Support for Bereaved Children

Jim Shannon Excerpts

Thursday 14th September 2023 Commons Chamber

[Jim Shannon (Strangford) (DUP)]

I thank the hon. Member for Edinburgh West (Christine Jardine) for setting the scene, and for doing so from personal experience. I also thank the hon. Member for Coventry North West (Taiwo Owatemi) for telling her personal story in this Chamber. I always believe that personal stories carry extra emphasis in illustrating what has been asked for.

As a father, I found preparing for this debate difficult, because the natural reaction is to think about one’s own children and grandchildren. That is the nature of these types of debates. “Support for bereaved children” is the title of the debate and encapsulates what we are talking about well.

I was an adult when I lost my own father in 2015, and also a father myself, yet that pain and loss was immense. I am going to give an illustration of someone who was bereaved as a child—I have asked her permission, so I know I can mention her name. A lady called Yvonne works in my office and looks after all the questions about benefits. She does that five days a week and is very good at her job: she is compassionate, understanding and able to relate to people. When we were preparing for the debate, she reminded us that she lost her mother at age nine. She described the confusion and the loss, and the feeling that she was lost for many years after.

It is clear from her story, and from the others we have heard today, that the support she craved was not available. The hon. Member for Edinburgh West said that clearly. That is why the hon. Members participating in the debate—giving speeches, contributing from the Front Bench and making interventions—are asking for that support, because there was nothing available then and no help to fill the gap through school or even the GP. The hon. Member for Coventry North West and I share a faith, and that faith encourages us in the times when we need it. However, the issue is that something needs to change, because we see children facing pain and loss. Even adults struggle to deal with it, never mind how difficult it must be for children.

The Childhood Bereavement Network estimates that some 26,900 parents pass away each year in the UK, leaving approximately 46,300 dependent children aged between zero and 17. That gives an idea of the magnitude of the issue and why it is so important to debate it in the Chamber today. Although those estimates provide an understanding of the scale of the issue, the absence of concrete data poses significant challenges in providing those children with the appropriate support.

The Belfast Barnardo’s child support bereavement system was set up in 1998. It directs therapeutic support to children, young people and their families. There are other examples of such charities across the United Kingdom, irrespective of geographic location, including Winston’s Wish, which helps children, teenagers and young adults up to the age of 25 to find their feet when their worlds are turned upside down by grief. Those charities do a magnificent job, but they need referrals as there is no automatic process in place for referring children to get the help they need.

I believe there is a role for Government to play in the matter, which is what the hon. Member for Edinburgh West is asking for. I hope the Minister can respond to that request and give us the encouragement we all seek—through personal experience, in the case of the hon. Members for Edinburgh West and for Coventry North-west; and in my case on behalf of my constituents. Those charities do a fantastic job when people’s worlds are turned upside down by grief.

The assumption is that if bereaved children do not need foster care, then their families can take care of them. Unfortunately, that does not always happen, as the hon. Members for Edinburgh West and for Coventry North West expressed. While family are important, it is clear that support may not always be there in the way that is needed. Families are not always able to see the support that a child needs when they are in the midst of their own loss, which was exactly what the hon. Member for Coventry North West said in her contribution. That is why I believe an automatic referral to support must be put in place.

We all understand the current pressure on children’s mental health services, so it is clear that the current system cannot deal with the additional pressure. Such support must therefore come with additional funding. Whether that is granted to charities to provide, directly through NHS services or through the education system, as represented by the Minister who is responding to the debate, the fact is that grieving children need at least to be given the option of speaking with someone without having to request that themselves.

I always bring a Northern Ireland perspective to debates because I like to refer to the things that we are doing. I believe that within this great United Kingdom of Great Britain and Northern Ireland we have so much regional experience that we should be able to swap ideas, so that other regions can take advantage of their benefits. Back home, this is something that the education sector is considering; there are more than 300 teachers across Northern Ireland embarking on bereavement training to enable them to better support students who have lost a loved one. It is a fantastic initiative, but it needs to be rolled out further. Hopefully, we will be able to do that in Northern Ireland.

Training will take place at seven venues across Northern Ireland and has been designed by Marie Curie and delivered in partnership with Cruse Bereavement Support, two magnificent charities. Marie Curie is a charity that we all know and love, and Cruse Bereavement Support is known back home for its fantastic work—we love it every bit as much as Marie Curie. In my opinion, the initiative should be rolled out to each school, so that the education support system is in place. School can be a lonely place for someone who is grieving; that person could be surrounded by dozens, if not hundreds, of pupils and still be on their own. My thanks go out not only to all those in Marie Curie and Cruse Bereavement Support, but to the education authority, which has been determined to make this change.

I believe that we in this House must support these children to navigate their grief in as healthy a way as possible. It is so important that help is given at an early stage to enable people to get out the other side. At the minute, too many children are lost in pain and not getting the help they need—they are unable to seek the help they need. Let us have that support widely available to stop these children from having to ask. In these instances, I always think of a biblical text:

“Blessed are those who mourn for they will be comforted.”

