Agriculture GCSE

Jim Shannon Excerpts

Wednesday 7th February 2018 Westminster Hall

[Julian Sturdy (York Outer) (Con)]

I beg to move,

That this House has considered the introduction of an agriculture GCSE.

It is a pleasure to serve under your chairmanship, Mr Gapes, I think for the first time. As Members may recall from previous debates, my professional background is in agriculture; I draw Members’ attention to my declaration in the Register of Members’ Financial Interests. My background and experience have naturally made me a passionate advocate for UK farming. British agriculture is the essential foundation of the UK food and drink industry, which as our largest single manufacturing sector employs one in eight people and contributes more than £100 billion to the economy each year, including through a growing volume of exports. Farming also plays a vital role in protecting our environment, maintaining and conserving the land, soil and landscapes that make up our precious natural heritage.

So why a GCSE in agriculture? One of the foremost functions of our education system is to equip young people with the necessary skills to contribute to the social and economic life of our country. I firmly believe that, given the significance of agriculture to our economy, environment and society, the education system should ensure that the younger generation are able to flourish in the sector, and should give them the option of doing so at the earliest possible opportunity by offering an agricultural GCSE in schools across England and Wales.

[Jim Shannon (Strangford) (DUP)]

I thank the hon. Gentleman for securing this debate. Bearing in mind that the average age of farmers in the UK is approaching 60, does he agree that a new lease of life is needed and that the GCSE will give those who are perhaps not from a farming background but who have a love of the land the opportunity to gain an understanding and to get involved in farming? We in Northern Ireland have done that so far.

[Julian Sturdy]

I entirely agree with the hon. Gentleman. I have not quite reached the farmer’s average age yet, which is around 59 at the moment. I was going on to mention that Northern Ireland already has a GCSE in agriculture, which started in 2013.

--- Later in debate ---

[Jim Shannon]

I thank the hon. Gentleman for giving way; he has been very gracious. As we move towards leaving the EU on 31 March next year, the opportunities for agri-food business to increase across the whole world are magnificent and large. Does the hon. Gentleman feel that now may be the time to focus on them? There are opportunities in farming here, and in exports overseas.

[Julian Sturdy]

I could not agree more with the hon. Gentleman; he makes the point very well. As we move forward with Brexit, now is the time to push the boundaries and take agriculture to new levels. To do that, however, we will need the skills base for the future, and we have to enthuse young people. A GCSE in agriculture gives us a real opportunity to do that.

Sadly, there is plenty of evidence that young people do not consider agriculture as a potential career path at the moment, which is unfortunate considering its vital role in the UK economy, and in addressing the huge global challenges of world hunger, food security and environmental conservation. Only 4% of UK workers would ever consider farm work or going into agriculture. Statistics show that about 20,000 students opt to study agriculture at university each year. As my hon. Friend the Member for North Herefordshire (Bill Wiggin) said, that is a growing number, which is very encouraging. However, some 280,000 school leavers sign up for business-related degrees. Introducing agriculture as an option early on, at GCSE level, would give young people a chance to understand the huge opportunities that the sector offers them, and would do something to correct the imbalance.

The comparison with business studies in those statistics, along with Adam Henson’s comments that I quoted earlier, are important because it is essential that we remember that farming is a business, and therefore offers exactly the same opportunity for entrepreneurship and innovation as urban enterprises, as well as addressing huge environmental and humanitarian concerns. Moreover, it is a business sector that will be at the forefront of unfolding technological developments and exciting scientific advancements. A GCSE option would be a useful way of alerting school pupils and school leavers to those opportunities.

Agriculture is being, and will be, transformed by the fourth industrial revolution, and it is important to alert pupils and parents to the option of pursuing a career in a high-tech, high-skill industry, utilising the latest scientific innovations. School leavers entering the farming sector in the next few years could expect to use GPS technology to harvest wheat, to use driverless tractors, to use drones to deliver herbicides to weeds on a precision basis, to grow wheat with nitrogen-fixing bacteria, and to use other new technologies that will drive up animal welfare, such as robotic milking parlours. The industry needs entrants with sound scientific understanding and applied skills.

In the next few decades, robotics, biotechnology, gene editing and data science will become increasingly established in the farming sector. Our country is home to some of the best agri-science research in the world, such as at Rothamstead Research in Herefordshire—

Autism: Educational Outcomes

Jim Shannon Excerpts

Tuesday 6th February 2018 Commons Chamber

[Maria Caulfield (Lewes) (Con)]

As a female MP, I am honoured to have secured this Adjournment debate on the 100th anniversary of women gaining the vote.

Last week saw the launch in Parliament of the “Autism and education in England 2017” report of an inquiry, which was co-chaired by myself and my hon. Friend the Member for Bexhill and Battle (Huw Merriman), that formed part of the work of the all-party parliamentary group on autism. The report came about due to our first-hand experience as new MPs of listening to many parents who visited our surgeries to tell us their stories of the difficulty of getting support for a child with autism.

The often invisible nature of autism means that it can be difficult for a child to get a diagnosis. The process can be long and difficult for parents, often taking years rather than months. Parents feel that the extreme pushing that they have to undertake to get a diagnosis for their child often means that they are labelled as bad or difficult parents who just cannot cope with a naughty child. As a result, a diagnosis can be missed or delayed by many years. Many parents tell me—I know that colleagues have had the same experience—that they often have to resort to paying for a private assessment so that their child can get a diagnosis and start receiving the support that they need.

The problems for parents and autistic children do not end even once a diagnosis has been made. The lack of support that they receive in our schools and education system is shocking, and teachers, who desperately want to help these children, can feel inadequate and unable to offer support because they have had little or no training. I am pleased to say that that will change this year, because initial teacher training will include dealing with children on the autistic spectrum. However, that will not tackle the lack of training for existing teachers and headteachers.

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Lady on securing this debate. We are all in the Chamber for the same reason: we know constituents who have faced such problems. A Northern Ireland Department of Health report confirmed that there has been a 67% increase in the number of school-age children across all trust areas in Northern Ireland who are diagnosed with autism. I am sure that the figure for the hon. Lady’s area is similar, so does she agree that that massive increase must lead to an increase in the support for such children in schools? If each class has a classroom assistant, it is a vital step towards improving educational outcomes for children with autism.

[Maria Caulfield]

I agree. Our report found that as many as one in 100 children attending our schools is on the autistic spectrum, which means that a significant number of children need our support.

