Oral Answers to Questions

Jim Shannon Excerpts

Monday 11th March 2024 Commons Chamber

[Gillian Keegan]

I am sure that the hon. Gentleman will be delighted to learn that apprenticeship starts are up by 3% so far this year. That is because they are backed by record investment of £2.7 billion. Never before has a Government invested so much into high-quality apprenticeships and achieved so much in spreading opportunity across the country.

[Jim Shannon (Strangford) (DUP)]

Like the questioner and the Secretary of State, I am very keen to increase the number of occupations. Two categories have perhaps not been considered. What discussions has she had with the Department of Enterprise, Trade and Investment back home to ensure opportunities for new apprenticeships in farming and fishing?

[Gillian Keegan]

The hon. Gentleman puts his finger on a very important point. We work with employers in farming and fishing, and we have a number of apprenticeship standards across those industries. We are always happy to work with any industry that sees an opportunity for more apprentices to be trained in their industry.

Kinship Care Strategy

Jim Shannon Excerpts

Wednesday 6th March 2024 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a real pleasure to serve under your chairship for the third time this afternoon, Mr Pritchard. I commend the hon. Member for Mid Bedfordshire (Alistair Strathern) for securing the debate. I want to give a Northern Ireland perspective on the whole thing, as I always do—it is about what we do back home. The Minister will obviously have some input into that, and I seek his assistance as to how we can make it better.

In March 2023, some 3,801 children and young people were recorded as in care in Northern Ireland, which is 177 more than in 2022. That is the highest recorded number in Northern Ireland since 1995, some 29 years ago. It tells us a wee bit about the issue, which everybody has illustrated very clearly. Some 22% of the children had been in care for less than a year, while 32%—almost 1,300—had been in care for five years or longer. There is a real issue for us back home with foster care, but today’s debate is about the kinship care strategy. The increase is certainly concerning; it highlights the issue of kinship care even more fully when we consider that more than half of those in foster care are in kinship foster care.

I have two questions for the Minister, along with the Northern Ireland perspective. First, I understand that foster carers were given an increase of some 12% in the foster care allowance. It seems that that did not go as far for kinship foster carers as it should have done. Could the Minister clarify the point and give us some indication of whether that is the case? Secondly, some £9 million will be invested in a bespoke training and support offer for all kinship carers. That is excellent news, but I am a great believer in the saying that the devil is in the detail, so I would like to know a wee bit more about how that will work.

As the right hon. Member for North Durham (Mr Jones) and others have pointed out, many families who take in their sibling’s child do so not for the money, but for the love of the children. That is what is all about: the motivation. It is not about the money, but the money helps them do some of what they would like to do. Love does not buy the school uniforms or clothes, so they need that extra support.

I believe that there is a real need for urgent recruitment of foster parents and kinship carers in Northern Ireland. I always ask the Minister gently, humbly and with all graciousness, knowing that he will work with the relevant Minister in Northern Ireland to ensure that we can take things forward and help.

One of my local businessmen took his children—children of his own and those he fosters—to Florida. He loves all those kids and treats them all as his own. He does not do it for the money. That kind of money would never pay the bills for the holidays or anything, but the fact is that many others cannot do this without financial support.

We must get the strategy right, not just in England or here on the mainland, but across this great United Kingdom of Great Britain and Northern Ireland. It begins with kinship care being recognised and supported appropriately.

Educational Attainment of Boys

Jim Shannon Excerpts

Tuesday 5th March 2024 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to serve under your chairship, Mr Paisley. I thank the hon. Member for Don Valley (Nick Fletcher) for bringing forward this debate. He has spoken on this issue many times in Westminster Hall and the Chamber, with a real passion for the subject, encapsulating his concerns for his constituents and for our young boys. I will do likewise for my constituency, because this issue has been on my radar throughout my time as an elected representative, from when I was a councillor, starting in 1985, through my time as a Member of the Legislative Assembly, and now as an MP.

The hon. Gentleman clearly laid out the problem and I join him in speaking out for those young boys who seem to fall through the cracks. It is a long time ago, of course, but I can well remember that as a boy my attention was hard won by the teachers at school. Sometimes my mind tended to wander, and for that reason many a duster sailed past my head and many a cane came down upon my hand—all justified and well deserved. I do not think that it did me any harm; it may have motivated and challenged me to focus a wee bit more in the class and to do the right things.

The issue I am trying to get at is that times were much different. I can remember teachers encouraging me— I also have to say, Mr Paisley, that you and I both will have been encouraged by our parents, both mum and dad. They are the motivation for us in many cases; they are the encouragers who make us try to achieve higher goals and higher things, and we are thankful for them. They ensured we went through the exams and went straight out to work, though I certainly know how easy it would have been to slip through the cracks, like those young people the hon. Member for Don Valley referred to.

Every time A-level or GCSE results come out, I like to remind those who feel disappointed—I say this very humbly—that I did not excel at exams in the way that I should have. That was probably a case of not focusing and not putting in the hard swotting that was necessary. However—again, I say this very gently and humbly— I started work, progressed through that to my own business and ultimately became an elected representative. There are things that can be done and just because exams do not work out when someone is 16, 17 or 18, that does not mean that life is over and it cannot get better.

The issue of educational attainment for boys is one that my colleagues in Strangford, the former Education Ministers Michelle McIlveen and Baron Weir of Ballyholme, worked on very closely. Now, a good friend of ours, Mr Paisley, Paul Givan, is in the post and he really focuses on those issues back home. It is an accepted fact in Northern Ireland that Protestant males from working-class backgrounds are the lowest achievers, with some all-boys schools only having around 30% of pupils attaining A to C grades in five GCSEs, so there are a lot of things to do back home—that is not this Minister’s responsibility, of course, but I mention them because they relate to the story and the debate before us today.

The topic has been the subject of numerous reports and actions taken to improve the outcomes that some have labelled a generational educational problem. Indeed, the underachievement of young Protestant males in the constituency of my hon. Friend the Member for Belfast East (Gavin Robinson), such as at Dundonald High School, is similar to that in mine.

One of my constituents works in a school. He has only five boys in his class and he caters to them day and daily on an individual basis because that is his focus and his responsibility. Some of the boys are incredibly bright but also incredibly troubled, with backgrounds that make their outlook on life understandable. Other boys struggle with the basics and use anger in an attempt to distract from what they believe is their failure—but in my opinion, the failure is not theirs. It is ours. The society we live in and the education system in place have allowed a situation where those who do not thrive academically feel like failures.

We have to make sure they do not feel like failures—we have to lift them above that. We need surgeons, but we also need the people who make the scalpels and the surgeons’ tools. Those who manufacture the knives are as necessary as those who wield the knife, something that seems to be lost in some approaches to learning. It is important that teaching captures our young people’s attention and takes them forward.

Having said that, I am aware of programmes in Northern Ireland, such as the Usel programme, which takes the children referred by social workers and who have slipped through the gaps and provides them with learning and employment and, more importantly, helps them to find their place in a fulfilling way. I have sat on the board of governors for Glastry College since 1987, approximately 37 or 38 years, and my boys grew up with young boys from Greyabbey.

Some of those boys were never going to achieve educational standards—it was never going to happen. They knew what they were going to do: they were going to work on the farms or building sites, because that was where their vocation was. Opportunities do not always come through education, but the opportunities to have education must be there. That is what we are really asking for. I am asking to make sure that those young boys have that opportunity and can do those things.

Those programmes are vital. I recently spoke to a lady involved in running one of them in a café, who told me that the overwhelming majority of children in the programme were young boys who simply did not feel worth anything or that they could achieve anything. In some cases, their dads were in prison, and some did not even know who their dad was. That is a fact of society; it is a fact of life. That is not a judgment, by the way— I am making an observational point because we have got to reach out, try to do things better and bring people forward.

