Careers Guidance in Schools

John Hayes Excerpts

Tuesday 11th January 2022 Westminster Hall

[Esther McVey (Tatton) (Con)]

I beg to move,

That this House has considered careers guidance in schools.

It is a pleasure to serve under your chairmanship, Ms Rees. I thank the Speaker for granting the debate. I should start by saying that my right hon. Friend the Member for Harlow (Robert Halfon), the Chair of the Education Committee, wanted to be here today, but unfortunately he has tested positive for covid and cannot join us. I know that careers guidance is a matter close to his heart, and I thank him for all the work that he has done on it.

One of my very first speeches in this House was on career guidance and extending opportunities to all. That was over a decade ago. It included reaching out to young girls and supporting them to climb the career ladder. It was about smashing glass ceilings, stopping stereotyping people, and knocking down the barriers that prevent people from achieving, succeeding and fulfilling their potential. I have written academic papers on this issue, worked on reports such as the “Genda Agenda” report and the Ideopolis report, and worked on the Merseyside Entrepreneurship Commission, which looked at the reasons why pupils from deprived areas were often half as likely to set up in business and twice as likely to claim benefit as people from more advantaged areas.

We looked at how to go about breaking those cycles, and the answer kept coming back to good-quality, consistent, regular careers advice and meeting inspirational role models—people young girls could learn from and, where possible, people from similar backgrounds who had managed to succeed, often against the odds, as well as people who young girls could really relate to and who would have an influence on what they were going to do as they got older.

Most advice, for most people, comes from people they know—from parents and friends. How big that pool is will determine how much those people come into a huge and different array of careers, so that pool needs to be widened if we want to widen opportunities for as many people as possible. How can children know what they want to do when they leave school if they are not told about the career opportunities available to them, the qualifications they will need and the different educational paths they can take to get there?

I hope Members can tell that I am as fired up by these issues today as I was more than a decade ago. I will declare an interest because, caught by the bug of supporting young people, I set up my own charity to do just that in 2013. It is called If Chloe Can and it provides careers advice to pupils up and down the country, particularly in years 8 and 9, and predominantly to disadvantaged pupils. It is supported by 200 role models who are successful individuals: Debbie Moore, the first woman to run a public limited company; Jo Salter, the first woman in the UK to fly a fighter plane; Professor Sarah Gilbert, who developed the AstraZeneca vaccine; and people such as Nick Knowles and James Dyson. The list goes on.

The charity provides careers advice, role models and confidence. It is about goal-setting, planning, communication, resilience and assertiveness. The charity used to go into schools and hold performances and plays, but all of that changed because of covid and lockdown, and so too must careers guidance.

[Sir John Hayes (South Holland and The Deepings) (Con)]

My right hon. Friend is absolutely right about familiar networks providing advice and about the way that that disadvantages those who do not have good access to such support. That is why, when I was the Minister responsible for these things, I introduced a statutory obligation on schools to provide independent advice and guidance. The problem is that that needs to be face to face—it needs to be direct. It is not enough for it to be via a website, or a remote connection. Does my right hon. Friend agree that the key thing for the Minister to assure us of—I know that the Minister is very keen on this matter—is that that degree of face-to-face guidance will be available to all children in sufficient quantity and quality to make up the difference for those who suffer from disadvantages?

[Esther McVey]

I thank my right hon. Friend for the work he has done. To go back to covid and lockdown, many of us wanted to make sure that schools were not locked down, and he is right that pupils need face-to-face connections, inspiration and support. But when that was not possible, the work that I did with Zoom to engage directly with pupils, play videos and allow pupils to meet inspirational role models online was important too. As my right hon. Friend says, it is the number of times that a pupil connects with people that is important; it cannot just be once, and then they forget it in the years to come. If the pupil can do that consistently, week on week in the summer holidays or in the school term, wherever they are—in school or not; with covid or not—then they can engage. That is the programme I have been working with Zoom on.

