Universal Infant Free School Meals

Jim Shannon Excerpts

Tuesday 25th April 2023 Westminster Hall

[Steve Brine (Winchester) (Con)]

I beg to move,

That this House has considered universal infant free school meals.

It is good to see you in the headteacher’s chair, Mr Gray. In my time in the House, I have seen many innovative ways of speaking in a debate, but the mover of one debate speaking on the following one, as the hon. Member for Glasgow North (Patrick Grady) has just done, is a new one, even on me.

There are lots of debates around on universal infant free school meals, and lots of things that could be meant by that phrase. A number of the briefings I have been sent ahead of today’s debate back up that view. There is the campaign being pushed by Jamie Oliver and others on extending the free school meal entitlement to all children. There is the ongoing debate on school holiday food for those eligible for free school meals during term time. On that issue, I want to recognise how responsive and welcome Ministers have been, getting help to my constituents where it is most needed. I place on the record my thanks to them for that.

Today’s debate, however, is not about either of those areas, important though they are. I want to focus on the pressure being felt by headteachers across my constituency, and, I am sure, elsewhere, when it comes to meeting the cost of what is supposed to be a universal entitlement to free school meals for infant-aged children. Put simply, there is a gap between the funding received and the cost of putting good-quality food on the school table. There is an inevitable impact on school budgets, which make up the shortfall. Heads began to raise that issue with me late last year. We will come on to some figures for Winchester in a moment.

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Gentleman for bringing this issue this forward. He is absolutely right. There is pressure on headmasters. There is pressure coming from parents, who are having difficulty providing meals for their children at school, and school uniforms. On support for parents, including through the universal provision of school meals, does he agree that the least we could do for all those working parents who are struggling to make ends meet is to help them, and help headmasters as well?

[Steve Brine]

Yes, headmasters and headmistresses are in a very difficult position; I will quote some of them shortly.

Representatives of UK wholesalers have contacted me to express concern about the fact that because of food inflation, rising energy bills and increased labour costs, they are fulfilling their public sector food contracts, but at a loss. I think there was broad welcome for the Government’s recent decision to increase the funding for universal infant free school meals by 7p per pupil, but that rise remains well behind the rise in food inflation, which is running at 20% for wholesalers, according to the Federation of Wholesale Distributors.

Oral Answers to Questions

Jim Shannon Excerpts

Monday 17th April 2023 Commons Chamber

[Robert Halfon]

The hon. Gentleman cares passionately about these things. Apprenticeship starts increased by 8.6% in the past year. I am happy to send him the figures. For higher apprentices, that increased by 11%. The £600 million that he talked about—or £750 million, as quoted by the newspapers over the weekend—is money from the overall United Kingdom apprenticeship levy that was sent to the devolved authorities for them to spend on skills as they see fit.

[Jim Shannon (Strangford) (DUP)]

I thank the Minister for that response. It is important that everyone has the opportunity to do degree apprenticeships, working in partnership with businesses and companies to ensure that the opportunity works on the floor. It is important that ladies have the same opportunities as men. How is the Minister ensuring that ladies have those opportunities as well?

[Robert Halfon]

The hon. Gentleman is exactly right that we want to encourage more women to do apprenticeships, especially STEM apprenticeships. As I mentioned, we are doing a lot of work on careers. The apprenticeship and skills network is going around schools promoting apprenticeships and targeting disadvantaged students and areas where we need more female apprentices, including in STEM.

Bereaved Children: Registry

Jim Shannon Excerpts

Tuesday 28th March 2023 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

Thank you, Sir Gary, for giving me the chance to speak in the debate. I am very pleased to serve under your chairmanship.

I thank the hon. Member for Edinburgh West (Christine Jardine) for raising this issue. She did the House proud in the compassionate way that she introduced the debate. I am grateful for the spirit behind the debate, which she showed, and I am thankful that she has chosen to use her own familial pain so openly to help others. She is very much deserving of our respect and gratitude.

The topic of the debate is very emotional—we all know that; it is hard not to be moved by it—and sensitive. I discussed with Naomi, my assistant, our approach to the research for this debate. I know that I keep her busy when it comes to speeches in Westminster Hall and elsewhere, but do we talk the matters through, because we like to be able to bring a local angle—a Northern Ireland angle—to debates. I will do so today by giving an example that we are aware of, which will hopefully add to the hon. Lady’s introduction and to the contributions by the Members who will follow me.

Naomi raised the very real and raw scenario of a little girl who comes to her children’s church. That little girl happens to be eight years old, the same age as the hon. Lady said her sister was, and her grandfather brings her to church on a Sunday. She is only eight, but her daddy was murdered by paramilitaries. She came back to children’s church a few weeks later. Outwardly, she appeared to be the same happy child for the most part. However, during the prayer time, she asked for prayers for her granny, who is always so sad. The little one lost her daddy in dreadful circumstances and yet is also carrying the burden of worrying over her granny, who is sad.

Of course the leaders in the church are sensitive to the wee girl, yet it is clear that, although they can and do pour in love, she needs more help. What is not clear is how to get her that help. Referrals to child and adolescent mental health services in Northern Ireland rose from 8,719 in 2020-21 to 10,675 in 2021-22—a 25% increase—yet capacity has not increased at all. Will we put this little one on the waiting list, with a nine-month wait to be seen initially? How do we provide a link to help for this little girl who is grieving, and watching her granny grieve, and who just wants her family to be happy again?

We all need to think about that question, as it affects us all in each constituency in the United Kingdom. It has been estimated that around 26,900 parents die each year in the UK, leaving dependent children. That is one parent every 20 minutes. By the age of 16, 4.7%— around one in 20—young people will have experienced the death of one or both of their parents.

