Members of Parliament, we engage frequently with higher education students.

--- Later in debate ---

[Tom Hunt]

I do think it is important that the Government look at access to university education and ways of making it more affordable, but I also believe that the taxpayer is a key stakeholder. I will come on to that very shortly. There is a fundamental question whether we think it is the right thing for 50% of people to go university. That was the aspiration of the last Labour Government and I am glad that the current Government abandoned that 50% target. I do not think that that was the right thing to do. Many of those 50% going to university will benefit from it, get skills and qualifications, and make a very positive contribution. However, the reality is that, because the education system has not in the past created multiple pathways for young people, including technical education or an apprenticeship, young people kind of meander aimlessly into university, under pressure from their school and their parents, when university is perhaps not right for them. There is no God-given right to go to university for three years, perhaps to study a course that is not of great benefit to the country, so I question whether that is the right approach.

It is critical for levelling up that we invest in apprenticeships and skills. For those growing up, there should be an academic pathway, and those convinced that that is the route for them should be encouraged to go down that route, but people should not end up in university simply because there is no alternative, which often happens. If we are arguing for greater taxpayer subsidy of university education, surely it is reasonable for the taxpayer and the Government to have a far greater say in who goes to university, what they study and how that benefits UK plc, because at the moment there is not always a sense that that is the case.

I think there is great sympathy from all Members for what university students have had to go through over the last 22 months, and there is a reasonable case for their not having to pay full tuition fees for what has been a disrupted educational experience, with almost none of the same advantages, in terms of societies and socialisation. However, in the long term, the Government are right to focus on the further education White Paper and on getting rid of the 50% target, and realising that it is not all about university. It is not unreasonable to consider the taxpayer. Often, those on reasonably low incomes, who work hard, actually subsidise the university education of people from more privileged backgrounds, who may or may not be undertaking a course that is beneficial to UK plc. That is not reasonable.

I do not support the petition with the higher education system as it is currently is. If we had a much smaller pool of university students, perhaps we could consider it at that time, but I do not believe that it is in the taxpayers’ interest to back this petition.

[Esther McVey (in the Chair)]

We will come to the Front-Bench spokespeople no later than 5.30 pm. Given the number of Back-Bench Members here, I will not set a time limit.

Education (Careers Guidance in Schools) Bill

Esther McVey Excerpts

2nd reading
Friday 10th September 2021 Commons Chamber

[Esther McVey (Tatton) (Con)]

I start by congratulating my hon. Friend the Member for Workington (Mark Jenkinson) on his success in the ballot and on bringing forward this important Bill that I absolutely endorse because if, like me, hon. Members believe in extending opportunity to all, careers guidance is one sure way to do that. In fact, I believe in it so much that more than a decade ago I set up my own charity If Chloe Can to bring careers guidance to schools.

I work with schools across the country, including many in deprived areas, with pupils from all backgrounds in all areas. I bring them successful people from backgrounds such as theirs who have wonderful careers to inspire and motivate them, and to make them start thinking while they are in school, “What would I like to be when I leave school? What can I do? What would I like to achieve in my life?”. How can anybody aspire to work towards something exciting in a career if they do not know what careers exist—more importantly, if they do not know what careers exist for them? They need to see people like them achieving in all walks of life.

Letting pupils know early on, while they are in school, what paths are trodden, what hobbies are done, what work experience can be gained, and what exam grades are needed for a profession is absolutely key. It fires pupils up to do more in school and to go for those grades, because they know what they are in school for. I have seen pupils doing so much better in education once they have a purpose and they know what it is all about.

[Anthony Mangnall (Totnes) (Con)]

I am sorry to interrupt, because my right hon. Friend is making an important point about where we find careers advisers and from which backgrounds they come. Would she say a little more about the people who are going into schools and how they are incentivised to do so and to help by preaching about their success, and to lead as an example in their community? We could all do with understanding how to do that in our constituencies to encourage it further.

[Esther McVey]

Most people, if asked, really want to go in and speak to pupils about what they do and the opportunities that are out there. I work with more than 200 successful women who give up their time for free because they want to help the next generation of pupils to do well. In the last decade, I have worked with thousands of pupils; I have written career books; and I have done a touring play with the National Youth Theatre and spoken to a thousand pupils at a time with panels of experts on stage who, as my hon. Friend mentioned, all gave up their time to talk about an array of different subjects.

[Jim Shannon]

When it comes to career opportunities, it is sometimes overlooked that there are opportunities in arts and culture, as the right hon. Lady has referred to. It is not always about jobs in construction or engineering; there are other opportunities out there as well.

[Esther McVey]

Absolutely; that is what it is all about—finding the profession for the individual. What makes them tick and inspires them? Good consistent careers advice can change lives. Without it, some pupils will just drift, not knowing what they want to do.

Without doubt, covid has brought about significant changes in the world of work and in the teaching landscape. Good careers advice has always been important, but never more so than now, with the disruption in schools and the changes in the job market. It is really important to support young people. Data suggests that 65% of children currently in primary school will enter a job that has not been invented yet. As we know, that will not be a job for life. People will do a series of jobs, and that will speed up. That means that they will have to learn, relearn, upskill and reskill on a regular basis.

