Catholic Sixth-form Colleges

John Howell Excerpts

Tuesday 5th March 2019 Westminster Hall

[Gareth Thomas (Harrow West) (Lab/Co-op)]

I beg to move,

That this House has considered the future of Catholic sixth form colleges.

It is a pleasure to speak under your chairmanship, Mr Davies, and at the outset of this debate I thank the Backbench Business Committee for selecting it.

Catholic sixth-form colleges face double discrimination under the Government’s funding of post-16 education: they are not academies, so they receive less funding than colleges that have converted to become academies, but even if they wanted to become academies they cannot do so.

The Government have been aware of these problems for a number of years, but they have done little to address either concern. On top of the huge cuts in funding to post-16 education since 2010, this double discrimination is raising concerns within the Catholic community about the long-term future of all 14 Catholic sixth-form colleges in England.

Unlike Catholic schools, the religious character of Catholic sixth-form colleges is not protected in statute, so the trustees of Catholic sixth-form colleges such as the nationally renowned St Dominic’s in my constituency, even if they were huge fans of academising, could not switch their college to make it an academy and take advantage of the many financial inducements that such status might allow.

St Dominic’s has an impressive history. It was established 140 years ago, in 1879, as a school. When the London borough of Harrow reorganised its education system, creating a specific sixth-form sector, the Dominican nuns agreed to transfer the school grounds to the Diocese of Westminster as the site of a new Catholic sixth-form college.

St Dominic’s Sixth Form College opened its doors to its first 289 students—boys and girls—in September 1979. With more than 1,300 students, it attracts young men and women from a wide geographical area across north-west London, with a number travelling more than 15 miles a day to study for their level 3 qualifications. It is a great Catholic college, but it exists within a multi-faith and multi-cultural setting that reflects our very diverse local community in Harrow.

[John Howell (Henley) (Con)]

I wonder whether the hon. Gentleman wanted to add at this point the enormous concentration that that college and other Catholic sixth-form colleges have shown in relation to social justice. That has been a strong element of what those colleges teach and the way that they teach it.

[Gareth Thomas]

The hon. Gentleman is absolutely right to take the opportunity to praise the contribution of Catholic sixth-form colleges in teaching about social justice. I do not know whether that is part of the reason that I keep getting elected. [Laughter.] Certainly, though, Catholic sixth-form colleges deserve his praise for their teaching about social justice.

The staff at St Dominic’s, to whom the hon. Gentleman was perhaps also alluding, are some of the best in the business. They are experts in their field who have devoted their careers to the education of post-16 students. They teach at a very high level, which in turn enables the students to get excellent results.

--- Later in debate ---

[Bob Blackman (Harrow East) (Con)]

It is a pleasure to serve under your chairmanship, Mr Davies, for what I believe is the first time. I congratulate my neighbour, the hon. Member for Harrow West (Gareth Thomas), on securing this debate at an important time for not only Catholic education, but education as a whole. It was a great pleasure to chair the Backbench Business Committee and give him the opportunity to hold this debate.

I rise for a number of reasons, the first of which is fairness. I have always strongly believed in a parent’s right to choose the type of education they want for their children, be that a church school, any other form of religious school, or a secular school—I do not take a particular view. Equally, parents should have the right to choose whether their child receives single-sex or mixed education. One of the great beauties of the London borough of Harrow, which my neighbour and I share, is that we have education for Hindus, Jews, Catholics and Protestants, and we will soon have a Muslim state school as a result of parental demand.

St Dominic’s Sixth Form College, which is in my neighbour’s constituency, has as its main feeders two Catholic schools in my constituency: Salvatorian College and Sacred Heart Language College. They are 11-to-16 schools, both Catholic in nature, and the natural progression for their pupils is to go on to St Dominic’s college. However, St Dominic’s does not just take young people from Salvatorian College and Sacred Heart; as my neighbour alluded to, it takes young people from across north-west London. It has quite a long reach into a number of London boroughs.

The nature of St Dominic’s, and of other Catholic colleges, is that they provide excellent education. That is why they are in demand, after all. It is worth remembering that in many ways we have such advanced education across this country because of the investment made by the Church of England and the Catholic Church going back way before we had state education. It is important to understand that the colleges are excellent. They provide a very good standard of education, are well led and have excellent teachers. That is the feature of a good education system, so it is grossly unfair that they are disadvantaged.

I rise to seek fairness in the system for Catholic sixth-form colleges. It is fair to say that when we have changed the funding formula, sixth forms generally have suffered. Clearly, the priority has been on young people between the ages of 11 and 16, who have a higher rate of funding than sixth forms. A head or member of a governing body of a school, college or whatever that teaches people from the ages of 11 to 18 can adjust the funding to ensure a spread throughout the institution, but a sixth-form college is totally dependent on the funding that comes in for those young people between the ages of 16 and 18. The slight problem is that the average funding is £4,545 for a sixth-form student, which is 15% lower than that for 11 to 16-year-olds. Straightaway, sixth-form colleges are at a disadvantage from a revenue perspective.

One of the challenges in Harrow is that Sacred Heart Language College has always been full. It is an excellent school, so there has been a steady flow of young women going on to St Dominic’s or beyond. It is fair to say that Salvatorian College has had real challenges. However, it is being completely rebuilt and we are looking forward to the new premises opening completely. The school is now full with young boys coming through, so the impact on St Dominic’s will be even greater. The college is full, and as the hon. Member for Harrow West alluded to, there is little if any space to expand. Even if we could get hold of the money required, expansion is a real challenge, given where it is located and that it has such a tight site.

