Teaching Assistants

Gregory Campbell Excerpts

Tuesday 18th March 2014 Westminster Hall

[Bill Esterson]

My hon. Friend is absolutely right. It is all about culture. If the people at the top show leadership by saying that teachers should be supported and encouraged, and by making it clear what we think of the people running our public services and those responsible for our children’s education, the rest of the country is likely to follow suit.

This debate, however, is about teaching assistants and the support that they provide to qualified teachers, whom I mention because, as my hon. Friend the Member for Preston (Mark Hendrick) stated, we now have a Government who say that teachers do not have to be qualified. It is worrying that that is now the situation in more than half of secondary schools. The role of teaching assistants is directly linked to that point and I will return to that later in my remarks.

The support that teaching assistants are able to offer, where we see good practice, provides support for teachers, whether helping in small groups or one-to-one situations, working with teachers to plan activities, or doing administrative tasks, or a combination of those, and many other activities.

[Mr Gregory Campbell (East Londonderry) (DUP)]

The hon. Gentleman is outlining the benefits offered by teaching assistants. Does he agree that if the Government are contemplating significant changes, they should think about what damage would be done were they to reduce the number of teaching assistants? They not only help out with maintaining good order in classrooms and dealing with difficult-to-manage children, but offer a much-needed guidance role to special needs children in many schools.

[Bill Esterson]

I agree with the hon. Gentleman, who makes an excellent remark. I hope the Minister responds to that point and other comments of a similar nature.

Teaching assistants also allow teachers the time to plan lessons, to mark work and to carry out their own duties and responsibilities, but such things can happen only if teaching assistants are supported in the right way. My hon. Friend the Member for Stockton North made a point about support and continuing professional development for teaching assistants. The same applies to teachers.

Under the previous Labour Government, an agreement was reached for teachers to have some time each week for planning, preparation and marking, which is an important part of learning. If teachers have that time, they are in a stronger position during lessons, and support from teaching assistants contributes to that. Without good planning time and good preparation, learning can only suffer. Allowing good planning time and preparation is one of the values of having good teaching assistants.

The Reform report referred to by my hon. Friend the Member for Preston drew on evidence to show where practice has not always been very good. It is worth reflecting on where things have gone wrong in the past; that is part of learning for the future. Is it any surprise that teaching assistants struggle when they are forced to take classes without proper training and expertise; that children may not learn as effectively when teaching assistants are required to do a significant amount of teaching, without the support, training or preparation to enable them to support children; or that when teaching assistants are given responsibility for the children who need the most support, and are then left to their own devices, learning outcomes are not that good? Of course it is not a surprise; but cherry-picking the evidence and saying that it demonstrates that teaching assistants do not perform a valuable role misses the point. The evidence makes the case for giving them the support and training that they need to do a good job; it is not an argument for not having teaching assistants in the first place.

There is a big difference between leaving unqualified teachers in charge—whether they are teachers in academies or free schools, or teaching assistants—and providing teaching assistants with support and training from qualified, experienced teachers, so that they can provide structured, individual support, one to one or in small groups, and receive continuing back-up and review from the teacher. Those are very different situations. It is clear that where there is proper structure, support and review, learning improves. It is a shame that some people cherry-pick information and evidence to support their conclusions.

I looked at the report, “Deployment and Impact of Support Staff in Schools”, to which my hon. Friend the Member for Preston referred, which made the point:

“Given that lower attaining pupils are more likely to be given extra support it is vital that this is well organised and effective.”

To me, that statement summed up what is needed. At the time of the report and its analysis of the effectiveness of teaching and learning support assistants, the big expansion in numbers had only just started. There was scope for a great deal of learning about the most effective way of deploying them. The authors of the report analysed what was going wrong and what constituted good practice, and made recommendations:

“More needs to be done to prepare newly-qualified and in-service teachers with the necessary skills and preparation to help them manage the growing number of support staff with whom they work.

More needs to be done to prepare, particularly classroom based, support staff for their role in schools, especially for the now common, pedagogical, instructional role with pupils.

More time should be available for joint planning and feedback, and recommendations should also be made concerning ways in which TAs can be deployed effectively.”

Commenting on the deployment of support staff, the Institute of Education said:

“Schools should examine the deployment of classroom or pupil based support staff to ensure that they do not routinely support lower attaining pupils and pupils with SEN”,

which makes the point that children with the greatest needs need the greatest support from the classroom teacher. Some evidence shows that there have been times when the opposite has happened. It was published in 2009, so it has been available a long time. The report stated:

“We suggest that pupils in most need should get more not less of a teacher’s time”—

I hope that the Minister will respond to the point about special needs children—and added:

“Teachers should take responsibility for the lesson-by-lesson curriculum and pedagogical planning for all pupils in the class, including those pupils being supported by support staff.”

The evidence in the 2009 recommendations by the Institute of Education about best practice in the use of teaching assistants to support teachers is entirely consistent with the evidence from the Education Endowment Foundation and the remarks of other hon. Members in the debate. It shows that teaching assistants who are supported, encouraged and trained, who plan jointly with teachers, and who receive the right preparation and constant review, feedback and support are an invaluable addition to the educational landscape. They support children and improve young people’s life chances. We should support and encourage them and celebrate their work, as happened in November. The Opposition are clear about the important role of teaching assistants in schools. The Minister should do all that she can to support them and ensure that good practice is shared and should dismiss the suggestion that teaching assistant numbers should be cut.

Cyber-bullying

Gregory Campbell Excerpts

Tuesday 3rd December 2013 Commons Chamber

[Jim Shannon (Strangford) (DUP)]

I am pleased to have the opportunity to speak in this important debate. Cyber-technology should not be a threat to people; it should be a bonus and one of the good things in life. On cyber Monday, sales worth some £600 million were achieved. Of course, for those with Ulster bank accounts whose cards did not work last night when they went to pay their bill in the restaurant, the petrol station or the shop, the card was not worth the plastic it was made of—but that is a different issue. None the less it highlights the advances that cyber-technology has brought—the good things—and the menaces.

I want to focus on cyber-bullying among children and young people and the impact it can have on their well-being. Although I recognise that cyber-bullying is a problem among adults as well, internet use is increasing all the time among children and young people. It seems that each day the internet is becoming more mobile and more accessible.