Our inquiry heard from teachers who told us not only how they struggle to support students in mainstream schools because of a lack of special educational needs provision, but about the difficulties they experience because they have not received training. That comes on top of a lack of specialist provision for children for whom mainstream education is not sufficient. However, such children are often placed in mainstream education, which just cannot cope with their needs.

Statutory PHSE Education

Jim Shannon Excerpts

Tuesday 6th February 2018 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

I did not expect to be called so early in the debate. I congratulate the hon. Member for Erith and Thamesmead (Teresa Pearce) on bringing this matter to the House for consideration. I will concentrate on two things in the short time I have: mental health and some of the projects undertaken back home in Northern Ireland.

I received, as did many other Members, a briefing from the Shaw Mind Foundation that outlined that mental health is currently only taught as an optional component of PHSE, despite 75% of mental illnesses starting before the age of 18 and data showing that three pupils in every classroom suffer from a diagnosable mental health condition. In addition, child suicide calls to ChildLine are at a record high, while self-harming among girls is up 68% and is getting worse every year. In her introduction, the hon. Lady referred to our needing focus. I think we need to focus on mental health—particularly children’s mental health. Despite those figures, the NHS currently spends 11% of its budget on mental health services, and we are always asking for more resources for that.

Research shows that pupils and parents strongly support further mental health education. In Northern Ireland, a scoping paper on adolescent mental health gives some shocking statistics. More than 20% of young people suffer significant mental health problems by the time they reach 18, and the demand on resources is higher than ever. Rates of mental ill health are estimated to be 25% higher in Northern Ireland than other parts of the United Kingdom, and suicide rates among those up to the age of 19 are disproportionately higher as well. The emotional wellbeing of children and young people is poor, and it takes almost 10 years between young people presenting first symptoms and getting support.

All those things tell us the story of where we are. I know Northern Ireland is not the Minister’s responsibility, but I want to state the facts, because they will hopefully add to the debate and will make other parts and regions of the United Kingdom understand where we are. There are also specific groups of children who are more likely to face discrimination in the realisation of their right to the highest attainable standards of healthcare, including those living in poverty and economically deprived areas and children in contact with the criminal justice system. All those things tell us we need to do more and to focus on this.

Researched conducted by Ulster University on behalf of the Commission for Victims and Survivors found that almost 30% of Northern Ireland’s population suffer from mental health problems. Most of that is down to the troubles. You will probably understand that better than most in the Chamber, Mr Robertson; your past membership of the Northern Ireland Affairs Committee perhaps gives you a wee bit more knowledge.

The rates of suicide among under-19s are disproportionately higher in Northern Ireland compared with other parts of the UK. We need to ensure that people are trained and available to deal with that. The increase in prescribing antidepressants for under-16s is unfortunately happening in my constituency and I suspect others as well. I have spoken with teachers, youth workers, church volunteers and many parents who are concerned about children and how they handle the traumas in their lives. The overarching theme in their comments is that there is not enough support or key workers to help children in need of someone to talk to.

I will give an example of some small things we have been doing, which will perhaps add to the debate. A good friend of mine, who is not a member of my political party—I have tried many times to bring him over; I am working on it, and maybe someday I will persuade him—recently described to me a very small pilot he has going on in his local community group, of which he is chairperson. He told me he had managed to source funding to meet with six of the estate’s troubled youths. A few of them have attention deficit hyperactivity disorder, and others have other problems, but all are crying out for attention.

He told me that he secured funding to take them on outings after they had small group discussions or were successful in small tasks. He gave the example that some of the kids were frightening an older lady by using her fence and garden as a racing hurdle of sorts. Instead of telling the boys off, he used class time to take them to help to tidy her garden, so they were invested in the work that was done. That was followed by a trip to McDonald’s, which is usually something to look forward to. The boys discussed what they were thinking and how they felt with Big John—I will call him that, because that is what they know him as—who is trained to work with children and had the time to counsel them.

The scheme is open to only six youths at present, but the effect on their mental health and wellbeing could be the difference in how they function in their adult lives. We need more people who are trained and more funding available to allow schemes like that to run in all sectors of the community. I commend Big John and Big Catherine, who is also involved. They give up their own time to make it happen.

One in five children in Northern Ireland are hurting from mental health pain and need help as urgently as if they were bleeding. We would not withhold a bandage on the NHS and we cannot withhold this healing process either. I congratulate the hon. Member for Erith and Thamesmead on bringing the issue forward. Other Members will contribute, but I believe that we need to focus on mental health, and PHSE classes should be only the first in a number of the steps that we need to take.

Skills Devolution (England)

Jim Shannon Excerpts

Tuesday 23rd January 2018 Westminster Hall

[Priti Patel]

My hon. Friend is absolutely right. I will come on to the ladder of opportunity, the moral obligation and responsibility, and the progression pay that the right hon. Member for Hornsey and Wood Green mentioned earlier. In fact, we have a good economy right now, but we are faced with a shortage of people in the key sectors that cover the health and wellbeing of our economy: construction, nursing, social care, engineering and a whole range of other sectors. Full-time employment and part-time and temporary employment are all incredibly vital to our labour market.

We have record levels of employment, but we should look beyond that to the next generation and ensure that, while they are at school, they are engaged and nurtured to think about the world of work. The Government have the Careers & Enterprise Company and other models of engagement, but that is simply not good enough in terms of overall coverage—engagement with schools and the requirement on our education establishments to open their doors to businesses, so that they may talk to young people about careers, and to bring into schools sectors that reflect the local economy.

I feel strongly about the role and significance of devolution. In my short apprenticeship as the Employment Minister in the Department for Work and Pensions, I oversaw some of the devolution deals around the Work programme. I worked with the combined authority in Manchester and on other devolution deals. Employment programmes and employability were a major factor in giving devolution to local authorities up and down the country. At the heart of that success is working with the private sector, not just the public sector, to ensure that the private sector and the needs of the local economy are fully reflected in devolution deals. Importantly, the combined authority and local authority models require an absolute understanding of what is going on in the local economy, where the skills shortages are and where future demand might come from. There is also a need to look at succession planning and how businesses can work with their workforce.

[Jim Shannon (Strangford) (DUP)]

In Northern Ireland we have recognised it is important to address the issue of skills shortages and to go into secondary schools. Some people have suggested we should even go into primary schools, although I am not sure that is entirely appropriate. We have also addressed the skills shortage in engineering. We should encourage ladies and girls to look to engineering as a possible job for the future, because they can do it as well as we men.

