Oral Answers to Questions

Jo Platt Excerpts

Monday 4th February 2019 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

I am delighted to warmly congratulate the teachers in my hon. Friend’s constituency of Nuneaton on the significant improvement in key stage 2 results. Of course, we need to do more to raise standards further, which is why we are investing £76 million to raise the standard of maths education through the 35 maths hubs referred to earlier by my hon. Friend the Minister for Universities, Science, Research and Innovation. We are also spending £26 million on developing 32 schools across England into English hubs, which will take a leading role in supporting schools to improve their teaching of early language and reading.

[Jo Platt (Leigh) (Lab/Co-op)]

T2. During a Westminster Hall debate on social mobility last month, the Under-Secretary of State for Education, the hon. Member for Stratford-on-Avon (Nadhim Zahawi), boasted of the Government’s early-years pilots. He even visited the local pilot in Wigan. However, Leigh—part of the Wigan borough—has recently been ranked 533rd out of 533 for early-years provision in the country. When will the Minister and this Government wake up? Their sticking-plaster schemes are not working. If we want to improve social mobility, we first have to address child poverty.

[Damian Hinds]

The hon. Lady is absolutely right about the central importance of the early years when it comes to social mobility. We know that the gaps between the rich and the poor develop very early on, which is one reason this Government are spending more than any previous Government on early-years education and childcare. There are 154,000 two-year-olds benefiting from early-years education in a programme that was never available to any child before 2010. But we can do more. I want to ensure that we integrate our approach with helping to support parents in what happens at home because, particularly in the very early years, what happens at home is crucial to what happens later at school.

Social Mobility: North-west

Jo Platt Excerpts

Wednesday 9th January 2019 Westminster Hall

[Jo Platt (Leigh) (Lab/Co-op)]

I beg to move,

That this House has considered social mobility in the North West.

It is a pleasure to serve under your chairmanship, Mr Bailey. Social mobility is a term that we frequently use, but what do we really mean by it? At its core, we are discussing the life chances of every person in our constituencies, but what impact does the place we live, the family we were born to, our age, our career, our earnings or our parents’ background have on our educational and career opportunities and our life experiences?

Perfect social mobility would mean that, wherever we came from and whatever our background and our parents’ experiences, we would have a fair shot at success. Sadly, many of the constituencies represented by hon. Members in this debate are all too familiar with what poor social mobility looks like. It means that in areas such as Leigh, the place in which a person happens to live or have grown up in too often dictates their opportunities in life and blocks their shot at success.

[Justin Madders (Ellesmere Port and Neston) (Lab)]

I am doubly delighted, as the chair of the all-party parliamentary group on social mobility and as a north-west Member, to be present in this debate. Does my hon. Friend agree that this is not just a regional issue, but is much more nuanced? It varies between individual towns, and there are rural issues too. Social mobility is a much more finessed geographical issue than is sometimes imagined.

[Jo Platt]

I completely agree with my hon. Friend, and I thank him for all the work he does on the APPG on social mobility. I think he is referring to the 2017 “State of the nation” report, which stated that it is no longer inner cities, but remote rural and coastal areas and former industrial areas where social mobility is a huge problem. He will agree that that goes against everything we should stand for as MPs. It cements inequality into our society. It excludes and isolates whole areas of the country from our joint prosperity. It demotivates and demoralises, and can even lead to the breakdown of our social fabric.

Unfortunately, in the north-west we know exactly how that can feel. The region has some of the highest poverty rates and some of the lowest attainment rates in the UK. Fewer than half of children from low-income families—48%—are school-ready. Just 3.9% of children eligible for free school meals gained five A grades at GCSE, and nearly three quarters of local authorities in the north-west have more than one in four workers earning below the living wage. As the Social Mobility Commission said in its annual report, and as I just mentioned,

“old industrial towns and coal mining areas that have struggled as England has moved from a manufacturing to a services-based economy now dominate the areas identified as social mobility coldspots.”

As the Member of Parliament for Leigh and, most importantly, having lived in and represented our post-industrial towns, I know exactly what poor social mobility can lead to. I grew up in neighbouring Salford, and I did not have the best start. Back in the 1980s—I am probably giving my age away now—I did not have the best education. I left school without qualifications, and so did many of my peers and friends. I was lucky because I got supported, but that was not the case for many of my friends.

