State Pension Changes: Women

Debate between Jim Shannon and Caroline Ansell

Tuesday 12th March 2024 Westminster Hall

[Jim Shannon]

I had not finished; I was giving way to the hon. Gentleman. I am almost there, by the way. I will keep to your timescale, Sir Gary, simply because everyone here deserves to give their input. I told you I would do that and I will do that.

Compensating those 3.8 million women is recognition of the place in history held by that wonderful post-war generation. I say that again because that is why I am here: to speak for those ladies who contact me in my office all the time. Those are the women who have collectively and individually played a pivotal role in shaping and inspiring change in society. We salute those women for what they have done over the years. They have contributed to the workforce and society throughout their lives, and they deserve to retire with dignity and financial security.

The WASPI women were the mothers, nurses, cleaners, dinner ladies, shop workers, teachers, carers, factory and farm workers—the list goes on. That is only a small group of who those people were. They were trailblazers for women in society and role models for subsequent generations of women, so when the time comes in the debate, let us do the right thing by them—it is imperative that we do.

[Caroline Ansell (Eastbourne) (Con)]

The hon. Gentleman is paying such a beautiful and wonderful tribute to that group of women that I feel I must rise to mention the more than 4,000 WASPI women in my constituency, the 700 who signed a petition in 2016 and waited all these years, and the two who are my sisters, who very much reflect everything he says. Time is toxic—they have waited so very long. Does he agree that we cannot wait any longer? Every year we are losing our WASPI women.

[Jim Shannon]

It is fitting that the last intervention on my contribution was from a hon. Lady who has staff who fall into that category, along with many in the Public Gallery today. For me, and for all of us here, it is a simple thing. Wrongs have to be righted—that is our job as MPs. There is pressure on all of us, on both sides of the Chamber, but there is more pressure on the Minister and the Government. They must deliver what is right. Let us stand by the WASPI women and make sure that they get what they should.

Natural History GCSE

Debate between Jim Shannon and Caroline Ansell

Wednesday 1st December 2021 Westminster Hall

[Caroline Ansell]

I thank my hon. Friend for that most timely intervention. The forest school movement is to be greatly encouraged. It has inspired a raft of initiatives across the country, including in my constituency. It brings children into that natural environment, where learning is almost by osmosis; it is so natural and incidental. In that environment, children develop a great love of nature, which is so necessary to inspire that desire for further understanding and to learn about respect and protection.

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Lady on bringing the debate to the House. Forest schools were featured on “Countryfile” on Sunday past, which was incredibly encouraging. My constituency has something like that: Castle Gardens Primary School. When the Minister of State for Northern Ireland came over—he replaced this Minister in that role—we visited Castle Gardens to see what it was doing. Does the hon. Lady agree that there is a place for children understanding the world around them? For many, that will provide their future employment and livelihood, which is important. Does she further agree that we should work closely with Department for Environment, Food and Rural Affairs here and the Department of Agriculture, Environment and Rural Affairs back home to align environmental jobs with this exciting prospect of a GCSE?

[Caroline Ansell]

I concur with all that the hon. Gentleman said. That love of nature that we want to inspire in the youngest children needs to find progression and continuity in every age and all the key stages of the curriculum. Ultimately, that will provide them with skills and insight for a future where, as we look to build the green economy, we need to build a green workforce, too. I welcome the hon. Gentleman’s contribution.

[Caroline Ansell]

I thank the hon. Lady for her intervention; she is my near neighbour along the coast. I had the great pleasure and privilege to speak to Mary this week ahead of today’s debate. I am a huge admirer of her work and her passion to see the next generation equipped and empowered for the future that faces them, in terms of both protecting our natural environment and having a great love for that environment, which is important to their wellbeing.

I would like to focus on another point mentioned by the hon. Lady, which is what this unique qualification would bring to the curriculum. An important gap has been identified and worked on by OCR, not least around the knowledge of organisms in their context, as she described, but also around the mix of subject areas where this GCSE could bring such powerful learning. Some have raised concerns that this subject overlaps with other subjects, such as biology or geography, but we see overlap in the curriculum as it stands. We see overlap between economics and mathematics; we see overlap between history and English. Some say overlap, but I might say reinforcement and consolidation. I might say that this triangulates and makes learning more powerful through the experience of encountering common subject matter across different disciplines. So the hon. Lady is right to highlight this subject’s unique and distinct contribution, in both its mix and its content.

