Qualifications Reform Review
Helen Hayes Excerpts(1 week, 3 days ago)
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Madam Deputy Speaker (Ms Nusrat Ghani)
I call the Chair of the Education Committee.
Helen Hayes (Dulwich and West Norwood) (Lab)
I pay tribute to everyone who works in further education—a vital sector that makes a transformative difference, and whose importance is often not properly recognised. Vocational and technical courses and qualifications are a critical part of our education system, yet schools, colleges and students have faced great uncertainty as a consequence of the previous Government’s decision to defund a number of applied general qualifications. I welcome the additional certainty that the Minister has provided by committing to maintain some AGQs and pause any further changes until 2027.
The landscape of vocational qualifications is indeed too complex and confusing, but the cliff-edge approach adopted by the previous Government had significant adverse consequences. My Committee has heard evidence that the previous Government’s plans have already had material impacts, because some colleges have modelled the proposed reduction in courses and now face potential insolvency as a result. What support will the Government provide to colleges that have already planned and committed to their qualification offering for September 2025, based on the previous Government’s decision to defund, and now face further changes?
The Committee has also heard evidence of the success of T-levels for those who complete them, particularly in areas such as healthcare. However, T-levels account for just 10% of all vocational courses, and continue to have a worryingly high drop-out rate. What further work are the Government planning between now and 2027 to reform T-levels and make them accessible to a wider range of students, including students with special educational needs and disabilities, before any further changes to AGQs are made? My Committee understands the value and potential of T-levels, but it is vital that in pursuing this route as the predominant option for technical and vocational training, the Government are not locking some young people out of the opportunity to learn, succeed and thrive.
Janet Daby
I join the Chair of the Education Committee in praising many colleges, the sector, and teachers themselves. She is right to mention the track record of the previous Government. We very much want to support students in their learning, and especially colleges. Where colleges find that they have to change course, or where there are issues with courses, I invite them to make that known to the Department, to see what support can be provided. The £300 million that has been invested in this area should go some way to providing it. T-levels need much focus through positive communication, and we need to ensure that young people enrol in the right courses. There is a series of events and webinars to inform schools, colleges and other professionals working in educational settings about the outcomes of the review. The Department will publish further information, advice and guidance in relation to 16-to-19 study programmes in the new year.
Oral Answers to Questions
Helen Hayes Excerpts(1 week, 6 days ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
We know that good quality early years education can play a significant role in closing the disadvantage gap, yet the Government have inherited a situation in which families who live in disadvantaged areas are the least likely to be able to access good quality childcare. How will the Secretary of State ensure that access to good quality childcare and early years education is at the heart of the Government’s child poverty strategy?
Oral Answers to Questions
Helen Hayes Excerpts(1 month, 2 weeks ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
The additional £1 billion in the Budget for SEND support is very welcome, but the Minister will know that local authorities remain anxious about the forthcoming end to the statutory override of dedicated schools grant deficits in March 2026. What discussions is the Minister having with the Treasury and the Ministry of Housing, Communities and Local Government on a plan to prevent the end of the statutory override from becoming a cliff-edge financial calamity for local authorities and children with SEND?
Catherine McKinnell
As my hon. Friend mentions, high-needs funding will increase by almost £1 billion in 2025-26, compared with 2024-25, bringing total high-needs funding to £11.9 billion. That funding will help local authorities and schools with the increasing cost of supporting children and young people with SEND. We will continue to support local authorities to meet those demands and reform our system, so we can create inclusive education for every child.
Special Educational Needs and Disabilities
Helen Hayes Excerpts(1 month, 4 weeks ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
The National Audit Office report could not be clearer: children and young people and their families are being failed by a SEND system that cannot meet their needs, and local authorities are being driven to the edge of a financial precipice by a £3.4 billion funding gap. This Government have inherited an appalling legacy. The Government are clear that their focus is on the early identification of need and the inclusivity of mainstream schools, but the report notes that there is currently no process or funding to support early identification, and no specific funding or Ofsted measure on SEND support or inclusivity. Can the Minister say more about how the Government will provide the resources and the levers of accountability to address the scale of the crisis?
