Improving Education Standards

Jim Shannon Excerpts

Thursday 29th November 2018 Commons Chamber

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to follow the right hon. Member for Chipping Barnet (Theresa Villiers) and to hear contributions from other Members about improving education standards across the whole United Kingdom. The Minister has responsibility only for England and Wales, but I wish to put on the record in Hansard some of the excellent education achievements from Northern Ireland. Although the Minister does not have direct responsibility for the improvements we are seeking, I still wish to put my points on the record.

It will not be a secret in this House that this is another great day on which I am proud to hail from Northern Ireland and be the Member of Parliament for Strangford. I also wish to put on the record my thanks to all the principals, teachers, care staff and kitchen staff, and all those who work in the schools and education system in my constituency and across Northern Ireland, with all its collective and different strands, including state schools, integrated schools, or the Catholic-controlled maintained schools. They are all doing an excellent job, as indeed are the faith schools.

On days like this, I am able completely to dispel the label that is often attached to those of us from Northern Ireland. Earlier the Minister referred to languages, and yesterday in the Jubilee Room near Westminster Hall, there was a modern languages event held by the Open World Research Initiative. Queen’s University Belfast was represented at that event, as were some other universities, and it is important to realise the importance of languages and how they can open up the world and provide opportunities and jobs for students.

This year, again, results in Northern Ireland outstripped those on the mainland and, with respect, in recent years students from Northern Ireland have outperformed their counterparts in England and Wales. In 2017, for instance, A* or A grades were achieved by more than three in 10—30.4%—of Northern Ireland entries. There have been big changes to A-levels in England with reduced or no coursework in some subjects, and exams alone determining results. AS-levels no longer count towards the final A-level grade in England. That is not the case in Northern Ireland, where AS-level results still count towards the final A-level grade. More than three-quarters of A-levels in Northern Ireland are taken through the Council for the Curriculum, Examinations & Assessment, and the rest of the entries are taken through a variety of English and Welsh exam boards.

Exam results this year have been excellent, and I declare an interest as one of the governors in a school in my constituency, Glastry College. Its results were excellent, as were many results across my constituency and Northern Ireland. The number of A* to C grades rose by just under 1% to 81.1%, around one in 10 entries received the top A* grade, and 85.1% of entries from girls achieved A* to C grades. The proportion of entries from boys achieving those grades was slightly lower at 76.9%. There was also a significant rise of almost 5% in the number of girls taking science, technology, engineering and maths—other Members have mentioned that point in their contributions. We were greatly encouraged by the interest shown in those STEM subjects, which now account for 43% of all GCSE entries. A total of 8.4% of entries from boys resulted in an A* grade, compared with 8% for girls. Again, that is a vast improvement and step forward.

Girls in Northern Ireland still outperform boys overall, although the gap is closing. The percentage of entries achieving A* or A grades remained unchanged from last year at 30.4%, but the overall A* to E pass rate at A-level in Northern Ireland decreased slightly to 98.2%. Those are significant figures that show that the education system in Northern Ireland has achieved much. We could, however, perhaps do more when it comes to improving educational standards, and I will outline why.

In Northern Ireland the grades are great, but it is difficult to see how long that can continue without an Education Minister in the Northern Ireland Assembly, which is not currently functioning as it should. We need someone to step up and step in. Our schools are massively struggling with budget cuts—a cut of £40,000 for a small country school means the loss of a teacher, which is the death knell for any small school. Teachers are increasingly attempting to source and buy their own resources so that their pupils have the necessary learning tools. The Northern Ireland Affairs Committee is carrying out an inquiry into education and health in Northern Ireland, because those are two of the most pertinent and important social issues at this moment. A doctor is not expected to purchase morphine, so why are teachers buying craft items out of their own pockets? That is happening is schools across Northern Ireland. It might be happening elsewhere as well—I suspect it is.

I was proud and yet annoyed that in one small local school, Carrickmannon Primary School, the teachers and parent-teacher association bag packed on a Saturday to raise money for a new computer whiteboard that could not be sourced from the education authorities because the monies are not there. I am proud because of the school spirit that saw teachers giving up more of their free time to pack people’s bags out of a love for their school, yet annoyed that the school was in such dire straits that it had no option other than to ask the local community for help. Again, these are some of the things that are happening.

It is absurd that the school had to do that. There is a pot of funding for other purposes such as allowing children to go on cross-community school trips, yet they come back to schools with wonky chairs and no glue. We need someone in place at Stormont to review budgets and allocate funding appropriately. Failing that, if the Secretary of State for Northern Ireland could take some time out—I say this with respect; she is not in her place—of her propaganda tour of Northern Ireland businesses to address this issue, I would be intensely appreciative. I know with certainty that every parent in Northern Ireland would be incredibly grateful, too, if we could find ourselves with an education system that can transcend the financial cuts.

The education authority has analysed the financial position of about 1,000 schools for 2018-19. Its figures show that 446 schools are projected to be in the red in 2018. Let us be clear that that is not due to any mismanagement or frivolous spending. The Northern Ireland Audit Office has said that school budgets have been reduced by 10% in real terms over the past five years, so how can they be expected to continue to meet the budget while improving education standards? That is what this debate is about. I have boasted and bragged over our results in Northern Ireland, but I know with certainty that this cannot continue in underfunded schools—this disgrace must be addressed.

We must all acknowledge—other hon. Members have referred to this—that school is about more than grades. It is about life experience and helping children to find out what they are good at and can excel at. It is about encouraging them to do better, making their minds work creatively and initiating their abilities. It is about granting a child a love of music through free lessons that their parents could never afford to provide. It is about encouraging children to be active with after-school sports clubs by providing equipment and teaching skills. These are the things that build character and personality for the jobs they will have in the future. All that is affected by budget cuts. One of my local schools has had to stop employing its music teacher and the after-school programme due to lack of funding. I feel intensely frustrated when I see something good having to stop. Teachers are already not paid for additional work, such as replacing whiteboards and buying craft materials to make learning interesting. Now schools are being forced to cut teachers or make them take on even more responsibilities. Something has got to give and my fear is that it will be educational standards and the quality we have to offer. Considering the results we have in Northern Ireland, it would be a terrible pity if we in any way inhibit them.

The results show that Northern Ireland has the best—I say this with respect to the Minister and to every right hon. and hon. Member in the Chamber—education system in whole of the UK.

[Theresa Villiers]

There is much debate and commentary about the divisions in education in Northern Ireland. Does the hon. Gentleman agree that one positive recent development in schools in Northern Ireland is the concept of the shared school, where different types of schools work closely together from across the traditional divide?