[Ian Paisley (in the Chair)]

Order. Interventions should be short and not made into speeches.

Childcare for Fostered Children

Jim Shannon Excerpts

Tuesday 19th December 2017 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to speak in the debate, Mr Hollobone. I congratulate the hon. Member for Wigan (Lisa Nandy) on securing the debate and on enabling us all to make a contribution if we so wish—I clearly wish to do just that.

I am pleased to see the Minister in his place and to have heard his early concession—if that is what it was—to the hon. Member for Wigan. We will wait to hear what he has to say at the end of the debate, but I am sure, as is always the case, that he will be most helpful to us, the Members of this House.

This is a worthy debate, and one to which I certainly wish to contribute. I am the proud grandparent of the most beautiful little girls in the world—Katie who is eight and Mia who is three. Thankfully, they do not look anything like me; they are lovely young girls and will have probably all the boys in my part of the country chasing them when the time comes. When I look at those feisty little girls, who take no nonsense from anyone and are so wise for their age, I am thankful for the home life they have, which sees them so well adjusted. That is something we are very thankful for; indeed, all of us, as parents, would be thankful for that. I am so very aware that not all children have that stability, and I believe it is our duty to do the best we can to intervene here, which is why the hon. Member for Wigan has introduced the debate.

I want to place on record, if I may, Mr Hollobone, some remarks about Northern Ireland. I understand very well that this is an England-based debate, but I want to have on the record where we are on foster care in Northern Ireland. The hon. Member for Colne Valley (Thelma Walker), sitting here on my left, made representations to the Backbench Business Committee to ask for a debate on foster issues, and we look forward to contributing to that debate in the new year.

While I understand that this is clearly an England-based debate, as the childcare hours apply only in England, I want to set the scene in terms of need in our society. In Northern Ireland 2,212 children were living with foster families on 31 March 2016. That is nearly nine tenths—some 88%—of the 2,500 children looked after away from home. There are approximately 2,095 foster families in Northern Ireland. The Fostering Network estimates that fostering services need to recruit a further 200 foster families in the next 12 months. That could be dealt with in answer to the hon. Lady’s debate, and we look forward to that.

In England, 53,420 children were living with foster families on 31 March 2017. That is nearly four fifths of the 68,300 children looked after away from home. There are 44,625 foster families in England. The Fostering Network estimates that fostering services need to recruit a further 5,900 foster families in the next 12 months. The hon. Member for Wigan mentioned a figure of 7,000. The figures I looked at were slightly different, but whether it is 5,900 or 7,000, it clearly tells us one thing: there are not enough foster families.

You may wonder why I am raising the issue of foster care places and need, Mr Hollobone. If good, hard-working people who worked two jobs and had love in their hearts but not necessarily the time to be there straight after school and so on could access childcare places, we may well find more people were able to foster. They could do their day’s work like so many other families and offer support and help to children who need it. That is how I see it, and it is what my contribution will focus on. I hope it will support what the hon. Member for Wigan said, what every one of us will say in our contributions and what the Minister will say in his response.

Many of these children crave the routine that living in a busy functioning household entails. While some people may believe that their normal working hours may preclude them from providing a loving home for a child, that is not the case. When my two grandchildren come to our house—I am not there all the time to see them—it is great because at 7 o’clock we can give them back. It is fantastic. It is one of the wonders of being a grandparent. We get all the fun, but when they get a bit rowdy or tempestuous at night when it is time to go to bed we can return them to their mum and dad with great pleasure. When my wee girls come, they love the busyness of the house. They love the fact that their grandmother and perhaps their grandfather are busy around the place. Whatever we are doing, they want to help. If I am doing repairs in the workshop, they want the hammer. That is not a good thing, but sometimes they want to have a hammer in their hands. I am always very careful with what they are doing. It is that busyness that they want. I believe in my heart that young people want to be part of a busy functioning household.

The hon. Member for Coventry South (Mr Cunningham) asked the Secretary of State for Education about the extension of additional child care hours to foster carers—I spoke to the hon. Gentleman beforehand and told him I was going to mention this—and I was heartened to learn that the Department is minded to consider that extension. I hope that the Minister will tell us that, too. I add my voice to the calls of my colleagues and ask for consideration of the benefit that the extension could produce, with more people willing to add a foster child into their family while being able to work part-time and keep their career in place.

In 2015, only one in 10 mothers were able to be a stay-at-home mum and only one in 100 fathers were able to stay at home. The family has changed and more people need to work, but we need to ensure that those who have the ability and desire to foster children in a warm and loving home are not put off by worrying about needing to put the child into some form of day care. That does not mean they are unable to meet the needs of the child. As long as there is a routine for children, I believe that the scheme and change to childcare that the hon. Member for Wigan clearly outlined could encourage more people to realise that they can have it all.

[Mr Philip Hollobone (in the Chair)]

I call Thelma Walker.

International Men’s Day

Jim Shannon Excerpts

Tuesday 14th November 2017 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Member for Stafford (Jeremy Lefroy) on bringing this issue to Westminster Hall. It is a privilege to speak in the debate. My wife would say that every day is men’s day; I would argue that it is a woman’s world, and they just let us live in it.

Joking aside, I am honoured to be a part of this International Men’s Day debate, because it is simply promoting and raising awareness of health and other issues. A friend recently called into the constituency office, and I was surprised to see this usually clean-shaven gentleman looking slightly less so. I was not going to probe into the reasons, until one of the girls in the office asked, “Gary, did you lose your razor?” We all laughed, and he explained that he was taking part in Movember, which he is involved in every year. As I look around the Chamber I can see three people with beards; I am not sure whether that is for Movember. If so, then well done; and if not perhaps they might consider shaving them off and raising money for the charities concerned. I have had a moustache since I was 18 years old. It was not all that good at that age. My mother told me to get the cat to lick it, but we had no cat so I could not do that. It eventually grew anyway, and it is good to be able to participate—a moustache is a way of provoking people to remark, and to begin the discussion.

Awareness is important and men—especially those in the older age bracket—are reticent about problems and symptoms. We need to break the cycle and train our young men to know that there is nothing wrong with talking about health or issues that may be slightly awkward. The International Men’s Day website has a very eye-catching first paragraph:

“We know that Men’s health is worse than women’s in almost every part of the world. Recent World Health Organization (WHO) data shows that, globally, male life expectancy at birth in 2015 was 69 years; for females, it was 74 years. Women on a worldwide basis live 5 years longer than men. We know that over 95% of work place fatalities are men and that 99% of combat deaths are men.”