Earlier this year, a report by the National Society for the Prevention of Cruelty to Children found that 91% of all five to 15-year-olds and 100% of 12 to 15-year-olds used the internet in 2012, which gives us some indication of the importance of it. The internet is one of the most profound inventions in human history, and, of course, it brings huge benefits for children and young people in that they are better informed and better connected to the world around them. That is what it is supposed to be about. But the internet can also be a tool for harm and abuse. As Members from all parts of the House will know—they have spoken about this matter very passionately and knowledgeably—children and young people can often suffer as a result of cyber-bullying, which has significant detrimental effects on them, damaging their sense of worth and wrecking their self-esteem. As an MP from Northern Ireland, I am particularly concerned that cyber-bullying is a significant and growing problem in our schools, as my hon. Friends the Members for South Antrim (Dr McCrea) and for Upper Bann (David Simpson) indicated in their contributions. According to research conducted by the Northern Ireland Department of Education in 2011, 15.5% of year 6 pupils and 17% of year 9 pupils indicated that they had experienced cyber-bullying in the past couple of months. That gives us an idea of the size of the problem.

In January this year, the Nominet Trust published research on the level of cyber-bullying in the UK. Its report “Virtual Violence Two: progress and the challenges in tackling cyberbullying” makes a number of important findings. The report says that

“28 per cent of 11-16 year olds have been deliberately targeted, threatened or humiliated by an individual or group through the use of mobile phones or the internet. For over a quarter of these, this experience was ongoing, meaning that the individual was continuously targeted by the same person or group over a sustained period of time. This suggests that one-in-13 secondary-aged school children have experienced persistent and intentional cyberbullying.”

Given that there are 4.4 million secondary-aged children in the UK, those figures can be projected to suggest that 350,222 children have suffered persistent and insidious bullying inflicted via technology. That shows the numerical vastness of the issue, if hon. Members want to put it into figures. The report goes on to note:

“Purposeful recurring attacks can easily overwhelm a young person being cyberbullied, leaving them feeling anxious, tormented and increasingly marginalised.”

In some cases, cyber-bullying has been found to contribute to children and young people self-harming or even taking their own lives. Other Members have spoken about that. Many of my hon. Friends will have heard of the tragic case of Hannah Smith, a 14-year-old Leicestershire girl, who killed herself after being bullied on a social networking site. Hannah’s case is not an isolated one. Peter Wanless, chief executive of the National Society for the Prevention of Cruelty to Children, said:

“This is a tragic case where Hannah felt like she had no other option but to end her life. The cruel nature of cyberbullying allows perpetrators to remain anonymous and hide behind their screens.”

He then called for greater measures to be taken against cyber-bullying. He said:

“This is something that must be tackled before it gets out of hand. We must ensure young people have the confidence to speak out against this abuse, so that they don’t feel isolated and without anywhere to turn.”

It is plain and clear that we urgently need to address those issues. One of the key ways we can do that is by seeking to inform and assist parents and guardians whose children might be exposed to such abuse online.

[Mr Gregory Campbell (East Londonderry) (DUP)]

A couple of years ago, I was threatened online and a severe threat was made to my life. One of the reasons I went to the police was not so much to get the abuse stopped for me personally, but to ensure that others, particularly vulnerable people and young people, could see that there is a remedy. Does my hon. Friend agree that if people report the issue and go to the right authorities action can be taken and the perpetrators can be caught and punished?

[Jim Shannon]

I thank my hon. Friend for that valuable practical example of what happened to him and for saying how he responded in his fearless way. It shows that if he can do it, everyone else can do it, and that is leadership as it should be.

Children and young people are now able to access the internet almost anywhere in a range of different ways through iPads, mobile phones and other portable devices. It is difficult for parents to monitor their children’s use of the internet, even if they wish to do so, beyond the lowest estimations. It is difficult even for those who are learned in this technology, who still cannot be entirely sure of what their children are doing.

Free Schools

Gregory Campbell Excerpts

Tuesday 19th November 2013 Westminster Hall

[John Pugh]

Certainly, Mr Gray. The parent contacted the New Schools Network and the Department for Education à propos the children’s circumstances—the lack of play space, and so on. She got no advice that was of any use to her, and what she says complements and adds to the points of the previous correspondent. I apologise, Mr Gray, for reading out that e-mail so fully, but it is important to say that those are not my sentiments, but those of someone who had a child at a free school, but who had to withdraw them.

[Mr Gregory Campbell (East Londonderry) (DUP)]

The hon. Gentleman gave a litany of complaints, and it sounded like an extreme instance. How extreme does he think it was? Does he think it may have been replicated elsewhere?

[John Pugh]

I simply do not know, but I agree with the hon. Member for Llanelli (Nia Griffith) that if there are extreme cases it is not obvious how they are to be dealt with. It is obvious that there is not the institutional back-up to assist with difficulties whether they are extreme or not.

There is a solution. It would be possible to set up a local body to advise and support such schools to set standards and possibly provide some democratic accountability: we could call it an LEA.

Speech, Language and Communication Education

Gregory Campbell Excerpts

Wednesday 19th June 2013 Westminster Hall

[Mr Buckland]

I entirely agree; indeed, I would go further. In Swindon, we are training staff in early years settings and children’s centres. We are training our health visitors in the skill of early identification and in the support strategies that can be put in place there and then. Despite the fact that Swindon’s child population is rapidly increasing—our population generally is increasing, and we expect it to grow from 209,000 last year to 240,000 in the next 15 years—the need for specialist referrals is staying stable. That is clearly important, because we are saving valuable resources by putting in early support to prevent issues from becoming acute and prevent the need for more specialist referrals. That is good for the child, good for the family and good for the provision of local services, at a time when resources are increasingly tight.

In that context, I am glad to commend my local authority for being flexible about the use of health and education funding, so that there is a link speech and language therapist in each mainstream school—in other words, the artificial division between sources of funding for health and education has been broken down, there is proper joint commissioning and people are intermeshed, rather than just working side by side. For example, speech and language therapists have been TUPE-ed over to the local authority, and there is a genuine coming together of services around the child. That must increasingly be the way forward for local authorities.

