Teaching Assistants

Jim Cunningham Excerpts

Tuesday 18th March 2014 Westminster Hall

[Alex Cunningham (Stockton North) (Lab)]

Good morning, Mr Howarth, it is a pleasure to serve under your chairmanship for the first time.

The main reason I sought to become a Member of this House was to see that children had opportunities available to them, enabling them to develop, so I am delighted to have secured today’s debate on the importance of teaching assistants to our children and the whole school system. They add tremendous value to classrooms throughout the country. I hope to be able to counter the attitude of some, which is that they are a high-cost, low-return intervention. I want this House to celebrate their achievements and recognise the positive role they play in developing our children’s future.

I hope to emphasise the huge potential and promise of teaching assistants in improving and enriching educational outcomes, because these valuable assets are currently undervalued, underpaid and their contributions are largely unrecognised. I hope that this debate sets the record straight on this matter, once and for all.

Like many hon. Members present, I have long argued that those teaching our young people and assisting their learning are of the greatest importance to all our lives. That is why I not only supported the call for our teachers to be properly trained and qualified, but tabled early-day motion 753 in November, to recognise the immense value teaching assistants bring to classrooms and schools throughout the United Kingdom.

[Mr Jim Cunningham (Coventry South) (Lab)]

My hon. Friend is right; there is a difference between teachers and teachers’ assistants. There is no intention that teachers’ assistants should replace teachers—we always have to make that clear, because that is a common misapprehension—but, equally, we can value them by giving them better training as well.

[Alex Cunningham]

I agree with my hon. Friend and will, later in my speech, develop the point about the importance of teaching assistants assisting and teachers teaching.

I am in no doubt that we need great teachers at all levels of learning, each one equipped to deliver a modern education, based on an up-to-date understanding of developments in teaching practice, specific subject knowledge and the latest in educational tools and technology. However, a report from Reform in 2010 took this argument further—much too far, I would argue—when it suggested that Ministers should remove

“the various Government interventions into the cost and size of the teaching workforce”

to increase accountability of schools to parents and to strengthen management and performance. The report went on to contend that a natural consequence of that would be

“a fall in the number of teaching assistants, since the value of the rapid growth in their numbers it claimed, is not supported by the research evidence”.

To give some background to today’s debate, a significant increase in teaching assistants resulted from the 2003 workload agreement in England and Wales—an effort by the previous Labour Government to raise standards in schools.

Oral Answers to Questions

Jim Cunningham Excerpts

Thursday 6th March 2014 Commons Chamber

[Jenny Willott]

The hon. Gentleman raises an important point, and the Government take concerns from business about unfair payment terms very seriously. For example, as he says, receiving payments promptly can be critical to the survival of a small business. That is why the Department launched a discussion paper called “Building a responsible payment culture” at the beginning of December. It sought views on what unfair payment terms look like and whether legislative or non-legislative measures should be used to tackle them. The consultation closed at the end of January and we are currently analysing the responses. We will announce shortly what we want to do to tackle the issue.

[Mr Jim Cunningham (Coventry South) (Lab)]

6. In how many of the last 24 months net lending to business by banks has risen.

[The Minister for Skills and Enterprise (Matthew Hancock)]

The most recent data from the Bank of England show that net lending to small and medium-sized businesses was positive in March, June and November, and the bank’s most recent trends in lending and credit conditions reports show that confidence is beginning to return, helped by interventions such as the business bank. Gross lending continues to be higher year on year, but there is still much more to do.

[Mr Cunningham]

When will the Government stop blaming the previous Government and everybody else and get the major banks such as Lloyds and HSBC actually lending to small businesses? Small businesses in my constituency and up and down the country are suffering very badly.

[Matthew Hancock]

In order to understand the problem that we are having to address, it is important to analyse why it came about. We all know why it came about—because of the under-regulation by the Labour party. It is absolutely true that gross lending increased by £4 billion in October 2013—the highest amount since 2009—so we are moving in the right direction. But there is much more to do to clear up the mess left by the Labour party.

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[Mr Speaker]

It is always useful to have a bit of additional information.

[Mr Jim Cunningham (Coventry South) (Lab)]

T1. If he will make a statement on his departmental responsibilities.