It is past time for us to stop being so reticent about discussing things and to begin to realise that, to quote the old phone advert, “it’s good to talk”.

The sad fact is that six people commit suicide every week in Northern Ireland. I mention that specifically, because it is important that we focus on the suicides and the reasons for them. Despite more than £7 million spent on suicide prevention in the Province every year, the deaths of 318 people in 2015 were registered as suicides, the highest annual figure since records began in 1970 and a 19% increase on the number recorded in the previous year. That is something we are really concerned about back home in Northern Ireland. In Ballynahinch in my Strangford constituency the local churches came together to raise suicide awareness and to bring people together, particularly young people, because we had a very high level of suicides in the town. Some of that good work has reduced the number, and has made people perhaps more conscious that, when they are depressed or under pressure, someone is there for them. It works, and the churches in Ballynahinch deserve credit for that.

Of the suicide deaths registered in 2015, 77% were male and 23% female, and 132 of the deaths involved young people, aged between 15 and 34, while five were aged 75 or older. We should not think that those who get to the age of 70 do not feel loneliness and depression as well. I understand there is a debate in this Chamber at half-past four tomorrow on loneliness, when there might be a chance to reiterate that. The issue was starkest in the capital, with 93 people taking their own lives in the Belfast Health Trust area, almost one third of the 2015 total.

The stats are shocking, and awareness-raising events such as International Men’s Day are important because it is essential that we use such days to point people to the fact that there are places to go for help and people available to talk about anything from health to feelings. It is important for us men, who perhaps do not always express ourselves in the way that we could. It is also important that people do not characterise this day as a day when men are encouraged to go to their man cave, drink a beer and play a video game—quite the opposite. It is a day when we want to encourage men to get together and talk. They can talk about football if that is what the conversation is, or just talk about their feelings. We have an advert in Northern Ireland, which my hon. Friend the Member for Belfast East (Gavin Robinson) will be aware of, showing a bubbly person who is the life and soul of the party, but once he goes home and closes the door he is a different person. We should not always think of the person who is the life and soul of the occasion as a person who does not have their problems.

We must ensure that all young men feel a part of this. That is why I am so pleased that today is about celebrating the diversity of men and boys, and letting young men see how much older men have come through and are still standing. Wisdom is gained through years of experience and learning from others. We are never too old to learn. It is passed down from generation to generation, and the event should be a way of connecting people and moving past generational or cultural boundaries to where men are men and can share and help each other along.

“No man is an island” is a saying we often use, but it is true, and more people need to take it on board. The sight of my unshaven friend on that morning reinforced the fact that all of us can and should play a part in starting those conversations and taking them to a place that puts awkwardness aside and ends in sharing life experiences and problems for the benefit of our entire community. I welcome International Men’s Day on Sunday as a conversation starter, and also a friendship starter, across the world.

Parliamentary Candidates: Barriers for Women

Jim Shannon Excerpts

Wednesday 13th September 2017 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Member for Eastleigh (Mims Davies) on her excellent speech and on raising an important issue. I am my party’s spokesperson on women and equalities, and I can remember buying my parliamentary aide a fridge magnet with a quotation from the late, great Margaret Thatcher, which said:

“If you want something talked about, ask a man. If you want something done, ask a woman.”

My wife, incidentally, has one on her fridge, as a constant reminder of who is in charge in my house, but that is by the way.

I took the quote to heart, and that is why five out of six of my full-time and part-time staff are female. I like to get work done. I say that tongue in cheek, but I am happy to state that I am pleased about the number of women taking their place in this Parliament, especially my hon. Friend the Member for Belfast South (Emma Little Pengelly). She was once an intern in my office, many years ago when I was a Member of the Legislative Assembly, and it is a pleasure to see her in this place, working alongside me and all of us.

More than 60% of my party’s membership are women, which suggests that women are politically aware and interested. I believe in hiring people for the right reason, and for their fitness for the purpose. I believe that 50:50 recruiting in the Police Service of Northern Ireland was wrong—it was not fairness or equality. My party is led by Arlene Foster, a capable and intelligent lady who is formidable and caring. My colleague Michelle McIlveen MLA also works very hard. They are both role models for young aspiring politicians.

My parliamentary aide would say that the first step in shattering the glass ceiling needs to be taken by women themselves, who feel they cannot have it all and excel in their jobs and their home life, and that they must choose. She had tremendous difficulty in leaving her two children under the age of two—Essie and Lily—in care while she worked 12-hour days for me. That had been no problem in her drive to have a career before she had the children. A year down the line she has managed to ensure that she excels in her job, with her children no worse off. The hon. Member for Eastleigh showed in her introductory remarks that she knows about that. I like to think that I facilitated some of the flexibility that was needed; my aide says that the first step was when she realised she could do both.

I am a man who believes that every one of us is different and brings something different to the table—not because of our gender but because of our life experience. That means encouraging those who are fit for this job to stand up and put themselves forward for it, knowing that they will be supported by people who judge not by gender but by ability, heart and capability.

School Funding: North Northumberland

Jim Shannon Excerpts

Monday 11th September 2017 Commons Chamber

[Mrs Anne-Marie Trevelyan (Berwick-upon-Tweed) (Con)]

I thank you, Mr Speaker, and especially so this evening as we find ourselves the last ones standing after a lengthy evening of voting on the important European Union (Withdrawal) Bill.

Northumberland voted to leave the EU, as I did, and as we progress the people’s call, I want to make sure that the children currently coming through the schools in my constituency, and those who will follow, are well prepared academically to take up all the opportunities that the United Kingdom, as a sovereign state once again, will afford them. The reality, however, is that at present north Northumberland’s children are being short-changed on account of years of being right at the bottom of the list in funding formula allocations, exacerbated by, until May of this year, a Labour council that skewed the education grant in favour of the urban-based children in the south-east of the county, to the relative detriment of children in the rural areas of north Northumberland and the market towns of Alnwick, Amble and Berwick.