Our duty in this House is to ensure that children across this great United Kingdom of Great Britain and Northern Ireland can be comforted. Support must be available. So, here in this House, I am asking the Minister and the Government to step up and deliver the support that is needed. Thank you so much.

[Mr Deputy Speaker (Sir Roger Gale)]

I call the SNP spokesperson.

Turing Scheme

Jim Shannon Excerpts

Tuesday 5th September 2023 Westminster Hall

[Wendy Chamberlain]

Absolutely. I thank the hon. Member for her contribution. I entirely agree that it may not be intention of the scheme, but that is how it is happening in practice and impacting on students.

[Jim Shannon (Strangford) (DUP)]

Further to that point, I commend the hon. Lady for bringing forward the debate. It is an important issue, which the hon. Member for Glasgow North West (Carol Monaghan) also clearly outlined in her intervention. Does the hon. Lady agree that the funding offer needs to take into consideration the massively increased cost of living that we are all experiencing, and the fact that although offers are be being made to more students, the associated necessary costs are putting off low-income households from taking up this incredible opportunity? If low-income households have been affected, the Minister has to respond.

[Wendy Chamberlain]

As always, the hon. Member anticipates what I will go on to say. When the funding provided under Erasmus and the funding provided under Turing are compared, there can be no doubt that there has been a real-terms cut—and that is before we take the cost of living into account. I will go on to talk about that.

Even if term starts at the beginning of September, it does not follow that students need cost of living funding to arrive in their bank accounts only on day one of classes. Students have to travel to the country, pay up-front rent costs, buy books, get medical checks and, in some circumstances, get visas. Aria told me that she was quite lucky; although she does not come from a particularly well-off family, they were able to help her find the money for her flight. She has been able to find a cheap flat, and she has been living off some savings from a part-time job last year. Uruguay does not require students to have special visas on arrival, although other countries require proof of funds checks, which Aria tells me she probably would not have passed without the Turing funds.

To come back briefly to flights, I am sure that the Minister will point out that the Turing scheme offers some funds to students from less well-off backgrounds. When I asked Aria about that, she said that she did not know about it, but in any case she could not see how it would have helped her, given that she had to travel before the funding decisions were announced. It is a good idea in theory, but it is poor in practice.

I have three other points to make on the funding model. First, there was a decision to make funds available to institutions on a single-year cycle. That means that when universities and colleges are encouraging students to apply for places abroad, they can only tell them what sort of places might have funding, but not what sort of places actually have funding. That leads to the sort of uncertainty that Aria felt as she travelled to the other side of the world on her own, without any knowledge of whether she would in fact receive financial support, and indeed to the uncertainty she continues to have, as she still has no word on whether she will receive funding for next term, which she is due to spend in Taiwan. As a parent, I cannot imagine the stress that her family must have felt. A 24 or 36-month project cycle would allow institutions to plan partnerships, provide certainty to students and, importantly, ensure wider access for all. That is surely the intention of the Turing scheme, right?

Secondly, I would like the Minister to comment on the amount of funds provided. In response to a written question that I tabled earlier this year, the Minister’s Department set out that countries are determined to have a high or low cost of living with reference to data from the World Bank, Erasmus and the OECD, but it did not explain how the references to each of those data sources impacted the groupings. I find some of the groupings totally baffling. Group 1, the highest cost of living group, contains most of North America, New Zealand and Australia, but the only European country is Switzerland. Group 2, on the other hand, contains most of Europe—equating the cost of living in the Czech Republic with that in Denmark, or that in Antarctica with that in Ireland. It feels a bit like a one-size-fits-all category that has not been properly targeted to the reality of the cost of living overseas, as the hon. Member for Strangford (Jim Shannon) pointed out. Given that the Government are always quick to say that inflationary issues are a global issue and not simply an issue for the UK Government, I find that strange.

Worryingly, the amount allocated per student has fallen regardless of which country a student travels to. Under Erasmus, the maximum a UK student travelling to a European country in 2021 would receive each month was £415, or £600 for students from disadvantaged backgrounds, but the Turing equivalent is £380 and £490. We have simply fallen behind what Erasmus offers, and the Government must review that at the next spending review.

That brings me on nicely to noting that Turing funding is guaranteed only until the 2025 spending review. If institutions are to build long-lasting relationships, and if the Government are serious about offering education to our young people, funding needs to be guaranteed long into the future; it cannot just be a short-term sticking plaster to pacify those of us who saw the benefits of EU membership and did not want to leave. The situation certainly shows how short-sighted it was to decide, late in the Brexit negotiations, to leave Erasmus.

