Remote Education: Self-isolating Pupils

Jim Shannon Excerpts

Tuesday 20th October 2020 Commons Chamber

[Siobhain McDonagh (Mitcham and Morden) (Lab)]

In just 36 hours, schools will be legally required to provide online lessons to all pupils self-isolating because of coronavirus. In theory, that is a sensible suggestion to ensure that no parent has to choose between the health and education of their child, but in practice, and in the shadow of the digital divide, it is the latest of the Department for Education’s ill-thought-through pandemic proposals that have pushed the patience of our hard-working teachers to its limit.

I will reveal the horrifying extent of the digital divide across our country, consider the practical constraints that need to be urgently overcome for teachers to provide online learning, and offer a solution to the Minister following the Government’s woefully inadequate approach in advance of the new requirements. I will begin with lockdown, however.

My journey into the digital divide started in March, following a conversation with Debbie, an amazing health visitor in my constituency who had just visited temporary accommodation for 86 homeless families. Lockdown presented challenges for all of us, but spare a thought for those families in cramped rooms with no outside space and, as Debbie pointed out, no internet connection.

It is indisputable how vital the internet has been for us all in this time, unlocking the chance to remain in contact with loved ones, to take part in online exercise classes and to work and learn from home, despite the closure of offices and schools, but that lifeline was not available to all. The lockdown exposed the digital divide across the UK, with 11% of the population without home internet access and an estimated 9% of children without access to a laptop, desktop or tablet. Ofcom estimates that the number affected could be as many as an extraordinary 1.78 million children in the UK.

While the Government promoted their investment in the online Oak National Academy, let us be clear that no number of online lessons could benefit those children who were unable to login from home. That was not the fault of their schools. The pandemic presented the most testing environment for teaching. I have lost count of the extraordinary examples of teachers going above and beyond for their pupils. Their dedication should be celebrated and shouted from the rooftops. Some schools, such as the outstanding Ursuline High School attended by many of my constituents, showed that they were already at the forefront of technology; every pupil was given a tablet and received six lessons a day from home. If the pupils were not logged in by 9 am, the school was on to the parents right away.

[Jim Shannon (Strangford) (DUP)]

I thank the hon. Lady for bringing this debate forward. Education, as she has just said, is so important. I am very pleased to see the Minister in his place, and we will be looking for an exceptional response from him. Does she not agree that, especially with children facing exams after losing months this year, it is vital that they have access to learning at home if put into isolation? Every hour of teaching is necessary and, further, it is imperative that the Government make additional resources available to help staff teach remotely as needed.

Support for Children and Families: Covid-19

Jim Shannon Excerpts

Tuesday 20th October 2020 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is pleasure to speak in this debate. First, I congratulate the hon. Member for Devizes (Danny Kruger) on putting forward the case very well and with a certain amount of humour, and I thank him for that. It is also nice to see the Minister in her place. She and I were born in the same town—in Omagh, in County Tyrone—so it is pleasing to see her elevated to that position. I will never reach the heights of Minister, of course, but she has, and well done to her. I thank the Backbench Business Committee for selecting this debate and colleagues for raising the issue in the first place.

Covid-19 has been incredibly difficult for so many people and so many families. I am feeling the effect of it myself this week, as I lost my mother-in-law to it. The effect on children, grandchildren and great-grandchildren is very real. Our children are aware of things that we would want to hide from them for their safety, and I know there is concern that this age group should be carefree. Hon. Ladies and hon. Gentlemen have referred to that, and I thank them for it. It saddens this grandfather to see so many children so uncertain and unable to do things that their normal lives saw them doing. Swimming lessons have been cancelled again. They can have no meals out with granny and granddad. There are no play dates with cousins. Little lives are disrupted, and that will have implications for their mental health.

I want to speak specifically on mental health, and others will probably do that as well. For some families who have already had their struggles, this isolation and removal from support can see irretrievable breakdowns. We need dedicated and focused support for children and families on this issue from the Government. I am proud that Northern Ireland pioneered the introduction of a nationally funded school-based counselling service over 10 years ago to support our vulnerable children and young people, and such a service has been adopted by the Scottish and Welsh Governments. It is important now that there is UK-wide provision of this critical early intervention.

