Bullying on School Buses

Jim Shannon Excerpts

Wednesday 25th February 2015 Westminster Hall

[The Minister of State, Department for Education (Mr Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Hood. I congratulate my right hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke) on securing this debate. I know that bullying on school transport has been a key concern of hers for many years and that she has raised the issue before, both in the House and at meetings with Ministers, including my predecessor in this role, my right hon. Friend the Secretary of State for Environment, Food and Rural Affairs.

Bullying in any form or for any reason is totally unacceptable and should never be tolerated. No child should have to suffer the stress and indignity of being bullied at school or on the way to school. It is tragic beyond belief when bullying results in a child taking his or her own life. I have had the pleasure of meeting Mr Vodden in the past and admire the fact that he has devoted so much time and energy to looking into these matters, with a view to ensuring that no other child or family should have to go through what he and his family have had to suffer.

The response of schools to bullying should not start at the point at which a child is being bullied. Schools that excel at tackling bullying have created an ethos of good behaviour, in which pupils treat one another and school staff with respect because they know that that is the right way to behave. Respect for staff and other pupils, an understanding of the value of education and a clear understanding of how our own actions affect others should permeate the whole ethos of schools and should be reinforced by staff and all pupils.

To ensure that teachers have the powers that they need to maintain discipline and enforce school rules, we introduced a number of reforms in 2011-12. Tackling bullying and ensuring good behaviour in our schools is right at the heart of our education reforms, which are designed to raise academic standards in our schools.

[Jim Shannon (Strangford) (DUP)]

I apologise for not being here in time for the start of the debate; there are many demands on our time. This is an important issue, including in my constituency, and I am sorry that I did not hear the contribution by the right hon. Member for Mid Dorset and North Poole. In Northern Ireland, including in my constituency, we have addressed the issue by working with the police, schools and transport companies, as well as with individual parents. In that way, it has been possible to address bullying on buses going to and from schools. The issues that had to be addressed were clear, but it took a combination of all those bodies to make that happen.

[Mr Gibb]

I am grateful for that intervention. I could not agree more with that approach. The agencies—schools, local authorities and bus companies—have to work together to tackle the problem. We revised the home-to-school travel and transport guidance last July; I will come back to that.

To tackle the specific issue of bullying on school buses, we have to track back and raise standards of behaviour in the whole school system. That has been a key focus of this Government’s approach to education policy. We have given teachers stronger powers to search pupils, removed the requirement to give parents 24 hours’ written notice of after-school detentions and clarified teachers’ powers to use reasonable force. We revised and updated advice to schools on promoting good behaviour and maintaining discipline—that advice includes the Charlie Taylor checklist on the basics of classroom management—and simplified advice on how to prevent and tackle bullying. We introduced anonymity for teachers accused by pupils of criminal offences until such time as they are actually charged with an offence. We changed the system of independent review panels to ensure that a school’s decision to exclude an unruly pupil is not undermined by an appeal process that can force the reinstatement of a permanently excluded pupil against the best interests of the school and its pupils.

In the light of evidence that showed that one in three secondary schools were still not confident in using their powers to discipline pupils, we updated our advice in February last year to make it clear that tough but proportionate sanctions for misbehaviour are permissible. Such sanctions range from verbal reprimands to loss of privileges, writing lines or essays or providing a school-based community service such as picking up litter or weeding the school grounds.

We expect each school to promote appropriate standards of behaviour by pupils on their journey to and from school by rewarding positive behaviour and using sanctions to address poor behaviour, and we have clarified our advice to make it clear that teachers have the power to discipline pupils for misbehaviour outside the school premises to such an extent as is reasonable. That can relate to any bullying incidents that occur anywhere off the school premises, such as on a school bus or public transport, outside the local shops or in a town or village centre.

When bullying outside school is reported to school staff, that should be investigated and acted on. The head teacher should also consider whether it is appropriate in extreme circumstances to notify the police or the antisocial behaviour co-ordinator of their local authority. In all cases of misbehaviour or bullying, the teacher can discipline the pupil on school premises or elsewhere only when that pupil is under the lawful control of the staff member.

We have strengthened Ofsted’s power. We reduced the number of criteria for inspections from 27 to four, and one of those four is behaviour and safety of pupils in the school.

I understand that my right hon. Friend’s constituent, Mr Vodden, has been impressed by the work undertaken by the anti-bullying organisations the Diana Award and Kidscape. They do excellent work to tackle bullying, which is why we are providing funding to them. I have been involved with the awards ceremony of the Diana Award, where I have met many inspiring young people genuinely tackling bullying in our schools up and down the country. We are providing £4 million of funding to several organisations to tackle bullying, and we are considering bids for further projects. Many parents are concerned about cyber-bullying, so we have issued guidance to parents and to teachers on how to identify and tackle it.

Local authorities can play a part. My right hon. Friend touched on this: when they contract to provide school transport, they can instruct companies to include anti-bullying procedures as part of their tenders. The statutory guidance I referred to earlier on home-to-school transport, which was revised in July 2014, requires local authorities to ensure the safety of pupils on school buses. Paragraph 44 talks quite explicitly about the training of bus drivers, which she referred to. It says:

“All local authorities should ensure that all drivers and escorts taking pupils to and from school and related services have undertaken appropriate training, and that this is kept up to date.”

Paragraph 47 says:

“The Department expects each school to promote appropriate standards of behaviour by pupils on their journey to and from school through rewarding positive behaviour and using sanctions to address poor behaviour.”

It cites the Education and Inspections Act 2006, which, it says,

“empowers head teachers to take action to address unacceptable behaviour even when this takes place outside the school premises”.

That guidance, which is extensive, needs to be adhered to, because local authorities have a statutory duty to make suitable travel arrangements for eligible children in their area and to promote safe and sustainable travel to school.

Electoral Registration

Jim Shannon Excerpts

Wednesday 4th February 2015 Commons Chamber

[Jim Shannon (Strangford) (DUP)]

It is good to contribute. First of all, right hon. and hon. Members, including the Minister and the shadow Minister, have been very kind in referring to Northern Ireland’s experience. It provided an important example for the rest of the United Kingdom. If I may, I would like to provide a little more of the Northern Ireland perspective.

