Breaking Down Barriers to Opportunity

James Morris Excerpts

Wednesday 8th November 2023 Commons Chamber

[James Morris (Halesowen and Rowley Regis) (Con)]

I am sure that there is much to welcome in the King’s Speech and much to ponder on the theme of “breaking down barriers to opportunity”, but I was warmed to my theme by the hon. Member for Perth and North Perthshire (Pete Wishart), who is no longer in his place. I always find him entertaining in the House—I always disagree with everything he says—but I think he is entertaining as Shakespeare’s clowns are entertaining. Today marks the 400th anniversary of the publication of Shakespeare’s first folio, which was the first time that Shakespeare’s plays were published in a printed edition. There were 36 plays in that first folio. Shakespeare is being celebrated across the media today, so, as chair of the all-party parliamentary group for Shakespeare, I thought it would be remiss not to mark this significant anniversary.

The folio probably represents a foundational moment in our culture, and it is relevant to today’s debate on opportunity. Some of my constituents and others might be saying, “Why is the MP for Halesowen and Rowley Regis talking about a dead playwright? Why is he important? What has he got to say about our contemporary world?” I would argue that the folio gives us an opportunity to reassert the continued importance of Shakespeare’s works in the modern world, particularly in our cultural heritage and education system. The performance and understanding of Shakespeare’s plays is essential for the education of our young people.

I recently took part as a judge in a competition organised by the Coram Shakespeare Schools Foundation, which asked young people to reimagine a Shakespeare speech in the contemporary world. Some incredibly creative ideas were put forward.

The discipline required to understand Shakespeare is vital. Many of us may have had bad experiences at school. I remember studying “As You Like It” at O-level, and that put me off—it took me until I was doing an English degree five years later to get into Shakespeare. But the discipline and creativity of putting on performances are critical to the education of our young people and the protection of the cultural heritage. Shakespeare is a central part of our national culture.

I want to mention the Rose Revealed project in Southwark. In 1989, archaeological digs were done under a building in Southwark, which revealed one of the original Shakespearean theatres—the Rose theatre—where some of the plays of Shakespeare and Marlow were performed. The second phase of the project is to do further work on that site to create an exhibition centre celebrating the works of Shakespeare and his contemporaries, with a broader vision to create an Elizabethan quarter on that side of the river in London. Many other organisations across the country support Shakespeare education and the performance of Shakespeare: the Royal Shakespeare Company, the Shakespeare Birthplace Trust and my alma mater the University of Birmingham, which has the Shakespeare Institute in Stratford doing incredibly important work to promulgate Shakespeare and promote his works.

There is a second reason why celebrating and talking about the folio and Shakespeare is important today. We live in a time when the international order is under threat. We have conflicts throughout the world: the Russian invasion of Ukraine, and we have spoken about the situation in Israel and Gaza. Members may ask, “What does Shakespeare have to do with that?” As I mentioned in a recent Prime Minister’s question after Volodymyr Zelensky’s visit, I know from my contacts with the Ukrainian Shakespeare Centre that Shakespeare’s plays—in particular, Hamlet—have been put on in air raid shelters in Ukraine as an act of defiance against Russian aggression. That is an incredibly powerful statement of how a great example of our culture can be used to support democratic values and assert the power of creativity against brazen aggression.

In that sense, Shakespeare is part of our soft power. What do we mean by soft power? I had a conversation with Professor Michael Dobson, who runs the Shakespeare Institute, who said that Shakespeare’s plays and their performances are a kind of conversation in which he represents humanity in all its plurality in an eloquent and vigorous way. Shakespeare characterises all that is best in British culture, while still inviting those of other cultures to join that conversation. Shakespeare is an important part of our soft power, but not in the sense that he is a commodity we can trade around the world. Those plays and performances are a critical way of bringing people together and asserting the power of creativity in our world. That is an important dimension of why we need to celebrate the folio today.