The Childhood Bereavement Network has come very succinctly to the crux of the issue, saying:

“No-one knows exactly how many children are bereaved each year. Data is collected each year on the number of children affected by the divorce of their parents, but not on the number affected by the death of a parent.”

As I say, I think that is the crux of the matter. The Childhood Bereavement Network continued:

“This information is urgently needed, to plan for service development and to make more sense of research on the impact of bereavement on children’s lives.”

The hon. Member for Edinburgh West made that point very clearly, and I make it too.

I look to the Minister for a response. I do not think that it is impossible to collect the data and try to help. If we do not know who and where these children are, how can we get them the help and support that they so desperately need? The answer is that we cannot. I have a request for the Minister. I know that she is a lady of compassion; we are all compassionate in this House, and we all bring our own individual stories to this Chamber. I ask the Minister very respectfully and gracefully to take our request on board, if she can, because these are things that we should be doing and we need to do.

The surviving parent or relation can take the step of asking the school. The school can ask the parent if they have spoken to a GP. The GP can ask if the school is providing counselling. But the fact is that none of those bodies has a duty to do those things. My fear is that children like the little one I have mentioned are simply lost in their grief if they are not acting out and drawing attention. In other words, we may not see the pain of that wee eight-year-old and others—the hon. Member for Edinburgh West referred to her sisters. We may believe that they are good and must be handling it all okay, but very often that is not the case.

Any child that is grieving needs to be given support without having to ask for it. That is why I thank the hon. Lady for her speech, offer my support and ask the Minister to make the change so that we have a registry and the automatic action that should come with that. I know the grief that I felt as a grown man over the death of my father. Life gave me that experience when I was much older, allowing me to acknowledge and deal with the pain in a healthy manner. Some of these children have no chance when it comes to that process, and that is why I believe help must be offered.

Again, I ask the Minister to do what I know she still wants to do, and what I believe she will do: to start off the support process with a registry of bereaved children. I support the hon. Member for Edinburgh West and sincerely thank her for bringing this issue to our attention. I look to the Minister to reach out and help bereaved children, who we all know really need that extra little bit of help. I know that families and friends are there in most cases, but sometimes we need to reach deeper; on many occasions, more is needed. Will the Minister respond in the positive fashion that I believe we all want her to?

Special Educational Needs and Disabilities: Specialist Workforce

Jim Shannon Excerpts

Wednesday 22nd March 2023 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a real pleasure to speak in this debate. I thank the hon. Member for Swansea West (Geraint Davies) for securing this debate and leading it, and for setting the scene so well, as he often does. It is nice to see him down here with us in the Chamber, instead of up there in the Chair; that has been a pleasure today.

There have been ongoing issues relating to provision for special educational needs. Children with SEN rely heavily on routine, consistency and specialised support. Many people in my constituency contact me in relation to these issues; most notably, I am contacted about staffing issues. So I will focus on staffing issues today, including serving staff not receiving the adequate support and training to assist pupils with SEN.

I believe that we must do all we can to ensure that children are given an equal and fair start in life, so it is great to be here today to discuss that. I welcome the Minister to her place. She does not have to answer any of my questions about this issue, because we have a Minister in Northern Ireland with responsibility for this issue. However, I wanted to come here today to support the hon. Member for Swansea West and others who have spoken, because the things that have been spoken about here today are the very same for us in Northern Ireland. There is no difference; each other’s problems are replicated.

I will speak briefly on Northern Ireland, because I always like to give a taste of the situation there. In Northern Ireland, 67,000 children have some form of SEN, which is a fifth of the school population, and 19,000 children have received a statement about their need for additional support, which is a 20.3% increase on what it once was.

This issue is about the staff we have, including those who have received the basic SEN training for already qualified teachers to act in the event of sickness. Unfortunately, staffing numbers are down in Northern Ireland. I say this with all the provisos that I have as a Unionist, but we need a functioning Assembly that can take such things on. We must ensure that our Governments are allocating sufficient funding to train SEN-specialised teachers, so that the pressure is taken off teaching staff who are not specialised in SEN teaching and communication with children who have SEN.

The Education Authority in Northern Ireland also disclosed that the number of educational psychologists has decreased by 24% in less than five years—what a massive drop for us back home—from 140 to 106. The Northern Ireland Commissioner for Children and Young People also made 40 recommendations for improvement. The petition was signed by 29,000 people who called for SEN training to be made mandatory for all teaching staff, which is also recommended by the commissioner.

Some of the things that we are asking for are the things that others are asking for, and I know that the Minister will respond. And whatever the Minister responds to about the situation here will probably also give us an indication of where we need to be in Northern Ireland. Although the petition was centred around the English education system, it is crucial that any decision taken in relation to SEN training for teachers follows through to the devolved nations. My request to the Minister specifically is to ensure that the recommendations and answers that she gives in this debate are conveyed directly to the Education Authority and the Northern Ireland Assembly, because what we can learn from this debate can be a lesson for us all.

We are also living in a world where assessments for SEN are unfortunately taking considerable time, as we must ensure that children are assessed accurately, so that they can receive the right amount of support and specialist care. I ask for that to be done as well.

Once this debate has been completed, where do we go next? We must take the relevant steps to ensure that a sufficient workforce is there. We must encourage our young people to take degrees in this area and make such degrees accessible to them. It is about making sure that teachers are trained, in place and can do the job. This is the effort that we go to and that they go to. Such teachers deserve to be under the least amount of pressure possible. So I call upon the Minister to engage with all regional Governments within the United Kingdom of Great Britain and Northern Ireland in order to come to a joint decision on how the issue of a specialised workforce can be tackled.