[Chris Green (Bolton West) (Con)]

There are many drivers of social mobility. What more does the hon. Lady think can be done to keep people who have achieved social mobility and become successful in the communities they came from, rather than moving away and taking their success with them? What more can local communities and perhaps local authorities do to help people to remain in place?

[Jo Platt]

I thank my constituency neighbour for that contribution. He is absolutely right. Particularly in places such as Leigh, we see that if people become qualified, get a good education and go on to university, they do not bring their skills back.

[Justin Madders]

I am conscious that we do not have much time, so I will be brief. On that point, we found in evidence to the APPG that it is important that people who have moved on go back and give youngsters something to aim for aspirations, ideas and a belief that they can get on and do different things in life.

[Jo Platt]

Absolutely. I thank my hon. Friend for that contribution and, again, for all the work he is doing in the APPG.

It pained me to read in a recent House of Commons Library analysis that the constituency of Leigh is ranked 501 out of 533 on the social mobility league table, but we must be up front and honest about why we are there. As a post-industrial town, which was once at the heart of the first industrial revolution, we knew what success and prosperity looked like. As the mines closed and the Beeching cuts took away our railway stations, we were left without the infrastructure to prosper and the investment to succeed.

[Conor McGinn (St Helens North) (Lab)]

My hon. Friend is being very generous in giving way. I congratulate her on securing this debate and thank her for being such a fantastic neighbouring MP. We represent towns and villages across St Helens and Leigh that are intimately linked because they were, and still consider themselves to be, coalfield communities. Does she agree that the Government should continue to support those proud, resilient communities through organisations such as the Coalfields Regeneration Trust and the Industrial Communities Alliance, which are implementing programmes that create employment opportunities, increase social mobility and give ambition to our young people in those communities?

[Jo Platt]

I thank my hon. Friend for making that really important point. He is absolutely right about the support that is out there for communities such as ours. Later, I will talk about what we can do to come together to make this issue work for places such as Leigh and St Helens North.

We have been left isolated from our booming cities, without the tools to remedy our situation. There is no doubt that the talent and aspiration are there. I am often struck by the energy and determination of our young people, who are desperate to get on in life and succeed, and by the passion of our incredible community leaders such as Peter Rowlinson and Elizabeth Costello in the Leigh Film Society, who work relentlessly to put Leigh on the map. Without outside help and meaningful plans for inclusive growth, towns like Leigh are left feeling helpless.

[Bambos Charalambous (Enfield, Southgate) (Lab)]

I am very lucky to live in a constituency that has very good transport links into London. I was in Manchester at the weekend and had the pleasure of travelling on the trams there. Does my hon. Friend think that greater investment in the transport system would benefit Leigh and overcome the social mobility issues?

[Jo Platt]

I thank my hon. Friend for making that really important point. Again, that is something that I will talk about later in my speech. This is not just about education, but about a whole-system approach, which includes transport. We need to bring it all together.

Let me talk about the pathway of a young person growing up in Leigh and share that experience. The statistics and Ofsted reports show that our school provision is good. We are not letting young people down between five and 16, as they progress through education, but when a young person reaches the stage of deciding their career path, they hit a brick wall. There is no obvious industry to enter as there used to be. We are desperately short of inward business investment, which often comes with the offer of apprenticeships and training. With only one sixth-form college in the constituency, achieving A-levels is difficult. Our young people have to travel out of the constituency to gain decent A-levels. A higher education is even more difficult with no providers at all. Where other constituencies might rely on transport connectivity to access those opportunities, the young people of Leigh cannot. They are brought up in the fifth largest town without a railway station in the country. Those young people are left with the looming question at the end of their mandatory education: “Then what?”

Quite simply, our failure to provide adequate options in answer to that question, which should be at the top of our list of priorities, is an enormous failure of us all as a society. Although I am enormously optimistic that this week’s draft spatial framework in Greater Manchester will explore the options for a railway station in the constituency—I will be working closely with Transport for Greater Manchester on that—we must look at the Government’s broader responsibility to promote and ensure inclusive prosperity. When I look at their response however, I am left asking, “Where is the pathway for local areas to propose local plans? Where are the resources to tackle”—in the words of the Prime Minister—“those ‘burning injustices’? And where is the joined-up strategy across Government needed to tackle such an enormous problem?”