The impact on the funding level is important. Colleges—sixth-form colleges and Catholic sixth-form colleges in particular—are dropping courses in modern languages as a result of funding pressures. When we are trying to encourage the development of modern languages, it is not helpful if colleges are dropping them due to funding. Equally, we are trying to get young people better educated in science, technology, engineering and mathematics. When we are encouraging them to do STEM subjects, it is a disaster for colleges to drop those courses.

There are other issues. St Dominic’s is having to put young people in much larger class sizes to try to use the facilities available. I visited the college only last week. It has a plan to expand into lecture halls, as opposed to classrooms, to try to use facilities to their maximum capability. There is good sense to that. Teachers can lecture, but then there still needs to be the capacity for one-to-one teaching subsequently. As has been mentioned by my neighbour, the hon. Member for Harrow West, and in various interventions, we have a crisis.

[John Howell]

What effect is the situation that my hon. Friend describes having on university applications and the success that Catholic sixth-form colleges have had in getting people into good universities to do good courses?

[Bob Blackman]

I thank my hon. Friend for his intervention. There is that concern. All the Catholic sixth-form colleges are producing an excellent education, with a good flow of young people going on to university and being given the opportunity to excel. Virtually every young person who goes through St Dominic’s goes on to good universities with good courses, particularly in maths and science. We should be encouraging that and ensuring that it happens.

At the same time, we have the challenge of what we could call the learning tax. Catholic sixth-form colleges are not able to academise and therefore cannot claim the VAT back. That gives any college a real challenge. Catholic sixth-form colleges should be able to academise. We should also remove any restrictions on the faith of the leadership of the college. Such colleges should be able to ensure that Catholics are the senior management and senior staff. We should have a position where the intake is in line with legislation, namely that a proportion of the students coming into the college can be selected. They do not have to be exclusively Catholic, but there should be a Catholic flavour to the colleges.

Equally, there is a challenge in what we do to expand such colleges, which are extremely popular and very successful. It is fair to say that the teachers in those colleges are experienced, highly professional and doing a good job, yet they do not get the pay rises they would get if they were working in a college down the road. That is clearly unfair. We have to remove the restriction whereby these colleges are not getting the pay grant that other colleges get. That is unfair discrimination.

Relationships and Sex Education

John Howell Excerpts

Monday 25th February 2019 Westminster Hall

[John Howell (Henley) (Con)]

I shall try to be absolutely impeccable, Mrs Moon. It is a great pleasure to serve under your chairmanship. It is also a great pleasure to follow the hon. Member for Warrington North (Helen Jones), whom I seem to follow often in Westminster Hall debates. It is very appropriate that we should discuss this subject today when, as we can all see from the annunciators, the Secretary of State is still talking about relationships and sex education in the main Chamber.

There are two issues and I will treat them separately. The first is sex education, which is essentially about reproduction, and the second is relationships education. The issue of sex education raises two interesting points for me. The first is faith schools, and the second is the rights of parents. I am not one of those people who think that we should simply abolish all faith schools. Faith schools play a crucial role in our society and, at a time when we have gone a huge way to seeing what parents want—how they want their children to be taught—and allowing them to bring forward free schools, it is crucial that we acknowledge their rights to continue to have that with faith schools.

On the question of the rights of parents, I would like to start from the other end by saying that I do not think it is appropriate to put all the effort on to headteachers, who should have this decided by parents. I am sure that many of us remember the times when we had to have conversations with our own children about sex education, and however embarrassing they may have been—it was for me as a parent—it was for us to take them forward. I would like much more in the way of encouragement for the rights of parents. That is why I am enthusiastic about the right to opt out of sex education and to see that as part of the role of parents.

[Mrs Maria Miller (Basingstoke) (Con)]

rose—

[Jess Phillips (Birmingham, Yardley) (Lab)]

rose—

[John Howell]

I will give way first to my right hon. Friend.

[Mrs Miller]

My hon. Friend talks compellingly about the rights of parents and of faith schools. Does he not also think that children have the right to know what a good, healthy relationship looks like in this day and age and how to keep safe? Do children not have that right as well?

[John Howell]

I partially agree with my right hon. Friend but am not sure I go all the way with it. Faith schools provide a lot of such education, or could provide a lot of it, if they were worked with and engaged with in a much more successful way.

[Jess Phillips]

The hon. Gentleman talked about how a parent could be there to give guidance and should be able to opt out if they wish to give the guidance. What would he say to a parent who is perpetrating domestic abuse or even sexual violence at home, or to a child who is growing up in that type of environment? How will we ensure that, when those people opt out, the child can understand what a healthy relationship looks like?

[John Howell]

The hon. Lady makes an important point. One does not want to see that level of abuse continuing down the generations, but those issues can be picked up by other measures and dealt with in that way.

[Seema Malhotra]

Could the hon. Gentleman explain how he sees that happening? I will give him an anecdotal statistic from my constituency. I asked a headteacher of a primary school how many children in one class he thought might be subject to seeing domestic violence at home. His answer was five or six, which is pretty staggering. It shows a huge risk in the environments that many young children are growing up in.

[John Howell]

I am afraid that I do not know the answer to the hon. Lady’s question. I will not attempt one off the top of my head, but will think about it for a little bit.

I believe that we already take away so much from childhood. We should fight against the sexualisation of children—that applies to all children. I see a need to address some of these issues, but I do not see that the details of reproductive sex should be part of the compulsory situation.

There is a lot of good in the proposals for relationships education. I will give two examples, the first of which is mental health. I have always had a great interest in the mental health of children at schools in my constituency. One only has to look at incidents of children’s mental ill health to see that we do not want the child to continue to be distressed.

