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.