[Jim Shannon]

I thank the right hon. Lady for that intervention. She has knowledge of Northern Ireland. As I said earlier, I am on the board of governors for Glastry College. The college works alongside St Columba’s in Portaferry, the Catholic maintained school, the Strangford Integrated College in Strangford, and other grammar schools in Bangor and Newtownards. They come together to put on classes that they would not otherwise be able to hold individually because of the cost. There are a lot of examples of that kind of working. I know about them personally in my constituency and I know they exist across the whole of Northern Ireland.

I believe Northern Ireland has the best education system in the whole of the United Kingdom. That will not continue without funding and a capable Minister to oversee it. Stormont may be silent, but the hon. Member for Strangford will not be silent when it comes to speaking up for our education system, whether in this House or elsewhere. We need help and we need attention, and we need it now before we lose the potential of a generation of children. They could suffer as a result of what is happening.

Northern Ireland education is not the responsibility of the Minister on the Front Bench. As a devolved matter, it is not the direct responsibility of this House. However, I ask the Minister to speak to the Secretary of State for Northern Ireland and the Education permanent secretary in Northern Ireland to save the education of my grandchildren and every other child in Northern Ireland.

College of West Anglia and Worksop Football Academy

Jim Shannon Excerpts

Monday 26th November 2018 Commons Chamber

[John Mann (Bassetlaw) (Lab)]

Mr Speaker, what long hours you have been working today. I have an important issue to raise. It is relevant to my constituency and the Minister is well aware of it, and I suggest to the Minister that it has wider resonance beyond my constituency. It is one example, although not isolated, of a significant problem that afflicts further education and the use of sports academies.

In January 2015, the Worksop Guardian ran a report on its website—it was later in the newspaper and on the local football club’s website—that outlined how a football academy was to be established in Worksop by Doncaster College, in partnership with Worksop Town football club. The report stated:

“Worksop Town hope to give local youngsters a future in football or guide them into further education, through their new Football Academy.”

It went on:

“Students will combine daily training sessions and matches with classroom studies, under the watchful eye of teaching staff from Doncaster College.”

The academy would offer academic qualifications, the possibility of going on to study at university, and perhaps a scholarship to America, with level 1, 2 or 3 BTEC sports diplomas, worth up to three A-levels, for each participant. According to the paper, Mr Russ Horsley, the sports academy development manager at Doncaster College, called it an exciting partnership

“in line with our new academy of sport”

founded by Doncaster College.

Unfortunately, having made this great announcement, Doncaster College did not fulfil that commitment to establish a football academy with Worksop Town football club, although the community and I discovered that only some years later. Instead, the contract went via another college, the College of West Anglia, which, at the time and throughout the existence of the academy, neither I nor anybody else in my constituency, or anybody connected with Worksop and Worksop Town football club, had any knowledge of or indeed had even heard of. The college subcontracted to a company called GEMEG whose director was one Russell Horsley, the major shareholder and company secretary since he formed the company in 2011. That is the same Russell Horsley who was the sports development manager at Doncaster College who had announced the initial partnership.

The Minister should be aware that the local further education college—known as North Notts College at the time—tried particularly hard to get in on the act and run this football academy with the local football club, but it was told in no uncertain terms that there was a better deal with Doncaster College. Despite my interventions on behalf of my local college, we were rebuffed and told that this was a perfect relationship.

What transpired was not quite what had been promised. The College of West Anglia was not known to us. It had previously had a relationship in a sports location called Gresham, near West Bridgford, just by the city of Nottingham. It was around an hour from my constituency—about 50 miles away. It was a place that none of my constituents had ever visited and a place that I had never heard of until I discovered that, apparently, the young trainees of the academy from Worksop were all at Gresham for the first six months of their £168,000 Government-funded course. I was able to demonstrate very quickly, within minutes, that zero of my constituents had ever visited Gresham. Most had never visited Nottingham. None of them had heard of the College of West Anglia. Their course had been in Worksop, and yet the College of West Anglia claimed—and has claimed right up to this year—that these students were being trained in Nottingham.

According to West Anglia, during a visit on 8 February 2016, no learners or staff were present. This cannot be a surprise because no learners had ever visited this establishment, yet the college, having taken £168,000 in Government money, was maintaining that it was delivering, through a subcontractor, this fantastic course in Gresham. With all the standards required, it said that it was guaranteeing the health and safety and the quality of the teaching and the output, but this never actually took place; it was a fiction, a fantasy. There were, of course, zero health and safety assessments, and zero quality assessment of what was going on in Worksop, which, suffice it to say, was not a success. This course cost £168,000 and nobody completed it—nobody, not a single student. The students had a bit of a view on it.

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Gentleman on bringing this matter to the House. Does he not agree that this case highlights very clearly the importance of accountability and traceability of public funds? May I congratulate him on the important, vital and creditable work that he has done in bringing this scandal to light?

[John Mann]

Absolutely.

What was the College of West Anglia doing with £168,000 of taxpayers’ money? Well, I can tell the House what it was not doing. It was not funding food for any of the trainees, who were expected to pay

“£3 a day for food at a pub”.

That was part of the course for every trainee every day. The trainees were also required to pay “£70 for training kit”. They were not assessed for bursaries. Now, I have met a lot of these students. I know my constituents; I have looked at their addresses. I know that most of them would have got a bursary. A girl with dyslexia would have got a good bursary under disability discrimination provisions. But they could not get a bursary because they were not assessed for one. Some should have received free meals, but they were not assessed for free meals.

The students should have been given the equipment they required to carry out the course, but they were charged for the training kit and were required to buy their own computers to take into a classroom. But it was not a classroom. In fact, this was a further subcontract because Worksop Town’s ground and clubhouse—known to the fans as “the bar”—in which this course took place is subcontracted from another organisation. So the College of West Anglia subcontracts to a company called GEMEG, which partly subcontracts to Worksop Town football club, which subcontracts part of the facility from another outfit and pays £2,800 for the privilege of doing so.

No travel costs were paid, unlike many other colleges with bursaries, so these young 16-year-olds had to pay to travel. One verified to me that travel was £5 a day. Another wrote to say:

“We never had set times to start and finish.”

Another said:

“I coached in schools and didn’t get paid.”

Coached in schools? Well, hang on a minute. Where is the safeguarding in the 12 primary schools where these students were expected to coach? These students have been put at theoretical risk for the rest of their lives for any claim that could be brought against them.