--- Later in debate ---

[Claire Coutinho]

I will happily look at that, and raise it in my conversations with Health. That is quite right. There are lots of other issues as well, particularly autism in girls. A mental health challenge is often diagnosed when, actually, if the underlying autism were addressed, outcomes for young people would be improved.

I will close on this, so that the hon. Member for Swansea West has enough time. I am sure he will want to say quite a lot. Improving access to the right professionals, whether they are teachers, teaching assistants or the specialists we have talked a lot about today is a key part of our plans for reform. I thank everyone who has brought this matter forward for their detailed stories.

[Jim Shannon]

I was hoping the Minister might deal with this—I requested that she share conclusions in relation to the mainland with the relevant Department and with the Minister back home.

[Claire Coutinho]

I would be delighted to talk to the relevant Department and the hon. Gentleman’s Minister about how we can share best practice. I know people rightly care about this area. Everyone here is grateful for the work of all the professionals across the education, health and care systems who work tirelessly to support our children and young people.

Racial Discrimination in Schools

Jim Shannon Excerpts

Wednesday 8th March 2023 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

I am only a small person, Ms Fovargue, so when I am hidden behind other people, perhaps you would not see that I was there. Thank you for calling me.

It is a pleasure to speak in this debate. I thank the hon. Member for Lewisham East (Janet Daby) for introducing the issue. I remember when she raised it in the Chamber in a question—it may even have been in a point of order. At that time, I took note of her comments. It is very clear to me that there is an issue that needs to be addressed. It is a pleasure to see the Minister in his place, because I am sure that, as he always does, he will respond in a positive fashion to explain how the Department for Education and he himself will act to address the issue.

Education is fundamental to equality of opportunity as preparation for life, as a powerful influence on access to and advancement in employment, and in giving young people the skills to resist the dangerous temptations that exist in society today. There is no hiding from or ignoring the fact that racism and cultural ignorance exist in our schools. The hon. Member for Lewisham East has outlined that very well on a number of occasions. Often, children are unaware of the meaning or full impact of their words, so it is crucial that this conversation is had and that action is taken to teach children how to do good. The right hon. Member for Orkney and Shetland (Mr Carmichael) referred to how important that was in his intervention. It shows that there are occasions when people can take measures to promote better harmony in schools.

In 2021, UK schools reported—rather shockingly—more than 60,000 racial incidents in the previous five years, with a racist incident defined as any situation perceived to be racist by the alleged victim or any other person, including unintentional racism. Racism has proven to be a big issue in schools, especially in England. Instead of co-operating more with one another, our attitudes suggest to younger people that it is all right to behave in this way and it makes the segregation even worse, complicating the issue and making it much more difficult to control.

As you and other Members will know, Ms Fovargue, I always try to give a Northern Ireland perspective in debates. We have discrimination in schools, which tends to be more sectarian than racist. However, I have no doubt that instances of racism have happened over the years in Northern Ireland. Historically, Northern Ireland is a deeply segregated and divided area, and although we have moved mountains since the era of the troubles, young people have become accustomed to the history of our nation, whether socially—outside the education sector —or internally, in schools or other education settings. Sectarian words fly around and are often used incorrectly, especially by young people, and can often be seen as “cool”. The fact is that they are not and never will be.

The Equality Commission for Northern Ireland states that

“schools in Northern Ireland have a responsibility not to discriminate against pupils on the protected grounds of sex, sexual orientation, race or disability. The law does not apply to age, religious belief and political opinion and gender reassignment in schools.”

I struggle to understand why religious belief is not included in that law, given that it is completely embedded in Northern Irish history.

We are no stranger to talking about our past and how it has had an impact on current generations. However, I genuinely believe that more can be done in schools in Northern Ireland to tackle sectarianism and the use of verbal slurs by young children. There are ways in which schools can teach young people about all types of discrimination. My youngest staff member remembers taking a class in school called “Learning for life and work”, with a module studying citizenship. Through this module, pupils were taught about the benefits and the challenges associated with cultural identity, the causes and consequences of prejudice and discrimination in society, and the benefits and challenges of immigration for communities, society and the economy. Those are all very worthy things, which we should take onboard. Again, I ask the Minister this question: what discussion has there been with his equivalent in the Northern Ireland Assembly, perhaps to get a grasp of what is being done in Northern Ireland and what is being done here, in order to work better together?

It is really important in today’s society that young children are aware of the environment around them. There are more people emigrating here, so there are more people from different cultures, with different histories, traditions and countries. We have more of that in Northern Ireland than we have ever had before. It tells me that we have to adapt. We want to welcome them; I am very much in favour of that.

It is good that young pupils can look at who they are sitting beside, or consider the background of their friends, understand the disabilities that some people may have, and have a general tolerance—how much has tolerance been mentioned?—of people who are different from them. Poor mental health and bullying can stem from racial discrimination in schools and there should certainly be more scope for teachers to be able to take appropriate action so that children understand and treat their peers with respect.

On love and tolerance, I am trying to remember the name of the organisation that says:

“Love for all. Hatred for none.”

[Kirsten Oswald (East Renfrewshire) (SNP)]

I am delighted to hear the hon. Gentleman use that phrase and I think he will find that it is the Ahmadiyya Muslim Community that coined it. It is very apt in this debate.

[Jim Shannon]

I thank the hon. Lady for reminding me of that, and it is an apt phrase.