To help change those children’s destiny, we need to change how we frame the education package across the county. We need to rethink radically how we sustain an effective transport network to get every child to school each day. The House should bear in mind that the catchment area for Glendale valley schools, for instance, is some 250 square miles, so continuing to pay bus companies large sums of money to provide limited services, and charging post-16 students’ families more than £600 per year per pupil for transport passes, is simply unsustainable. It often feels to me that we have cartels operating to ensure that bus companies providing services bid up the costs as a way to underwrite other service provision. That cannot be the way to maximise the effective use of education budgets. Surely this is money that could be spent on frontline teaching, education resources and tools to give our children the very best chance in life, which is what a country such as the United Kingdom should be affording them wherever they live.

The new Conservative leadership at Northumberland County Council is determined to change radically how we provide transport for our kids, but we need the Department’s assistance. The present arrangements with bus companies do not provide value for money to the taxpayer. My councillors want to lead the way in providing innovative solutions on rural transport, including for school pupils, that can provide better and bolder solutions to the problems we face. In Alnwick we have an excellent social enterprise, NEED—North East Equality & Diversity —which provides accessible transport solutions to individuals and organisations. My councillors want to find ways to use this social enterprise model to create appropriate bus size provision across my most rural communities.

To that end, I would like to encourage a new system that will empower schools themselves to no longer have to rely on the big bus companies with a very limited offer, but to create a community transport solution, perhaps something like the yellow bus model we see in the United States. I call on the Minister, therefore, to pump-prime a Northumberland project that puts education and transport needs at its heart. I ask him to sit down with me, councillors and the relevant Transport Minister to help design a community transport hub that can flex to the needs of the most rurally based children and others in communities currently cut off from so much by the lack of public transport.

[Jim Shannon (Strangford) (DUP)]

I sought the hon. Lady’s permission to intervene because I wanted to support her comments. As she will recognise, Northern Ireland had some of its best examination results for a great many years—they were the envy of many parts of the United Kingdom of Great Britain and Northern Ireland. Should the Minister not contact the Northern Ireland Assembly and the Education Department to see how that educational success was delivered within the limits of the available school funding?

[Mrs Trevelyan]

Indeed, we will look into that, and perhaps my hon. Friend will help us make progress.

I hope that the Minister will commit to driving forward—excuse the pun—this rural transport hub project by seeking grant funding to help pump-prime it. We can be so much smarter with the money we have if we do not have to spend it on a double-decker, one-size-fits-all offer. The current provision cannot solve the complex issues in our rural communities, and off-the-shelf approaches do not reflect the realities and problems facing my sparsely populated communities. The project would be an opportunity to show the art of common sense in action both for our school children and for others needing rural transport solutions, and also—I speak always as an accountant—for the taxpayer.

Secondly, I bring to the Minister another radical proposal to improve the educational and future life chances of Northumbrian children. I like to call it “academy plus”. He might recall that back in 2011, when I was a governor of Berwick High School, in the northernmost point of a county of more than 2,000 square miles, we decided that following years of neglect by Labour-run county hall, we should take advantage of the academies offer being driven forward by the new Conservative-led Government. And so we duly did. We had to do so, however, without a sponsor, because none of the world-class universities of the north-east would commit to becoming one—Berwick Academy seemed too remote; it was not big enough, having a school roll of only 800 pupils; it was too difficult to engage with the pupils because of the distance from Tyneside or Durham. It was depressing that we could not get them to take a strong lead and help us to build aspirations.

The county now has several academies, but it has continued to be an enormous challenge to find academy sponsors, or more recently academy chains, to take on those schools. There are a number of reasons for that, but key to the challenge is perhaps that it has proved difficult to make Northumberland a first-choice destination for teachers, given that they also have the option of Newcastle schools or of going over the border to Scottish schools. A primary school in town with a roll of 300 pupils will afford more personal development and career options than a—wonderful, in my opinion—tiny rural school of 50.

How might we find a radical way to provide an excellent education for our rural Northumbrian pupils now and for the long term? How can we create a dynamic offer for teachers to come to Northumberland? Now is the time for bold, challenging thinking. It is the very least our young people deserve. Is the Minister minded to consider how our Conservative council could become the lead partner in building an educational framework similar to that of a traditional academy trust? At the moment, all bar four of our county’s academies are failing to give our children the very best. Those good or outstanding schools are the Duchess’s High School in Alnwick, King Edward VI in Morpeth, Queen Elizabeth in Hexham and Cramlington Learning Village, which until recently was in special measures but is now making great progress. All the others, however, are in the “requiring improvement” category, and the overriding message from Ofsted is repeatedly that the challenges facing the leadership of each school are made more difficult because each teaching group is working in isolation. It means that no one is winning for our children’s future. Our primary, middle and secondary schools across the county will all need more support if they are to climb from their present situation to outstanding reports.

I am proposing a plan to develop in Northumberland a pilot programme for recruitment that can provide support and the right tools to generate educational leaders who can work together under a coherent and cohesive educational outcome framework. I would like to see our schools commissioner on board with this new plan, alongside Northumberland County Council, drawing in the best from university education leaders in the north-east and business leaders on our local enterprise partnership to create an umbrella of educational direction and drive results for all our schools.

I want to see our schools maintain their own heads and governing bodies. That would not be about forcing federations on different communities. What we need is an educational framework that overarches all of them so that, for instance, school readiness is tackled across the patch and parents cannot play schools off against each other. All our kids would be part of one Northumberland partnership, which would create an umbrella framework of higher achievement in all schools. We need to drive standards forward to meet the needs of our children’s future career choices. So this is my second request to the Minister: I ask him to find radical solutions to the unique challenge of providing the very best educational outcomes for Northumberland’s children, and to work with our schools commissioner and my passionate new Conservative county councillors to create the new partnership framework. We think of it as “academisation plus”.

There will be a need for some initial investment to make that happen—my county council will need to set up a back-office management support system, with a few co-ordinators and an educational lead—but for a small investment, long-term positive outcomes for the unique nature of Northumberland education can be driven forward. There can surely be few more positive and beneficial expenditures of taxpayers’ money than expenditure on the future workforce and leaders of our country. Our children deserve to be able to fulfil their dreams. They deserve to have an education that creates possibilities and opens doors, and—regardless of location, class or means—to be equipped with an education that can stand the test of any challenge presented by the world in which they will grow up.

[Jim Shannon]

I have been listening intently to what the hon. Lady has been saying. In my constituency and that of my hon. Friend the Member for North Down (Lady Hermon), there has been collaboration between schools at a certain level of higher education, from the sixth form onwards. Because not every school can deliver certain subjects individually, half a dozen schools have come together. One example is Glastry College, of whose board of governors I am a member; Strangford Integrated College is another. St Columba’s College in Portaferry, a Catholic-controlled maintained school, has joined Bangor Grammar School, Bangor Academy and Sixth Form College and Movilla High School. All those schools are working together for the betterment of the children involved.