Clare Hayward, a leading businesswoman and chair of the Cheshire and Warrington local enterprise partnership put it simply: “We need to inspire young people about an array of jobs, new emerging jobs, roles they might never have been thought of in tech, digital, life science, jobs of the future. We need schools to engage with the business community who are alert to these future opportunities and have staff who can talk passionately and excitedly about these jobs. And we need schools not just to push traditional careers and traditional routes after school,” but to focus on all the opportunities that are out there.

[Chris Clarkson (Heywood and Middleton) (Con)]

I apologise for interrupting my right hon. Friend; she is making a very powerful point. Placements in work have been extremely important, especially in this post-covid period. Does she agree that when pupils, especially those from disadvantaged backgrounds, go into a workplace and see that there is something they can do, it raises their aspirations?

[Esther McVey]

My hon. Friend is absolutely correct. It is about seeing how things are done. Some people can get all their inspiration by sitting in a classroom, but many cannot. They have to see the practical application. They have to see that job and that is what will inspire them.

[Shaun Bailey]

My right hon. Friend is articulating her point very well, and I pay tribute to the work that she has done in this area. Does she agree that it is okay for young people not to know straightaway what they want to do, and that by giving them those opportunities, they can be malleable? We all know what a career change is like, and some of us might have another career change after this, but I am sure she would agree that having options is important.

[Esther McVey]

My hon. Friend is so right. Blessed are those who know immediately what they want to do. Some people might know, perhaps in sport or if they are creatives or those who are gifted in a certain way. Many of us do not know for many years. In fact, life is a journey, finding out where we fit in, and we will do many jobs along the way, hopefully adding to life and society as we go along.

[Anthony Mangnall]

My right hon. Friend is making an interesting point about the fact that we will have many different careers and relearn and have to look at new jobs that come along. There is an interesting point here: if people are allowed to get experience and gain advice from careers advisers early on, whatever they do later on in their life, they have the understanding of how they can engage with businesses and how they can find out about new careers. Doing it sooner serves people much better later in life if they do decide to make changes. Can my right hon. Friend see the Bill going further on that in future years?

[Esther McVey]

Absolutely; my hon. Friend makes a very good point. It is important that someone knows that they are going to have to upgrade their skills, where that support is and that it is not a mountain to climb, but that they will probably do it alongside their career throughout their life.

I believe, too, that we cannot put more on the shoulders of teachers. The Government need an updated careers strategy and better links with the National Careers Service and the Careers & Enterprise Company and to signpost better so schools know where they can turn to get the extra support. Not every teacher will know about every profession. They need to bring other people in, so that signposting to those voluntary organisations, charities and businesses is absolutely key.

[Simon Baynes]

To take up my right hon. Friend’s point about access to careers advice, has she found, in the fantastic work that she does through her charity, that covid has meant that more people are using interactive, virtual communication and that this enables a greater throughflow of information on careers? She made the point about the difficulty for teachers of knowing everything. This will mean that they can have a greater contribution from the outside world than was possible previously.

[Esther McVey]

I must ask my hon. Friend: has he read my speech? That is exactly the point that I was coming to next, so he has fed me very well for my next line

Technology should be an enabler, too, providing greater and more diverse career advice. In the last 18 months during covid, my charity went online. It is now working with Zoom so that we can deliver online weekly sessions to schools over the year, with role models, guest speakers and modules on confidence, communications, goal setting, assertiveness and resilience. It is up-to-date, of the moment, real-time information, interactive and thoroughly questioning so that children can know where they want to go. It is bringing out pupils’ curiosity, linking businesses and schools, pupils and professions, using the Gatsby benchmarks and offering multiple touchpoints over the year, with different role models in different careers. It shows pupils post-school opportunities, whether those are apprenticeships, jobs, further education or universities, and it looks, too, into funding, sponsorships, learning on the job or just getting a job.

Careers advice to support pupils’ choice is key. It is about the pupil and their choice and fulfilling their ambitions. It is not about schools ticking boxes about where people go afterwards. We need to make sure it is about the pupil.

This is a big area and there is much to do. This Bill is by no means the end of the story, but it is a very important step. I am particularly pleased to be able to support my hon. Friend the Member for Workington in his mission—his ambition—on something that I know is very dear to his heart.

Covid-19: Impact on Attendance in Education Settings

Esther McVey Excerpts

Wednesday 30th June 2021 Commons Chamber

[Gavin Williamson]

The hon. Lady seems to be blissfully unaware that we have already invested over £3 billion in supporting children to be able to catch up in our schools. As she requested, we will continue to work closely with the Treasury—as we have been doing—as we approach the spending review to see what further action is needed to be able to support our children.

[Esther McVey (Tatton) (Con)]

Last week, 375,000 pupils were off school through self-isolation and there has been a 40% increase in anti-depressants being prescribed to under-17-year-olds. Given that children are extremely unlikely to suffer serious ill health as a result of catching covid, and given the damage being done to their education and their mental health, is it not time we stopped this self-isolation madness and got all pupils back in the classroom where they belong?