Now more than ever, when we are isolating people in their individual circumstances, we need the support of well-funded initiatives to ensure that those individual circumstances are manageable. Some of the teachers I have spoken to in the last months have expressed fears that their children, to whom they give that little bit of extra support emotionally, as well as academically, are removed from them. That happens when schools do not operate as they should, and teachers are concerned that the gap is not being filled.

In Northern Ireland—I suspect it is the same on the mainland—we have rising numbers of those of school age with mental health issues. I welcome the NHS long-term plan commitment that, by 2023-4, at least an additional 345,000 children and young people aged up to 25 will be able to access support via the NHS. That is good, and I am convinced that it will serve a fifth to a quarter of schools and colleges in England by 2023. That is the start that must be made, and we welcome it as a good step forward.

However, we also need to consider the pandemic’s impact on the mental health of children and young people. We need to see more ambition; investing in school-based counselling services would help to serve the missing middle in terms of the support provided between child and adolescent mental health services and meeting the needs of the 75% to 80% of schools not supported under the new model. Mental health in the UK has worsened substantially as a result of the covid-19 pandemic—by 8.1% percent on average, and by much more for young adults and women, and those groups already had poor levels of mental health before covid-19.

A further survey—it is important to record this in Hansard—by Young Minds found that 80% of respondents agreed that the pandemic had made their mental health worse. Of those, 41% said that it had made their mental health much worse, up from 32% in the previous survey, in March. There are increased feelings of anxiety and isolation and a loss of coping mechanisms or motivation. Of 1,000 respondents who were accessing mental health support in the three months leading up to the crisis—including from the NHS and from school and university counsellors, private providers, charities and helplines—31% said they were no longer able to access the support they still needed.

I want to speak up for the people who need that support. Of those who have not been accessing support immediately because of the crisis, 40% said they had not looked for support but they were struggling with their mental health. That is the issue for children. Urgent steps must be taken to provide help to our families and to keep family units intact and—more importantly—happy, and support is needed for that to happen.

[Sir Christopher Chope (in the Chair)]

There are still six speakers and about 18 minutes, so three minutes each would be my recommendation. The next speaker is Jane Hunt.

Students’ Return to Universities

Jim Shannon Excerpts

Tuesday 29th September 2020 Commons Chamber

[Gavin Williamson]

I certainly know that my hon. Friend is putting 100% into representing his constituents in North West Durham and making sure their voice is heard in this Chamber, including on driving changes and improvement to Derwentside College to make sure that youngsters get the very best opportunity, as, far too often, it had been neglected in the past. He is absolutely right to say that Government Members are 100% committed to making sure young people get the very best in education, as against constantly taking the line of trade unions and trying to find excuses not to do things.

[Jim Shannon (Strangford) (DUP)]

I thank the Secretary of State for his replies thus far. Will he outline what has been done in tandem with hospitals to ensure that fourth-year medical students can get hands-on practice, bearing in mind that many are reporting that they are being excluded from normal mentoring and in-room observation as a result of social distancing protocol? How will he ensure that the doctors of the future have the complete, rounded education that is vital for their ability to practise medicine?

[Gavin Williamson]

This is incredibly vital, for all four nations of the UK. We have been doing a lot of work with the Department of Health and Social Care to make sure that that is made available to all medical students in England. I will take up this issue again with the Health Secretary, as well as with the devolved Health Minister in Northern Ireland, to ensure that that is being delivered. If we want to continue to ensure that we have our world-class NHS, we have to ensure that that pipeline of brilliant doctors, nurses and clinicians continues to be provided for it through our universities.