Finally, there are delays in getting funds to institutions and out to students. I have been dipping in and out of Aria’s story. I mentioned that she found out that she would receive funding on 18 August, some six months after applying and weeks after having to travel to her placement. It is now 5 September, and when my team spoke to her yesterday she had still not received the funds. She is getting her usual student funding, which helps with rent, but there is very little left for day-to-day living. Those sorts of delays clearly put students, who ought to be at the heart of the programme, at risk.

To touch on an important but not particularly exciting element of the debate, I have to tell the Minister that the project reporting tool being used by Capita—and presumably approved by the Department—is terrible. To put it in slightly better language, universities are required to provide updates and make requests for funds to be released, but whenever universities do so, the system locks and they cannot use it again until approved by Capita. That creates an administrative headache and is clearly adding to the payment delays I just mentioned. There is no proper audit trail of what funds have been released and when, and universities are being left to make repeat requests. I urge the Government to engage with universities, Universities UK and the Russell Group to see how the process can be streamlined for everyone’s benefit.

The last point I will touch on is the Government’s short-sightedness regarding the scheme. Even if we ignore the benefit to each and every young person of having the chance to live and learn abroad, the Turing scheme is meant to be a core part of global Britain and how we present ourselves on the world stage. The problem is that those relationships are not one sided, yet the Turing scheme decidedly is. It does not offer any element of reciprocity, which has made it incredibly difficult for institutions to set up longer-term partnerships. That is worsened by the exclusion of professional staff from the scheme. Where previously UK education and research was promoted and strengthened through staff exchanges, now we are left in the cold. It is about being at the forefront of cutting-edge research and development, about tackling the next pandemic and responding to the climate crisis.

Education, Employment and Training: Young People

Jim Shannon Excerpts

Monday 4th September 2023 Commons Chamber

[Mr Philip Hollobone (Kettering) (Con)]

It is a huge pleasure to see you in the Chair, Mr Speaker, and thank you very much for granting this debate. It is now midnight, and I am not sure that I have ever had the privilege of addressing the House at such an early hour, but it is always a privilege to stand up and speak out on behalf of my constituents.

I welcome my right hon. Friend, and good friend, the Minister to his place. He has been devoted to promoting both his constituency of Harlow and educational opportunity ever since he came to the House, not least through his previous superb chairmanship of the Education Committee. Now in his second iteration as Minister for Skills, he stands out as a Minister who is very much a round peg in a round hole, and we are lucky to have him.

Education, employment and training for young people is a hugely important issue for both our country and local residents in the constituency that I have the huge privilege of representing. I was alarmed to discover recently that some 788,000 16 to 24-year-olds are not in education, employment or training—which seems to me to be a very large number—and that although the overall unemployment rate in my constituency, at 3.6%, is below the national average of 3.7%, 420 18 to 24-year-olds are without work and the youth unemployment rate is 6.2%, while the national average is 4.7%.

Those young people who are not in education, employment or training are frequently referred to as NEETs. I was alarmed to be informed that 57% of NEETs are young people who have previously been in some form of care setting, and that many of these young people will also have left their school or college without gaining GCSE qualifications at level 5 or above in the basics of English and maths. Those are uncomfortable and disappointing statistics, and as a country we can and must do better if we are to give all our young people a good start to their adult lives.

[Jim Shannon (Strangford) (DUP)]

Will the hon. Gentleman give way?

[Mr Hollobone]

I should be honoured and delighted to do so.

[Jim Shannon]

I congratulate the hon. Gentleman on securing the debate. He has always brought good subjects to the House, and tonight, after midnight, he is doing so again. It will be known throughout the House that I am a keen supporter of apprenticeship programmes for young people, which provide an excellent opportunity for those who want to take up a trade and go straight into the world of work, as opposed to further study at university. South Eastern Regional College—SERC—in my town of Newtownards does a fantastic job in supporting young people through that transition. Does the hon. Gentleman agree that more needs to be done to ensure that apprentices are paid equally and fairly, and that the best way we can show that their work and contribution to society are valued is to give them money for what they do by the sweat of their brow?

[Mr Hollobone]

The hon. Gentleman makes an extremely good point. The Government are doing good work with A-levels, T-levels and apprenticeships, but 788,000 young people are falling through the net. The purpose of this debate is to highlight that number and encourage the Minister to tell the House what the Government are going to do about it.

Young people in this country should be encouraged to be in good-quality education, training or employment and to enjoy the right to fulfil their potential, whatever and wherever that may be. The good news for Kettering is that we are fortunate enough to have—based in Station Road, near the heart of the town centre and the railway station itself—a wonderful organisation called Youth Employment UK, which was established and is led by its enthusiastic, talented and inspirational chief executive, Laura-Jane Rawlings, known to all as “LJ”. She is ably assisted by Joshua Knight, the senior policy and research lead, and a hard-working staff of 14.

Youth Employment UK is a national, not-for-profit organisation that was set up in 2012 with a focus on tackling youth unemployment. Funded not by the taxpayer but by an expanding membership of enlightened employers, in the last 10 years it has become one of the leading experts on youth employment, and an active partner to Departments including the Departments for Education and for Work and Pensions.