Those cases are heartbreaking. The need for programmes and small classes is clear, but so is the need to change the structure so that those who excel in the practical know that they are valued and vital. That takes changes from the root, but all that takes money. There is no better person than this Minister to be asked this question, or to encapsulate our thoughts, put them together and tell us how the education system here on the mainland will work. It takes money and determination to help to make a change, and that is the message we need to send from this House today.

Grades are important and educational standards are vital—but, with respect, they do not always equate to success. I say that gently but honestly. Success is finding happiness, fulfilment and joy in life, and people need to know their worth in order to achieve that. Today must be the first step.

--- Later in debate ---

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

It is a pleasure to serve under you as Chair, Mr Paisley. I, too, congratulate the hon. Member for Don Valley (Nick Fletcher) on securing this debate, which seeks to dig deeper into the educational attainment of boys at school, and other hon. Members on sharing their views this morning.

The attainment gap between boys and girls is something that starts at an early age and grows throughout a boy’s time at school. In 2022-23, according to Department for Education statistics, by the end of the reception year, just under two thirds of boys had what is classed as a good level of development, compared with about three quarters of girls. By the end of primary school, the proportion of boys reaching the expected standards of reading and writing remained lower than girls. Going into secondary school, boys lag behind girls across every headline measure collected by the Department for Education and, as hon. Members have mentioned, boys are more likely to be excluded from school during that time.

As hon. Members have also touched on, other significant attainment gaps exist in our school system. For example, following the covid pandemic, the attainment gap between disadvantaged pupils and others grew, while white boys from disadvantaged backgrounds underperform compared with those of other races and ethnicities. Labour has set out how we would tackle the inequalities in our education system with our plan to break down the barriers to opportunity for everyone in this country, because all boys and girls should have the same opportunities to have an excellent education, leading to a good job and a good standard of living.

We know that the gap starts at a young age, where boys start school at a lower attainment level and with less developed language skills. Indeed, the pandemic shone a light on how a child’s early language development goes on to affect their later education. That is why Labour has called for primary schools to be equipped with funding to deliver evidence-based, early language interventions. That is something we would prioritise in government. Better communication skills would boost boys’ and girls’ outcomes and improve engagement with school.

Research has also consistently shown that the attainment gap is largest for those on free school meals, coming from the poorest families. Again, that issue has been raised by hon. Members today. We all know that there are shocking levels of child poverty in this country, leaving children too hungry to learn. That is why we would introduce free, funded breakfast clubs in every primary school to provide children with a softer start to the school day. That would give them an opportunity to play and socialise with their friends, developing their communication and social skills, as well as providing them a breakfast, setting them up well to learn throughout the day.

We know that the quality of teaching is a huge driver of pupils’ attainment. Quite simply, there are not enough teachers in our schools. Many teachers feel overstretched, and turnover is higher than before the pandemic, and there is no real plan to tackle the issues with their working conditions. They feel badly let down by this Government. To ensure that we have the best—and necessary—teachers in our schools who can deliver the best life chances for all our young people, Labour would recruit 6,500 new teachers to fill the gaps. We would pay for that by ending the tax exemptions that private schools currently enjoy.

[Jim Shannon]

I thank the hon. Lady for her words and comments. It is World Book Day this week, and an event for it is taking place in Portcullis House. Looking to the future, should the Government change, is it the shadow Minister’s intention to ensure that books and reading would be a clear, core part of any child’s education?

[Catherine McKinnell]

The hon. Gentleman raises an important point. Indeed, we will have a debate here tomorrow about World Book Day and how important reading and literacy is for children. We recognise it as the absolute core foundation of every child’s start in life, ensuring the best education for every child. I am pleased that the hon. Gentleman has highlighted that today.

We would also reintroduce a school support staff negotiating body to ensure a proper voice for support staff, because we know that they power our schools, but unfortunately are currently leaving the profession in droves.

Access to Education: South-East Northumberland

Jim Shannon Excerpts

Wednesday 21st February 2024 Westminster Hall

[Ian Lavery]

I thank my hon. Friend again for his intervention, which had a number of questions. You are an excellent Chair, Mr Henderson, but there are only a few people here in Westminster Hall. [Interruption.] Ah, the hon. Member for Strangford (Jim Shannon) has just arrived.

It is really important to recognise the situation that my hon. Friend described, which is part of what I wanted to discuss here today. This issue is about giving all children equal opportunity and equal choice in schools that their parents went to or where their friends up the street are going to. Children in the same street are going to different schools.

This issue is all about trying to better the educational lives of young people in our constituencies. It is difficult. The constituency of my hon. Friend the Member for Hemsworth is very similar to mine: both have areas with high populations and lots of little areas on the outskirts with much lower populations, and that presents problems. Regardless of party politics, parental choice in education is an incredibly reasonable ambition, but until all parents are able to exercise parental choice it will remain only an ambition.

In recent years, my office has been dealing with an increasing number of cases relating to children who are not able to access their school of choice. That is not because they have sought to access schools in distant communities where they do not have any ties—indeed, as I mentioned before, the schools they are now unable to access are the ones their parents and grandparents attended. If someone was at one school, the next school used to follow; it was a generational thing. But that has been smashed to pieces by the new rules that have come into place for pupil allocation numbers, or PAN.

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Member on securing this debate. He and I are often in debates in Westminster Hall on issues of interest to him and me as well. Really well done on bringing this forward.

The issue of education is no different in south-east Northumberland and my constituency of Strangford, although this debate relates to south-east Northumberland. Does the hon. Member agree that access to high-quality education must be automatic—in other words, available to everyone? Should not central Government assist local councils in areas with additional needs by providing more teachers? Furthermore, classroom aids and assistants are essential in getting as many children into mainstream education as possible. I often say that education is vital for our children. If we get them educated, the future is open to them to achieve their many goals and dreams.

[Ian Lavery]

What the hon. Gentleman says is so true: this is about proper, real and good education. In my constituency, we have seen a number of schools turn the corner—they are now rated good, rather than the unwelcome ratings from Ofsted. That has focused parents’ minds. Instead of thinking that their kids should go to another school, they now want them to go to the school that is now rated good or better and that hopefully will improve further in the coming years.

Everybody should want their children to be part of the best potential educational facilities where the best results are obtained, but also in a really welcoming environment. I mentioned before that as a schoolboy I was at Ashington High School, which is now Ashington Academy. Two large cohorts used to be bused into Ashington High School from Pegswood, which is about two miles away; when my two sons attended the school, they experienced exactly the same. As recently as 2018, 100% of the 19 children leaving Pegswood Primary School, just one and a half or two miles away, were admitted to Ashington Academy, and that was the way it had been for generations. Last year, however, 24 children left the school at the end of year 6, but only 14 were admitted to Ashington Academy. Nine found their way to a different town altogether, six or seven miles away, and one went to the Blyth Academy—even further afield. We can see what has happened there. In the years in between, the number going to Ashington Academy has steadily reduced, with the destination of those not able to get a place varying greatly.

Pegswood Primary School is marginally closer to the King Edward VI School in Morpeth, known as KEVI. [Interruption.] I can see the Minister looking at a map. However, the system there still includes middle schools and the school is regularly oversubscribed. That means that this very sought-after school simply does not provide an appropriate opportunity for those kids to access education.

The reality of the situation is year groups and friendships are split up as children travel further to attend a suitable school. The same issue is in play at Bedlington Academy. In my office, we have been dealing with cases involving children from North Blyth, Cambois, Choppington, Guide Post and Stakeford who all have been unable to obtain a place at the school. This was their natural school.

We have spent many hours seeking a solution for a girl living in North Blyth. For those unfamiliar with the geography of the area, North Blyth is a small community on the north shore of the River Blyth, looking on to the town that shares its name, with the river running in between. The girl has gone through a primary school that was formerly a feeder school to both Bedlington Academy and its predecessor Bedlingtonshire Community High School. By any reasonable measure, given that the girl cannot conceivably cross the river, her closest secondary school is Bedlington Academy, but she has not been able to gain a place there. Her parents do not wish her to attend her next nearest school, which is a faith school. As such, she is out of education, awaiting a place at the academy. These are the issues that are important to families and children in their early stages.