The schools were also at risk because they had no idea. Many thought they were paying a company called Tiger Enterprises, owned by the manager of their local Worksop Town football club. It was Tiger Enterprises that received the fine for non-attendance, paid by cheque by one of the participants. So hang on a minute—the College of West Anglia has £168,000 of taxpayers’ money, and one of its students is charged £100, which goes to a private company owned solely by the manager of the local football club, for non-attendance at the College of West Anglia course. Somebody is owed some money here—some of these students, who have some protections under the law. But the law does not really seem to have applied to them when it came to this course, this college and its actions.

Section 7 of the Children and Young Persons Act 2008 puts a requirement on the college for the general wellbeing of children. The Safeguarding Vulnerable Groups Act 2006 also puts a requirement on the college, but it did not even know the location of these young people. It did not know that these young people were going into primary schools—untrained and without insurance—to coach four and five-year-olds in football.

This is a shambles and a scandal. My constituents were put at risk and none of them got qualifications. Other people made money. Worksop Town managed to get £20,726 out of the £168,000 as its share of the loot for what it was providing in some way. Yet the community sports ground that provided the facility required in the course for the playing of sport is still owed over £5,000 to this very day. The College of West Anglia, having failed to deliver a course that provided any real qualifications, having received £168,000 of taxpayers’ money, having failed to address safeguarding, health and safety, or quality control of any kind, and having not even known which part of Nottinghamshire, 50 miles out, these young people were at, has not even paid the bill for its course to a community club run entirely, 100%, by volunteers. That is the level of the scandal.

To reiterate the point made by the hon. Member for Strangford (Jim Shannon), what is going wrong when the College of West Anglia today refuses to meet me about this and refuses to pay its debt? The chair of governors and the principal say that they have dealt with the issues, but they have not dealt with the issues of this scandal whereby they used their name to rip off the taxpayer for this money, to provide no qualifications, to put my constituents at risk, to cost my constituents money, and to leave a community sports club about £6,000 out of pocket when most of the local kids’ teams are playing football in places where they are trying to raise money for toilets and changing rooms.

I want this college to pay its due moneys immediately. But I hope, as well, that the Minister will look at a system that allows this kind of scandal to arise. It would have been perfectly feasible to deliver a good course, run well, that motivated these young people and where the vast majority of them would qualify and have the chance to go on to further things, rather than the shambles faced by 23 young people in year one and an equal number in year two who did the course a month or two before it eventually collapsed, which is how I found out about it. As for those in the Football Association and the football world who have ticked every box to endorse this and allow it to happen, where on earth were they—lacking the safeguarding that is a pre-requisite to their existence? They were not there, and they have a lot of questions to answer. I hope that the Minister is going to change the system so that money from the taxpayer and from her Department—I know she was shocked about this—is never wasted in this way again.

School Funding

Jim Shannon Excerpts

Wednesday 24th October 2018 Westminster Hall

[Mrs Main]

I cannot comment on the campaign groups; I am commenting on what the headteachers in St Albans said, and no one used the words “deceptive” or “dishonest.” The purpose of my being here today is to ensure that there is a degree of clarity about where the funding goes. The headline is that we are putting more into schools—and we are—but the reality on the ground is that teachers face undue pressures. I want to highlight that. I cannot accept anyone’s use of inappropriate language—that is not fair on either side of the argument. We must be respectful of the pressures faced by the schools and by the Minister.

[Jim Shannon (Strangford) (DUP)]

The Northern Ireland Affairs Committee, of which I am a member, will meet in half an hour to discuss education issues in Northern Ireland—to be fair, they are not the Minister’s responsibility. In Northern Ireland, teachers, schools and boards of governors have to decide whether to pay for a teacher or to increase class sizes, thereby affecting the quality of education. Are those the sorts of decisions being made in the hon. Lady constituency, as they are in mine?

[Mrs Main]

My teachers did not exactly raise class sizes, although it was covered in the round that that was a problem. They raised the problem of not being able to refurbish toilets, pay for much-needed decoration or replace outdated PCs in their IT suites.

I am sure that the Minister will agree that the picture varies, but the signs indicate that schools are not benefiting universally, as we would wish them to, from the new funding formula. Many schools I have spoken to have reiterated that the national funding formula must cover the funding needed for schools, not just the pupil-led aspect. Pupils and parents expect those schools to be fit for purpose as well as to provide lessons. We must address the concerns raised by teachers; we must not hide behind any basic facts of a rise in per-pupil funding. We must look at this issue in the round.

The Minister said that he is in listening mode. I hope that the Government will look carefully at parents’ requests to direct money to special educational needs, as the hon. Member for Coventry South (Mr Cunningham) outlined. The Department for Education reports that we have upwards of 1 million pupils with special educational needs in our school— a number that has risen significantly in recent years and is 14% of school pupils. I welcome the news that the Government have committed to improve funding for SEN pupils and that a further £1 billion has been put into this fund since 2013. Those are good things, but we must look at whether they are sufficient.

Deaf Children’s Services

Jim Shannon Excerpts

Thursday 13th September 2018 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

I too congratulate the hon. Member for Poplar and Limehouse (Jim Fitzpatrick) on securing the debate. Some things we disagree about, but there is a whole lot more that we agree about, and this subject is one of them. I look forward to supporting him in this debate, as I often do in many of the debates that he secures—likewise, to be fair, he often supports me.

Nothing is more frustrating than not being understood. At times, most especially at the beginning of my Westminster journey, I spoke to people in this place only for them to look at me searchingly, trying to get past my accent. Perhaps that is still an issue—I am not sure—but I hope everyone present can understand me. As the hon. Member for Vauxhall (Kate Hoey) says, Jim Shannon gets more words to the minute than any other MP. I am not sure what she means, but I suppose I know what she is saying, so over the past few years I have tried to slow it down.

My point is that it is frustrating in the extreme not to be understood. I cannot imagine the frustration of deaf people who find it difficult to understand and to be understood, and there is also the frustration of those who love them, knowing how little help and support is offered through the education system or, as the hon. Member for Nottingham South (Lilian Greenwood) said, the health system.

I know that Northern Ireland is not the Minister’s responsibility, but I want to give a flavour of what is happening there. There are 3,500 British Sign Language speakers and 1,500 Irish Sign Language speakers in Northern Ireland, but just 30 registered interpreters. That tells us immediately that deaf people have a problem being heard in Northern Ireland. There are 1,400 children —46 deaf children per teacher—who have moderate to profound hearing loss. The numbers do not add up, so it is impossible to deliver a system.

I read an interesting article in the Belfast Telegraph six months ago on this very topic. It reported that the prognosis was not good. It stated that,

“despite a 25% increase in the number of deaf children in the last seven years, the number of specialist teachers of the deaf has reduced by 16%.”

