Adult Social Care
Debate between Gillian Keegan and Peter Kyle(2 years, 5 months ago)
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Gillian Keegan
I thank the hon. Lady for her warm welcome for the White Paper. [Interruption.]
Gillian Keegan
It is not a laughing matter—it certainly is not. Of course, calling for something is much different from delivering something. We are taking steps to fix social care. We are grappling with this challenge, and we will meet it. In 13 years, what did Labour do? Two Green Papers, one royal commission, one spending review—and the result? Absolutely nothing. They are good at calling for things, but they are not very good at delivering things.
The hon. Member for Leicester West (Liz Kendall) mentioned immediate pressures. It is right to say that there are immediate pressures on all our workforces as we bounce back from the pandemic, but in particular on our health and social care workforces. We have always said that. We have challenges across the winter, and we know that we need to meet those challenges. That is why we put a winter plan in place, and it is why we have given additional funding to the sector. We have given additional funding to the sector all the way through the pandemic. We have given an extra £2.5 billion.
For the workforce specifically, we gave £120 million for January to March this year. That resulted in 7.5 million extra hours in the sector and 39,000 new recruits. As that was a successful intervention, we have repeated it for this period. In fact, that money—£162.5 million—has just started landing in councils’ bank accounts, and that is to take them up to March. We know there are pressures, and we know there is a lot of competition for labour, but we hope that that will be as successful as the previous interventions.
Of course, this is a 10-year vision, and we have to start with that vision. [Interruption.] I know that the hon. Lady and Opposition Members will look forward to reading the White Paper and seeing the vision.
Gillian Keegan
It will take long. It is over 100 pages, so it will take a reasonable time if Members are interested in actually finding the solutions.
The hon. Member for Leicester West also asked about workforce strategy and the NHS compared with social care. Obviously, the people in the NHS are employed by the NHS, which is a public body. Social care is largely a private system. There are 18,000 or more businesses. That is why it is a different sector and why we deal with workforce strategy differently. However, we have £500 million to invest in the social care workforce and to make sure that we invest in the knowledge and skills framework, careers options and so on.
There are 1.54 million workers in the sector and they are hugely valued. The hon. Lady said they are leaving in droves. Actually, what we have in the sector is a continual demographic shift in terms of need, and it grows by 1% to 2% every year, so we are always trying to recruit new workers into the sector. Of course, it is very important that these fundamental reforms take place so that we get more people attracted to the sector, more people staying in the sector, more people progressing in the sector and more people providing excellent care all day, every day, providing a lifeline to people across the country.
Black History and Cultural Diversity in the Curriculum
Debate between Gillian Keegan and Peter Kyle(2 years, 10 months ago)
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The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
It is a pleasure to serve under your chairmanship, Mr Gray. I thank the many people who signed the petition, and I also congratulate the hon. Member for Islwyn (Chris Evans) on securing the debate. Like him, we welcome the increased debate about black history in the curriculum, and I thank all Members who have contributed to today’s debate. We welcome the opportunity to respond on this matter, as my right hon. Friend the Minister for School Standards has done on previous occasions.
This country has a lot to be proud of, and children should learn all aspects of our shared history, both the good and the bad. We must teach about the contributions of people of all ethnicities, both men and women, who have made this the great nation that it is today. The shared history of our country is one that is outward looking: a nation that has influenced the world and, in turn, been influenced by people from all over the world. It is those people who have built the culturally rich country that we have today—a true example of a melting pot. A great example of this was commemorated last Tuesday on 22 June, when communities across the country marked national Windrush day. The third national day celebrated and commemorated the Windrush community, and the nation paid tribute to the outstanding contribution of the Windrush generation and their descendants.
The national curriculum enables teaching that includes black and ethnic minority voices and experiences. A shared British history can and should be taught, whether it is events such as the Bristol bus boycott, which many Members have mentioned today and which had a national impact, or the global impact of those soldiers from across the former empire who fought in both world wars. The theme “ideas, political power, industry and empire: Britain, 1745-1901” is statutory—I want to make sure that is on the record—but the topics within the theme are not. We believe that schools and teachers should use the flexibility they have in the curriculum to develop a more detailed, knowledge-rich curriculum to teach their pupils in an inclusive manner. It is knowledge that works to unite people and our nation by revealing the rich, interwoven tapestry of our history and enabling all pupils to see themselves in our history.
It is positive that teachers and schools are responding directly to the renewed attention on history teaching. These debates help to encourage that attention and ensure knowledge-based subject teaching—which, by the way, has changed a lot since many of us were at school. A number of Members referred to their history teaching, but I think it is fair to say it has moved on a lot since then. As a recent survey of history teachers by the Historical Association has shown, many more history teachers are reflecting in their teaching commitments to develop more content on black and diverse histories. That change at the school level will help pupils to gain more breadth and depth in their understanding of history.
