Reform of Children’s Social Care

Ian Mearns Excerpts

Thursday 2nd February 2023 Commons Chamber

[Gillian Keegan]

I thank my hon. Friend for his comments and for the important work that he and his Committee will be doing in this area. I am sure we will be happy to work with them. I am full of admiration for kinship carers, who step up to provide a safe, stable and loving home for children who can no longer live full-time with their parents. The care review made a series of bold and ambitious recommendations aimed at increasing the number of children who can remain within their family network. We have made a commitment to implement and explore each one of those recommendations, including, as I said, with £9 million to offer support for training in the spending review period and more than £45 million to begin implementing the family network support packages, through the Families First for Children pathfinder. So there will be more work done in this area.

[Ian Mearns (Gateshead) (Lab)]

Like my hon. Friend, as I call him, the Chair of the Select Committee on Education, I would welcome seeing the Secretary of State appear before us at her earliest convenience, so that we can talk through the implications of this announcement. As much as I respect and like her, I cannot help thinking that the shackles of the Treasury have been around her while she has made this announcement this morning. Josh MacAlister called for the implementation of his review recommendations, which were costed at about £2.6 billion—I think that was a conservative estimate, given the scale of need that lies before us. The Secretary of State rightly said at the end of her statement:

“Too many children and families have been let down in the past”.

I cannot help thinking that while these pilots play out and while only 75 authorities out of 151 have family hubs, we will be letting down families and children for years into the future until we can fully implement the recommendations of the MacAlister review. Far too many youngsters end up in our care system and far too many of them subsequently end up in the criminal justice system. We have to stop that pipeline, and urgency and resource are much needed; “too little, too late” could be one way of interpreting Josh MacAlister’s view that we need work “faster and more urgently”.

[Gillian Keegan]

Obviously the size of the investment that Josh MacAlister set out was bolder, but it was a five-year plan. What we are doing is laying the foundations, with two years’ spending, to make sure that we can build the evidence through a test and learn approach. We want to ensure that the interventions are rolled out, and are systematic and system-wide reform. There have been lots of initiatives, but we need to do this right. As the hon. Gentleman says, many people rely on us when we—the Government, the state—are their parent, and we need to make sure that we do a better job. We accept that, but we need to make sure we do this right. Many people have tried, but there have been many, many times when it has not worked, so we need to do it effectively. This is a two-year programme, and we will be coming forward with more after that.

Schools White Paper

Ian Mearns Excerpts

Monday 28th March 2022 Commons Chamber

[Nadhim Zahawi]

No.

[Ian Mearns (Gateshead) (Lab)]

As a member of the Education Committee of just short of 12 years, I have to say that an evidence-led policy would be a welcome departure for this Government. On teacher recruitment and retention, there is a bit in the White Paper on aims to improve the workforce, but not on the “how” and the “what with”. There is no involvement by teaching universities in the Institute of Teaching. With recruitment and retention continuing to pose enormous challenges for many schools, particularly in disadvantaged areas, the White Paper pays scant attention to how schools in those areas will be able to recruit and then retain specialist teachers in, say, maths or physics.

[Nadhim Zahawi]

We are making sure that, especially in education investment areas, teachers in subjects like maths and physics have an incentive, with £3,000 tax-free. Many of them will want to go to those areas if they feel they have the support in place. That is why we want a strong family of schools working together in high-performing multi-academy trusts to offer the support that we saw so visibly during the pandemic.

Coronavirus: Education Setting Attendance and Support for Pupils

Ian Mearns Excerpts

Thursday 23rd September 2021 Commons Chamber

[Alex Burghart]

I could not agree more strongly. We need schools to be calm, well-ordered places of learning. These are the environments in which children flourish most. That is why, since 2010, this Government have prioritised behaviour.

[Ian Mearns (Gateshead) (Lab)]

I welcome the Minister to his place and look forward to him appearing in front of the Education Committee later in the autumn. I declare an interest in that I am the chair of governors of a primary school and a member of an academy trust board.

Disruption is still occurring because even vaccinated people and children can contract and transmit the infection. Headteachers and their staff, as the Minister has outlined, are continuing to work above and beyond but are struggling in many places to keep their schools going as they would want to. What more can he do to give schools the support they so desperately need so that they can effectively educate the children while also safeguarding those children and the staff? I am afraid that in many places the measures that he has outlined are proving to be far from adequate.