We have spent a lot of time trying to help a kid from Stakeford who, again, having gone through the academy’s former feeder schools, has been unable to obtain a place. He is an incredibly bright young fella, but he is six months out of any formal educational setting, and we cannot just continue. One of the reasons why the debate is happening is to ask the Minister for some sort of support in south-east Northumberland. The boy’s next nearest school is the oversubscribed Ashington Academy, so he is forced to choose from options that are, again, further afield. The two children are not alone; indeed, we are aware that Bedlington Academy is oversubscribed for the next academic year by more than 20 pupils.

I previously alluded to former feeder schools. In 2020, the schools admissions criteria of both Ashington and Bedlington academies, both run by the North East Learning Trust, were amended. Rather than using feeder schools in their over-subscription criteria, they changed to using the distance from the school as the determining factor. Under usual circumstances, that could be seen at first glance as a reasonable change and one that is entirely legal under the legislation. It should be noted, however, that it was against the then advice of the local educational authority—Northumberland County Council —as was North East Learning Trust’s decision to cut the number of places available each year in both their academies.

There are more issues at play in the local area that cause problems. Ashington and Bedlington are towns containing two secondary schools. In Ashington, there was traditionally a split down the middle of the town that decided which schoolchildren attended which school: one side was the Church of England, the other the Ashington Academy. Children from the surrounding villages were split between the two schools, with those from Newbiggin and Lynemouth attending one and those from Pegswood, Linton, Ellington and Ulgham the other. The change in oversubscription criteria alone would have made little difference, but combined with different outcomes for the children, there is a swell in the number of pupils seeking to attend Ashington Academy.

Ashington Academy is at the centre of the town. Its results, as I have mentioned twice already, are very much on the increase, and therefore more people want to go there from the semi-urban areas and from Ashington itself. Every child in Ashington, regardless of where they live, lives closer to Ashington Academy than a child from Pegswood or the other villages. Pupils who would have travelled to Ashington Academy from Pegswood, Linton and Ellington now have fewer options, because people in Ashington town who perhaps would have gone to the other school live closer, and that means the admission criteria is in their favour.

Again, though there are two schools in Bedlington, the traditional split between them is slightly more complex due to one of them being a Catholic academy, but parents from wider Bedlingtonshire increasingly find that parental choice is unavailable to them, too. Children in Stakeford, Choppington, Guide Post, East and West Sleekburn, Cambois and North Blyth are at a disadvantage in attending their closest secondary school because they live too far away. Perversely, though I am not aware of any cases yet, there will come a time when even children living in Bedlington could find attending their closest non-faith secondary school difficult, with parts of Blyth closer in distance to the school than parts of Bedlington.

There is some positive news for those wishing to attend the Ashington Academy next year, as the school has been able to increase admissions to ensure that all those who have chosen it as their first choice can get in. We have made a little bit of progress thanks to Lesley Powell and her team at the at the North East Learning Trust. It does not help those who have been forced out of the traditional school progression in previous years nor, unless something can be sorted, will it help anyone in the future.

Bedlington Academy, however, has not had such luxuries. The school operates in a purpose-built facility that is restricted due to size. There are simply very few options for it to take a similar approach without building work, and obviously building work means more investment into the academy, something that the North East Learning Trust has been seeking. However, that has not been agreed by the education authority.

The data from the local authority for children in the Bedlington schooling system shows that the problem is likely to subside in the coming years. People believe that in the coming years it might change for the better, but that does not take into account any other factors. The progress made in recent years by Ashington and Bedlington academies is absolutely remarkable—their reputations have been so transformed that parents are desperate to get their children into the schools. Regardless of any other factors, the schools are likely to continue to be oversubscribed and children from more distant villages, for whom previously these were the appropriate schools, being split up from their peers and pushed into secondary schools that are even further away than the Ashington and Bedlington academies.

As the MP for the area for more than a decade, I have deliberately sought not to interfere in planning issues and I have no formal role in the process. By and large, that has been a sensible decision, but I have been told on multiple occasions that the explosion of house building in the constituency will have no impact on local services. Specifically, I have been told that there is no issue with school places and I have been shown figure after figure that supposedly proves that. However, with the benefit of hindsight, that does not appear to have been correct.

There is no wonder that local people are angry with the failure of local services to keep up. It is they and their children who are forced to deal with the consequences. The role of the local authority in all this is severely weakened by the academisation of so many schools in the area. Where once it would have had the responsibility to act to ensure fairness, it is now left to pick up the pieces. The warning that Northumberland County Council officers made to NELT in 2020 were not heeded and they have no powers to do anything in response. That is a huge difficulty. Part of the academy chain, the North East Learning Trust, is setting the rules. It has been agreed that it is not doing anything illegal, and the county council advises it that that should not be the case. It is not listening to the evidence from the county council. We have kids falling through the cracks. Nobody has done anything wrong; it is just not working for a number of young people, and it is set to get worse. Where once a local authority would have the responsibility to act to ensure fairness, it is now left to pick up the pieces.

Council officers have concluded that the trust’s change in admission policy disrupted long-established educational pathways, causing much confusion. Students and their families are left upset and uncertain. They report that students are being forced to go to schools outside their communities and away from long-standing friends, often involving unacceptably long journeys. I understand that council officials have met with the North East Learning Trust on an annual basis to try to convince them that the distance criteria are unfair and causing hardship. They are sometimes able to, in their words, “wrestle” some additional places in order to assist some students, but the distance criteria continue to disadvantage many, especially those in the villages in the former catchment areas that are furthest away.

Since 2010, austerity has ravaged parts of my constituency. In some areas, child poverty has gone through the roof. Schools clearly have not escaped that, with funding cuts being patched up by staff commitment. They remain shining beacons of opportunity in our communities, but for too many they are now unable to be accessed. Opportunity must be there for everyone.

I want to end by posing a number of questions to the Minister. Does the Minister understand that the changes made by the stroke of a pen to decades of settled school progression is incredibly hard for a community to take? Does he agree that any system where parental choice is possible for people in Ashington, but less so for those in the villages around it, is unfair? Does he agree that it is unfair that parental choice for some parents in Bedlingtonshire now amounts to choosing a school devoted to a faith to which they do not belong, or a school in a community where they have no connections at all? Does the Minister agree that additional funding to Bedlington Academy to increase its capacity appears to be the only real option? Finally, does he agree that more rigorous checks on the impact of development are needed, and that they should be revisited year on year, so that the students—the kids—are first, second and third?

Register of Children not in School

Jim Shannon Excerpts

Tuesday 20th February 2024 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to serve under your chairship, Sir Christopher. I thank the hon. Member for Meon Valley (Mrs Drummond) for bringing forward this debate. We had a wee chat beforehand to discuss our thoughts, and she and I are very much on the same page in what we are trying to achieve.

As you know, Sir Christopher, I always give a Northern Ireland perspective; I think that it adds value to the debate. I know the Minister does not have responsibility for that, but the idea is to support the hon. Member for Meon Valley and give some examples and stats about what happens in Northern Ireland. This issue is really important. I have many constituents—I suppose when we add on the education numbers it is perhaps not that many, but I will speak about the figures later—who come to me who want to self-school. There are issues that occur through that, so I am pleased to be here.

Education is an essential component of every childhood. Some of my fondest childhood memories are those in the schoolyard in Ballywalter. Some Members may ask whether I can remember that far back. It was a long time ago, but I remember with fondness Ballywalter Primary School in the early ’60s, so I can give my perspective. I would refer to it as a rite of passage. My parents were determined to send me away to boarding school, as they did, when I was 11 years old. I remember it quite well. That was a big decision for my parents, because ultimately it meant that they could not have a holiday, and had to keep their old banger of a car forever and use their money to educate me. I am eternally grateful to my parents for making that happen when they were on a financial budget that made it increasingly difficult.