Last Thursday, 31 August, I met the Youth Employment UK team at their Kettering HQ, together with Robin Webber-Jones, the Northamptonshire principal of Tresham College, which is part of the Bedford College Group, and Councillor Scott Edwards, the portfolio holder for education at North Northamptonshire Council, to explore how the promotion of youth employment, education and training might best be advanced at both national and local levels. From that meeting, it was clear to see Youth Employment UK’s expertise and commitment to all young people across the UK, and I commend Youth Employment UK to the Minister.

In this debate, I have four asks of the Minister, please. First, will he be kind enough to visit Kettering to meet me and representatives of Youth Employment UK, Tresham College and North Northamptonshire Council to discuss the local and national challenges of youth education, employment and training? Secondly, will he ensure that while the Government raise the ambitions for young people to achieve A-levels, T-levels and quality apprenticeships—which the hon. Member for Strangford (Jim Shannon) has just highlighted—groups of young people are not left behind? Thirdly, will he expand ambitions and support for young people and create a NEET strategy with a commitment to reducing the NEET rate—a strategy that must focus on both reduction and prevention? Fourthly, will he commit to ensuring that all employers are working to the good youth employment standards, driving up the quality and volume of job opportunities for young people?

Youth Employment UK is home to the national youth voice census, an annual survey that explores with young people aged 11 to 30 what is and is not working for them on their journey to work. I know that the Department for Education already welcomes this annual survey and is already using it as a tool to help shape and inform its policy work. The 2022 report was downloaded more than 70,000 times. It has been referenced in a number of Government reports and received local, national and international coverage. On 14 September, in just 10 days’ time—nine days’ time now—Youth Employment UK will launch this year’s findings, and as I have been privy to some early insight from the team, I can give the Minister a sneak peek into some of its findings. This year’s survey makes it clear that in 2023, young people need more support and more help from the systems around them. Young people across the UK have shared their lack of confidence about their futures and next steps, telling Youth Employment UK in their thousands about the disconnect they feel in their communities. The future is feeling more uncertain for young people than in many previous years.

Reinforced Autoclaved Aerated Concrete in Education Settings

Jim Shannon Excerpts

Monday 4th September 2023 Commons Chamber

[Hon. Members]

Hear, hear.

[Jim Shannon (Strangford) (DUP)]

Thank you, Mr Deputy Speaker. I was waiting for other hon. Members to hop in ahead of me, but there we are.

I thank the Secretary of State for the answers she has given. In her introduction, she referred to England, Wales and Northern Ireland, because there are issues in Northern Ireland as well. I understand that education is a devolved matter, but according to media reports at the weekend, Saintfield High School in my constituency is having some of the repair work done. What discussions have taken place in Cabinet to ensure that schools in Northern Ireland have the help and assistance they need to make safe their buildings? The restricted budget must take in the increased cost of these works in Northern Ireland due to the logistics of this very specialised work?

[Gillian Keegan]

As I have mentioned, we have written to officials in Northern Ireland and offered to have meetings to pass on information and best practice and to work with them closely.

Oral Answers to Questions

Jim Shannon Excerpts

Monday 17th July 2023 Commons Chamber

[Gillian Keegan]

I thank my hon. Friend for his Committee’s work on this issue, which really is important. We have a world-class education system, but we need children in school to be able to take advantage of that. As he knows, my Department remains committed to legislating for statutory local authority registers of children not in school and will do so at the next suitable legislative opportunity when parliamentary time allows. I will work closely with my hon. Friend the Member for Meon Valley (Mrs Drummond) on how we can best introduce that.

[Jim Shannon (Strangford) (DUP)]

I thank the Secretary of State very much for her responses. It is obvious that she is committed to making things better. In the light of the covid home-schooling period during which parents may have forgotten the importance of socialisation as well as academic education, many may need reminding of the legal obligation to educate children. Has the Department considered tidying up the intervention period to allow early intervention and discussion with parents where possible before any action is taken?

[Gillian Keegan]

We are very much taking a supportive approach. We know that there are complex reasons why some children are missing school—some have lost their confidence and are anxious about school and how far they are behind—so we are taking a focused approach. We have leads in local authorities working closely with schools, and we are measuring the impact of all the things we are doing, which includes attendance hubs, as well as looking to support parents to get their children back into school, where we know their outcomes will be so much better.

Higher Education Reform

Jim Shannon Excerpts

Monday 17th July 2023 Commons Chamber

[Gillian Keegan]

I thank my hon. Friend for all her support and I know she is a keen proponent of apprenticeships in her area. A lot of it is now about awareness—the apprenticeships are fantastic; I knew 35 years ago that they were fantastic, but I think now everybody knows how fantastic they are—through putting them on UCAS and, from next year, having people able to apply through UCAS. We will also have a centralised site, so that all the apprenticeships are together and people can look at the vast array of careers they can access—670 different routes into pretty much every career you can think of. It is about awareness. I thank all my hon. Friends who have apprenticeship fairs and do a lot to make people aware of these fantastic choices.

