Social Mobility

Debate between Esther McVey and Helen Grant

Tuesday 31st January 2012 Westminster Hall

[Esther McVey]

I will make one comment, because I worked with people who were able-bodied, and with others who were not so able-bodied. One in particular who was a huge inspiration to me was a young girl called Shelly Woods, who I hope will get an Olympic gold in the Paralympics. She was supported by other people and thought she could achieve, even though she had always wanted to do sport as an able-bodied person. She became paralysed in an accident playing hide and seek, when she fell out of a tree, and has lived both as an able-bodied person and as someone who is not able-bodied. Her story was poignant, and she talked about the vital strength and support of teachers and family members. I do not know whether I can give a clear answer to the hon. Gentleman’s point—I am sure that the Minister can—but I hear what he says; the support he speaks of is needed.

It is important to look in the round at what can be achieved. The coalition Government are doing that, because social mobility will not be achieved by a single initiative. It is a question of a host of interventions, providing small steps at various stages in someone’s life, to enable them to climb up. Social mobility appears to have stagnated in the UK in the past 30 years. Children’s educational outcomes are still overwhelmingly tied to their parents’ income. The OECD published “A Family Affair: Intergenerational Social Mobility across OECD Countries” as part of “Going for Growth 2010”; it shows the United Kingdom as among the countries where socio-economic background appears to have the largest influence on students’ performance. Although initiatives have been introduced in the past 30 years, it appears there has been little success.

[Mrs Helen Grant (Maidstone and The Weald) (Con)]

I, too, congratulate my hon. Friend on bringing the debate to the House. Does she agree that more effort needs to be put into boosting self-confidence and self-esteem in children? As she knows, those are prerequisites for mobility, success, and the goal that she is describing. Assuming that the importance of self-confidence is accepted, does she perhaps also believe that school subjects such as music, drama, art, sport and reading out loud in class may need to be given upward value? That is not at all to put a negative slant on the baccalaureate idea or the education policies that we are putting forward, but to underline the importance of the issues in question.

[Esther McVey]

I do indeed believe that self confidence is crucial. In fact, I led a debate on confidence for girls in particular. There is a lot of evidence, both academic and from Ofsted, that we need to encourage that, which is why I am so impressed with our national citizenship service in which kids from all backgrounds come together to get involved in team play and outdoor pursuits. The 30 children from the Wirral who participated last year said that it was a life-changing experience and that it really boosted their confidence. Yes, confidence needs to be developed both inside and outside school.

We need to look at social mobility as a whole and consider the various interventions that can be made over a life cycle. I welcome the fact that the social justice agenda and the social mobility agenda have come together with an emphasis on fairness and life fairness. Family support and support growing up are crucial.

The Department for Communities and Local Government found that 120,000 families in England have complex social, health and economic problems and it has designated an early family intervention programme. Yes, I know that it will cost £448 million to support such families, but it is in an attempt to break up a never-ending cycle of dependency and under-achievement that ultimately costs the country £9 billion a year. We therefore have not only the evidence to show that we need to take up such a programme to help the lives of people, which so often can be forgotten when we look at numbers, but the economic imperative to ensure that we push it through.

Girls (Educational Development)

Debate between Esther McVey and Helen Grant

Tuesday 29th November 2011 Westminster Hall

[Pauline Latham (Mid Derbyshire) (Con)]

rose—

[Mrs Helen Grant (Maidstone and The Weald) (Con)]

rose—

[Esther McVey]

I will give way first to my hon. Friend the Member for Mid Derbyshire (Pauline Latham) and then to my hon. Friend the Member for Maidstone and The Weald (Mrs Grant).

--- Later in debate ---

[Esther McVey]

My hon. Friend raises a point about girls being taught in a single-sex environment. Obviously, parents know best whether they want their children to be taught in single-sex environments. Whether there is stereotyping, whether girls are living up to stereotypes and whether they have the ability to speak freely within their peer groups can affect their confidence.

[Mrs Grant]

Although academic subjects are important, does my hon. Friend agree that confidence-building subjects such as music, drama, the arts, sports and reading out loud in class are also important? Some children may not flower academically at a particular moment, and those subjects can boost their self-confidence and self-esteem.

[Esther McVey]

I totally concur. That is what Helen Fraser was talking about—little bits that people can do to build up confidence. As we know, some of us flourish and blossom at different times in life. Therefore, someone has to feel confident in what they have done when they do it.

The second aspect that Helen Fraser raised is

“the confidence to be yourself, not to feel you have to conform to everyone’s expectations. This includes the confidence to stand up for yourself, to disagree with the group consensus if you believe they’re wrong and you’re right. Even if it is just speaking up at a meeting, or daring to have an opinion that isn’t the same as everyone else’s, it’s important to have the confidence that your…opinions and beliefs matter just as much as any other woman’s or man’s.”