We live in a completely different age to that in which I was brought up. We live in an age in which there is a tremendous amount of social media—it is almost impossible to get away from it. That can produce the problems of pornography. There is a need to have some awareness, but that is an area in which the parents can be involved in a big way.

The second issue is online grooming. I come from a county that has had a major online-grooming scandal over the past few years. Seven individuals abused many girls—I have no idea how many, but the BBC claimed that hundreds of girls could have been abused in that way. I would like evidence to show what effect relationships education could have had in that situation. Could it have prevented that abuse from taking place or were parents in a better position to deal with it?

There are different types of relationships, of course. One cannot pretend that schools exist in a vacuum. One cannot pretend that we do not have lesbian, gay, bisexual and transgender relationships. I have been very supportive of them. We have to acknowledge that that is the legal situation in the country. We need to talk about the fact that different forms of relationships exist and make that fact clear.

We are not asking for sacred religious texts to be rewritten or torn up. The role of Ofsted, which was mentioned earlier, is absolutely crucial in that respect. I urge the Government to instruct Ofsted to take a sensitive approach in recognising the nature of faith schools, and to work with the schools to deliver a better view of the way in which they deliver education. That means that schools need to be able to teach—they have a duty to teach—what is allowable under the law without having to approve it. That is the situation at the moment.

In making these remarks I have been advised by the Jewish Community Council and the Torah Education Committee, which run a number of Orthodox Jewish schools. It should be taken as a positive sign that they have reached out, because they are concerned about the effects of the regulations and would like to work with the Government to take them forward. Above all, it is important to remember that we are not asking them to tear up the Torah in order to take this forward. We are asking them to work with the Government to come to a proper solution.

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.

Oral Answers to Questions

John Howell Excerpts

Monday 4th February 2019 Commons Chamber

[Chris Skidmore]

The hon. Lady is absolutely right to raise the importance of increasing female participation in STEM. Since 2010, we have seen about 26% more women entering STEM A-levels in England, and our efforts to increase skills participation include the Stimulating Physics Network, which delivers on a series of innovative gender-balanced interventions. I would be happy to read the report that she mentions and to discuss it with her. We are determined to ensure that we work together with the science community to raise participation in these crucial subjects.

[John Howell (Henley) (Con)]

Will my hon. Friend tell us how maths hubs have helped to increase the teaching of mathematics and to enable its better appreciation by students?

Children’s Social Care

John Howell Excerpts

Thursday 17th January 2019 Commons Chamber

[Tim Loughton (East Worthing and Shoreham) (Con)]

I beg to move,

That this House has considered children’s social care in England.

First, let me declare my interest in the Register of Members’ Financial Interests. Secondly, let me say how delighted I am that we are actually here to debate this issue—the debate has been delayed twice, so this is our third attempt—and that we have some people here to listen as well. It is wonderful, after the stressful week that we have had, that we have two excellent debates this afternoon on really worthwhile subjects that affect all of our constituents on a daily basis. This is the sort of bread and butter business that this House should be spending more time on, but I fear that we do not spend enough time on it, and that has been a characteristic, over many years, of children’s issues in particular.

I am grateful to the Backbench Business Committee for allowing this debate. This is a wide-ranging subject, and I am sure that there will be contributions on many aspects from children in care, to safeguarding, early intervention and so on.

I am not overstating the case, having followed this issue in Parliament for now more than 18 years, when I say that children’s social care services are currently approaching crisis point, if they are not already there in certain parts of the country. I am particularly concerned about the disparities and the differential outcomes between different authorities in different parts of the country. That forms the basis of the report “Storing Up Trouble”, which was published last July and produced by the all-party children’s group, of which I am Chair. The Minister very kindly contributed to that report and has spoken to our group in response to it. That followed on from the “No Good Options” report in March 2017, which really flagged up huge differentials in the way that our children are being looked after in the care system and beyond across the country. I thank the National Children’s Bureau and its officers for the immense amount of work that went into that very commendable report.

However, it was not just that report in isolation. I am afraid that, over the past few months, there has been a plethora of reports and many worthy organisations flagging up concerns about the state of children’s social care. Action for Children produced the report, “Revolving Door Part 2: Are we failing children at risk of abuse and neglect?”, which revealed that some 23,000 children needed repeated referrals before receiving statutory support to help them with serious issues such as abuse, neglect and family dysfunction. It found a further 13,500 not getting statutory support despite multiple referrals.

[John Howell (Henley) (Con)]

Is my hon. Friend as worried as I am about the patchy way in which children are brought into the decisions being made about themselves?

[Tim Loughton]

My hon. Friend raises a very good point. There is certainly differential practice and this is an important issue. In my time in the Department for Education, we were really keen, as subsequent Ministers have been, that children in the care system should be at the heart of the considerations of what is best for them, but they actually have quite a good idea of what is best for them as well, so it is really important that they are brought into the decision-making process.

In my time as Minister, I made sure that every local authority in the country—with the exception of the City of London and the Isles of Scilly, where there were no children in care—had a children in care council, made up of children in the care system speaking directly to directors of children’s services and councillors about their experiences. I am really pleased that the Government have decided not to do away with independent reviewing officers, who are that important link, consulting children face-to-face and feeding into their care plans.

Europa School

John Howell Excerpts

Thursday 10th January 2019 Commons Chamber

[John Howell (Henley) (Con)]

I am grateful for the Minister’s attendance. He and I have talked about the Europa School at some length on a number of occasions, and he was, of course, responsible for the reply from the Department for Education to a petition that I presented in the Chamber not so long ago. My purpose this evening is first to highlight the importance and the unique history of the approach to languages that is demonstrated at the school, secondly to highlight the approach to providing the European baccalaureate as the final qualification for those leaving it, and thirdly to ask some questions and make some comments arising from the Department’s response to my petition.