[Alex Burghart]

My heart stopped for a moment because I thought the hon. Gentleman said that he looked forward to my appearing in front of the Education Committee this afternoon, but the autumn is fine—probably. He raises a very important point, because obviously we do want to see children back in school. As he will have heard me say, we have substantial improvement on where we were at the end of last term. Ordinarily of a September, pre-pandemic, we would expect about 95% of children to be in school. Last Thursday, the figure was 91.9%. We are very keen to make up that gap and we are working tirelessly to do so. One of the things I have not mentioned is that the DFE has REACT—regional education and children’s teams—working across the country with local authorities, regional schools commissioners and schools themselves to clamp down on outbreaks where they take place and to help children to get back into school as quickly as possible.

Educational Settings: Reopening

Ian Mearns Excerpts

Tuesday 26th January 2021 Commons Chamber

[Nick Gibb]

My hon. Friend is right to raise these issues. Mental health concerns are at the forefront of all our decision making on schools and reopening schools, and I pay tribute to those students who have taken these issues as seriously as they have. It is why we are, over the longer term, putting in place the recommendations in our Green Paper on children and young people’s mental health. Once fully rolled out, I believe that they will transform the provision of mental health services for children in our schools.

[Ian Mearns (Gateshead) (Lab) [V]]

The Minister is insistent that there is a clear plan for reopening schools. Schools are largely open for those important children with additional needs and the children of key workers, but surely we must do more than hope for the best; we have to plan for the worst and let school leaders and governors know what these proposals consist of. If they do not know, they cannot plan and prepare for the eventuality of being told what the plan is by the Minister. Can we also have laptops delivered that are free of malware? All too many of the laptops delivered to schools in my vicinity—and not all schools have them yet, by the way—have had malware on them.

[Nick Gibb]

Of course we want to give schools the appropriate notice, which is why my right hon. Friend the Secretary of State said last week that we would give schools, colleges and universities two weeks’ notice. That is not just for the schools; it is for parents as well, who need to know precisely what their childcare arrangements will be. As for the malware issue, that occurred in a very small number of devices. They have been dealt with, and the virus has been removed.

Lifetime Skills Guarantee and Post-16 Education

Ian Mearns Excerpts

Thursday 1st October 2020 Commons Chamber

[Gavin Williamson]

My hon. Friend is absolutely right. This is about opening up opportunities and different routes. We have got too stuck in this ethos that going to university is the only real, proper, feasible route for young people. What we are doing as part of this measure is opening up so many more opportunities for so many young people, and we will be absolutely doing what she wants.

[Ian Mearns (Gateshead) (Lab) [V]]

The Secretary of State says he is keen to help employees by providing the quality of workforce that they need. I am quite happy to celebrate what is good, but all too many employers are not engaged in training their existing or future workforce in any way. How will he get more employers to engage in that process? Also, how will adults who are looking for an avenue to pursue training or retraining in further or higher education access good-quality, independent and impartial career information, advice and guidance about their options and potential choices? There is a lot of advice available out there, but much of it is mired in vested interests, promoting courses and providers of questionable quality.

Oral Answers to Questions

Ian Mearns Excerpts

Monday 22nd June 2020 Commons Chamber

[Mrs Maria Miller (Basingstoke) (Con)]

What progress he is making on the reopening of schools for eligible year groups.

[Ian Mearns (Gateshead) (Lab)]

If he will publish the scientific advice underpinning the announcement by the Prime Minister on 24 May 2020 that primary schools would reopen for reception, year 1 and year 6 pupils on 1 June 2020.

[The Minister for School Standards (Nick Gibb)]

Since 1 June, we have taken positive steps in welcoming children back to school. Teachers and heads have done an excellent job in opening schools to more pupils, and our latest attendance figures show that approximately 92% of education institutions are open with thousands more children back in classrooms, where they can learn best, reunited with their teachers and friends. SAGE papers are being published in tranches, including those of the Children’s Task and Finish Working Group.

--- Later in debate ---

[Mr Speaker]

Over to the happy Ian Mearns with his supplementary.

[Ian Mearns [V]]

As the Minister has pointed out, as of 12 days ago, 92% of school settings were open, but only about 9% of children were actually attending. Many parents remain understandably reticent. We all want children to return to full-time education. May I ask the Secretary of State what considerations have influenced the Government’s thinking regarding the full reopening of schools, specifically in relation to the potential for child-to-child and child-to-adult transmission of the virus? Most school staff are not as concerned for themselves as they are for the potential implications that could be of particular seriousness for families of black, Asian and minority ethnic children, children living in extended families, or children living in overcrowded conditions or even in poverty. What considerations have been given to that in order to put parents’ minds at rest?

