Consumer Rights Bill

Gordon Birtwistle Excerpts

Monday 12th January 2015 Commons Chamber

[Philip Davies]

I have already taken an intervention from my hon. Friend. It was not a very good one, if I remember rightly.

Not only did the OFT make it clear that the current regime worked in the best interests of the customer, but we have practical arguments from the US showing that the kind of price cap the hon. Lady wants to introduce does not work. In fact, when America introduced the price cap, it led to higher prices on both the primary and secondary markets. A study by the university of California found that by focusing on penalties for those who engage in prohibited transactions, anti-ticket scalping —as they call it—regulations seemed to lead to higher prices in the resale market. If a seller is taking more of a risk, they will want to command a higher price—that is what happens with the free market, supply and demand and the rest of it. I am surprised my hon. Friend the Member for North East Cambridgeshire is not aware of that. The university of Texas found that such regulation increased prices not only in the secondary market, but in the primary market. The hon. Member for Washington and Sunderland West says she wants to stand up for consumers, but by rejecting the amendment, we will do just that.

If I buy a ticket to the opening day of the test match at Lords and walk into the pub and say, “I’ve got a ticket for the opening day of the test match at Lords”, and a chap comes up to me and says, “You know what? It’s my lifetime’s ambition to go to the opening day of the test match at Lords. It’s the one thing I’ve wanted to do all my life. I will give you £500 for that ticket”, and if I decide to sell him the ticket at that price, who loses out? I do not lose out—because I am happy to sell it at that price; the other person does not lose out—they have left absolutely delighted at having paid a price they are happy to pay to fulfil their lifetime’s dream; and Lords has not lost out—because it has already sold the ticket and the England and Wales Cricket Board has got the income it was hoping for when it put the ticket up for sale. Nobody loses out. Why on earth should the Government intervene to make that transaction illegal? It would be absolute nonsense if the Government were to make that transaction illegal.

[Gordon Birtwistle (Burnley) (LD)]

I agree with the hon. Gentleman. When he buys that ticket, he becomes the owner of that ticket, and it becomes his to do with as he wishes. He can sell it for £500 or give it away to the gentleman whose lifetime’s ambition it is to go to Lords. It is his ticket to do with as he pleases. It is called living in a free society.

Oral Answers to Questions

Gordon Birtwistle Excerpts

Thursday 20th November 2014 Commons Chamber

[Nick Boles]

As usual, the hon. Gentleman is absolutely right. The people who receive the training are the customers; they are the people on whose behalf we are making the investment, and it is crucial to take their opinions into account. However, that does not dilute the crucial importance of employers being the judge of whether training is worth anything or not.

[Gordon Birtwistle (Burnley) (LD)]

Will my hon. Friend acknowledge the work being done by university technical colleges in training young people for trades and apprenticeships? Will he recognise the work of the Burnley UTC, which is training young people from the age of 14 to be engineers and to work in the construction industry?

[Nick Boles]

My hon. Friend does valuable work as one of the Government’s apprenticeship ambassadors. He has probably single-handedly persuaded more companies to offer apprenticeships to young people than anyone other than my hon. Friend the Member for Harrogate and Knaresborough (Andrew Jones), who is also an apprenticeship ambassador. UTCs are crucial, and we have many more coming through the pipeline. The Burnley UTC is absolutely a jewel in the crown.

Small Business, Enterprise and Employment Bill

Gordon Birtwistle Excerpts

Wednesday 19th November 2014 Commons Chamber

[Ian Murray]

That is the way the tax system works. People are allocated their national insurance and tax thresholds on the basis of when they work on a monthly basis. It can be aggregated over the year only if they are in permanent employment through pay-as-you-earn and the national insurance contributions that are made. In Committee, we had the strange scenario of Government Back Benchers saying that it does not matter what the tax take is because the aggregate would be the same if 100,000 people were working on zero-hours contracts than if the same number of hours were being worked by those in permanent employment. That is primary school economics, because the analysis does not work.

The Government have to reflect on the fact that while unemployment is falling, and has fallen by a substantial amount over the past 12 months, tax take, including income tax take, is exactly the same as it was the year before. That means that people are not being paid properly for the work that they are doing, that they are under-employed, or that they are in part-time jobs or on zero-hours contracts. So while they may not be an unemployment statistic, they are certainly not contributing to the economy.

[Gordon Birtwistle (Burnley) (LD)]

Does the shadow Minister accept that the tax take is possibly down by a lot because of the increased allowances that people now get before they start paying tax? Surely the fact that people are not paying as much and keeping more of their salary would affect tax take.

[Ian Murray]

The hon. Gentleman misses the point. If he was in his place earlier—I have no reason to doubt that he was not; I just did not notice when he came in—he would have heard me say that HMRC had predicted a significant increase in tax take having already factored in the increase to £10,000 in the taxable allowance. Even taking that into account, it was projecting a significant increase in tax take, yet it has been flat. HMRC had accounted for the change in the personal allowance threshold and for the fact that unemployment is falling. Taking all those things into consideration, it projected that it should be getting substantially higher tax revenues, but it is not. That tells us something about the kind of employment market that this Government want to create.

--- Later in debate ---

[Sheila Gilmore]

I absolutely agree that such methods are used to manage the process, and they might make it look as though the service can be procured more cheaply. I assure anyone who thinks that we in Scotland somehow do not have a problem with social care because some elements of it are supposedly free that that is not the case—we see all the same things happening.

The insecurity for the worker is huge. I see no reason why that should be the case when the work is there. It might take a bit more juggling, but firms have been trying for years to work out how best to spread the work force over the week.

In the care industry, there may well be a need for some form of emergency cover, but that is different from regular work. I have heard the argument that it is all very well to say that the people who need to be cared for are known about, but if somebody goes off sick or is on holiday, somebody else is needed so that urgent arrangements can be made. That may well be the case, as it is in teaching. There are long-standing arrangements involving supply teachers. We are back to the issue of choice. If people choose to work in that way and it is limited to situations where cover is needed, clearly it has a place. However, the firms that are using such arrangements are not using them just for emergency cover; they are using them for the predictable times, too.

If people end up doing longish periods of regular hours, they should be offered a proper permanent contract. By that stage, people are tried and tested, by definition. There is no reason for the employer to think that they are not capable of doing the job. In many fields of work, the practice would encourage retention, which is a problem in some of the fields that we are discussing. In a job as important as caring for other people, but not just in that job, it is crucial to deal with issues such as turnover—people not staying the course—because they affect the quality of care. This is not just an issue for the people who are employed in these fields; it is hugely important for those who receive the services—they want certainty about the person who is coming into their home.

[Gordon Birtwistle]

The hon. Lady is making a passionate speech. I agree that there are a lot of anomalies in the care industry that need to be resolved. However, such contracts have been available for years and nothing has been done about them. Why did the previous Government, who were in office for 13 years, not resolve these problems? I share her passion on this issue, and some of the things that she is saying are right, but it is a bit late to come to this debate and complain about what this Government are doing. Why did the Labour Government not sort it out years ago when they brought the zero-hours contracts in?