As delighted as I am that the Under-Secretary of State for Education, the hon. Member for Stratford-on-Avon (Nadhim Zahawi) will respond for the Government, why has it fallen to the Minister of State for Children and Families to respond to an issue in desperate need of a cross-governmental approach? Social mobility needs a whole-Government approach that opens the machinery of government up to local areas. This is not only a children’s or educational issue, as it feeds into our infrastructure needs and our transport connectivity, and it crosses into the Department for Digital, Culture, Media and Sport, the Department for Business, Energy and Industrial Strategy, the Department of Health and Social Care, the Ministry of Justice and the Treasury. This truly is a cross-Whitehall task that needs the resources of a cross-Whitehall response.

Too often, token vanity projects from the Government are hailed as the golden bullet for social and economic progress. They include, for example, the creation of the Social Mobility Commission—it went nearly a year without commissioners after they all resigned—the northern powerhouse and HS2. HS2, a prime example, was meant to connect northern communities with London and the south-east—the famous trickle-down model of economic inclusivity. HS2 will cut through the middle of my constituency, however, and offers no connectivity whatsoever. The nearest station to access HS2 will be an hour away for some residents. How does that help our northern communities, which are feeling isolated and held back?

We must also recognise that the Government’s response cannot be blanket across the country, but needs to complement and respond to plans drawn up locally with the input of the community, and in Leigh we took the first step last year. I recognised that our towns face unique challenges, so I organised the first Leigh social mobility roundtable, where the local council, schools, businesses, community organisations and stakeholders were all invited to discuss our situation, what can be done and what needs to be changed to help everyone in Leigh to succeed.

As I am sure the shadow Minister, my hon. Friend the Member for West Ham (Lyn Brown)—to whom I am grateful for attending our roundtable—would agree, what quickly became apparent is that without Government support for local plans or the devolution of investment and infrastructure decisions, towns such as Leigh will never be connected to the educational and employment opportunities in nearby cities or their thriving economies. Put simply, without a railway line and with such poor road infrastructure, which already struggles to cope with our daily pressures, how will constituents access educational and retraining opportunities outside the town, and why would businesses decide to invest in our towns? The people of Leigh have been left in this never-ending cycle of limited employment, low pay and restricted opportunities to upskill or retrain.

To us, Leigh is a beautiful place to live and bring up a family; a place with rich culture and heritage, near to both Manchester and Liverpool. But we have seen our town transformed from the thriving powerhouse of the industrial revolution to a place left feeling isolated and held back; a place that no longer offers the opportunities that it once did. For the first time, the next generation may not see fulfilled the promise of a better life than the generation before them. That sad reality underlines the importance and urgency of taking action to leave our community on a better footing than when we found it.

I therefore urge the Minister to review the approach that the Government take, recognise the importance of locally produced models and commit to empowering and entrusting our communities with the investment decisions that have such a heavy impact on their lives.

Education Funding

Jo Platt Excerpts

Tuesday 13th November 2018 Commons Chamber

[Jo Platt (Leigh) (Lab/Co-op)]

It is a pleasure to follow the hon. Member for Bolton West (Chris Green), although I do not share his view that local government should be blamed for school cuts. It is an even greater pleasure to speak in today’s debate, and I want to give a special mention to the group of female students from Leigh who will be visiting Parliament as part of the RECLAIM project in conjunction with Parliament Week. I am sure that the whole House will welcome them tomorrow. I also pay tribute to all the schools in my constituency. I have had the good fortune to work with them for several years—both in my previous role as a councillor and as an MP—but I have seen the real struggle that they have faced under this Government.

This debate comes just a fortnight after the Budget, which made it clear that austerity is not over for our schools, our teachers and our schoolchildren. Local parents and teachers in Leigh have seen reckless cuts coming from Westminster that will see the per pupil budget fall by £180 for every primary schoolchild and £253 for every secondary school pupil. That is hundreds of pounds per pupil taken away each and every year, with cuts of £3.9 million for primary schools and £4.3 million for secondary schools.

As has been pointed out already, the impact of the situation on our teachers and parents has left them at breaking point. It has somehow become routine in 2018 Britain for schools to set up crowdfunding pages to ask parents for donations or regular direct debits just to fund workbooks and pens. Just last week, a local school sent home a letter asking local companies to sponsor its PE department. Despite that, the Chancellor had the audacity to come to this House and reward our incredible teachers—teachers who are leaving the profession in despair—with some “little extras”. It is insulting to our schools, which deserve nothing less than the funding to give our young people the education and resources they deserve.