The background to all this is, of course, the situation in which we find ourselves as a country in the context of our relationship with the European Union. I am sure we all feel the need to end the current uncertainty as soon as possible, but that is felt nowhere more keenly than at this school, where the educational future of children is at stake.

The Europa School is one of the free schools created as a result of this Government’s initiative. It is in Culham, in my constituency, but it serves a wide area, mostly in Oxfordshire and in the surrounding areas of neighbouring counties. Under the terms of the free school, parents have agreed to the provision of a certain type of education that I will describe in more detail shortly, but let me first say something about the school’s importance and its unique history.

The initial meeting to discuss the establishment of a free school in Culham took place in 2011 with the then schools Minister, my noble Friend Lord Hill. The meeting was sponsored by me and attended by representatives of parents and educationalists who wished to speak in favour of the proposal. The aim was to meet three demands. First, residents of the county had given the clearest possible support for the new school; secondly, its founders wanted to bring a new form of education into the state school system; and thirdly, we all wished to build on a secure and well-established foundation of education in the European Schools curriculum, which leads eventually to the European baccalaureate.

At its core—this is the first of my major points—was a proposal to offer something that had not been offered before in the UK state system, and, indeed, had not previously been offered in the whole of the European School system. The proposers offered a complete, thoroughgoing commitment to full bilingual education from reception class onwards. Pupils would not simply learn the other language, but would learn through that language. They would learn the linguistic rhythm of that language. This was planned to be truly deep language learning, not just the acquisition of a second language overlaid on the first.

The Europa School was set up as a free school because that is what the parents wanted, which is a key component of the free school movement. The parents wanted that particular type of education to continue through the free school. It was a way of approaching subjects in languages. The pupils were taught subjects through all those languages, so they could end up learning history in German or geography in Spanish, and so on. That is a valuable way of teaching. The parents wanted that system to continue in the school, and it is being continued.

During Education questions, I asked the Minister whether he accepted that the school was proving popular with parents of all types, including those from the UK, and that it was a good model of language teaching to follow. He replied that he shared my admiration for the Europa School, and I want to build on that today. I understand that we are anticipating an Ofsted report. I believe that everyone expects the school to have done rather well out of it, and I hope that that expectation is fulfilled. However, this approach needs to be set in the context of Brexit, and the difficulties of negotiating a Brexit that does not see the school become a casualty.

The European School, Culham—not the Europa School—had for some time been destined for closure, as the resourcing for such a school at Culham could not be justified within the European Commission’s budget for European Schools. A closure date of 2017 for the European School had already been announced. A plan was therefore advanced for the new free school to grow year by year as the European School diminished, and for the two schools to share the use of the Culham site on an agreed basis. An important aspect of this is that the free school was oversubscribed by some 30% at its opening in September 2012 and it has remained significantly oversubscribed at every subsequent admissions round since that date.

What promises and commitments has the school made? First, it sought to open multilingual education to all the residents of Oxfordshire. Secondly, it determined that the new school would have an important commitment to sciences and mathematics, particularly when the plans for the secondary school came into play. The school started with two stream languages, German and French, each joined with English, but it has recently added Spanish as a third stream language.

Critically, the freedom offered by the free schools programme to allow free schools to set their own curriculum has been essential. The founders of the Europa School adopted the European Schools’ curriculum, modified by the mandatory elements of the English national curriculum. Thus, by the time of the all-important interview at the Department for Education, there was a distinctive offering to support the bid for pre-opening status. From the deep educational theory came the view that giving a child a second language from their earliest schooling was like giving them a second life—that is, an alternative cultural world in which they could immerse themselves. From the practical world came the view that multilingualism is in no way elitist: what the taxi drivers of many European cities achieve linguistically must be within the reach of schoolchildren, given the right environment and experiences.

[Robert Courts (Witney) (Con)]

My hon. Friend is making a fascinating speech extolling the virtues of the Europa School in his constituency. I have had correspondence from constituents expressing their admiration for the school and I would like to associate myself with those comments. Does he agree with me on two brief points? First, does not the success of the Europa School show the success of the free schools programme? Secondly, does that success not also illustrate that, while Britain may be withdrawing from the political structures of the European Union, she remains an enthusiastic participant in the culture, friendships and co-operation of Europe?

[John Howell]

I agree with both my hon. Friend’s points. The school’s success shows the importance of the free school movement and our commitment to continuing our co-operation in Europe. I thank him for making those points.

I was particularly proud when the Europa School was specifically mentioned here in 2011 when the then Secretary of State for Education announced that the school was to open as a bilingual free school in 2012. That was not the first time that the residents of Oxfordshire had reason to be grateful for the support of the House in determining the educational provision available to their children. The quality of education at Culham through the European Schools programme had long been held in high regard. David Cameron had supported the unique educational offer provided at Culham, seeking to preserve and enhance it.

I should like to praise the system of education offered under the free schools programme. We must not forget that in this case the school was principally set up to deal with parents of mainland European origin in the area. However, the approach to teaching languages has proved immensely successful—so successful that we are now in a situation where British parents are keen for their children to enter the school and be taught in that way. I ask the Minister to acknowledge this and to confirm that he will do all he can to encourage the continuation of this form of education.

Moving on to the question of the European baccalaureate, the Europa School became an accredited European School in 2014. This means that the school has approval to continue offering the European baccalaureate and to teach the European curriculum. This accreditation was confirmed at a more recent inspection in 2018 by the European Commission. No money flows from Brussels to the school as a consequence of that status; it is simply a validation of the quality of teaching and assessment in the school.