[Sheila Gilmore]

That allegation is made frequently. In the years up to 2007 when I was a local councillor, I did not see these things happening in the care industry. I really did not see huge numbers of zero-hours contracts being used in my area. I do not think that what the hon. Gentleman said was a factual statement.

--- Later in debate ---

[Toby Perkins]

I could not agree more. That is an example of how Government and industry can work together to build the high-skill, high-wage economy that we want, which is in stark contrast to the kind of economy that has developed under this Government. My parents worked at Warwick university, and if we compare the size of that university in the ’70s, when I first came to the area, with its size today, we see the real difference that investment can make.

[Gordon Birtwistle]

Surely the hon. Gentleman agrees that the advances in apprenticeships and high-tech skills that the coalition Government are delivering represent progress from the previous 15 or 20 years. The number of apprentices is approaching 2 million, and many companies in the aerospace, automotive and oil sectors have jumped on the fact that we need such skills to be delivered. Does the hon. Gentleman accept that progress has been made, or is he still thinking back to the days of Thatcher 30 years ago?

[Toby Perkins]

I accept that some progress has been made. There was a real rebirth in apprenticeships over the second half of the previous Government’s time in office and the current Government have said a lot about apprenticeships. However, I was disappointed that they did not support our amendments on apprenticeships, and people will feel short-changed because the Bill represented a real opportunity for the Government to take substantive steps on apprenticeships.

The hon. Gentleman is right to point out that many employers recognise the importance and value of apprenticeships. However, the number of under-19 apprenticeships is falling, and there has been a big increase in the rebadging of programmes that were previously known as back-to-work schemes as apprenticeships. I hope that the hon. Gentleman does not mind me saying that he was the oldest new Member of the 2010 generation. Older workers are incredibly important, as is demonstrated by the vigour with which he performs his tasks, and no one would describe him as an apprentice, but many older workers with a huge amount to offer our economy are being classified as though they are apprentices.

Small Business, Enterprise and Employment Bill

Gordon Birtwistle Excerpts

Tuesday 18th November 2014 Commons Chamber

[Ben Gummer]

I understand why the hon. Lady wishes to push new clause 4. I have read the Minister’s response in Committee to the points raised by the shadow Minister, and I think it was compelling. We are making a very big change which will have a revolutionary impact on the payment terms of small businesses, but if the regime and the legislation are too rigid, we could end up with perverse consequences, which is precisely the problem with the previous legislation and why it was reformed and then repealed in the course of one Administration.

To those who claim, for whatever reason—probably connected with the proximity of the coming election—that the Government could do something else, I would say that the measure is a magnificent change and one that we have waited for since 1998. The previous Government could have done all these things but did not. We now have a Government who are willing to do so, and we should give them our full support without moderation.

[Gordon Birtwistle (Burnley) (LD)]

Does the hon. Gentleman agree that many of the late payment problems, particularly in manufacturing, when a lot of product has to be bought before it can be turned into something, arise because small companies have been sent down invoice financing routes to finance their cash flow? The charges for invoice financing, and sometimes the prohibitive interest charged by invoice financing companies, heaps extra cost on those companies, which does not help the bottom line of a small company struggling to work and provide jobs and prosperity for the industry in which it is working.

[Ben Gummer]

I could not agree more. When I tot up in my head the amount of interest that I have paid on a business account for overdrafts incurred because of non-payment by large customers over the years, and when I think of the amount of money that could have been spent on product development, employing new people and growing my business, it is immensely frustrating even now to think of all that wasted money. My hon. Friend is entirely right that in any business in which the process involves the purchase of large capital goods, whether that is in manufacturing or in construction, and the business is dependent on paying its suppliers in order to create an end product, the middle guy is stuffed if he is not paid on time.

The hon. Member for Ochil and South Perthshire (Gordon Banks) referred to the construction industry. That is where my first business was. I was running a small business, largely working for very large multinationals or for the Government, and my suppliers were often small businesses. Sometimes they were larger ones. When a business relies on the good terms of its suppliers in order to satisfy the punitive terms of its customers, that is a wrong place to be. It is, in effect, pushing credit all the way down the line. That is what I find most objectionable about large companies and Government agencies that behave in that way. They are using their supply chain as a bank. The businesses serving as that bank are not large banks; they are, in many cases, small businesses which cannot bear the cost.

A second important aspect of the Bill relates to the disqualification of directors and pre-packs. Too often, in running a small business, I ended up with bad debts because of suppliers who went bust, cleared out their overdue creditors, reinvented themselves the next day with precisely the same shareholders, directors and a whole load of other people who were connected with the previous company, and then suddenly emerged, phoenix-like—in fact, pre-packs are called phoenixes in the business—and ready to trade again. That is an absolute outrage. It goes against all the principles of a decent, liberal market economy. It is fraud.

The two key provisions that will go some way towards helping that situation are those on director disqualification, for which there is a five-year horizon—I hope that the Government will be able to use the provisions within that period—and on pre-packs, also within that period.

Children with Autism (Education)

Gordon Birtwistle Excerpts

Thursday 17th July 2014 Commons Chamber

[Gordon Birtwistle (Burnley) (LD)]

I beg to move,

That this House has considered the provision of education for children with autism.

It is a privilege to introduce this debate on the provision of proper schooling for children with autism. I first considered securing such a debate when I was approached by a number of families in my constituency. I asked a question of the then Secretary of State for Education, who agreed that I could meet the Minister, which I did. Following that, I was approached by a number of my constituents who asked me to secure today’s debate. I am delighted to have achieved that and I thank the Backbench Business Committee for allowing it. I am pleased that there are a number of Members in the Chamber today who wish to debate this important subject.

This debate is important in identifying for the Minister the horrifying ongoing struggles, about which my constituents have certainly told me, that children with autism face in getting appropriate education. As a result of poor local provision and unofficial exclusions, thousands of children with autism do not access full-time education. If a young person’s needs are not understood or met, that has both short and long-term implications, which, as my constituents’ experience highlights, can be severe.

We are all aware that autism is a lifelong developmental disability that affects how a person communicates and makes sense of the world around them. It is a spectrum condition, meaning that it affects people in different ways, making awareness and diagnosis even more important. Some children have mild autism and some have severe autism and the idea that one education system fits all does not work. That is one of the major issues that I hope to put forward today for consideration, and I hope that the Minister will look into it in the future.

[Henry Smith (Crawley) (Con)]

I congratulate the hon. Gentleman on securing this important debate. Will he join me in congratulating the many important local community groups that support children with autism, such as Autism Support Crawley and Autism Sussex, on the help that they give to parents in dealing with the education system, which, as he rightly points out, differs from local authority to local authority?