Let me come to my final point about why I am banging on about Shakespeare in the Kings Speech. Feste, a character in “Twelfth Night”, said:

“I can yield you none without words, and words are grown so false I am loath to prove reason with them”.

Shakespeare wrote those words all that time ago, but in our politics, in some ways, words have become false and it is very difficult to prove reason with them, because we are living in this world dominated by social media, the soundbite and—sometimes—false language on both sides of the political divide. It is important that this House considers and celebrates the first folio anniversary, because perhaps we can learn from Shakespeare’s eloquence and the conversation that is the central feature of his plays, as we seek to resolve some of the most profound domestic and international difficulties that we have faced for many years.

Oral Answers to Questions

James Morris Excerpts

Monday 17th July 2023 Commons Chamber

[Gillian Keegan]

Yes, I am always happy to meet my right hon. Friend and her college. I have had many meetings on this subject. We are focused on ensuring that high quality T-levels are introduced across the country in all colleges, so that young people can access them. We are also looking, side by side, to see what BTEC qualifications will sit alongside A-levels as part of our level 3 offer.

[James Morris (Halesowen and Rowley Regis) (Con)]

11. What steps her Department is taking to help increase the number of foster care placements.

[The Parliamentary Under-Secretary of State for Education (Claire Coutinho)]

We know that we need more foster carers. That is a really important part of our plan, “Stable Homes, Built on Love”, to reform the care system. We are investing £27 million in recruitment and retention over the next two years. We have also increased the national minimum allowance for foster parents by 12.4% as part of those plans.

[James Morris]

Does my hon. Friend agree that foster carers can play a vital role in improving the health and wellbeing of a looked-after child, and that we need to encourage more people to go into foster caring by removing unnecessary bureaucratic barriers so that we can build a network of foster carers across the country to improve the life chances of children in care?

[Claire Coutinho]

This is a big priority for me. Some children end up in children’s homes when they should have ended up with foster carers, so we need to recruit more. As I have said, we are making a significant investment in recruitment and retention so that we can keep some of our brilliant, experienced foster carers as well as attracting more into the system.

Higher Education Students: Statutory Duty of Care

James Morris Excerpts

Monday 5th June 2023 Westminster Hall

[Nick Fletcher (Don Valley) (Con)]

I beg to move,

That this House has considered e-petition 622847, relating to a statutory duty of care for higher education students.

It is a pleasure to serve under your chairmanship, Sir Robert. I thank the 128,292 petitioners and pay tribute to the lead petitioner, Lee Fryatt, who lost his son Daniel to suicide, all others who have given evidence or whom my office has spoken to—Ben West, Hilary Grime, James Murray, Maggie Abrahart, Mark Shanahan, Hema Patel and Alice Armstrong—and all those who have lost loved ones and been on a long journey not just to get to today’s debate but to take on the universities and the Government with one focus: preventing any more young people from taking their lives.

Through my work as chair of the all-party parliamentary group on issues affecting men and boys, and in the many debates that I have led as a member of the Petitions Committee, I have spent much time listening to family members who have lost loved ones by suicide—heartbreaking stories, every single one of them. As Ged Flynn from PAPYRUS stated, the longer he works in this field the more he realises

“how complex suicide is. The contributory factors to suicide are so many and so varied…but there are commonalities in those stories that we must learn from.”

The question today is whether one of the lessons is to put in place a statutory duty of care for students in higher education.

I will run through some core statistics, which do not make for good reading. Between the 2017 and 2020 academic years, 202 male students died by suicide, as did 117 female students—319 lives that could have been saved. The Petitions Committee ran an online survey asking petitioners about their experience of poor mental health at university, the support provided by their university, and their views on introducing a statutory duty of care for higher education students. More than 1,500 people replied. The figures showed that an extremely large percentage of the current and former students had suffered, or were suffering, with their mental health. Around half felt that their university was very unsupportive and did not feel that they could discuss the issue with their tutor. For institutions that exist to work with young people, that is poor.