Mr Speaker
Order. Can Members please all look to the Chair? You are speaking to me, not the Minister. Look to the Chair, so I can hear, and then I can help. Minister, you can be a good example for everybody.
Oral Answers to Questions
Helen Hayes Excerpts(7 months, 3 weeks ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
Coram’s 2024 childcare survey found that just 6% of local authorities are confident that they will have enough childcare places for disabled children. High-quality early years education is essential in ensuring that children’s needs are identified at the most important time for their development. The children’s Minister, the hon. Member for Wantage (David Johnston), did not give a clear answer on this last month and his statement last week made no reference to disabled children. Is the Secretary of State really confident that every eligible family with a disabled child has been able to access a childcare place as part of the April expansion—yes or no?
Gillian Keegan
I will expand on the yes or no, as the hon. Lady wants a clear answer and obviously has not heard the clear answer that she been given before. Local authorities have a statutory duty to provide places for all children, including those with special educational needs, but we are working with organisations such as Dingley’s Promise to review special educational needs inclusion, and to see what more we can do to encourage providers to further consider what they can do to provide places. However, we will work with local authorities to make sure that we improve this.
Childcare Entitlements
Helen Hayes Excerpts(7 months, 4 weeks ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
I thank the Minister for advance sight of his statement, but with red lights flashing across the board, this is a weak attempt by the Government to defend their bungled expansion of childcare provision. The Opposition are absolutely clear in our commitment to building a modern childcare and early years education system, and are putting quality at the heart of our vision. We support the expanded entitlement, but there are serious questions about whether the Government’s plans are deliverable. Ever since the Chancellor’s announcement in the 2023 Budget, parents and the early years sector have been crying out for a detailed and credible plan for the roll-out of the expansion, but the Government have consistently dismissed concerns and acted as if there were no problems when the problems are clear to see.
Today’s statement is yet another desperate attempt by the Government to avoid scrutiny of their childcare plans; it comes just hours before what we understand to be a highly critical report from the National Audit Office. It would have been far better if the Minister had come to the House following the publication of the NAO report, so that hon. Members could properly scrutinise his response to it.
The Department’s own modelling suggests that an extra 85,000 childcare places and 40,000 additional full-time equivalent staff will be needed by September 2025. That is a huge challenge when providers across the country are already struggling to recruit the skilled staff that they need; many are on the brink of closure. The Department’s recently published pulse survey, which the Minister is quoting in aid, found that two thirds of all group-based providers and staff of school-based providers continued to experience staffing problems, with little change since 2022. Nine in 10 providers responding to the survey have either reduced the number of places that they offered last year, or kept the same number of places. Similarly, data from Ofsted shows that in the six months following the Chancellor’s original announcement, childcare places fell by more than 1,000. How can the Minister credibly claim that everything is on track when that is the feedback from the sector?
Coram’s annual survey of childcare providers is also clear about the Government’s failure. Just 28% of local authorities are confident that they will have enough places for the expansion to children from the age of nine months; that is almost three quarters of communities where parents will not be able to access the childcare that the Government have promised. Across every age group and category, Coram found a fall in the number of local authorities able to deliver sufficient childcare in their area. Some 87% of areas saw the workforce crisis as the biggest barrier to the expansion, but there is still no detailed workforce plan from the Government. Just 6% of areas are confident that they will have sufficient childcare for disabled children, which is a truly shameful failure.
We need a serious plan to ensure childcare expansion is a success for children, parents and providers. The Opposition are clear that we will be led by the evidence. That is why we have commissioned Sir David Bell to review the challenges facing the sector and inform our plans for future reform. How many of the codes that the Minister’s Department issued in the April expansion have translated into provision of a childcare place? Where is the additional £500 million of investment announced in the Budget being funded from, and what is being cut to provide that funding? What urgent discussions is he having with the early years sector about the impact of the April expansion on its financial sustainability? Will he guarantee today that every family will be able to access a childcare place following the planned further expansion in September—yes or no?
Children’s voices are not heard often enough in this place, so on their behalf, I warn Ministers: childcare and early education are too important to be put at risk by the mess they are making. The issue today is not simply about places, the staff in our nurseries or even work choices for parents, but life chances for our children. Ministers must, for the sake of all our children, get a plan in place now.