Cuts have hit our schools hard, but I want to take a moment to consider the impact on children with special educational needs. As chair of the all-party parliamentary group for attention deficit hyperactive disorder, I recognise not only the enormous potential of and opportunities for those with SEND, but our duty to help harness the incredible educational gifts that they possess. To allow them to thrive, they need the guidance and assistance to draw out their talent and to fit into the archaic educational structures that we still use. To give just one example of where we are letting pupils down, a recent report from the Joint Committee on the National Security Strategy looking at our critical cyber skills gap said:

“We even heard that one of BT Security’s best graduate cryptographers was a music graduate whose ability to recognise patterns in music had proven a useful skill in relation to cryptography. Many of those who provided evidence also pointed to the strengths brought to the cyber security field by ‘neuro-divergent’ individuals, who, we were told, often possess ‘a real talent for logic’.”

There we have a profession with a critical shortage in this country—estimated at around 50,000 specialists—that is crying out for the type of talent and skills that those with conditions such as ADHD possess, and we also know that they are vastly underemployed. However, the processes are simply not there in our education system to bring the most out of these young people. With SEND funding frozen, the future hardly looks bright. Quite simply, society is letting these people down.

Our education system is struggling to cope with the cuts imposed by this Government, but the real travesty is that they come at a time when our education system needs a fundamental, transformative overhaul to raise education standards and become one of the most inclusive education systems in the world. As long as we have a Conservative Government, we will never see the kind of transformation that we need. That is why I support the motion and believe it is now crucial, at this important time for our country, that we end the austerity in our schools and begin investing in our future by creating an education system that truly works for all.

Oral Answers to Questions

Jo Platt Excerpts

Monday 10th September 2018 Commons Chamber

[The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)]

My hon. Friend is right to point out that transitions do, in general, pose difficulty for students—transition from school to university, but also transition from one set of health partners to others. The “Minding our future” report published by Universities UK in May states that better sharing of patient records is essential to address potential discontinuity of care. I hear what she is saying about registering with two GPs, but I will be seeking to work with the Health Secretary on how we can make sure that the records are transferred to make sure that students are well taken care of in this period of transition.

[Jo Platt (Leigh) (Lab/Co-op)]

T4. The skills and T-level plans are very thin on how SEND—special educational needs and disability—students fit into these reforms, including pupils with ADHD who thrive in the creative and arts subjects. What support will Government give to help those students to participate in T-levels?

[Anne Milton]

This is extremely important. We are very aware of the specific problems for children with SEND. We are working very closely with a number of providers to make sure that this is available. We have made adjustments on apprenticeships. We will continue to make adjustments to make sure that T-levels are available for all.

School and Early Years Finance (England) Regulations 2018

Jo Platt Excerpts

Wednesday 21st March 2018 General Committees

[Mike Kane]

I could not agree more. The curriculum is being narrowed for a whole series of reasons, but the main one is severe funding cuts in our schools.

I have talked about class sizes, and the second huge impact is teacher numbers. Staff numbers in secondary schools fell by 15,000 between 2014-15 and 2016-17 despite their having 4,500 more pupils to teach. There is a huge recruitment and retention crisis. The Times Educational Supplement says that we will be short of 43,000 secondary school teachers in the next few years. The figures are being masked by the greater supply in primary schools. That equates to an average loss of 5.5 staff members in each school since 2015. In practical terms that means 2.4 fewer classroom teachers, 1.6 fewer teaching assistants and 1.5 fewer support staff in every school.

Cuts to frontline teaching posts are happening at a time when pupil-to-teacher ratios are rising, which means bigger classes and less individual attention for children. Research published only last week by the Education Policy Institute shows how many schools have been struggling financially and are now in deficit.

[Jo Platt (Leigh) (Lab/Co-op)]

Does my hon. Friend agree that cuts to other public services and mental health services in particular are putting undue pressure on our schools, given their teacher resource capacity?

[Mike Kane]

I am grateful to my hon. Friend for that extraordinarily valid point. We know from our postbags that a rising number of parents cannot get special educational needs and disability provision for their children because schools are having to cut that and less specialist services back at local authority level. Local authorities have been cut—they have lost around 30% to 40% of their budgets—which has had a direct impact on the services that schools can buy in.

The number of local authority maintained secondary schools in deficit has nearly trebled, which means that more than a quarter of all such schools are now in deficit. In 2016-17, the proportion of primary schools in deficit increased significantly, to 7.1%. The average primary school deficit also notably increased, from £72,000 in 2010-11 to £107,000 in 2016-17.