Of those teachers, 61% are due to retire in the next 10 to 15 years, which is an issue that the hon. Member for Nottingham South (Lilian Greenwood) and others raised. The Scotland and Northern Ireland director of the National Deaf Children’s Society said:

“In Northern Ireland we’ve got around 1,400 deaf children…out of those children, 71% of them are currently educated in mainstream school. In those schools, the staff require support from teachers who have the specialism to be able to deal with those deaf children.”

The article added:

“Additional support would allow trained staff to educate teachers on the awareness and communication needed for deaf children.”

The director continued:

“It would also allow for one-to-one tuition, if required, and organise specialised technology for the pupils. Those teachers help the children to integrate and they help the teachers to help the children to integrate, so it’s a dual support.”

We must remember that it is not just about being heard but about being part of the group of pupils. She further said:

“There’s a great opportunity here because of the five education and library boards recently consolidated into one Education Authority so we can take a Northern Ireland-wide approach in addressing this situation. We would like to see a plan to train new teachers of the deaf so we have new teachers coming through to replace those who retire in the near future, and we would like a recruitment drive to get more of them into the classroom. At the moment, because of the increase of children who are deaf along with the reduction in teachers…we will soon have in the workforce, we would like to see education for deaf children recognised.”

I could not agree more.

The numbers are increasing and we do not have capacity to handle them. We do not have a Minister in office either to bring about policy change, but we look forward to the possibility that that might happen. When we return on 15 October, some things will come before the House. The Secretary of State for Northern Ireland is beginning the process of bringing new legislation to this place to allow senior civil servants to make policy decisions. That cannot come soon enough.

A recent study found that deaf children are falling behind their hearing classmates due to funding cuts. Unfortunately, only 40% of deaf students achieve two A-levels, compared with 65% of hearing students. The National Deaf Children’s Society attributes this attainment gap to “year on year cuts”. Only 9% of deaf students attend a Russell Group university, which indicates where the fall-down is. We are failing to understand their needs, and that must change. Thomas Edison, thanks to whom this Chamber is lit with electric light bulbs, had scarlet fever in his youth and therefore was severely hearing impaired, but look what he did and what we have today thanks to him.

The Minister has had a hard week; he has been in this place three times to respond to debates. We need an impetus from his Department, here and back in Northern Ireland. The hearing impaired can excel if effort is put into the process. I want to be heard and understood; deaf children need to be, too. Everybody has that right. We must do better.

Oral Answers to Questions

Jim Shannon Excerpts

Monday 10th September 2018 Commons Chamber

[Mr Gyimah]

We must always stand up for free speech. We must not allow bureaucracy on campus to stifle free speech, and it is our duty to make sure that it is promoted, because if universities are not about free speech, what are they for?

[Jim Shannon (Strangford) (DUP)]

What progress has been made in developing guidance with universities to clarify the rules surrounding free speech for students and for the universities?

[Mr Gyimah]

New guidance on clarifying all the rules around free speech will be published this autumn.

Children in Need: Adulthood

Jim Shannon Excerpts

Thursday 6th September 2018 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to speak in this debate. I congratulate the hon. Member for Birmingham, Selly Oak (Steve McCabe) on setting the scene so well. He often has debates on subjects in which I have an interest, and it is a pleasure to come along. It is also a pleasure to follow the hon. Member for Congleton (Fiona Bruce) and her contribution, which is similar to the one that we had before the summer break when we set the scene for family hubs and discussed their importance.

When I was looking at the number of children in care for another debate in the main Chamber this week, I was struck again by the fact that we need to do more for vulnerable children, as the hon. Members for Birmingham, Selly Oak and for Congleton have said. Others will undoubtedly say the same thing, but this is about the next step. We need to do more for those who are transitioning from having little or no power over any decision—where they sleep, what they eat, what school they attend. We then suddenly throw them into a world where they make every decision, where they alone are responsible, and it is not okay and it is not easy. That is the thrust of what the hon. Lady and the hon. Gentleman have said. We need to help more, so I sincerely thank the hon. Gentleman for highlighting the issue and I support him in his aims.

I have a quick comment on the good work that the hon. Lady has done so far in the organisation that she works with in her party. Some 60 to 70 Members are working towards the family hub idea. I say very gently to all Members that we should remember there are many groups out there who can make valuable contributions to young people, such as the Church groups and the faith groups that have a genuine interest in how they can help and step into the gap. There are charitable groups as well, such as the Salvation Army, who are there to help vulnerable people.

When I looked at the NSPCC article relating to children under protection orders in Northern Ireland—I want to quickly give the figures for Northern Ireland—it shocked me to learn that the number of children who were emotionally abused, physically abused, sexually abused or neglected was 2,132 in 2017. If we remember that our population is 1.8 million, it puts the figures into perspective. Those are thousands of children pressing towards adulthood who need support because of emotional scarring, but are we providing that support? That is the question the debate asks.

Some 52% of children in care were from the Catholic religion compared to 40% who were Protestant, according to Department of Health statistics covering the period to the end of last September. The figures show that 2,983 children were looked after in Northern Ireland, representing 69 children per 10,000 of the child population. Of those, almost one fifth—18%—had experienced a placement change during the previous 12 months, the lowest number in recent years, but the overall total for the last year was the highest recorded number of children in care since the introduction of the Children (Northern Ireland) Order 1995. The number of children looked after in 2017 was 3% higher than in the previous year, but it was 28% higher than it was in 1999. During the past year, 37,618 children were referred to health and social care trusts in Northern Ireland, up 10% on the previous year, which shows a growing trend that worries me.

The Northern Health and Social Care Trust received the largest amount of referrals, and the trust in the area I represent had the lowest at 15%. Police were the source of the largest proportion of children in need referred—some 26%. Whenever the police are involved, it means we are probably at the very difficult stage where it is hard to pull back. Social services referred 21%. A total of 2,132 children were listed on the child protection register, representing 49 children per 10,000 under 18 years. The figures also showed that children in care generally did not perform as well as their peers in key stage assessments. Sometimes we neglect not only their health, security and protection, but their education. We need to address the issue of education and ensure that they get the opportunities they need.

Some 74% of looked-after children achieved at least five GCSEs in year 12, compared with 99% of the general year 12 school population. The equivalent figures for those achieving GCSE at grades A* to C were 48% and 85% respectively. We have a massive shortfall for those who perhaps could and should do better. We have a duty of care to not simply get the children to their 18th birthday, but to get them into the community, into jobs and into a life in which they can fully participate and feel that they are contributing, a life in which they are confident in themselves and their abilities, regardless of their background. We need people around to encourage them. How do we reach that goal? How do we provide support?