[Nick Gibb]

The hon. Gentleman raises an important point about disadvantaged children. Schools have been open to vulnerable children and the children of critical workers since schools closed, and we have encouraged more and more of those children to be in school where it is best for them. The scientific advice indicates that a phased return that limits the number of children in education settings and how much they mix with each other will help to reduce the risk of transmission. We are led by the science but our ambition is that all schools will return in September, but that will, of course, be subject to the science.

Education Settings: Wider Opening

Ian Mearns Excerpts

Tuesday 9th June 2020 Commons Chamber

[Gavin Williamson]

My hon. Friend highlights an issue that a number of schools are facing, and we are looking at working with them to add extra flexibility. They can perhaps look at using different facilities and different resources that may be available to them in order to be able to expand provision within a school.

[Ian Mearns (Gateshead) (Lab)]

I noted the Secretary of State’s throw-away criticism of my hon. Friend the shadow Education Secretary about the National Education Union. I found it a tad ironic when he did not even consult the National Association of Head Teachers, the headteachers professional association, regarding the original 1 June restart date. We all want to get our children back into school, but far too many parents currently still do not regard it as safe, and that is understandable and hardly surprising when, in parts of my region, the north-east, the incidence of covid-19 is five times greater than in parts of the south-west. A one-size-fits-all policy should never have been considered. Will the Secretary of State properly consider that when moving forward?

[Gavin Williamson]

That is why, as I stated earlier, we want to work with local authorities that have concerns to make sure they are in a position to open all their schools and, where they face practical problems or issues, to discuss that with them to ensure that all their schools are open. If we have to close schools, we will do that in conjunction with Public Health England, but it is vital that we get all schools open for these year groups, while always recognising that there might be clusters of schools that have to close for short periods.

Covid-19: School Reopening

Ian Mearns Excerpts

Wednesday 13th May 2020 Commons Chamber

[Gavin Williamson]

My hon. Friend is right about the importance of PE for all children, whether they are at school or at home. We have been seeing some brilliant examples of children really being engaged in physical activity. We have issued guidance on how PE can be conducted, such as the safe use of equipment and having non-contact sports at this initial stage. We are keen to work with the sector to see how we can engage all young people in as much physical activity as possible.

[Ian Mearns (Gateshead) (Lab) [V]]

We know from the National Association of Head Teachers that headteachers have not been consulted on the proposed date of return, so when the Secretary of State says that the Government are working with the sector, that is partially but not completely true. Having 12 to 15 children socially distanced in a classroom is largely unrealistic. We know that children are more likely than adults to be asymptomatic if they contract covid-19, so what public health and medical evidence does he have that children will not spread the virus to other children, teachers, teaching assistants, and cleaning, catering and caring staff when they return to schools? Will he publish that evidence?

[Gavin Williamson]

As I have repeatedly said—I am not sure whether the hon. Gentleman was listening to my earlier responses—SAGE does publish its evidence and the advice that we get, so, of course, that is in the public domain. At every stage, every week, I have been meeting union leaders, as well as other sector leaders, be it Ofsted or the Confederation of School Trusts, and I will continue to do so. We have shared our thinking widely on what we are hoping to do. We recognise that this is a challenging situation for everyone and that there are a lot of concerns. We want to work with all organisations, whether they be representative bodies of schools or unions, in order to get the best guidance to the workforce and to children and parents.

School Exclusions

Ian Mearns Excerpts

Wednesday 26th February 2020 Westminster Hall

[Jonathan Gullis]

The hon. Lady touches on points regarding special educational needs and disabilities, and I intend to talk about my support for better quality alternative provision. I certainly do not look at this along racial or gender lines or across class lines, because at the end of the day behaviour cuts across all those different things. I represent a predominantly white working-class community, where there are students who misbehave just as much as someone from a black or Asian community in a more ethnically and culturally diverse community. I do not wish to virtue signal. This is an across-the-board problem involving people from all backgrounds.

A child’s environment affects behaviour, so why would a school having firm boundaries be a negative? To exclude a pupil is a long, stressful and convoluted process, and the fear of losing an appeal means that many schools provide a wide range of support, from educational psychologists, peer mentoring, behaviour report, positive behaviour report, incentivised reward trips, one-to-one in-classroom support via a teaching assistant, conflict resolution and regular parent or carer meetings. Those are just some of the many tactics I used in my career to keep a young person on track, but I agree that we must have better alternative provision and ensure that a wider and more tailored system of support is accessible to pupils who have been excluded or are at risk of being excluded. I do not want excluded kids to not have a proper education; I want them to be guided, assisted and supported, but my stronger urge is to protect the education of those willing to be educated and those doing the educating.