Let me deal briefly with the Children and Families Bill. In recent weeks and months, we have had much debate about it—I see that the hon. Member for Washington and Sunderland West (Mrs Hodgson), the shadow spokesperson, is in her place, and she joined in much of that debate in Committee and on Report last week—so I do not want to go over old ground. However, from the point of view of speech and language communication, it is important to deal with some of the concerns that remain, despite the general welcome for the Bill, and the warm welcome for the approach taken throughout Bill proceedings by the Under-Secretary of State for Education, my hon. Friend the Member for Crewe and Nantwich (Mr Timpson), who has responsibility for children and families, and for his engagement with the sector, as well as with families, children and young people who have an interest in, and passion for, this issue.

We have talked about early identification not only at pre-school level, but at the first opportunity, when the problem is identified. There are still concerns about how the Bill will ensure that the identification mechanisms will work across all phases of education. There needs to be clearer guidance across health, education and social care about how speech, language and communication needs are identified. Paragraph 11(a) of schedule 1 in the draft regulations in the indicative code of practice makes it clear that local offers must set out what speech and language therapy provision is available. That is welcome, but it would be helpful to have further clarity about how the draft regulations would ensure that those responsible for the quality and delivery of services can be held to account. The Minister has indicated that those are draft regulations and that there will be a full consultation later in the year, but today is a golden opportunity to highlight some of the work that needs to be done.

I have made the point many times to the Minister that it would be helpful to have a common framework in which local authorities could be guided to construct their offer. That would help us to have a consistency of approach to speech and language therapy. I am not asking for uniformity, but simply for a common framework within which local authorities can be guided towards best practice.

I welcome the Minister’s comments that children and young people with SEN who would not be eligible for a full education, health and care plan will continue to be tracked under the new framework, but further reassurances as to how that will function in practice would be welcome. We must avoid any compromise over the identification of the need. The imposition of a duty on health providers, which was the subject of an amendment tabled by my hon. Friend the Minister, was good news. That clearly reinforces the existing commitment in the Bill to impose a duty jointly to commission services. We had a long argument about the phrase “wholly or mainly”, and my hon. Friend the Minister is familiar with the issue. Until now, speech, language and communication needs have been identified as educational needs, and we hope that that will remain the case, and that it will be clear.

I welcome the declaration that communication and interaction are a primary need, in the draft code of practice, but there are concerns that the role of schools in SEN provision remains at the edge of the Bill; there is not a huge amount of detail about what responsibilities schools will have. That is important, bearing in mind the welcome move to the creation of academies and free schools, and the unintended consequence that that may have on long-term provision of speech and language therapy services locally. There is a tension, is there not, between the need to employ therapists on a medium or long-term basis and the short-term spending priorities of schools that must spend to budgets? Some further clarity about how academies can work collaboratively to commission services would be extremely helpful. It would regrettable if, through the welcome and admirable ethos of the new academy structure, we lost some of the long and medium-term thinking that is necessary in the commissioning of services from speech and language therapists.

My hon. Friend the Minister will, I know, update us on progress as much as he can, but I want to mention a couple of issues that I hope he will deal with. Early identification is the key to improving educational outcomes for children and young people with speech, language and communication needs, so will the Government introduce clear guidance to all health, education and social care providers on identifying those needs, to ensure that the needs of those we are dealing with—10% of the cohort—are met?

The creation of childminder agencies comes under part 4 of the Bill, but is relevant to the debate. I would welcome some clarity about how children with speech, language and communication needs will be identified and receive the support they need—particularly with respect to early years non-maintained settings.

Training has come up in some interventions, and I have already made a realistic acknowledgement of the limitations of resources. It is clear that staff knowledge of speech, language and communication needs is crucial for parents and young people with those issues. Currently, the universal work force has limited knowledge of speech, language and communication issues, and low confidence in identifying and supporting children with those difficulties—particularly hidden difficulties. However, historically, staff knowledge of speech, language and communication needs has been worryingly low.

That was demonstrated by research undertaken by Ofsted on the skills and knowledge of qualifying teachers, which identified that fewer than half had good or better skills, and concluded that

“not enough new teachers had consistent high-quality training during initial teacher education and induction to ensure that they developed good teaching skills, underpinned by a deep understanding of language development and the acquisition of literacy skills.”

Additionally, the research showed that 32%

“did not have sufficiently in-depth training in assessing pupils’ skills and knowledge in language and literacy to be able to use their judgements effectively”

for the planning of lessons and the provision of extra help. Evidence also shows that many early years staff feel inadequately equipped to help children with language delay, with more than 60% of teachers reporting that they lacked confidence in their ability to meet children’s language needs. Those are 2012 figures, so they are relevant and important. I should be grateful for further clarity about how teachers’ knowledge of speech, language and communication needs, and that of the wider education work force, is developing.

[Mr Gregory Campbell (East Londonderry) (DUP)]

I join in congratulating the hon. Gentleman on obtaining the debate. Does he agree that UK devolution presents a double-edged sword when it comes to these difficult issues, in that the devolved institutions and the Westminster Parliament progress at varying speeds, but that we could benefit from best practice in the communication and cross-fertilisation of ideas and projects across the United Kingdom? That could only enhance the way we deal with the issues.

[Mr Buckland]

I agree with the hon. Gentleman and hope that the work of the communication council will include consideration of the devolved nations, Northern Ireland, Wales and Scotland.

I want briefly to consider low-incidence, high-cost specialist need, and approaches that can help with communications. One such approach is augmentative and alternative communication. It is estimated that about 0.5% of the population may need that approach at some point in their lives: that is about 260,000 children and adults. In addition, it is estimated that 0.05% of the population need access to regional specialised augmentative and alternative communication services, and communication aids. I am talking about the sort of technology that you may have seen, Mr Dobbin, when meeting speech and language therapists. It would include iPads, and apps developed to assist with communication. I have had a go at some of them; they are incredible, and, frankly, rather fun to use, to begin with. They are a great tool for young people, who are extremely adept at using the touch technology that is now available. The technology is evolving all the time, of course, and the problem for local commissioners is that often they make expensive decisions that quickly become obsolete. We must address that, and I would welcome support for local health and wellbeing boards to deal with such problems.