The hon. Members for Birmingham, Selly Oak and for Congleton raised many interesting points that must be looked. I support having those points researched. The Minister has had two hard shots in the past two days, but I ask him to respond to the questions that we have put to him, and we look forward to his response. The Minister can be assured that Members attending the debate are concerned, which is why we are here contributing on a Thursday afternoon, which many refer to as the graveyard shift. We feel it is important. I ask the Minister to put his hand to the plough and look into it.

Life is tough for any child—tougher now than it was in my day when things were probably much simpler. Others would probably subscribe to that view. It is tougher than ever before. The ability to bully has moved from the playground to the former sanctity of a child’s home and bedroom, through the power of a smartphone or laptop. School places are limited, jobs are scarce and pressure is immense for all children. To that may be added the instability of not knowing when they will get their next meal, or if they will be taken from their mum and dad and placed with strangers again, and whether they will be placed with their siblings or not. Suddenly they are no longer supported in even those small ways. They are set up in a social housing apartment and told to manage their money—and welcome to life. That is not life. I believe it is more pressure than is bearable for some of those who are trying to make do. Things are not good enough now. We must do more and I support the hon. Member for Birmingham, Selly Oak and his calls to do more and do it better.

Care Crisis Review

Jim Shannon Excerpts

Wednesday 5th September 2018 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to speak in this debate. I congratulate the hon. Member for Telford (Lucy Allan) on securing the debate and setting the scene. I know it is not the Minister’s responsibility to speak out on behalf of those in Northern Ireland, but I think it is important that we get a perspective from Northern Ireland. The figures I will refer to will show that we do not have the same extremes that there are in parts of the UK mainland, but that does not detract from my support for the hon. Lady and others who have contributed to this debate.

As I mentioned to the hon. Lady, I had the joy of being raised by both parents in a strict but loving home, and raising my own boys along with my wife—although I can take no credit for that, as my wife reared them and I was rarely there. I now have the joy of seeing my granddaughters also living in a happy and stable home. My heart aches very much, therefore, when I hear the case made by the hon. Lady, of which she has persuaded me. I think of the children in the UK and specifically in Northern Ireland, who through no fault of their own do not have the life that we have, but live in care. In the short discussion I had with the hon. Lady beforehand, we were saying how fortunate we both are to have had a loving family home, but we also recognise the responsibility we have as Members of Parliament to make the case on behalf of those who need help. I do not do it in a judgmental way. I seek solutions for the problems and try to find a way forward.

The Minister has not been in his position long, but we wish him well. The hon. Member for East Worthing and Shoreham (Tim Loughton), who is in the Chamber, was an excellent Children’s Minister. I also remember the right hon. Member for Scarborough and Whitby (Mr Goodwill), who was also Children’s Minister. We miss his contribution. He was really on the button with everything we were trying to put forward. The Minister has a hard act to follow, but we look forward to his response, which will hopefully be helpful.

In Northern Ireland, on 30 September 2017, some 2,325 children and young people had been in care continuously for 12 months or longer. The number of children in care was 5% higher than the previous year, but it represented a 57% increase from 2006. The increase over those 10 years was astronomical and put a lot of pressure on our system in Northern Ireland. Those 2,325 children represent a rate of 53 per 10,000 aged under 18, which is lower than the rest of the United Kingdom. Some 62 children per 10,000 had been in care for 12 months or more on the 31 March 2017. On 30 September 2017, 55% of those young people and children who had been in care for 12 months were male and 45% were female.

People say that there are “lies, damned lies and statistics,” but statistics prove a point. While they may not make good reading, they illustrate the issue. Similarly to 2015-16, 70% of children in care were pre-school age, some were primary school age, 26% were post-primary school age and 18% were 16 or older. There were minor differences in the breakdown between boys and girls. The rate of looked-after children in 2017 was slightly higher than that of 2016. The lowest rate occurred in 2006, when 34 children per 10,000 had been in care for 12 months or longer. We have had a consistent, long problem in Northern Ireland with children in need. We have tried to address that issue. Our health service has tried to address it fairly well within the confines of its responsibility financially, physically and emotionally.

Of those children, 18% experienced a placement change, which unfortunately can be particularly difficult. That has been the lowest number in recent years. If children whose placement move was for an adoption placement are excluded, the proportion of children with a placement change was 17%. As of 30 September 2017, more than 1,000 children in care for 12 months were placed in non-kinship foster care. The hon. Member for Redcar (Anna Turley) referred to kinship foster care, which I have a particular interest in as well. Some 5% were in residential care and some 2% were in other placement types. Of the 1,055 children in non-kinship foster care, 71 were placed for adoption.

I have always tried to support adoption over the years—it is so important to get the right home and the right availability. Today there was a meeting of the all-party parliamentary group on adoption and fostering that unfortunately I was unable to attend because of other commitments. I would have liked to have been there to give my support.

Of the 44 children in other placement types, 27 were living independently— sometimes that can happen—while the remaining 17 were in assessment centres, community placements, support accommodation, hospitals, juvenile justice centres and other placements not elsewhere described. Statements of special educational needs continue to be more prevalent among children of school age who are in care—some 24%—than the general school population.

I put to the Minister the importance of Health and Education Ministers working together, ever mindful that he is responsible for the mainland UK and that responsibility for care is devolved in Northern Ireland. When it comes to doing it better, we should be doing more in health and education together. Children in care for 12 months or longer do not perform as well as their peers in key stage assessments. Again, that tells us that the problems are not just about health and placements but about educational needs. While some of those children attain five or more As at GCSE, it is clear that many do not.

I was looking at how to describe this issue, and I wanted to give the stats and the figures in Northern Ireland to prove where the problem is. Now I want to ask everyone in the Chamber—I said this to the hon. Member for Telford beforehand—to do something different in illustrating the issue. For us, they are statistics—somebody that probably we do not know and may never know, but they may have come to our constituency office. However, we have read the pertinent statistics that highlight that our system is under immense pressure and we are failing these children. I believe we are, and the responsibility for that lies with elected representatives, with Government and with devolved Assemblies as well. We all agree that more needs to be done—the statistics speak for themselves.

I want everyone to take one of those people and think of them as their young son or daughter. Put a face, rather than just a number, to that statistic of 45%, 5% or 2%. In my case, my eldest grandchild is called Katie. How would I feel if Katie was one of the 25% who did not get their GCSEs? That is a statistic, but it is also a young person. What if Katie was one of the 17 children placed in a juvenile detainment facility? What if Katie was the child who slipped through the cracks and was one of the 127 children suspended from school in Northern Ireland last year? That is how we make statistics and figures real: we close our eyes and say, “What if that was my Katie, your John, your Jane or your Robert?” If it were my Katie, I would be doing more, so I ask myself, “Why, as an elected representative, am I not doing more now?”