David Johnston
Well, I did not hear a plan there, Madam Deputy Speaker.
Oral Answers to Questions
Helen Hayes Excerpts(9 months, 1 week ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
High-quality early years education can be transformational for children with special educational needs, helping to ensure that they are identified and supported at the most important time for their development, but last year fewer than one in five local authorities in England reported having enough childcare places for disabled children. That is a shameful failure. Is the Minister confident that families with a disabled child will be able to access the childcare to which they are entitled from April?
David Johnston
We are doing two things in this regard. First, we are reviewing the special educational needs inclusion fund as we roll out the new entitlements to ensure that it is working appropriately. Secondly, we have provided a contractor. Local authorities have a statutory duty to provide places for all children, including those with special educational needs, and the contractor will work with local authorities to ensure that is done.
Kinship Care Strategy
Helen Hayes Excerpts(9 months, 2 weeks ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
It is a pleasure to see you in the Chair today, Mr Pritchard. I congratulate my hon. Friend the Member for Mid Bedfordshire (Alistair Strathern) on securing today’s debate on such an important subject and on speaking so powerfully on behalf of kinship carers in Mid Bedfordshire.
I know that we are joined by kinship carers in the room today. I want to start by paying tribute to them for the love and support that they give to the children in their care. It is always humbling to meet kinship carers and hear about their experiences. It is an extraordinary thing to step up to care for a child when a family member or a friend is unable to do so, yet for every kinship carer I meet, it is never a choice; it is an instinct for a child they love. I also want to pay tribute to Kinship, the Family Rights Group, the Kinship Care Alliance, and the APPG on kinship care for their vital work in supporting and giving voice to the experiences and needs of kinship families.
We have heard from many hon. Members this afternoon, which is a testament to the importance of this issue across the country. I do not have time to mention every contribution individually, but I will mention some. The hon. Member for Worcester (Mr Walker), the Chair of the Education Committee, having looked at the evidence, highlighted the need to support kinship carers much more systematically across the country. My hon. Friend the Member for Denton and Reddish (Andrew Gwynne) spoke once again about his experience as a kinship carer for his grandson Lyle. I have to say that I look forward to these debates for the opportunity to have an update on Lyle’s progress. He is a wonderful little boy. My hon. Friend the Member for Easington (Grahame Morris) spoke about the difficulties facing kinship carers who give up employment to look after children.
My right hon. Friend the Member for North Durham (Mr Jones) talked about how the state takes for granted the love that kinship carers give, and he is right about that. My hon. Friend the Member for Putney (Fleur Anderson) spoke about how kinship carers are parents without rights and foster carers without the support or training that foster carers get, and how they fall between those two categories. My hon. Friend the Member for Liverpool, West Derby (Ian Byrne) paid tribute to the work of his local authority in supporting kinship carers.
An estimated 141,000 children across England and Wales are growing up in kinship care. Most will have experienced a traumatic event such as a bereavement, abuse or neglect. Kinship carers will often have shared in the trauma that led to the grandchild, niece, nephew or close friend coming into their care. Those are hugely challenging circumstances for every family, which makes kinship care much more than simply welcoming a family member into your home.
Often kinship carers are left without the wraparound support they need. There has been clear consensus in the debate on the need for greater support for kinship carers and we welcome the publication of the Government’s long-overdue kinship care strategy. For far too long, kinship care has been undervalued and under-recognised. It is testament to the hard work of campaigners that the strategy has finally been published. It is a step in the right direction, but sadly it falls short of what kinship carers were hoping for. Many of the measures announced will only be implemented through pilots, meaning that most kinship families will not see the benefits for several more years. In the very limited time we have this afternoon, I want to press the Minister on the question of legislating for a legal definition of kinship care. The guidance is welcome, but that statutory footing is what campaigners are asking for.