Boarding school, by its very nature, can make you or break you. My brother also went there, but unfortunately he did not like it. He left after about a year and a half. I did my five years. It was almost like a penance, but I loved it. I would never send my children to boarding school, by the way, just for the record, because it can build you or bring you down.

I have watched my children go through school, enjoying their formals and school trips, and now my grand- children—six of them, of course—are waiting to see what schools they get into after their transfer test. It is all very exciting, but incredibly worrying as well. We want the best for our children and grandchildren; that is what parents and grandparents do. However, I am also aware that that is not the journey that all families follow. The hon. Member for Meon Valley has set that scene, and I am going to give some examples of what they have to go through.

I know of several families personally who have made the decision to home school—I say these things very gently, but I think that they have to be said—due to the increasingly secular manner of teaching. One parent said to me that if they want their children to go to school, they have to accept that they do relaxation yoga, mimicking sun god poses, and that they are taught in a manner that they do not agree with. That family considered sending their child to a small private Christian school due to concerns about the push of ideologies in schools, yet the cost was prohibitive and it could never happen, so they are now in home schooling.

I was able to put that family in contact with a group of home schoolers. One idea that I want to put forward to the hon. Lady and the Minister is that some home schoolers can collectively work together. They may be on their own when they are at home at school, but collectively they can come together to do things. To give an example, in my area of Strangford, home schoolers collectively are able to undertake trips to places of interest, such as the council chambers and local museums. When I asked parents what they had to do to register their children, they told me, “We are asked for nothing.” I think it is important that there is a register, and it does not seem to be the case in Northern Ireland as far as I am aware. Many people are registered, but not everybody is, and I will give some stats later that illustrate that only too well.

Parents said to me that they told the GP that their children were not going to school, and they get their injections and dental checks at home, through the GP surgeries or through the dental practices rather than school. They are not neglected for any health issues, so it is important that home schooling does not deprive children of any opportunities and safeguards. However, they have no support and no help, and there is no register. That is where we are.

[Mr Gregory Campbell (East Londonderry) (DUP)]

Does my hon. Friend agree that it is important that wider society understands the distinction drawn by the hon. Member for Meon Valley (Mrs Drummond), and by my hon. Friend himself, between the very small number of children who have been, and may well be, at risk because of neglect shown by parents, and the very effective home schooling that is the choice of parents whose only concern is the future wellbeing of their children?

[Jim Shannon]

I thank my hon. Friend for his intervention; he is absolutely right and has highlighted one of the issues that I wish to refer to as well.

In past years, home schooling was important to some people due to their health issues. In my capacity as a Member of the Legislative Assembly, and latterly as an MP, I was able to make that happen—I helped people go through the process to have the self-schooling that they wanted. All those young boys and girls from those days now have very active adult lives because they got the opportunity of home schooling through their disabilities and medical issues.

Regarding the register, it is all well and good for the family who purchase their curriculum online and steadfastly teach their children in a structured way that suits the needs of the family. On the other side—and I mention this to the hon. Member for Meon Valley as an example— I was once approached by a local church asking for help to ascertain how it could ensure that a child who was attending its youth groups was being taught at home. That 10-year-old child could neither read nor write, and she told her leader in the youth group that her mummy did not believe she needed to do that. Therefore, there is unfortunately a need to have a register for the purposes of ensuring that things are progressing in the way that they should.

I wholeheartedly support the mechanism for children retaining the right to be home schooled, because I see the benefits of that. But I also believe that there should be help and support to ensure that children are getting the education that they need and deserve. I believe the first step is to create an online register so that someone is able to know that a child is being home schooled, and to monitor their progress. It is not about intrusion or about Big Brother keeping an eye; it is about ensuring that a child’s progress is happening in the way that it should.

The daughter of one of my staff members is a trained teacher who runs a forest school. This is another great example of collective home schooling that I often tell. She was recently vetted by Ofsted and received the level of outstanding, such is her talent and ability. She teaches children their early years development through nature, come rain or shine, and does a phenomenal job. She is registered and vetted; and the process works, and works well. Collectively, the school brings together all the children from families who home school them individually, and it teaches them well.

For that reason, I believe that children who are home schooled should have help and support to ensure they receive an education that will help them in the future. It is so important—and when we say that, we mean it. All the Members who are here, and many others who unfortunately could not make it, are convinced that the early years of a child’s schooling are vital.

While home schooling used to be obscure in Northern Ireland, the number of home-schooled children has steadily been increasing—indeed, it has trebled in the last five years. The stats are as follows: there were 287 children recorded by the Education Authority as home educated in 2017-18. That number had risen to 796 children in the 2021-22 school year—an increase of 175%. I do not know whether it was due to covid—it probably was partially—that home schooling became an objective for many parents. However, we think that the true figure is much higher, as parents are not legally required to register with the Education Authority if they want to home educate their child.

In 2021, a total of 710 children were recorded by the Education Authority as being taught at home. Three hundred and thirty nine were of primary age, and 371 were of post-primary age. In the most recent school year of 2021-22, that number rose to 796, with 329 children being of primary age, and 467 being of post-primary age. Clearly, therefore, parents have a deep interest in, and commitment to, home schooling.

To conclude, I just want to say how important this debate is. It is clear that we must begin to look at this matter to ensure that a register system is in place, although not for monitoring alone. It is not about breathing down somebody’s neck and ensuring that education is happening. It is about support, help and guidance and how we can make the situation better. Every parent has the right to provide education, but every child has the right to be educated, and we must ensure that that takes place.

Well done to all the home schoolers in my constituency, in that of the hon. Member for Meon Valley and across this great United Kingdom of Great Britain and Northern Ireland. It is not something that I could manage; unfortunately, I probably do not have the patience, but well done to all those co-ordinated groups that meet to share information and experiences and work collectively. That engagement and interaction is a vital school in, and a vital part of, the home-schooling journey.

--- Later in debate ---

[The Minister for Schools (Damian Hinds)]

It is a great pleasure to serve with you in the Chair, Sir Christopher— I think for the first time. I congratulate my hon. Friend the Member for Meon Valley (Mrs Drummond), my constituency neighbour, on securing this debate on a topic that is a Government priority. I thank her for all her work in this policy area and her continued interest in introducing legislation for registers of children not in school. As she knows, we share that ambition. Both I and the Secretary of State for Education look forward to working with my hon. Friend as she takes her Children Not in School (Registers, Support and Orders) Bill through Parliament. It is vital that we ensure that the rights of all children are upheld. In the case of children not in school, that is the fundamental right to a suitable education, which is in children’s best interests.

In the majority of cases, children not in school will likely be those who are home educated. It is important that we recognise that, in most cases, parents will be doing home education well and for all the right reasons. Home education is not easy and parents will often put in extensive time and resource to provide suitable education for their children, sometimes in challenging circumstances. I pay tribute again to all those parents who have made the difficult decision to home educate when the education of their child is at the centre of that decision. Home education is a parental right that the Government will continue to defend. Any form of registration of children not in school will not infringe that right. Registration will, however, better ensure that we defend children’s rights to a suitable education.

Over recent years, as various colleagues have alluded to, the number of home educating families has continued to increase. In summer 2023, the Department for Education estimated that 97,600 children were home educated in England—about 1% of all school-age children. Although such an increase is not necessarily an issue, we know from local authorities and the data on children missing education that not all children are in receipt of a suitable education when they are at home. I cannot stress enough that registration is not intended to impact parents who are home educating with good intentions and, as I said, often making numerous sacrifices to do it well. By knowing where the families are, we can better ensure that we target support to those who need it most and are not receiving a suitable education.

Without a statutory register of children not in school and the accompanying duties on parents and certain out-of-school education providers to supply information to it, we cannot know for certain the scale of how many children are missing education. We cannot know for sure how many children are in home education and what subset are in home education but not receiving a suitable education, or how many are receiving no education at all. Although we have taken steps, through our termly data collection from local authorities on electively home educated children and children missing education, to increase our understanding of that cohort and improve the accuracy of local authority data, that alone will not suffice. That is why the Department continues to remain committed to legislating for statutory registers.