Munitions Workers

Gregory Campbell Excerpts

Tuesday 26th March 2013 Westminster Hall

[Mr Gregory Campbell (East Londonderry) (DUP)]

I congratulate the hon. Gentleman on securing the debate. He spoke about the numbers. Does he agree that given that about 70 years have passed, we have a small window of opportunity? The number of people diminishes year on year, so we need urgent action.

[Robert Flello]

I echo everything the hon. Gentleman has said. Every day that goes by, there are fewer munitions workers—predominantly women who put their lives on the line for this country. I think only tens of thousands would be entitled to a badge.

Personal, Social, Health and Financial Education

Gregory Campbell Excerpts

Wednesday 16th January 2013 Westminster Hall

[Kevin Brennan]

Yes, I had heard. But those were long-term successful relationships.

My hon. Friend the Member for Kingston upon Hull North (Diana Johnson) highlighted the Government’s lack of activity and, in doing so, highlighted the great deal of activity that she has put into this subject. I will say more about that later.

The hon. Member for Hastings and Rye (Amber Rudd)—the Chancellor of the Exchequer’s Parliamentary Private Secretary, no less—spoke with great passion and conviction, as always, on this subject. I congratulate her on the cross-party work that she has done on this subject, which she has got across recently in the media. She said that teenage pregnancy under 16 was low. I know, from the work of my hon. Friend the Member for Worsley and Eccles South in Salford, that figures for teenagers above 16 range from a low of 216 to 250, whereas for the under-16s it ranges from 37 to 51. It can be as high as 20% in some areas. Although I take the hon. Lady’s point, I would not describe it as very low: 20% is a worryingly high proportion.

The hon. Member for Strangford (Jim Shannon) spoke with conviction, although perhaps his view is not shared by the majority of hon. Members present. Age-appropriateness is the issue here. I think all of us can agree that sex and relationships education should be delivered in that way. I appeal to him for clear evidence and actual, practical examples of where he thinks abuse of this provision is taking place, because it is important that this debate happens in the light of evidence.

In the 1980s, ill-conceived media coverage and ill-conceived views expressed about what was being taught to children led to section 28. I was a teacher at that time and a colleague, who was a gay man, had to keep his sexuality hidden because of the consequences of section 28, which was based on unsubstantiated rumours that what was being taught in our schools was promoting homosexuality.

[Mr Gregory Campbell (East Londonderry) (DUP)]

I agree with the hon. Gentleman about age-appropriateness, but does he agree that it is appropriate that the value judgments of many people in the regions of the United Kingdom, particularly parents, about how children should receive sex education should also be borne in mind?

[Kevin Brennan]

I agree that it is a devolved matter and should be decided by the Northern Ireland Assembly, although I hold to my remarks about age-appropriate education.

The hon. Member for Brigg and Goole (Andrew Percy) brought his experience as a teacher into the debate. He said that he was a pupil when PSHE was first introduced. At that time, I was a teacher. Some may find that hard to believe, but it is true. He also mentioned that his art teacher did not take it seriously. Art teachers are probably an endangered species these days. However, the hon. Gentleman is right about the importance of pastoral care. Hon. Members should not forget that teaching and learning responsibilities were rewarded with extra money and that was the first time in many years that pastoral care had ever been there, and that points were available on the teachers’ scale for it.

My hon. Friend the Member for Stockport (Ann Coffey) spoke with expertise. I congratulate her on her long-running campaign on safeguarding. Her points about the nature of consent, and the importance of teaching that to boys, were well made, as were the points made by the hon. Member for Romsey and Southampton North (Caroline Nokes), whom I did not find terrifying, as my hon. Friend the Member for Rhondda (Chris Bryant) did. I found the hon. Lady’s remarks about body image persuasive. She made a good point about parents sometimes reinforcing body image issues. It is important that children have another source from which to gain confidence to combat that. I agree strongly with her remarks about education being more than just examination passes.

My nearish neighbour, my hon. Friend the Member for Rhondda, made points about teenage pregnancy that he has been making for many years, campaigning on the issue. He made an important point about unconditional love.

One general observation about the debate is that lots of hon. Members are reluctant, sometimes, to call for things to be made statutory and compulsory. I am, too. But there has to be a transmission mechanism for things to happen. I am afraid that despite the Government’s simply saying, “It would be quite nice if it does happen,” it does not work that way. Over time, we will find out—provided that this is one accountability measure that the Government do not change to hide the impact of their policies—that PSHE will not get better unless there is a serious attempt to get schools to do it. Only statutory provision will make a real difference.

As hon. Members have said, the Department for Education carried out a review on PSHE, a response to which we await with bated breath. The consultation finished on 20 November 2011, not 2012. Any young person with a good sex and relationships education will be able to tell hon. Members that the typical gestation period for a human being is nine months. However, the gestation period of this consultation most resembles that of the elephant, which is 20 months, and we are fast approaching that point. We are eager with anticipation—I was going to say “pregnant,” but I will not—to see when this will come about.

Will the Minister tell us directly when she will deliver the Government’s promised position? When she does, I should not like her to do that in the way in which she answered parliamentary questions from my hon. Friend the Member for Kingston upon Hull North, which was the equivalent of what Lloyd George called the perfect parliamentary answer. He was once driving in north Wales and stopped to ask directions of a Welsh farmer, asking, “Where am I?” The farmer answered, “You’re in your car.” Lloyd George said that was the perfect parliamentary answer, because it was short, accurate and told him nothing he did not know already. The answers given by the Minister and her ministerial colleagues did that in respect of my hon. Friend’s questions, by saying, “some time later this year”. It is clear that the Government are hugely conflicted about PSHE. Essentially, the Secretary of State appears to think that it is all a waste of time, but he cannot bring himself to say that in those terms or authorise his Ministers to do so.

It is important to teach children essential skills, such as how to work in a team, what to do about their body changing and their body image, and how to develop good social, employability and financial skills and good relationships. It is symptomatic of the Government’s attitude that, at first, the Minister—she raised this matter in Business questions a few weeks ago—refused to meet my hon. Friend the Member for Kingston upon Hull North and representatives from the PSHE community.