Perhaps the most worrying finding was that a large proportion of local authority maintained schools are now spending more than their income, and 40% of those secondaries have had balances in decline for at least two years in a row. Similar figures are found for local authority maintained primaries; in 2016-17 more than 60% were spending more than their income. A quarter had had a falling balance for two years or more.

The Education Policy Institute report points to the inevitable outcome of the growing budget pressures. Staff account for the majority of spending by schools, at around two thirds. It is therefore likely that schools will find it difficult to achieve the scale of savings necessary without cutting back on staff. What is the Government response? Only last week we found that the new Education Secretary had been forced into an embarrassing U-turn after he claimed wrongly that school spending is going up. That is the message they would like to put out. The constant delay of the fair funding formula led to constant Conservative press releases about fixing funding in our schools, but that has been far from the case.

--- Later in debate ---

[Nick Gibb]

We have to marshal our resources. A lot of the statistics cited on Sure Start are to do with buildings and not the provision of services in those buildings. Schools in Rotherham would attract 4.5% more funding if the national funding formula were implemented in full, based on the 2017-18 data, coming to £2.9 million. Under the national funding formula, schools in Rotherham will be funded at £4,982 per pupil, compared with the national average of £4,655.

[Jo Platt]

Does the Minister agree that losing investment in early intervention and prevention is having a huge knock-on effect on school readiness for children, and therefore on attainment? Should the NAO figures on the closure of Sure Start centres not be taken seriously, and should we look again at investing in early intervention and prevention?

[Nick Gibb]

We take those issues seriously and the hon. Lady raises an important point. However, the attainment gap between those from disadvantaged backgrounds and their more fortunate peers in primary schools has closed by 10%, and there has been a huge increase in children’s ability to read. We are moving from joint 10th place to joint eighth place in the international reading surveys of nine-year-olds, and there has been a huge increase in the proportion of six-year-olds who pass the phonics check—in 2012, 58% passed, but 81% passed in 2017.

[Jo Platt]

Look at the social mobility figures. Why are a record number of people unable to get on when they leave if attainment is good in our schools?

[Nick Gibb]

We have some of the lowest levels of young people not in education, employment or training —lower, certainly, than under the previous Labour Government. We have very low levels of youth unemployment compared with other countries in the European Union, and we have the lowest level of unemployment in this country for 42 years. That is the consequence of proper stewardship of our public finances and our economy. That is how we provide opportunities and social mobility, ensuring that more people have the opportunity to earn a pay packet, and pay their rent, mortgage and bills. I will give way to the hon. Member for Rotherham.

Allergy Awareness in Schools

Jo Platt Excerpts

Wednesday 14th March 2018 Westminster Hall

[Jo Swinson]

I certainly will. I praise the change to the regulations, which is a positive thing. It would be great if schools had some help with the cost of the injectors, because they go out of date; they typically last from a year to 18 months before they have to be replaced, and they can cost from £30 to £100 each, but the change is very helpful.

The hon. Lady is right about the training element. I was scared about using my own EpiPen. I carried it for years before I used it, and I used to go to hospital if something happened because I was petrified about what would happen if I used it. The first time I used it, I was on a parliamentary trip looking at human rights issues in Chechnya, and it was not safe to go to hospital because we had to go everywhere under armed guard. I was in a situation where I had to use the EpiPen, and I was really scared. Nicole, a wonderful woman from the human rights group who was with me, held my hand. We read the instructions and we did it together.

It started to work really quickly, and the relief and the experience of doing it have made me say to other people with EpiPens, “If you’re experiencing your reaction, use it. Then go to hospital, absolutely, but use that EpiPen, because it starts to work right away and delay can be fatal.” I know the experience I had is probably shared by others, but it is not the best medical advice. The more we can train and encourage people that it is a positive thing to do and will bring relief to someone who is having that kind of reaction is important.

[Jo Platt (Leigh) (Lab/Co-op)]

I thank the hon. Lady for introducing today’s debate. I too declare an interest, because my 15-year-old son has a severe peanut allergy. We have gone through life having to manage it since he was seven. I have only praise for my son’s primary school, which managed the medications and the out-of-date medications when the date was coming up. My worry and concern, not just for my son but for others in the same position, is secondary school, because things completely change. There are 1,000-plus pupils in the school, including teenagers who are difficult to manage and seem to think, “It’s okay, we can manage this.” My son’s reaction is so severe that if somebody else in the room has a bag of peanuts he reacts and needs his medication. I will get to the point: we need to inform other pupils and teachers of the seriousness of this.