On electoral registration, our aim should be to have an open, honest, transparent and, more importantly, accessible system so that those who want to vote are able to do so without difficulty. We do not need any more reason to deter or make difficult the process of voting, and there are obvious worries that the plans for individual voter registration will let many slip through the cracks. We also have to protect our democracy from fraud, and individual voter registration is one way of doing that, as many Members have suggested.

Before the Northern Ireland initiative, it was evident that, as the Electoral Commission in Northern Ireland reported, there had been a significant and worrying decline in both the accuracy and completeness of Northern Ireland’s electoral register. On 1 April 2012, post-general election, the register was 78% accurate, with one in five entries relating to people who were no longer resident at the address. An estimated 400,000 people were not registered at the correct address. Understandably, we had an ambition to address that issue.

It is valuable to have discussions in the devolved Administrations and the Northern Ireland Assembly in particular in the hope that through our respective Governments we can learn from each other about what makes for best practice.

[Ian Paisley (North Antrim) (DUP)]

Does my hon. Friend agree that one of the best initiatives in Northern Ireland has been the voter electoral identity card? People can apply for it, and it is free. It has a photograph and other identity marks on it, and it allows people to carry that credit card into the electoral booth to prove who they are and maintain their vote without molestation.

[Jim Shannon]

I thank my hon. Friend for that. Yes, that is another example of something that was done in Northern Ireland, and it is important to note that it provides a free opportunity to get voter identification.

[Mark Durkan]

The hon. Gentleman will recognise that one reason the registration effort in schools has been so successful is precisely that the electoral ID card is a strong incentive. It is not necessarily that pupils are overwhelmingly committed to voting for our party!

[Jim Shannon]

I would not necessarily go with that opinion, because when the pupils congregate for the cards and we help them to go and get them, I think we will gain from that. I am ever the optimist, as you know, Mr Speaker, and I am sometimes referred to as a “glass half full” person. I am conscious of the time, so I will continue.

It is important to address fraud. There have been examples in west Belfast in the past where up to half a dozen people were living in blocked up houses. I do not know how they got in there. If one had four legs, it was easy to get in, but not so easy for those with two legs. That is all I can say. It is acknowledged that we are likely to have a higher volume of voters in the general election—the contest to watch—so for that reason we need accessibility along with accurate data.

In 2012, Northern Ireland had an accuracy of 78% in its electoral registers. That clearly showed what we could do. The electorate of Northern Ireland grew by 9.8% between 2007 and 2012, in comparison with only 2.8% for United Kingdom and the rest of the mainland. Big steps were taken; we moved forward very quickly.

It is now a given that we must talk about technology in all strategies for engaging with and reaching the public. The online system is one thing we have introduced and it has been successful, although I think we could do more with it. Over 90% of responders gave positive feedback, so there have been issues that we have been able to deal with.

The system of voter registration in Northern Ireland for those at further education colleges has been good. There needs to be leafleting and marketing in our universities and colleges and our local businesses, and at grass-roots campaigning levels. Visuals and sign-up drives are also very important.

I urge Ministers to bear it in mind that, in the light of the upcoming elections and the fact that the nation’s eyes will be on how we run the votes, we should be ready for scrutiny and accountability.

Young People in Care

Jim Shannon Excerpts

Tuesday 27th January 2015 Commons Chamber

[Jim Shannon (Strangford) (DUP)]

First, I thank the hon. Member for Beverley and Holderness (Mr Stuart) for introducing the debate and the report. I also thank all those involved in producing it, because it contains many good and helpful points. It has been a pleasure to listen to all the Members who have spoken so far. They have all spoken with passion, interest and a real, earnest endeavour on behalf of young people, and it is good to hear the House united in that.

Ensuring that our young people, particularly those who are vulnerable, have somewhere to call home—somewhere that is important to them—is vital. I have no doubt in my mind that every child is entitled to a hot meal, a warm home and, most importantly, a loving home—that seems natural and fair. In fact, to me it is a basic human right. As the report states, not every child has that, and we need to work extra hard to give those children who, for whatever reason, do not have a permanent home with their parents a home they can call their own. That is why I am pleased to make a contribution here. A number of charities actively help to do just that, including Action for Children, Citizens Advice and Bridging the Gap, to name just a few.

Young people leaving care are among the most vulnerable groups in society, so it is little wonder that there needs to be adequate provision in place, not just for when young people are in care, but to help them when they leave. Each Member who has spoken, particularly the hon. Member for Stockport (Ann Coffey), has made that point clearly.

Some of the statistics about young people in care are truly worrying. They are three times more likely to be cautioned or convicted of an offence; they are four times more likely to have a mental health disorder; they are five times less likely to achieve five good GCSEs; they are eight times more likely to be excluded from school and less likely to go to university; and finally, one in five homeless people are care leavers. Those horrifying statistics make us think about those in society whom we have a responsibility to assist.

The fact that one in five care leavers end up living on the streets is undoubtedly a direct result of academic underachievement, criminal records and/or mental health conditions, all of which stem from a disrupted upbringing. That is why we need to do more to create stable home environments as quickly as possible after problems arise. Our main aim is to ensure that young people have a roof over their head. We do not want them to be continually moving around as if they were playing a game of musical chairs or as if they were just a piece of the furniture. We must promote stability, although I do understand that that is not always possible. We must also do our absolute best to work with the charities and other organisations to get young people into care and long-term homes. When the Minister responds to this debate, perhaps he could tell me what discussions he has had with the charities that work at the coalface, as they understand the issues involved.

The options available to young people in care include fostering, adoption, family short breaks and residential care, all of which ensure that young people have some form of accommodation. The greatest issue facing young people is not necessarily while they are in care, but after they leave care. That concern has been expressed in every contribution so far.

[Lisa Nandy (Wigan) (Lab)]

I am grateful to the hon. Gentleman for giving way and to the Education Committee for producing this important report. It is more than a decade since I worked with Hammersmith and Fulham council to phase out the use of bed-and-breakfast accommodation for vulnerable 16 and 17-year-olds, including care leavers. Given our special and unique responsibility to these young people who rely on the state to keep them safe, and the fact that councils such as Hammersmith and Fulham showed over a decade ago that it could be done, surely the time has come to outlaw the use of bed-and-breakfast accommodation for these young people. Does the hon. Gentleman agree that such accommodation is entirely unsuitable?