[The Secretary of State for Business, Innovation and Skills (Vince Cable)]

My Department plays a key role in supporting the rebalancing of the economy through business to deliver growth while increasing skills and learning.

[Mr Cunningham]

Will the Secretary of State say what the latest position is regarding Hibu, as he met a small delegation of MPs some months ago to discuss the situation? He will know that many of the shareholders have lost a lot of money, especially those in Coventry.

[The Parliamentary Under-Secretary of State for Business, Innovation and Skills (Jenny Willott)]

The hon. Gentleman is right that many people have lost significant amounts of money, and they are clearly keen to see action. The administrator has a statutory duty to report on the behaviour of Hibu’s directors, and that report is due before the end of May. At that point, the Secretary of State and the Insolvency Service will look at whether action needs to be taken to disqualify the directors.

Teaching Quality

Jim Cunningham Excerpts

Wednesday 29th January 2014 Commons Chamber

[Tristram Hunt]

Because they were introduced by Lord Baker, as the hon. Gentleman knows.

The best continuing professional development produces remarkable results for young people, and the process needs to be profession-led. If we are interested in serious professional development, it cannot be a bureaucratic box-ticking exercise. I am encouraged by what the Prince's Teaching Institute says in its proposals for a royal college of teaching:

“Certification will be the process by which teachers’ standards are assessed by the College.”

As the former Secretary of State, Baroness Morris, has written:

“The idea of a Royal College of Teachers, fast gaining support from all sides, is the obvious organisation to lead on developing the idea”

of revalidating or recertifying to ensure that teachers are up to date with their professional development.

[Mr Jim Cunningham (Coventry South) (Lab)]

I know today’s debate is mainly about teachers, but has my hon. Friend given any thought to the development of teaching assistants, for example, and what sort of future they might have?

[Tristram Hunt]

Where teaching assistants are used appropriately, effectively and professionally, they can make a transformational difference in young people’s learning outcomes. Again, it is about having the skills and understanding of how to use teaching assistants.

Our idea to revalidate teachers and to promote continuing professional development has been welcomed by head teachers, business leaders and prominent educationalists. Teacher Mike Cameron—I see the Conservative party does not want to hear from everyday teachers working in the classroom—says that

“Teachers would control the teaching profession… and part of that involves making sure, by re-validation, that as an individual, I am still worthy of calling myself a teacher.”

Education Funding for 18-year-olds

Jim Cunningham Excerpts

Tuesday 28th January 2014 Westminster Hall

[Kate Green (Stretford and Urmston) (Lab)]

It is a pleasure to serve under your chairmanship this morning, Mr Williams. I am very glad to have secured this debate on a subject that affects not only the excellent Trafford college, which serves my constituency, but further education and sixth-form colleges right across the country, as is demonstrated by the presence of so many colleagues.

On 10 December last year, without any prior notice or consultation and before any impact assessment had been published, the national director for young people at the Education Funding Agency announced a 17.5% cut in funding per full-time student aged 18 at the start of the academic year 2014-15, as part of a strategy to achieve the savings required in the 2015-16 spending review period. The cut, which it is estimated will affect 100,000 students and save £150 million, means that the funding per student would be reduced from £4,000 to £3,300, at an average cost to FE colleges of £600,000 per college, although some will suffer much greater cuts—in some cases, in excess of £1 million. Sixth-form colleges will also be hit, many of which have already suffered substantial funding cuts; some face the loss of as much as a third of their funding over the lifetime of this Parliament.

[Mr Jim Cunningham (Coventry South) (Lab)]

I hope that my hon. Friend realises that the student opportunity fund will also be cut. That will badly affect Coventry university, which will receive a cut of £790,000. The figure for Warwickshire college is £361,000, and for North Warwickshire and Hinckley college it is £162,000. Effectively, Coventry and those Warwickshire colleges will have a cut—so much for helping young people to find jobs and acquire skills. What does she think about that?

[Kate Green]

My hon. Friend is right to draw attention to the wider context of the cuts faced, both by the FE sector and by this particular age group.