[Mrs Trevelyan]

That is exactly the sort of vision that we hope to have in Northumberland. Given the enormous expanse of territory, the challenge for our children is the need to spend hours travelling in order to achieve the flexibility and the breadth of education to which those living in a city, or even in a less sparsely populated county, might have easier access.

If children are indeed to fulfil their dreams, we will need departmental leadership from the Minister to help Northumberland County Council host the new concept. I understand that education action zones used to exist, and I also understand that £77 million has recently been allocated to education output areas, but that will be directed towards the development of education in cities. Northumberland, our most sparsely populated English county, needs such investment too.

I have always been a believer in nudge politics. We humans always respond better to encouragement and carrots than to chastisement and sticks. However, if long-term outcomes for the children of Northumberland are to be as good as they can be, we need university voices to be heard in rural communities where aspiration to a top-quality education, whether it involves apprenticeships in engineering or university studies in the sciences—I speak as a mathematician, and I apologise for the bias—are still not always understood or valued. What is considered elitist and far beyond can become within reach: indeed, education for life can become a passion for all those children. The 21st century, in which they will live, demands that we accept our responsibility to give them the tools and the passion to learn, as well as all the standard basic skills. That should be taken more seriously than it has been in the most northern county of England for too long.

I want to see an educational leadership framework that gives each and every one of my schools the nudge that they need to rise to the educational challenges ahead by supporting them with a coherent educational framework of which everyone is a part. There would be no rivalries, no catchment area battles, no school partnership lines in the sand, but an overarching educational Northumberland nudge partnership. As the Minister himself said in a speech last week,

“a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever does.”

The teachers and councillors of my beautiful, unique and most sparsely populated of English counties wish to do exactly that for the children in their care.

Learning outside the Classroom

Jim Shannon Excerpts

Wednesday 26th April 2017 Westminster Hall

[Ian Paisley (in the Chair)]

Thank you. Flattery will get you everywhere.

[Jim Shannon (Strangford) (DUP)]

Not that educated!

[Mr Sheerman]

I am being barracked: the comment “Not that educated” is coming from behind me.

I have been involved in the issue of out-of-school learning for a very long time. I had a very good run as Chair of the variously named Education Committee—it had a number of names, including the Children, Schools and Families Committee. Indeed, the Minister who will answer this short debate was a brilliant member of the Select Committee. We had great fun working together on a lively Committee.

I became somewhat obsessed with out-of-school learning, for two reasons. When one is Chair of a Select Committee of that kind, it is one’s job to visit as many schools as possible, in all parts of the country and at every level. In those days, we covered topics ranging from pre-school learning and nurseries right through to further education, apprenticeships and higher education, so it was a wide-ranging brief. However, when I got to schools, particularly in the primary and secondary sectors, I found that those schools that had the ability to take children outside the classroom transformed young people’s lives. All the research that has now been done on the issue shows that. A report that we did goes back 10 years. We did not have so much research evidence, but since that report came out 10 years ago from the Education Committee, we have been able to conduct research to show just how much young people are stimulated by getting outside the classroom and particularly into the countryside, and I became passionate about getting children out of the classroom and giving them an experience.

One of the wonderful things about getting a class of 30 kids out of the classroom is that we can do wonderful things for them and with them. Let me describe what all the research showed when we did our first inquiry. We have a treasury in London and in Northern Ireland, Scotland and Wales because we have free museums—what a wonderful treasury, what a wonderful learning experience. But tragically, when we delved into who among our children goes to those museums, we found the following. We found that more middle-class children went to them with their parents regularly. Going to them is a wonderful experience. Now, in London and Leeds, there are all-night stays in museums. That is an incredibly innovative and fun thing to do—sleep-ins at the museum, sleeping with dinosaurs. What a wonderful experience. However, all the research showed that more ordinary kids, from more ordinary, less affluent homes, did not go to the free museums—not even the free museums.

If the people from a less privileged background did go to the free museums, they went with their school. All the research showed what we needed to do if we wanted to reach out to all the children in this country, not just the more privileged—and I do not mean 5% or 10%, but something more like 60%. A very high percentage of kids living in this country, in our towns and cities and in the countryside, do not visit those wonderful museums unless their school takes them out of school to do that. They do not do it, or certainly they do it in lesser numbers and on fewer occasions, so I became dedicated to the view that it should happen.

Then I mixed up one passion with another. I do not know whether I should be indiscreet, when we are getting close to the general election, about falling in love with someone—it might get in the popular press—but I fell in love with John Clare, the English poet. He has been dead a long time: he lived from 1793 to 1864. When I went to school, I had the privilege of having a wonderful teacher who loved John Clare and imparted some of that enthusiasm to me, and I became dedicated to John Clare and giving him a wider audience.

When John Clare was alive, he had only 100 poems in print. The special thing about John Clare is that he was not a posh vicar or a Member of the House of Lords, as many poets were. He was an ordinary working man; he was called the Northamptonshire peasant poet. He was a day labourer, a farm labourer, and his father was a farm labourer; they threshed together in the village of Helpston. However, John Clare went to a dame school and learned to read and write, and after he left school at 12, he never stopped reading and writing. He briefly became popular in the Victorian period, when rustic poetry was popular, and 100 of his poems were in print when he died.

Then, in the 1960s, a treasury of wonderful poetry by John Clare was found. We think that his mental challenge was that he was bipolar. He could have been treated easily these days, but he was bipolar. The well-wishing people who looked after him put him in the Northampton general asylum. He was there for many years—he lived until his early 70s—and we discovered in the 1960s that he had been writing and writing and writing, even better poetry than the poetry that he had already published. One thousand of his poems are now in print, and more are being published.

Then I had the strange fortune of my eldest daughter marrying an academic who happened to be a John Clare scholar, from Cambridge University. He is now senior tutor at Fitzwilliam College and he has written a book about John Clare. I do not know how this happened, but I became the chairman of the John Clare Trust; I bought John Clare’s house; and we raised £3 million to turn John Clare’s cottage into a centre for children to visit. It is for everyone to visit, but we have a particular campaign called Every Child’s Right to the Countryside. I have seen the work that we and other people in the same field have done transform the lives of children; their lives are transformed by going to the countryside. One does not have to love poetry, art, music or what I often called—all my daughters studied English at famous universities—arty-farty people. They do not like that, but you know what I mean, Mr Paisley. I am a social scientist, trained at the London School of Economics in economics, so I can sometimes be disparaging about some of the more literary pursuits.

