Children in Need: Adulthood

George Howarth Excerpts

Thursday 6th September 2018 Westminster Hall

[Mr George Howarth (Knowsley) (Lab)]

I add my congratulations to my hon. Friend the Member for Birmingham, Selly Oak (Steve McCabe) on a really useful survey of the information that is already known, and on the way in which he has introduced a very important subject and given us the opportunity to debate it.

As my hon. Friend and other hon. Members have provided so much information, I shall focus on just one aspect of the problem—low educational attainment, which is a particular challenge in Knowsley. We know that children considered to be in need are only one third as likely as other children to achieve A* to C GCSE passes in English and maths at the end of key stage 4; the figure is 63% for pupils not so classified. That is a serious discrepancy. We also know that, although this finding is based on a quite small sample, about 13% of young people—16 and 17-year-olds—achieve no GCSE passes at all. However, that is not where the emphasis is. When all the results are published, we publish league tables and show everyone delightedly jumping up and down with their passes, and that is great; we should do that. But what everyone tends to overlook is that huge cohorts of young people are achieving nothing out of their education. I want to focus on that.

We need to take into account the vulnerabilities that the Children’s Society and others have identified, because there is a connection between those vulnerabilities and educational attainment, which I will talk about shortly. A lot of these young people are in poor health. A lot have low satisfaction with life. Just think about being 16 or 17 and being able to identify that you have a low level of satisfaction with life. I suspect that many of these young people experience household poverty. Others feel “useless”. Again, imagine being 16 or 17 and thinking that you are useless. And of course there are those who have caring responsibilities, which is a growing problem among young people.

I do not want to enter into a discussion about sociological despair, because I know where that leads. I am not saying that we do not have to take that into account, but if we say that that is all there is, the consequence is that we do not do anything about the problems. We have to focus on the things that can be done to resolve those problems.

It is important to say that people cannot escape the environment in which they live. They cannot leave at the school gates all the problems in the household or the neighbourhood, which tend to follow people around. The problems that exist in the community also exist, in a slightly different form, in the school itself, but we cannot expect schools to be the only people who can compensate for the problems in people’s lives. In my view, we already overload teachers far too much. We have to look at what other things can be done and who can do them in order to address the problems.

I shall just make three suggestions and then conclude. First, some young people, when they have got to 14 or 15 years of age, have got to the point in their school career where, frankly, the next few years are going to be a complete waste of time. They have fallen so far behind that they are likely to be in that cohort that does not achieve any GCSEs, and attendance at school is sporadic. Sometimes—not in Knowsley, but in other places—some schools overlook absenteeism, because it is better not to have some pupils in the school at all, given the disruption that they cause.

Some young people reach a point at which they need something else in their life. They need some other way of getting back on track to gain some relevant qualifications, some relevant skills. The Department for Education is looking at different options—I welcome this—for alternative provision. Some alternative provision is excellent and provides the sorts of opportunities that I am talking about, but it needs to be said that some of it, to be brutally honest, is no more than cut-price childminding. I hope that the Minister’s Department will start to identify those projects and schemes that can do the work that is necessary with those young people and eliminate the cut-price childminding, which frankly is all too prevalent in some parts of the country.

The second thing that we need to do more of, as the hon. Member for Congleton (Fiona Bruce) mentioned, is to take a more holistic view by working not just with the young people, but with their families. These problems do not appear out of thin air. If there are—as sadly is the case in some families in my constituency—five generations of worklessness in a family, stretching back to the Thatcher Government years, when manufacturing in Knowsley was stripped out almost completely, there is a problem, because no one knows any longer what the relevance of school is. If the future is a life on benefits or of involvement in crime—or a combination of the two—what is the relevance of school? We have to intervene with those families to find ways of getting them to understand the importance of children’s having the opportunities to develop the talent that they have—many of them do have talent. I very much support the idea of that kind of approach.

The final point that I want to highlight is this. There is tremendous scope for mentoring. I know that it became quite trendy in the 1990s to talk about mentoring. Some of it worked and some of it did not. I am not talking about professional mentoring, but there are people in every community—there are many of them in Knowsley—who have successfully brought up their own families. Their children may have gone into useful, productive employment; they may have gone to university. Those people have a contribution to make. Many of them are retired but still fit and well, healthy, and lively in their minds. We have to find ways of linking those people up with families who are struggling, and we need to be very strategic about the way we do that. There is help and advice out there for those families; we just have to find ways of linking them with those people who can provide that help.

I shall conclude by simply saying this. There is a huge challenge that many of us avert our gaze from in our society. The huge challenge is that young people are not achieving what they ought to be at school, yet no one is providing the right alternatives, the right advice and the right framework of support that they need in order to do that. This is not rocket science. I hope that the Minister will take that heartfelt plea on my part seriously, because it is not that difficult to do it. We must have some resources, but more important is the will to do it.