[Ian Mearns (Gateshead) (Lab)]

Given the statistical evidence about the number of youngsters with special educational needs who are excluded, is it not the systems within the schools—so not the teachers’ fault—and the resources available to schools, both inside the school and outside, that actually sell those youngsters short? Quite often, their special educational needs are not properly identified until after their exclusion.

[Jonathan Gullis]

The hon. Gentleman brings me on perfectly to what I was about to say. If he will allow me, I will go on, and if I do not answer his point he should feel free to intervene again.

The Government must of course invest in alternative provision, but schools also need to work collaboratively across their local areas to ensure that the best possible course of action is pursued. Solihull Academy is an excellent example of a group of secondary schools across Solihull working together to find tangible, workable solutions, creating Solihull Academy and making space in the grey area between mainstream education and SEND education. To answer the hon. Gentleman’s point, we absolutely have a big issue with children diagnosed with SEND needs who do not need to be in a special educational needs school but struggle to access mainstream school. Solihull Academy is the perfect example of a school that in that grey area, where those students can get proper one-to-one support and smaller class sizes, allowing them to thrive educationally while not feeling the pressure they currently feel in mainstream secondary schools. I hope that answers his point.

--- Later in debate ---

[Ian Mearns]

Quoting an example of good practice is all very well, but I am afraid that anecdotes of local good practice do not actually answer the systemic failures across the whole country. In my region, the north-east of England, the number of youngsters excluded from school has gone from about 190 in 2012-13 to well over a thousand in the last year for which statistics are available, 2017-18. The system is failing, and the lack of resources for special educational needs in particular is at the root of the problem.

[Jonathan Gullis]

The Government committed to investing £780 million into supporting SEND children. I firmly believe that schools go above and beyond. Having spent the vast majority of my career in schools where well over 50% of pupils qualify for the pupil premium and well over 30% have SEND needs, I can only commend the actions that have been taken. Obviously I cannot speak for the hon. Gentleman’s constituency or area, but I would be more than happy to sit with him and listen to his examples.

By utilising smaller classes, encouraging more one-to-one contact and broadening the curriculum, extra support will be accessible and available to kids who need it. Reasons for behavioural and social issues in our young people are widely varied and complex. It is reductive to claim that vulnerability, exploitation, youth violence and abuse will be solved by avoiding exclusions. I have been verbally abused and physically assaulted in front of pupils in the classroom, in the playground and in front of parents. The job of a teacher is to educate and to be an example, not to be treated like a punch-bag. Policies and laws are in place to protect our police, emergency workers, nurses and so on. If we do not have zero-tolerance policies or exclusions, where is the protection for our teachers?

Timpson Review of School Exclusion

Ian Mearns Excerpts

Tuesday 7th May 2019 Commons Chamber

[Damian Hinds]

My hon. Friend is right to identify that it is people who make the difference. People make the difference in the whole education system, but particularly in this part of it. Leaders and individual teachers can inspire young people and turn their lives around. It is also important that there is the right environment. Some 42 alternative provision free schools are open, and there are a further 12 in the pipeline as part of our ongoing large commitment of capital to increase the number of overall places in the education system, and of course for condition funding.

[Ian Mearns (Gateshead) (Lab)]

I was a bit surprised to find out that the review was published on the same day as the Government response, because we have been waiting for the review for some time and it is my understanding that it is not normal practice for the Government response to be published on the same day. But it is nice to have the Government response because it seems as though they are now actually going to do something. The problem is that we urgently need to do something about off-rolling. Ministers have previously come to the Select Committee on Education and said that off-rolling is illegal, and the Secretary of State has reiterated that this afternoon. But it is still happening and Ofsted is still giving “good” judgments to schools that are off-rolling pupils. Off-rolling is bad and it is happening all too often—rarely by comparison to the whole cohort of children, but there are still tens of thousands of youngsters around the country who have been off-rolled. It needs to stop. The consequences are bad for the children themselves, who all too often get no education whatever, but the consequences for the communities that they live in could also be very serious, as we know that excluded and off-rolled children become embroiled in the criminal justice system.

[Damian Hinds]

The hon. Gentleman is right. Off-rolling is wrong and should not be happening. There are different categories within off-rolling, and Ofsted will be looking at this issue in its new framework. There are two ways to look at the question of our response coming out on the same day as the report: a positive way and a negative way. I prefer to see it as a same-day service that demonstrates urgency.