Awarding of Qualifications: Role of Ministers

Jim Shannon Excerpts

Wednesday 9th September 2020 Commons Chamber

[The Secretary of State for Education (Gavin Williamson)]

The House is aware that, earlier this year, the Government took the difficult decision to close schools and colleges and cancel the summer exams because of the covid-19 outbreak. It was not a decision that was taken lightly. It was taken only after serious discussions with a number of parties, including, in particular, the exam regulator, Ofqual. This virus has propelled not just this country but the rest of the world into uncharted territory. We have had to respond, often at great speed, to find the best way forward, given what we knew about the virus at the time. Although the procedure that we put in place to award exam results was changed, I am pleased that students have now received, for GCSEs, AS-levels and A-levels as well as for vocational and technical qualifications, the results that they deserve and that they are in a position to be able to progress to the next stage of their lives. Let me turn to the motion tabled by the Opposition.

[Jim Shannon (Strangford) (DUP)]

I say to the Secretary of State that now is the time to look to the future to ensure that adequate places are available on all those courses that were oversubscribed this year. I am speaking on behalf of all the students of Northern Ireland who come to universities here on the mainland. Perhaps now is the time to look at that matter.

[Gavin Williamson]

I thank the hon. Gentleman for raising that important point. More than a third of students from Northern Ireland come to study in Great Britain, and it is important to ensure that students from all parts of the United Kingdom have those opportunities. It is something that I shall come on to later in the debate. I wish to put on record my thanks to Peter Weir, the Education Minister, who has done so much and worked so closely with us as we tackled some of these issues, including making sure that places were available for youngsters so that they had the maximum amount of opportunity when they came to make their decisions about universities.

I want to turn to the motion tabled by the Opposition. As Members of this House will know, policy can be made only through open discussion between Ministers, their advisers and departmental officials. This motion fundamentally undermines that. Officials must be able to give advice to Ministers in confidence. I am appearing in front of the Education Committee in person next Wednesday, and I will commit now to working with its members to provide the information that they request wherever it is possible.

Today, I will set out the process that was followed once the exams were cancelled back in March. In the absence of exams, we needed to come up with a robust and fair system that accurately reflected the work and abilities of each individual student. In a written statement on 23 March, I explained that the process would be based on teacher judgments, as teachers know their students best, but that other relevant data such as prior attainment would also be taken into account.

On 31 March, I directed the regulator to work with the exam boards to develop a process for providing calculated grades for 2020 and to hold an exam series as soon as reasonably possible after schools and colleges fully opened again—that is the autumn exam series that we have put in place. My letter stated that the grades submitted by centres should be standardised and that the national grade distribution should follow a similar pattern to previous years as far as possible. I also requested that students should have a right of appeal where there are errors in the process. I issued a second direction letter to Ofqual on 9 April regarding vocational and technical qualifications. From that point on, Ofqual began to develop a process for arriving at calculated grades.

At the beginning of April, Ofqual published a policy document on awarding grades for GCSEs and A and AS-levels, which was followed by a two-week public consultation, to which more than 12,700 responses were received.

History Curriculum: Black History

Jim Shannon Excerpts

Tuesday 8th September 2020 Commons Chamber

[Theresa Villiers]

I can confirm that, and it is astonishing, by the standards of our own values, that that was the decision that was made, and even more astonishing that the Government were still paying off that debt in 2015. I do not think there are any words to describe the devastation of the impact that the slave trade had.

[Jim Shannon (Strangford) (DUP)]

I congratulate the right hon. Lady on bringing this subject forward for debate; it is certainly timely. Does she not agree that history must be told in its entirety and factually, and not to fit any changing narrative; and that we can and must learn from all periods of history, whether it is dressed up prettily or is just the ugly truth? Educating our people should and must happen; I believe that is the way forward.

[Theresa Villiers]

I do agree with that, and of course, coming as the hon. Gentleman does from Northern Ireland, he understands the emotional resonance that the history of controversial events in our past still has. I know that he and colleagues in the Northern Ireland devolved institutions have worked hard to try to ensure that this decade of very sensitive and politically charged centenaries has passed off peacefully. I very much hope that that continues as we move towards the centenary of partition and the creation of Northern Ireland and the Irish Free State. It is a reminder of how history is so relevant to our outlook on so many issues today, whether that is the subject of this evening’s debate or those centenaries in Northern Ireland.