[Gordon Birtwistle]

I am grateful to my hon. Friend, who makes a valid point. In my constituency, there are many people, such as church groups and voluntary groups, who do just that. However, we need the local education authorities to recognise the problems. Children with autism, like children without autism, should have an equal right to access good-quality full-time education.

Let me look directly at my own constituency, which is in Lancashire. Lancashire county council, in my view and in that of my constituents, has failed to ensure that appropriate education and support are provided for numerous autistic children. I will give three examples later in my speech. To put it simply, its oversight is causing too many children with autism to miss out on much of their valuable education. Despite local authorities holding the legal responsibility to ensure that all children with special educational needs in their area are identified and supported, it is evident that that is not being fulfilled. In Lancashire no one is accepting responsibility or taking the time to understand the needs of these children. That is happening across the country, so many of the 70,000 school-age children in England are not accessing the education they need to learn, achieve and, more importantly, thrive.

I draw the attention of the House to three of my constituents. One of the cases is especially moving. When I first heard about it, I was distressed, to say the least. It concerns a young lady named Chloe, who is 17 years old. She is now on suicide watch as a result of repeatedly being failed by Lancashire county council since the age of 11. The detrimental impact of Chloe’s lack of education and development as an individual is clear. She was threatened with exclusion from her mainstream school placements up to the age of 13, when she was finally diagnosed with attention deficit hyperactivity disorder and autism.

Children with statements of special educational needs are eight times more likely to be excluded than their peers, and children with no statement are 11 times more likely to be excluded. When Chloe was 14 her family was advised that she would receive a statutory assessment of her educational needs. Lancashire county council failed to undertake this, despite it being recommended by professionals and her parents’ insistence. It took years—not weeks or months, but years—for Lancashire county council educational psychologist Yakub Padia to assess Chloe. After a 20-minute consultation he disagreed with the findings of experienced psychologists who had spent prolonged periods with her, and it was recommended that she be placed in a pupil referral unit, rather than the specialist school recommended by the professionals. Lancashire county council disregarded this and even the advice of the head of the pupil referral unit, who thought it was not suitable for Chloe.

As a teenager Chloe was passed from pillar to post, with a total lack of accurate assessment. Lancashire county council let her down. Chloe felt worthless and rejected. That led her to self-harm and to suffer from depression. She has ended up in a specialist psychiatric unit on suicide watch. Her brothers have had to watch her attempt to hang herself in the family home. Chloe is now emotionally and mentally damaged. Without question, missing out on education leads to poor life outcomes for the child involved and for their families. Chloe’s mum is one of the 50% of parents of disabled children who say they have had to take up part-time work as a result of their child’s exclusion. Chloe is a very sad case.

[Steve Rotheram (Liverpool, Walton) (Lab)]

I congratulate the hon. Member for Burnley (Gordon Birtwistle) on bringing this important issue to the attention of the House. I was hoping he would go on to paint a picture of how we as parliamentarians can help to destigmatise the condition and break down some of the barriers that people face in their everyday lives in respect of employment and perhaps even diagnosis of their condition. All we have heard up till now is an attack on Lancashire county council. I hope the hon. Gentleman will focus on what we as parliamentarians can do to assist people who have the condition.

--- Later in debate ---

[Gordon Birtwistle]

I am grateful for the intervention. I am trying to explain that people with autism are born with autism. I am trying to find a reason why, in education, we cannot accept this—as a disease or an illness—and work with the families and the children who suffer from this appalling disease. I have met the head of a school not in my constituency, but close by, called Rossendale school. The head said that he could resolve the problem and he has proved that. He has a way of doing that. Unfortunately, Lancashire county council—the hon. Gentleman says that I should not be having a go at it—does not accept that and will not work with the school, which I find pretty hideous, because it needs to do things like that.

[Mark Hendrick (Preston) (Lab/Co-op)]

I remind the hon. Gentleman that Lancashire county council has 1,435 children and young people suffering from autism spectrum disorder and, as he will hear in my speech, does an excellent job. He omitted from his remarks the fact that Rossendale is a private school and that the council provides excellent state facilities, with specialist experts, and can make that provision available, but he—I am sure that he will expand on this later—is insisting on private education when public education is adequate.

[Gordon Birtwistle]

I thank the hon. Gentleman for his remarks, but the families of the children I am talking about would totally disagree—they will no doubt be happy to meet him later to explain the serious problems they are having. I am not pushing for private education. Rossendale might well be a private school, and so too might one or two others. All I am saying is that if Rossendale can provide it, why can Lancashire county council not do the same through the state system? Why can the council not be just as good as Rossendale? I do not want to promote a private school; I want to promote extremely good education for my constituents.

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

The hon. Gentleman—it is difficult not to call him my hon. Friend—will know of my interest in this subject. I am sorry that I arrived a little late to this debate; I was chairing a committee at the other end of the building. I am delighted that he is making this speech. I want to make the point, having chaired the Education Committee when it conducted a major inquiry into special educational needs, that the lack of early diagnosis and early access to psychological and mental health therapy is a problem up and down the country, not just in Lancashire. The length of time it can take for a child suspected of having such a condition to be evaluated and then given the support they need is a national disgrace.

[Gordon Birtwistle]

I thank the hon. Gentleman. I could not have put it better myself. That is the argument I am making. We are having this debate because I was approached by three families in my constituency. I had thought that this was a small issue. I did not anticipate the flood of e-mails and correspondence I received, and not only from Lancashire, but from all over the country. I agree with it 100%.

We can sit here all day long saying that this is happening all over the country, but what are we doing about it? We need to do something. Why are children with autism and ADHD being tret in that way? As the hon. Member for Preston (Mark Hendrick) has said, Lancashire county council provides education to more than 1,400 young people with autism spectrum disorder, but why are my constituents, who are up in the Gallery, being tret differently from anybody else? Why does the council not treat them in the same way? Why are their children totally different from somebody else’s? Why do they have to suffer? Why does Chloe’s mother have to suffer in that way while other parents do not?

If Lancashire county council delivers such a great service, as the hon. Gentleman says, why is it letting Chloe and her mother down? That is my issue today. I am happy for Lancashire county council to deliver the best service available in the country, but it has to be for everybody, not just the few. My purpose today is to raise the issue with the Minister and ask him to look into it and take it forward.

[Sir Edward Leigh (Gainsborough) (Con)]

My hon. Friend is doing a great service to this cause just by raising it, so he should be proud of himself. Surely the answer to Labour Members’ interventions is that it is a question not of state or private but of looking at each case individually. If a private school happens to be more appropriate, there should not be bias against the fact that it is a private school. We should look at what is best for the child, should we not?

[Gordon Birtwistle]

I absolutely agree with my hon. Friend. I will shortly come to a case where I got involved in talking about private or public provision and heard stories from the staff at the county council.