[James Morris (Halesowen and Rowley Regis) (Con)]

I, too, congratulate all the petitioners on securing today’s debate. My hon. Friend is outlining some stark statistics. Mental health in higher education has become a lot more complex and serious following the covid pandemic, which revealed quite a lot about the mental health of students. Does he agree that it is probably time to review the law in this area to ensure that we have everything in place to protect students, as more of their mental health problems become apparent?

[Nick Fletcher]

I could not agree more, and Members will hear more of my thoughts on that.

Returning to the survey, parents and guardians were equally disappointed, with 79% stating that they disagreed or strongly disagreed that the current mental health support for university students is adequate. A large percentage also thought that if their child were showing signs of mental health issues, the university would be in contact. We will learn later that that is not always the case.

Reform of Children’s Social Care

James Morris Excerpts

Thursday 2nd February 2023 Commons Chamber

[Gillian Keegan]

The hon. Gentleman makes an excellent point. We need to focus on families and ensure that we give them every opportunity to stay together, so we will have family hubs, the Supporting Families programme and a real focus on early help, but he is absolutely right that the decisions that social workers have to make are immense. We want to give them more support, so we will bring forward an early career framework. We will also work in a multi-agency way so that police, education professionals and many others are always there to help with the difficult decisions and make sure that the data is shared more effectively.

[James Morris (Halesowen and Rowley Regis) (Con)]

I warmly welcome the Secretary of State’s statement. She made a point about the importance of prevention and early intervention; does she agree that what those things demand is good-quality joint working between children’s social services and local health services, particularly on mental health provision? We have family hubs and we have relationships with child and adolescent mental health services, but we need to do a lot more to get joint working to work locally.

[Gillian Keegan]

My hon. Friend is absolutely right; that is one of the real focuses of family hubs. I have seen a number of family hubs that do a great job of offering support to anybody up to the age of 19 and to any families eligible. They have all the services there, from midwifery services to mental health services, addiction services and domestic abuse services, and that is absolutely the focus. [Interruption.] An Opposition Member says, “Like Sure Start.” The main difference between Sure Start and the family hubs is that Sure Start went up to the age of only five, whereas family hubs go up to the age of 19 or, for those with special educational needs, 25. They are also a universal service: anybody is eligible. Anybody can need help at any time when they are bringing up a family, from the start of their journey to the teenage years and beyond. The family hubs will do a much broader job and make sure that our interventions work.

Post-18 Education and Funding

James Morris Excerpts

Tuesday 4th June 2019 Commons Chamber

[Damian Hinds]

The short answer is of course no. This is not my set of recommendations; it is a set of recommendations from an independent panel feeding into a Government review of post-18 education and its financing to make sure we have a vibrant and sustainable education system in higher education and further education. We are committed to that and will respond at the spending review.

[James Morris (Halesowen and Rowley Regis) (Con)]

I welcome the Secretary of State’s statement. The Augar report identifies the strategic imperative of a transformation in adult education in this country. I represent a constituency in the west midlands where further education is of central importance to the future of young people. Does he agree that we need to focus our attention and resources on transforming the further education offer to adults and on high-quality vocational skills that serve the needs of economies such as the one I represent in the Black Country and the west midlands?

[Damian Hinds]

My hon. Friend is right that we need to evolve the way we do further, continuing and adult education so that it fits with the realities of the economy today and—perhaps more importantly—with the unpredictable change that we know is coming, and part of that is about the national retraining scheme, for the development of which we have already committed significant resources.

Oral Answers to Questions

James Morris Excerpts

Monday 4th February 2019 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Nadhim Zahawi)]

Off-rolling of pupils is illegal. Edward Timpson’s review is in progress and will report very soon. Exclusion from school must not mean exclusion from education. Our priority in the Department is to make sure that AP—alternative provision—works for those children who cannot go to mainstream school.

[James Morris (Halesowen and Rowley Regis) (Con)]

Halesowen College in my constituency recently held an apprenticeship awards evening to celebrate apprenticeships in the Black Country. With projects such as High Speed 2 and the extension of the metro coming down the line in the west midlands, does the Minister agree that we need to redouble our efforts to get young people into apprenticeships, to take advantage of those opportunities?