I give the Minister, who is a relatively new Member and Minister, a piece of advice. At first she will sit in her office, as all hon. Members who have been through this process have done, surrounded by civil servants, radiant with lawful power, feeling pleased with herself. However, she should not ignore requests from parliamentary colleagues of whatever political party, but agree to meet them, where it is a reasonable request on a subject that is within her ambit. If she allows civil servants to erect a wall of steel around her and gets trapped in her Department, she will regret it. She should read and answer parliamentary correspondence and attempt to give full answers to parliamentary questions that will inform the House and Ministers. There are good reasons to do that. First, doing that will make her a better Minister. Secondly, it is right that she welcomes scrutiny in our parliamentary democracy. Thirdly, Back Benchers have the tools at their disposal to make her life a misery if she does not follow those practices. I can see that her civil servants are listening, and they should listen carefully. She should agree to reasonable meetings and answer questions and correspondence promptly. The Department has a poor record on that.

It is not just policy makers and stakeholders who are joining the call for more robust PSHE. A new report called “A new conversation with parents” by Pearson and Family Lives, has shown that parents also want this to happen. It is clear that the knowledge that comes along with PSHE does not need to be cut or ignored. The Government should not have the cavalier attitude that they appear to have. Let us have a clear and unequivocal statement from the Minister on why we have heard nothing from her and her colleagues on the subject over such a lengthy period and why the Government, in not responding, are undermining good-quality PSHE in our schools.

Free School Meals (Colleges)

Gregory Campbell Excerpts

Wednesday 13th June 2012 Westminster Hall

[Nic Dakin]

The hon. Gentleman makes his point extremely well. It echoes the point made by my hon. Friend the Member for Liverpool, Walton (Steve Rotheram) about the stigma attached to claiming free school meals. However, navigating that territory, as my hon. Friend did and, indeed, I did, as another free-school-meals student in the past, is certainly not as bad as navigating the territory of food bank handouts, which hon. Members have described in the debate.

The hon. Member for Harlow described the situation in his constituency, where the majority of students staying on post-16 go to colleges. The situation is exactly the same in my constituency. More than 400 of my students go on to post-16 education in colleges; it is the main provision locally for post-16 education. If the students in my constituency and the hon. Gentleman’s constituency come from disadvantaged backgrounds, why should they not have the access to free meals that students in other constituencies have? Surely, that is not fair; surely, it is not right.

In Yorkshire and the Humber, 10,700 young people who go to colleges would be eligible but are not receiving free meals. In England, 102,700 young people are in that category; 13% of the students attending colleges in England would be eligible for free meals but are being denied them. The Government are hiding behind an anomaly; that is the language that they are using. I do not think, fellow Members of Parliament, that we can hide any longer behind an anomaly. It is time for action—time for us to do something about it.

I agree with the words of Toni Pearce, National Union of Students vice-president for further education, who said:

“There can be no justification for the basic inequity which says that you can’t get free school meals if you study at a college from the age of 16 to 18, but can if you study at a school sixth form. Eligibility for free meals should clearly be based on need—not on where you choose to study.”

She goes on to support the AOC campaign.

My right hon. Friend the Member for Sheffield, Brightside and Hillsborough talked about the hope that there would be cross-party consensus on the issue. We have heard a lot of consensus across the parties in the debate. I had the privilege of serving on the Select Committee on Education when I first came to this place and, as part of our investigation of 16-to-19 participation, we agreed unanimously, across the three parties represented on that Committee, with the statement that it produced:

“There is no logic in making free school meals available to 16-18 year olds in schools but not in colleges”.

[Mr Gregory Campbell (East Londonderry) (DUP)]

I can add to the cross-party consensus by saying that I think that all politicians, on both sides of the House, would agree that anything that we can do to assist 16 to 18-year-olds in disadvantaged communities—those communities that are particularly affected by socio-economic problems—should be supported in an effort to help them to climb out of the poverty in which many of them live.

[Nic Dakin]

I absolutely agree.

Finally, because of my background in sixth-form colleges, I would like to touch briefly on the social mobility agenda. We all agree on social mobility. A report published next week by the Sixth Form Colleges Forum will demonstrate that sixth-form colleges have students more likely to have received free school meals and with lower prior educational attainment than school or academy sixth forms. The report uses UCAS data to show that over 30% of sixth-form college students who progress to higher education were from the least advantaged areas of the UK, compared with 23% of those who progressed from schools. In that context, and when schools and academies already receive more funding per student than sixth-form colleges, it makes little sense to disadvantage further an already disproportionately disadvantaged group.

Several Hon. Members: rose—

Sexting and Sexual Grooming

Gregory Campbell Excerpts

Wednesday 25th April 2012 Westminster Hall

[Ann Coffey (Stockport) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Caton. I welcome the Minister to this debate; he has a very strong commitment to safeguarding children.

I want to begin by supporting the excellent recommendations to protect children from online pornography that were contained in last week’s report on the independent parliamentary inquiry into online child protection, led by the hon. Member for Devizes (Claire Perry). Today, I want to focus on one aspect that the online inquiry mentioned was of great concern to parents: the growing phenomenon of sexting.

Sexting involves the sharing of sexually suggestive messages or images electronically, primarily between mobile phones. According to Ofcom, about 50% of eight to 11-year-olds and 88% of 12 to 15-year-olds own a mobile phone. The speed with which children and young people are gaining access to the internet—accelerated with the advent of smartphones, enabling children to access the internet from their mobile phones—is unprecedented.

The problem is growing, according to the children’s charity Beat Bullying, which is very concerned that there is increasing peer pressure to send sexting images; and the age is getting younger. Its research, carried out in 2009, showed that 38% of children aged 11 to 18 had received a sexually explicit or distressing text or e-mail. Those figures are backed up by research from Plymouth university, which found that 40% of 14 to 16-year-olds said their friends engaged in sexting. In addition, a survey by Beat Bullying in 2010 revealed that more than 54% of teachers were aware of pupils creating and sharing sexually suggestive messages and images via mobile phones or the internet. In Manchester, each week two schools are turning to e-safety groups for help about sexting incidents.

I congratulate the Manchester Evening News and its reporter Amy Glendinning on recognising this issue. The newspaper’s excellent series about internet safety has examined the dangers that lurk online and the traps that children fall into, including sexting. The coverage included recommendations and advice from local police and schools. That is another example of public service journalism at its best from the Manchester Evening News and follows its groundbreaking campaign last year about children missing from home, which was of great interest to me as the chair of the all-party group on runaway and missing children and adults. In many ways, the missing people and sexting issues are linked, and charities such as the Children’s Society feel that sexting should be recognised as part of the sexual grooming process that many vulnerable, runaway or missing children fall victim to.