The next case is that of a young man called Jack Entwistle, a nine-year-old autistic boy who should currently be enjoying his school holidays but, unfortunately, has already been out of education for three months. He is at a critical age educationally and developmentally, but so far he has been failed by the county council. This is not just about Lancashire county council—it will be happening all over, but I have not met anybody from any other county council area with similar experiences.

[Mr Sheerman]

rose—

[Gordon Birtwistle]

It might be happening in the hon. Gentleman’s constituency; in fact, I am sure it is. I have been to Huddersfield, and it is a beautiful place that I would always be happy to visit, but I can talk only about the people I know.

[Mr Sheerman]

May I tempt the hon. Gentleman, who is an old friend of mine, to be more forensic? We need to do better—all of us here in the Chamber today who care about this. He is right: we all see similar cases in our constituency advice services. The real problem, right across the country, is proper early diagnosis, whether in the private or the state sector—it does not matter. What the parents want is early diagnosis so that support and intervention can then take place and the child has a chance to develop their spark of potential in the very best way. We are talking about some very, very clever kids who need support really early on in their careers. If we can share, forensically, information about where the barriers are and why early diagnosis is not taking place, we can be much more effective. We have here a very good Minister who partly trained on my Select Committee at one stage. I know that he is good on this and cares about it, and we can make a compelling case to him.

--- Later in debate ---

[Gordon Birtwistle]

I agree with everything that has been said. Why cannot these diagnoses be done quickly? Why cannot we solve these problems?

Jack received a statement of educational needs at the age of three due to his prematurity and his visual impairment, so his parents should have received adequate support and his needs should have been met as he wanted. Conversely, he has been subjected to humiliation in the school environment, with unfair treatment by a teaching assistant and his recent forced removal from the mainstream school that he had attended for four years. Jack was officially diagnosed with autism in 2012 when he was seven, but he had a problem when he was three. The school declared that it could no longer cope with Jack, who struggled with the transition from infants to juniors.

After several meetings with the county council education authority, Jack’s parents worked well with the school—a state school—to create a suitable environment with the input of a teaching assistant providing additional facilities. Jack thrived and his marks improved. However, the county council has taken away the special needs teacher and now he cannot manage at school. His parents have no trust in placing him in this environment and are currently appealing against his placement. It is wrong that the county council, instead of encouraging Jack’s development, has not considered all his needs. That is what it is all about—considering the child’s needs.

It is more than alarming that the parents had to face more battles to get the county council to amend Jack’s statement to include autism as part of its diagnosis. Why should the parents have to argue with the experts to get a proper diagnosis of the child’s illness? Why on earth do they have to do this? Is it not delivered automatically? Are we not paying the experts within the education authority to deliver this service to my constituents—the parents and the child? That is the big problem.

[Steve Rotheram]

I want to go back a step or two and express my gratitude to the hon. Gentleman for raising this issue, but not necessarily for the manner in which he is doing so. He is, of course, absolutely right to illustrate the cases of his individual constituents, but an immediate member of my family who has autism went through a similar experience to the one he is describing when Liverpool had a Liberal Democrat council. I say that not because I want to make a party political point, but because this is widespread and happens all the time. We have to understand that this is a condition—it is not a disease—with a spectrum of different conditions within it. It is very complex. That is why early diagnosis and assessment followed by a support package based on the individual needs of the child is the most important thing we can do. I hope we will get to the point where we can work with the Government to see what we need to do better to enable people to get the best start possible in life.

[Gordon Birtwistle]

I am grateful for that intervention. My only aim is that we all work with the Government and education authorities to come to a conclusion on how to address early diagnosis and to deliver for these young people—who in the main have amazing talents—educational facilities that will take them on, help them succeed and be superb members of the community, and enable them to live normal lives. My argument is that we are not doing that, and the hon. Gentleman obviously agrees with me.

[Ian Murray (Edinburgh South) (Lab)]

The education system in Scotland is devolved, but, as has been said, this is a problem across the country, because the condition is prevalent across the country. Does he agree that this is not just about local authorities and that there should be proper training for the teaching profession? There is also a body of work to be done on teaching schoolchildren to treat those in their classes who have autism slightly differently and to be a more aware of their condition so that they can thrive in a mainstream environment.

[Gordon Birtwistle]

Absolutely. I pretty much agree with everything that has been said and most people seem to agree with what I am saying. My argument is that, although the hon. Members for Liverpool, Walton (Steve Rotheram) and for Edinburgh South (Ian Murray) and my hon. Friend the Member for Gainsborough (Sir Edward Leigh) have all made amazing suggestions, we do not act on them. While we sit here and talk, why are thousands of young people and families across the country suffering? I have met some of those families and they are at the edge of life. It should not have to be like that. Proper facilities should be provided.

[Mr Sheerman]

This is the first time I have risen to make an intervention in this House to say something positively nice about the Government: the Children and Families Act 2014, which was passed recently, met an aspiration that I had had for many years, namely that someone diagnosed with special educational needs will have a special relationship with evaluation until they are 25. That is wonderful and we should pay tribute to the Under-Secretary of State for Education, the hon. Member for Crewe and Nantwich (Mr Timpson) and the Government for it. The sensitive issue, however, is what has happened to services such as child and adolescent mental health services, which seem to be falling apart up and down the country, but the Government are not reacting to that.

[Gordon Birtwistle]

I am grateful for that intervention and I will address the hon. Gentleman’s comments when I come to the end of my contribution.

Thirdly, I want to talk about a little girl called Honey, who is the daughter of a constituent of mine with a hairdressing salon near my office in Burnley. She is a lovely, lively little girl—she spends time in my office on occasion—who has very mild autism. She had to be moved six months into her final year in primary school due to trauma and threat of exclusion. Basically, she was classed as a naughty girl.

Honey’s new primary school quickly established the need for a statement of educational needs—why had it not been picked up earlier?—and had evidence from an independent educational psychologist to present to the panel. Once again, however, the Lancashire county council educational psychologist reassessed Honey and challenged the independent assessment.

No secondary school place has been arranged for Honey, despite her parents choosing Rossendale school. There may be other schools that are as good as that independent school, but Rossendale is one of the few providers catering for high-functioning ASD children in Lancashire. Honey’s parents’ preference for Rossendale was put to a panel, which rejected it. The panel suggested a special school for severely disabled children, which was named without the parents’ agreement.

Lancashire county council advised the family to look at other options, but every time the family went back to the panel, their wishes were rejected. Naturally, that has had an effect on Honey’s self-esteem, and her anxieties have increased by the rejection of her choice of school. The family therefore appealed to SENDIST––the special educational needs and disability tribunal—against the named school, and asked for Rossendale school to be named. Honey has been in front of a judge, to whom she outlined her future aspirations, of which she has many. However, the family has had no success in integrating her into the school she suggested.

Honey has anxieties and fears connected with the named school. She has now been out of school for more than 12 months, which is detrimental to her health and education. Despite her parents’ request for an annual review, that has been overlooked. Such requests should be considered natural: if somebody asks for a review, it should be accepted.