[Gavin Williamson]

My right hon. Friend raises a really important issue in terms of children’s mental health. This is why we have been so concerned to put interventions in place to be able to support children, as well as those who work in our schools and colleges, with their mental health at this incredibly difficult time. The best way of helping children and all people—all staff—with their mental health is by actually having schools functioning as normally as possible. That is why we have always been clear that when we are in a position to be able to remove those restrictions, and to be able to make those changes and make it easier for schools to operate as normally as possible, we will always take those steps at the earliest possible stage.

Education

Esther McVey Excerpts

Tuesday 2nd March 2021 Ministerial Corrections

The following is an extract from the urgent question on 3 February 2021 on Support for University Students: Covid-19.

[Esther McVey]

The Government set the maximum amount that universities can charge for tuition fees during normal times. Is it not therefore the responsibility of Government to set the maximum amount that universities can charge during this covid-19 period, when students are not getting the education or the experience they have paid for because of Government restrictions?

Support for University Students: Covid-19

Esther McVey Excerpts

Wednesday 3rd February 2021 Commons Chamber

[Esther McVey (Tatton) (Con) [V]]

The Government set the maximum amount that universities can charge for tuition fees during normal times. Is it not therefore the responsibility of Government to set the maximum amount that universities can charge during this covid-19 period, when students are not getting the education or the experience they have paid for because of Government restrictions?

[Michelle Donelan]

We will continue to monitor the situation. However, it is important to note that reducing tuition fees would not put money into students’ pockets here and now, and 50% of students do not pay back their loaned amount. What is important is ensuring that students get the quantity, the quality and the accessibility of tuition in these really difficult and challenging times.[Official Report, 2 March 2021, Vol. 690, c. 2MC.]

School Closures: Support for Pupils

Esther McVey Excerpts

Wednesday 13th January 2021 Westminster Hall

[Esther McVey (Tatton) (Con)]

I, too, congratulate you, Dame Angela, on becoming a dame. I congratulate the hon. Member for Warwick and Leamington (Matt Western) on securing this important debate.

If 1870 is remembered as the start of universal elementary education and 1944 for secondary education for all, then 2021 must be remembered as the year that online standards for education were set. If schools are to be closed and pupils are to be at home, they need devices, reliable network coverage and a secure platform for schooling to be delivered. We need a set curriculum, oversight and support for pupils, and a structured feedback loop from pupils to teachers. If standards are not set, this generation of political leaders and educationalists will be failing to live up to not only the laws of the land, but the educational path that this country has set for its children for over a 150 years. There cannot be lockdowns and school closures, with no full-time alternatives at the ready.

The Government have taken steps. Laptops are going to pupils, guidance is in place and there are independent educational providers coming forward—Oak National Academy, BrainPOP, Creativebug and the BBC—but there is not a comprehensive system in place.

A survey conducted in the last week by the Sutton Trust has reported today that only one in 10 teachers feels that their pupils have adequate access to laptops. A similar percentage feel that their pupils have adequate access to the internet. We have falling standards and a division in provision. The National Foundation for Educational Research found the average learning lost for all pupils was three months, but that more than 50%- of pupils in the most deprived areas had lost four months or more. They also said that while 1% of pupils in the wealthiest areas had lost an estimated six months in effective learning due to the lockdown, in the poorest areas more than 10 times as many were affected as badly.

If we believe in social mobility—and I certainly do—then this is not good enough. We need to act to support our pupils, and at pace. Education is the great equaliser. We have to adapt and adapt quickly. I say that because I look at how businesses have adapted to cater for their customers and upgrade their capability. Online demand has increased by over 100% in retail and for online video subscriptions. Microsoft Teams has grown from 20 million users in November 2019 to 115 million daily active users in October 2020.

If businesses can develop, adapt and meet the need, then schools must do exactly the same thing: they must react with speed to give pupils the education that they need. Like it or not, online education is here to stay, and once developed it could become an exceptional resource with wider uses, such as allowing children to catch up at home if they have been ill or helping to cater to the 60,000 pupils who are taught at home—that number leapt up by 13% in 2018-19. It could even support pupils who have an exceptional capability in a subject to surge ahead.

Where do we begin? We have to get teachers, unions, Ofsted and the Government to come together to set out that standard, because if unions, teachers and local councils are arguing for pupils not to return to school, and with the Government’s announcement of a third national lockdown, they must come together to provide for a full, accessible online curriculum. There is joint responsibility; therefore, joint action is needed. The Government need to reinstate their manifesto pledge of 1 gigabit capability for everyone by 2025, so that pupils, irrespective of where they live, can get a proper online connection.

In 1969, the Open University was created to give open access to higher education, increase social mobility and support the economy. We need a similar game-changing moment now in online education, where we could become a global leader. The Open University now qualifies as one of the world’s largest universities and has a £3 billion benefit to the UK economy. It is time we took a leap forward in online education, and 2021 needs to be the year that happens. Will the Minister meet me and my Blue Collar Conservatism colleagues to set out the new online curriculum that needs to happen, and the online connection and devices that need to be given, to ensure that social mobility happens and that we have an education fit for all?