[Jim Shannon]

We have all become admirers of Mary Colwell, and perhaps the hon. Lady agrees with her when she said:

“A GCSE in natural history would reconnect our young people with the natural world around them. Not just because it’s fascinating, not just because it’s got benefits for mental health, but because we’ll need these young people to create a world we can all live in, a vibrant and healthy planet.”

That underlines what the natural history qualification the hon. Lady is trying to achieve could do for many of our children, while not in any way undermining the place of traditionally taught history, which has a role to play in the curriculum.

[Caroline Ansell]

I thank the hon. Gentleman, whose point was well made. This is not an “instead of” qualification; it is potentially an “alongside” or an “as well as”. It complements study across several different disciplines, not least opening up employment prospects, as he described. I go back to that inherent truth that one cannot protect what one does not love. We need to connect with that great love of nature and then reinforce that with the knowledge, insight and skills required to bring conservation work forward. It will be such an important torch for this generation to carry forward.

We have all seen in our schools some of the work that is being done, either in the curriculum or extra-curriculum in the wider life of the school, alongside this heightened concern for the environment. The truth is that eight in 10 children who were interviewed by Natural England in its People and Nature survey agreed that being in nature made them very happy. This generation has not had the same opportunities as previous generations to enjoy our once rich natural environment. Almost half of UK species are in long-term decline, including key species such as the hedgehog, whose numbers are down 95% since the 1950s. We have ploughed up or concreted over large swathes of native habitat in the last century, including 97% of our wildflower meadows.

Access to nature is highly unequal. One in five children living in England’s most deprived areas spend no time at all in the natural environment. The consequence of this precipitous decline is what is known as the shifting baselines phenomenon, whereby successive generations simply become accustomed to ever lower levels of biodiversity, unaware of the greater abundance enjoyed by those who came before. The raucous dawn chorus of a century ago and the splattering of insects on the car windscreen, which were commonplace in our childhoods, are unknown to young people today. One survey found that 83% of five to 16-year-olds could not identify a bumblebee, one in four could not identify a badger or robin, and almost half could not identify brambles, blackberries or bluebells.

Although they have never been so far removed from nature, eight in 10 children and young people in England say that they would like to do more to protect the environment and that doing so is important to them. It is that gulf between, on the one hand, the knowledge and experience of the natural world that are required to protect it and, on the other, the growing concern about ecological decline that a new natural history qualification could help to close.

We know just how important education is if we are to overcome the challenges of climate change and biodiversity loss. Sir David Attenborough has called for a greater role for nature in our schools, highlighting the growing absence of nature in young people’s lives and the negative impact that this is having on their wellbeing and that of the planet.

Sir David’s plea was reinforced earlier this year by the landmark Dasgupta review into the economics of biodiversity, which was commissioned by our Treasury Ministers and published to widespread acclaim internationally. It emphasised the importance of integrating nature studies into the curriculum. Professor Dasgupta argued that this would improve health and wellbeing and—going back to the point made by the hon. Member for Strangford (Jim Shannon)—empower young people to make informed choices, as well as hold Governments and businesses to account for their impact on the natural world.

With the right knowledge and skills, all young people, whatever their background, can and should contribute to the great national and global effort to halt nature’s decline. After all, that mission is now the law of this land. We are the first country in the world to set a legal deadline for halting nature’s decline by 2030, thanks to the landmark Environment Act 2021, which also contains a suite of measures to clean up our air and waterways, reduce waste and increase biodiversity.

Recognising the essential contribution that schools, teachers and young people can make to protecting our environment, the Education Secretary launched the Government’s climate and sustainability strategy for schools at COP26. I commend the Government for their leadership and ambition, and teachers and students in Eastbourne will relish the chance to increase biodiversity in their playgrounds and contribute to rewilding efforts in our community—indeed, they are already doing so.

It would be most remiss of me were I not to mention at this point the latest members of Parkland, where llamas now join ducks and chickens, or of West Rise Junior School, which now hosts water buffalo, which find their way into every element of the primary curriculum, from art through to mathematics and beyond.

The Eastbourne Schools Partnership, which is now the Coastal Schools Partnership following the inclusion of schools from Seaford and Bexhill, is a group of partner schools that have formed the Reconnect Group, which meets to discuss ways to help young people re-engage with the natural environment. It was inspired by a similar group called the Millennium Kids, an Australian group that it linked up with during Eastbourne’s Making Natural History conference in November 2020. The Reconnect Group is working with the Eden Project in Eastbourne as it looks to develop Jubilee Way as part of the Queen’s Green Canopy project and make it somewhere where young people can do exactly that: reconnect with the environment. The group will be walking Jubilee Way this weekend, as part of the research, so that pupils can contribute ideas to Sir Tim Smit and his team for different learning zones along the way. It is a 10-year project. Good things are happening.