Child Care

Jim Cunningham Excerpts

Tuesday 19th November 2013 Commons Chamber

[Tristram Hunt]

I thank the hon. Lady for her intervention. Conservative Members may think they can get away with their appalling record in office by worrying about the classification system for previous childminders, but that is a dead end to go down. As I will explain, the Labour Government have a hugely proud record on provision for the under-fives.

[Mr Jim Cunningham (Coventry South) (Lab)]

Is my hon. Friend aware that since this Government came to power the cost of child care has gone up by 30% while wages have been cut by 5%?

[Tristram Hunt]

That is exactly the crisis we will be highlighting today because it is affecting so many families in our constituencies. After energy prices, pension costs, the living wage, rail fares and payday loans, today we will put to the vote the child care crunch facing parents. We will also set out Labour’s plans to ease the child care burden, to deliver the kind of universal, affordable and high-quality child care that secures a strong future for some of the most disadvantaged young people in our country, and to build an economy that allows women to return to work if they want to. [Interruption.] I am delighted that we are already seeing Government Members coming to our side and making it clear that we are building a progressive politics of change.

Oral Answers to Questions

Jim Cunningham Excerpts

Monday 9th September 2013 Commons Chamber

[Elizabeth Truss]

As I said in my previous answer, it is up to schools and teachers to identify underperforming students and groups. The important thing is that we focus on this as early as possible. That is why we are focusing on improving quality in early-years education in order to make sure that students get the basics in terms of vocabulary and counting, which will lead to better performance later on.

[Mr Jim Cunningham (Coventry South) (Lab)]

12. If he will make an assessment of the effects of the provision of study leave for students in years 11, 12 and 13 on exam performance.

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

On analysis of the absence data, we have found that when schools use study leave sparingly and ensure that students are doing the right thing, it can be beneficial for academic outcomes.

[Mr Cunningham]

Study leave before key exams can help high-performing students reach their potential, but can be to the detriment of lower to middle-performing students. Some schools are therefore cancelling study leave for all students. Will the Government advise schools to tailor their study leave policy so that students who would benefit from study leave are able to do so?

[Elizabeth Truss]

I completely agree with the hon. Gentleman. He is absolutely right that some students benefit from greater independent study and that others need more support at school. The Department’s work indicates that teachers are making those decisions. They are offering supported study, learning opportunities and drop-in sessions at school for some students, while others have the benefit of study leave. We issued advice to schools in August to make that clear to them.

Oral Answers to Questions

Jim Cunningham Excerpts

Thursday 18th July 2013 Commons Chamber

[Michael Fallon]

In a public offering it is not possible to prevent others from subscribing for the shares, but we hope that Royal Mail, given now the freedom— later this year, we hope—to access private capital, will be put on to a longer-term sustainable footing and will be able to develop its business not just here in Britain, but overseas.

[Mr Jim Cunningham (Coventry South) (Lab)]

I remember what happened when Rolls-Royce was privatised and the work force were given shares—I did not accept any, by the way. Within about two years those shares will be sold. This is only a sop to the work force.

[Michael Fallon]

I have yet to hear whether the Opposition want to renationalise any of these businesses—Rolls-Royce or British Telecom or British Airways. I think they at least owe it to the 130,000 employees of Royal Mail to make clear whether they would renationalise the business.

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[Vince Cable]

The Government have every reason to be proud of the catapult programme, which is now expanding quite rapidly. We are thereby able, through the Technology Strategy Board, to concentrate research excellence in particular locations. Some, such as those for renewable energy and advanced manufacturing, are now at an advanced stage of development, and I am delighted to hear that my hon. Friend is pleased with the location of the automotive centre.

[Mr Jim Cunningham (Coventry South) (Lab)]

Will the Secretary of State get together with the Secretary of State for Culture, Media and Sport to have a look at the way in which the Football League applies its regulations to private ownership of football clubs, because there is a diabolical mess at Coventry at the moment?

[Vince Cable]

Coventry seems to have some problem in that area. I come from the city of York, which went through this misery, as many towns have done in the English league. I can certainly have a look at that; it is not immediately clear to me where I fit into the picture, but I am interested in football and want to see it healthy.