When I have attempted to speak to the county council about this matter, I have been told many stories. The lady in charge, Charlotte Finch, the SEND integrated assessment team manager, has given me confusing statements about whether Honey or any child for that matter can attend Rossendale independent school or another school of the same quality. She said that no child from Lancashire is to attend the school, but the head of the school has since told me that that is not true. Lancashire county council does send children to Rossendale school, but when I spoke to the council I was told that it did not. Such treatment has created hostility between the child’s family and the council.

Most education authorities, including Lancashire, fail to appreciate and understand the needs of autistic children that I, like countless others, have described. I must stress that those are the first three cases I was approached to help with that I have time to deal with in this debate, but they are by no means my only cases. I have been inundated—and, indeed, saddened—by cases of the many families across Lancashire and the whole country who are suffering the same plight.

Autism must be understood, as must the child in question. Information provided by Lancashire county council and other authorities suggests that they do not have data about the number of children with autism who are out of school. The way in which they store the data means that they cannot be broken down by disability, which is clearly a problem in itself.

Furthermore, there is evidently a problem with Lancashire county council’s approach to autism. According to information that I obtained from an individual involved in a professional capacity with the council, in March the head of inclusion and disability, Sally Riley, held an information and training morning for all school staff about the new SEN code, which has been mentioned today. During it, the number of tribunals was discussed, as was the council’s success in winning them. For me, that is the wrong way round: it is not for the council to win a tribunal against a child; the child should win the tribunal because otherwise they are put out of school. Why do tribunals not understand that children need help? I would be delighted if such a department head at the county council stood up and said, “I’m sorry. We’ve failed every tribunal, and every child has got the school they need.” Unfortunately, however, what is happening is the other way around. The figures highlighted that the council had won more than they had lost, which is disgraceful.

We are running short of time and many other Members wish to speak in this debate, so I will conclude. One big problem is that the family members of children in Burnley have rapidly lost confidence in the education department of Lancashire county council, just as, I am sure, families across the country lose confidence in their education authorities. We need to do something to resolve that situation. I hope that after this debate the Minister will take up the cudgel for children with autism, particularly those in my constituency. As the hon. Member for Huddersfield (Mr Sheerman) said, we need to find out what the problems are earlier and deliver the services sooner. I hope that the Minister will take that up.

[Mark Hendrick (Preston) (Lab/Co-op)]

I congratulate the hon. Member for Burnley (Gordon Birtwistle) on securing this important debate on an issue that is close to the hearts of many Members who are in the Chamber.

Although the hon. Gentleman might not have intended for his speech to be seen as an attack on Lancashire county council, he made many serious accusations against it. As the council is not here in any capacity to defend itself, I think it is important that I respond, as somebody who has spoken to people from the area and county councillors about some of the matters that he has raised.

In Lancashire, 1,435 children and young people have autism spectrum disorder, which is commonly referred to as ASD. Of those children, 1,129 have a statement and 306 are on School Action Plus. Some 698 of those children are placed in mainstream primary and secondary schools, 596 are placed in maintained special schools and 141 are placed in independent, non-maintained special schools. As one can tell from those figures, the three cases that the hon. Gentleman mentioned are very much in a minority and could not, through any statistical analysis, be considered to be indicative of the type of treatment that is going on across Lancashire county council.

[Gordon Birtwistle]

Does the hon. Gentleman believe that the minority should just be left? Surely all children should receive the same. Is he saying that Lancashire county council has delivered for a lot of people, but not for a minority of people? Should that minority just be left on the scrap heap? Surely he is not suggesting that.

[Mark Hendrick]

Of course I am not suggesting that. I am suggesting that everybody should have the best possible treatment. I want the three cases that the hon. Gentleman presented to be seen not as the norm, but as the exception. All children deserve the best that Lancashire county council can possibly give them. However, given that Lancashire county council has 1,435 children and young people with autism, I would not want three to be considered to be the norm.

--- Later in debate ---

[Mark Hendrick]

I thank my hon. Friend for his comments. I will go on to speak about the work that Lancashire county council is doing in that area. I would be grateful to hear about his experiences in Liverpool if he makes a contribution later.

Lancashire county council also makes provision for short breaks for children with ASD. It has commissioned more than £182,000 of short breaks provision from local specialist autism services, to provide activities for children during evenings, weekends and school holidays, while also providing their parents and carers with breaks from caring. The most recent attainment data at the end of key stage 2 show that 73% of children with ASD made two levels of progress in English, compared with 94% of all pupils, and that 69% of children with ASD made two levels of progress in mathematics, compared with 93% of all pupils. Given those pupils’ conditions, that is a tremendous achievement. Of children who are statemented with ASD and took GCSEs in mainstream schools between 2011 and 2013, 75% gained five A to C grades, including English and maths, which is well above the national average of 60.8% for all children during the same period.

Lancashire schools have access to considerable expertise on autism provided by specialist advisory teachers and educational psychologists. That is supplemented by rapidly developing school-to-school support, where centres of expertise based at special schools provide an increasing range of guidance and support to their colleagues in primary and secondary schools.

For children and young people with more complex autism, Lancashire’s special schools have developed much greater expertise. All special schools for generic learning difficulties are funded to meet as wide a range of special educational needs as possible. They are all able to provide for pupils with autism, and several have chosen to specialise in autism by developing staff training programmes and allocating substantially increased resources to that specialism. In several cases that has been recognised by Ofsted inspectors.

The hon. Member for Burnley raised issues on behalf of three of his constituents where parents are seeking what is effectively private school education for their children who have autism. The council has identified provision in at least two of our maintained special schools, which are judged by Ofsted to be good and outstanding. In those cases, parents have appealed to the first and upper tier tribunals, which have found in favour of the council—he made that point—and directed that the children go to the maintained special schools. The outcome of a further appeal to the upper tribunal by one of the families is awaited.

All Lancashire’s special schools for learning difficulties —23 in total—are rated as good or better by Ofsted. I fully appreciate that parents, particularly of the three children involved, want to fight for what they see as the best opportunities and outcomes for their children—the hon. Gentleman would want that, as would I. However, the recent behaviour, language and actions of those involved—by that I am referring to the hon. Gentleman—has caused considerable anxiety for many families, while also conveying a partial view of the provision made by the council. For schools that are doing a great deal of good work in this area, the constant bombardment by him in the Lancashire press about those schools and the county council is causing considerable anxiety, not only among staff at those special schools, but among many of the parents of children who go to them. It is one thing to represent parents who are concerned about their children—he is entitled to do that—but that also has an effect, rightly or wrongly, on children and parents in other schools where the council is providing good teaching and provision.

On a number of occasions the hon. Gentleman also suggested that Lancashire county council officers have not been completely truthful about their approach to considering parents’ expressions of preference for special educational placements in independent non-maintained special schools, but the council refutes those allegations.