We also need to understand that the racism and injustice that black and other ethnic minorities were subjected to in this country’s history was pervasive; it was often violent; it lasted for centuries; and its legacy continues to have an impact today. Even a cursory understanding of black history provides a reminder that the values that we are rightly proud to espouse in this country—that everyone should be entitled to equal concern and respect, whatever their ethnicity and from wherever their ancestors might have come—were the result of very long, and sometimes very bitter, struggles, and that many steps forward were strongly opposed at the time, including in Parliament.

The time available for this debate does not enable us to do any kind of justice to the richness of the story of the lives of black British people over so many hundreds of years.

Schools and Colleges: Qualification Results and Full Opening

Jim Shannon Excerpts

Tuesday 1st September 2020 Commons Chamber

[Gavin Williamson]

In what we would certainly hope to be a very unusual situation—whereby there was a local lockdown and where every other measure had been taken, including extra social distancing, and the closure of other businesses and facilities—we would then move to a tier 2 level. There is a clear expectation that in those circumstances, as was set out in the guidance on 2 July, there will be continuity of education, and youngsters—even if they are not in school, on a rota basis—would still be expected to be learning at home.

[Jim Shannon (Strangford) (DUP)]

The Secretary of State mentioned in his statement that there were far too many inconsistent and unfair outcomes for A-level and AS-level students, and that it is not reasonable for these all to be dealt with, even through a boosted appeals system. Will he outline how he intends to provide additional support for students who wish to sit their exams to bring their grades up through no fault of their own, and will he cover the exam fees for those students?

[Gavin Williamson]

I can confirm that that is the case; we will cover those exam fees. We are looking at running the series in the autumn. Obviously, these are GCSE and A-level papers, some of which will be taken by Northern Ireland students, who use a number of the English boards to take more specialist subjects. We will be running this series in the autumn, and it is an important opportunity for young people if they want to take it up.

Free School Meals: Summer Holidays

Jim Shannon Excerpts

Tuesday 16th June 2020 Commons Chamber

[Rebecca Long Bailey]

The Secretary of State will be well aware of the issues with the Edenred voucher scheme —the fact that many families have arrived at supermarkets and been turned away, that many schools have had to step in when vouchers have not been readily available and fund school meals themselves, and that in many cases they have not received assurances from the Government that they will be recompensed for that monetary expenditure. Perhaps he can provide those assurances today.

[Jim Shannon (Strangford) (DUP)]

So far, the Welsh Government and Assembly have agreed to do it, the Scottish Parliament has agreed to do it, the Northern Ireland Assembly has within the last three or four hours agreed to do it, and at long last the Government here have agreed to do it. Society is measured by its attitude to those who are less well off. I congratulate the hon. Lady on bringing this forward and look forward to the Government’s participation and making this a success.

[Rebecca Long Bailey]

I thank the hon. Member for his comments.

These children are not just statistics. The vast majority are children in working families, where parents are working around the clock to cover bills but where there is never enough. They are the children of parents who perhaps cannot work, through no fault of their own, for reasons such as chronic ill health. They may be the children of communities that have suffered from generations of unemployment and who feel their hopes and dreams are unachievable, no matter how hard they try, because the jobs simply are not there.

Children and Young Persons

Jim Shannon Excerpts

Wednesday 10th June 2020 Commons Chamber

[Jim Shannon (Strangford) (DUP)]

I am grateful for being allowed to speak on what as other Members have said is an essential matter. When we first went into lockdown, we were in unprecedented times and it was very disconcerting. None of us in the Chamber could have been unaware of just how disconcerting it was, not only for us in our job, but for our constituents, who came to us with the most complex problems.

It is absolutely my belief that the Minister and the Government brought in these regulations with the best of intentions to keep children safe at a time when we could not imagine at all how normal life would continue. However, as right hon. and hon. Members have said, time has brought perspective and shown how we have managed to adapt. Seeing me participate in a virtual Parliament when I had no idea how it worked was an example of what we can do if we have to. However, time has also shown us that some of the Adoption and Children (Coronavirus) (Amendment) Regulations are not the best way of doing things. Right hon. and hon. Members—each and every one of them—have very eloquently and very significantly confirmed that to be the case. I want to give an example of where the regulations fall down. That was never the intention, but it is quite clear that they have fallen down.