[Jim Shannon]

I thank the hon. Lady for her contribution. Earlier, I said that I was surprised that she was not here at the start of the debate, because I know that she has a real, deep interest in this subject. I am pleased to see her here now, and I agree wholeheartedly with what she said, and I am sure that that applies to everyone else in the Chamber. It is always good to exchange ideas.

In Northern Ireland, a public consultation was held in 2012 to decipher the best way forward for young adults living in supported accommodation. Ten key principles were developed and they are now used by charities and organisations in Northern Ireland for those in care and those leaving care. They are dignity and respect, independence, rights, equality and diversity, choice, fulfilment, safeguarding, privacy, confidentiality and partnership. A variety of options are available for those who leave care, and they include supported lodgings and private rented or social housing.

Young people may wish to remain with foster families or return to their birth parents, but the options available to those over 18 who want to move on can be limited. Has the Minister had any discussion with John O’Dowd, the Minister for Education in the Northern Ireland Assembly, about the report we compiled in Northern Ireland? The figures for young people in care working and having adequate academic achievements need to be better. Supported lodgings are an option for young people but, depending on where they live, they may not be available to them. The option that is used the most in Northern Ireland is social housing, but that young person can fall between two stools. No one seems to grasp the problem, and it becomes very frustrating.

Although charities such as Action for Children do fantastic work and try to give young people in care and those who leave care the best opportunities and homes available, we need to do more. We must do all we can to reduce the number of people living on the streets, and to help young people in care to reach their academic potential. That means that they would be in a better position to get jobs and set up homes in the future. We should consider setting up some sort of support system in schools and further education colleges aimed specifically at helping young people in care to get the skills and qualifications that they need for the future.

I strongly believe that family is the cornerstone of society. I am not necessarily talking about birth family. Family means providing care, support and love. It comes in many forms and it is up to us to ensure that young people in care, our most vulnerable young people, get the support and stability they need at home, which will give them the best possible chance to reach their academic potential.

Finally, I say well done to the Education Committee for producing this report, which highlights all the issues. I look forward to hearing the Minister’s response.

Deaf Students (Educational Achievement)

Jim Shannon Excerpts

Tuesday 13th January 2015 Commons Chamber

[Alison Seabeck (Plymouth, Moor View) (Lab)]

I am very pleased to have been given an opportunity to raise an issue that is of importance not only to my constituents, but to many other families and young people across the country. Deafness is a disability and although that does not mean that children who are deaf are categorised as having learning difficulties, it most definitely means that learning can be difficult. There remains a wide attainment gap between deaf children and their peers. There are a variety of reasons why that is the case, but it need not be that way. It is clear that more could be done across the country to ensure that deaf children receive the support they need to close the gap. It is important to emphasise that while this debate falls under the Department for Education’s brief, it is also clearly a health issue, so unsurprisingly I will touch on health matters in my comments.

Deafness affects more than 45,000 children in the UK, the majority of whom are born to hearing parents with no background in deafness. More than three quarters of them attend mainstream schools with little specialist provision, where they are often the only deaf child in attendance. Most of those deaf children—85%, in fact—do not have a statement of special educational needs, but when they reach working age, just over 50% of them are in employment, compared with 80% of the non-disabled population. We are clearly not assisting them in achieving their full potential.

It is important at this stage to establish who I am talking about when I refer to “deaf children”. When the National Deaf Children’s Society talks about deaf children, it means any child with hearing loss from mild to profound, whether temporary or permanent and whether in one ear or both. Even a mild hearing loss can have a negative impact on deaf children’s achievement. Recent Government figures show that just 43% of deaf children achieve five GCSEs, including English and maths, at grades A* to C, compared with 70% of children with no identified special educational need. It is the Government’s main benchmark for GCSE success, and there is no reason why we should not have the same educational benchmarks for deaf children as for their peers. Clearly more can be done to support these children throughout their school life and to best prepare them for the working world.

I say this as someone with deafness myself. I am, as many in the House are aware, completely deaf in one ear and have been since the age of 16 when I contracted mumps. The damage to my nerve endings meant that nothing could be done to enhance my hearing. It poses problems when there is ambient noise, in a room with poor acoustics and in the Chamber, Mr Deputy Speaker—quite frankly, if you were to speak to me, there is a good chance that I would not hear you unless I was looking at you. I would not be aware that you were talking to me. That happened at one of my early forays at the Dispatch Box. The only way I knew that something was amiss was that I could see the faces of the Members on the Benches opposite, who looked somewhat puzzled that I had not responded to the fact that the Speaker was standing and trying to attract my attention. That can clearly pose problems in a classroom and throughout the education process for many young people, and for teachers who have to consider the physical placement of those students within the class and the eye lines and the background noise during the lesson.

In September I met a young woman called Renée, a lovely and bright 17-year-old girl who is profoundly deaf in both ears and has two cochlear implants. To communicate, Renée uses a combination of speech and British sign language and can lip-read. She told me how hard it could be for her and many of her deaf friends to concentrate and focus on their work in school or college. Especially at the age of 17, when friends are finding their own way in the world, she found it hard to become truly independent like many of her peers, but she has not let any of these obstacles affect her, as they can so many. She sits on the National Deaf Children’s Society’s young people’s advisory board, is a peer buddy at her school, is a member of the National Portrait Gallery youth forum and wants to become an art therapist when she finishes her education. I am sure that she will excel, yet sadly many who experience similar obstacles do not.

Addressing the issue does not simply lie in the classroom. It starts with providing the best possible care and services we can for deaf children. The National Deaf Children’s Society believes that one third of audiology services are failing to provide for deaf children. It has NHS figures that it believes show that those services are failing to see children within Government time frames, failing to use the most up-to-date tests, incorrectly setting up hearing aids, seeing too many children during school hours when they should be learning, and even lacking deaf awareness. The suggestion that the Government are planning to stop assessing the quality of children’s audiology services is therefore very worrying. I realise that this is not a matter for the Minister, but I hope that he will pass my concerns on to his colleagues in the Department of Health. That decision has clearly had a knock-on effect on the educational development of these young people.

Why are audiology services so important? As we know, children learn and socialise through hearing, so it is unsurprising that hearing loss can present considerable challenges to a child’s progress at school and their ability to make friends and develop socially. Good audiology services make a critical contribution to a deaf child’s success in life, as they are responsible for ensuring that a deaf child can use their remaining hearing to the fullest possible extent.