The Government believe that all children and young people should acquire a firm grasp of history, including how different events and periods relate to each other. That is why history is compulsory for maintained schools from key stages 1 to 3, and it is why academies are also expected to teach a curriculum that is as broad and ambitious as the national curriculum. The Government have also strongly promoted the study of history to age 16 by including GCSE history in the EBacc measure for all state-funded secondary schools in England. Since the introduction of the EBacc, we have seen entries to history GCSE increase by a third since 2010.
The reformed history curriculum includes teaching pupils the core knowledge of our past, enabling pupils to know and understand the history of Britain from its first settlers to the development of the institutions that help define our national life today. It also sets an expectation that pupils ask perceptive questions, sift arguments, and develop perspective and judgment. It teaches pupils to understand how different types of historical sources are used to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
The curriculum does not set out how curriculum subjects, or topics within the subjects, should be taught. We believe that teachers should be able to use their own knowledge and expertise to determine how they teach pupils, and to make choices about what they teach. Teachers have freedom over the precise details, so that they can teach lessons that are right for their pupils, and they should use teaching materials that suit their pupils’ needs.
At the same time, the teaching of any issue in schools should be consistent with the principles of balance and objectivity. We believe that good teaching of history should always include the contribution of black and minority ethnic people to Britain’s history, as well as the study of different countries and cultures around the world. The history curriculum has the flexibility to give teachers the opportunity to teach about that across the spectrum of themes and eras set out in the curriculum.
To support that, the curriculum includes a number of examples that could be covered at different stages and that are drawn from the history of both this country and the wider world. The examples include, at key stage 1, teaching about the lives of key black and minority ethnic historical figures, such as Mary Seacole—she has been mentioned many times today—and Rosa Parks. The key stage 2 curriculum suggests that teachers could explore the topics of ancient Sumer, the Indus valley, ancient Egypt and the Shang dynasty of ancient China, as part of the required teaching on early civilisations. It also requires the study of a non-European society that provides contrast with British history.
At key stage 3, as part of the statutory teaching of the overarching theme of Britain from 1745 to 1901, topics could include Britain’s transatlantic slave trade, its effects and its eventual abolition. That could include teaching about the successful slave-led rebellions and challenges that led to the abolishment of slavery—for example, the Haitian revolution. For the UK, it could include the role played by slaves and former slaves, such as James Somerset, with regard to the Somerset ruling, and Olaudah Equiano, as well as the abolition movement and the development of the British empire.
Peter Kyle
I realise that the Minister is speaking for a colleague at the moment, but would she say that it is fair to set as the aspiration for her Department, once all the changes to the framework have gone through, that within a very short amount of time we should never have a student going through the entire educational process—as is happening right now—without ever having read a book or a text that was authored by a black or non-white author?
Gillian Keegan
Of course we want a broad variety of reading in particular—it is very important—and a wide range of books are available now in all our schools. I am sure that the hon. Member goes into as many schools in his constituency as I do in mine, and we see the broad range of books, but we cannot be taking away the teacher’s role here. Teachers want to be able to come up with their own curriculum and to be able to choose the materials. There is a broad range of materials. Obviously we have the statutory themes, but within that it is up to teachers; they are empowered to decide at what point they teach things and introduce many of the black authors that we have now on the curriculum. It is up to them to decide at what point they want to introduce that; it certainly is not for me to set out what all the teachers in our 20,000-odd schools should be doing.
In the theme about challenges for Britain, Europe and the wider world from 1901 to the present day, the end of empire can be taught. For key stage 4, the Department sets out that GCSE history specifications produced by the exam boards should develop and extend pupils’ knowledge and understanding of specified key events, periods and societies in local, British and wider world history, and of the wide diversity of human experience. The GCSE in history should include at least one British depth study and at least one European or wider world depth study from the three specified eras.
There is significant scope for the teaching of black history within these. Two exam boards, OCR—Oxford, Cambridge and the RSA—and AQA, provide options to study migration in Britain and how this country’s history has been shaped by the black and ethnic minority communities in the past. Also, Pearson announced last year a new migration thematic study option, which will be available to teach this September. Therefore, the sector is responding and there are many organisations that support the sector with the production of these materials.
Many of the issues discussed today are matters that can also be taught in other curriculum subjects. As part of a broad and balanced curriculum, pupils should be taught about different societies and how different groups have contributed to the development of Britain, including the voices and experience of black and ethnic minority people. Across citizenship, English, personal, social, health and economic education, arts, music and geography, teachers have opportunities to explore black and ethnic minority history with their pupils, helping to build understanding and tolerance.
We cannot shy away from the major part that this country played in the slave trade, which children need to be aware of and understand. However, the UK also has a tremendous history that we should be proud of, standing up for freedom and tolerance around the world.
Transport for the South East
Debate between Gillian Keegan and Peter Kyle(6 years ago)
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Gillian Keegan (Chichester) (Con)
It is a pleasure to serve under your chairmanship, Sir Henry. I congratulate my hon. Friend the Member for Bexhill and Battle (Huw Merriman) on securing this important debate.
Transport infrastructure is a core component in the functioning of a modern society. Transport has the power to guide our decisions about where to live, study and work. If it is done well, it can transform and regenerate villages, towns and cities, increase workforce productivity and facilitate the operation of industry, which in turn attracts other industries and services. If it is done badly, we have the flip side of the coin.