[Anne Milton]

May I take this opportunity to wish my hon. Friend a very happy birthday? New industry-designed standards, increasing off-the-job training, rigorous end-point assessments and strengthening the register of apprenticeship training providers all mean that doing an apprenticeship these days gives young people the opportunity to get high-quality qualifications, with a great life and a fabulous career ahead of them.

Mental Health Education in Schools

James Morris Excerpts

Monday 6th November 2017 Westminster Hall

[James Morris (Halesowen and Rowley Regis) (Con)]

It is a great pleasure to serve under your chairmanship, Mr Brady. I congratulate the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) on putting the case so cogently for the importance of education about mental health in schools.

In preparation for the debate, I reflected on the distance we have come and the sense that we still have a long way to go on what I would call mental health literacy. I remember being at school in the late 1970s and early 1980s and having, as a 13 or 14-year-old, a sense of anxiety and some sense of uncertainty about the future. I could not label the condition I was suffering from at that time, but subsequently I learned that it was called depression. I think I had a depressive episode of quite a severe nature when I was about 13 or 14 at school. At that time, it was not a condition that was being labelled, so I did not have a way of talking about it that made sense. In the school environment of the 1970s and 1980s, teaching staff did not have the capability and my peers did not have the awareness of what mental health really meant.

The truth is, as other Members have said, that we have come a huge distance over the last 30 years. It would be churlish to characterise what we face today as a unique set of contemporary circumstances. The debate about mental health and our understanding of young people’s mental health has come a huge distance, as has the way in which it is represented in our media and the way we have talked about it in Parliament over the last few years. As you may know, Mr Brady, I was chair of the all-party parliamentary group on mental health in the last Parliament, when we had a series of very important debates about mental health that galvanised and were a lightning rod for further discussion in the public realm about young people’s mental health.

The representation of mental health in drama and soap operas has undergone quite a revolution. There was a time when young people’s mental health was often talked about only in terms of negative, stigmatised associations with suicide and so on. The public’s and schools’ awareness of mental health has undergone some degree of transformation.

[Wera Hobhouse]

The broad consensus in the Chamber on this subject is really welcome. Like the hon. Gentleman, I very much welcome the fact that the stigma about mental health is starting to go away and people can talk more openly about their issue, but helping young people requires resources. Norman Lamb, who was the initiator of an initiative called Future in Mind, secured funding, during the coalition Government, of £1.25 billion, to be spent over the next five years. That should amount to £250 million each year, but only £143 million was released in the first year of the programme, 2015-16. Should not we all in this Chamber urge the Minister to continue that commitment and the budget that was secured under the coalition Government?

[Wera Hobhouse]

I apologise, Mr Brady.

[James Morris]

I thank the hon. Lady for her intervention. The simple answer to her question is yes.

[Phil Wilson in the Chair]

The Government are, as I understand it, fully committed to that additional investment over the five years of this Parliament. The truth is that a lot of progress has been made under the current Government in terms of further investment in child and adolescent mental health services. Obviously, there is more to do, and Future in Mind, to which the hon. Lady refers, was a very good initiative, led by the right hon. Member for North Norfolk (Norman Lamb) when he was the Minister with responsibility for mental health. I am not arguing that somehow that money will magically transform the CAMHS system, but the truth is that some progress has been made in understanding the extent and prevalence of children and young people’s mental health problems. The Department of Health is beginning to gather, for the first time, meaningful data about what is happening in the system. That was never in place before; child and adolescent mental health was a data-free zone until very recently.

Also, in terms of the extra money, we have only started to understand and have the data on where the money is actually being spent. The NHS dashboard that has been created for mental health is, for the first time, acting as a tool to put pressure on local commissioners to spend the money that they have been allocated. Clearly, there has been a discussion about this. The money is not ring-fenced currently, but with the dashboard created by the Department of Health, we can see what local clinical commissioning groups are spending on child and adolescent mental health. That should be used as a tool to continue to put pressure on commissioners to make the right sorts of choices.