On the specific examples outlined by the hon. Gentleman, the case of Chloe Wold is a tragedy. Nobody looking at the record could say anything other than that. I concur completely with him about her situation. She has been in this condition for some time and is on suicide watch, and I sympathise totally with the parents in this case.

[Gordon Birtwistle]

I am interested in what the hon. Gentleman is saying. He has obviously been well briefed by the county council and is answering the debate on its behalf. However, this debate is on autism in schools. I do not understand where he is coming from. I do not really want him to answer on behalf of the county council. I want to listen to his solutions to the problems that my constituents are suffering.

[Mark Hendrick]

The hon. Gentleman made some fairly serious allegations against the county council and I have received information from the county council that refutes those allegations. If he does not want to listen to that, that is a matter for him. If he wishes to leave the Chamber that is up to him, but I have every right to make these points.

--- Later in debate ---

[Gordon Birtwistle]

I thank those on the two Front Benches for their contributions to the debate. I also want to express some concern about the contribution made by the hon. Member for Preston (Mark Hendrick). In my speech, I never mentioned the surnames of any of the children and I did not name any of the schools that the hon. Gentleman has mentioned. A briefing containing private family issues has been given by the county council to the hon. Gentleman, and I find that very distressing and concerning.

[Mark Hendrick]

rose—

[Gordon Birtwistle]

No, I will not give way. I believe that the parents represented in this place today will express some concern about what is going on with the staff of Lancashire county council. I certainly have a right to say that because, as I said—

[Mark Hendrick]

On a point of order, Mr Deputy Speaker. The Minister has just mentioned the fact that this is an adversarial system. Is it in order for the hon. Gentleman who has raised the debate today not to mention the fact that his daughter-in-law is the speech therapist in one of the cases that he has dealt with?

[Mr Deputy Speaker (Mr Lindsay Hoyle)]

That is not a matter for the Chair. I am sure that we want to get to the end of the debate.

[Gordon Birtwistle]

My daughter-in-law is a professional speech therapist and is doing a great job for these people. What concerns me is that the staff at the county council briefed the hon. Member for Preston before hearing anything I had to say, giving the names of the children mentioned in the debate when I did not do that for a certain reason, and giving the names of the schools involved when I did not do that. I only mentioned Rossendale school. I am very disappointed by that and I believe that the parents listening to the debate will be somewhat concerned that the county council is briefing as it is.

In conclusion, I thank the Minister for his comments. I thank the Opposition Front-Bench spokesman, the hon. Member for Birmingham, Selly Oak (Steve McCabe), for his comments and I hope that what has been suggested works for the children of today and certainly for the children of tomorrow. This disease will not end; it will continue. I believe that we should support the young children who suffer from this appalling condition.

Question put and agreed to.

Resolved,

That this House has considered the provision of education for children with autism.

Royal Assent

[Mr Deputy Speaker (Mr Lindsay Hoyle)]

I have to notify the House, in accordance with the Royal Assent Act 1967, that the Queen has signified her Royal Assent to the following Acts:

Supply and Appropriation (Main Estimates) Act 2014

Finance Act 2014

Data Retention and Investigatory Powers Act 2014.

Oral Answers to Questions

Gordon Birtwistle Excerpts

Monday 16th June 2014 Commons Chamber

[Michael Gove]

Children on the autistic spectrum often present with types of behaviour that can in certain circumstances lead to disciplinary and behavioural problems. The answer, of course, is to ensure that we are in a position to identify the needs of those children earlier. Later today the House will debate some of the consequences of legislation that we have introduced to improve identification and support of all children with special educational needs.

[Gordon Birtwistle (Burnley) (LD)]

My constituent Jack Entwistle is a lively 11-year-old who suffers from autism. He is being denied education suitable for his needs by Lancashire country council, and unfortunately he is not alone. Will my right hon. Friend meet me to try to end the discrimination that Jack is suffering from the education department at Lancashire county council?

[Michael Gove]

I will ensure that a Minister meets my hon. Friend, whom I thank for his dogged and determined work on behalf of his constituents. We have both had our frustrations with Lancashire county council over the years, but any vulnerable child in Burnley has a highly effective champion in my hon. Friend.

Oral Answers to Questions

Gordon Birtwistle Excerpts

Thursday 6th March 2014 Commons Chamber

[Jenny Willott]

As the hon. Gentleman will know, the Consumer Rights Bill is in Committee and a number of Members here today are on that Committee. One of the issues we are looking at is warranties and guarantees and ensuring that consumers are aware of their statutory rights. There is protection for consumers. I recommend that the hon. Gentleman’s constituent contact the Citizens Advice helpline, which will be able to point him in the right direction to ensure that if he has been mis-sold something, he can get the remedies due to him under the law.

[Gordon Birtwistle (Burnley) (LD)]

I thank my right hon. Friend for visiting Burnley last week to open a new industrial estate and visit a number of rapidly expanding companies that are embracing the Government’s economic policy. Does he agree that if the success being achieved in Burnley was replicated across the country, our economic position would be growing much better?

[Vince Cable]

Yes, I had a very rewarding visit to my hon. Friend’s constituency and I think there were broader lessons. Much of the gloom about the economy that is being spread by the Opposition is not reflected in many manufacturing towns such as Burnley, which has an unemployment rate well below the national average and highly successful manufacturing companies, particularly in aerospace and the car supply chain. Many other towns and cities across the UK are now sharing that experience.

Vocational Qualifications

Gordon Birtwistle Excerpts

Wednesday 5th March 2014 Commons Chamber

[Gordon Birtwistle (Burnley) (LD)]

I congratulate the Minister on his statement, with which I agree wholeheartedly. I also welcome his saying, at a conference I attended a couple of days ago, that we will introduce proper careers advice in schools. Careers advice has been desperately needed over the past few years and was destroyed by Labour Members when they were in control. I am delighted that we are finally offering our young people real careers advice about the apprenticeships that are now available instead of university.

[Matthew Hancock]

That is some careers advice for me. Careers advice is yet another Labour mess that we are having to clear up. It is vital that careers advice gives people inspiration as well as information. We will shortly introduce new statutory guidance to strengthen the requirements on schools to deliver on that, and I will keep a close eye on how well that progresses.

Careers Advice in Schools

Gordon Birtwistle Excerpts

Monday 24th June 2013 Commons Chamber

[Gordon Birtwistle (Burnley) (LD)]

I beg to move,

That this House has considered the matter of careers advice in schools for 12 to 16 year olds.

I will do my best to keep to 10 minutes, Madam Deputy Speaker. I thank the Backbench Business Committee for putting this subject forward for debate today. One of the main reasons that I wanted this subject to come before the House was so that I could set out the business reasons for careers advice. There is a major boom in manufacturing that is being put in doubt by a lack of skills and the age profile of the people working in the industry. I will provide some statistics relating to my constituency of Burnley. Cities Outlook 2013 placed Burnley 10th in the country for private sector job growth: growth of 3.5% in the past 18 months against an average of 1%. That is a remarkable recovery, and it happened because we are a manufacturing town. Burnley has climbed 16 places to 22nd out of 63 UK cities in the recovery from recession, and is rated as No. 1 out of 63 cities for the proportion of jobs in manufacturing. We are one of the top manufacturing towns in the country.