The pilot of the equivalent of the foster care allowance for kinship carers covers just eight local authority areas, and therefore a very limited number of kinship carers. They face hardship now, and we need more action from the Government. The strategy rightly discussed the need for greater advice for kinship carers and stronger guidance for local authorities. There is a huge postcode lottery in the support kinship carers receive. Statutory guidance has been in place for more than 12 years, but we know that many local authorities are not implementing it. What is the Minister doing to ensure that all local authorities are implementing the guidance and will he consider producing regulations if the situation persists?
Guidance for employers is welcome, but what is the Minister doing to ensure that the guidance is implemented? Finally, it is impossible to separate the challenges faced by kinship carers from the wider pressures on our social care system and on families. Labour in government have always put children and families first. We will do so again, working with kinship carers and those who support them to get them the support and recognition they need.
Register of Children not in School
Helen Hayes Excerpts(10 months ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
It is a pleasure to serve under your chairmanship, Sir Christopher. I congratulate the hon. Member for Meon Valley (Mrs Drummond) on securing this important debate and on her campaigning work on the issue of persistent school absence. She rightly highlighted the lack of transparency about the numbers of children not in school and some of the wider drivers of that in our education system, such as the damaging use of off-rolling by some schools. She was right to point out that a register would have little impact on the families of children receiving a high quality of home education.
The hon. Member for Strangford (Jim Shannon) took us down memory lane to his own childhood, and spoke about the importance of having a register so that help and support can be provided to families whose children who are not in school, where that is needed.
The hon. Member for Hastings and Rye (Sally-Ann Hart) highlighted the situation in her constituency, where there is a school in which 47% of the children were persistently absent. That highlights the shocking scale of this issue and the urgency of addressing it.
We heard from the hon. Member for East Worthing and Shoreham (Tim Loughton), for whom I have a huge respect due to his long experience and his work in this field. However, I have to say that he gave a disappointingly partisan speech on an issue on which there is a broad cross-party consensus. It was his Government who chose to reopen pubs before schools during the covid-19 pandemic, so the Opposition will take no lectures from him on schools policy during the pandemic. Nevertheless, he rightly highlighted that significant problems with the SEND system and with poor mental health are factors that contribute to persistent absence. On that, we can agree.
Everyone who has spoken agrees on the importance of children and young people accessing a high-quality education. Education is vital in giving them the best start in life and opening up future opportunities, whether through employment or discovering new interests and passions, yet increasing numbers of children and young people are out of school. The rate of persistent absence has doubled in just six years, with more than one in five children missing at least 10% of the school year in 2022-2023.
The situation could not be more urgent. On the current trajectory, developed using Department for Education data, more than 2 million children will be persistently absent from school by 2025-26—a generation tragically lost from England’s schools. More than 130,000 children are already missing more than half their time in school, and recent research by the Children’s Commissioner found that pupils who are persistently absent in years 10 and 11 are half as likely to pass five GCSEs as their peers with good attendance records. That is embedding lifelong disadvantage and limiting the opportunities that young people can pursue later in life.
Although many parents throughout the country lawfully and properly deliver an effective and high standard of education at home, far too many children are now falling through the cracks and not getting the education they need. We need action to ensure that if a child is not in school, the local authority is clear about where they are and what education they are receiving. Members have raised their support for a register of children not in school; the Opposition are clear that we support this objective. As this debate has evidenced, there is broad cross-party support for legislating for a register.
Earlier this month, a motion tabled by the shadow Secretary of State for Education—my hon. Friend the Member for Houghton and Sunderland South (Bridget Phillipson)—and the Leader of the Opposition sought to make parliamentary time available to legislate for a Bill as soon as possible. The hon. Member for East Worthing and Shoreham raised the question of the attendance of Opposition Members at this debate. I gently say to him that all Opposition MPs voted for our motion earlier this month; that is the indication he needs of the strength of commitment and support for this matter on this side of the House. It is extremely disappointing that, despite voicing their support this morning, when they were faced with that motion in that debate, Government Members voted it down.
Mrs Drummond
One of the reasons why I did not vote for the Labour party’s motion was that it conflated persistent absence with the not-in-school register. Children with persistent absence are on the school register already, and the local authority knows exactly where they are. A register of children not in school is for those children who are not on any other register. That is why I was unable to support the Labour motion: because it was not correct.