The Department for Education’s commitment to establishing a local authority-administered registration system was first set out in our “Children not in school” consultation response, published in February 2022. That policy intention led to the children not in school measures that were part of the 2022 Schools Bill. The measures proposed the creation of duties on local authorities to maintain registers of eligible children and a duty on local authorities to provide support to home educating families when that was requested.

The measures did not include any proposals to extend local authorities’ powers to monitor the quality of the education being received, and that continues to be the case. The Government do not see the need for greater monitoring powers. We believe that local authorities’ existing powers, when they are used in the way set out in our elective home education guidance—which is currently being reviewed—are already sufficient to enable a local authority to determine whether the education is suitable.

I do not yet know the full detail of the private Member’s Bill promoted by my hon. Friend the Member for Meon Valley. As colleagues know, the Government cannot support a private Member’s Bill prior to Second Reading, but I can say that the Government remain committed to introducing statutory local authority registers as well as a duty for local authorities to provide support to home educating families. Clearly, that which my hon. Friend seeks to do and what the Government wish to do coincide.

There are three main benefits to measures for children not in school. First, local authorities having registers of children not in school would help local authorities to better identify eligible children and help those missing education. New duties on parents to proactively provide to the local authority their name, their child’s name, their address and the means of education—such as where and who provides their child’s education—as well as new duties on certain providers of out-of-school education to reactively provide information on eligible children, such as their name and address, will help to identify more eligible children than is currently possible. The new information in the registers would help authorities to undertake their existing responsibilities for the purpose of ensuring that education is suitable and that children are safe.

Secondly, as I have already mentioned, that will ensure that both local authorities and the Department for Education have the necessary data to understand the scale and needs of this cohort of children, including the reasons why parents may choose to home educate. I will come back to that in a moment, in response to comments made by a number of colleagues.

Thirdly, those children and parents who want it will be able to benefit from additional support from the local authority. Our measures contained a duty on local authorities to provide or secure such support where requested to registered home-educating families to promote the education of a child. We felt that the support element of the measures was a vital component in encouraging positive engagement between local authorities and home educators and helping to ensure good-quality education. The support could have included advice about education; information about sources of assistance; provision of facilities, services or assistance; or access to non-educational services or benefits, such as to support home-educating parents to access exams or online teaching resources, for example through the Oak National Academy.

[Jim Shannon]

I am grateful to the Minister for that response. I suggested to him some of the things that my constituents did in Strangford. Although they were individually home schooling, they came together collectively for visits—every child loves a visit—to the council, the museum, the leisure centre or wherever, and that was something that was encouraged. Is there any possibility that the Minister, who is putting forward very positive thoughts, could consider that suggestion?

Mindfulness in Schools

Jim Shannon Excerpts

Wednesday 7th February 2024 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

I thank the hon. Member for Warrington North (Charlotte Nichols) for raising this massively important issue, and for finding what I felt was the right way to deliver a difficult speech to this House that encompassed all the thoughts we have. I commiserate with the Ghey family here today, who I spoke to beforehand. The interview on Sunday was incredibly emotional, and I said to the shadow Minister on the way into this debate that it was compulsive viewing—when it came on TV, I could not let it go. It was hard for me to watch, but it was harder for the family here today. They are very much in our thoughts and our prayers, and I commend them.

The hon. Member for Westmorland and Lonsdale (Tim Farron) mentioned the Windermere Children. We had some of them come to my constituency in Strangford; they went to McGill’s farm, down the Drumfad Road. Some of those people married and continued to live and express themselves in my area. I know the McGills who own the farm, and I have been there many times. The old stone buildings are still there where those young Jewish children stayed and were given an opportunity to live a new life in Northern Ireland. Many of those children’s families—including probably their parents, grandparents, uncles and aunts—were murdered by the Nazis.

The pressure that children are under today is immense. I have said to my wife, Sandra, many times, “I wouldn’t like to be a young child growing up today.” I say that honestly, because I see pressures that young people have on them today that I know I did not have growing up—and I say that as a father of three sons and a grandfather of six grandchildren. I am conscious that my sons’ generation faced different pressures, and my grandchildren’s generation face even more pressures, which I find incredibly difficult. Exam pressure and social media expectations are two of those pressures. The mental load that is being carried by our children is absolutely incredible, and for some it is unbearable. Therefore, the support available to them must be equally incredible to match that load and help young people get past the problems they are confronted with.

No longer do we deal with bullies in the schoolyard or on the way home, although in some instances that does still happen; now bullies invade the home through social media—from beyond the keyboard. It is little wonder that we find ourselves in the position we are in, with adult burdens lying heavily on children’s shoulders. That is what is happening in many cases.

I look forward to the shadow Minister’s contribution, because I believe the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) is someone who will encapsulate our thoughts. I also look forward to the speech of our very understanding Minister, who I know grasps the depth of the concerns that we have as elected representatives about how we express ourselves. As you know, Mr Gray, I always try to give a Northern Ireland perspective to these debates, because what is happening in Northern Ireland is replicated across the United Kingdom—the problems we have about mindfulness in schools, and some of the things we are doing. I must say, there are some things that we could probably do better back home.

In October 2020, the Health and Social Care Board in Northern Ireland released the results of its youth wellbeing survey into children and young people’s mental health, which found that the rates of mental health disorders in Northern Ireland are broadly in line with the countries in mainland UK, so what we are talking about can be replicated in all our constituencies. It also outlined that the rates for anxiety and mood disorders were slightly higher in Northen Ireland than in the other countries, and I know the Minister and his civil servants will take note of that. For example, one in eight young people met the criteria for a mood or anxiety disorder. Panic disorder was the most common diagnosis, followed by separation anxiety disorder and major depressive disorder. It is hard to find the right words to describe the pressures our young people are under.

One in eight children and young people in Northern Ireland have experienced emotional difficulties. In the five to 10 age group, boys were more likely to have experienced emotional difficulties, whereas in the 16 to 19 age group it was girls. Again, the stats are slightly different, but they show that, regardless of whether somebody is a young boy or a young girl, these pressures are on them.

An adverse childhood experience is a traumatic event that occurs in a child or young person’s life before the age of 18. Incredibly worryingly, the youth wellbeing survey found that close to one in two young people aged 11 to 19—almost 50%—have experienced at least one adverse childhood experience. That could be the experience that affects them most of all. It could be parental separation or parental mental health problems—all these things can contribute. Emotional neglect, domestic violence and parental alcohol or substance abuse problems were the most commonly reported ACEs. It is difficult for me, as an old grandfather, to recognise that one in two children in the United Kingdom has experienced such events. I look at my grandchildren and say to myself, “Well, if those stats are right, three of my six grandchildren will experience that.” That is what we see in the future for our own children and grandchildren.

What can we do to intervene and provide support? In difficult situations I rely heavily on my Christian faith, and in times of near despair I always consider the verses that tell me that I am not alone and that God very clearly has a plan and a purpose for my life. I understand that schools do not feel called to take that role, which is why many have a pastoral team to help with that aspect of development for children who appreciate spiritual help, and they also take a less faith-based approach through mindfulness.

The hon. Member for Westmorland and Lonsdale referred to outdoor centres, and clearly physical exercise lifts the mental pressures. I understand what he is saying. In my constituency, the Scouts, the Girl Guides, the Girls’ Brigade, the Boys’ Brigade and the Campaigners are organisations that can help young people. That does not apply to everyone, but it does to a brave few—there can be that release or support. The hon. Gentleman and I have a similar outlook on life, so we, and others, probably share that opinion.