The Government recommend that newborn babies should receive an audiology appointment within four weeks of referral. Older children should be seen within six weeks, and rightly so, as hearing is critical to a child’s development of language and learning, and early diagnosis is vital as it will reduce the risk of delays in language, educational and social development.

The problem is that when asked by NDCS about the length of time it took to get their child an audiology appointment, 44% of parents said that they had to wait five weeks or longer, and 20% said they had to wait for more than eight weeks. At such a young age, that length of time without diagnosis can be seriously detrimental and will certainly put those children behind others of their age when it comes to starting school.

Obviously, effective hearing aids are an integral way of mitigating the effect of deafness, and making sure that they are correctly set up and fit for purpose is essential. Children grow out of the ear moulds for their hearing aids as often as they grow out of their shoes, and any parent will be well aware that that can happen every few months. If a child experiences a delay every time they need an ear mould replaced or if a new one does not fit correctly, they lose out on significant listening and therefore learning time. Sadly, almost 80% of the parents who spoke to NDCS said that they had waited longer than the target time for their ear mould impression appointment. Those are all health issues, but they obviously have an educational impact in the classroom. Almost three quarters of deaf children fail to achieve a good level of development in the early years foundation stage assessment. If deaf children are struggling to attain the same educational outcomes as their non-disabled peers, consider how challenging it must be for deafblind children.

[Jim Shannon (Strangford) (DUP)]

In 2011 a school was built in Belfast specifically to cater for deaf and blind children who needed the level of educational standard it delivered. The school gave those people an academic standard and achievement that prepared them for jobs in future life, but it was done through private finance. Does the hon. Lady agree that the Government could follow that example from Northern Ireland, and that the Education and Health Departments could work with the private sector to look after those who are deaf and blind?

[Alison Seabeck]

The hon. Gentleman has always brought interesting examples and ideas to my previous debates on health-related issues. I am sure the Minister has listened to him. We should seek to learn from any example of good practice, whether it be in the public or the private sector, but whether we would support rolling out the private element more widely is a different issue. That said, if the practice is good and the children are achieving, clearly we should look at it.

Although there are fewer deafblind children than deaf children in the UK, they face a unique set of challenges —of which the hon. Gentleman is clearly aware—when accessing education, and they therefore require specialist support. To be able to get that support, they first need to be identified as deafblind, which is their local authority’s responsibility. Every two years, the charity Sense conducts a survey of local authorities and their identification rates. It estimates that local authorities should be identifying 31 deafblind children per 100,000 of the population. In 2014, they were identifying on average just 14 per 100,000, which is a 7% drop from the figures reported in 2012. The low identification rates are attributed by Sense to poor professional awareness of deafblindness and to inadequate information sharing between agencies. Although this is a crossover issue for health and education, I am concerned that identification of deafblindness is proving to be more difficult and that fewer young people are being identified early enough in the process.

In Plymouth, as in the rest of the country, the number of deaf children has risen. In 2012 there were 171 deaf children in Plymouth and by 2013 there were 175. In the south-west as a whole, 49% of deaf children managed to achieve five GCSEs at grades A* to C in 2011, which is more than the current national average, but way below the average for children without a special educational need. In 2013, however, the attainment levels dropped, with just 40% of deaf children achieving the target of five GCSEs.

Clearly there is an issue. I welcome statements by local authorities that specialist education services are increasing, despite the cuts in the system, and that a review of the specialist educational service for deaf children will go ahead in 2014-15. However, there is a shortfall in specialist teachers nationally and that is having an impact on Plymouth. In England, the national average ratio for visiting teachers of the deaf to children is 1:44. In Plymouth, with just two visiting teachers of the deaf, the ratio is 1:72. I am told that those two specialist teachers are being stretched by unrealistic and unmanageable caseloads. What is being done to recruit, train and, importantly, retain teachers across England with that level of expertise?

The impact on education of being deaf is not only felt at a young age. Many young people continue to experience problems when in higher education. When I met NDCS at the Labour party conference in September, I was told about a young man who relied on note-taking support at university, but when he started his first term he found that no support had been organised, despite the fact that the university had been given plenty of notice of his needs. Unsurprisingly, that made his first couple of months very stressful and unproductive. The issue affects the whole of the education spectrum—from nursery right the way to young people seeking to move from secondary education to university—and it needs to be addressed.

Deaf students will certainly be impacted by the changes to disabled students allowance, in relation to which there has been no mention of non-medical help, such as using British sign language interpreters. I wonder whether the Minister has discussed that issue with his colleagues in the Department for Business, Innovation and Skills. As I have said, young people coming out of mainstream education and seeking to progress to university may find that that journey is not possible because of the new barriers that are being erected. Randstad student and worker support has told me that 27.7% of the students it surveyed said they would not have attended university without DSA. I am sure the Minister is as anxious as I am not to close off any option to pupils who wish to progress their education.

What needs to be done? Obviously, budgets are tight, and everyone is being asked to do more for less. Charities such as the Plymouth Deaf Children’s Society are working with partners, including the Plymouth YMCA, which has provided admin space in its premises and is incredibly supportive. I have some wonderful people working with various organisations, such as something called CHSWG—the Plymouth Children’s Hearing Services Working Group—and the Plymouth Deaf Children’s Society, including its chair, Yvette Beer, who is fabulous. They are doing a lot of good work, but they were very anxious for me to come to the House to raise some of the concerns that they had raised directly with me.

From my remarks, the Minister will understand not only that we risk making the educational pathway of many young people more difficult, but that there are still gaps in the existing provision. I look forward to hearing his comments.

National Minimum Wage

Jim Shannon Excerpts

Tuesday 16th December 2014 Westminster Hall

[Dan Jarvis]

My hon. Friend makes an important point, and the figures bear out what he has said. I would be interested to hear what the Minister has to say on that point, but I agree that the tiny number of rogue employers who have been prosecuted for paying people less than the national minimum wage is a disgrace. That reflects poorly on the Government’s record.

I believe that the proposal I have just outlined regarding the Low Pay Commission is straightforward and reasonable, and that it is the right thing to do. I would be grateful if the Minister would respond directly to that point.