The example I would give is the issue of contact. When I spoke to some of my primary schoolteachers at the start of lockdown—I have had, and still have, a good relationship with them—one teacher expressed her concern that she was not able to see and connect with a child in her class. She watches over and gives the child that little bit extra emotional support because of their vulnerability, given her position and the knowledge that she has of that child. She encourages and she affirms that child more than the rest of the children in that class in a very quiet way, because the child shows signs of not receiving that support at home. The role of the teacher in a class is so critical, and the knowledge, perception and initiative of the teacher can help such a child. She made contact with every parent of those in her class to establish the easiest way to keep in touch with her children—whether by phone call, video call, messaging the parents or a Zoom class—and to continue to play her part in meeting their needs.

How much more is that true for children who we know have support issues and who need contact with their social workers? I understand that lockdown is a very different time. It is not possible physically to visit children, but there are other forms of contact and support. Taking away the need for social workers to make contact in temporary homes is not a good thing, and I believe it is not necessary. If we are making changes, we should say that, although physical visits may not be practical there is an obligation to have direct, sustained contact to lend support to these most vulnerable of children and to deliver for foster families.

Adoption UK said that in 2018

“more than half of all newly-placed adopters wondered in the early months whether they had done the right thing and whether they would be able to cope. 54% experienced stress, anxiety and/or symptoms of post-adoption depression.”

It is very clear that that comes in different forms. Even at the best of times, the early days of a placement can be particularly difficult for new adopters. For those currently at this stage in their adoption journey, that has been compounded by the covid-19 lockdown, leaving them isolated and detached from their usual support network. Removing statutory duties to support these new families will only leave them feeling more isolated, and will put more adoptive placements at risk. That can never be allowed to happen, as we know how important those placements are.

I have received, as have other Members, numerous briefings from Become and Adoption UK, among others—all expressing deep and sincere concern about the effects of these regulations and the vagueness of the proposed end date.

I will conclude by asking the Minister a couple of questions. If she is not prepared, or unable, to revisit the need for the measures, will she at least confirm that the emergency regulations will expire on 25 September 2020? If not, will she outline the circumstances in which she believes it will be necessary to extend them and how that decision will be made?

Children in the Care System: Sibling Contact

Jim Shannon Excerpts

Wednesday 4th March 2020 Commons Chamber

[Mrs Emma Lewell-Buck (South Shields) (Lab)]

Thank you very much, Mr Speaker, for allowing me time tonight to speak on behalf of the thousands of children in care who are separated from their siblings and the thousands of care experienced adults who had to, and still do, endure this pain.

The relationships that adults deem to be the most important for children in care are not the same as those that are most important to children in care themselves. Government guidance acknowledges that maintaining contact with siblings is reported by children to be one of their highest priorities. Having that relationship ripped away causes them anguish on many levels. An Ofsted study showed that 86% of children in care thought it was important to keep siblings together and that three quarters thought councils should help children to keep in touch with their siblings. Yet shamefully, sibling contact levels in the care system remain woeful.

[Jim Shannon (Strangford) (DUP)]

The hon. Lady has brought a very important issue to the House for consideration, and it affects my constituents as well. Does she agree with the National Society for the Prevention of Cruelty to Children, which says:

“Sustained contact with siblings can promote emotional stability and wellbeing for children in care. Siblings share an identity, which can promote their self-esteem and provide emotional support while going through care proceedings”?

That is an opinion that should be lent weight, and we must do all we can to provide siblings with a legal right to contact where there has been no accusation of abuse or any other extenuating safety issue.

[Mrs Lewell-Buck]

I thank the hon. Gentleman for that intervention, and those comments echo the legislative changes that I will propose later in my speech.

Recent research undertaken by the Centre for Social Justice suggests that more than 70% of looked-after children with a sibling in care are separated from that brother or sister, which is not surprising when the average number of sibling foster carers is one per local authority and some have none at all. For those being cared for in children’s homes, the number of children separated from their siblings is a staggering 95%. It is also worth noting that we do not know the true scale of that heartache, because the Government do not think it is important enough to record and gather data on how many siblings are not in contact with each other in the care system.