What is so valuable about that accreditation and affiliation? The European baccalaureate uniquely obliges all candidates to take written and oral examinations in at least two languages. The examinations do not just test competence in the additional stream language; the students, as I have pointed out, actually study history and geography through those languages, and use the stream languages as the mode of learning and assessment. As a result, students have a linguistic competence in their stream language on leaving similar to the linguistic competence of university undergraduates. At the same time, all students must study mathematics and at least once science subject to an advanced level. That outcome is not delivered by the UK A-level system. This free school also requires a leaving qualification that properly recognises the numerous years of education that are involved in becoming bilingual and studying diverse school subjects in two languages.

As a responsible step in school governance, the principal and governing body of the school have explored whether the international baccalaureate could be adopted as an alternative qualification. However, there are significant limitations: examination and study of subjects through two languages is not mandatory; support for the English and German stream combination is weak; the middle years syllabus differs in significant ways; and, most of all, there is a risk of losing expertise among the teaching staff.

The school wants to be able to continue offering the European curriculum and to offer the European baccalaureate as its qualification for school leavers, and I support it most strongly in that aim. In conversation, the Minister likened the situation to the owners of a copyright. In this case, the copyright is owned by the European Commission, not by the Department for Education. I understand from the Minister that the Department is happy for the school to continue teaching the European baccalaureate, but the problem lies in the attitude of the European Commission. In this situation, I would like to ask the Minister to ensure that the Department for Education can continue to be a friend to this free school, to negotiate strongly on its behalf, and to offer a no-holds-barred assessment of how the school can continue even if the UK is not a member of the EU. I urge the Minister to explore every avenue as a matter separate from Brexit. I hope that this excellent educational establishment may continue its development in the direction that the founders of the free school have planned.

Finally, let me turn to the Department’s response to my petition. I was glad that the Government were successful in securing a provision in the withdrawal agreement that allows for Europa School’s continued accreditation as a European school until the end of August 2021. Beyond the withdrawal agreement, accreditation to deliver the European baccalaureate is available only to schools located in an EU member state. Continuing to deliver the European baccalaureate beyond that depends on a decision by European Union member states and the European Commission, through the European Schools board of governors, to change the rules on accredited schools. What are the Government doing to help the school talk to the European Schools board to try to get an agreement to include the school within its ambit after 2021? The Minister said:

“At present that seems highly unlikely.”—[Official Report, 20 December 2018; Vol. 651, c. 16P.]

This may be a lawyer’s view, but I note the term “at present” in his statement, so I ask him to set out the full position and the likely changes he expects, so as to provide the school with the degree of certainty it requires.

As my hon. Friend the Member for Witney (Robert Courts) pointed out, there is something special about free schools, particularly in what they can teach and the way that they can teach it. The Europa School illustrates that above all, which is why I have spent the last few minutes telling Members about it. It is a good example of how free schools work, how they can take the attitudes of parents and make them a reality, and how they can, in this case, through the European baccalaureate, continue to offer something of enormous benefit to children. I would like to see the extent to which we can provide support for the school at this time.

Apprenticeships and Skills Policy

John Howell Excerpts

Tuesday 8th January 2019 Westminster Hall

[Judith Cummins (Bradford South) (Lab)]

I beg to move that,

This House has considered apprenticeships and skills policy.

It is a pleasure to serve under your chairmanship today, Sir David. The title of the debate is as broad as possible so that colleagues may join in and give their own perspective. I will address the problems in the apprenticeship levy and regional skills imbalances in our country; the mismatch between the skills system and the needs of the economy; and the need to give tools to places such as Bradford to help us to close the productivity gap between us and London.

In June last year, I held a business and jobs roundtable in my constituency. Business leaders and representatives of trade unions, the Bradford Economic Partnership, the Northern Powerhouse Partnership, Bradford chamber of commerce, Bradford University and Bradford College all attended, as well as my hon. Friend the Member for Bootle (Peter Dowd). The overall theme for the roundtable was how we could boost economic opportunity for all in Bradford South. Although the discussion ranged over a number of issues, a significant amount of time was spent discussing schools, training and apprenticeships. Later in my speech, I will address the specific issue of the apprenticeship levy, but first I will briefly outline the challenges and opportunities facing Bradford.

Bradford is a great northern city with a proud industrial heritage. That heritage was created by successful businesses, which used new technologies and the city’s pioneering drive to build a world-leading economy. We are still home to many successful and enterprising businesses. In my constituency of Bradford South, we have a strong manufacturing sector. Bradford has 1,200 manufacturing businesses, employing more than 25,000 people in the district, which accounts for 13% of all employees locally compared with 8.3% for Great Britain as a whole.

We face a significant challenge with the interconnected problems of low skills and low wages, and I will give a few figures relating to my constituency to illustrate that. In Bradford South, 15% of the working-age population have no qualifications compared with the UK average of 8%; 14% of our working-age population are qualified to degree level and above, compared with 31% nationally; Bradford South has 600 jobs per 1,000 people in the working-age population, compared with 840 nationally; average weekly workplace earnings stood at £480 in April 2018, compared with a UK average of £570; and Bradford South ranks 520th out of 533 constituencies in England in the social mobility index from the House of Commons Library. Many people in my constituency do not have the skills they would need to access good-quality, well-paid and secure jobs.

[John Howell (Henley) (Con)]

I understand the point that the hon. Lady is making about her constituency. Does she believe that schools in her constituency have something to contribute to redressing the imbalance she is describing?