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Gentleman on securing this important debate. The problem is not simply the minimum wage; many workers have had their hours reduced just to stay in employment. Some workers have not had a wage increase in three years. Some people do not even have the minimum wage let alone a living wage. Does he feel as well that the Government need to address the issue of the living wage so that people can survive?

[Dan Jarvis]

That is a helpful and constructive contribution. If the hon. Gentleman will bear with me, I will talk about the living wage later in my speech. It would be useful to hear what plans the Minister has. The hon. Gentleman makes an important point that we currently have record numbers of people in this country who are underemployed. Record numbers of people want to work full time but cannot get full-time work, so they are stuck in part-time employment and struggling to meet their costs. That is a good point, and I look forward to the Minister responding to it.

[Dan Jarvis]

Completely by coincidence, my hon. Friend has made a timely contribution that neatly introduces the point that I was about to make. If we want to win the fight against poverty wages, the remit of the Low Pay Commission must be expanded. It should not be simply a national minimum wage commission that sets the level of wages; I believe that it should lead our national effort to tackle the problem of low pay. We need to give new powers to the Low Pay Commission to investigate the causes and consequences of low pay in different areas of our economy.

We know that some sectors have particular, systemic problems of low wages. More than half of cleaners, 48% of hospitality workers and more than 40% of hairdressers are paid less than £7 an hour. At the same time, other sectors—the banking sector, for instance—could pay a higher minimum wage. I would be grateful if the Minister could tell us today whether the Government would consider giving new powers to the Low Pay Commission to bring together task forces to tackle such issues. Those task forces could include all the key stakeholders and recommend a strategy to the Secretary of State on the best way forward.

[Jim Shannon]

To that list of bodies that the hon. Gentleman referred to, would he add the catering industry? Many workers in the catering industry receive a wage that they cannot live on, which is below the minimum.

[Dan Jarvis]

I absolutely would. There are number of different sectors of the economy to which that could be applied.

--- Later in debate ---

[Jo Swinson]

We may have a difference of opinion. I agree that there should be very tough consequences for employers who do not get it right. We have ensured that the fines are in place, increased the maximum penalty to £20,000 per worker—that is currently going through Parliament in the Small Business, Enterprise and Employment Bill—and introduced a naming and shaming scheme that is far more comprehensive than the previous scheme, the criteria of which were almost impossible to meet. We now regularly list employers that have not properly paid the national minimum wage, and we name them publicly so that in their local area people can be aware that those companies are not paying the national minimum wage, which affects the reputation of those businesses.

In response to the hon. Gentleman’s plea for more prosecutions, I would say that, in the cases that are named, in most circumstances the underpayment is not necessarily a malicious act by the employer. That does not make it right, and it does not make it okay, but very often someone has put the wrong digits into a computer program so somebody is not been paid the right pence per hour. There may be mistakes on the accommodation offset allowances or mistakes on the apprentice rate. Of course, if we increased the apprentice rate to the lower age rate, we would simplify the system and make it easier for employers to get it right. That is not an excuse, as employers have a responsibility to get it right, but I would not necessarily contend that those circumstances should also result in a criminal prosecution. Our tough penalty regime, increased fines and the reputational consequence of naming and shaming are the right way to address underpayment. We are increasing the resources available to HMRC to address this issue.

[Jim Shannon]

There might be an individual working for a firm who is getting less than the minimum wage. They might be concerned but there is a fear factor in pursuing the issue. That goes back to what the hon. Member for Liverpool, Walton (Steve Rotheram) said in his intervention. Is that part of the reason why we have a low prosecution rate? People fear losing their job for making a complaint. Would it be better for complaints to be tied to the company, not the individual?

[Jo Swinson]

I hope I can provide a lot of reassurance on those points. The hon. Gentleman is right that there is a fear factor, which is why it is important for people to recognise that they can make complaints in confidence. It will not necessarily be clear which member of staff has made a complaint. The HMRC investigator will not just go along to a company and say, “Can you show me the records for this particular member of staff?” The investigator can ask to see the records for all members of staff. That has two benefits. The first is confidentiality, but secondly, of course, if one member of staff is not being paid the minimum wage properly, it is possible—indeed, likely—that other members of staff are also not being paid properly.

To put the issue in context, the hon. Member for Strangford (Jim Shannon) suggested that the reason why there are not as many prosecutions as he might like is that people are not coming forward. Actually, since HMRC began enforcement back in 1999, more than 229,000 workers have received arrears worth more than £54 million. In the last year alone, £4.6 million in arrears was delivered to 22,600 workers, a significant 17% increase in the number of workers helped compared with 2009-10. The amount of arrears per case is also rising. HMRC is learning how to ensure that it does not just look at one person in the business; now it routinely looks much more widely at lots of workers within the same business. That is important to ensure that enforcement works.

We are the fastest-growing G7 economy at the moment, and that strong growth is reflected in our employment statistics, with more people in employment than ever before. That is good news, but hon. Members have raised issues about the type of employment and whether it is just insecure part-time employment. It is worth recognising that our figures from the Office for National Statistics show that full-time work made up three-quarters of the growth in employment since the election and 85% over the last year. The growth in the labour market is significantly of full-time work, but of course there are issues around the insecurity of work, which the Government are taking steps to address. We understand those issues too.

We will return to this matter, rightly, many times in this House. I pay tribute to the Members present today, who in their different elements have been campaigning on the issue. The hon. Member for Stockton North (Alex Cunningham) is particularly assiduous in the care sector, where HMRC has done a significant investigation and is seeking to follow up. That is an area where HMRC found a lot of non-compliance. We need to stay on the case of industries where there are greater problems, because lack of compliance is much less widespread in other industries.

Voter Registration

Jim Shannon Excerpts

Wednesday 22nd October 2014 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

With that in mind, Mr Williams, I shall be brief—by my calculations, we have four minutes each.

I congratulate the hon. Member for Sunderland Central (Julie Elliott) on securing the debate. I wish to speak about Northern Ireland, which hon. Members have referred to. In last May’s council elections in Northern Ireland, out of 1,243,649 eligible people, only 51.3% voted. We had an issue with spoiled ballot papers and those who were unable to vote in European elections. The figures are extremely disappointing. Much has changed, and my hon. Friend the Member for South Antrim (Dr McCrea) and my right hon. Friend the Member for Belfast North (Mr Dodds) referred to the registration in Northern Ireland of some 88%, but even with that, the electoral turnout was only 51.3% at the last election, which is of some concern.