What is more, the Government’s Skills and Post-16 Education Bill will help plug the green skills gap. I and colleagues in the Conservative Environment Network believe that they could go even further by setting a requirement in law for the Secretary of State to publish a green skills strategy.

It is within that context—a world-leading Environment Act, a stronger emphasis on climate change in the national curriculum and a green skills revolution—that the Government could also look to introduce a natural history GCSE. It would be a part of the whole—a jigsaw piece. It would demonstrate to schools, students and parents the high value we place on study in this area.

The proposed GCSE was developed by Cambridge Assessment and OCR following an extensive consultation that received more than 2,000 responses. I am pleased to say that the Eastbourne Schools Partnership sat on the strategic advisory group. The results are most impressive and very compelling: 94% of the young people who responded said that they would have liked to study the GCSE, and 96% of UK teachers and educators who responded were interested in teaching the qualification.

The natural history GCSE would reflect progression within the existing curriculum. It builds on nature observation content in key stages 1 to 3, providing a good capstone assessment at 16 that brings together those threads in a way that existing courses in geography and biology cannot.

Covid-19: International Language Schools

Debate between Jim Shannon and Caroline Ansell

Wednesday 1st July 2020 Commons Chamber

[Caroline Ansell (Eastbourne) (Con)]

Mr Deputy Speaker, “We anticipate that the huge loss of student volume and revenue already seen in 2020 will mean that around 30% of UK English language testing centres will cease trading. More than this will not survive the traditionally quiet winter season.” Those are the words of the sector’s representative body, English UK, and a potentially disastrous prognosis for one of our most successful exports: the English language. Many sectors have of course been sorely impacted by the effect of the virus, but I fear that English language teaching must be recognised as doubly hit, being one of the first industries to fall to the covid-19 effect, with travel from our two major markets, Italy and China, closed down even before the World Health Organisation declared a pandemic. To compound that early loss, the sector will necessarily be one of the last to rally.

The sector has all the challenges of the hospitality sector, but with no domestic markets to pivot toward—no staycations—and little room for diversifying, with online learning being no substitute for the experience of living the language in the country of its origin.

[Jim Shannon (Strangford) (DUP)]

I thank the hon. Lady for securing this debate. I have already said to her what a pleasure it is to see her back in the House again and able to contribute to these debates. It is nice to see opportunities for Adjournment debates such as this. I believe the hon. Lady is aware that since the pandemic began in these countries and the UK was locked down, it is estimated that as many as 90% of the more than 35,000 staff in the industry have been furloughed. The industry, which is worth £1.4 billion to the UK economy, will not be able to operate in its busiest seasons, spring and summer. Does the hon. Lady agree that there is clearly an urgent need for Government assistance?

[Caroline Ansell]

The hon. Gentleman has outlined the very real assistance that the Government have given in the form of the furlough scheme, which has provided lifeline funds. Is there more support going forward? I hope so.

In the time afforded me, I hope to touch on the value of the sector and the impact of the virus, and to signpost the road to recovery. My constituency of Eastbourne is known for its record sunshine hours, its beautiful coastline, the South Downs, and of course its iconic pier, all of which combine to make it a top tourist destination. Hospitality and conferencing are central to the local story, but perhaps the untold story is that our international students, from juniors to undergrads, are a vital part of the visitor landscape, whereby each summer the town’s population swells and its average age plummets.

Our international schools are local employers. They provide business for local transport and tourist venues, and pump-prime retail and food outlets. Likewise, importantly, there is secondary income support for the several hundred host families for whom the time in the summer hosting students makes the difference. More than ever, over all these years, we have seen friendships endure, we have seen marriages, and we have seen new businesses from those who have come to study and made their lives with us.

This does not all come from Eastbourne, of course, but in a regular year English language teaching brings in half a million students and an estimated value to the economy of £1.4 billion, and supports, as the hon. Member for Strangford (Jim Shannon) said, 34,000 jobs across the country.

Teenage Pregnancy: Regional Variations

Debate between Jim Shannon and Caroline Ansell

Tuesday 19th April 2016 Westminster Hall

[Jim Shannon]

I am coming to that if the hon. Gentleman will bear with me. He always makes a valuable contribution in his interventions. He and I seem to always attend these debates. Whatever they are, we are here together to make our contributions. I thank the hon. Gentleman for his intervention and I will come on to the issues.