Our children’s lives, including their experiences at school, are very different from our childhood and experiences of school, but one aspect of childhood remains the same. Throughout the ages, as children have grown up, they have wanted to push boundaries at an age when they are more sexually and socially aware; they want to experiment and tread their own path to independence. That is normal. But what is different today is that, with new technology, the risk that children and young people are exposed to as part of that process has risen dramatically.

Today’s phenomenon of sexting involves children and young people taking pictures of themselves, perhaps to send to established boyfriends or girlfriends, to create romantic interest or for reasons such as attention seeking. There is often no criminal behaviour beyond the creation or sending of images, no apparent malice and no lack of willing participation by young people who are pictured. The problem is that, once the pictures are taken and sent, the sender loses control of them and they could end up anywhere, from being passed all around school to being viewed and passed on by paedophiles. In addition, children’s charities fear that young people are being coerced into providing explicit images online, which are then shared without their consent via phones and social networking sites—a process known as doxing.

According to Sherry Adhami of Beat Bullying, sexting has become an epidemic. She says:

“We are seeing it more and more—we’ve even seen it in primary schools. It is 100 per cent classless and this affects children whether they are in deprived or affluent areas.”

Beat Bullying says that sexting can be used as a form of cyber-bulling, when an individual or a group of people deliberately attempts to hurt, upset, threaten or humiliate someone else. That includes situations when a recipient of images or text is made to feel uncomfortable as a direct result of that content or is asked to do something that makes them feel distressed.

Sexting becomes problematic when it leads to criminal or abusive behaviour, such as sexual abuse, extortion, threats, malicious conduct arising from interpersonal conflicts, or the creation, sending or showing of images without the knowledge or against the will of the person who is pictured, or if it becomes a tool for sexual grooming. Such grooming involves not just adults grooming children, but increasingly children grooming other children.

A Beat Bullying survey of 11 to 18-year-olds found that 45% of text messages were from their peers, but the problem is that young people are very vulnerable to suggestions from their peers. There is a fine line between young people voluntarily sharing images and their feeling under pressure to do so. The recognition that children and young people can be sexually victimised by other young people is reshaping our understanding of the issue.

It is part of the growing-up process for both girls and boys to decide what sexual behaviour they feel comfortable with. However, some young girls are particularly vulnerable to pressure—for example, girls with low self-esteem, those from dysfunctional families or those living in care. Such girls are particularly vulnerable to sexual exploitation, both by adults and their peers.

Sexual grooming happens when someone is enticed to do something that they do not want to do, and the link between sexual grooming and sexting is becoming increasingly apparent. The Children’s Society has told me that its practitioners around the country are finding that sexting is a growing method of sexually grooming young people. It has said of sexting:

“It becomes a tool of coercion, threat and power, as young people are encouraged to take pictures or videos of themselves, initially often for a financial reward or because they are groomed into thinking the person is their boyfriend. The sexting then becomes a tool of manipulation and the young person is threatened that the images will be shared with their friends and teachers. A key problem is that young people see these texts as harmless fun but they quickly lead to sexualised conversations and grooming.”

[Mr Gregory Campbell (East Londonderry) (DUP)]

I congratulate the hon. Lady on securing this debate, which is very timely. She has hit on an important point. Young people, particularly vulnerable young females, quite often look at sexting as a fairly innocent, normal exchange of either messages or images, and they do not realise the seriousness of what they are doing and how others could use that material. That is what we have to concentrate on today, and I am glad that the hon. Lady is making that point. Does she agree?

[Ann Coffey]

I certainly agree with the hon. Gentleman, and I am very pleased that there is a growing body of support among parliamentarians about the fact that we must address this important issue.

The Children’s Society has also said of sexting:

“Because it is not face to face interaction, young people will also behave in a different way without realising the risks that they are exposing themselves to, until it is too late.”

The National Society for the Prevention of Cruelty to Children will publish further research into sexting next month. It gave me an extract from a ChildLine call from a girl aged 16, which demonstrated the risk and potential harm to young people from sexting. She said:

“I have been in contact with a man who is a lot older than me. At first, he was nice, complimented my pictures and we became friends on a social network site. I forgot my phone number was on there and he started texting and calling me, saying explicit things and sending me sexual photos. He wants me to…have sex and I’m scared. I really don’t want to, but what do I do?”

As I have said, today’s young people live in a very different world due to the rapid pace of technological change that we have seen during the past 20 years. It has given them unprecedented access to global communication and information. However, as I have outlined, there are accompanying risks as a result. Those risks range from private photos shared between two young people becoming public property and leading to humiliation, bullying and blackmail to the use of those images for sophisticated online sexual grooming.

I reiterate that I support the recommendations in the online child protection inquiry as a step forward in protecting children, and I welcome the child sexual exploitation action plan that the Minister published last year. Local safeguarding children’s boards need to be aware of sexting as a tool for sexual grooming, so that they develop strategies in their areas to help them to safeguard children.

What more can be done? Of course sending sexual images is a criminal offence. However, I support the guidance of the Association of Chief Police Officers, which says:

“ACPO does not support the prosecution or criminalisation of children for taking indecent images of themselves and sharing them. Being prosecuted through the criminal justice system is likely to be distressing and upsetting for children, especially if they are convicted and punished. The label of ‘sex offender’ that would be applied to a child or young person convicted of such offences is regrettable, unjust and clearly detrimental to their future health and wellbeing.”

I agree that, in most instances and depending on the circumstances, sexting should be dealt with under general safeguarding.

Children and young people need to be supported by their parents, teachers and peers to ensure that they are empowered to manage new technology. Charities such as Family Lives offer valuable advice and help to parents who are concerned about their children’s sexual behaviour. A lot of good work is going on in schools and police forces to raise awareness and to recognise sexting as part of the grooming process. The Child Exploitation and Online Protection Centre provides an excellent education campaign called Thinkuknow and has produced a film about sexting. It is important that education and awareness-raising programmes focus on children who send images or exert pressure on other children to produce images without realising the extent of the damage that they can cause. Charities such as Beat Bullying have a great deal of expertise in that respect.