I ask the Minister gently, cautiously and humbly to put his child’s face to one of those statistics, rather than see a figure. That makes it real and gives a perspective on what we are trying to say. We need to make changes to the system. Work must be done. We are not here to criticise or to point a finger; we are just here to make a heartfelt plea, as the hon. Lady did and as others did in their interventions. We urge the Minister to begin the work by making these changes, and not to simply accept or argue against the findings. The statistics are clear and they are not good reading. These children would not be abandoned if they were in our families—if they were our blood and kin—and they cannot be abandoned in our communities either. We must do more. I hope that today is the first day of acknowledging and working on that. I congratulate the hon. Lady on securing the debate, and all hon. Members who have contributed.

Family Hubs

Jim Shannon Excerpts

Tuesday 24th July 2018 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

Thank you, Sir Graham. It is a pleasure to speak in this debate. It is always an intense pleasure to follow the hon. Member for Congleton (Fiona Bruce). There is probably not a debate she leads that I am not at, and I suspect there is not a debate I lead that she does not attend. We have kindred interests, and this is one of them, so I informed her that I would put my name down to speak in support of what she does. I commend her on her hard work on families and relationships, and on the alcohol strategy and how we address that issue. She takes on nitty-gritty issues that are commonplace but very important, and I thank her for that.

I, too, am from a very close community where everyone knows everyone else. It is common for me to walk down the street and be able to name all the people I meet. That is probably because I am of a certain age, so I know lots of people. I know the parents, I know the children, and now I know the grandchildren—that is how life is. That is what my constituency is like, and I suspect it is what other Members’ constituencies are like. If we live long enough in an area, we get to know the area and its people, and we can name most of the people we meet on the street.

However, it is clear that we do not know all the troubles in people’s hearts, minds and lives, or the struggles they face daily. I recently read in one of my local papers, “Be kind to people—you do not know the struggle that lies behind that smile.” When I first opened my advice centre as a Member of the Northern Ireland Assembly, a lady gave me that quote, which I kept on the wall for a great many years until I redecorated the place. That is the thrust of what I have always said: “You’re never quite sure what troubles that person has. That smile just may hide the cataclysmic problems they face.” The problems I see in my office are the tip of the iceberg of what people face.

I will talk about family hubs from the perspective of the church groups in my constituency, because that is where family hubs come from. The hon. Lady knows that, as does my hon. Friend the Member for Upper Bann (David Simpson), and I hope at the end of the debate other Members will know it, too.

From illness to losing a job, from grief to unexplained depression—I have found that the number of people who look like they have no problems but in fact have depression has greatly increased over the years, and how to help them and get them beyond where they find themselves is probably one of the greatest issues I face in my constituency office—and from a life of plenty to a life of poverty, I am amazed by the difficulties that so many people face. We face them every week in my office. I am sure others do, too. I am thankful that so many people volunteer to help others face those difficulties.

I work closely with the local food bank and Christians Against Poverty group, which work out of the specially designated compassion centre at Thriving Life Church in Newtownards. I have had a very good relationship with that centre over the years. I helped it with its planning application when it moved to where it is now. It took over a car sales place and totally renovated it to make it a really good compassion centre—the name was chosen specially. The centre supports people who need short-term and long-term help, of whom there are many in my area. That food bank was one of the first to be established in Northern Ireland, and its impact has been great. There is also a clothing bank, groups for elderly and young people, a coffee shop and a breakfast club. The Church is very community-orientated. Clearly, its work is based on its beliefs and its faith, but it works with lots of single parents, and it is involved in charitable fundraising, too.

My area is second only to County Antrim, which contains Belfast, in terms of people’s need for three-day emergency food packages from food banks. The biggest cause for food bank referral in the Province is recorded as

“low income—benefits, not earning”.

I fill in forms with those categories when people come to see me, and I always ask whether they have no benefits, their benefits have been delayed, they have low income or they have been through relationship break-up, so I get a fair idea of what people experience. Low income accounts for 45% of referrals in Northern Ireland, and benefit delays and benefit changes, which each account for 12%, are also significant reasons for referral.

People need help, and that Church in particular helps to put food on the table and provides people with life-changing support to deal with debt and learn better money management, which is really important. The debt charity Christians Against Poverty reported that its clients had run up average debts of £4,500 on rent or utility bills, forcing them on to what the charity described as a “relentless financial tightrope” on which they juggle repayments and basic living costs, which leaves many acutely stressed and in deteriorating health. Lots of problems follow from the debts. What is important is helping people to learn to manage their money, stepping in and maybe even sorting out the repayments as well. In our office we have been personally involved with that and I know that the Church group has too.

The pressure of coping with low income and debt frequently triggers mental illness or exacerbates existing conditions, with more than one third of clients reporting that they had considered suicide and three quarters visiting a GP for debt-related problems. More than half were subsequently prescribed medication or therapy. We may see the physical outcome of the problems they present to us, but what we maybe do not see is the emotional and mental issues that are just underneath.

Families are under immense pressure and Churches are stepping into the breach. The local Elim Church in Newtownards runs a cancer care club that provides support, encouragement and a listening ear for those suffering from cancer or their families. I have been to those groups a couple of times to meet some of the people; it gives me a focus on the problems that people have. The Church also runs an addictions night, which brings in some of the local addicts, feeds them and tries to offer help. I have met those people over the years. They are good people who just need someone to guide, support and help them at a time when they are at their very lowest.

Scrabo Hall runs a women’s ministry to help vulnerable ladies and offer support, as well as youth work to give children an alternative place to safely hang out. There are kids’ Bible clubs galore right through the summer in the major town of Newtownards and across the whole Strangford constituency. We have a lot of Bible clubs where young people come in, and it perhaps gives parents a chance to get a wee break or respite.

It is not possible for me to highlight all of the services that are offered in our Church, all voluntary and all out of a love for families, and I want to thank all those who so sacrificially give of their time, energy and resources to help struggling families. It would also be remiss of me to forgo mentioning the tremendous work that is carried out in our community groups, which connect older people through craft clubs or tea dances and provide homework clubs as well as youth clubs. There are so many people—I ask each right hon. and hon. Member here to think for a second about the volunteers who do so much in our constituencies and provide those in need with a listening ear. Sometimes people just need someone to talk to, and it is important that they can always call in and know someone is there for them.