The south-east of England is the most populated part of the country and a powerhouse of economic activity. It contributes more than any other region outside London to the national economy. Consequently, we are home to some of the busiest roads and railways in the country, and that is further compounded by historical underinvestment and a lack of foresight in planning decisions.
Evidence of capacity limitations on road and rail networks is becoming increasingly stark. As an MP, I hear about it on a weekly basis. Just yesterday, a constituent who works in Chichester told me that she regularly sits in traffic for an hour each way on the A27 to and from work, even though in normal conditions the journey, door to door, should be about half an hour.
There are similar concerns about the railways. Govia—the company that manages Southern, which operates much throughout my constituency—announced in November last year that complaints from the previous year were up by well over 200%. Of course, that was exacerbated by strike action.
Peter Kyle
The hon. Lady is making a really great speech, and I am enjoying listening to it. The Minister will know that every MP in this Chamber joined together in the all-party group on Southern Rail. We called on the Government last year to release £300 million, which Network Rail told us was the most it could spend on infrastructure upgrades in our area. To their credit, the Government released that money, for which MPs from both sides of the House are very grateful. Will the hon. Lady join me in endorsing the Gibb recommendation for that £300 million to be released for the next three years, after which we can deliver transformation on the line?
Gillian Keegan
I agree, of course. As a fellow member of the APPG on Southern Rail, I agree with its recommendations.
In the south-east, high economic activity is good news for our area, but that does not tell the whole story. Many coastal and rural communities miss out on the wider region’s success. In part, social and economic exclusion can be attributed to the design of the transport network, and our system is designed in an “all roads lead to London” pattern, like spokes from a wheel. Only two key routes cross my region from east to west: the M25 to the north and the A27 along the coast.
The A27 is therefore a highly congested road, exacerbated by pinch points where traffic builds in Chichester, Arundel and Worthing, to name but a few. The effects are wide-reaching, pushing more traffic on to local residential roads, worsening air quality and impacting on business supply chains moving goods in and out of the area or, indeed, from the ports or the coast. Such is the issue along the south coast that much east-west traffic will go from the south coast up to the M25 and come back down on major trunk roads such as the M3—all to avoid the A27.
The rail network is formed in a similar pattern. All trains run into hubs. The Windmill Bridge junction at East Croydon, for example, can have a paralysing effect on the network. Routes across the south-east and London funnel into that single junction and, put simply, the sheer volume of traffic has long exceeded the capacity of the junction. Consequently, a delay on one line delays the next, creating a domino effect of delays across the region, with people sitting on a train and not at their place of work. The effect on productivity could be mitigated, at least, if we had some degree of adequate wi-fi connectivity on the trains.
The Coast to Capital LEP hit the nail on the head when it described the travel network in the south-east as congested, overcrowded and inefficient. The problems we as an area face are clear, but so are the opportunities for locally driven strategic transport infrastructure improvements to link up networks, to support businesses and attract them to our area. I therefore fully support the formation of Transport for the South East as a statutory sub-national transport body. That would be a positive step to meet the needs of our area.
Transport for the South East brings together representatives of the area who have an inherent understanding of local needs and concerns. They can inform any process from the start. That is crucial when we consider impacts on our protected landscapes, for example, such as the South Downs national park that reaches across the heart of region, so I am glad the South Downs national authority is represented on the TfSE board to give a voice to our protected landscapes.
Other local advantages can come into play, such as planning decisions. TfSE comprises representatives from 16 local authorities that understand national, regional and local priorities such as housing provision, business development, tackling unemployment, social care services, energy supply, global economic competitiveness and environmental sustainability. Those can all be fed into the process to deliver smart and sustainable growth.
Working with a collective voice has advantages. As an area, we have common transport issues, such as the Windmill Bridge junction that I mentioned earlier or the lack of an east-west road infrastructure. A single regional voice will be much more impactful than people working as individuals.
I am glad that TfSE is already talking about improving travel technology as part of our infrastructure investments, such as electronic ticketing and—another much-needed tech enhancement—the provision of effective wi-fi to all trains and stations. That is crucial in an area such as Chichester, where we have a poor signal—never mind 4G—or across the South Downs. Wi-fi could be transformational for commuters and productivity, and TfSE could do just that. Similar programmes, such as Transport for the North, have already been successful.
The World Economic Forum’s global competitiveness index shows that the UK is behind many of its major western European trading partners on transport infrastructure. The south-east is home to international businesses and industries that use our airports, seaports, roads and railways. By bringing together 16 local authorities and five local enterprise partnerships, we shall have better integration of transport modes across our region to create a transport system that runs smoothly, improving services for all users.
I fully support Transport for the South East, and I hope that we secure statutory status for it soon so that it can become a formal partner of the Government, Network Rail and Highways England. In doing so, we shall be able to address the significant issues in our area, bringing together communities and providers to form a truly integrated network. Strategic transport planning and improvement has the potential to bring with it talent, investment and opportunity for the entire south-east region and beyond.