Considering that the Government’s misguided, ideological austerity agenda has led to them presiding over a record 78,150 children in care, a shortage of foster and residential placements and less overall capacity in the social care sector, it is likely that the real picture is far worse. It is against that backdrop that sibling contact is so important.

The groundbreaking Children Act 1989 requires local authorities to allow a looked-after child reasonable contact with their parents, but there is no parity of provision for a looked-after child’s contact with their siblings. If siblings cannot be placed together, they should have exactly the same rights to contact defined in primary legislation as they do with their parents.

Many siblings who come from neglectful or abusive backgrounds state that the only constant positive, reassuring and enduring relationship they have is with their siblings. After all, they have a shared experience together. No matter how horrific, those experiences are ones that only they will ever truly know about. Often for younger siblings their protector—the one and only person who has ever kept them safe—is their sibling. While it is not appropriate that an elder sibling should take on that role, it is a fact that they often do. Separating siblings in those circumstances can have consequences for placement stability and create an anxiety for both the younger and the elder sibling. If all they have both ever known is adults who cause them harm, those initial days in placement until they feel safe with their new carers are the most precarious. In that context, it is only right that sibling contact is given the same prominence as parental contact. It cannot be right that our primary legislation gives more weight to a child’s contact with those who may have, or who have, caused them significant harm than it does to contact with their siblings, who are totally blameless.

I vividly remember and will have etched on my brain forever—although I wish I did not—the times when, as a practising social worker, I removed children from their family homes. A promise I gave to them, and to all the children I worked with, was that if I ever made it to this place I would not let them down, and that is what leads me to this debate tonight.

Removing children from home is one of the most traumatic and heartbreaking experiences. It can be emotional overload for professionals, let alone the family. There is often a police presence, violence, tears and utter confusion. Once calm and away from their home, you are left with children alone in your car, having to explain to them by some roadside that not only are they going to be living somewhere else for an open-ended period, but they are also going to be separated from their siblings. That is the most painful part of all: no matter how you explain the situation, children often feel that it is the end not only of their family relationships but of their relationship with their siblings. With each one of the children you drop off at their respective placements, you see a muted relief that they are safe, but a deep sadness that they are alone. The wheels of social services then spin into action. Solicitors for the parents and the courts demand contact as enshrined in legislation for parents. It is done with urgency, but in a resource-poor environment, what has to be done is often what is done first. Guidance that recognises the importance of maintaining contact with siblings takes a back seat and is deemed a lesser priority.

Of course, some children will see their siblings at their parental contact, but that will often be only three or four times a week for one hour. Sibling contact tends to be rare, and at times may be only monthly, for one hour. At the end of the care proceedings children may be reunited with their parents at home or placed for permanence with their siblings, but the complications that a lack of previous consistent contact can bring to those new arrangements may have implications for placement breakdowns and dire consequences for the wellbeing of the entire family.

I am sure the Minister will remind us that Government guidance recognises the importance of maintaining contact between siblings when they are in separate placements, but we all know that guidance is no substitute for a clear duty. If the Government really valued and understood sibling relationships, they would allow their voices to be heard loud and clear with the full force of primary legislation. By simply amending section 34 and schedule 2 to the Children Act 1989 to include siblings and half-siblings, they would ensure that upsetting, harmful and costly cases could be avoided.

In one such case, five siblings had been in a placement together for five years. The fostering team agreed to move them to another authority with their carers, but then ripped the children’s worlds apart just before the move, advising them that they would be split up and that two of the siblings would go to a new placement. An advocacy service acting for the children took the case to court. The judge deemed that there was a case for judicial review, as article 8 of the European convention on human rights had been breached. The local authority eventually compensated the children, but they were never reunited, and spent the rest of their childhoods not only apart from each other but with zero contact. Two of the children never settled, and suffered immense feelings of loss not just for their siblings but for their former carers. How any Minister cannot grasp the opportunity to stop such utter destruction of children’s lives is staggering.