We also have the problems in Northern Ireland of the two electoral systems, with the straight X vote and the single transferable vote. Having two elections with two different votes, sometimes on the one day, can cause confusion, and we have been trying to address that issue.

The hon. Member for Vale of Clwyd (Chris Ruane), who spoke very passionately, referred to fraud. In Northern Ireland, we have had many examples of fraud. There have been blocked-up houses in west Belfast that apparently housed 10 people—well, they must have had four legs and a tail, because otherwise there is no way in the world they would be able physically to get out and vote. Such electoral fraud took place across parts of Northern Ireland and has been addressed. When we go to vote, we have to take photo ID with us, but that is something that we just need to accept in Northern Ireland.

There is the issue of how we interact with people and encourage the voters to be more involved in what takes place, and we can look at the referendum in Scotland and what happens when an issue generates interest. It had a 75% turnout and 90% of people were registered, with some 18% voting through a postal vote. I believe that more can be done with the postal vote system. Its only disadvantage is that people do not have to produce ID to show that they are who they say are, so an element of fraud might come into it.

In her introduction, the hon. Member for Sunderland Central referred to the issue of how we engage with younger people, and that is a key issue. How do we ensure that younger people are involved? How can we encourage that involvement? In Northern Ireland, we have a system under which students in lower sixth—or year 12 as it is here on the mainland—are encouraged to have their photographs taken for electoral cards with their date of birth on, so that when they turn 18, it is all done for them. That is one approach to the problem, although of course the card can easily be lost—in someone’s pocket or purse or whatever—and with that goes people’s wish to be involved in the process. But education is an important element, and Northern Ireland does that through colleges of further education. Those are some of the good things that we would wish to see.

Finally, students who are interested may register to be involved in the party political process, and that is good. They may do their courses at school, and that is good as well, but sometimes they drop out. How do we engage those who drop out? We need to ensure that people grasp how they can change, influence and make things better, and the only way to do that is to vote in elections. Next year, it is Westminster—“elect the person you want to do what you want at Westminster.”

Oral Answers to Questions

Jim Shannon Excerpts

Thursday 16th October 2014 Commons Chamber

[Mr Vaizey]

I hope that the hon. Gentleman does not mind that I often pray in aid Dundee as a brilliant example of a city that supports the video games industry. I am happy to tell him that the skills investment fund that we set up has put millions of pounds into skills training. Yesterday I attended the opening of the Industrial Light and Magic headquarters in London, which will employ 200 people in the visual effects industry, and we will certainly consider whether it is possible to extend the scheme.

[Jim Shannon (Strangford) (DUP)]

Our competitors in shooting sports—rifle and shotgun disciplines—contributed some 20 medals at the Commonwealth games. The Minister will know that pistol shooting is restricted legally in the United Kingdom. What steps can she take to relax that restriction so that even more people can be introduced to pistol shooting and win more medals?

[Mrs Grant]

I will be happy to meet the hon. Gentleman to discuss pistol shooting.

Oral Answers to Questions

Jim Shannon Excerpts

Thursday 10th April 2014 Commons Chamber

[Michael Fallon]

I do not wholly agree with my hon. Friend. There are high-growth opportunities the world over, but the single market to which our businesses have access through our membership of the European Union is still an important part of our trading relationships.

[Jim Shannon (Strangford) (DUP)]

It may not be a high-growth market, but we had a reception here last week that introduced the fishing, oil and construction opportunities in the Falkland Islands. Has the Minister had an opportunity to discuss those matters with the Falkland Islands to develop those areas and give job opportunities to people from the United Kingdom of Great Britain and Northern Ireland?

[Michael Fallon]

In my capacity as Minister responsible for oil and gas, I am aware of the opportunities for developing the oil and gas fields off the Falklands. The hon. Gentleman will know that a considerable amount of initial exploration is taking place in the waters just to the north of the Falkland Islands, and of course we stand ready to help the Falkland Islands if that exploration can be turned into significant production.

Oral Answers to Questions

Jim Shannon Excerpts

Monday 10th February 2014 Commons Chamber

[Mr Graham Stuart (Beverley and Holderness) (Con)]

It is a pleasure to follow the hon. Member for Stockport (Ann Coffey).

I want to speak in support of the large group of Lords amendments that extend the scope of clauses 22 to 32 to include disabled children, as well as those with special educational needs, but I first want to place on the record my thanks and those of my Committee to the Minister for his close co-operation on the Bill over the long period of its development. His actions to improve it in response to our recommendations and those of many others have been greatly appreciated. Something about how he has conducted himself in bilateral and multilateral meetings has endeared himself to the House, which might explain why he has been given the accolade of Minister of the year. I will not seek to curse his future career with such praise any more, so I shall move swiftly on.

As has been said, when the achievements of this coalition Government are reviewed, the Bill will rank highly among them. This large group of amendments certainly strengthens the Bill. When the Education Committee conducted our pre-legislative scrutiny in the autumn of 2012, the evidence we heard made a strong case for the inclusion of disabled children, with or without SEN, in the scope of entitlement provision and education, health and care plans.

Mencap emphasised that it was undesirable that eligibility for much of the support in the Bill could be engaged only via an educational trigger, meaning that children and young people with primary health and care needs might not be identified as having SEN until they reached an educational setting. In her evidence to us, the former Minister, the hon. Member for Brent Central (Sarah Teather)—sadly, she is no longer in her place—acknowledged the

“huge crossover with children with disabilities”.

The omission of reference to the disabled seemed to run directly contrary to the Government’s laudable aspiration to achieve the earliest possible intervention for those who need extra support. I am therefore delighted that the Bill has been amended in that way.

The only weakness I identify is the continued lack of regulation on the local offer for children and young people mandated by clause 30. The weight of evidence received by my Committee clearly supported the introduction of minimum standards for the local offer—the Minister referred to that earlier—which the Government have consistently resisted. I appreciate that Ministers have taken steps to increase the accountability and responsiveness of the offer made by local authorities, but I ask the Minister to undertake carefully to monitor the standards set by different local authorities across the country so that some do not duck their responsibilities, as other hon. Members have mentioned.