We have done some great initiatives, and lots of good things have been done over the last 10 years. I congratulate all the groups, businesses, local enterprise partnerships and charities that are doing so much. Before Christmas in my area of Cheshire, AstraZeneca showed 480 pupils how artificial intelligence, virtual reality, robotics, 3D printing and drones could be used remotely to diagnose problems in the manufacturing process. There are companies doing it, and across Cheshire and Warrington, the local enterprise partnership has been co-ordinating online work experiences too. In two months last year, 1,750 young pupils were given a workplace challenge with 43 local employers; those employers worked with the pupils to open their eyes to what was right on their doorstep. Equally, that allowed the businesses to influence what subjects the pupils might like to—and could—do.

I welcome all that is going on, but it is a bit piecemeal; it depends on where someone lives and what school they go to. We need to broaden that. That is why I welcome the Government’s Skills and Post-16 Education Bill, because it will allow local school skills improvement plans to be created by employer representative bodies, to make sure that schools are working locally with businesses in their area to develop programmes for pupils. Embedding employers in the heart of the education system is key. The Bill also looks to transform the current student loan system, which many of us have called for quite some time. It will give every adult access to a flexible loan for higher-level education and training at university and college, and it will be usable at any point in their lives.

All of these great things are happening, but more still needs to be done in schools to provide better guidance. The latest report from the Centre for Social Justice says that there is a growing need for tailored, innovative and inspiring career guidance with links to role models and employers. Some good work has been done, but lots more needs to be done.

Why is that so important? A young person who has four or more interactions with an employer is 86% less likely to not be in education, employment or training—to not be a NEET—and they can earn 22% more during their career compared with a young person who has had no interaction with an employer. Sadly, the Centre for Social Justice points out that there seems to be no single place where a young person can go to get comprehensive Government-backed careers information. It has also found that schools are not consistently delivering good-quality careers advice. About one in five schools does not meet any of the eight Gatsby benchmarks—a series of internationally respected benchmarks that help Government to quality-assure careers advice in schools.

The Centre for Social Justice also drew attention to the fact that careers advice in school often leads strongly towards academic routes. According to one study, only 41% of 11 to 16-year-olds said that a teacher had discussed the idea of an apprenticeship with them at school, and just 21% of teachers always or usually advised high-performing students to opt for an apprenticeship over university. We are not really looking at the pupil’s needs and what would be best for the pupil; we are still focusing on the institution. We need to ensure that it is pupil-centric advice and support.

I want to acknowledge the work done in this area by Lord Baker. He secured the amendment to the Technical and Further Education Act 2017 that allowed further education colleges, university technical colleges and apprenticeship providers into secondary schools to explain to students the various alternative pathways for their education and training. That will be strengthened by the Skills and Post-16 Education Bill, and that is key. Knowing the options, knowing the benefit of an option, having sample days in colleges and workplaces and meeting people who actually do the job is really important, because it is usually when a young person meets the person doing the job that the job is brought to life.

Also important is starting careers guidance at a very young age. Teach First is really pushing for it to go into primary schools, and I agree with that too. Sometimes I meet pupils and they do not necessarily really know what school is for; they do not realise that it is a journey to get them into work. They feel that it is for killing time for a number of years and perhaps getting exams. In fact, this is a journey to help them to do whatever they want to do for the rest of their life, so I would agree with going into primary schools.

I again congratulate my hon. Friend the Member for Workington (Mark Jenkinson) on his private Member’s Bill, the Education (Careers Guidance in Schools) Bill, to give careers guidance to those in year 7. It should complete its passage through the House on Friday. I welcome the advice going to younger pupils. I know that the Government will be supporting that but, again, can the advice go to even younger pupils? We know that we have the National Careers Service and the Careers & Enterprise Company, but this feels a bit piecemeal. I am wondering whether they can merge, so that we can really get value for money with those two organisations.

I appreciate that the Minister who will answer this debate is standing in for one of her colleagues, who also has covid, so if she cannot answer today all the points that I am about to ask, it would be most appreciated if she could perhaps arrange a meeting with the Under-Secretary of State for Education, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart), who is the Minister for skills. The questions I am asking are these. How do the Government plan to ensure that careers guidance is of a high quality for all pupils, irrespective of where they come from? How do they plan to link pupils to the local businesses in their area? How do they aim to support schools to bring in role models, whether that is in person or in the new, innovative way I am doing this—with Zoom, online? How do we stop piecemeal careers guidance? Pupils need to know, in this fast-paced, ever-changing world, what works for them—where they can get the education and the support that they need.