As an MLA and, in particular, as an MP over the past few years, I have had to deal with people in distressing circumstances. Parents come to me because their daughters —it is always young girls—have bulimia or other eating disorders. I remember a case I dealt with not longer after I was elected in 2010. I spoke with the Health Minister back home, Edwin Poots, about the daughter of two of my constituents who I know very well. He intervened to bring her over here to St Thomas’ Hospital, just across the river. The intervention from my Health Department back home and the Department of Health here saved that young girl’s life. I know that it did, because I know just how difficult it was for that young girl. Now she is married, she has two young children and she is happy. That would never have happened had it not been for the intervention of the Health Minister back home and the Health Minister here, who intervened and helped. I deal with many other such cases, and have dealt with many over the years, and they are always incredibly difficult to understand.

I have come across some parents—I say this very gently, and it is not in any way meant to be critical—for whom mindfulness techniques are sometimes disconnected from their spiritual beliefs. I say that because that is what I find sometimes. For example, schools are increasingly doing a form of yoga to calm classes down. Many parents are happy with that and enjoy it, yet others do not want their children repeating phrases such as “namaste”, which means, “The god in me bows to the god in you.” They ask that their child does not partake in worship poses like the sun god pose. It is essential that parents retain the ability to withdraw children from such classes on the understanding that they can do quiet reading and not expect lessons to be taught at the same time.

Mental health work in schools must always be a partnership with parents, who wish to have some input into how things are presented to their children at school. The latest figures show that we must take that very seriously. We must not ignore parents. Whether we teach our younger children calming breathing, work with older children so that they can deal with what seems to be inevitable social media abuse, or work with social media providers to do a better job of providing a safe online space, work has to be done. In this House, we need to ensure that mental health work in schools is a priority in terms of time and funding. Again, I look to the Minister, and my honest impression is that he has always tried to encapsulate our thoughts and make important changes.

Any child can get lost in emotions at times, and not all children are fortunate enough to have a loving parent who can hold their hand while they try to find their way out. We have to ensure that every child knows there is someone there to help them find their way. That seems a high bar to set, but it is the only acceptable determination, and I am sure that everyone in this Chamber will join me and others in working towards it. If we achieve that, we will have achieved a whole lot.

Nursery Provision: South-west England

Jim Shannon Excerpts

Tuesday 6th February 2024 Westminster Hall

[Luke Pollard]

I agree. It is a real problem with delivering on the promises that politicians have made. Setting an expectation that parents will be able to access a certain amount of free childcare, as well as wraparound school provision, is a worthy aim to shoot for. The problem is that the delivery is not working in the way it ought to. With big changes only a few weeks away, there is a real concern that promises and delivery are getting further and further apart.

In the south-west, because of our geography, the situation is harder. In the west country, it is harder to recruit every single type of professional—from nuclear engineers to social workers, from teachers to sewage workers. Unbelievably, it is harder because of our geography. Our geography—the beaches, the moorlands, the countryside—is what makes the south-west beautiful, but the rurality, the coastal communities and the distance often work against us when it comes to recruiting the people we need, especially those who work on the frontline, often in roles that are not paid as well as they should be, when we have high prices that make it hard for people to live there.

Last summer, I raised the issue in the House with the Education Secretary and subsequently secured a meeting with her to warn about the childcare crisis in the west country. I brought with me Cheryl Hadland—the owner of Tops Day Nurseries, one of Plymouth’s largest childcare providers—to explain the financial strain that nurseries are under. I have visited many Tops nursery sites across Plymouth, as well as lots of other providers. I have seen the importance and value of play-based learning and have spoken to the brilliant staff and to parents.

Nurseries are a lifeline service. They are a catalyst for parents to return to work and a great start for young children, who learn through play, interact with other children and learn social skills, which are even more important when we look at some of the consequences of covid. Since my meeting with the Education Secretary, yet another nursery in Plymouth has been forced to close, leaving 100 families without childcare, and others tell me that they are on the brink.

The closure of nurseries especially impacts poorer communities. Time is running out for nurseries in those communities. Plymouth is not alone in that respect; this is a problem felt across the south-west and, as we have heard, across the country.

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Gentleman, who is absolutely right that Plymouth is not alone in this. I will make the case for Strangford, if I can. The average cost of a full-time childcare place in Northern Ireland is now £10,036 a year, an increase of 14% on 2021. Day nursery costs are more expensive: they average £229 per week and are increasing faster than inflation. With the Northern Ireland Assembly returned, does the hon. Gentleman agree that the Minister, as a matter of urgency, should undertake discussions with the Education Minister back home to tackle these costs to support the development of children and ease the pressure on families? Quite simply, we cannot go on. If nothing is done, we lose it all.

[Luke Pollard]

I am grateful for the hon. Gentleman’s intervention; I have the same concerns for people in Plymouth and the south-west that he has for his constituents. There are structural issues that mean that nurseries share the same concerns no matter what postcode they are in. Across the United Kingdom, it is important that those structural issues are addressed. The best way of doing so is through collaboration, first to identify the issue and then to work out what the solutions could be. I hope the Minister has heard the matter that the hon. Gentleman raised and will respond to it.

Nursery providers face a perfect storm, with rising bills, free childcare funding that does not meet the cost of providing childcare, and a drive for parents to return to work to pay bills in the middle of a cost of living crisis, All the while, nurseries are experiencing a shortage of trained staff, who, with the qualifications and skills that we require of them, can often earn more elsewhere. That is simply an unsustainable position for our nurseries.

I want the Government to act urgently before any more nurseries in the south-west close and before any more children lose their places at nursery. That is why I secured this debate: to put the issue in the public domain and to ask the Minister for more action from his Department to deliver for parents who are desperately short of nursery provision.

During the cost of living crisis, the cost of childcare is hitting families in the south-west hard. It now costs a staggering £15,000 a year on average for a child under two to receive full-time nursery care in Britain, according to analysis by the children’s charity Coram. In fact, parents in Britain spend among the highest proportion of their income on childcare in the OECD.

For some parents, childcare is simply unaffordable. Others have been forced to cut down their work hours because an extra day’s childcare is costing them more than an extra day’s wage. How can that be right? One mother, Shelly, told me that she can only afford to put her two-year-old in childcare part-time, which means that she can only work part-time and she is falling behind on her bills as a result. The Women’s Budget Group network says that 1.7 million women in England would do more paid work if they had better childcare. Finding the economic growth for which we are so desperate in this country comes from better childcare. Childcare is often most expensive for those who need flexible provision, like Tracey, a nurse at University Hospitals Plymouth who got in touch with me.

All the while, families in the south-west are having to contend with rising costs of energy and food, as well as a housing crisis. This matters, because when parents cannot afford childcare, there is a greater strain on their family. It hits children who do not have access to outdoor space at home and prevents a level playing field for children starting school. The Sutton Trust says that the lowest-income children are 11 months behind their peers by the time they start primary school. They do not have a fair start.

We cannot make childcare more affordable unless nurseries are financially viable, but nurseries in the south-west, not least in Plymouth, are struggling to stay afloat. A staggering 886 childcare providers in the south-west had to close in the last year alone. That is a sign not of a market working well, but of market failure. What that means for each family is disruption, worry and probably the extra cost of securing their child a place if they can find other provision. The Roundabout Nursery in Cattedown in Plymouth has just announced that it will shut its doors for good at the end of March, leaving more than 100 families without childcare. I know it did everything it could to stay open, like nurseries across the board facing the same challenges.

This is one of the issues that genuinely keeps me awake at night. The system is not working, and there is no recognition that it is failing. My inbox has been flooded with messages from worried parents who are rightly concerned about finding childcare elsewhere. That area of Plymouth has already suffered other closures. St Jude’s Church Pre-School closed in the face of the same financial pressures that closed the Roundabout Nursery. Staggeringly, parents tell me that they cannot find a place anywhere in the city.

The closure of provision in rural communities can leave parents without childcare options altogether. Melanie, who lives in the rural south-west, writes:

“There is a two-year waiting list for my local nursery. They are so full they won’t even take names on that list.”

How did we end up in this mess?