More needs to be done, however. I want the mobile phone industry to do more to highlight some of the dangers of its products, in the same way as the gambling and alcohol industries provide help for people who encounter problems arising from their products. The gambling industry provides funding for education and the treatment of problem gambling and the drinks industry funds the charity Drinkaware.

The mobile phone industry has a great responsibility, given the profits that it makes and its targeting of young people to buy its products, to set aside money to inform young people of the dangers of sexting. The industry should provide an information and advice leaflet with each new mobile phone, warning of the dangers of sexting. It should also pay for advertising on TV and in the press and for the promotion of helplines, such as the NSPCC’s ChildLine. The leaflet with each new mobile phone should explain how, at the click of a button, an image intended for private use can lead to public humiliation and even fall into the hands of sophisticated sexual predators. I should like retail sales people to be trained to discuss the risks of sexting when selling phones to young people or to adults buying them on their behalf.

The UK Council for Child Internet Safety, which the Minister jointly chairs and on which charities and some mobile phone operators sit, has been involved in debates about online safety for some time, so I am sure that something is being done to make progress. However, I hope the Minister will take my specific ideas about how mobile phone industries can do more and raise them at his next meeting with those industries.

As I have said, what can be seen by young people as the relatively harmless activity of sexting can lead to quite serious consequences for the young person involved. It is important to prevent that, and I feel strongly that by giving more information and increasing awareness among children and young people, we may prevent further harm coming to them, whether from bullying, blackmail or sexual exploitation or grooming. We must do what we can to educate and inform children and young people about the risks of sexting, so that their choices are based on an understanding of the consequences of their actions. The mobile phone companies must take their share of responsibility to help safeguard children and young people.

History Teaching

Gregory Campbell Excerpts

Tuesday 10th January 2012 Westminster Hall

[Gareth Johnson]

No, I do not agree it is ludicrous at all. More than any other country, Britain has had influence across the entire globe; the fact that English is spoken in more countries than any other language demonstrates the influence that this country has had throughout history. Some of that history is good, and we are very proud of it, and some of it we perhaps do not talk about as much as we should. However, nevertheless, we should be proud of our heritage because it is very distinct. It is certainly the richest of any country I have ever studied and it has influenced more countries than that of any other nation.

Yet it is right to say that the teaching of history in this country is patchy. In some areas, more than three quarters of students do not learn history after they are 14 years of age. We heard about the difference between classes that some people claim exists in relation to the teaching of history. Certainly there are differences between, for example, grammar schools and some comprehensive schools; the teaching levels are not comparable. The teaching of history varies around the countries, too. Although more people are passing GCSE history, fewer students are taking up the subject, which is a great shame.

The treatment of the subject is less patchy around Europe; it is compulsory in most European countries. As I said, my hon. Friend the Member for Kingswood mentioned Albania. That keeps cropping up, because it appears to be the only country in Europe that takes a similar approach to England with regard to history teaching. I do not know whether it is a fair comparison, but it certainly seems that there is less mandatory teaching of history in England than anywhere else in Europe. The rest of the UK fares little better.

[Mr Gregory Campbell (East Londonderry) (DUP)]

Does the hon. Gentleman agree that part of the problem is trying to ensure that history is relevant to young people? Often the teaching of the subject leaves young people either ostracised or simply feeling that it is not relevant to them today. This is not an either/or. Local history needs to be taught, based on its relevance to young people, so that they can understand their place in the national psyche and get a grasp of history.

[Gareth Johnson]

The hon. Gentleman makes an excellent point. It is a case of ensuring that students understand that history, and what has gone on in the past, is relevant to what they are doing now. I think that we would all accept that history at its best is the most fascinating subject on the educational spectrum. However, at its worst, it can be one of the dullest. A lot depends on the person in the classroom, and whether they can inspire pupils and convince them that history is relevant to them, as the hon. Gentleman correctly points out.

[Jim Sheridan in the Chair]

To be fair, the Department for Education is doing a lot of good work. The academy innovation goes from strength to strength. We have more protection and support for teachers, with regard to the anonymity that is extended when there are unfounded allegations; also, there has been a withdrawal of the requirement to give notice of periods of detention. In addition, spelling tests are coming back, and we are allowing grammar schools to be expanded.

I would like “more history teaching” to be added to that list of achievements. However, I am the first to accept that the Department for Education faces a dilemma, because it rightly does not wish to be too prescriptive about the curriculum. One of the Department’s aims is to make the curriculum more streamlined. Clearly, the challenge is for the Department to give good schools as much autonomy as it can while ensuring a structured education system for children. Therein lies the future difficulty for the Department in relation to history teaching.

The desire for more British history teaching is not about misplaced patriotism; there is no xenophobic agenda. However, we should not shy away from teaching British history with a sense of pride. For example, the history of the British empire should not be taught with any sense of shame or vitriol. We should allow students to embrace history as seen from a British context, because we will fully understand ourselves only when we learn where we have come from. National identity is incredibly important, and much of that identity is determined by our history.

Family Policy

Gregory Campbell Excerpts

Wednesday 4th May 2011 Westminster Hall

[Andrew Selous (South West Bedfordshire) (Con)]

It is a pleasure to speak under your chairmanship, Mr Meale. I congratulate most warmly my hon. Friend the Member for Erewash (Jessica Lee) on securing the debate and on her excellent introduction to this very important subject. I am pleased that so many hon. Members have come along this morning to take part.

We know that the country faces a very severe financial crisis and we are reminded almost daily of the huge challenges that we face internationally in the middle east and elsewhere. However, the crisis facing family life is the most serious of all the issues facing this country. I do not say that lightly, because the data on family breakdown are extremely alarming. The most recent analysis from the Office for National Statistics in the millennium cohort study shows that 48% of all children born today will not grow up with both parents. It is alarming that nearly one in two children born today will experience some form of family breakdown, because although single parents do heroic and fantastic work on many occasions, and I give them all the credit they deserve for performing a tough role, the data show that outcomes for children overall across the country—obviously, there are exceptions—are much less good than when two parents stay together.