Helen Hayes
I am grateful for that intervention. On persistent absence, it is not enough to say that schools know who those children are; a more comprehensive strategy is needed, and that is what I will move on to talk about.
We will of course study carefully the wording of the Bill introduced by the hon. Member for Meon Valley when it is published, but it should not be the responsibility of Back Benchers to force the Government to act. There have been plenty of opportunities for Ministers to act. The only thing missing is the sense of urgency and ambition for our country’s children.
We must also be honest that the crisis of persistent absence requires much wider action. We need a comprehensive strategy to address the challenges to children attending school. The Opposition has set out our fully funded plans to break down the barriers. We will introduce free breakfast clubs for every primary school pupil in England, providing every child with a nutritious meal at the start of the day. We know that breakfast clubs can improve children’s learning and development, boost their concentration and help to improve behaviour. They take the pressure off parents in the morning and give children a chance to play and socialise.
Helen Hayes
I will not; the hon. Gentleman has had plenty of time this morning.
Good mental health and wellbeing are vital for school attendance. We will ensure that there is mental health support available in every school and that children and young people can visit an open-access mental health hub in every community, no matter where they live.
Absence rates are highest for children with special educational needs and disabilities and we recognise that that is often because the needs of children with SEND are not being properly met. Labour will work with parents and schools to make mainstream schools inclusive, and to make inclusivity part of the Ofsted inspection framework. We will ensure that teachers have the skills and training they need to support children with complex needs and we will introduce a new annual continuing professional development entitlement for teachers, to boost their expertise.
We will reform the school curriculum and, as part of our reforms to Ofsted, we will move away from the outdated and unhelpful one-word judgment. We will empower Ofsted to look at absence as part of the annual safeguarding spot checks.
Labour is committed to ensuring that every child receives a first-class education, but children need to be in school to access that education. We will break down the barriers to opportunity that are keeping so many children and young people out of education and, as the previous Labour Government did, we will put children first, prioritising their education and their wellbeing.
Damian Hinds
I am grateful to the hon. Gentleman, as ever. I was coming to that point, but as he has brought it forward I will say now that the guidance already encourages collaboration between home educators. As he says, in coming together often we can achieve more, and it is possible in principle that that could be enhanced further through the provisions on additional support. He makes a good point.
The measures would have ensured consistency of approach across local authorities through regulations and new statutory guidance, and it remains our intention to work closely with home educators, local authorities and other key stakeholders prior to the introduction of any new statutory system to ensure that it is implemented in a way that works both for home-educating parents and for local authorities. In the meantime, the Government continue to work with local authorities to improve their existing non-statutory registers and to support local authorities to ensure that all children in their area receive a suitable education.
The Department’s consultation on revised guidance on elective home education for local authorities and parents closed on 18 January. We received more than 4,000 responses, which are being analysed. We will of course publish our consultation response along with the revised guidance in the coming months. The Department has worked closely with stakeholders, including home educators, to develop that guidance, which aims to help parents and local authorities better understand what they are required to do and what should be done to ensure that all children receive a suitable education. That includes improving aspects of the guidance to make clearer the processes for when preliminary notices and school attendance orders should be issued, encouraging a more collaborative approach between local authorities and home-educating parents, and focusing more on available support for home-educating families.
Through our termly local authority data collection on elective home education and on children missing education, we are also increasing the accuracy of all local authority non-statutory registers and improving local authority and departmental understanding of children not in school. However, as I have already set out, true data accuracy will be gained only with mandatory registers, which would specify the data to be recorded. The accompanying duty on parents to inform local authorities when they are home educating and the duty on out-of-school education providers to provide information on request are necessary to ensure that we identify all eligible children. We have recently conducted a call for evidence on improving support for children not receiving any education—some of the most vulnerable children in our society—and held webinars for local authorities on meeting their duties to identify those children, and we continue to collect data on children missing education to increase transparency and identify where further support is needed.