Within the main council area that dominates my parliamentary constituency, teenage pregnancy rates are the third highest—unfortunately—in Northern Ireland. Although there has been a decrease of 37%, I represent the area with the third highest teenage pregnancy rates in Northern Ireland. It is important for me to learn from other Members—to learn from their experience and understand their knowledge can add to the research that I have done so that I can take that back to Northern Ireland and to my constituency of Strangford.

Progress has undoubtedly been made through personal education. Families and those who are close such as brothers and sisters—probably more sisters to sisters or mothers to daughters—is something that we perhaps should focus on more. Sometimes relationships break down between parents. Young girls can find themselves at a loose end and sometimes things happen. Things happen for many reasons. They can happen because of what has happened at home or because of what is happening in society. They can happen because of peer pressure as well. Those are issues that Government cannot legislate for, but which we as parents need to do something about. We need to encourage the people who have influence to do likewise. When it comes to some of the things that we have done, I can point to the education plan, setting a target for reduction, and the availability of contraception. We have to address those issues. Sometimes we have to be aware that young people will want to do their own thing, but sometimes we have to be aware of what we can do as a society.

[Caroline Ansell]

I note the hon. Gentleman’s points on the availability of contraception and appropriate advice. We tend to assume that we are talking in the main about unplanned teenage pregnancies, and that is not always the case. Does the hon. Gentleman think that we should do more to show that the role of parenting is a hugely challenging one? It is very rewarding, but challenging and costly—emotionally, financially and socially. Do we do enough in that regard?

[Jim Shannon]

I thank the hon. Lady for that intervention and for her wise words. We in this Chamber will say yes, we have done our bit, but many of us here could perhaps do that wee bit more. People could be more conscious of where their children are at night; what they are doing; who they are with and what their peers are doing. I see this in my advice centre all the time; I see some of the issues. I am not here to criticise or to point the finger. That is not what this is about. This is about saying how we and Government can help and assist young people. We should aim to try and enable people to see how we can reduce teenage pregnancies, which we have done in Northern Ireland in significant numbers, but we need to do more. When it comes to whether people can do more, yes, they can. I have three boys—three young men. One is married and one is about to get engaged. If the third boy leaves it until the age of his dad, he has 10 years to go before he gets married, as I was married at 32.

We have to look at the issues individually. Society itself, but particularly the role of parents, is important. The hon. Lady is right. The role is critical and necessary. The Prime Minister has often said that families are at the core of society. I believe that as well, and that is where we need to start.

Although progress has undoubtedly been made, we cannot take our eye off the ball. With research ongoing, the Government need to keep on top of the issue of teenage pregnancies and work with the various bodies—private, voluntary and public sector—to continue the good work that has been done in Northern Ireland and elsewhere and to adapt to the ever-changing goals in the effort to address teenage pregnancies.

For me, the issue is knowing how we can do things better. The hon. Member for Telford referred to some of the reasons for teenage pregnancy. When we consider those reasons, we cannot ignore the variations and variables in the regions of the whole of the United Kingdom. The Department of Health has made clear what it has done to drive down the overall rate of teenage pregnancies and recognised socioeconomic variations. In June 2014, the Department amended the 2008 strategy to include the aim of reducing

“the gap in births to teenage mothers living in deprived areas.”

Identifying and targeting the population most at risk of an unplanned and possibly unwanted pregnancy is vital to both prevention and improving the accessibility and uptake of post-natal medical care. That is another issue that we have addressed. I hope that these comments are helpful and specific. Regardless of their background, all sexually active teenage girls are at risk of becoming pregnant. That fact cannot be denied. Teenage mothers are more likely to be in what are known as routine or semi-routine occupations—for example, sales and services operatives or low-grade administration. I am not doing those jobs down, but that is what the statistics say.

Research evidence from the Family Planning Association in Northern Ireland suggests that risk factors include low self-esteem; poverty; low educational attainment; declining educational achievement; alienation and non-attendance at school; children being looked after by health and social care trusts; children of teenage mothers; a history of sexual abuse; mental health problems; and a history of offending behaviour. Those are all explanations for the variations in the rate of teenage pregnancy. When we look at these issues as we did in Northern Ireland, we can come up with a strategy. The hon. Member for Torbay (Kevin Foster) asked what we did. That is what we did, and it has made a significant contribution to where we are.

I again thank the hon. Member for Telford for giving us the opportunity to participate in this debate. When the shadow Minister speaks and the Minister responds, I hope that we will hear how we can address teenage pregnancy to an even greater degree, because there are many ways we can do that.