Apprenticeships and Skills Policy

Debate between John Howell and Stephen Pound

Tuesday 8th January 2019 Westminster Hall

[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.

Houses in Multiple Occupation: Combined Planning Applications

Debate between John Howell and Stephen Pound

Wednesday 21st March 2018 Westminster Hall

[John Howell (Henley) (Con)]

I just wonder what the hon. Gentleman’s response will be to the NPPF consultation, in view of what he has said about houses in multiple occupation. What will he propose that we change, and how would he like to see that turn out?

[Stephen Pound]

May I implore the hon. Gentleman to hold his patience for a moment? If he does, he will hear exactly what I propose. I propose entirely new legislation—an amendment to article 4 directions. I know that the Minister will seize it and rush from this building with it clutched in her hand to change the law immediately, because she is on the side of the angels on this issue.

One of my constituents found that the house next door—the semi-detached property—had been bought by a series of linked companies, and they proceeded to convert it into an HMO. I have to say that the place burnt down during the works, which is unfortunate but it has happened. There was no party wall agreement, which is extremely unfortunate. More sinisterly, when my constituent went to see the planning officer, she discovered, as did I, that every single HMO application in that tight little suburban backwater is considered individually. There is no consideration under planning law of the cumulative impact—what I would call the saturation—in these cases.