Children and Families Bill

Jim Cunningham Excerpts

Tuesday 11th June 2013 Commons Chamber

If I may, I will briefly touch on a couple of other issues. I welcome new clause 8 and congratulate the hon. Member for Torbay (Mr Sanders) on introducing it. Requiring schools to have a robust policy in place to safeguard and support children with health conditions such as asthma and diabetes would represent a positive step forward. Many schools have such a policy in place independently but too many do not. Last week, my office met the Crawforth family from my constituency. Their son suffers from type 1 diabetes. He is one of 29,000 children in the UK who live with the condition, yet a study by Diabetes UK in 2009 found that in only 29% of cases did school staff help with insulin injections. In 47 % of cases, someone other than a member of school staff helps the young person with blood glucose testing, including parents in 42% of these cases.

[Mr Jim Cunningham (Coventry South) (Lab)]

I apologise for coming in a bit late. Some years ago I had a ten-minute rule Bill on this subject and I welcome the fact that the amendment will address it. I would like to put it on record that, as far as I am concerned, this is a welcome amendment.

[Mr Stuart]

I welcome that intervention.

These statistics are unacceptable and reflect a situation that places unfair pressure on children, parents and teachers alike. The new clause would require schools to engage directly with parents and to co-operate with local NHS authorities in preparing and implementing strategies to head off these risks. I suggest to the Minister that its inclusion would strengthen the Bill and help end the status quo whereby the quality of support available to children and families coping with conditions such as diabetes is largely a matter of chance.

I am mindful of your strictures on time, Madam Deputy Speaker, but I would like to speak in support of amendment No. 43, tabled by my hon. Friend the Member for South Swindon (Mr Buckland). I am concerned that requiring local authorities to review the continuance of EHC plans for young people aged over 18 with specific regard to their age may make it more likely that support would be curtailed or dropped altogether on the basis that the young person would be deemed to have made the transition into adulthood. This concern is heightened by paragraph 231 of the explanatory notes to the Bill, which explains the thinking behind clause 45. It gives examples of potential stages at which EHC plans can be amended or replaced. These include the end of a specified phase of a young person’s education or when a young person becomes a NEET. This runs contrary to the recommendations made by my Committee in our report, where we acknowledge the particular position of NEETs and apprenticeships and the potential of EHC plans to assist young people with SEN into constructive employment. We recommended that the Bill should provide entitlement to EHC plans both to NEETs of compulsory participation age and to young people who are undertaking apprenticeships.

We heard from Dai Roberts, the principal of Brokenhurst college, who cited the case of two learners with profound deafness who were then on marine engineering apprenticeships. They had to have signers to help them with their training. These are precisely the young people who need extra support in order to follow their ambitions so they can get on and make a success of their lives. The amendment deserves support and clause 45(4) deserves to be scrapped.

My final remarks will be on the local offer. Getting that right will be essential to ensuring that the Bill overall helps young people. I am confident that those who get an EHC plan will be in a better situation than those under the previous regime of statements. In fact, it is essential to ensure not that it is easier to get a plan—the Minister, surprisingly in my view, said he wanted to make that case. I hope that there will be fewer people having plans than under statements, not because there is an effort to guide them away from them, but because local offers meet so many of the needs of parents and young people that there is not a requirement for the bureaucratic involvement that will be required even in our streamlined EHC system.

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This is not just about children who suffer from diabetes. The Health Conditions in Schools Alliance has said that more than 1 million children suffer from conditions as wide-ranging as diabetes, asthma, heart disease or epilepsy, or are at risk of severe allergic reactions and anaphylaxis. This is a widespread problem that is largely hidden. Almost half the children who suffer from asthma have problems joining in fully in general lessons or even going on school trips. More than a third of children with diabetes say that one or both of their parents have had to give up work entirely or cut back their work to support them at school. Finally, almost two thirds—just under 60%—of schools that have children with diabetes have no policy in place to guide staff on the matter of injections on the premises.

[Mr Jim Cunningham]

My right hon. Friend will recall that, in addition to educating teachers about children’s conditions, one of the things I proposed in my ten-minute rule Bill some years ago was the creation of school clusters, which would involve somebody with medical experience from the national health service as well as teachers. They would perhaps give talks or inspect the facilities every so often to ensure that teachers were adequately trained.