Nurseries face not only spiralling costs, but a retention and recruitment crisis. Dr Simon Opher in Stroud has been working with a good local playgroup in Uley that has been forced to close because there are no qualified staff in the area to employ. In Filton and Bradley Stoke, Claire Hazelgrove has been in touch with a local mum called Kate. She did everything right. She knew she would be going back to work, so she got a nursery place sorted early on, and everything was set. That was until she heard, just five weeks before her son was due to go to the nursery, that his start date had been pushed back by four months because of a lack of staff. That is an issue right across the south-west.

Again, I stress that it is not the fault of the staff who work in our nurseries. I have never met a more dedicated, warm and generous group of people. They care passionately about the children they care for. The system is not delivering on the objectives Ministers are setting it, so nurseries are facing real struggles to survive.

Another headache for nurseries is that the Government do not provide enough financial support for the free—Government-funded—childcare. The Early Years Alliance says that it is “financial suicide” for nurseries to sign up to provide more free childcare places. Some nurseries in the south-west are now reportedly asking parents for voluntary donations to cover the shortfall in Government funding for free places, and sometimes that donation is compulsory.

Mentoring

Jim Shannon Excerpts

Wednesday 24th January 2024 Westminster Hall

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (Con)]

I beg to move,

That this House has considered the matter of mentoring.

It is a pleasure to serve under your chairship for the first time, Dame Maria. I believe that mentoring can help us to work together collaboratively so that everyone reaches their full potential across the United Kingdom. I thank colleagues for attending the debate; this is a critical issue that demands our attention and commitment as Members of Parliament.

The impact of mentoring can be very profound not only on young people, but on people of all age groups. I have drawn on my experience as a consultant clinical psychologist prior to coming to Parliament. I have witnessed at first hand the crucial role of support, particularly in helping young people to overcome mental health issues and the challenges that life brings. I think we all agree that the recent disruptions to people’s education posed by the covid pandemic and the cost of living crisis have disproportionately affected disadvantaged youth.

One of the groups I want to speak about in a bit more depth is care leavers, who face significant disparities in health, social circumstances and education. We can all try to work with them and ensure that they have the best support possible, including mentoring, across their lifespan.

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Lady on securing this debate. The importance of mentoring cannot be underlined enough, and she is doing that exceptionally well. I look forward to the rest of her speech.

The Prince’s Trust, the Diana Award and other such schemes have shown the success that results from coming alongside our young people to give them the hand of friendship and advice, and the feeling that they are not alone in the world. So often we find young people who think they are very much alone in the world. We should encourage more people with a love for young people to get involved. That is why we need this debate. Well done to the hon. Lady!

[Dr Cameron]

I thank the hon. Gentleman. He is so fastidious in representing and intervening on behalf of constituents and people across the United Kingdom. I totally agree that the organisations that he mentioned have contributed significantly to the benefit of young people across the United Kingdom. I had the privilege of visiting the Prince’s Trust locally to see at first hand the work it was doing in building self-esteem and confidence among young people, some of whom felt that their mental health had become low. Further to the hon. Gentleman’s point, I have also noticed that there is a campaign to end loneliness. Young people are one of the significant age groups reporting increased feelings of loneliness; as usual, the hon. Gentleman is entirely right in his comments.

The challenge is clear. We can impact the life of young people through mentoring, which emerges as a powerful solution to address many challenges. Consistent support from a caring mentor has the potential to significantly alter the life trajectories of young people. That can happen through volunteering and through businesses. I have had good opportunities to meet local organisations and businesses in my constituency of East Kilbride. They have been helping with the special needs school to try to get mentoring under way and young people with disabilities into the workplace. That is very much needed because often what people require is opportunity. When they are in the workplace and given the opportunities that they deserve, they can really shine and all their potential can show through.

As the hon. Member for Strangford (Jim Shannon) mentioned, mentoring also helps young people to become more engaged in their communities—to feel less lonely and much more connected. That is particularly the case for people in rural communities who might feel that fewer opportunities are available and for people from more disadvantaged backgrounds who find it difficult to engage in school or different aspects of the support structures already available to them.

The “Mental Health of Children and Young People in England, 2023” report was published recently by NHS England. It found that one in five young people has reported probable mental health conditions, so it is very important that we try to address their needs. In Scotland, the “Health Behaviour in School-aged Children” study recently revealed the lowest levels of adolescent confidence seen in 28 years—a stark figure. Only 42% of adolescents reported feeling confident often or always and about one fifth of young people reported feeling lonely all or most of the time. The report noted that feelings of loneliness were highest among 15-year-old girls—31%, a very high figure. The challenge is clear, as is the impact that we can make. It is important that we give time to consider what more we can do to support people through mentoring, because young people in particular are suffering. Their mental health might be deteriorating and, as we have heard already, loneliness is on the rise.

I want to speak about some different programmes that I have had the privilege to engage with. I used to be chair of a very important group in Parliament, the all-party parliamentary group on mentoring, which had the secretariat provided by the Diana Award. We were able to engage with MPs, which was a valuable part of our programme. During covid, we managed to pair up more than 100 MPs with young people in their constituencies across the United Kingdom to offer mentoring support during National Mentoring Week. We put a great deal of effort into that. I became a mentor myself for that period, and the responses that we had showed that the MPs benefited as well as those who were mentored.

The experience gave us a much better understanding of and empathy towards people’s plights locally, in addition to the connection to what was happening on the frontline, which we are not always afforded as MPs. I remember after being elected wanting to visit a hospital where I had worked previously. I was offered a tour, but I wanted to speak to patients and staff. They said, “Usually, MPs get a tour of the hospital,” but I said, “I don’t really need a tour—I used to work there, so I could probably give the tour.” That shows that as MPs we need to build a connection to the frontline. What people might think we want to hear about or engage in means that that connection is not always afforded to us.

One of the programmes that we have been engaged with and which contributes to mentoring is the Grandmentors programme by Volunteering Matters. It is an intergenerational mentoring programme for care-experienced young people—possibly the strongest and most resilient people in any community because they have often faced many more challenges during their early lives. Through the skill of mentoring, care-experienced young people have been supported to want to achieve their goals.

The programme was established in 2009 and now runs in 14 locations in England and Scotland. Interestingly, a mentor is typically aged 50 years or over—I have to admit that I fall into that category—and, importantly, the mentee is a young person, typically aged between 16 and 24 years old, which means there is an intergenerational transfer of knowledge and support. The programme tries to recruit older volunteers to use their life experience and skills to provide emotional and practical support to young people, particularly when they are transitioning from the care system to independent living.

As of October 2023, 169 mentors had been matched with mentees, with many more ready to be matched. Their impact is measured in employment, education and training; housing and finance; and health and wellbeing. It was found that everything really is relational, with the primary focus on nurturing and strengthening through the relationship and connectedness as individuals to the place where they live.

Books in Primary Schools

Jim Shannon Excerpts

Wednesday 24th January 2024 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Lady for securing a debate on an issue of great importance. I know that the Minister is not responsible for Northern Ireland, but it is an issue that I can support the hon. Lady on, because in Northern Ireland we have the same problem. Does she agree that it is unacceptable that we have teachers perusing charity shops at the weekend to scrape together lending libraries for children whose parents cannot afford books? I agree with the research that shows that the amount of time that children spend reading independently is the best predictor of their overall literacy and language achievement. It helps children to build fluency and become self-reliant readers. This debate is so important. Well done to the hon. Lady.

[Gill Furniss]

I could not agree more with the hon. Gentleman. I thank him for his intervention.

Last week, led by Sir Michael Morpurgo, the current and former children’s laureates united to call for legislation to make it a legal requirement for all schools in Britain to have libraries. Some may question that as a priority and deride it as something that would be nice to have, especially during these difficult economic times, but the benefits of reading are innumerable, and support across the country for such a policy is overwhelming.

Eighty-six per cent. of parents said that they would support making it a legal requirement for every primary school in the country to have a designated school library on site—and for good reason. Studies from the OECD show that reading for pleasure has a more profound impact on a child’s academic success than their socioeconomic background, while research by Farshore into the impacts of daily story time in primary schools found that 65% of boys and 76% of girls agree that story time makes them feel calmer. Those children went on to develop increased enthusiasm and motivation to read and, on average, their reading age improved at twice the expected rate over the period of the study.