I want to speak in favour of Lords amendments 69 and 70. In our scrutiny report, my Committee welcomed the introduction of integrated education, health and care plans—or EHCPs, as doubtless no one will remember to call them—which are at the centre of those amendments. We were clear in paragraph 98 of our report that

“the cut-off point for EHCPs should be when educational outcomes are achieved”,

rather than by reference to any specific age. We heard from Di Roberts, the principal of Brockenhurst college, who gave the example of two learners with profound deafness: they were on marine engineering apprenticeships and had to have signers to help them with their training. They are precisely the young people who need extra support to follow their ambitions so that they can succeed in life. The Bill should not open a door to local authorities to take that support away, simply because someone needs longer to complete their education or training. A young person’s age is a comparatively superficial factor that should not be used to determine whether they would continue to benefit from an EHCP.

I want quickly to mention Lords amendment 110. It affects clause 67, which governs the new code of practice as regards special educational needs. I would be grateful if the Minister clarified when exactly the new SEN code of practice is expected to be published. I am told that it might not be published until June, which would leave very little time for the new system to come into force from September. I appreciate that it will take up to three years to migrate existing statement holders to the new code of practice, but I know that many parents would appreciate learning the latest information about the timetable.

I am aware of the time, so I shall touch on Lords amendment 128 only briefly. It will enable young people in foster care to live at home until the age of 21 if that is right for them and their foster family agrees. The Select Committee has long been concerned about the position of children who are fostered or in care, and about the accommodation and support that is provided for them. We welcome the announcement of greater support for 16 to 17-year-olds that was made by the Department last summer. This amendment continues the spirit of that work. It is both sensible and sensitive to young people’s needs. The comfort that is derived from having a family home does not end at 18. Allowing young people who may have had particularly disturbed childhoods to continue to enjoy the support of their foster family until 21 is quite simply the right thing to do. The Minister and the Government deserve to be congratulated on adopting the amendment.

I was delighted to see Lords amendment 129 included in the Bill. It inserts a duty to support pupils with medical conditions. Members from across the House will have had constituents come to them with stories of the difficulty of getting fairly straightforward and simple support for their children in school. They will have heard tales of parents having to leave work to pick up their kids and take them elsewhere. I spoke in favour of an amendment of this nature that was proposed by my hon. Friend the Member for Torbay (Mr Sanders) at Report stage in the Commons last June.

I have had the opportunity to meet the Crawforth family from my constituency, most recently on a school visit a few days ago. Their son suffers from type 1 diabetes. A recent study by Diabetes UK found that 46% of young people with diabetes—almost half—do not have a health care plan for managing their condition at school. Of those who have a plan, 17% do not feel confident that it is being implemented. Those statistics concern parents up and down the country, and understandably so. Lords amendment 129 will require schools to engage directly with the families of children with serious, ongoing health concerns and to co-operate with local NHS authorities to design strategies to reduce the risks. Its inclusion strengthens the Bill.

[Jim Shannon (Strangford) (DUP)]

Will the hon. Gentleman give way?

[Mr Stuart]

There is very little time left so, if the hon. Gentleman will allow me, I will not give way.

The proposed statutory guidance under Lords amendment 129 will ensure that schools have to observe national standards. That will go a long way to ending the current lottery in respect of children’s safety at school.

Lords amendment 135 represents something of an exception to my generally positive feelings about the Bill. I want to be clear at the outset that free school meals are a matter of basic social justice and I wholeheartedly support them. However, I am wary about extending free school meals to all pupils in reception and years 1 and 2, regardless of how well off their parents are. I ask the Minister whether it would not have been better, at a time of austerity, to target the extra funding more carefully, either by extending free school meals to families whose earnings place them just above the current entitlement threshold or by providing extra funding for valuable schemes such as breakfast clubs to help the pupils who most need them. Perhaps the funding could have been used to ensure that sixth-form colleges and further education colleges are not penalised by having to pay VAT or through 18-year-olds losing funding because of pressures elsewhere in the budget. Like any Government spending, this policy has to be paid for. It might not worry our coalition partners, but this amendment means that the Government will find themselves in the bizarre position of taxing families on low and middle incomes to subsidise children from affluent homes.

There is also a wider question about the priorities in our education system. Last Friday, I visited Walkington primary school in my constituency. It is a great school. Over the past three years, thanks to the hard work of its teachers, it has moved from the 52nd to the 12th percentile in terms of progress. It has achieved that despite receiving £500 less per head than the national median funding for primary schools. Funding is a constant struggle, not just for Walkington, but for schools across my home county of the East Riding of Yorkshire, which is the area that receives the third lowest amount of funding in the country. In that context, I find it hard to believe that some of the £600 million that has been allocated to the free school meals policy could not have been better spent to promote fairer outcomes for all, wherever they may live.

--- Later in debate ---

[Mr Timpson]

As I made clear earlier in the debate, the paramountcy principle still holds in this case, as does the need to ensure that the child in question would be safe. That has to be the case, but what kicks in under those circumstances is the presumption that the child will have a relationship with both parents. That is an important change that we should all support.

Finally, I would like to take this opportunity to share some well deserved thanks.

[Jim Shannon]

On a day when 3.2 million diabetics are registered in the United Kingdom and we are seeing a rise in type 1 diabetes among children, will the Minister confirm that the duty to support pupils with medical conditions means that insulin pumps will be available and one or two teachers will be available and able to understand how to deal with diabetic hypos?

[Mr Timpson]

The clause in question puts the “Managing medicines” guidance on a statutory footing. That has long been called for and is a significant change. The equipment that will be available in schools is still a matter of discretion, but we look at these things carefully, particularly when it comes to defibrillators and the important role they play in schools, as well as other public spaces. However, I hope the hon. Gentleman is pleased with the advance that we have made on that aspect of the Bill.

It now feels like a very long time ago that work on the Bill began. The hon. Member for Washington and Sunderland West (Mrs Hodgson) said at the end of Committee last April:

“We seem to have been scrutinising the Bill for months”.––[Official Report, Children and Families Public Bill Committee, 25 April 2013; c. 815.]

That was nine months ago, so it is fair to say that we have been working on this Bill for a long time now. However, it is only right to acknowledge the four Select Committees that conducted pre-legislative scrutiny of the Bill—the Select Committees on Education and on Justice, the Joint Committee on Human Rights and the Lords Select Committee on Adoption Legislation—and the great start they got us off to.