[John Healey]

I backed my hon. Friend’s Bill and I remember it. Essentially, it aimed to set standards of support that all schools should have in place and, as I recall, to require Ofsted to monitor and inspect whether they were being met.

Finally on the question of whether an amendment is necessary, the framework of legislation and guidance already in place—the “Managing medicines in school” guidance, the Equality Act 2010 or even the Children Act 1989—is often said to be sufficient, but these problems are so widespread for so many children that clearly the system as it stands is not working and something else is necessary.

That brings me to my second point: is the proposed change proportionate? It is simply indefensible to argue that parents should have recourse to invoke the 2010 Act or the 1989 Act to get support for their kids at school. That is disproportionate. New clause 8 does not propose a new policy obligation or new standards for national Government, nor would it require local authorities to act. It would not even require health bodies to act, other than to support schools. What new clause 8 proposes is that a school should have

“a duty to produce and implement a medical conditions policy that defines how it plans to support the needs of children with specified health conditions”—

no more, no less. In other words, schools should have well-judged, proportionate policies, pitched at where the challenge is greatest and the potential gain most important—that is, in the culture, understanding, practice and sympathy found in schools. We are talking about a policy developed in schools, for schools and by schools, with the support of health bodies and local authorities behind them.

I have addressed whether the proposed change is necessary and proportionate, but is it beneficial? It would be beneficial if children could go to school confident in the knowledge that those around them understood their conditions. It would be likely to make managing their conditions easier, allow them to play a much fuller part in the life of the school and fulfil more of their potential, reduce the requirement on parents to give up or reduce their work—and, arguably therefore, to step up their dependence on the state to support their kids in school—and reduce the demands on the NHS, so the proposal is beneficial as well.

Is this change necessary? Yes. Is it proportionate? Yes. Is it beneficial? Yes, and if the Minister continues to resist it, he will have to demonstrate that it is unnecessary, disproportionate and either detrimental or not beneficial. I want our children who have special health conditions to be able to enjoy school to the full, to fulfil their potential and to feel confident that those around them know what to do because they understand their conditions.

Finally, I want to leave the House with the words that I always remember Emma Smith saying to me: “I would feel a lot happier if people at school knew what to do if for any reason I was unable to treat myself.” That seems to be the very least that this House and this legislation should provide.

[Mr Adrian Sanders (Torbay) (LD)]

It is a pleasure to follow the right hon. Member for Wentworth and Dearne (John Healey), who summed up what many parents at various lobbies of this place have said over a number of years, not least last week, when children with type 1 diabetes came to Parliament to lobby their Members.

New clause 8 stands in my name and that of other hon. Members and was originally tabled by the hon. Member for Washington and Sunderland West (Mrs Hodgson). It seeks to improve the consideration that schools give to students with long-term conditions, including diabetes, epilepsy, asthma and many less prevalent but equally serious illnesses. We have heard that around 29,000 children in the UK have type 1 diabetes. Through my work as chair of the all-party group on diabetes, I have become painfully aware that, despite great improvements in recent years in care for young people with diabetes, something of a blind spot remains in schools, with staff often unaware of the implications of the disease, let alone able to help children with their condition. This leads to all sorts of problems that are, at root, preventable.

At the centre is the impact on child health. A school environment that does not include basic precautions or simple awareness training can lead to complications arising from diabetes. For example, a child experiencing hyperglycemia is at risk of diabetic ketoacidosis, a potentially fatal complication. More than 3,000 children experience this every year, at significant cost to the health care system and obviously considerable anxiety to parents and families, most tragically in the 2% of cases that result in death. Anything we can do to reduce this prevalence must be imperative.

There are more general problems, however. All too often, schools do not have adequate plans in place to deal with the day-to-day needs of those with long-term conditions. That leads to children being made to feel separate and neglected, leaving them more open to bullying, and can also have a detrimental impact on their education. Diabetes and other long-term conditions should have no impact on a child’s ability to learn—they do not have special educational needs—but if those conditions are not managed appropriately in the classroom, they will impede a child’s education.