[Jim Shannon (Strangford) (DUP)]

I thank the Secretary of State for her statement outlining that university courses which fail to deliver good outcomes, with high dropout rates and poor employment prospects, will be subject to strict controls. That is great news for families who struggle to pay the money for courses which end up with no benefit. What discussions has she had with the universities in Northern Ireland, Queen’s University Belfast and Ulster University? Will she confirm that this approach will be UK-wide, and that the postal and trade sea border will not extend to an education sea border?

[Gillian Keegan]

I think the hon. Gentleman knows that this policy is devolved, but I work very closely with my ministerial counterparts in all devolved nations. We share information and best practice, and there are collaborative discussions, too. I will make sure I share this with them, as well.

Oral Answers to Questions

Jim Shannon Excerpts

Monday 12th June 2023 Commons Chamber

[Gillian Keegan]

That is a good question. The hon. Gentleman is right that employers have often asked for that flexibility in the levy. I do not think that anybody in this House doubts my support for apprenticeships—they were my golden ticket and, I am convinced, are a very good way into the workplace. Labour Members have said that they want to build flexibilities into the levy. The problem with their calculations is that, at this moment, we are spending 99.6% of the levy on apprentices. Their policy is based on levy payer spend, not levy payer budget. That means that the biggest losers from the policy would be small and medium-sized businesses and about half of current apprentices.

[Jim Shannon (Strangford) (DUP)]

4. What recent discussions she has had with her counterparts in the devolved Administrations on support for children with special educational needs.

[The Parliamentary Under-Secretary of State for Education (Claire Coutinho)]

The hon. Gentleman will be aware that we published the special educational needs and disabilities and alternative provision improvement plan in March this year. Although the plan applies only to England, we shared a pre-publication draft with the devolved Administrations to build understanding of our proposals.

[Jim Shannon]

I thank the Minister for her response and for her interest in exchanging such ideas with Northern Ireland. Whether we are on the United Kingdom mainland or in Northern Ireland, money is under pressure. As someone who has been an elected representative in local government, in the council, as a Member of the Legislative Assembly and as a Member of Parliament, I am very aware that many more people seem to have special educational needs. When people have to wait up to seven months for an assessment, the cut in money is detrimental. Will the Minister share the ideas from the mainland here in the UK with the Department of Education back home? There are many ideas and thoughts on classroom assistants on the mainland, and it would be good to exchange those ideas and thoughts with the Assembly in Northern Ireland.

[Claire Coutinho]

I know that the hon. Gentleman is a passionate campaigner on such issues. He will know that education is devolved, but Ministers engage with our counterparts through the UK Education Ministers Council, and a session was held just last week, on 8 June.

Pupil Roll Numbers and School Closures: London

Jim Shannon Excerpts

Wednesday 7th June 2023 Westminster Hall

[Sarah Olney (Richmond Park) (LD)]

It is a pleasure to serve under your chairmanship, Mr Hollobone. I congratulate the hon. Member for Vauxhall (Florence Eshalomi) on securing this debate and on her thought-provoking opening speech. Her personal reflections remind us all that children are at the heart of this. They only get one go at a primary and secondary education. It is up to us and the Government to ensure that their experience at school is as positive as it possibly can be. It is so important that we discuss this particular issue: it has already been said that it is very much an issue in Lambeth, and I see the particular pressure there, but we are also experiencing it in the outer boroughs of Richmond and Kingston.

I am pleased to be able to put forward my concerns and those of my constituents regarding the financial sustainability of schools across London in the light of falling pupil numbers. As has been said, schools throughout the capital have seen a significant decrease in enrolment in recent years due to the 17% decrease in the birth rate in London over the past decade, as well as shifts in local child populations following Brexit and the pandemic and their impacts on our local demographics.

For my constituents in Richmond Park, the resulting higher proportion of unfilled school places has resulted in a really worrying decrease in school budgets, which are determined on the basis of headcount rather than assessment of need; I pay tribute to the hon. Member for Ruislip, Northwood and Pinner (David Simmonds) for his very detailed speech setting out how these decisions are made and the impacts that they have. The Government must ensure that the quality of education and the wellbeing of our children do not decline along with the headcount. I am already hearing from primary and secondary school headteachers across my constituency that funding pressures are resulting in impossible decisions over which cuts to make.

One impact that I am seeing in the Richmond part of my constituency, which goes across the Richmond and Kingston boroughs, is that many of our primary schools are single form entry and have been for many years. When there are falling roll numbers in a single form entry school, it has a massively disproportionate impact on the budget, because, as the hon. Member for Ruislip, Northwood and Pinner said, so much of it is allocated on a per-head basis. All the fixed costs do not decrease with the number of children on roll, so when schools are funded on a per-head basis, the impact on single form entry schools, of which I have a number in my constituency, is disproportionate. I would like the Minister to address that.