We have had some excellent debates in this House on the Bill. I would like to thank hon. Members for their participation and for how supportive they have been in helping the Government to develop the Bill. An illustration of how much work has been done is that, in both Houses together, 1,153 amendments have been tabled and debated. The Bill started off as a very good piece of legislation; with all the constructive and well-meaning work that we and Members of another place have done on it, I believe it is now a great piece of legislation. We should all be very pleased about that and the benefits that children, young people and their families will see as a consequence.

I am sure we all appreciate the hard work of the Clerks of the House and the Hansard reporters throughout the passage of the Bill, which I know has involved some late nights for them, for which I take some responsibility. If it is any consolation to them, I have also had a fair few sleepless nights—not that my children and family have had much sympathy with that. I also thank the many organisations that have engaged with us on the Bill, all of which have made an important contribution. I hope that they will continue to work with the Department as we proceed with the key task of successful implementation. A good many Ministers have been involved in the various stages of the Bill, and they deserve thanks as well.

I thank my hon. Friends the Members for East Worthing and Shoreham (Tim Loughton) and for Brent Central (Sarah Teather), who initiated this work with such vigour and aplomb. I thank my hon. Friend the Members for East Dunbartonshire (Jo Swinson), the Under-Secretary of State for Education, my hon. Friend the Member for South West Norfolk (Elizabeth Truss), and the Under-Secretary of State for Health, my hon. Friend the Member for Battersea (Jane Ellison), with whom I have had the delight of sharing the Front Bench as a minority male. Importantly, I thank my right hon. Friend the Secretary of State, who shares my passionate determination to improve the lives of our most disadvantaged young people, and has not a capricious bone in his body: he has only compassionate bones.

I thank all our colleagues in the Department for Education, the Department of Health, the Ministry of Justice, the Department for Work and Pensions, and the Department for Business, Innovation and Skills, who have done so much to put departmental boundaries aside in the interests of children and families. Finally, I particularly thank my friends in the other place: Lord Nash—who has been stoic, good-humoured and unflappable—Lord Faulks, Lord McNally, Viscount Younger and Earl Howe; and I thank my noble Friend Baroness Northover for picking up the baton from Baroness Garden with such prowess and nerveless enthusiasm.

It has been an undiluted and, as it has turned out, a long-standing privilege to work on a Bill which will make a real difference to children and families, and which we have been able to manage in this place in ways that have been very constructive and often even consensual. In that context, I pay tribute to the hon. Members for Wigan (Lisa Nandy) and for Washington and Sunderland West for their leadership during the Bill’s earlier outings in this House, and to the hon. Members for Birmingham, Selly Oak (Steve McCabe) and for Manchester Central (Lucy Powell), who have continued to work in the same spirit today.

Today we have recognised, and heard from, Members in all parts of the House who are passionate and committed in their pursuit of improvements for our most vulnerable children. Let me repeat my thanks to all of them, and particularly to those who were members of the Public Bill Committee between 5 March and 25 April last year: my hon. Friends the Members for South Swindon (Mr Buckland), for Dover (Charlie Elphicke), for Mid Dorset and North Poole (Annette Brooke), for South Northamptonshire (Andrea Leadsom), for Erewash (Jessica Lee) and for Romsey and Southampton North (Caroline Nokes), and the hon. Members for Sefton Central (Bill Esterson), for North West Durham (Pat Glass), for Hyndburn (Graham Jones), for Manchester Central, for Croydon North (Mr Reed) and for Corby (Andy Sawford).

It would be remiss of me not to acknowledge the pivotal roles of my right hon. Friend the Member for Croydon South (Sir Richard Ottaway) and my hon. Friends the Members for Guildford (Anne Milton) and for Ipswich (Ben Gummer) in securing the Bill’s safe passage by virtue of their professional and tactful stewardship. Numerous officials from various Departments have worked very hard on the Bill, and I am sure that the House will want thank them as well.

I cannot end my speech without singling out for special mention the Bill team and other Government officials, led with such distinction by Jenny Preece. I thank Jamie, Alan, Lara, Helen, Ruth, Katy, Lizzie, the lead lawyers Sofie, Paula and their colleagues, Phil, Stephen, Jonathan and everyone in the special educational needs team, and all the officials and lawyers—too many to mention—in several Departments who have contributed to the development, drafting and scrutiny of the Bill. Their efforts usually go unnoticed and undetected, and are carried out without fanfare. I, along with other Ministers and all Members—as well as you, Mr Speaker—owe them enormous gratitude. It has been an absolute delight to work with each and every one of them.

I hope that the House will agree that all the amendments made by another place are beneficial to the Bill and, ultimately, to children and their families. If so, we can then move on speedily to the task of turning this legislation into something that has meaning and impact, and, above all, is able to make young lives better.

Lords amendment 1 agreed to.

Lords amendments 2 to 120, 126 to 149 and 151 to 176 agreed to, with Commons financial privileges waived in respect of Lords amendments 15, 17 to 20, 22, 25, 27 to 31, 33 to 35, 37, 39, 41, 43, 44, 64, 66, 85, 88 to 90, 92, 94, 96, 97, 104 to 109, 115 to 118, 126 to 129, 135, 144, 149 and 176.

Oral Answers to Questions

Jim Shannon Excerpts

Thursday 23rd January 2014 Commons Chamber

[Vince Cable]

Yes indeed. The all-age careers service that we have put in place is now generally acknowledged to be giving successful advice through the age range. On schools, we recognise that there is an issue to address on the career paths of the non-academic—the more vocationally trained. We shall shortly be issuing guidance to schools on how to access independent advice.

[Jim Shannon (Strangford) (DUP)]

The aerospace industry has shown marked improvement in the past few months. Just last week, Magellan Aerospace in Belfast announced a new job contract through the Prime Minister, and jobs and opportunities were created. Is it now time for higher education and for industry, particularly aerospace, to work together to make sure that those jobs are taken by young people from universities and colleges at this time?

[Vince Cable]

I am sure that the hon. Gentleman is absolutely right. I was in Belfast recently and met a combination of Northern Ireland universities and industry. They are working together and realise that a recovery is taking place, despite the problems of the traditional industries around Belfast. Such work requires the kind of collaboration he has described.