Secondary School Opening Hours

John Howell Excerpts

Monday 11th February 2019 Westminster Hall

[Vicky Foxcroft (Lewisham, Deptford) (Lab)]

rose—

[John Howell (Henley) (Con)]

rose—

[Daniel Zeichner]

I am happy to take interventions from both hon. Members, but I give way first to the hon. Gentleman.

[John Howell]

Please—ladies first.

[Daniel Zeichner]

Well, I am not sure I am going to go for that, but I give way to my hon. Friend the Member for Lewisham, Deptford (Vicky Foxcroft) .

[Daniel Zeichner]

I am grateful to my hon. Friend. One of the difficulties with the proposed change is that starting later may well mean finishing later. There are pros and cons to that, which I will come to in a moment, but she makes an important point about safety.

[John Howell]

Has not research shown that we need to limit the amount of time people spend using screens, whether on their phones or their iPads, and that doing so can have a big effect on people’s attentiveness during class?

[Daniel Zeichner]

I am grateful to the hon. Gentleman for making that point. There has been good research recently suggesting that is the case, particularly with regard to the hours immediately before sleep. There is a range of issues about how we boost young people’s quality of life, and I fully admit that this is only one of them.

I am not an expert, but there are quite a few experts in Cambridge, which I represent, so I know people who are. Sensibly, I would suggest, I sought their advice. I am particularly grateful to the headteachers of Hills Road and Long Road sixth-form colleges, of Coleridge, Netherhall and Parkside secondary schools, of Cambridge Academy for Science and Technology, and more. I was struck by the alacrity and thoughtfulness of the responses that I received from all those institutions; they were really well considered and well thought through, and of course they pointed out both the advantages and the potential pitfalls of this proposal. I suspect that any Member who asked their local colleges and schools about the subject would get similarly well considered responses.

Cambridge headteachers and principals mentioned plenty of positives. The proposed change could provide opportunities for childcare relief for staff, allowing teachers more time with their children in the mornings, which in turn may improve recruitment and retention—a key issue in my area. A lot of people pointed out that starting school later could significantly reduce traffic problems, which are particularly acute in university cities such as Cambridge, and delaying the start of the school day for teenagers could make a substantial change to public transport peaks. Many of us notice the difference getting in and out of Cambridge outside term time.

However, one local headteacher told me that he thought the proposal would work only if it was

“co-ordinated across the system. That is the big issue, as with the current term structure. Because of the need to co-ordinate with primary schools on childcare, working patterns of parents by and large running 9-5, it is hard for individual institutions to step outside the norm.”

His point is well made. I agree with him about co-ordination, although I have to say that I am less convinced that everyone works nine-to-five these days. I note that better employers are introducing more family-friendly flexible working. That should be encouraged, and it could be part of the answer when it comes to staggered school start times.

Let us look at some of the downsides. Although across-the-board change may be positive from an organisational perspective, the context of the school in question is key. Another Cambridge head, who I think has experience from a previous posting, said that although starting later has worked well at Portsmouth College,

“it is very context dependent as a stand-alone solution”.

Clearly, different communities have different requirements and preferences, and any change must take that into account.

There are also questions to do with the impact on the wider community and families—many parents who do the school run on their way to work may find a later start disruptive—and at what age such a change would best suit students. Parents who allow their children to walk home alone may feel uncomfortable with the school day starting at 10 am, as it may mean children returning later in the afternoon or early evening. Clearly, some parents might not feel comfortable with their 11-year-old travelling home in the dark in winter.

--- Later in debate ---

[John Howell (Henley) (Con)]

It is a pleasure to serve under your chairmanship, Mrs Main, and it is a great pleasure to follow the hon. Member for Cambridge (Daniel Zeichner). I will say straightaway that there is a kernel of truth in what he has said, but more research needs to be done on the subject. That is the bottom line of what I am going to say, so I could stop there, but I want to talk about a couple of things. Before he left this place, I remember George Osborne saying what a fine profession we are in when 9.30 is considered to be early. I think that illustrates the point that the issue should be examined in more detail.

When I saw the debate title, I was initially sceptical. I, too, thought it would be about giving teenagers more time to stay in bed for longer and, therefore, to stay up later. However, the scientific evidence, as mentioned by the hon. Gentleman, provides a different perspective. As I said in my intervention, we need to look closely at the amount of screen time used by teenagers during the day, but also, in particular, just before he or she goes to bed at night. Parents have a large part to play in dealing with that important element.

The results of my inquiries suggest that we should take a broader look at the issues. I started by looking at research undertaken in the United States, which is a different country, with different traditions, and where classes have traditionally started much earlier than ours. It is not unusual for them to start before 8 o’clock in the morning—so there is a lot that can be done. One study in the US replaced the self-reported information with information obtained from wrist-worn monitors. The importance of that is that, as the hon. Gentleman has said, many people, when asked how often they feel tired, will say “I feel tired quite a lot,” but I think that wearing wrist monitors, which monitor the amount of sleep they get and when they begin to drop off, is a better approach to the problem.

A school in Seattle delayed its start time from 7.50 to 8.45, which is quite a big change. However, the difficulty is that it resulted in 34 minutes of additional sleep time for the teenagers—that is all. I have to ask: is that significant? One of the other results was that students were late on two fewer school days and had two fewer absences, which is not, I would argue, a large or significant result from the study. Nevertheless, it indicates a possible solution, which is to do more research. Another factor is that the approach in question appears to reduce the number of car accidents and, given that teenagers are at higher risk of having car accidents, that is significant. There are important societal issues at stake, besides just how much time teenagers can sleep.

The hon. Gentleman suggested a potential course of action, particularly for academies and free schools, which are free to do as they wish on the issue. There should be local action, if people think that is the right way to go, but I suspect that that is not what the hon. Gentleman or I want, because there is a difficulty. One school might move its start time to 9.30 and another might keep it the same. There would then be big knock-on effects on such things as childminding, as he explained. More attention needs to be paid to those considerations. The county councils, of course, have responsibility for decisions for maintained schools, and I suspect that they will not be as willing as academies and free schools to study the research.

As an aside, when I was a sixth former, there were completely different regimes for the sixth form and the rest of the school. Sixth formers came in for their particular classes, rather than spending all day at school. That flexibility in the system was a good thing to encourage. If I may say so, given that I am here participating in this debate, it certainly did me no harm. More research along those lines would be useful and I would welcome it.