[Fiona Bruce (Congleton) (Con)]

I thank my hon. Friend, coming as he does from my home town of Burnley, for securing the debate. With engineering and manufacturing companies reporting recruiting difficulties because of skills shortages and too few students choosing to study engineering and manufacturing, does he agree with the North West Business Leadership Team’s recent report, “Skills for Industry”, that the creation of a single, signposted point of contact to aid recruitment into these fields—a recognised organisation for employers offering jobs, and for students and their careers advisers who are interested in applying to do engineering and manufacturing—is urgently needed?

[Madam Deputy Speaker]

This debate ends at 10 pm. I would like interventions to be brief and to follow the courtesies and convention by being relevant to the point being made by the hon. Member at the moment the intervention occurs. We will then get everyone in.

[Gordon Birtwistle]

I have read that report and I agree entirely with my hon. Friend.

The Paris air show took place recently and it is a fantastically successful showcase for the British aerospace industry. We are a small country, but we are second in the world for aerospace manufacture. I spoke to Martin Wright, the chief executive of the North West Aerospace Alliance. I said, “You must be absolutely delighted with what has happened at the Paris air show, with Rolls-Royce and Airbus getting big orders.” He said, “Yes, we are absolutely delighted, but we have a major problem: the capacity is full. We cannot produce the product we are selling at the Paris air show.” When I asked him why, he said, “Well, there are plenty of companies doing it, but the problem is they come up against a brick wall of skills shortages.” As my hon. Friend the Member for Congleton (Fiona Bruce) said, the skills shortages happening now are of major concern to business, but even worse are those that will happen in future. We need to resolve that problem.

[Jim Shannon (Strangford) (DUP)]

The aerospace firm Magellan, which employs many people and apprentices in Northern Ireland and my constituency, has a co-ordinated plan working with schools for 12 to 16-year-olds and those going into further education. Is that the sort of plan the hon. Gentleman would like to see across the United Kingdom?

[Gordon Birtwistle]

Yes, that is what I am trying to persuade the Government to do.

Why careers advice? Careers advice for young people should start at aged 11 when a child leaves junior school and moves into secondary school.

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

Earlier.

[Gordon Birtwistle]

Yes, and even earlier.

I want to share some examples with the House of the problems there are with our careers advice provision. I spoke to a young lady who went to college in Blackpool. When it came to choosing a career, she said she wanted to be an engineer. Her teachers and careers advisers said, “You’re far too clever to be an engineer. You should be a doctor or a lawyer.” She said, “Well, I can’t stand the sight of blood and the last thing I want to be is a lawyer.” She got a job as an apprentice at BAE Systems at Warton and last year was awarded the apprentice of the year award. BAE Systems sent her to university and she is now on a fast track to management within the company.

The second example is of a young gentleman who went to college in Chester. When he left Chester, he went to Oxford. He was at Oxford university for three months and hated it—he thought it was a complete waste of time and that he was spending money for no return—so he left and got a job as an apprentice at Airbus. When he had served his time at Airbus, the company sent him to university, and he is now a section leader with Airbus. He was pleased to tell me that he had just bought a brand-new Mini and had been delighted to go around on a Friday night, pick up his Oxford friends and take them out for a drink. He had been earning while learning—that is our new apprentice slogan—and so could afford to buy a new Mini, while all his friends who went to Oxford were having problems, could not get a job and had debts coming out of their ears. He was happy to take them out for a drink in his brand-new car on a Friday night.

A wide range of careers advice is required from age 11, but what can we do about it? What careers advice is being offered in our schools? I suggest it is minimal. It is minimal because many of the people giving it have only ever been teachers and unfortunately have never been in the workplace—there are jobs, particularly in Burnley, they do not even know exist. There is light on the horizon, however: there is a company in Burnley called Positive Footprints. A young lady called Lesley Burrows, along with three of her friends, Josh, Lynne and Sarah-Jane, set up this company. She is working in a couple of schools where she has set up a virtual jobcentre. From age 11, every time a child comes to school, they will walk through a jobcentre in which is displayed every job available in Burnley and the surrounding area. Those young people can see what is available and can approach one of these four people and ask them, “What is this job?” Positive Footprints can then advise them on what the job is and the child can decide whether they fancy doing it. When they reach 14, they can apply for one of the jobs, so Positive Footprints will show them how to apply for a job, how to write a CV, how to get a reference and so on. And if they really fancy that career, they can speak to the company and ask whether they can go and see what it does. In that way, the young person can be aware of what the job involves. That is the right way forward, and I see no reason why the Government should not adopt such a system to show young people what the future holds.

[Dr Thérèse Coffey (Suffolk Coastal) (Con)]

I am really impressed by my hon. Friend’s story about the female entrepreneurs, and by the young lady to whom he referred earlier who had decided to do an engineering apprenticeship. Does he agree that it is really important for young people to be made aware of the vast number of opportunities out there, and of the GCSEs and A-levels that will help them to fulfil their potential rather than simply do what they feel they might like to do?

[Gordon Birtwistle]

I agree entirely. We need to show young people what is available in the big wide world. Unfortunately, the advice that they are being offered at the moment is coming from a narrow band of people in school and from their parents at home. There is far more in this world than those people know about.

[Jim Shannon]

The hon. Gentleman has referred to positive opportunities. Does he agree that it is important not to stereotype young people? For instance, not every engineering job is meant for a male; such jobs also offer opportunities for females. Does he also agree that more such jobs that were at one time thought not to be for females should now be offered to them?

[Gordon Birtwistle]

I entirely agree with the hon. Gentleman. That young lady in Blackpool was an absolute star. She and a group of young people sat round a table with me, and half of them were young ladies. They were all working at BAE Systems producing Typhoon jets, the finest and fastest jets anywhere in the world. They showed my how they fitted the enormous engines into the aeroplanes and how they wired them up for their missile systems. I was proud of what they did, and I was proud of them for doing it.

The problem is: can we afford to take these extra measures? I agree with the Government when they say that we have to chop back revenue spending. We have to cut the deficit, but this would be investment spending. We have to invest in the young people of the future. That might cost a little, but we will get a return on that investment year after year. Basically, we cannot afford not to do this. We have to be able to afford to do it; otherwise, our young people will be out of work, our industries will be bereft of quality staff and the skills will disappear as older men and women leave their jobs. I asked the biggest company in Burnley about the age profile of its skilled engineers who screw together the thrust reversers that fit on the back of the Trent jet engines that Rolls-Royce makes. I was told that their average age was 47. In another 20 years, those guys will have gone. Who will replace them? At the moment, there are very few people who could do so. We have to get on with it.