I always try to treat people as I wish they would treat me—not that I am any better than anyone else, because I am not. I will just say that if we all adopted that attitude, life would be a lot better, and for our children—who will be the elders of tomorrow, and the people who will have responsibility, and take our positions whenever we pass on from this world—it is important that we get this right.

--- Later in debate ---

[The Minister for Schools (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Ms Fovargue. I congratulate the hon. Member for Lewisham East (Janet Daby) on securing this debate on an important subject. There is of course no place in our education system for discrimination or bullying of any kind. I recognise and share the concerns raised by her and other hon. Members about racist or discriminatory behaviour in schools. I was deeply concerned to hear about the incidents at both Thomas Knyvett College and Walderslade Girls’ School. I am aware that there are multiple ongoing investigations into the incidents at both schools. It would therefore not be appropriate for me to comment on those specific incidents, but I share the concerns raised right across the Chamber about them.

Schools’ responsibilities relate to discrimination in a number of ways. Keeping children safe is a priority, and safeguarding is everyone’s responsibility. The role of schools is critical, and all staff should have an awareness of the various safeguarding issues that children can face, including the risk of violence and discrimination. The hon. Member for Lewisham East was absolutely right when she opened her speech by saying that when parents—including herself—send their children to school in the morning, they expect them to be safe and protected. I think everyone taking part in this debate can agree with that.

We remain committed to ensuring that teachers have the tools and support to carry out their responsibilities. In September last year, we updated the statutory guidance, “Keeping children safe in education,” which supports schools and colleges to meet their duties in relation to equality, harassment and victimisation. The role of schools is not just reactive. State-funded schools, as public authorities, must comply with the public sector equality duty, which means that they must have due regard to the need to eliminate unlawful discrimination, harassment and victimisation; to advance equality of opportunity; and to foster good relations between people who share protected characteristics and those who do not, including between people from different ethnic backgrounds. The Department has published guidance to support schools to comply with those duties under the Equality Act 2010.

The hon. Member also raised the issue of reasonable force. A new programme of work to minimise the use of restraint and reasonable force in all schools has started, and will include updating guidance with a focus on prevention and de-escalation, and making it a legal duty to record and report incidents of restraint to parents. That work began with extensive consultation, research and a call for evidence on the use of reasonable force and restrictive practices, which was launched in February and will be open for 12 weeks, closing on 11 May.

The hon. Member raised the issue of black writers in the curriculum. Schools, of course, make their own decisions, choosing texts within the set requirements. There is guidance for teachers on how to make their choices of texts, with literacy organisations and reading charities offering suggestions, book lists, guidance, research and support. She also asked about the teaching workforce, and what more can be done to ensure that teachers reflect the make-up of British society. The Government share her ambition, and we are making progress on teacher recruitment. Of postgraduate trainees who declared their ethnic group, 78% were white, 12% were Asian, 5% were black, 4% were mixed ethnicity and 2% responded “other”. Those are broadly similar proportions to 2021-22 and 2020-21.

Our recruitment campaigns are targeted at audiences of students, recent graduates and potential career changers regardless of their identity or background, and last year “Apply for teacher training”—our new application service for initial teacher training in England—was rolled out nationally. The service has been designed to be as user-friendly as possible, and has been extensively tested with a diverse range of potential applicants to ensure that it helps to remove barriers to great teachers from all backgrounds applying for initial teacher training.

A vital part of meeting these duties is creating a safe, calm and supportive environment for all pupils. Headteachers play an important role in preventing bullying, harassment and discrimination in their schools, and they should ensure that they consider the needs of all pupils and staff when developing the school’s approach to its behaviour policy, which all schools are required to have in place.

Successful schools recognise that they need to work continually to maintain high standards of behaviour. That can be achieved only by all members of the school community working together to reflect the school’s values and creating a culture in which bullying, physical threats or abuse and intimidation, including racial discrimination, are not tolerated.

The hon. Member for Lewisham East asked about support for teachers and headteachers. Our recently updated “Behaviour in schools” guidance advises schools on creating environments where pupils and staff can work in safety and are respected. The guidance is clear that as part of a school’s behaviour policy, it should have clear measures to prevent all forms of bullying, including prejudice-based bullying. When an incident does occur, schools should take swift and decisive action to resolve it.

Schools should explicitly teach pupils about which behaviours are permitted and which are not, and when any incidents of bullying, discrimination or use of derogatory language occur, staff should respond promptly, predictably and confidently. Pupils need to understand that there are consequences for their behaviour, and that will often involve the use of reasonable and proportionate sanctions. Schools should also make it clear to pupils that good behaviour does not end at the school gates, and underscore the importance of kindness and respect towards others outside of school. The school behaviour policy should set out how the school will respond to any misbehaviour outside school premises.

The hon. Member asked about schools recording incidents of a racist nature. Racism of any kind is completely unacceptable and is abhorrent in any school setting—indeed, in any setting. We do not mandate that schools record or publish racist incidents; they are best placed to monitor and tackle racist incidents. They are required to have a behaviour policy, as I said, which outlines measures to prevent racist and other forms of bullying, and they are held to account by Ofsted. They are also required to take steps to advance equality of opportunity, foster good relations and eliminate racial harassment. We provide support to schools to do that. There is no legal obligation on schools to record and report incidents of bullying, and there never has been.

