Educational Performance: Boys

Helen Grant Excerpts

Tuesday 6th September 2016 Westminster Hall

[Fiona Bruce (Congleton) (Con)]

One million children have no significant contact with their fathers. Research recently cited by the Department for Work and Pensions says that children with highly involved dads do better at school, have higher self-esteem and are less likely to get in trouble in adolescence. If we say that male role models as teachers are important, how much more so for boys are father role models? Addressing family stability is critical and this is a social justice issue too, because in lower-income families there are far greater levels of family breakdown. We need to address that and to support them.

The Institute for Public Policy Research produced a report entitled “A long division”, which found that only about 20% of variability in pupils’ achievements is attributable to school-level factors. About 80% is attributable to pupil-level factors and particularly family influence. The IPPR says:

“Even if every school in the country was outstanding there would still be a substantial difference in performance”.

We need to help families strengthen, so that we can help these children and boys.

Here are some solutions, very quickly. First, the Government need to appoint a fatherhood champion. Secondly, they need to set up a fatherhood taskforce, perhaps mirroring the taskforce that my hon. Friend the Member for Lincoln (Karl MᶜCartney) suggested, to develop a distinctive set of policies aimed at encouraging father engagement. Thirdly, all new fathers should be offered and encouraged to attend parenting classes. At present the majority who attend are from affluent families who say that they learn a little. A minority are from low-income families but when they do attend, they say they learn a lot.

[Mrs Helen Grant (Maidstone and The Weald) (Con)]

We also know that a disproportionately high number of black boys are excluded from school. Does my hon. Friend agree that there needs to be a much greater understanding of the barriers and hurdles that these boys have to face, both inside and outside school, such as racism and, as she said, the absence of fathers?

[Fiona Bruce]

I do. There is much evidence to show that parental involvement and support, even for the most disadvantaged children, can translate into good educational outcomes. Children from poor families where there is a strong commitment to learning achieve better results. For example, 69% of Chinese boys from low-income families gained five or more GCSEs at grades A* to C compared with just 17% of boys from white working-class backgrounds. Interestingly, the number is very similar for those from black Caribbean backgrounds, where again there is a high level of father absence.

To conclude the solutions, fourthly, every community should have a family hub. As chair of the all-party group on children’s centres, I recently published a report on that issue and I ask the Minister to look at it. I am talking about a place where every family can go to get help, to strengthen their family lives before they perhaps become troubled families or before a marriage begins to disintegrate completely, or to get help with a troubled teenager.

Fifthly, any efforts to regenerate the 100 worst sink estates in the UK should put family and relationship support at the heart of those new developments. Regeneration of the estates needs to go far beyond bricks and mortar if lives are to be transformed, and a healthy relationships fund should be properly resourced to ensure that parenting, couple relationship and family support programmes are included in the master planning processes, not just for this, but for the other Government initiatives such as troubled families, children’s mental health and parenting. They need to include a specific focus on the couple relationship and on strengthening the whole family to ensure that the additional benefits of family stability are reaped by these young boys.