Throughout the passage of the Children and Social Work Act 2017, the then Minister, now the hon. Member for Eddisbury (Edward Timpson), said that the Government harboured concerns that the changes that I was proposing—along with a plethora of experts and organisations—would not provide the flexibility for a case-by-case consideration of contact, but of course they would. The welfare checklist and other safeguards to ensure that parental contact is in the child’s best interest would apply in the same way to siblings. The Minister also promised that the Government would look at the anomaly in the Care Planning, Placement and Case Review (England) Regulations 2010, which do not provide for contact with siblings who are not looked after. Three years on, however, no changes have been made.

In the year in which we celebrate the 30th anniversary of the Children Act and the United Nations convention on the rights of the child, amid continued criticism of the Government’s appalling record in respect of our most vulnerable children, the new Minister could prove that the Government care about children and are ready to break away from the damaging trajectory they have been on for the last 10 years. She could commit herself to enacting one small yet profoundly important and significant legislative change. I just hope that in her response to my speech she will not let me down, but, more importantly, I hope that she will not let down the thousands of children who are currently having zero contact with their siblings.

School Exclusions

Jim Shannon Excerpts

Wednesday 26th February 2020 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

I will keep to your six-minute limit and ensure that the hon. Member for Eddisbury (Edward Timpson) has an equal amount of time to speak, Mr Bone. I thank the hon. Member for Croydon Central (Sarah Jones) for setting the scene, and it was good to hear all the other contributions. The hon. Member for Stoke-on-Trent North (Jonathan Gullis) referred to his experience as a teacher, which was good to hear in this debate.

The issue is twofold. We must consider the very best interests of the child in question, but the flipside is that we also have a duty of care towards teachers, who have 27 or more other pupils in their classes, to whom they must also provide an education. That scenario is already difficult for all involved, and then we add in the parents—and it can be a recipe for disaster. I was shocked to hear the hon. Member for Croydon Central refer to a five-year-old who was excluded. I find that incredible. I am glad that the matter was sorted—well done to her for doing so. It is good to see the Minister and shadow Minister in their places, and I look forward to their contributions.

I was a rather rambunctious young man, and many a broom crossed my back from my 4-foot-10-inch mother. She loved me, but she also disciplined me with the same enthusiastic passion. My hands felt the sting of the ruler at Ballywalter Primary School, but that is not how things are handled now, thank goodness.

Northern Ireland’s Department of Education publishes annual statistics on public suspensions and expulsions, and the figures from the Library show that Northern Ireland is not the worst for expulsions and suspensions. That is good news. Permanent expulsions numbered only 15 in 2017-18 and the temporary exclusion rate was only 1.4%, so that is good. The higher suspension rate was for key stage 4 pupils, who were in GCSE phases.

The Secretary of State for Health and Social Care, the right hon. Member for West Suffolk (Matt Hancock), has referred to money set aside by the Department of Health and Social Care for mental health issues. Has the Minister suggested that some of that money should be drawn down to help in education? That would be important. The Northern Ireland Affairs Committee, which I sat on in the last Parliament, undertook inquiries into health and education. We were aware that in Northern Ireland children as young as 10 have experienced mental health issues. It is important to address that.

The pressures on children and, most especially, on their mental health are at an all-time high; the education authorities in Northern Ireland, as well as here on the mainland, have confirmed that. Frustration is often easily expressed in the school setting. There is an onus on teachers to educate to a high standard and yet the pressure on funding makes that harder than ever. More children are being diagnosed with behavioural issues, but there is no funding for teaching assistants or specialised teaching aids.

It is important that classroom assistants are in place. How do we expect teachers to deal with difficult children if they are not given support? The only reason why the number of exclusions is so low is that we have teachers who genuinely care, many of whom put their own mental health, physical health and wellbeing last in their list of priorities, in order to help children. We cannot pay for compassion, but we can support people in their quest to be compassionate; that applies to teachers.