School Attendance

Jim Shannon Excerpts

Tuesday 23rd January 2024 Westminster Hall

[Vicky Ford (Chelmsford) (Con)]

I beg to move,

That this House has considered school attendance.

It is a delight to serve under your chairmanship, Mr Twigg, and thank you for giving us the opportunity to discuss school attendance in this Chamber. I note that a very similar debate is happening in the main Chamber—excuse me for having run from there to here. I understand that that is an extremely unusual occurrence, and Mr Deputy Speaker could not reflect on a time in 21 years when two debates on an identical issue had been tabled in both Chambers at once. Mine was tabled first!

A great deal has been written about school attendance recently. People are right to be concerned, with the number of severely absent or persistently absent pupils having soared since the pandemic. Last spring, nearly 1.5 million children were persistently absent from school, which means that nearly one in five children is missing 10% or more of their school time—the equivalent to an afternoon or more of every week of school. Education is key to giving young people access to skills and opportunities in their future, and the sudden surge in persistent and severe absences risks a profound impact on educational attainment and longer-term outcomes. That is why, before Christmas, I tabled a Bill to tackle the issue.

We should be extraordinarily proud of our nation’s young people. Children in England now rank 11th in the world for maths and 13th for reading. Back in 2010, when today’s school leavers were just starting out in reception, the same league tables placed that cohort of children 27th for maths and 25th for reading. There has been phenomenal progress in children’s school journeys over those 14 years, and we must not let that slip.

The reasons for increased levels of pupil absence are multiple and complex. They include issues such as support for those with special educational needs and disabilities, anxiety and mental health. We know, for example, that if a child’s SEND needs are unmet, that can lead to them missing out on education. I am also concerned about the rise in children being put on part-time timetables, especially children with SEND who may not yet have an education, health and care plan—part-time timetables should be used only for a very short time and in exceptional circumstances.

Changes in attitudes towards minor ailments may be another driving force behind school absences. Parents are now more likely to keep their children at home for minor illnesses such as coughs and colds than before the pandemic. In most cases, children are better off in school, including when they have minor ailments. There may be other changing societal issues. For example, a mental health services provider in my constituency suggested to me that increasingly addictive online gaming is impacting negatively on mental health and resulting in more of the children and young people they see missing out on school. I would like to see more research on that to see whether those societal issues are also driving some of the change.

For the most vulnerable pupils, regular attendance is also an important protective factor. Research shows that regular absence from school can expose young people to other harms, such as being drawn into crime or serious violence. The Education Committee heard that children missing out on school was one of the biggest risk factors in cases of child exploitation. These are yet more reasons why we must find new ways to bring those who are missing out back to school and ensure that young people turn up to class.

Every parent has a legal responsibility to ensure that their child receives an education. If they decide to have their child registered at school, they have a legal duty to ensure their child attends that school regularly. However, in addressing the issue of school attendance, it is important that we do not simply lay the blame at the door of hard-working parents. Most parents want their children to do well, but many need help to support their children to fulfil those aspirations. Securing good attendance requires a holistic approach—an approach that brings together schools, families, the local authority and other local partners.

Much detailed work has already been undertaken. In 2022, following a detailed consultation, the Department for Education published new guidance entitled, “Working together to improve school attendance”. Running to more than 60 pages, it is extremely detailed, with a great deal of emphasis placed on early help and multidisciplinary support. It requires every school to have a senior member of the school’s leadership team acting as an attendance champion and sets out how schools and other partners should work together.

Last year, the Education Committee undertook a detailed inquiry on attendance. Witnesses agreed that that guidance needed to be put on a statutory footing, and that was a major recommendation of the Committee. Making it mandatory for bodies to follow that best practice is supported by the Children’s Commissioner and the Centre for Social Justice, as well as the Education Committee and many other experts.

That is why, before Christmas, I presented a private Member’s Bill to the House of Commons to make that happen, the School Attendance (Duties of Local Authorities and Proprietors of Schools) Bill. It will make the guidance statutory so that all schools, trusts, local authorities and other relevant local partners must follow it. The Bill will contain two clauses. The first will introduce a new general duty on local authorities to exercise their functions with a view to promoting regular attendance and reducing absence in their areas. The second will require schools of all types to have and publicise a school attendance policy. Both clauses will require all schools and local authorities to have regard to guidance issued by the Secretary of State. That will all be achieved by inserting two clauses into the Education Act 1996, under section 443.

Incidentally, I have given copies of the wording of that Bill to the Public Bill Office today. It will be printed overnight and will be available for Members to read tomorrow. The DFE has also told me that it will publish a revised version of the guidance ahead of the new provisions taking effect, and that the guidance will help to reduce unfairness in the amount of support available for families in different areas of the country and level up standards in areas with poorer attendance by providing consistent access to support.

Local authorities will need to provide all schools with a named point of contact for support with queries and advice. They will need to meet each school termly to discuss cases where multi-agency support is needed, work with other agencies to provide that support where it is needed in cases of persistent or severe absence, use their services and levers to remove common causes of absence in their areas, and monitor and improve the attendance of children with a social worker.

[Jim Shannon (Strangford) (DUP)]

I commend the right hon. Lady for bringing forward this important subject for debate. I know that there could be no better person than the Minister to answer the points that she is putting forward. Does the right hon. Lady not agree that the mixed messages over covid about learning from home have left a lot more parents either more complacent about attendance or expecting teachers to provide online learning to help their children catch up? There is no substitute for in-school learning; I think that the right hon. Lady said that, and I agree with her. Teachers cannot be expected to double their prep and delivery on behalf of those children whose parents keep them off and ask for the learning to take place on their schedule. Does the right hon. Lady agree?

[Vicky Ford]

I think that the important message to get to children and their families is that the best place for most children to be is in school. That is best for their education. It is best for their friendships. It is best for their development. It is best for their learning in other extracurricular activities. There is also a separate issue of home education, which I will get to shortly.

Under my Bill, which makes the guidance mandatory, schools will be expected to have an attendance champion, to have robust day-to-day processes for recording, monitoring and following up absences, to use their attendance data to prioritise the pupils and cohorts on which to focus their efforts, and to work jointly with their local authorities and other agencies where the causes of persistent and severe absence go beyond a school’s remit.

The Local Government Association, for which I have great respect, has written to me in advance of the debate, saying that there is urgent need for a cross-government, child-centred strategy to tackle rising disadvantage and the wider factors that contribute towards persistent-absence children missing out on school. It says that that must include reforming the SEND system, expanding access to mental health support and youth services, connecting with hard-to-reach communities and ensuring that schools are resourced, supported and incentivised. The LGA also supports the introduction of a register of children who are out of school due to elective home education. That would improve the data on the visibility of these children so that councils can verify that children are receiving a suitable education in a safe environment.

A register of children who are out of school due to elective home education is not part of my Bill, but it is part of a Bill tabled before Christmas by my hon. Friend the Member for Meon Valley (Mrs Drummond), who is a former Ofsted inspector and just spoke in the debate in the main Chamber. I know that Government Ministers are assisting her with the Bill; it is on the Order Paper and has been since December. It does not need to be overtaken by an Opposition day debate to table yet another Bill, because that would be confusing. We have two Bills, they are going through the House, and they are already on the Order Paper.

The Centre for Mental Health and the Children and Young People’s Mental Health Coalition have written to me to point out the link between mental health and absence from school that I have mentioned. They recommend that a mental health absence code is introduced. The issue of different absence codes was also raised by the Education Committee. It is not specifically addressed by my Bill, but the Minister may wish to comment on it. In their letter, they welcomed the “laudable progress” being made in rolling out mental health support teams to many thousands of schools. They would like its funding to be guaranteed and an assurance that all schools will have access to these teams. It would be helpful if the Minister could address that in his answers to the debate.