Bullying can just as easily occur online as it does face to face, but evidence suggests that most online bullying of children and young people is linked to face-to-face bullying. Schools can also help to prevent online bullying by educating their pupils about acceptable ways to behave online. The relationships, sex and health education curriculum guides teachers by supporting them to ensure that children learn about the risks of the internet, including cyber-bullying and online grooming. As part of an anti-bullying grant funded programme, the Anti-Bullying Alliance delivers a key stage 3 and 4 online toolkit called “Stop, Speak, Support”, which was produced with support from the Royal Foundation’s cyber-bullying taskforce to further help teachers. The Diana Award also has hundreds of free resources in its resource centre, including on online safety.

Through the health education curriculum, all pupils will be taught about online safety and harms. That includes being taught what positive, healthy and respectful online relationships look like, the effects of their online actions on others and knowing how to recognise and display respectful behaviour online. When bullying outside schools is reported to teachers, it should be investigated and acted on. If the bullying develops into criminal activity, schools must take immediate action and report it to the police.

[Jim Shannon]

I thank the Minister for his helpful responses to the inquiries from the hon. Member for Lewisham East and others. I am mindful—and we are all aware—of cases where online bullying has unfortunately led to some young people either injuring themselves or committing suicide, because the pressure from their peers was so great. What are the Minister’s ideas on how he and schools can respond to that in a positive and helpful way, so that it is dealt with at an early stage before it becomes something with which the young person feels they can no longer cope?

[Nick Gibb]

It is beyond tragic when we read of children taking their own lives because of how miserable they are due to online, or any form of, bullying. That is why the relationships, sex and health education guidance in the curriculum is designed in part to ensure that children learn how to behave online and in day-to-day life, and to understand about kindness and the consequences of their actions on others. That is why it is such an important part of the curriculum: to prevent precisely that kind of behaviour leading to those tragic outcomes.

Learning about respectful relationships is key to tackling discrimination in schools. All children in England will learn about respectful relationships in person and online as part of the mandatory relationships, sex and health education. The curriculum has a strong focus on equality, respect and the harmful impact of stereotyping, as well as the importance of valuing difference. Citizenship education enables pupils to explore a range of important and complex concepts, such as racial justice and the need for mutual respect and understanding. Addressing these topics in school will help all pupils to lead happy and fulfilled lives that will benefit them throughout adulthood.

To help schools to prevent and, where necessary, address discriminatory behaviour, the Department continues to publish information, guidance and support for teachers and school leaders on how to challenge radical views, including racist views, on the Educate Against Hate website. One of those resources is the respectful school communities toolkit, which is a self-review and signposting tool to support schools to develop a whole-school approach that promotes respect and discipline. That can help to combat bullying, harassment and prejudice of any kind, including hate-based bullying. The Educate Against Hate website hosts information for parents and carers through the parents’ hub.

In conclusion, I reiterate our commitment to supporting schools in their work to educate young people about prejudice of all forms and to protect young people from discrimination. Most schools maintain a high standard of behaviour, where pupils are educated in a calm, safe and supportive environment, but we know that managing these issues can be challenging and that some schools need to do more. All pupils in our schools deserve to grow up free from discrimination and hate in a culture of respect and kindness, and it continues to be our priority to ensure that that happens.

SEND and Alternative Provision

Jim Shannon Excerpts

Monday 6th March 2023 Commons Chamber

[Claire Coutinho]

My hon. Friend has been a brilliant campaigner and has shown me around some brilliant special schools in his patch, such as the Sir Bobby Robson School. He is absolutely right to recognise neurodiverse people’s opportunities and the benefits that they bring. When I was Minister for disabled people, I saw lots of employers champing at the bit to hire neurodiverse people because of the brilliant skillsets that they draw on. I would be happy to look at what we can do further on the matter.

[Jim Shannon (Strangford) (DUP)]

I thank the Minister very much for her detailed and helpful statement on special educational needs, which builds on a previous statement about the Stable Homes, Built on Love programme. It is important that that is a key foundation.

With more children struggling to integrate into multi-ability groups, and with funding pressures affecting the ability to provide classroom assistance, does the Minister agree that it is time for an overhaul of the system and that a pupil-focused approach is required? In the meantime, what can be done to stop capable children falling through the gaps? Will the Minister consult the Northern Ireland Department of Education on taking these ideas forward?

[Claire Coutinho]

I would be happy to discuss any matters in this area that the hon. Gentleman would like to talk about. He is absolutely right that we must get the support right, with a focus on pupils. It is about early identification, flexibility and ensuring that each child and young person gets the support that they need to thrive in an educational environment.

Oral Answers to Questions

Jim Shannon Excerpts

Monday 27th February 2023 Commons Chamber

[Gillian Keegan]

I thank my hon. Friend for his question, as this issue is really important. My nephew has Down’s syndrome and wears glasses, so I know of its importance, and it was a privilege for me to support the Down Syndrome Act 2022 when I was in my previous role. Free NHS sight tests are available for all children under 16 or under 19 and in full-time education. Children can be supported to access high-street services or referred to the local eye service. The NHS is evaluating its proof-of-concept sight testing programme in special schools, and that evaluation will inform decisions about the funding and delivery of any future sight testing model.

[Jim Shannon (Strangford) (DUP)]

I thank the Minister very much for that response. I was a recipient of those glasses as a four-year-old—that was not yesterday, of course, as everybody will be aware! I went to school at four and had my eyes tested, and I got those circular NHS glasses that people will remember. The point I am making is that early eyesight testing is important. What is being done with the Department of Health and Social Care to ensure that any glasses prescribed are stylish and able to be worn, and would not in any way disadvantage a person, especially a young person?

[Gillian Keegan]

I do indeed remember those glasses, which I believe were available in blue and pink at one point. As I said, all children have access to free NHS sight tests, and voucher schemes are in place for glasses as well. In addition, we have Glasses in Classes and the programme in SEND schools, which are being evaluated. It is vital that young people can see when they are trying to learn to read and take in all that knowledge.