I thank all colleagues who have taken part in the debate for bringing to the House their expertise, constituency reflections and experiences. I pay tribute to my hon. Friend the Member for Meon Valley, who led the way. Since she came to Parliament, she has devoted her sharp mind and strong advocacy to a number of causes, but education has always been extremely high on her list. She explained clearly what motivated her to support this cause and introduce her private Member’s Bill. She paid warm tribute to parents who make great sacrifices and go to great lengths to home educate their children, and she put it pithily when she said “not every child is your child”—other children are in completely different circumstances. That in no way undermines what any parent is doing, and it does not conflate any two sets of circumstances. That point came up in a number of Members’ contributions. The hon. Member for Strangford (Jim Shannon) made that case, as did his colleague, the hon. Member for East Londonderry (Mr Campbell). The hon. Member for Strangford also spoke about the importance of support; in responding to his intervention, I covered some of his points.
My hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) spoke about a number of issues, including looked-after children and children in care. Since his time as Children’s Minister, he has maintained a close interest in that issue and has been very active on it. He also spoke about our largely or partly unsung success—the great strides we have made in education in this country since 2010. I pay tribute to his contribution to that through the great work he did at the Department for Education.
Our guiding philosophy since 2010 has been that we must drive up standards while closing the attainment gap. Great strides have been made in both areas, as can be seen in the international comparisons. Between 1997 and 2010, although results were ostensibly going up domestically, in fact England was coming down the international comparison tables. Since 2010, that has reversed, and crucially—as I say, this has been at the heart of our philosophy—that has been accompanied by other things we have been doing, such as the pupil premium. Great progress was made in narrowing the gap, but of course covid put a dent in education overall—that is true right across the world—and produced new challenges with the attainment gap. The attainment gap is also in part related to differential rates of attendance among different groups in the school community. That is just one of the reasons why we have a laser-like focus on attendance as we ensure we continue to raise standards in school.
Like my hon. Friend the Member for Hastings and Rye (Sally-Ann Hart), my hon. Friend the Member for East Worthing and Shoreham raised some of the wider factors and spoke about the different settings in the system and the challenges and issues. Although those are not the subject of today’s debate—I will not try your patience by going there, Sir Christopher—those are very important points.
As always, my hon. Friend the Member for Hastings and Rye brought to bear her experience in East Sussex and Hastings and Rye, and the hard work she does for her community. She spoke about the partial link between what we are talking about today and what happened during the pandemic. She also talked about SEND provision and, like my hon. Friend the Member for East Worthing and Shoreham, some of the wider factors. The crucial point my hon. Friend the Member for Hastings and Rye made was that having a register would enable us to understand those things better, and enable local authorities to tailor support and ensure they are responding well to the circumstances of different families. I thank her for that contribution.
The hon. Member for Dulwich and West Norwood (Helen Hayes), who spoke for the Opposition, talked about persistent absence, which, as I just said, is a significant issue that we are grappling with. She did not mention the international nature of the increase in absence from school since the pandemic. She also did not mention the progress made since 2010, before the pandemic, including the tightening of the definition of persistent absence in order to raise the bar, which possibly happened shortly before my hon. Friend the Member for East Worthing and Shoreham was in the Department for Education.
It is true that since covid there has been a renewed challenge in multiple countries. I am pleased to say that progress is being made. Absence overall for the 2023-24 autumn term was 6.8%, compared with 7.5% the previous year. The trend is moving in the right direction, but we need it to go further. I ask the hon. Member for Dulwich and West Norwood not to conflate entirely different subjects. By definition, home-educated children cannot be persistently absent from school, because they are not on the school roll. We went through that at the Opposition day debate, which put completely different things together in one composite motion. That does not help provide the clarity we need on the subject, and how such debates play out with the public.
Damian Hinds
If the hon. Lady is able to correct me on that point, I will be delighted to hear from her.
Helen Hayes
I am grateful to the Minister for giving way. “Conflate” is the wrong word, because these issues are linked. For many parents, the causes of persistent absence, which we have talked about—poor mental health, poor SEND support, off-rolling and pressures on families—result in their decision to home educate. Theirs could be the home-educated children about which local authorities know nothing. The issues are linked and we need a comprehensive strategy, including a register of children not in school. That is our position.
Damian Hinds
I suppose I am grateful to the hon. Lady for saying that. If she believes that having a register of children not in school will do something about persistent absence, I am afraid she may have higher expectations than will be delivered.