[Jim Shannon (Strangford) (DUP)]

This debate is clearly about London, but I always come along to support Members, and I want to support the hon. Member for Vauxhall (Florence Eshalomi) today. I apologise that I was not here at the beginning of the debate; I wanted to be, but I was speaking at another event and could not be here quicker.

The focus for me back home in my constituency is children with special needs. I have never in all my life seen as many children with special needs. I do not know whether that is because there is more recognition of those needs now, but money needs to be set aside for them. The reason I say that is quite simple: schools pave the way for instilling the qualities and skills that children require to better themselves for potential apprenticeships, further study and employment. Children are a treasure. We have a responsibility, and the Minister and Government have a responsibility, to make sure we do better for children and prepare them for the future. Does the hon. Member for Richmond Park (Sarah Olney) agree?

[Sarah Olney]

It is always a privilege to take an intervention from the hon. Member. I do agree, particularly with his point about special educational needs.

Some headteachers in my constituency are having to make extremely difficult choices about how to allocate their reduced budgets, which are being cut because of falling rolls. Some are being forced to cut back on the number of teaching and support staff they employ, which has an additional impact on those with special educational needs or on the variety of subjects and extracurricular activities they offer. Others are not able to purchase essential classroom supplies or to fund pay rises for their hard-working teachers. Some cannot afford the necessary resources to support not only students with special educational needs, but the growing number of students who are coming to school with mental health and emotional challenges, which is an emerging cause for concern. A decline in pupil roll numbers that directly feeds a decline in school funding is only exacerbating those impacts.

Many parents and teachers in my constituency have written to me about the effects of the tightening school budgets. One primary school headteacher reached out to inform me of the difficulties of caring for children with special educational needs when they have limited funds. He said:

“Each school incurs a significant cost when enrolling a child with special educational needs, and while my own commitment to inclusive education for all will never be dampened, I am aware of school leaders who have been put in the impossible position of not being able to afford to support these children.”

One concerned parent wrote to me about a request from their children’s school for financial donations, just so that the school could

“maintain the basic services they provide.”

I have also received letters from children, with one schoolgirl writing to say:

“An example of schools needing more money was when my French teacher couldn’t provide any of the necessary worksheets because she had run out of money to use the school printer.”

I welcome the recent relaxation of the rules relating to which schools experiencing a decline in pupil numbers can benefit from a falling rolls fund, but, crucially, this does not make carving out the money for a fund any more affordable. I have spoken to councillors in my constituency, who tell me that having a falling rolls fund would only increase the financial pressure on all schools, including those without falling rolls, because it effectively moves money from schools with full rolls to those without. In the overall picture of the increasing and critical pressure on school funds, there is simply no spare funding for schools to help other schools in their area, however much they would like to and however committed they are to working together, which is a real feature of Richmond’s schools.

I want to touch quickly on the topic of empty classrooms, which we are seeing. The hon. Member for Ruislip, Northwood and Pinner and my hon. Friend the Member for Twickenham (Munira Wilson) mentioned the decrease in the published admission number. The Government should give some thought to the potential upside of the situation and to what we might use some of those empty classrooms for. We could utilise them for community benefits, particularly wraparound childcare; the Minister will know from countless previous debates what a massive issue that is for families across the country, and particularly in London.

We could also use those empty classrooms for youth work, for which there is a growing demand from young people from all sorts of backgrounds, and for careers advice, which is a particular passion of mine. We should be introducing young people to the full range of opportunities that await them when they leave school. I hear from countless business groups that young people do not know enough about their industry. The Government should think seriously about using some of the classrooms that are becoming available for some of those opportunities.

Reduced enrolment numbers are also putting private childcare providers across London at risk of closure. The issue is compounded by other factors such as increased energy, food and staffing costs, as well as recruitment issues. In my constituency of Richmond Park, I was concerned to hear last month about the closure of Maria Grey Nursery School, a popular nursery in central Richmond. Many parents have expressed to me how deeply saddened they are to be losing this treasured institution, which has been a part of Richmond for several decades. Again, that is because of the lack of demand from local families.

We are seeing record falls in the number of childcare providers, with thousands of providers exiting the market each year. That adds to the pressure on London families, who—never mind the fact that childcare is increasingly unaffordable—find securing a place with a childcare provider increasingly difficult. Again, that is linked to the issue of lack of demand. It is essential to shore up—

Children's Access to Books

Jim Shannon Excerpts

Tuesday 6th June 2023 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

Thank you very much, Sir Christopher. It is a real pleasure to speak in the debate. I thank the hon. Member for Rother Valley (Alexander Stafford), who put the case very well, with enthusiasm, energy and passion. It is well seen that he has a deep interest in the subject matter. I am now a grandfather, with six grandchildren, and I very much recognise the interest they have in books. The hon. Gentleman referred to his two children, and that is part of his interest in books. Whenever children—in my case, grandchildren—come along, that deep interest in books is reinvigorated by their passion and hunger for books, and I see that through my children.