I mentioned what the vision and set of principles should be for this area. In the school environment, we should be trying to move towards what I call mental health literacy, which means giving young people the facility to talk about the mind and their mental health in a way that is intelligible for them and their peers. That is what we should seek to achieve in this context. We have had a very rich debate talking about this issue. I do not think that it is just a question of what is in the curriculum. Young people and children as they are growing up will listen to teachers in a particular way. They might not really want to listen to the message that the teacher is giving, because the teacher may represent a position of authority that they feel uncomfortable with. I am not saying that it is not important that teachers are trained and aware and that there is provision in the school environment, but that is not the whole picture.

We need to consider two further aspects. Peer pressure or peer conversation is almost as important as what is in the curriculum. I am talking about a structure in the school environment that allows young people to talk with one another about mental health, equipping them with the knowledge, skills and literacy to be able to have that conversation. I remember that back when I was at school, I felt very isolated—a sense of isolation—that somehow what I was thinking about was not legitimate; it was something dark and horrible and I was the only person who could possibly be having that issue at the age of 13 or 14. It is extremely liberating for young people when they realise that a vast range of their peers have the same sorts of questions about the future. It is relatively normal for adolescents to have periods when they are very uncertain about the future and how they fit in with their peers. They may have particular issues, but that ability for the school community, for children and young people together, to be able to talk about that is vital. It is a kind of therapeutic valve in the school environment, which I think is critical. In fact, much of the evidence base that I have seen shows that peer-to-peer communication on mental health in schools is extremely effective as a mechanism for helping young people, so that is the vision of what we should seek to achieve.

Also crucial, as other hon. Members have mentioned, is the involvement of families in the conversation. Families should not be excluded from the conversation, but brought into it as part of the process that we are describing, because obviously the family is the crucible in which a young person is brought up. For many young people, that is, as my right hon. Friend the Member for Mid Sussex (Sir Nicholas Soames) said, a golden experience, but for many other young people it is characterised by dysfunction and relationships breaking down; it is often characterised by confusion.

[Sir Nicholas Soames]

I agree with that point and ask my hon. Friend to consider the excellent work being done by our hon. Friend the Member for Congleton (Fiona Bruce) on family hubs and centres, which I think is remarkable. If people are in the very unhappy position described, the trouble is that there is no one single signpost for them other than, as I said, the poor teachers, so the family hubs or centres are immensely important and must be encouraged and developed.

[James Morris]

I definitely agree with my right hon. Friend on that. As I said, the family is the crucible. The issue is often very complex, and the relationship between the family and the school is a critical part of what we are discussing because, again, families can be a place where therapy is very effective, and can be a very effective way of helping the child and making them resilient, so I very much agree with my right hon. Friend’s point.

[Robert Halfon]

Could I add just one qualification? Children with mental health difficulties may be experiencing significant family breakdown and may not be able to have the family involved, and therefore the school is literally the one place that can really help the child. That goes back to what my right hon. Friend the Member for Mid Sussex (Sir Nicholas Soames) and others said about teacher training and a young person being able to go to someone in the school who can actually look after that student.

[James Morris]

I thank my right hon. Friend for that intervention. I totally agree: clearly, it will not be possible to involve the family in all cases. I have seen examples in my constituency, particularly in the primary school environment, in which headteachers and teachers have taken really interesting and creative decisions to replicate the family environment for children who have not been brought up in a stable family environment and have not entered primary school in a properly socialised way. They have replicated the family environment and tried to create those kinds of structures because they have been absent, so I completely agree with my right hon. Friend on that.

Other hon. Members have talked about CAMHS and I want to make a few comments about early intervention. If you look at the spectrum of what we are talking about, it could be argued that by the time children get to school any mental distress and difficulties they suffer from will have been baked in for many years. There has been a debate about early intervention and mental health for years; it is what I would call a policy no-brainer. Everybody agrees we should intervene earlier. Everybody agrees that in principle that is a good thing. Yet we are still debating about whether we are doing it sufficiently well and how it should be done. The truth is that we should shift resources to where the evidence points us.