Helen Hayes
The register would enable intervention on the quality of the education being received by children at home. Knowing who those children are enables local authorities to understand how they are being educated and to make a determination about the quality of that education. That can help local authorities to support some families to return their children to school, where the choice to home educate was not a positive choice to do that and do it well, but was made due to the unacceptable pressure that those families have been under.
Damian Hinds
These are both very important subjects, and there is some linkage at some level, but I do not think that what the hon. Lady just said is a sequitur. We are bearing down on persistent absence, with a support-first approach, to ensure that children get the benefit of being in school as many days as possible. No child can be in school every day throughout their school years—every child will be ill at some point—but there is a huge benefit to being at school. We recognise, of course, that some children are in more difficult circumstances than others. The question of the register of children not in school is a separate matter, though both are important.
I want to return to a couple of things that the hon. Lady mentioned on the Opposition’s proposed, or supposed, strategy on dealing with attendance. While in principle I do not disagree with a number of those things, that is largely because they sound very like Government policy. I do, however, disagree with some of the detail and supposed changes. For example, if we are trying to improve attendance at school, I think it is wrong to focus a breakfast club policy specifically on primary school, because we know that absence is more acute in secondary school. If we target a breakfast club programme to areas where it is needed most, we can have most impact on absence.
On mental health, I believe we might have heard a new spending commitment from the hon. Lady this morning. Previously, when the Opposition have talked about mental health counsellors, it has generally been in respect of secondary schools. I was not sure if she was saying that this was to be in every one of 22,000 schools.
Helen Hayes
I am very happy to clarify our position, which is well publicised. A mental health professional will be based in every secondary school in the country, with mental health support available to every primary school in the country. Perhaps the Minister might say what he is doing in the same area to improve the mental health of our children and young people.
Damian Hinds
I am grateful to the hon. Lady for enlightening me on that subject. She should know that we are investing in creating a network of mental health support teams throughout the country. It is a gradual deployment, as these things always must be, but importantly it includes primary schools as well as secondary schools. Finally, on what the hon. Lady said about Ofsted, I will just say that Ofsted already quite rightly looks at absence.
I want to reiterate that any form of registration of children not in school would not fundamentally alter the status quo when it comes to the parental right to choose home education. Home education is a right, and we are not seeking to change that right. It forms a core part of the English education system, which allows parents choice in how to educate their child. I pay tribute once again to all those parents who make significant sacrifices to provide a suitable education for their child.
I am grateful to my hon. Friend the Member for Meon Valley for bringing this topic to the House today. My colleagues in the Department for Education and I warmly welcome her Bill on the same subject. We look forward to its Second Reading on Friday 15 March, and to working closely with her as she takes it through the House.
Nursery Provision: South-west England
Helen Hayes Excerpts(10 months, 2 weeks ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
It is a pleasure to serve under your chairmanship, Mr Sharma. I congratulate my hon. Friend the Member for Plymouth, Sutton and Devonport (Luke Pollard) on securing this important debate and on all the work he does to advocate for children and families in his constituency. I was delighted to visit Plymouth in November to meet care leavers and those who support them. It was absolutely clear the important role my hon. Friend plays as a strong voice for his constituency.
I am grateful to all the hon. Members who spoke in the debate. Many highlighted the problems experienced in the south-west, but many of those problems are common across the whole country. My hon. Friend the Member for Plymouth, Sutton and Devonport spoke about the problems with recruiting staff, which were also recognised by the hon. Member for Congleton (Fiona Bruce) and other hon. Members. My hon. Friend also spoke about the rising bills that providers face; funding that does not meet the costs of delivering the provision under the entitlement; the increasing number of families looking to go back to work or to extend their hours; and low pay in the sector.
Hon. Members, including my hon. Friend and the hon. Member for Bath (Wera Hobhouse), mentioned the extreme challenges faced by parents of children with special educational needs and disabilities, including the additional and often hidden costs that parents are forced to pay as a consequence of a broken funding model.
Hon. Members also mentioned providers’ inability to plan when the funding rates are not published in a timely manner. The hon. Member for Torbay (Kevin Foster) mentioned issues with the recruitment of staff in his constituency, and the hon. Member for Bath mentioned the unique opportunity, during those crucial early years, to intervene positively and influence the rest of a child’s life with high quality early education and childcare.