I will finish, because I am conscious of time and I want to give the hon. Member for Mansfield (Ben Bradley) a chance to make an equal contribution. Life is tough, and tougher still for struggling families; Churches and community groups are doing a good job, but they want to and could do more if they were better funded and had a larger support base. It is on us as individuals to do that. The family unit and family hubs are an essential component of a functioning community. Offering tax breaks is great, but not enough. We need support for working families, and that can only be done through targeted funding. I implore the Minister, who I know will be responsive to our comments and requests, to address that need and to help the sterling work that is already being done.

Skills Strategy

Jim Shannon Excerpts

Tuesday 8th May 2018 Westminster Hall

[Robert Halfon]

My hon. Friend is a champion of skills and apprenticeships, and the Culham laboratory is exactly what we need to build up our skills base and address our skills deficit. I pay tribute to my hon. Friend and to the organisation he mentions.

Shortages of skilled manual labour in manufacturing remain at their highest level since records began. That concern is echoed by the CBI, whose education and skills survey last year showed that the number of businesses that are not confident about being able to hire enough skilled labour is twice that of those that are confident. Reducing the skills shortages must be a key aim of our skills strategy and a barometer of its success.

[Jim Shannon (Strangford) (DUP)]

I congratulate the right hon. Gentleman on bringing the issue to Westminster Hall. Northern Ireland has a very strong education and IT skills system, which has been key in creating jobs and attracting new business. Does he feel that the Government should be encouraged to look to Northern Ireland as an example of how a skills strategy can be brought together? There are good examples there. Let us use what is good in the rest of the United Kingdom of Great Britain and Northern Ireland to benefit us all.

[Robert Halfon]

The hon. Gentleman is a great champion of skills. We can learn a lot from Northern Ireland’s incredibly high education standards. I am sure we have a lot to learn from the skills and the IT that he has just mentioned.

I recognise that my right hon. Friend the Minister for Apprenticeships and Skills has her work cut out because, as the skills strategy is implemented, the economy is changing rapidly. Driverless vehicles will automate road haulage and taxi operations. Artificial intelligence will power medical diagnosis, and 3D printing will be used to construct bridges and houses. Our skills strategy needs to not only address the skills shortages in our economy, but create our most resilient and adaptable generation of young people. They will need to be able to turn their hands to new careers and demonstrate the human skills such as creativity that robots cannot master.

CBI research shows that the biggest drivers of success for young people are attitudes and attributes such as resilience, enthusiasm and creativity. Although 86% of businesses rated attitude, and 68% aptitude, as a top attribute, only 34% said the same of formal qualifications. The Department for Education’s own employer perspectives survey showed that more than half of employers said that academic qualifications were of little or no value when recruiting, while two thirds said that work experience was significant or critical. Yet in the same survey just 58% of businesses said that 18-year-old school leavers in England were prepared for work. That is a key blocker to social justice and a gap that must be addressed through the skills strategy.

Before they are delivered into the care of the Minister for Apprenticeships and Skills, young people have already received more than a decade of education in school. As I said in the House only a couple of weeks ago, I am convinced that the quality of education, particularly in English and maths, has improved greatly in recent years. Yet despite record overall levels of public money going into schools, the skills shortages in our economy have been growing. Clearly, something has become disconnected in the wiring between our schools and our skills systems.

Four key steps would build on the strength of the knowledge-rich curriculum to ensure that it fosters young people who are also skills-rich and behaviours-rich—the areas that employers say they value most. First, we must remember that since 2015 all young people have been required to participate in some form of education and training up to 18. Yet GCSEs remain just as much the high-stakes tests they were when many young people finished their education at that age. We must fundamentally reimagine this phase of education as a time for our younger people to prepare themselves for their future life and work. At a time when we can extend the ladder of social justice to young people from all backgrounds, broadening their horizons, building their skills and helping them develop the social capital that will take them far, we have an opportunity for that phase of education to end in a much more holistic and comprehensive assessment—a true baccalaureate. Just as the international baccalaureate does in more than 149 countries, this would act as a genuine and trusted signal to employers and universities of a young person’s rounded skills and abilities.

Secondly, we must match the broader phase of education with a broader and more balanced curriculum. I support the need for every young person to be able to access through their schooling a working knowledge of our cultural capital, our history and our literature. However, it is also essential that we develop the next generation of engineers, entrepreneurs and designers. A narrow focus on academic GCSEs is driving out the very subjects that most help us to do that. Entrants in design and technology have fallen by more than two fifths since 2010, alongside reductions in creative subjects such as music and the performing arts—the very skills that will give young people an edge over the robots. There is a real danger that no matter how hard the Minister for Apprenticeships and Skills works to make skills a success post 16, young people who have never experienced anything but an academic diet up to that age will be unable to compete for an apprenticeship or even progress to a T-level.

Thirdly, I often speak about the importance of careers advice, and it is vital, but we must go further and create deep connections between the world of education and the world of work that inspire and motivate young people. I am talking about employers providing externships so that teachers can experience local businesses and provide first-hand advice to their pupils, collaborating on projects that bring the curriculum to life and sharing real-world challenges to help students to develop their problem-solving skills. That kind of profound employer engagement strikes right at the heart of the social justice debate: it gives young people from all backgrounds the kinds of experiences, contacts and networks that have traditionally been the preserve of those attending elite institutions. We should merge the duplicate careers organisations into a national skills service that goes into schools and ensures that students have the opportunity to do skills-based careers.

Fourthly, we must acknowledge that what we measure affects what is delivered in the education system. Therefore, we should start to measure explicitly what really matters—the destinations of young people who attend our schools and colleges. At present, destination measures are seen as no more than a footnote in performance tables. We need to move destination measures front and centre, giving school leaders and teachers the freedom to deliver the outcomes that we want for our young people.

I had the pleasure last month of meeting senior education leaders from Nashville, Tennessee. Ten years ago, Nashville’s high schools had very poor rates of graduation, and businesses were clear that they were not receiving the skilled labour that they needed. They set about working intensively with the school board to revolutionise the system. In the first year of their high school experience, young people have the opportunity to take part in intensive careers exploration: through careers fairs, mentoring, visits and job research, they broaden their horizons and understand the full range of opportunities available. For the remainder of their time at high school, they join a career academy, which uses a particular sector of the local economy as a lens to make their schoolwork more relevant and engaging. Young people in the law academy learn debating skills by running mock trials, while those in the creative academy are mentored by lighting designers, who help them to understand the relevance of angles, fractions and programming in the real world.