The evidence points to the joint Green Paper on children’s health and education, and adolescent mental health, which other hon. Members have mentioned. The evidence suggests that interventions at an early age, sometimes pre-primary school, are the most effective interventions that we can make on a therapeutic level. From the evidence, it looks like working with children from birth to the age of two, working with families, and working with parents is the most effective intervention we can possibly make. I urge the Minister to be bold in terms of what we will do in that Green Paper. If we can do only one or two things from that Green Paper, we should focus on the really important one, which is shifting resources to genuinely effective early intervention based on evidence. Everything else we have talked about, such as mental health first aid and so on, has a role to play in this debate, but it will not solve the problem we are trying to confront. We will solve this problem by focusing a lot more resources in a laser-like way on early intervention—even before school. That is the critical part of this debate. The one bold move for the Government would be to focus their attention on that. Then we might be able to make significant progress.

Other hon. Members have mentioned CAMHS. If we were designing a child and adolescent mental health service today, we would not design it in the way it currently operates. We have had several reviews of CAMHS over the last decade. Other hon. Members have mentioned Future in Mind, the CQC has just done its review and there have been other reviews. We know that CAMHS is currently not fit for purpose. That is not to say that people working in CAMHS are not doing an excellent job in delivering the services they do, but we need a more integrated service. We need to move away from the tiering approach, which means we concentrate on tier four—that is children with the most severe mental illness. If we can get rid of this metaphor of tiering and focus on access to the appropriate level of care required by a child or young person in a place appropriate to them and deal with it across the spectrum, and integrate it with initiatives that are being taken in schools and the initiatives I have been talking about in relation to early intervention, we can make significant progress.

We have come a long way. People use the word “crisis,” which I am always very wary of using. It is not as if this crisis started today. The debate about children and young people’s mental health has been going on since about 1962 when Enoch Powell, then the Public Health Minister, made the decision that we would no longer put people in asylums but would move towards a community model. That was in 1961 or 1962. We are only now beginning to have a real debate about how we really tackle some of the underlying issues that we face in society in terms of the mental health of children and young people. We are much better at talking about it, but the debate actually is only just beginning and the Government have an opportunity to take some really bold steps, which would have a lasting legacy.

Oral Answers to Questions

James Morris Excerpts

Tuesday 3rd May 2016 Commons Chamber

[Sajid Javid]

I have read Ofcom’s report carefully and met Ofcom a number of times about that issue, and I have every reason to think that BT will comply. If that does not happen, of course we will look at what action we can take.

[James Morris (Halesowen and Rowley Regis) (Con)]

2. What recent steps he has taken to (a) promote regional growth and (b) create a midlands engine.

[The Secretary of State for Business, Innovation and Skills and President of the Board of Trade (Sajid Javid)]

We are absolutely committed to regional growth. We recently launched a further round of growth deals, and the March Budget highlighted the Government’s support for the midlands engine. It includes a £250 million midlands engine investment fund, new enterprise zones, and a devolution deal for Greater Lincolnshire worth £450 million.

[James Morris]

One of the keys to growth in the black country part of the west midlands, which I represent, is greater collaboration between business and further education colleges. Halesowen College and Sandwell College both excellently serve my constituency. Will the Secretary of State agree to meet the principals of Halesowen and Sandwell Colleges to talk more about how to reduce the skills gap in the black country, to promote further growth in the region?

[Sajid Javid]

I agree absolutely with my hon. Friend. One of the reasons we have seen a 50% fall in his constituency is that he has been promoting just that type of collaboration. I enjoyed visiting Halesowen College with him last year to learn about the advanced science, engineering and technology centre, and of course I will be more than happy to meet him and college representatives.