However, I know that if we take a child into the countryside and use technology, innovation, science or any subject under the sun, we can transform the experience of that child in that environment. Of course, John Clare writes about the woods and hedgerows and the plants and animals of our country, many of which are now very challenged in terms of their very existence. What we found in our work, which we did in partnership with others, was that if we want our country to have a countryside and our people to love it, they must visit it. Our secret—but not very secret—mission is to get people in this country, especially new generations of young people, to come to the countryside to learn and to really find their spark. I come across so many people in this country, even my own constituents in Huddersfield, who would benefit from that. I am sure that other hon. Members feel the same.

[Jim Shannon]

It is always nice to serve under your chairmanship, Mr Paisley—I think this may be the second or third time.

The hon. Gentleman raised those who wish young people to see and be involved with the countryside. I am very aware that in Northern Ireland we have under-achievement by Protestant males because they are not academically inclined, but their disposition might be towards the countryside. One organisation that has enabled those people at least to achieve something from a physical point of view is the Prince’s Trust. Has he had any opportunity to work with the Prince’s Trust to enable people who are not academically inclined to look towards the countryside, because they might find a job and perhaps a realisation of what they could do there?

[Mr Sheerman]

The hon. Gentleman reminds me that we are not talking about an exclusive society of brethren. There are a lot of us, including the Scouts, the Prince’s Trust and lots of other wonderful organisations. The wonderful chief executive of the National Trust came to visit John Clare’s cottage in Helpston only a month ago. We need to work with the National Trust and all the organisations that can offer wonderful destinations to more and more schools. I would be wrong not to mention the Institute for Outdoor Learning, whose chief executive Andy Robinson was very helpful as soon as he heard that I had secured this debate. There are a lot of organisations out there.

All the research shows that it is good for children to come to the countryside. It shows the real improvement in academic subjects, as well as in achievement across the board, from getting children out for a day in the countryside, a museum or somewhere they can get a different perspective on their learning.

Educational Attainment: Oldham

Jim Shannon Excerpts

Wednesday 8th February 2017 Commons Chamber

[Jim McMahon (Oldham West and Royton) (Lab)]

It feels odd to have an Adjournment debate on such an historic day for our country. I suspect we are in for a long period of scrutiny, review and challenge. It is also a very important day for me personally, as it is my son’s 15th birthday. He was the reason I came into politics and he amazes me every day.

“Oldham kids can be the best in the world and they can aim as high as they want.” That was the message from Baroness Estelle Morris on the launch of the Oldham Education and Skills Commission. For many years, we saw the fragmentation of education, with a diminishing role for the local education authority. In part, that led to a deferral of responsibility for education in academies and free schools at local level. The commission reviewed this in great detail and the message was simple: for education to be the best it must become everybody’s business. Regardless of the type of school they attend, they are our children, our future and our collective responsibility. Even with a complex system of education, there was a collective desire to see standards in Oldham improve. The town needed a joined-up plan—not many different plans that might conflict with each other, but a single vision for what the future could be. Critically, this included early years, primary, secondary, further and higher education, as well as lifelong learning.

When others talk about Oldham they do not always present an accurate picture of our education system. There are some problems, and we acknowledge them in an honest and open way, but there are also reasons to be proud of what has been achieved. Since 2012, Oldham has seen a positive improvement in the proportion of pupils reaching the expected standard—up from 51% to 76%. We accept fully that there is room for improvement, but it should be recognised that progress has been made. The number of primary schools judged good or outstanding has increased from 80% to 95% in just three years. Our secondary schools must do much better, but we should acknowledge that they too have seen an improvement, with the percentage of schools judged good or outstanding increasing from 22% to 62%.

I pay tribute to parents, students, teachers, governors and the local authority for the great strides that have been made, but I am unrelenting in my ambition for that positive experience to be available to all young people in Oldham, not just the lucky ones. All our young people must be given the best possible start in life, a life which will be better but more complicated than ever before. The world is more complicated than ever before. It will be challenging for them to be in an ultra-competitive environment. They will have to be the best they can be.

The Oldham Education and Skills Commission proposed 19 recommendations that would form the foundation of the vision for a “self-improving education system”. It also brought forward two local performance indicators, which sought to meet the ambition for all young people to get on in life and do well. The first was that all national performance indicators be met at the national average or beyond by 2020. The second was that all Oldham education providers be judged as “good” or “outstanding” by Ofsted by 2020. I am sure the Minister would concur with that ambition. The commission outlined its vision in detail in a report published in 2016, and I know that the Minister has taken the time to read it. I greatly appreciate the time he spent doing that and meeting me and my hon. Friend the Member for Oldham East and Saddleworth (Debbie Abrahams). We discussed in that meeting how we could work together on this.

The Minister will be aware that the Government have selected Oldham, along with five other towns, to be an opportunity area for social inclusion, meaning that it will share the £60 million that has been allocated. I want to be fair and balanced, because education in Oldham is so important that I am not willing to create artificial political dividing lines, if we can work together positively. However, as you would expect, Madam Deputy Speaker, I will be challenging those concerned where I think a decision has been made that runs counter to the interests of young people in Oldham. I hope that with that mature relationship we can work across parties to achieve our aim.

For Oldham to do well in a sustained way, it must have the strongest possible foundations on which to build. That means clear leadership, adequate resourcing and collective responsibility—and of course that goes beyond individual schools.

[Jim Shannon (Strangford) (DUP)]

I know that this debate is about Oldham, but this issue applies across the whole of the United Kingdom. Does the hon. Gentleman agree that educational attainment must incorporate not simply grades in academic subjects, but vocational skills, such as mechanics and joinery, and that schools must support those skills of a practical nature so that, whatever their vocation in life, young people are prepared?

[Jim McMahon]

I absolutely concur. I was an apprentice myself. It gave me the chance of a career and options that I did not have when I was going through the schools system. For a lot of working class kids in particular, a technical vocation means that they can live a decent life with a well-paid job.