The results are extraordinary. High school graduation has risen by more than 23% in 10 years, adding more than $100 million to the local economy. Attainment in maths and English has improved by as much as 15% to 20% as young people see the relevance of their work. Leading schools in the UK are already starting to show that similar approaches work just as well here. They range from School 21 in Stratford, where employer engagement is its ninth GCSE, to XP School in Doncaster, whose innovative expeditionary learning Ofsted has judged as outstanding across the board.

The planned programme of skills reforms can be a success only if it goes hand in hand with a schools system that is equally focused on preparing young people for work and adult life. I would encourage the Ministers responsible for skills and for schools to work closely together on that shared aim. I have no doubt that T-levels can provide great opportunities for young people to prepare for a successful career, and I am impatient to see them on the ground, having a tangible impact on young people’s lives. I would encourage the skills Minister to learn from some of our most prestigious apprenticeship employers and attach a rocket booster to the programme, but sometimes I wonder whether there is really a need at age 16 for young people to choose between a wholly academic route and a wholly technical route. Might many young people benefit from a more blended opportunity?

An excellent model exists north of the border in Scotland’s foundation apprenticeships, which are the same size as a single Scottish higher and can be taken alongside academic qualifications to maximise a young person’s options. They carry real currency with universities and support progression to higher education. They also allow a head start of up to nine months on a full modern apprenticeship. That is truly a no-wrong-door approach that helps people to keep their options open.

I want apprenticeships to go from strength to strength. Most people think of apprenticeships as helping young people to achieve full competency in their future career, but the figures show that in the 2016-17 academic year, 260,000 of the 491,000 apprenticeships started were at level 2, and 229,000 were started by individuals aged 25 and above. It is essential that apprenticeships continue to focus first and foremost on preparing young people for skilled jobs, otherwise we will weaken one of the rungs on the ladder of opportunity.

Continuing the expansion of degree apprenticeships—my two favourite words in the English language—will play a pivotal role in that. They hold the unique power to fundamentally address the issue of parity of esteem between academic and vocational education, which has plagued this country for far too long. They give young people the opportunity to learn and earn at the same time, gaining a full bachelor’s or master’s degree while putting that learning into practice in a real paid job. Leading employers are already making a dramatic shift from graduate to degree apprenticeship recruitment, which allows them to shape their future workforce. More must follow suit.

I recently came across an example of a remarkable university from Germany, DHBW Stuttgart, which is entirely made up of degree apprentices. I issue a challenge to our higher education institutions, including Oxford University, which will not even open the door to degree apprenticeships, to be the first to declare their intention to work towards becoming the first dedicated provider of degree apprenticeships.

We are at an exciting crossroads for the skills system. Employers are clear that there are significant and growing skills shortages, but they have given us a clear recipe to address them. The foundation for that must be laid in school by a broad and balanced curriculum, intensive employer engagement, and destination measures as a key driver of success. That will create the basis for a holistic system that prepares young people for high-quality T-levels and apprenticeships as part of a blended route that breaks down the artificial divide between academic and technical education to create a real ladder of opportunity for our young people.

--- Later in debate ---

[Anne Milton]

I am very mindful of that, which is why I have frequent meetings—I think weekly or every other week; certainly once a month—with the careers team in the Department for Education. The need to do this was introduced only in January, so we are in quite early days, but I will watch this, because the proof of the pudding will be in whether it actually happens.

My right hon. Friend rightly pointed out that teachers could do with some of this advice, because a classroom teacher might have left school, gone to university and got their degree, done their teaching qualification in whatever way they wanted, and never experienced the world of work outside the institutional school environment, and that experience is critical. I suggested that to a number of careers professionals the other day. It would be really worthwhile, particularly in the local economy, so that teachers understand the needs of local businesses and can tailor their whole approach to them. A career is what someone does after school, and that should be the thread that runs through everything they do within school. Otherwise, if someone is like I was at school, they will say, “What’s the point of all this?” That is absolutely critical.

[Jim Shannon]

I will not hold the Minister back for long. In my intervention on the right hon. Member for Harlow (Robert Halfon), I suggested perhaps looking at the Northern Ireland system, where education and IT skills are coming together. I wonder whether the Minister has had a chance to consider that.

[Anne Milton]

The hon. Gentleman is right; the Government should not be too proud to learn from anywhere that is doing well. We have set off on a course, but it is not restricted and I will pick up on anything that makes this process work.

We have seen good progress, certainly on raising the quality of apprenticeships. We have gone from 3% of apprenticeships on standards up to 36%, which is well beyond what we expected. We are making progress. The opening up of degree apprenticeships is critical, and my right hon. Friend is right that it will help achieve that parity of esteem for apprenticeships. I think we will start to see a huge tide of degree apprenticeships coming forward, because employers will get not only people with the required academic qualifications, but people with the skills. For a young person leaving school, of course, it is a no-brainer; they are getting paid, they are getting a qualification and they will have no student debt. What is not to like about that?

Achieving that parity of esteem is important. My right hon. Friend talked about a holistic education, which is so important. There is a wonderful scheme in my patch—I was with it on Friday—whereby one of the independent schools provides a year’s worth of stringed instrument teaching to year 3 pupils. It is funded by the local community foundation. Royal Grammar School Guildford has been really supportive. That increases young people’s knowledge of things. They will not necessarily all go on to learn an instrument, but it widens and broadens their experience, so they will think of other things, and that will filter through everything they do.

Work experience is important because, as my right hon. Friend rightly said, we must be careful not to draw a sharp distinction between technical and academic education, with pupils feeling that they have to choose between one or the other. The two must be interwoven, and degree apprenticeships are a way of doing that, whether at age 18, 19, 20 or whatever point. He talked about that as a ladder of progression, but I sometimes see it as a path, because a lot of the apprentices I have met have maybe done one or two level 2 apprenticeships, trying to find out which way they want to go and which is the best career option for them, while at the same time improving their skills and aptitude, and their ability to understand the knowledges and behaviours needed within the general workplace, rather than in one specific workplace.

I share, with a passion, my right hon. Friend’s view that we need to do this for the economy of the country, because employers are desperate for the skills. Employers now have the means to employ apprentices—those paying the levy and, soon, those not paying the levy. The means are there. What matters now is that we make the system work, because for me, as for him, it is a matter of social justice.

Question put and agreed to.

Agriculture GCSE

Jim Shannon Excerpts

Wednesday 7th February 2018 Westminster Hall

[Julian Sturdy (York Outer) (Con)]

I beg to move,

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

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

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

[Jim Shannon (Strangford) (DUP)]

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

[Julian Sturdy]

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

--- Later in debate ---

[Jim Shannon]

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

[Julian Sturdy]

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

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

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

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

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