--- Later in debate ---

[John Howell (Henley) (Con)]

It is a great pleasure to serve under your chairmanship, Sir David, and it is an even greater pleasure to follow the hon. Member for Bradford South (Judith Cummins). I will take advantage of the way in which she has drawn the subject so widely because I want to answer a fundamental question: how do we get students who are still at school to focus on the options of an apprenticeship and skills training rather than going to university? Those Members who know me may think that that is a rather surprising thing for me to say—I went to three universities and had attachments to two foreign universities while doing so. She will have to forgive that, but I ask the question seriously.

There are two aspects to answering that question: schools, and the method by which we get people attracted to the options of apprenticeships and skills training, which is through work placements. I will start by looking at work placements as a precursor to people going on apprenticeships. I am sure that we have all had people on work placements in our offices; I know that for much of the run-up to the summer holidays, I have a person on a work placement every week. I wonder how many people we are trying to line up to be politicians when we are supposed to be cutting back the number of MPs.

[Stephen Pound (Ealing North) (Lab)]

The hon. Gentleman’s eyes might care to drift towards the Gallery, where he will see a young person from St Dominic’s college in Harrow—just north of my constituency, but she does live in my constituency—who is the living embodiment of the ideals and ambitions that the hon. Gentleman has just expressed.

[John Howell]

I am grateful to the hon. Gentleman for pointing that person out, and for the way in which he described them. It is fitting to include them in the debate.

It is important to get other people involved in providing work placements—it is not just something for politicians to provide. We need to encourage small businesses to become involved in that, so that people get a feel for the entrepreneurship that is involved in setting up and running a small business. There are a couple of examples of companies in my constituency that do that, such as Williams Jet Tenders, which makes boats to go on other boats. It has a scheme of taking 10 people from the most deprived area of the constituency each year, some of whom go on to do apprenticeships. That training provides them with a lot of experience, and also with a lot of fun, because they end their experience by building little boats that they race against each other. I have been along to present the prizes to the winners, and all of that might sound like great fun, but there is also a seriousness to the skills that they learn: how to make model boats, and how to scale them up from that. Other companies provide that experience as well, including a cabinet and kitchen maker that I have also visited.

Those work placements take a whole lot of learning away from the apprenticeships. I am principally going to mention three areas of learning, the first of which is working well with other people. That may sound obvious, but for young people, working with other people and dealing with the dynamics of that is a skill that needs to be learned. Another skill that is crucial to learn and which work placements can provide is how to cope with criticism. Of course, coping with criticism is something that we as politicians take for granted, so maybe the work placements in our offices do have a purpose, but that is an important thing for people to learn. The third thing is people managing their own time, and making sure that that is part of how they approach life. Those are three examples of skills that work placements can provide, which will take away the need to pick up on those areas of learning during apprenticeships and will also help to make apprenticeships more attractive.

Having dealt with the work placement side, let me turn briefly to the schools side. Schools need to participate. We have been only partially successful in encouraging schools to encourage people to go into apprenticeships and skills training rather than to university. Certainly, among the schools in my constituency, there is a huge variety of attitudes towards encouraging students to go into apprenticeships. Some still have a very old-fashioned view of life and only measure success by the number they send to university.

[Mike Amesbury]

I am an MP but I am also a former careers adviser. Does the hon. Gentleman agree that it is about time that we re-establish a careers service—formerly the Connexions service—that will help people make well-informed and realistic decisions?

[John Howell]

I am open minded. I just think back to my time at university when there was a careers service. I will not tell the House the advice that I was given, but I did not follow it at all—not one iota. I am not sure whether that was down to the quality of the advice or my own sheer cussedness, but I take the hon. Gentleman’s point.

It is important that schools focus on promoting apprenticeships as a legitimate option that is equal to going to university, and we need to judge where people go according to their own skills and inclinations. I am pleased to have been able to contribute on the topic of how we get people to go into apprenticeships in the first place. I think we need to put a little more finesse into the work placements that are offered around the country.

[Several hon. Members rose—]

--- Later in debate ---

[Lee Rowley (North East Derbyshire) (Con)]

It is a pleasure to serve under your chairmanship, Sir David. I am not quite sure how I follow that tour de force, not least because towards the end of his comments, the hon. Member for Ealing North (Stephen Pound) expressed— and expanded on well—sentiments that I share, but also because I have very little to say about ornamental horticulture.

[John Howell]

To pick up on the horticulture point, Capability Brown made his name with his work at Stowe in Buckinghamshire, which is not a million miles from the Henley constituency that the hon. Member for Ealing North (Stephen Pound) so derided.

[Lee Rowley]

Excellent. I have none of the one-liners, wit or repartee of either my right hon. Friend or the hon. Gentleman, so I will move straight on to the debate as a whole.

I congratulate the hon. Member for Bradford South (Judith Cummins) on securing this valuable and necessary debate. We need to have more such discussions. It would be better to talk more about this issue than some of the other subjects we seem to obsess over in this place and elsewhere.

I want to talk about apprenticeships and skills. I thank my right hon. Friend the Minister for her time over the past few months when I have been to talk to her about apprenticeships. I am a strong supporter of what the Government are doing on apprenticeships, and the direction is very positive. A number of months ago, I had the opportunity to go to Rolls-Royce, which is a major employer in the south of my county, so I have seen what a good-quality apprenticeship programme does to raise the aspirations of people in the local area and equip them with the skills they need to succeed in the workforce for the next 50 or so years.

The Minister knows the feedback I have received from a number of people and organisations in and around my constituency. Chesterfield College is a large training provider in my part of the world. Smaller training providers, such as Stubbing Court Training, say that there have been problems with the introduction of some of the measures. Some of that is understandable—changes are never easy—but she knows some of my underlying concerns. I have passed them on to her, and I ask her to continue working to resolve them.