Teaching children to read paves the way for their future. It is an essential skill for education, employment and advancing oneself in this world. It is disheartening that not all children have the same opportunities to access books. Poverty has played a significant role in that. Poverty levels in Northern Ireland, for example, are some of the highest in the United Kingdom, so it is good to be here to discuss what we can do to give children equal opportunities. I know that the Minister has a deep passion and interest for this subject matter, and I am sure he will respond to our questions and requests in a very positive fashion, as he always does.

The cost of living and the issues with poverty have meant that so many families are suffering financially. In some cases, they cannot afford to put a meal on the table—that is a fact of life that I see in my constituency office every week—never mind purchase books, which is far down the line for many people. A study has shown that 20% of parents are buying fewer books for their children. That figure increases to 36% among those who are struggling financially because of rising costs. Some 30% of parents have been encouraging children to borrow books from schools and libraries if they cannot afford to purchase brand-new. The hon. Member for Rother Valley referred to his new library, I think, which has been used quite significantly. In Northern Ireland specifically, more than one in five children are in poverty, and officials have stated that the new figures are increasing. That is very concerning.

One of my constituents—it is always good to give examples, and I always do so when I come to any debate—is a reading recovery specialist and a P1 teacher. She told me that she can tell within the first week which children have been read to and which have not. It tells in their ability to concentrate, understand and engage. We must ensure that that is not a matter of poverty or access to books. If that recovery specialist and P1 teacher can tell me that, it is quite clear that interacting with those children makes it clear what needs to be done.

The Royal National Institute of Blind People has been in touch with me ahead of this debate and it has a wonderful scheme that I want to highlight and to ask the Minister a question about. More than 41,000 children and young people in the UK are supported by local authority vision impairment specialist education services, and around 50% of young people with vision impairment have additional special educational needs or disabilities—the Minister has always been responsive to questions we have asked him about those with disabilities.

The RNIB has introduced a new service, Bookshare, which opens the world of reading and education for learners with a print-related disability, including those with a vision impairment or dyslexia. The Bookshare service is currently used in only around one in three schools and needs Government backing to be more widely used. What discussions has the Minister had with the RNIB about its new initiative, Bookshare? With only one in three schools taking part in the scheme, it is clear that we could utilise better the partnership between the RNIB and the Government to make sure that we reach out to the other two thirds of schools, which are perhaps not aware, or not able to take advantage, of the scheme.

In the UK, about two children in every 1,000 have a visual impairment, and a further 10% are dyslexic. Bookshare currently provides 103 titles and partners with 1,100 publishers, including well-known names such as Taylor & Francis, Springer Nature, HarperCollins and Penguin Random House. I encourage the Minister, genuinely, respectfully and as forcefully as I can, to raise awareness of Bookshare and to initiate the scheme across the whole UK.

I wish to digress slightly, because it is important that I put this on record. Members in this Chamber, and indeed many people outside, will know that I am a Dolly Parton fan—it is not a secret. I think that we are all Dolly Parton fans, Sir Christopher—even you, I suspect. [Interruption.] Well, perhaps not. It would not be fair to discuss access to books without raising Dolly Parton’s Imagination Library. I remember that, on the day I submitted an early-day motion on Dolly Parton, the hon. Member for Brentford and Isleworth (Ruth Cadbury) said to me, “You do know that I can access that Dolly Parton Imagination Library in my constituency, and my constituents are doing that.” I did not know about that until she told me.

The point is that the Imagination Library is dedicated to inspiring a love of reading by gifting books free of charge to children from birth to age five. I remember when I did an interview with Sky News one night. We were discussing something else, but this issue was raised. The presenter told me that her children accessed Dolly Parton’s Imagination Library as well. It is surprising how many people access that library right across our great nation.

Thanks to funding shared by Dolly Parton and local community partners in the United States, Canada, this great United Kingdom of Great Britain and Northern Ireland, Australia and the Republic of Ireland, there are 2.4 million children registered and 204 million books have been gifted. That is a phenomenal way to encourage children to read. Furthermore, in the US, one in 10 children has been in receipt of a book from the Dolly Parton Imagination Library. She is a good lady with a massive voice. That is why I love her songs, which all relate to life and growing up, and you can quickly recognise that—I do anyway. I will not go through the examples, because there are too many, but her songs become part of people’s lives as they grow up, which is why I like her so much. The work that she and her Imagination Library do reaches across our great world, showing her to be the philanthropist that she is and showing, too, all the good work that she does for the children.