[Fiona Bruce]

Is my hon. Friend aware that the same applies to electrical engineering? Dutton’s in Middlewich in my constituency is having to fly in engineers from Europe and Ireland to supplement the skills that it can find here.

[Gordon Birtwistle]

I am grateful to my hon. Friend for her intervention. This is happening in every business. It is happening not only in mechanical engineering but in electrical engineering and construction engineering.

We need to train young people for the future, and that starts with careers advice at school. We need to show young people what is available, what they need to do and how they can get involved with the appropriate industries. The Minister is a young woman and she knows what is going on in the world. I am confident that she will take this on board. I hope that she understands that careers advice for young people is an investment that this Government have to make.

--- Later in debate ---

[Gordon Birtwistle]

My role as apprenticeship ambassador for the Government brought me to believe that we had to do this—[Interruption.] I am not a tsar. Russians are tsars, and I am not a Russian. I will never be a Russian.

As apprenticeship ambassador, I have met dozens of young people and I can only say that I am immensely proud of them. They are leading this country into the future. A young lady at Blackpool was told that she was too clever to be an engineer and that she should be a doctor or a solicitor, and her parents did not speak to her for a month when she went to BAE Systems. That young lady epitomises what we should have. She is top of the pile.

Speaking to those young people made me believe that we need to invest in them. We need to invest in the careers advice they need. That is not a waste of money—it is good for the country and good for social returns. For many years, it will give this country the people to drive us on in a secure future with a rebalanced economy. Let us get on with it.

Question put and agreed to.

Resolved,

That this House has considered the matter of careers advice in schools for 12 to 16 year olds.

Vocational Education

Gordon Birtwistle Excerpts

Tuesday 4th June 2013 Westminster Hall

[Robert Halfon (Harlow) (Con)]

Thank you, Mr Gray, for calling me to speak. It is a pleasure to serve under your chairmanship today.

I congratulate the hon. Member for Scunthorpe (Nic Dakin) on securing the debate. He is a complete expert on this issue, given his background, and I have been pleased to campaign with him on a subject that I will touch on later.

Part of the problem with debates on vocational education is that too often it is just seen in terms of its utilitarian value to the economy. We need to change that approach and see vocational education as a form of social justice. If vocational education is just subject to economic efficiency, it will always be subject to the whims of current economic policy. Vocational education should be integral to the national curriculum and the well-being of our young people. It provides a ladder away from poverty for the most disadvantaged.

The question we have to ask is why—despite all the initiatives begun under the previous Government—did youth unemployment rise to 1 million? Although this Government have stemmed the tide, youth unemployment remains a huge problem. To consider the issue holistically, we need a cradle-to-grave cultural change in vocational education.

Problems with youth unemployment do not just start when young people enter the job market; they start at home, with disadvantaged families. The problems carry on into our primary schools—such that one in five of our children still leave primary school unable to read, write or add up—and they continue into secondary school.

What can we do to change that situation? First, we must transform the reputation of skills and apprenticeships, which will require a sea change in our culture. Secondly, we must transform our vocational infrastructure. Thirdly, if—as I have argued—vocational education is about social justice, we need to ensure that resources are directed at the most disadvantaged. That means not only providing the ladders of opportunity, which the hon. Member for Scunthorpe mentioned, for those who want to get on, but reaching those who will not even take the first step.

For far too long we have talked about university, which has led to vocational education falling into neglect. Vocational education came to be seen as a second-class option, only suitable for those who did not want to do A-levels, rather than being seen—as it should be—as equal to university. If we are serious about tackling youth unemployment, we must ensure there is a parity of esteem between vocational education and traditional academia.

That is why I have been calling, since I have been in this House, for the introduction of a royal society for apprenticeships, which would work in a similar way to the Royal College of Surgeons and other such bodies. A royal society would dramatically increase the prestige and culture of apprenticeships, marking a sea change in how apprenticeships are viewed.

We also need to expand the range of jobs that vocational education can offer. Traditionally, people have assumed that if someone does an apprenticeship that means they must become a builder or a plumber. That assumption is wrong, which is why I took on Parliament’s first apprentice three years ago. I am now on my third, Aaron Farrell, who works in my office four days a week as well as studying for a level 3 apprenticeship in business administration. This experience has been good for Aaron and for my office, and I am pleased that other Members are beginning to do the same. Also, I pay tribute to the senior Clerk of the House of Commons for establishing the Clerk’s apprentices scheme. It is invaluable for a profession that is often seen as being closed off to those who are from a disadvantaged background.

We also need to make teachers aware of the benefits of apprenticeships. Edge has already been mentioned and according to that organisation two thirds of teachers regard their knowledge of apprenticeships as poor, and just one in four teachers recommend apprenticeships over higher education. Sadly, 23% of A-level pupils still say their school is far more concerned with “sending students to university”. That contrasts sharply with parents’ wishes. A clear majority of parents—78%—would support their child if they chose to take the vocational qualification route. Research from the Department for Business, Innovation and Skills shows that people who have a higher apprenticeship are 25% more employable than university graduates and that on average those with an apprenticeship qualification earn over £100,000 more throughout their lifetime than other employees.

I am glad that the Government are taking steps to address the problem of prestige and I welcome the technical baccalaureate, according to which vocational courses should have the same rigour and prestige as A-levels. However, we must go further. We need to encourage teachers to find out more about the benefits of apprenticeships and to promote those benefits directly to young people and their parents.

That can be done in simple but effective ways. For example, Harlow college, which I must remind the House is the No. 1 college in England according to the Department for Education, has a fantastic record of offering vocational education for young people and it recently held a very successful apprenticeship fair. Consequently, young people can make well-informed choices and apprenticeships can get the fair hearing that they deserve. A royal society for apprenticeships would offer rewards to apprentices in the same way that university students get graduation ceremonies.

However, this process is not all about changing the reputation of apprenticeships. We also need to provide the infrastructure to make it easier for businesses to take on people to gain vocational skills. To be fair to the Government, they have made good progress on that. I disagree with the hon. Member for Scunthorpe, who believes that the Government are only interested in academia. The Government have shown that they support vocational education by investing £1.5 billion in the sector in this financial year. As we know, since 2010 the number of apprenticeships in the country has increased by hundreds of thousands, and just last year in my constituency the number of apprenticeships increased by a phenomenal 78%.

[Gordon Birtwistle (Burnley) (LD)]

Does my hon. Friend agree that one of the problems with further education for young people is the lack of proper careers advice for them at the ages of 11, 12 and 13? That is the desperate situation that we have—young people are not given any professional careers advice, or they are only given very minimal advice, when they reach 12 or 13. That is the critical age, when such advice should be given.

[Robert Halfon]

I agree with my hon. Friend, but this issue is not just about careers advice. As I have said, children in school also need to be encouraged to do vocational education, which at the moment they are not.