As we are clear in our vision for what the town can be, we must also be clear about what our town should not be. Over the last two weeks alone, we have seen the removal of a free school sponsor and, this week, the closure of the university technical college. Every school and college will see a cut to its core budget, and in many places the facilities are simply not fit for modern learning, let alone an inspiring environment fit for our young people. We are left hanging while we wait for the delayed area based review, which has left many colleges in the area not knowing what the future will be. We have not had a meaningful discussion about the future and introduction of new independent faith schools for the town either. We are also left with many unanswered questions about the failure of the Collective Spirit free school and the closure of the £9 million UTC, where not a single child gained the required GCSE results.

I commend the inclusive approach from the regional schools commissioner, but the sheer scale of the challenge is huge and the resources limited. As Vicky Beer moves on to pastures new, there is concern about whether the new commissioner will make the same effort to reach out to local MPs.

There are still many unanswered questions about the financial practices at the Collective Spirit free school, and they need to be answered, not just for sake of the school and the town, but because it might expose more fundamental weaknesses in the academy and free schools system. For a period, the school’s director was also the sole director of a trading company that provided services to that school and another one in Manchester. Collectively, it invoiced for £500,000 of services. Rules from the Department for Education and the Education Funding Agency allow connected party transactions, providing they are provided at cost.

The problem is that, providing the contractor can prove that every penny invoiced was spent, the EFA seems happy to sign it off as within scope. It does not account, however, for where the money eventually goes. For example, a school could trade to a company behind which another company with the same directors is invoicing to get the money out the door. Technically, that meets the criteria—that these limited trading companies should offer an at-cost provision—but it does not tell us how £500,000 of public money has been spent by a relatively small school.

We have asked the questions. I submitted a dossier to the regional schools commissioner last year. That came to me as a result of the bravery of whistleblowers—people who were involved in the school and were concerned about the financial practices going on there and wanted to expose them. I understand that the EFA carried out a review, but it has not been made public, and there is nothing on the website to say what the conclusion was. The public have no way of knowing, either from the EFA, the school website or Companies House which individuals and which companies benefited from those contracts.

No breakdown has been provided, and I suspect that that problem is not limited to this school alone; it is potentially a much wider problem. So today, along with my hon. Friend the Member for Manchester Central (Lucy Powell), I have written to the National Audit Office in order to provide confidence that the money invoiced into those trading companies was spent on the education of the young people attending the school. When I mention a breakdown, I do not mean just a breakdown of service headings provided at the school; what we want to know is whether invoices can be provided that demonstrate that those services were provided, whether the invoices related to another company and whether connected parties were involved.

My question is this: in the interests of getting the best deal for taxpayers, will the Minister lend his support to ensuring that this review is carried out in a full and meaningful way, and that its results will be published so that the public can make up their own minds? That will lead to one of two things. Either it will prove that the whistleblowers were right and that financial practices were taking place that were not in the interests of the young people at the school; or it will prove that everything was above board, the school adhered to the rules and the money was spent appropriately. It will provide the opportunity to set the record straight, irrespective of what the result of the review turns out to be.

We have talked about the Education and Skills Commission, the issue of the Collective Spirit free school and the information that is still outstanding, so let us now move on quickly to the university technical college. This was a flagship college, with £9 million of public money spent on it. Oldham college gifted land to enable it to happen. I absolutely agree with the principle of wanting to look at things differently and try out new ideas. However, it is not acceptable that the young people who were students there have left school without the required qualifications, thus not achieving their full potential. Again, therefore, I ask the Minister for his support to make sure that if young people have been let down and have not reached their full potential—I must say that the local authorities have been extremely supportive in this matter—they are supported to re-sit their exams.

I also ask the Minister formally to sign up to the efforts and recommendations of the Oldham Education and Skills Commission. That is necessary because there is a danger, as we have seen with the free school and the UTC, of the opportunity area becoming a one-size-fits-all, centrally dictated model that is imposed on Oldham because it shows up as an area that needs intervention. If that happens out of context, and not in line with the Education and Skills Commission findings, it will really be a missed opportunity that will not reflect the significant work that has already taken place, and it will not ensure that the money already provided is used to best effect.

My strong view is that the teaching professionals, the parents, the students and the local authority can, by working together, regardless of the structure of the schools involved, genuinely transform educational outcomes for young people in Oldham, provided that they do so as part of a single plan, instead of through contradictory plans.

I also ask for the area-based review of education to be concluded and, importantly, that a democratic vote takes place in each of the local authorities involved. There is concern that the pressure is coming from central Government, and that the decision will be made by the combined authority before the mayoral elections. At the moment, the combined authority is not a directly elected body, and it is important that those who are elected by their communities have a say on the area-based review, especially if it means fundamental changes to Oldham College.

I ask that current funding arrangements, the review and the consultation take into account areas of high deprivation, particular areas with high in-migration and where a high number of youngsters and parents have English as a second language. We know that that requires additional support. I ask, too, that the former UTC building be transferred to Oldham College, to support the ageing campus on Rochdale Road and benefit Oldham College students. It cost a significant amount of public money, and could still be used to benefit Oldham children. I think that Oldham College is best placed to provide education from that building.

We should not allow a UTC to fail, thus preventing children from realising their potential, without fully understanding the reasons for that failure. I ask the Government to review the project and publish the lessons that could be learned, in order to ensure that the same thing does not happen again. I repeat my call for a review of the performance of Collective Spirit free school, and of the due diligence that was exercised in the selection of the sponsor. However, it is even more important for the financial concerns expressed by whistleblowers to be addressed in a public report.

Finally—a word that Members may be pleased to hear—I ask the Minister to consider the devolution of education to Greater Manchester. The move away from local education authorities has been detrimental to education standards in my town. When there is local control, people know where to go to get answers if schools are not performing well, and when they come together and support each other, it is like a family relationship. We are not seeing that now. What we are seeing is a fragmentation of education, which I do not believe is in the interests of the people of Oldham.

Devolution to Greater Manchester would provide a potential framework for a compromise—not a return to a local education authority arrangement that the Government clearly do not support, but a new model involving a combined authority with a directly elected Mayor. My view is really quite simple. If we trust the combined authority and the new Mayor from May onwards to get on with running the health service and social care, justice, policing, fire, transport and housing, we ought to trust them to get on with sorting out the education system in Greater Manchester. If we could do that, we could teem and ladle skills across Greater Manchester, so that areas in need of that support and capacity at local level could realise their full potential.

What I have said is not intended to be an overt criticism of the Government, although there may be differences between us. I want the Minister to take on board that there are local Members of Parliament who care passionately about Oldham and want to invest time and education to ensure that it can be the best that it can be, while also recognising that we may have to meet in the middle.