[Jo Swinson]

I absolutely concur. That is why this wider awareness is important. Of course individuals need to have the information to manage their own condition, but particularly in those teenage years it can be more difficult for people. They feel a bit more awkward when they are eating out, because they might be perceived to be making a fuss. It is not making a fuss, but that is how it can feel in a group negotiating all sorts of adolescent relationships. For others to understand the seriousness of this is incredibly important.

There is not always a blanket ban on allergens. Schools make their own decisions. Some schools in East Dunbartonshire have become a nut-free zone, but that does not have to be the approach that is always taken—it depends on the specific risk being managed. However, reporting in the media is an important part of how we look at allergies, and food allergy and food intolerance are often conflated. Food intolerance, in particular, can get a pretty bad press.

We know that it is an issue at the school gates and on play dates, where parents of children with allergies can be viewed as neurotic or over-protective. Eating out can be a minefield. Improvements have been made in food labelling over the years, thanks largely to the European Union, which has driven that. Now the key allergens are listed in bold on the back of packets—they are very clearly marked. Indeed, since the 2014 regulations came in, we have the right to that information when eating out, about what food ingredients are going into what we are about to eat.

Restaurants, however, can easily become complacent. We had a prosecution, thankfully, which showed at least that the criminal justice system would take this seriously. An Indian restaurant owner, who had a cavalier attitude to safety, was jailed for manslaughter after a customer died from a nut allergy, because the restaurant had taken the liberty of swapping almond powder for a cheaper one containing peanuts and had not included that information on the menu.

Just a few months ago, top chef Raymond Blanc was at the BBC Good Food Show. He said:

“We are a kitchen not a hospital. Of course, now, if you don’t have an allergy, you’re nobody… It’s a very great fashion to have a food intolerance.”

I really think we do not need comments like that. They rather undermine his other claims to take diners with allergies seriously.

That attitude is really familiar to people with allergies. There is either the excessive response: “Well, you’ve got an allergy. We cannot possibly serve you, because we can’t guarantee anything, so, frankly, just go away and never eat out.” Or there is the response, equivalent to that eye-roll, which assumes that someone is making a fuss about nothing, and then people do not check the ingredients properly and that is when fatalities can happen. Many hon. Members will be aware of the case of Amy May Shead who, in 2014, was left with permanent brain damage when she suffered anaphylactic shock and cardiac arrest after consuming a dish that contained nuts in a restaurant when she was on holiday.

I have also raised the issue of parents of children with allergies being afraid when flying abroad, because they are worried about an allergic reaction happening in the air. I raised that at Transport questions and recently met campaigners and the Minister for aviation to discuss how to take that forward. Part of this is about the airlines getting their act together, but it is also about the air hostesses and air hosts on the plane having a wider understanding of allergies, so that they do not have the kind of really insensitive reactions that were reported by some parents. In one case, somebody made requests for an announcement to be made and had been deemed to be an over-protective parent. When the child and his mum got off the flight, the air host said, “See, we didn’t kill you, did we?” When we hear stories like that, we realise how far we have to go in raising awareness. This is quite a difficult issue to categorise. There are issues around health, education, transport and media, so it requires cross-governmental working.

Children’s Services

Jo Platt Excerpts

Tuesday 12th December 2017 Westminster Hall

[Fiona Onasanya]

I absolutely agree. The fact that we are cutting vital funds to local authorities has a direct impact on the services that can be provided, and those whose families are from an impoverished background are disproportionately affected.

[Jo Platt (Leigh) (Lab/Co-op)]

I, too, congratulate my hon. Friend on introducing the debate. Does she agree that it is not just children who are in crisis, but families? The cuts to early intervention and prevention grants in my area of Leigh have led to a rise in drugs and alcohol abuse, homelessness and mental health issues, which affect both children and adults.

[Fiona Onasanya]

I agree. When we talk about funding for children, we have to look at the whole family, or at the whole child, so to speak. A child is not there in and of themselves—they come from a family. When looking at prevention, we need to look at how the child got into that position in the first place and what steps can be taken to support families, to ensure that they can be the support network that the child so vitally needs.