Primary schools in Northern Ireland are carrying out programmes designed to help children learn breathing and calming techniques, starting with five-year-old children in P1. As the hon. Member for Croydon Central mentioned, they are an attempt to instil a coping mechanism in children, so they can process their feelings. I ask the Minister: are there similar projects and schemes here in the mainland? If not, I believe there should be. The thought process is that the earlier this is done, the better, simply to help deal with issues in later life.

Another new programme is called the nurture programme. The Department for Education funds 31 nurture groups. Each group has received some £70,000 per year for running costs over the last five years. Funding of £80,000 per year has also been allocated to the education authority to provide support for these groups. Has there been an option to provide the nurture programme here in the mainland? The funding does not come close to providing for all needs. Given that schools ask parents for additional funding, over and above their school fees for arts and crafts, it is clear that not many have the ability to pay for specialised behavioural intervention at an early stage, which could be when it is most useful. That needs to be addressed.

To tackle exclusions, we must provide teaching support at all levels. There should be someone available to work with each child who is frustrated because they do not understand or have not yet grasped an idea. Support must not be targeted after a child has managed to work their way through the behavioural process, but at the very start of life in primary school—at the very beginning.

There is a Biblical saying that people reap what they sow. I believe that if we sow support and worth into children, they will grow and we, as a society, will reap the harvest of young adults able to deal with the pressures of life, thanks to a little support, feeling and help that shows they are worthy of attention.

--- Later in debate ---

[Nick Gibb]

I am happy to meet the headteacher in the hon. Gentleman’s constituency to discuss these issues; I always learn something in those meetings, and they can be extremely helpful. However, I point out that we are increasing high-needs funding by 12% and overall school funding by 5% this year alone, with a three-year settlement, and that school funding will rise to £52 billion by the end of that three-year settlement period.

Nothing I have said detracts from the fact that for the one child in 1,000 who is permanently excluded, their exclusion is a sign that something has gone seriously wrong. Without the right support, vulnerable children and young people can be left at risk of harm, including becoming involved in serious violence. We need to offer those children a fresh start—a school that can re-engage them with their education. For many excluded pupils, that will mean alternative provision. Good alternative provision offers excluded pupils a second chance to develop those core skills and readiness for adult life.

[Jim Shannon]

Will the Minister give way?

[Nick Gibb]

I will not, if the hon. Gentleman will forgive me. Although 85% of state-funded alternative provision across the country is rated good or outstanding —an increase, by the way, from 73% in 2013—it remains the case that in some areas, permanently excluded pupils are not able to secure good-quality AP quickly, increasing the risk of them becoming caught up in knife crime. The report on knife crime produced by the all-party parliamentary group chaired by the hon. Member for Croydon Central emphasised the importance of full-time education for all children, including those vulnerable to exclusion. The hon. Lady referred to the fall in the number of pupil referral units between 2014 and 2017. The facts are that in 2014, there were 371 PRUs and alternative provision academies; in 2017, there were 351; and as of June 2019, there were 354. Eight alternative provision academies are in the pipeline to open before 2023.

Our focus must be on improving the availability of good-quality AP, so that when a child is excluded from school, that does not mean exclusion from good-quality education. Those children must have timely access to the support and education they need to help reduce risk, promote resilience, and enable them to re-engage with education and make good progress. We know that is possible, because there is excellent and innovative practice out there.

One great example is the parent and carer curriculum taught at the Pears Family School in Islington, which is an AP free school that opened its doors in 2014 and was found to be outstanding three years later. What is unusual about that school is that parents attend with their children several times a week, and in those sessions parents help pupils to make progress with their reading and are taught how best to support their children in their education. As a result, a high proportion of pupils are successfully re-integrated into mainstream school after a short placement. That model is currently being trialled by the Pears Family School and the Anna Freud Centre in three other AP settings across England. That is just one of the nine projects supported by our £4 million AP innovation fund, which we established to test the effectiveness of innovative approaches to improving alternative provision, an approach that I know my hon. Friend the Member for Eddisbury supports.

I am grateful to the hon. Member for Croydon Central and to other hon. Members for having raised their concerns about this issue. I assure the hon. Lady and other Members that we take this issue very seriously and are addressing it, including by improving school behaviour and providing the right support to those at risk of exclusion.