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.

Government Skills Strategy

Gregory Campbell Excerpts

Wednesday 19th January 2011 Westminster Hall

[Anne Marie Morris]

The right hon. Gentleman makes a good point. It is crucial that we get employers as engaged in the process as the potential apprentices. A private sector vocational organisation in my constituency is an excellent example of that. Before finding the apprentices, it makes contact with local businesses to explain the opportunities offered by the scheme and to create those apprenticeships. That sort of proactive approach is invaluable. The more of that we can do, the better off we will be.

The real value of the apprenticeship scheme is that it will give young people an alternative. Not everyone is suited to an academic career. Many NEETs in our society feel that there is no real alternative. Nationally, we have more than 1 million NEETs, which is far too high. In Devon, within which my constituency sits, there are 1,190 NEETs between the ages of 16 and 18 —5.7% of the youngsters—which is a huge waste. Research shows that the cost to the taxpayer is substantial—around £97,000 over a lifetime. Some people put the cost as high as £300,000 because of the associated benefits, which is a huge price to pay both financially and socially. Therefore, this must be the right way forward.

To get the apprenticeship programme working well, we must look at the linked-in skills training that is on offer and establish the link between training colleges and sixth forms. Will the Minister tell us what sort of grant might be available to those skills colleges, because, at the moment, that is an area that lacks clarity? A number of training organisations and colleges in my constituency have questioned me on the matter. They ask what the picture will be when the Train to Gain programme slowly begins to evaporate. They are particularly concerned that grants will be as available to the smaller organisations as they are to the larger organisations. I am interested to hear the Minister’s thoughts on that particular front.

As I have said, it is important to get employers to play their part and to incentivise them, as the college I referred to earlier is doing. We want our colleges literally to go out on the streets and find those young people. I have been very impressed by South Devon college, which does just that. There are parts of Newton Abbot where young people with no education, training or job congregate. Individuals go to those places to talk to young people about what might be possible. That is absolutely the right way forward, and I welcome it.

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

The hon. Lady talks about actively targeting young people on the streets, but does she agree that some groups—I am sure things are the same in my constituency as they are in hers—are also actively involved in mentoring young people? Many young people feel helpless when it comes to getting the vocational training that might help them to get employment—they feel completely disempowered. If these groups get out there, they can target young people, help them, sit alongside them and bring them into the mainstream to ensure that they get essential qualifications.

[Anne Marie Morris]

That is a prime example of the big society. We are in a good position to achieve exactly what he has indicated. We are all in this together, and there is a lot that we can do together.

While we are on that point, my hon. Friend the Member for Harlow has mentioned his concern about the withdrawal of the EMA. I share his view that the old system did not work terribly well, but I also share his concern that there needs to be something to help young people. I am pleased that the new fund will be made available, but the real challenge is the transition and ensuring that nobody falls down the gap. One of the things that I have been doing locally in my constituency is trying to help deal with that gap. I have been working with colleges and voluntary charities that provide local transport and asking them whether we can find a way to work together and get young people to college. I am pleased to say that I have received positive responses from local transport charities. That is exactly where we should be going and what we should be doing.

Perhaps I can leave the Minister with a second and final question, which is about real challenge that we face in deprived rural areas, of which Newton Abbot is undoubtedly one. The cost of living in Newton Abbot is very high, partly because of the distances involved in getting around the constituency and, as hon. Members are well aware, because of the huge water bills. However, we also have very low salary levels. The challenges that my hon. Friend has mentioned are particularly acute in rural areas. I appreciate that we are in difficult times and that we must be careful to get value for every penny we spend, but I wonder whether particular consideration can be given to helping youngsters in rural communities access the apprenticeships and training that they need.

Outdoor Learning

Gregory Campbell Excerpts

Wednesday 15th December 2010 Westminster Hall

[Simon Hart]

I thank my hon. Friend for that intervention. I am aware of that charity and the good work that it does. I am also aware of countless other charities that offer similar, if not identical, services.

I stated earlier that this debate was not about the town versus the countryside. Indeed it is not, and we must be careful not to fall into the trap, as I have myself, of seeing the only benefit of outdoor learning to be that of teaching urban children about rural ways. My hon. Friend’s intervention makes it clear that plenty of people are enthusiastic about reaping the benefits of outdoor learning, but cannot do so either because of insufficient funding through the charitable sector, or because of obstacles due to health and safety legislation, bureaucracy or Government funding.

I have two questions for the Minister. First, will she consider reviewing whether current teacher training provides new teachers with the skills to lead outdoor learning activities in the first place? Secondly, will she review the “rarely covers” guide to residential visits and fieldwork, and look at whether part of the pupil premium may be used for that purpose?

Emerging evidence points to the direct and indirect health benefits of outdoor learning, including personal well-being and—the latest catchphrase—“happiness.” The current gaming epidemic does not lend itself to our mission of stirring a child’s interest in the outside world. A staggering 53 computer games were released on to the market in April 2010, and it is easy to deduce that we cannot leave it to the children to discover the outside world. It is our responsibility to take them there.