Children’s earliest years are crucial to their development and life chances, and many of the factors that contribute to the education attainment gap are already present by the time children start school. Early years education should be focused on ensuring that families have the early support they need to give their children the best start in life, and we should deliver affordable childcare to enable parents to work. I pay tribute to everyone who works in early years education and childcare. They are a skilled and dedicated workforce, who all too often are under-recognised and underpaid for their work. They fall victim to the current hours-based model of childcare funding, which is fundamentally not working for providers or families. For families, it is inaccessible and complex. It does not reflect the reality of their lives and working patterns, nor does it deliver affordability. At the same time, 4,800 providers were forced to close their doors last year due to rising costs, so the current model is not working for them either.
Parents have seen rising costs year on year and growing childcare deserts, where they cannot access the childcare they need. There are now two children for every Ofsted-registered childcare place in England, creating a barrier to parents, particularly women, taking on employment. Both women of childbearing age and women who are grandparents are leaving the workforce because they are being priced out as a consequence of the cost of childcare. As we have mentioned, it is parents of children with special educational needs and disabilities who find it the hardest of all to find childcare places.
The Government have delivered a triple whammy: the most expensive childcare in Europe, an unviable financial model for providers and significant childcare deserts. It is a colossal failure for both families and the skilled professionals who work in early years education. It is clear from speaking to many different people who work in the sector that the policies that the Government have introduced in response to the crisis will not fix the problems. Additional funding is really welcome, but pumping it into a system that is already broken will not deliver the change that families need.
Childcare providers have made it clear that, as things stand, they cannot deliver the expanded entitlement. A survey of 800 providers by the Early Years Alliance found that only 20% of providers that currently offer places to two-year-olds plan to deliver additional places under the expanded entitlement. Another 33% said that they were unsure whether they would deliver any places at all under the new scheme. That is because the expansion was a pledge without a plan to expand the workforce in order to deliver the increased entitlement in a sector already struggling to recruit and retain staff. There is no plan for premises, for which there are rightly strict requirements in the early years sector.
It leaves parents likely to face problems in accessing the places that the Government have promised them. Even the Secretary of State admits that there are problems, although sometimes it is difficult to work out what she thinks. She is unwilling to commit to a guarantee that parents will be able to access the places that they have been promised by the Government from April, so I hope the Minister will at least admit that the Government’s plans are in chaos. It is families who will be let down as a result.
Childcare must be about more than just minding children while their parents work; it should be able to provide every child with a high quality early years education. A Labour Government will be driven by our mission to break down the barriers to opportunity at every stage, including by boosting child development, with 500,000 more children hitting the early learning goals by 2030. Labour is determined that childcare should offer more flexibility, better availability, and high standards for children and families. We will draw on best practice internationally to drive an ambitious and coherent programme of reform, with higher standards in early education, better availability, stronger regulation of providers’ financial sustainability and a clear strategy for the childcare workforce. We have commissioned the former Ofsted chief inspector, Sir David Bell, to undertake a full review of the early years sector and help to develop the detail of our early years plan.
A Labour Government will work with the early years sector to build capacity. We will also work with the sector to ensure that there is a plan for the early years workforce that offers more opportunities through high quality training and recognition for the skilled work of early years practitioners. We recognise that childcare does not end when children start school. We will deliver fully funded breakfast clubs in every primary school to help parents work, provide opportunities for children to play, learn and socialise at the start of the school day, and ensure that every child can access a healthy, nutritious breakfast and start the school day ready to learn.
The most expensive childcare in Europe; childcare providers closing their doors; childcare deserts across the country—that is the Government’s record. That is the experience for communities in the south-west, and it is true for communities across England. This Government have always regarded children as an afterthought and, in doing so, they have failed children and their families. After 13 years, their sticking-plaster solutions will not fix things now. A Labour Government will deliver a childcare system that works for children and their families from the end of parental leave to the end of primary school. We put children at the heart of our programme of Government from 1997 to 2010, and we will do so again.