--- Later in debate ---

[The Minister for Children and Families (Mr Robert Goodwill)]

I congratulate the hon. Member for Peterborough (Fiona Onasanya) on securing this important debate. I was pleased to meet her briefly yesterday for the first time to discuss today’s topic, and I appreciated the passion and eloquence with which she argued her points, but although we may agree on the analysis of the problem, the solutions may not be as simple as she thinks.

I am sure we both agree that local authorities are tasked with providing some of our most important public services. Very clearly, we also agree that some of the most critical are the services that they provide to protect and support our most vulnerable children. That is a varied and complex responsibility, ranging from proactive and preventive early help to support children and families who are struggling to manage, to the critical end of the spectrum, as we have heard, where there is a real risk—a live risk—to young people, and where social workers are tasked with making tough decisions that protect lives and transform outcomes.

Right now, two thirds of our most vulnerable children live in local authorities where service provision is less than good. Although 89% of our schools are good or outstanding, only 36% of children’s services received the same rating. My Department works tenaciously to address that, but it is not an acceptable state of affairs. We are engaging with our colleagues in the Department for Communities and Local Government on the questions that the hon. Lady raises about funding, but we must be realistic. Quality is not only dependent on money. High-quality services need excellent leadership, a skilled and experienced workforce, and rigorous, evidence-based practice. Since I started this job six months ago, I have been impressed by how much of that good work is already out there and how much my Department has already done to spread it more widely.

Our reform agenda was set in 2016 and put into legislation earlier this year. The far-reaching suite of reforms set out a deeply ambitious approach to tackling the challenges within the system. It was intended not only to implement short-term interventions that would create better outcomes for children within the system now, but to lay the foundations for the future, ensuring that in years to come local authorities were equipped to deliver high-quality provision to future generations of vulnerable young people.

As part of that, over the past few years we have launched a major programme of reform to expand the numbers and quality of those entering social work. Frontline and Step Up are now well established entry-level schemes attracting high-performing graduates and older career changers into the profession, to bolster some of the excellent teams already out there. Meanwhile, the national assessment and accreditation system, due to launch in July, will raise the professional status of child and family social workers, providing a clear career path, as well as ensuring that these critical public servants have the knowledge and skills they need to practise effectively.

Our ambition is to create a truly evidence-based learning system for the sector, and the work is already well under way. This autumn, I was pleased to announce the two organisations that would establish the world’s first What Works centre for children’s social care. That vital piece of the reform jigsaw puzzle has now begun its incubation and I am excited that, not long from now, that fabulous resource will be used daily by policy makers, commissioners and practitioners, supporting them to make informed decisions, based on a rigorous catalogue of evidence that lets them know in an easy and accessible manner what interventions work.

That will be bolstered by the developing evidence from the children’s social care innovation programme, which since 2013 has injected £200 million into the sector to support nearly 100 innovative projects designed to improve outcomes for children across the country. The hon. Lady will know that her own constituency has benefited greatly from two such initiatives. Peterborough has received funding of up to £1.2 million over three years to support the commissioning of its fostering, adoption and permanency services to the Adolescent and Children’s Trust, a non-profit organisation committed to securing better and more permanent outcomes for all children and young people in care. Peterborough is also one of the four local authorities that is replicating the successful Hertfordshire innovation project. With funding from the first bidding round of the innovation programme, Hertfordshire has seen great results for children and their families with their family safeguarding model of social work. We are excited to see how the scale and spread of that model to Peterborough, Luton, Bracknell Forest and West Berkshire will replicate similar results for families in those areas.

[Jo Platt]

Does the Minister agree that what he is talking about is the higher end and most costly element of children’s services, which is our looked-after children and our children in care? What we need to do is to put that resource in at the earlier stages with children, before they go into crisis.

[Mr Goodwill]

The hon. Lady is absolutely right. I visited the Pause programme in south London, which works with women who may become pregnant and have their children taken into care regularly, to break the cycle that makes life so difficult for them and, of course, for the children who have to be taken into care. It is an innovation that saves money. I was told that for every £1 invested in the programme in Greenwich, they save £5 in other interventions. Life is much better for those women. I met a number of women who had been involved in the project.

That is not to say that the system is delivering across the board or that we have achieved success in achieving our vision of a country where all children are protected from harm. There are still too many examples of young people and their families being let down by poor-quality services. My Department continues to take action to intervene where performance is not good enough.