Activities such as walking, cycling and riding can burn up to 380 calories an hour. Green spaces can stabilise anger in young people, which can help prevent antisocial behaviour. Outdoor education could therefore play a key role in reducing the amount of permanent and fixed exclusions for physical and verbal abuse in schools, which currently run at the eye-watering level of 300,000 cases per year.

Outdoor learning could also help to reduce the cost of youth crime and obesity, which is estimated at an even more staggering and depressing £5 billion per annum for the taxpayer to pick up. Of course, evidence is an essential prerequisite of any progress that we make on this topic. I shall start with what Ofsted had to say about it. In 2008, Ofsted published a thematic report that stated:

“When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development.”

It went on to recommend that schools and colleges should

“ensure that their curriculum planning includes sufficient well structured opportunities for all learners to engage in learning outside the classroom as a key, integrated element of their experience”

and

“ensure equal and full access for all learners to learning outside the classroom”.

In a similar study in 2006, the National Trust stated:

“We looked at whether schoolchildren’s learning about their local environment would influence the way they treat it.

We found that not only was this the case, but high-quality out-of-classroom learning also influenced how children behave and the lifestyle choices they make.

It shows the potential for school trips not just to change children’s lives, but the lives of whole communities.”

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

I, too, congratulate the hon. Gentleman on the timeliness of the debate. Does he agree that in addition to the issues that he is outlining from those surveys, the battle against childhood obesity can be taken further by learning outside the classroom? It can contribute to that battle, which unfortunately as a society we do not seem to be taking seriously.

[Simon Hart]

The hon. Gentleman makes a very good point. There are direct and indirect health benefits to be gained from this educational concept. The direct benefits are simply from getting people out of a windowless and joyless classroom environment into an environment that is more interesting and more demanding physically. That is a good thing, but outdoor education can also teach people about the value of a different and varied diet, the process of food production and the attractions of exercise and entertainment, in whatever form they might come, in open areas.

Of course that will have a positive effect. That used to be just conjecture on our part and on the part of the experts; there is now evidence to support the view that that is the case. That is what is encouraging: we are going beyond just speculating to being able genuinely to point to evidence that supports that view.

The Select Committee on Children, Schools and Families also came up trumps. It stated:

“Learning outside the classroom is important, and the Department must provide adequate funding to achieve maximum impact…there should be an individual entitlement within the National Curriculum to at least one out of school visit a term.”

On the back of those third-party endorsements, I shall pose two more questions to the Minister. Will the Government reconsider plans to include an entitlement to outdoor learning for everyone in the curriculum? Also, can outdoor learning be included as part of the Ofsted inspection protocol? There is a feeling among members of the teaching profession with whom I have contact that if it is not inspected, it is not important. It is clearly important; Ofsted and the Select Committee have said that it is important. If it is important, let us include it in the inspection protocol, so that everyone knows that it is important and we can cement that in the minds of those responsible for outdoor learning projects.

I represent a seat in west Wales and should therefore like to consider for a moment how the Welsh Assembly Government view the issue. It is encouraging that they are a few lengths ahead of Westminster on this topic. I recognise that the matter is devolved, but we can learn lessons from the Welsh Assembly in this regard. The foundation phase is the Welsh Assembly Government’s approach to learning for children aged three to seven years. My own children have benefited from initiatives such as the Forest school. That involves a perfectly non-contentious regular monthly trip into the great outdoors of Wales, which benefits children from quite a young age in many different ways. The Welsh Assembly Government recognise that. Their framework states:

“The Foundation Phase environment should promote discovery and independence and a greater emphasis on using the outdoor environment as a resource for children’s learning.”

They say that they will aim to

“Provide opportunities for children to experience the outdoor learning environment and to become active learners through the play-based Foundation Phase curriculum.”

I say to the Minister that if that is good enough for the Welsh Assembly, surely it is good enough for the UK as a whole.

To conclude my short contribution on this important topic, I shall make these points. We can now prove that outdoor education improves health, education and social benefits for children, young people and society as a whole. We can increasingly prove that if we can obtain those benefits for children and young adults, the economic benefit for the taxpayer in the long term could also be huge and well worth the investment required now.

I want to finish with two case studies. In my last job, I was involved with a project called Fishing for Schools. We took people who often had severe disadvantages and just put them in an environment that they were not used to. We used to marvel at the way in which lives could be transformed as a consequence of that simple project. We had one pupil called Zach on that programme. His teacher wrote to us after the course had finished and said:

“Zach had been suffering from bullying and was often in trouble with regard to behaviour in school, but since the course he has worked hard, been positive, behaves well and is a more mature and sensible young man—wow, what a difference.”

Alex McBarnet, founder of The Bushcraft Company, came into the world of outdoor education as a result of difficulties that he had had in traditional education. Using his own get-up-and-go spirit and his own inspirational zeal, he started his own company. He said:

“Children who struggle a bit more in the classroom have an opportunity here to shine, and you can actually watch their self esteem grow by the day, which is fabulous.”

Free School Meals

Gregory Campbell Excerpts

Wednesday 30th June 2010 Westminster Hall

[Mrs Hodgson]

My hon. Friend raises an issue that I was coming to—I fear that she makes the point better than I would have done. A lot of hon. Members in the coalition Government are not getting that point, but hopefully the contributions that my hon. Friends and I make today will put paid to that.