--- Later in debate ---

[Sajid Javid]

Hopefully, the hon. Lady will understand that it would be wrong of me, and of anyone else, to single out any particular individual. That is for independent investigators to look at by examining the evidence in front of them. She will also know that, when it comes to defined benefit pension schemes, there are many in deficit, and just because one is in deficit does not necessarily mean that there has been some kind of wrongdoing. As I have said, I have instructed the Insolvency Service to commence an investigation, but she should also be reassured that the pension regulator will be looking into this matter.

[James Morris (Halesowen and Rowley Regis) (Con)]

T10. There are 850,000 dementia sufferers in the UK, and that number is set to double over the next few years. What is the Minister doing to encourage British scientists to be as innovative as possible in delivering on improved care for those suffering from dementia?

[The Minister for Universities and Science (Joseph Johnson)]

We took the decision to protect the science budget, enabling us to invest and put the UK at the front of tackling diseases such as dementia. In addition, a Government investment of £150 million has been announced by the Prime Minister to establish a dementia research institute. I am pleased to confirm that two leading charities, the Alzheimer’s Society and Alzheimer’s Research UK, have now pledged a further £100 million towards the project. The Medical Research Council will be looking for an inspirational director to lead the institute and bring together the collective experience that exists in the UK and worldwide.

Student Maintenance Grants

James Morris Excerpts

Tuesday 19th January 2016 Commons Chamber

[Mr Marsden]

My hon. Friend refers to the abolition of the EMA—

[James Morris (Halesowen and Rowley Regis) (Con)]

Will the hon. Gentleman give way?

[Mr Marsden]

No, I am sorry, I will not give way. I have already said that.

The EMA is not the subject of our debate today, but that point illustrates the problems affecting further education colleges. There can be a cumulative effect for the future of such colleges because these measures can result in people no longer applying to them. That is why the Association of Colleges said in a specific response to these regulations:

“We have real concerns about the proposed change as many of the students may never earn enough to pay back the money and the policy does appear to penalise poorer students.”

[Mr Marsden]

I have already indicated that I will not give way at the moment, but I will do so in a little while.

The expansion of higher education opportunities in further education colleges after 1997 was one of the most significant advances made under the Labour Government in this area, and it was a crucial part of beginning to address the lack of balance for higher education in the English regions outside the areas of the traditional clusters of long-established universities. It was part of a joined-up strategy to embed higher education and skills in our local economies and via the regional development agencies at that time. My local Blackpool and The Fylde College gained an excellent new higher education block in that period, where more than 2,800 students are now in higher education. We know that many further education students come from precisely the non-traditional backgrounds for participation in higher education.

[James Morris]

The hon. Gentleman is deploying the same argument that was deployed against the introduction of tuition fees, which was carried out by the previous Labour Government and developed by the coalition, but we have actually seen an increase in the number of students from disadvantaged backgrounds going to university. His argument, therefore, just does not stack up.

[Mr Marsden]

Perhaps if the hon. Gentleman listens as I talk further about the way in which these things have changed, he will understand that what was introduced in 2012 and the explanations—I will not call them apologies—that his Government gave for tripling tuition fees were based on a series of quid pro quos, all of which they have now abandoned. The pattern I have talked about is also seen in the number of people doing higher education in the so-called “post-92” universities and receiving the maintenance grant. That is why million+, whose membership contains a significant number of those post-92 universities, has expressed its alarm in the briefing it prepared for today’s debate. It said that

“by virtue of nothing more than household income, some students will be saddled with debts far in excess of their fellow students.”

It continued:

“the freezing of the earning repayment threshold for five years will also exacerbate this problem and will hit lower earning graduates the hardest.”

My former colleague Bill Rammell, who was a higher education Minister and is now vice-chancellor of the University of Bedfordshire, made precisely those points in an excellent piece for Politics Home today.

--- Later in debate ---

[James Morris (Halesowen and Rowley Regis) (Con)]

I recently visited Ormiston Forge Academy, which is an improving school in my constituency, and took part in an aspiration day. What struck me when I talked to the year 8 pupils was that the barriers to their thinking about going on to higher education were only partly to do with money. Primarily, they were to do with their background, whether their parents had been to university and whether their friends aspired to go to university. That was an important part of the conversation that I had with them.