To conclude, we should be rightly proud of our access to libraries, but, for rural communities, the loss of the library vans—I remember them well—is now showing in our education system. I understand that there is not and never will be—at least not in the foreseeable future—an endless amount of funding, but the early years are essential, as was mentioned earlier in relation to PI education. We must make sure that those early years are covered and that books are available. I ask the Minister to invest in our future by investing in our children and increasing the access to early years reading. I suspect not only that we could form a partnership with the RNIB and its Bookshare, but that Dolly Parton would be happy to form a partnership with us as well.

Office for Students

Jim Shannon Excerpts

Wednesday 26th April 2023 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a real pleasure to speak in this debate. I thank the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) for leading it. She gave a credible, comprehensible introduction—no one could doubt the knowledge she put forward today, and I congratulate her on that.

Higher education is so important for England, and indeed for all of us in the devolved Assemblies, where we have the ability to direct our different ways of doing things. Although the Office for Students does not apply to Northern Ireland—we have a different system back home—the Department for the Economy at the Northern Ireland Assembly has fantastic guidelines and direction in ensuring equality and diversity for every student. As I always do, I will give a Northern Ireland perspective to this debate—not because the Minister has responsibility for Northern Ireland, but to add another perspective, which will complicate what the hon. Member for Kingston upon Hull West and Hessle has put forward.

I want to honestly say what a joy it is to see the excellent and knowledgeable Minister in his place, and I very much look forward to his contribution. When we go to vote, I hear people from all parties saying that he is a really good Minister. There is consensus of support across the Chamber, which comes from the way he deals with the questions put to him. It is quite an achievement, and I congratulate him on that.

I am also very pleased to see the shadow Minister, the hon. Member for Warwick and Leamington (Matt Western), in his place. He brings a wealth of knowledge on this subject, and I look forward to his contribution as well.

In Northern Ireland, the higher education division formulates policy and administers funding to support education, research and related activities in the Northern Ireland higher education sector. Unlike other parts of the United Kingdom, Northern Ireland has no higher education funding council; the Department for the Economy fulfils the roles of both a Government Department and a funding council. In Northern Ireland, 77.8% of school pupils will go on to study in some form of higher education setting, whether that be through a regional college, university or education-based apprenticeships.

I have a very good working relationship with my local technical college and Ken Webb, its chief executive; we talk regularly about these matters. I understand that the students the college produces are excellent, and their potential to gain jobs is also there, so there is good continuity from education to employment. Within the higher education division in Northern Ireland, there are many sectors that fall into this category, including the student support branch, student finance branch, research and knowledge branch, and many more.

I am minded, as I often am when I talk about education—the hon. Member for Kingston upon Hull West and Hessle referred to this, and I am sure others will as well—that the students of today, after all, are the leaders of tomorrow, whether they be politicians, teachers, business leaders or, as in my constituency, farmers. The opportunities are there. We need to encourage and assist the next generation and give them help along the way. That is important.

The Office for Students and other bodies aim to do their best to represent the individual student on many issues: student finance, employability opportunities—I am glad to say that I see evidence of just how good those are—careers advice, which is also excellent, partnerships, collaboration, and much more. Support for higher education is crucial, as it encourages pupils to stay in university and complete their course. According to the Education Data Initiative, around 40% of undergraduate students each academic year leave or drop out of their chosen university course. Those figures are crazy. It is so important that these opportunities are not wasted for others who have been dying—a word I often use—to go to university to gain the opportunity to do better educationally.

I am here to support the hon. Member for Kingston upon Hull West and Hessle. I want to conclude by saying that this subject is so important and this debate has been vital. The hon. Lady has illustrated its importance in all aspects of higher education, and I am pleased to add my contribution. I thank the Department for Economy back home for all the work it does in this sector. I know that the Minister always responds to these things, so I have only one question for him, which hopefully he can respond to here. Will he ensure that discussions are undertaken regularly with all the devolved Administrations, in particular the Northern Ireland Assembly, so that we can keep our support for him and the hon. Member for Kingston upon Hull West and Hessle at what is already an all-time high?

--- Later in debate ---

[Robert Halfon]

I will in a minute. I have a fair bit to add and want to make the following point, because the hon. Member for Strangford (Jim Shannon) is so kind and comes to a lot of these debates on education and skills, as well as many other debates. I will have dialogue with the regulatory bodies. I was planning to visit them when visiting for the anniversary of the Northern Irish agreement, but unfortunately my slip was withdrawn because I had to vote in the House of Commons. Otherwise, I would have been there and visited universities and colleges in Northern Ireland. I very much hope that I will be able to make that visit. I note that at Queen’s University Belfast, 99% of the research environment is world leading and internationally excellent. I think it is No. 108 in the world, so congratulations to Queen’s University.

[Jim Shannon]

As far as we are concerned, it is No. 1.

[Robert Halfon]

I have a lot more to day, but I will give way to the hon. Member for Sheffield Central now.