Confusingly, although the new Government committed themselves to meeting the child poverty targets set by the previous Government, the Secretary of State for Education announced on 9 June that the coalition Government would not be going ahead with the additional pilot schemes, or the extension of schemes to include more low-income families. That is devastating news for the families concerned. The extension would have eased the transition into work for many parents—my hon. Friend has just spoken about that—and supported the Government’s wider drive to improve educational and health outcomes among the least well-off in our society. It seems that the Education Secretary wants to follow in the footsteps of a former Conservative Education Secretary, who became well known—indeed infamous—overnight with the tag of “milk snatcher”. Today’s Education Secretary shall for ever more be known as the “meal snatcher”.

Entitlement to free school meals usually ends when a family moves off benefits and into low-paid employment. That gives rise to an extra cost of around £300 a child per year, just when families are trying to make themselves better off through work. Furthermore, 60% of children in poverty have at least one parent in work, so the majority of children who live in poverty today do not benefit from free school meals. That is a shocking statistic, but it is true.

The decision announced by the Government is spectacularly short-sighted and I urge the Minister to reconsider it as a matter of urgency, particularly considering that the coalition’s stated aim is to decrease the number of people on benefits and increase the number of people in work. That is a laudable goal, but it will never be reached with such poorly thought out policy decisions.

A measure that would have raised 50,000 children above the poverty line has been scrapped, thereby exposing the Government’s claims to promote fairness as nothing but empty rhetoric. How can increasing the number of children living in poverty in 2010 help the Government to meet their 2020 target for eradicating child poverty, especially after a Budget that, as the Institute for Fiscal Studies shows, disproportionately affects the very poorest? I was even more disturbed to see a leaked memo suggesting that money that would have been directed to the poorest families for free school meals is now being redirected to help the middle classes to parachute their children out of mainstream schools and into free schools. That is a particularly galling example of money being directed away from the disadvantaged towards the comfortably off and away from a scheme that would have lifted children out of poverty to one that will do nothing of the sort but will pander to middle-class parents who still bemoan the loss of grammar schools in leafy London boroughs.

Following this debate, and with the successful campaign that is being led by my right hon. Friend the Member for Morley and Outwood (Ed Balls), the Government will choose to reinstate the changes to free school meal provision that were announced by the previous Labour Administration. That would be welcome news, but I would like the Government to go even further and seriously consider the case for universal free school meals. It is all too easy to dismiss the argument by saying, “We haven’t got the money to do it”. Tough spending decisions should be a matter of prioritising, not slashing budgets for ideological reasons.

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

I congratulate the hon. Lady on securing this debate and her cogent argument for universal free school meals. Does she agree that an additional spin-off effect would be that if each child was able to access a free, nutritious and healthy meal, it would help in the battle against childhood obesity? Tackling that was a target of the previous Government, and hopefully it is shared by the present Government.

[Mrs Hodgson]

That well-made point is another that I was about to come to. I am sure that hon. Members from all parties agree that the education and health of our children is of utmost importance. That more than justifies the admittedly considerable spending commitment that such a policy would entail. It is estimated that obesity costs the NHS £3.5 billion a year and the figure is set to rise, so this is a cost worth paying to save money in the long run.

Even at a time when the deficit needs to be cut, we cannot forget the social implications of the decisions that are made by the Government—by a coalition Government no less. They are a broad church that goes from left-leaning Liberal Democrats to right-leaning Thatcherite Conservatives through all colours in between. One would think that a coalition with the right hon. Member for Twickenham (Vince Cable) at its heart would produce fiscally sound social policies and that the last thing that it would do would be to increase child poverty. Alas, I fear not. One only has to look north towards Hull to see that the Liberal Democrats have form on such matters.

In 2004, the Labour council in Hull introduced universal free school meals. It had to get a dispensation from the then Labour Government to do so as that took place prior to the passage the Education and Inspections Act 2006 which, by changing “shall” to “may” in a line of legislation, made it possible for universal free school meals to be introduced by any local authority anywhere in England.

That first pilot scheme was a huge success. Those successes were chronicled by a number of academic papers, the most notable of which is the work I mentioned earlier by Professor Derek Colquhoun from the university of Hull. If I started to go into detail about how positive that evaluation was, there would be no time for anyone else to speak in the debate. I will therefore not do so, but I strongly suggest to the Minister that he look it up—it is a very good read.

What happened next? Sadly for the children of Hull, Labour lost control of the council after three short years to the Liberal Democrats, who promptly and savagely, and without remorse, scrapped the free school meals initiative. Once again, there was a charge for access to the lovely hot and healthy school meals to which the city’s children had become accustomed. That was greeted with outrage from local parents, who had not realised that that was what the Liberal Democrats would do. Does not this all sound strangely familiar? Lo and behold, here we are again. What happens as soon as they are in government? The Liberal Democrats, aided and abetted by their Tory masters, are at it again. Time and again, they are literally taking food out of the mouths of society’s poorest children.