The arguments that we hear from the Opposition about loans are like a recycled debate from a few years ago. Young people and students are becoming much more attuned to and understand the progressive nature of the loans system that we have introduced. Low-income graduates will not have to pay back the loans until they get over a certain income threshold.

As the Minister rightly pointed out, putting our higher education system on a sustainable footing was a choice that the Government made. They chose to design a progressive loans system to enable students of whatever background to aspire to go to university. As hon. Members have pointed out, the system that has been designed by the Government introduces maintenance loans for part-time students for the first time, which will have a considerable positive impact on social mobility. It also introduces maintenance loans for MAs and other post-graduate courses, which will provide different ways of accessing higher education.

Hearing the arguments from the Opposition feels a bit like groundhog day. As my hon. Friends have pointed out, no alternatives have been posited.

[Simon Hoare]

I think that the answer to this will be yes, but I wonder whether my hon. Friend shares my irritation with this debate because all of us in this House should be committed to improving social inclusion. He is stating very clearly the narrative that we deploy to explain these policies. The narrative from the Opposition, in my judgment, is tailored specifically to preclude people from applying to go on to further education. Is it not time that we all explained to students precisely what my hon. Friend is saying?

[James Morris]

My hon. Friend makes a powerful point. When I spoke to the students, it struck me that we needed to educate them about the realities of going into higher education, whether by providing better information about courses that they might be able to take or explaining what it means to take out a student loan. As he says, there is a lot of propaganda about being saddled with debt. There needs to be more education about what it means in practice.

[Rebecca Harris]

Does my hon. Friend agree that young people these days are getting much more savvy about the types of courses they want to take, whether courses will lead to a productive career and whether universities have good engagement, employability guidance and that kind of thing?

[James Morris]

Yes, I agree with my hon. Friend. Among the core benefits of the reforms that were introduced in the last Parliament and that are being developed now is that they encourage universities to raise the quality of higher education courses, make students much more discriminating about what they want to get out of higher education, and provide a greater understanding, as the Minister pointed out, of what economists rather dryly call the returns of higher education, which are tangible. We are seeing huge new opportunities in the graduate employment market. More graduates are getting high-quality jobs and more people are taking the opportunities that are out there.

The system that has been devised is progressive. The evidence is that the loans system has not had the detrimental impact on access that Opposition Members warned about three or four years ago. This is another one of those groundhog day, recycled scare stories. It simply is not happening. More people from disadvantaged backgrounds are going to university.

It would be very much a backwards step to accept the Opposition motion because it provides no credible alternative to the Government’s plan and runs away from the difficult choices that the Government have made to put our higher education system on a sustainable footing. I urge the House to reject it.

Oral Answers to Questions

James Morris Excerpts

Monday 30th November 2015 Commons Chamber

[Edward Timpson]

From memory, the hon. Lady was on the Children and Families Public Bill Committee, so she will know that when we brought in the 26-week timescale for care cases, the average length was over 55 weeks. In anyone’s view, that is well over what it should be for a decision about a child’s long-term future. We have managed to bring the average down to close to 26 weeks. In relation to special guardianship orders, we need to ensure that the assessment of the potential carers for those children is as robust as it is in respect of any other decision about a child’s long-term permanence. There is a concern that, in too many cases, that is not happening.

[James Morris (Halesowen and Rowley Regis) (Con)]

Many headteachers in my constituency are reporting an increased prevalence of mental health problems among young people in schools. Does the Secretary of State agree that we need better integration between schools and child and adolescent mental health services to deal with that growing problem?

[Mr Gyimah]

My hon. Friend is a passionate campaigner on mental health issues. He will be aware that we have funded a £1.5 million joint pilot with the Department of Health on a single point of contact between schools and CAMHS, so that parents do not have to go through the aggravation of trying to work out how to access those vital services to support their children.