There has been a view across academics, policy makers and journalists that Governments cannot really go near this issue and that although they can build schools, run a health service, maintain decent roads and try to promote economic growth, they cannot or should not get involved in the issue of family life, even though that is the most important to many of our constituents, as my hon. Friend said. I want to challenge that contention because if we go about this in the right way, we can make a significant contribution to preventing family breakdown and strengthening family life.

[Mr Gregory Campbell (East Londonderry) (DUP)]

The hon. Gentleman is elaborating on the severe problems that family breakdowns cause society. Does he share my concern that the financial cost of such breakdowns is in excess of £40 billion, according to statistics from last year? Whatever investment the Government put in is worth while if it can address that fundamental problem, which will otherwise be with society for generations to come.

[Andrew Selous]

I am most grateful to the hon. Gentleman for raising that point, and he is absolutely right. The recent study by the Relationships Foundation put the cost of family breakdown at £42 billion. In a recent speech, the Secretary of State for Work and Pensions put it at between £20 billion and £40 billion per annum. Whatever the figure, we can all agree that it is massive, and if we can reduce it, there will be many better uses to which the money could be put in our constituencies; indeed, we could also reduce taxes. I am grateful to the hon. Gentleman for putting that point so firmly on the record.

As I said, success or failure in marriage and relationships is not merely a matter of luck. Nor do people in a troubled marriage or relationship have just two options—to stay together and be miserable or to split up. That is absolutely and emphatically not the case, and I want to spend the rest of my time explaining why. I also want to praise the Government for some of the things they have done recently and to commend the Minister for some of the excellent initiatives she has introduced. I will perhaps also outline some of the areas where we can go a little faster and a little further to match the scale of the problem.

I praise the recent funding from the Department for Education for a range of relationship support initiatives, from Relate to Care for the Family and its Let’s Stick Together project, which I am particularly keen on. I commend the Minister for that excellent start, which is an early down-payment on the coalition’s promise to take this issue seriously. I also commend the Secretary of State for Work and Pensions, who has committed his Department to recognising marriage in its data and analysis. Under the previous Government, the issue was just wiped off the piece, and we could not look at the data on it. I am not talking about tax, which the Minister and I will disagree on as far as marriage is concerned, but about having an honest analysis of the data. Such an analysis is a good thing, and we should just see what the data say. That is a significant issue.

I want to comment a little on the funding that the Minister has given Care for the Family to roll out the Let’s Stick Together course. People ask what we can do about family breakdown, and this course is really practical. It is run by health visitors up and down the country for new parents, whatever type of relationship they are in. It takes an hour or so. Often, it is run by new parents who have recently done the course. It gives some of the basics about how to have a healthy, strong and happy relationship or marriage that will last. The early feedback is very positive and suggests that the course is well received. Surely, it is better to give people the tools, support and skills to make a success of their relationships than to come round and sort things out afterwards, when everything has gone wrong. In Bristol, where the course has been trialled, it now reaches nearly 30% of new mothers, and there has been very positive feedback. I commend Harry Benson of the Bristol community family trust, in particular, for the pioneering work that the trust has done. I also commend Bristol health visitors for the enthusiasm with which they have picked up the course. If that can be done in Bristol, why can it not be done in every other great city, and in every market town, village and rural area, in our country, because this really matters?

I hope that we will see a little more support from registrars for marriage preparation. Two thirds of all weddings take place in registry offices, but registrars do not offer good enough signposting towards the marriage preparation that is available from local and community groups. That is an obvious thing we could do, it would not cost any money and it would lead to better outcomes. What do we have to fear? What is there to prevent us from doing that? I hope that we can go further and faster on that.

At the moment, all our local authorities are preparing local child poverty strategies. I welcome that exciting development, which is taking place alongside the Government’s excellent work nationally to reduce child poverty. We can see different and pioneering initiatives at the local level, and I hope that strengthening families will be a key part of what local authorities look at. From the early evidence I have seen of some child poverty strategies, however, I am not convinced that that is yet the case. I know that we are all localists now, and that we are not really in the business of telling our local authorities what to do, but an emphasis on strengthening families would be enormously helpful and useful, given that a child who grows up with one parent rather than two is twice as likely to grow up in poverty as one whose parents stay together. I therefore hope that strengthening families will be an aspect of local child poverty strategies and that authorities will work with the community and voluntary sector. There is a community family trust in my constituency, which could do this work very well with my local authority, and that would be helpful.

My hon. Friend talked about the importance of parenting courses, and I completely agree with her. The additional point I would make is that internationally peer-reviewed academic work, particularly from Professors Cowan and Cowan at the university of Berkeley in California, shows that parenting work is even more successful if the relationship between the two parents can be enhanced at the same time. Where parenting work is being done and there are two parents, let us also strengthen the couple’s relationship. We could usefully do that, and it would not cost us any more money where parenting work was already being done. That would lead to better results.

We can also do more in our schools. I recognise that our school curriculum is completely packed, and whenever anyone tells me that they want to add something to it, I ask them what they want to take out. However we do have assemblies in our schools, and teachers and head teachers are often looking for material to present. There is very good material around. Care for the Family has its evaluation material. There is also an excellent charity called Explore, which is based in Hampshire. I have met both, and they have really excellent material, which is welcomed by students in schools. It speaks to children in a language they understand and tries to give them some of the skills and support they need to make a success of adult relationships when they leave school. We could do more work on that.

My final suggestion to the Minister before I sit down, as many colleagues want to speak, is not to ignore what we can do in prisons. That might seem an odd area to mention; however, strengthening the relationships of prisoners is important. It is not a fuzzy thing to do, akin to giving prisoners televisions in their cells. The academic evidence tells us that prisoners who have a strong relationship to return to after they leave prison are 35% less likely to reoffend when they come out. If their relationship breaks down while they are in prison, they are 40% more likely to reoffend. Why does that matter? Because you and I, Mr Meale, are less likely to have our back door kicked in on a Saturday night, or our car radio stolen, if we can support the relationships of prisoners. We might not immediately think of that when we discuss family policy, but it is important.

Once again, I congratulate my hon. Friend. I look forward to hearing the Minister’s response; I commend her for the excellent start her Department has made. However, I would say it is a massive challenge. If we are to make Britain the country we all want to see, we need to go a little further and faster in this area.