Disadvantaged Children

Debate between Helen Grant and Chris Leslie

Thursday 20th January 2011 Commons Chamber

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

One of the greatest attributes of the British people is their belief in fairness. It is that sense of fairness that supports the notion that whatever one’s starting point in life’s marathon, it does not have to be a personal best for the rest of the race. If people choose to move up the field or even get into the leading pack, they should have the opportunity to do so. To me, that is what social mobility is all about. There are many complicated definitions, but social mobility is fundamentally about an individual’s ability to achieve, to progress and to reach their full potential, whoever they are, wherever they are from, if they choose to do so.

Governments around the world see social mobility as an elusive grail. As a result, numerous policies, initiatives, grants and strategies have been aimed at creating ladders of opportunity and life chances for people. For all that, social mobility has stalled badly during the past 30 years. Different reasons have been advanced to explain that, including not having enough good schools in poor areas and the expansion of university education, which helped richer rather than poorer children. For me, one of the main reasons is that insufficient attention has been paid to boosting self-confidence and self-esteem in our children, which are the prerequisites for aspiration, motivation and success. If we are really serious about improving life chances for children, we must develop that.

Schools and teachers have a key role to play, and they were critical to my own journey. My entire childhood could be described as working class. During those years I had first-hand experience of a lack of money and a lack of opportunity, and I also witnessed the terrible waste that can come with aspirational poverty. At school I was not a natural A-streamer in every subject, and I had an extremely difficult time in many ways and for a number of reasons, but I was touched by certain inspirational teachers who believed in me. Via their words and deeds, they not only provided me with a good education, but boosted my self-confidence and self-esteem.

I shall always remember the words of one sports teacher. When she saw how quickly I could run, she said, “Helen, we had better buy a stopwatch and start training you for the Olympics.” She did buy the watch, and I believed her. Although, sadly, I did not make the Olympics, her positive remark was enough to get me going. Sporting success boosted my self-confidence and self-esteem, and that spilled over into my academic subjects, allowing me to achieve quite good results in everything.

While I acknowledge the importance of formal academic subjects such as those set out in the new EBacc, the importance of confidence-building subjects such as music, art, drama and sport should not be underestimated. More focus should also be given to skills in schools. Children need to feel good about themselves. Not everyone is academic, and perhaps we need to recognise that our goal should not be sameness. Society needs people of all levels and abilities.

[Chris Leslie (Nottingham East) (Lab/Co-op)]

A high proportion of young boys in my constituency—some 39% or 40%—have special educational needs and therefore rely heavily on teaching assistants in the classroom, but I fear that, owing to the budgetary situation, teaching assistants may fall by the wayside first. Would the hon. Lady like to say a few words of support for those who work in that profession, and for the good work that they do?

[Mrs Grant]

I could not agree more, in many respects. We must support our teachers. They are key and most of them do a fantastic job, but we need to help, and to watch the position carefully.

Everyone has a different level of skill and society needs people who have a different manner and different skills, so perhaps the true goal should be equality of opportunity. Our state boarding schools are hidden gems in our country’s education system. They often head academic league tables, they often outperform the independent sector, and they offer unique life chances to children with potential who may come from difficult backgrounds with limited financial means. At present the Government are rightly keen to extend new boarding accommodation for vulnerable children, and the state boarding school sector supports that move. Vulnerable children can do very well in such an environment, but the transition must take place in the right manner and at the right pace. State boarding schools understand their sector: they know what works and what does not work, and we must listen to them.

I am glad that creating life chances is a priority for the Government. I take considerable heart from initiatives such as the pupil premium, the continuation of Sure Start and the creation of more apprenticeships, because they offer an alternative to the strictures of academia. Notwithstanding the country’s financial difficulties, I hope that those and other measures remain high on the Government’s agenda.