The debate on skills is one of the most interesting that we need to have in this place, and it speaks to a much bigger point. I was pleased when the hon. Member for Bradford South discussed the challenge of automation within five minutes of talking about skills. I see automation as a challenge and an opportunity. I wanted to congratulate the hon. Member for Ealing North on his final comments because it was refreshing to hear a speech where automation was not seen just as a problem, but as something that is coming, is inevitable—there is no point arguing about that—and is an opportunity to grasp, because it brings many opportunities for people.

The challenge I see is that we have to start equipping those in the workforce and those coming into the workforce for the next 50 years. That is a truism—everyone knows that. I was with a member of my family yesterday. He is 11, and he had just gone to an interview to decide what secondary school he wants to go to from December. He came back and was telling me about all the things he wants to do. It struck me that he will probably still be in the workforce in 2060 or 2070, a long time from now.

I differ slightly from the hon. Member for Bradford South on one point in her introductory remarks. She talked about the Government having a knowledge of what skills are needed and the changes to come. I am not sure we can look that far ahead—I do not suggest the hon. Lady suggested otherwise. Ultimately, for 11 and 12-year-old children, who will still be in the workforce in 2060—hopefully, I will still be in the workforce in 30 years’ time—we must equip them with the skills to be able to still work and take advantage of what the workforce brings. The hon. Lady talked about automation, so I will throw in a few more statistics: the OECD estimates that 15% of jobs will be fully automated and another third partially automated; McKinsey talks about half of all tasks in the workforce being automated; the World Economic Forum talks about 7 million jobs going in our country, but potentially more than 7 million jobs being created. That is the fundamental challenge that we have to try to work through. We cannot plan for it in the traditional way. We cannot execute it from the centre. We have to equip people with the skills to be able to deal with it in the next 20, 30 or 40 years. Partly it is about core knowledge, and the Government have done an enormous amount in terms of reforms in schools over the past 10 years, but part of it is a different set of skills: flexibility, problem solving, persistence and agility. Those are the things I used to look for when I employed people in my old industry, and they are the most difficult things to work out in an interview process.

An interesting discussion needs to be had in Parliament and other forums, including in industry, about how we start codifying and understanding skills. I am not saying we will get to an NVQ level 3 in persistence or anything like that, but we have to have a better understanding of how we define and measure such things so that we can help to teach people or at least develop such skills.

Oral Answers to Questions

John Howell Excerpts

Monday 17th December 2018 Commons Chamber

[Nick Gibb]

The hon. Gentleman makes an important point and I can absolutely confirm that.

[John Howell (Henley) (Con)]

The Europa School in my constituency teaches languages by teaching other subjects in foreign languages. Does my right hon. Friend accept that that is proving popular with parents of all types, including from the UK, and that it is a good model to follow?

[Nick Gibb]

I share my hon. Friend’s admiration for the Europa School. It teaches the European baccalaureate, which is of a very high standard. The continuation of that qualification will depend on discussions with the European Schools system after the UK leaves the European Union.

Free Schools and Academies in England

John Howell Excerpts

Wednesday 5th December 2018 Westminster Hall

[Greg Hands]

I think that it is sensible to keep those policies under review at all times. I am not familiar with the situation in Stockton-on-Tees, but I think that the hon. Gentleman makes a fair point, and I am sure that the Minister has noted it.

I want to quote a helpful contribution from the headmaster of the Fulham Boys School, a remarkable man called Alun Ebenezer—he is from your part of the world, Mr Davies, although he was in Cardiff, not Swansea. He wrote that he was happy in his position:

“And yet, eight months later, I decided to apply for a headship at a school that had no site, no pupils, no staff, no exam results, nothing in the trophy cabinet and was 150 miles from my homeland. Why?

Because the opportunity to build a school from scratch, the vision set out for that school and the ideology of the free school movement was so alluring. It was an opportunity to make a difference, challenge society, transform young people’s lives; to shake up the established order. I came to London to show what a free school could do when it properly embraces its freedom…I believe the first four years of FBS have done just that.”

That is the kind of can-do attitude that is seen in so many schools in my constituency.

Another example of schools doing as well as that is the group of Ark schools, of which there are five between the two boroughs. They have led the way in teacher training innovations. Their Now Teach venture, set up in 2016, was designed to encourage high-flyers to retrain as teachers. They get on board the lawyers, doctors and bankers of the world to inspire children and become role models in the classroom. Such innovation is possible only when schools are freed from red tape and the bureaucratic decision-making processes of councils.

[John Howell (Henley) (Con)]

Will my right hon. Friend add parents to the list of people that schools should involve? It is crucial that they are involved in a big way in the running of schools. That solves many of the problems that teachers have with things such as discipline.

[Greg Hands]

My hon. Friend has hit the nail on the head. The role of parents is vital. Many free schools are parent-led initiatives. I first met people involved with Fulham Boys School in late 2010 or early 2011, along with the then Secretary of State for Education, to discuss how to proceed. Groups of parents in my constituency come to me all the time with all kinds of innovative ideas. I shall talk about some of the problems they face, particularly with finding sites, but my hon. Friend has made a powerful point.

Schools of the kind I am talking about are also doing extremely well nationally, with nearly double the proportion of primary schools rated outstanding, compared with all state-funded primary schools. Secondary free schools and academies are also ahead of state-run maintained schools in the proportion rated outstanding; 30% of free schools have been judged outstanding, compared with 21% of other schools. I see more and more demand. I have come across groups looking for particular specialisms, such as the group of Spanish-speaking Fulham residents who have come to talk to me about setting up a bilingual free school, and another from Fulham’s French community. Other people are looking at subject specialisms. The idea has really driven innovation in my constituency.