Lifelong Learning (Higher Education Fee Limits) Bill

Jim Shannon Excerpts

2nd reading
Monday 27th February 2023 Commons Chamber

[The Secretary of State for Education (Gillian Keegan)]

I beg to move, That the Bill be now read a Second time.

Everyone has a different reason for being passionate about education, but most of us can point to that time in our lives which changed our lives: the excitement when maths began to make sense, the thrill when we found a subject that we really loved and were good at, or the pride that came when a life-changing teacher showed that he or she believed in us. I have spoken in this place before about my first moment of that kind, when my teacher, Mr Ashcroft, stayed late after school to help me take extra O-levels in engineering and technical drawing, which he continued to do for two years. His belief in me changed my life. Thanks to Mr Ashcroft, I was able to be accepted for an apprenticeship in a car factory, which was the golden ticket to a different life. But I have spoken less here about the second moment, and the third, and the fourth. I was lucky in that my education started there, but did not end there.

I have been lucky enough to benefit from truly lifetime learning throughout my jobs. I was able to go back and study in both my 30s and my 40s. From that, I have learnt a simple truth: offer people a hand up, and they will take it. However, while we excel at educating people in their younger years, too often we do not offer the same support once they are off the beaten track. Education is an opportunity—it is the ultimate levelling-up tool, the closest thing that we have to a silver bullet when it comes to improving lives—and it is always good to have more than one shot, as many things will change throughout our working lives. We have pledged to level up the country so that everyone gets the education that will enable them to seize the opportunities that come their way. I take that pledge extremely seriously, and that is why I am so proud to present this Bill to Parliament today.

[Jim Shannon (Strangford) (DUP)]

I applaud the Secretary of State for presenting a Bill which I think everyone in the House will welcome as a positive move. The Minister for Skills, Apprenticeships and Higher Education, the right hon. Member for Harlow (Robert Halfon)—who is sitting beside the Secretary of State—has often promoted young people whom I would describe as white Protestant males who do not achieve educational standards. He has frequently said that it is his purpose to make a difference. Is that also the purpose of the Secretary of State?

[Gillian Keegan]

Absolutely. I can assure the hon. Gentleman of that, as someone who went to a comprehensive school in Knowsley, a deprived white working-class area. Most of my schoolmates did leave school without many qualifications, and this is exactly the kind of opportunity that will be there for them many years later. They will be given that helping hand and, hopefully, take it.

Child Literacy: Disadvantaged Areas

Jim Shannon Excerpts

Wednesday 22nd February 2023 Westminster Hall

[Alexander Stafford]

The hon. Lady summed up in a matter of minutes what I am planning to say in half an hour. That is a summary version of my speech. I could not agree more.

The focus must clearly be on how primary school libraries help improve children’s literacy in disadvantaged areas. They are indisputably a vital part of the education system. Numerous studies have shown a clear correlation between having a good school library and not only academic achievement and literacy performance but a child’s attitude to learning as a whole. Improving children’s literacy clearly relies on the availability of school libraries and access to books. Sadly, the reality is that availability and access to books for children relies on efficiently allocated funding.

The Government’s recent levelling-up White Paper indicated that by 2030, the number of primary school children achieving the expected standard in reading, writing and maths will have significantly increased. In England, that will mean that 90% of children will have achieved the expected standard, and the percentage of children meeting the expected standard in the worst-performing areas will have increased by over a third. Without efficiently allocated funding, that mission seems unlikely to reach its full potential.

Early childhood, from birth to the age of five, is instrumental both in itself and as a foundation stage for language and literacy development, which is why funding channelled to early-years education is essential. The Prime Minister—then Chancellor of the Exchequer—said in his autumn 2021 Budget speech:

“The evidence is compelling that the first 1,001 days of a child’s life are the most important.”—[Official Report, 27 October 2021; Vol. 702, c. 277.]

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Gentleman for securing this debate. In the short time he has been here, he has shown himself to be an assiduous Member, and he is very good at bringing things forward that we are happy to respond to. I endorse what he said. I am a grandfather with six grandchildren, and it gives me a wee bit of insight into their insatiable desire for books. They want to learn and know about the world. They show an eagerness that I did not see in my boys—perhaps it was because I was not there enough for them. I commend the hon. Gentleman for what he is saying. It is really important for literacy to be part of the primary school curriculum. By making books available, we are building adults for tomorrow. Some of the children at those schools might even grow up to be Members of this House!

[Alexander Stafford]

I congratulate the hon. Gentleman on having six grandchildren. I have only two children, Persephone and Charlotte, but one day I hope to have six grandchildren or more. I hope that they, too, will have a love of books and learning.

At present, children from disadvantaged backgrounds are already behind their more affluent peers when they enter primary school. That is extremely concerning, especially coupled with the 40% development gap between disadvantaged 16-year-olds and their peers that emerges by the age of five. The primary school rate is currently set at £1,385 per pupil, whereas the early years rate is only £342. That deeply affects the access to books that children have in their early years, as well as their chances of developing strong literacy skills. Ultimately, the funding currently allocated to early years does not reflect the evidence on child development or sectoral need.

My constituency of Rother Valley is by no means the worst-performing area in the UK in literacy and education rates—it has some great schools—but its literacy scores are certainly below the national average. On a recent visit to Dinnington Community Primary School, I was joined by Cressida Cowell—a former children’s laureate and the author of the hugely popular series “How to Train Your Dragon”—to discuss children’s literacy. A vast proportion of our conversation concentrated on the inequality in children’s access to school libraries. Yorkshire and the Humber holds the unenviable place of being the geographical area of the UK with statistically the lowest children’s book ownership: some 9.2% of children do not own a single book. It is particularly concerning that two in every five children in England are eligible for free school meals, but many of them do not have a dedicated library in their school.