Ideally, schools should acknowledge that they are looking after a wide range of pupils with varying needs, and staff should have in place a robust plan that has been agreed with parents and health care professionals to prevent the time-consuming and expensive problems that will be inevitable without this investment in planning. I fully anticipate the Minister saying that it is up to schools to decide how to achieve this, and I agree, but we also have a responsibility at national level to ensure that schools do that, and that parents have the scope to force the reappraisal of a situation if it is found wanting. The plans need to be put in place on an individual basis, however. It is striking that the subject that the public most frequently raise with me, as chairman of the all-party parliamentary group on a condition that affects more than 3 million adults, is the poor level of support offered in schools to the 30,000 children who are also affected by it.

[Mr Jim Cunningham]

I congratulate the hon. Gentleman on tabling the new clause. He will be aware that there are specialist colleges, such as Hereward college in Coventry, that would benefit from his proposals. Further down the road, some of these children will have the confidence to go into further education, and they will particularly benefit from those specialist colleges. In that context, the Government should look again at the cuts to the budgets for those colleges.

[Mr Sanders]

I thank the hon. Gentleman for that helpful intervention. I also congratulate him on the ten-minute rule Bill on this subject that he introduced a little while ago.

Last week, I attended a diabetes event, and I heard an account from a parent from the north of England that succinctly summed up the experience of all too many parents, wherever they live. Her son was just starting primary school and, in the previous July, the diabetic specialist nurse had visited the school to put a necessary care plan in place. It was clear on the first day of school that the plan was inadequate. According to the parent, it was not worth the paper it was written on, and was certainly not suitable for a four-year-old. Importantly, it stated that the child should test his own blood levels—something he had never done before and something that no one would expect a four-year-old to have to do. The plan also had no guidelines for emergencies.

Despite the parents providing a new plan for the school, the child’s first six months of school were filled with phone calls home and teachers holding his hand throughout the day, even taking him out of the classroom frequently as though he were a ticking time bomb. This caused a massive amount of stress and inconvenience to the parents. Schools need to recognise that, beyond the health condition, these are normal children who need to be treated normally but with sensible and reasonable adjustments and awareness to maintain the normality as much as possible.

Oral Answers to Questions

Jim Cunningham Excerpts

Monday 22nd April 2013 Commons Chamber

[Michael Gove]

I entirely agree. I meet more and more teachers who are in despair at how the NUT and the NASUWT affect to represent them. One thing worries me more, however—the principal party of opposition has not yet condemned the strikes and criticised those unions. When the hon. Member for Liverpool, West Derby (Stephen Twigg) had a platform at the NASUWT conference, he should have denounced its strike action, but I am afraid there was silence.

[Mr Jim Cunningham (Coventry South) (Lab)]

T3. The Daycare Trust reports that just 20% of local authorities have enough places for two-year-olds in their area. Why, then, are the Government abolishing section 11 of the Childcare Act 2006, and with it the child care sufficiency report that local authorities have to publish?

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

What we are doing is getting rid of unnecessary bureaucracy, but councils will still have responsibility for ensuring a sufficiency of child care in their area. In addition, we are creating childminder agencies, reforming provision and reforming the role of local authorities to ensure that it is easier for high-quality providers to expand, so there will be more places.

Oral Answers to Questions

Jim Cunningham Excerpts

Thursday 7th February 2013 Commons Chamber

[Matthew Hancock]

Of course UK Export Finance should support growth that is sustainable. It has recently published on its website the sovereign debts owed to it by overseas Governments in order to become yet more transparent.

[Mr Jim Cunningham (Coventry South) (Lab)]

10. What discussions he has had with the Secretary of State for Defence on the development of the Government’s strategic defence review.

[The Minister of State, Department for Business, Innovation and Skills (Michael Fallon)]

Preparations for the review are under way. My Department is fully engaged on the industrial aspects. Together with Steve Wadey from MBDA, I co-chair the defence growth partnership, which is addressing the competitiveness of the defence sector and especially how we can better exploit the links between civil and military technologies.

[Mr Cunningham]

May I do something unusual, which is to thank the Secretary of State and the Minister for their help in saving the London Taxi Company in Coventry? What discussions has the Secretary of State or the Minister had with Rolls-Royce on the possible impact of its decision on the supply chain and through job losses?