However, some issues with the system still need ironing out. Despite all this excellent news, we must not be complacent. There should be no presumption of preferred suppliers of academy chains.

--- Later in debate ---

[John Howell (Henley) (Con)]

It is a pleasure to serve under your chairmanship, Mr Davies. I thank my right hon. Friend the Member for Chelsea and Fulham (Greg Hands) for introducing this subject, because it is one that I have spent quite a considerable amount of my time specialising in within my constituency. I also thank my right hon. Friend the Minister, who has been incredibly courteous to me over the years, meeting with me and with schools of all sizes so that we can discuss problems. I place on record my sincere thanks to him.

One thing that I have been able to do in specialising in this area is to visit every school in my constituency. I think, from memory, that that is more than 100 schools, which is quite a lot. I have not done that all in one year; I have done it over a number of years, given that we have only Fridays and that the schools are on holiday for quite a lot of the year. But I have done it; I have visited all of them.

I would like to mention one school in particular that fits in with the subject of this debate, the Europa School in Culham in my constituency. Before I describe it, I re-emphasis the point that my right hon. Friend the Member for Chelsea and Fulham made about how free schools offer considerable flexibility to reflect a particular way in which parents want their children to be taught. In this case, being a free school offers a particular mindset for how to approach the area, which we should all bear in mind.

The Europa School is the successor to the European School. I am not going to get into a Brexit debate—in fact, I was at a naval dinner last night where, if anyone mentioned the term “Brexit”, they had to drink a large measure of neat rum.

[Alex Cunningham]

Brexit!

[John Howell]

While I would love that to be the case here, I suspect it will not occur.

The European School had a distinguished record. It was set up when lots of European parents were over to work at the Culham Centre for Fusion Energy at Oxford University and at the Harwell science centre. For several reasons, the European School’s funding dried up, so the Europa School was started as its successor, and has gradually taken over its workings.

The Europa School was set up as a free school, because that is what the parents wanted. They wanted the particular type of education that the European School offered to continue through the free school. That type of education was a way of approaching subjects in original languages. Children did not go and learn in French, Spanish, German or English. They were taught in all those languages, so they could end up having history in German or geography in Spanish, and so on throughout the complete list of subjects. That is a valuable way of teaching. The parents wanted that system to continue in the school, and it is being continued.

To encapsulate that teaching at the end of the process, the parents also wanted the children to take the European baccalaureate, which offers a comprehensive system for evaluating children at roughly the equivalent A-level period that they would have to face. We need to hold fast to that in what I say next.

We must not forget that the school was principally set up to deal with parents of European origin in the area. The approach to teaching languages has proved immensely successful—so successful that we are now in a situation where non-European parents are desperate for their children to enter the school and be taught in that way. Because it is a free school, it can offer that way of teaching and it can say to the parents, “We can take your child in.” To be honest, I think it is a superb way of being taught languages.

The problem comes about because of the European baccalaureate. As I said, the school is desperate to continue teaching it, but there is some difficulty about the ownership of the copyright for it, and a distinction is being made as to whether that is in the gift of the European Commission or the Department. The school has had some interaction with the Department about the issue, which needs to be resolved. It is important because that way of teaching is very special, and people have become not only wedded to it, but so attracted to it that it attracts parents from a wide area. Earlier this year, I presented a petition from something like 2,500 or 3,000 parents and friends of the school in the House of Commons to try to encourage the Government to make sure that the European baccalaureate can continue to be taught there.

There is something special about free schools, particularly in what they can teach and the way in which they can teach it. The Europa School illustrates that above all, which is why I have spent the last few minutes telling hon. Members about it. It is a good example of how free schools work, how they can take the attitudes of parents and make them a reality, and how they can, in this case, through the European baccalaureate, continue to offer something of enormous benefit to children. I think the Minister agrees that there is no issue of quality about the European baccalaureate; it provides just the same quality that children would get if they were taking traditional A-levels. For that reason, I fully support the school.

School Funding

John Howell Excerpts

Wednesday 24th October 2018 Westminster Hall

[Mrs Main]

The hon. Gentleman is pre-empting my speech; I will deal with special educational needs because they are of great concern.

If the Minister meets headteachers in Coventry or in my constituency, they may well tell him that the reality is that the current budget is not enough. Sian Kilpatrick of Bernards Heath Junior School told me that recently she wrote to parents to explain the financial squeeze that her school faces. Mrs Kilpatrick compiled a helpful list of all the additional things that she has to allocate funding to in order to keep her school running—I will not go through them all, but I am happy to share the list with the Minister. The things she outlined include: outdoor vital risk assessments, legal human resources advice, general maintenance costs and staff insurance payments. Those are just some of the additional costs that schools have to find money for. On top of that, she had to pay £8,000 to get her trees pruned.

[John Howell (Henley) (Con)]

Surely one of the problems is that different campaign groups, and indeed the Department for Education, use headline figures that vary from organisation to organisation. In working together to achieve a solution to the problem, it is not particularly helpful for words such as “deceptive” and “dishonest” to be used by one campaign against another or against the Department. Does my hon. Friend agree that there should be a much firmer grip on the use of language by the campaign groups?

[Mrs Main]

I cannot comment on the campaign groups; I am commenting on what the headteachers in St Albans said, and no one used the words “deceptive” or “dishonest.” The purpose of my being here today is to ensure that there is a degree of clarity about where the funding goes. The headline is that we are putting more into schools—and we are—but the reality on the ground is that teachers face undue pressures. I want to highlight that. I cannot accept anyone’s use of inappropriate language—that is not fair on either side of the argument. We must be respectful of the pressures faced by the schools and by the Minister.