I make it clear that prioritising the availability of books in primary schools should not be confined to disadvantaged areas. While there are apparent regional differences in library provision between the north and south of England, it should be a priority across the whole UK. It has been estimated that if all children were to read for pleasure, the economic impact of their increased skills, and therefore increased potential, would raise the UK’s GDP by £4.6 billion a year within just one generation. National Libraries Week encapsulates this notion with its most recent theme, “Never Stop Learning”, which seeks to draw attention to the valuable role that libraries play in supporting not only primary school children, but lifelong learning. If we prioritise children’s literacy, the whole UK will reap the benefits in every aspect of our society, most notably economically and socially.

A school library is a driving force for so many opportunities for children. It is essential for it to possess a wide range of books, from novels to graphic novels and even comics. It also needs to be an inviting place—we need to move away from the idea of a small, dark, gloomy room. It is not simply that if children have access to a primary school library, they will have a higher probability of attaining good literacy levels. It goes beyond access; it is also about quality, engagement with children, and the books on offer. Children need to be drawn to a library and to what it has to offer.

School libraries and efficiently allocated funding are critical, but I accept that they are not the only things that matter. Primary schools up and down the country are doing incredible work to boost literacy levels, but there is only so much that they can do, especially as much of what influences children and young people is beyond the school gates: it happens at home and in their day-to-day interactions with their local community and environment. That is why it is necessary for the private sector to play an active role in helping to boost literacy levels. Through their products, services and charitable initiatives, businesses have channels to influence children and young people that schools simply do not have.

A prime example of this multi-partner approach is the National Literacy Trust’s work with McDonald’s since 2013 as part of the McDonald’s Happy Readers campaign. Some 61 million books have been distributed as a result of that initiative, which is based on McDonald’s swapping toys and happy meals for books and including a book offer on the box. That is an undeniably strong example of the outcomes that can be achieved through a multi-sector, multi-partner approach.

The rewards of access to books are not confined to academic and economic achievement. Reading is a vital aid to a child’s mental wellbeing. There are proven, identified links between children’s literacy engagement and their wellbeing. Children who are most engaged with literacy are three times more likely to have higher levels of good mental wellbeing than children who are least engaged. I believe that engagement with literacy relies heavily on libraries being a place to which children have access during their lunch breaks—a “third space” away from the classroom.

For me, a library is a wonderful form of escapism—indeed, just like the best books. As a result of my strong belief that the availability of primary school libraries, as well as books at home, is instrumental to improving literacy attainment, I have canvassed many schools across Rother Valley over the past couple of months to assess their reading facilities. I was delighted with the level of engagement. It was encouraging and confirmed to me that, with the right support, schools are receptive to prioritising reading.

Initiatives such as Michael Morpurgo Month—a competition where schools enter to win a live virtual event with the author—are incredible ways to engage children, even those who do not consider themselves natural readers. I am extremely proud that some primary schools in Rother Valley will enter this competition, and I urge other Members to encourage their primary schools to start thinking outside the box and to engage with similar initiatives that bring reading to life for children.

Ultimately, we need to challenge the outdated notion that reading is boring or irrelevant. My strong belief in prioritising children’s literacy prompted me to meet the National Literacy Trust and the World Book Day charity. I was incredibly pleased to learn of the invaluable work they do to raise awareness not only of the significant role libraries play in helping children reach their full potential, but of the benefits that reading for pleasure can bring. The annual World Book Day, which takes place on Thursday 2 March, is dedicated to reading for pleasure. It witnesses 15 million book tokens being distributed each year, with an impressive 90% of schools participating throughout the UK. I strongly encourage Members to attend the parliamentary event on 28 February to show their support for World Book Day.

It can be easy to think that World Book Day is an isolated day that comes round once a year, but the charity’s work challenging the notion that reading is outdated continues throughout the year. It releases book club content, reading recommendation lists and video stories with the aim of helping parents engage their children in reading beyond the classroom. A distinct aspect of the charity is how it introduces children to comic books and graphic novels for those who perceive reading as not for them. I was surprised to learn that research from 2015 found that reading a Dickens novel and a manga comic book have exactly the same impact on a child’s development because of the way they engage the brain with pictures and tests to open up their imagination in a new way. I am in the process of becoming a World Book Day champion, and I urge all other Members to do what they can and to consider joining as well for the good of the children.

The National Literacy Trust works to address low literacy rates in disadvantaged areas by combining a range of evidence-based programmes with community-driven, place-based solutions. Across the UK, the trust has 20 literacy hubs in areas with the highest levels of deprivation and literacy vulnerability. The hub’s approach is characterised by a mix of strategic local partnerships, community campaigns and targeted programmatic activity in earlier settings than schools, run by local teams that have strong existing networks in these communities. Literacy hubs are leading the way in breaking cycles of intergenerational low literacy by engaging the entire community, which encapsulates the innovation we all should be striving for.

In October 2021, the National Literacy Trust, together with Penguin Random House, launched the Primary School Library Alliance, which strives to address the chronic lack of investment in primary school libraries and to change the narrative where one in seven primary schools in England does not have a library by transforming library spaces. As of 2022, the alliance has worked with more than 330 schools, and its mission is to help transform 1,000 primary school libraries by 2025 by giving them the books, training and support they require to make that possible. The fact that the programme is worth over £5 million and is supported by many children’s authors, publishers and private companies proves the extent of support on prioritising improving children’s literacy skills.

One aspect of its work that should be noticed is its intense focus on engaging parents to encourage their children to read, such as in early morning reading groups for parents, by having books in the house and the school library being open in holidays. These are all innovative ways to encourage parents to see the value in reading and for children to view the library as their third space outside the classroom. The success of the scheme speaks for itself, and I am sure Members will join me in advocating for the expansion of such a wonderful scheme, which is pioneering in creating not just a library space, but a reading community.

Having argued the merits and value of primary school libraries, what can be done to ensure their secured future in our educational institutions? We all want to reach the end point of a statutory requirement for all primary schools to have an adequately sized and well-resourced library. That would greatly complement the White Paper published in March 2022 and help achieve its aim of improving literacy rates across the UK. However, it is recognised throughout the sector that we must transition towards that through the support of public-private schemes, such as the Primary School Library Alliance.

Secondly, the Government must recognise the importance of early years for language development. That needs to be reflected in the funding invested in resources, which should result in early years receiving the same rate as the primary school rate. As a consequence, the early years rate should equate to the £1,385 per pupil received by primary school children.

Thirdly, the Government should ensure that the allocation of funding across the UK is weighted towards disadvantaged areas to target the pupils who are persistently disadvantaged. One of the ways the Government can do that is by taking a multi-sector, multi-partner approach to activate private sector investment. In practice, that requires the Government to support initiatives such as the Primary School Library Alliance, to try to further their goal of reaching 1,000 schools by 2025. That support would prevent the statutory requirement from being solely tokenistic, since it strives to engage pupils, teachers and parents. The Government need to form partnerships to create a readers’ community throughout the whole United Kingdom.

Ultimately, I propose that we must ensure every child in Rother Valley and across the whole of the UK has access to an adequately sized and well-resourced library at their local school to achieve high levels of literacy attainment. We must do more to help every child fulfil their potential—that was a pledge of the school White Paper. I firmly believe that introducing the statutory requirement for all primary schools would be a force for change to make that truly possible, and improve not only the quality of our children’s access to books, but the rest of their lives. Children are the future generation, so it is crucial that we ensure they are provided with adequate resources to excel fully and change the narrative of 25% of 11-year-olds leaving primary school being unable to read at the expected level. That figure rises to 40% among disadvantaged children.

Reading is a simple, cost-effective and powerful tool to unlock prosperity in Rother Valley and across the UK, and it is our duty to make the United Kingdom the world’s foremost reading community. I hope that my sponsoring today’s debate can be in the first chapter of the very exciting story of children’s literacy.

Childcare: Affordability and Availability

Jim Shannon Excerpts

Tuesday 21st February 2023 Westminster Hall

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

I beg to move,

That this House has considered the affordability and availability of childcare.

It is a pleasure to serve under your chairmanship, Mr Davies, and we hope that Sir Christopher, who was due to chair this debate, is okay. I sought this debate because we face a crisis in childcare. I have heard from nursery providers, parents, national experts and my local council about the scale of the crisis, which I doubt even Government Members will try to deny.

The universal availability of good-quality, affordable childcare really matters: it matters in the early years, it matters at the start and end of the school day, and it matters at half-term and in holidays. Why? It matters to children and to their development, because it helps them to learn social skills and how to interact with those around them. Yet, according to the Sutton Trust, too many children are now starting school without these basic skills, and more of those children are at schools with the most deprived intakes.

Adequate and affordable childcare enables parents—mothers, in particular—to return to work and to work full time, yet many mothers, regardless of what they earn, are deciding to delay going back to work, or have to work part time, because of the affordability crisis or the lack of availability locally.

This crisis must surely also add to the gender pay gap. Groups such as Pregnant Then Screwed have been tireless campaigners on the issue, and over the past week I have heard from many women about it. Sadly, I am not able to quote them all, but I will share some of their experiences. Katerina, a teacher, said:

“As an educator, it’s mind-boggling that my monthly take-home earnings barely meet our childcare costs. We are forgoing many other purchases and necessities, and have no plans for the future.”

Steph said:

“The cost of nursery would be two thirds of my take-home salary. This is not financially sustainable, especially with the increase in bills.”

She also said:

“The possibility of equality is dangled in front of us, only to be systematically taken away.”

Ellie messaged me to say that the cost of childcare is preventing her from working more than three days a week and from having further children.

The unaffordability of childcare is driving a bulldozer through the last 100 years of progress on women playing an equal part in the workplace and in our economy. I want today’s debate to be a chance for the voices of those women to be heard.

[Jim Shannon (Strangford) (DUP)]

I thank the hon. Lady for bringing forward this debate, and I apologise that I cannot be here for the whole of it. In Northern Ireland, a full-time childcare place is £170 a week, which equates to £680 a month or £8,000 a year. For a working family with two children, we are talking about an extortionate amount of money. These families are often forced to rely on grandparents or to cut their hours accordingly. Does the hon. Lady agree it is time for the Government and the Minister to look at the cost of childcare not just in England but across the UK and to take the steps necessary to ensure that working parents can afford childcare without being plunged into poverty?

[Ruth Cadbury]

I thank the hon. Gentleman for that excellent point. This is a universal issue across the UK and affects people at all income levels and in all areas.

I recently spoke to a friend who has a young baby and who is planning her return to work, having struggled to find a nursery place. She told me that Sweden, where her brother lives, pays £100 per month per child for a nursery place. However, across England, childminders are packing up and nurseries are closing or cutting places.