Government’s Education Catch-up and Mental Health Recovery Programmes

Jonathan Gullis Excerpts

Thursday 3rd February 2022 Commons Chamber

[Robert Halfon]

My hon. Friend is absolutely right. Forty children are excluded every school day and, sadly, they are not ending up in quality alternative provision. There is a postcode lottery, despite the wonderful efforts of many teachers in AP. There needs to be a dramatic change. I would like kids to stay in the school but have support training centres in the school. As Michael Wilshaw, the former head of Ofsted, said to our Committee, there should be many more of them so that kids are not just dumped out into the streets and left, often, to their own devices or to poor-quality provision.

[Jonathan Gullis (Stoke-on-Trent North) (Con)]

My right hon. Friend knows that he and I have a slight difference of opinion when it comes to the idea of exclusion. However, I always want to be careful about one thing: that we talk about what the school could do. Does he agree that there always needs to be a firm conversation about what more parents can do to support the teachers to ensure that their children do not end up being excluded?

[Robert Halfon]

Yes, 100%. I like the message coming out of the Department for Education that this is not just about schools and skills, but families, schools and skills. Families are central to this and we should do everything possible to strengthen them. I welcome the hundreds of millions of pounds that the Government are putting into early intervention, particularly to build family hubs around the country.

Let us look at the horrific statistics on mental health: 17.4% of children aged six to 16 had a probable mental health disorder in 2021, up from 11.6% in 2017. Overall, child mental health referrals are up by 60%, so the Government must rocket-boost their proposals to put a mental health professional in every school, not just in 25% of them. We should also ensure—this perhaps relates to some of the question from my hon. Friend—that interventions to support mental health are not seen as crutches, but designed to prevent more serious escalation.

I have mentioned before in this House my visit to Newham Collegiate Sixth Form Centre, which is an extraordinary school. Staff there do not like the words mental health; they talk about mental health resilience. Throughout school life, pupils are taught the tools and tactics that they need to deal with the challenges that life throws at them. Private study periods have desks set up in an exam style to help pupils to familiarise themselves with the setting to reduce their anxiety, and in school assemblies, pupils learn from sport celebrities about the techniques that they use to deal with high-pressure situations. We need to talk about this in terms of mental health resilience.

We should also tackle the wrecking ball that social media has been to young people’s mental health. The Prince’s Trust found that

“social media use in childhood is associated with worse wellbeing”,

and 78% of Barnardo’s practitioners reported that children between the ages of 10 and 15 have accessed unsuitable or harmful content. The platforms provided by companies such as TikTok, in my view—I am not a luddite; I love technology—are a Trojan horse for damaging children’s lives, not just with their huge amount of sexualised content, but through the damage that they are doing because of the images that children see. There should be a 2% levy on these social media companies, which would create a funding pot of around £100 million that the Government could distribute to schools to provide mental health support and digital skills training to young people to build the resilience and online safety skills that they need.

I note my heartfelt thanks to all the teachers and support staff in my Harlow constituency and around the country for their heroic efforts throughout the pandemic to keep our children learning. There has been welcome investment in education recovery and some great work is happening, but there is much more to do. The Government must deal with the problem of ghost children to prevent the creation of the “Oliver Twist” generation that will potentially be forgotten forever. The Education Secretary has a real grip of his Department, and I admire many of the things that he is doing, but he has to make sure that the catch-up recovery reaches the most disadvantaged pupils and works efficiently. Given the scale of the mental health challenges facing our young people, action has to be taken now to prevent this becoming an epidemic.

Finally, I say to the Minister that there are great initiatives coming out of the Department. The home education register, which we supported in our Committee and is recommended our report, is very welcome. Sometimes, however, the education system resembles a whole lot of clothes pegs without a washing line. We need the washing line—the narrative, the strategy, the Government’s plans for education. This problem can be solved. The NHS has a long-term plan and a secure funding settlement; the Ministry of Defence has a strategic review and an additional £20 billion. I urge the Minister to ensure that education has a long-term plan and a secure funding settlement, so we can have that washing line. While many of the clothes pegs are great initiatives, we need a proper washing line to link them all together.

--- Later in debate ---

[Jonathan Gullis (Stoke-on-Trent North) (Con)]

It is an absolute pleasure to follow the hon. Member for Stretford and Urmston (Kate Green), whom I hold in high regard as a parliamentarian. I thoroughly enjoyed our exchanges when I sat here chuntering away and she was on the Opposition Front Bench.

I thank my right hon. Friend the Member for Harlow (Robert Halfon) for securing the debate. He is a long-term, passionate advocate, I enjoyed working under him as he chaired the Education Committee and I continue to hear from him.

Let us be frank: the Government have done an awful lot. Not only have they thrown £5 billion at education recovery—including £1.5 billion for tutoring; £950 million direct to schools this academic year and the previous one for evidence-based interventions; £1 billion to extend the recovery premium to the end of 2024; and £400 million for training and professional development—but there was the excellent holiday activity fund, which began in the great constituency of Stoke-on-Trent North, Kidsgrove and Talke under the leadership of Carol Shanahan, the co-owner of Port Vale football club and the co-chair of the Hubb Foundation with Adam Yates, a former professional footballer. During the pandemic they not only delivered 300,000 meals to families across the city of Stoke-on-Trent but led the way in offering more than 100 different opportunities for the holiday activity programme, not by building shiny new buildings but by using existing schools and their staff and relationships with the people they knew, young and old, bringing them into the building and providing one hot meal every single day. It was a fantastic scheme and Carol and her team deserve all the plaudits they get.

I was delighted to see that the “Levelling Up” White Paper builds on the idea of levelling up and catching up in education. The city of Stoke-on-Trent is now an education investment area, bringing us a new high-quality 16-to-19 free school. I will of course campaign for that to end up in the constituency of Stoke-on-Trent North, Kidsgrove and Talke. I will not stop there, though: if we are to help catch-up, we need to unlock free schools for 11 to 16-year-olds. I have been working and having conversations with Star Academies and Michaela Community School, which is led by the fantastic Katharine Birbalsingh, who I hope will bring a free school bid for the constituency in wave 15. It is about having high standards, high expectations and a knowledge-rich curriculum and shaking the apple tree in the great city of Stoke-on-Trent so that we no longer accept mediocrity when it comes to educational outcomes and destinations for our young people but send a clear message that we can do this, we expect and we want more for the young people we are proud to serve with.

Let me just correct the record: my hon. Friend the Member for Bolsover (Mark Fletcher), who is no longer in his place, said that I might feel some illness about the idea of forest schools, but I can confirm that my daughter’s nursery in Weston has a forest school and I am proud that she can access that. I have seen the benefits of forest schools at first hand at Burnwood Community School in Chell.

I wanted to leave some time for some key things. I introduced a ten-minute rule Bill on the Ofsted inspection of multi-academy trusts, which had the backing of not only Government Members but Members from both the Labour party and the Liberal Democrats. I was very grateful for their support. Even though the Government have sadly rejected that Bill, they have left open the window to more discussions. I will embarrass the Government by reminding them that the Minister’s Parliamentary Private Secretary, my hon. Friend the Member for Wantage (David Johnston), was a sponsor of that Bill, so he knows all about it and will, I am sure, lobby internally to make sure those changes are made.

We need to see more brokerage deals with the good multi-academy trusts to make sure that they can enter the city of Stoke-on-Trent and other areas, because if we are to help with catching up, we need to bring the very best into our city. Currently, too many single-academy trusts are not doing their bit.

As the House will have heard from me from a sedentary position, I absolutely adore the idea of extending the school day until 5 pm or 6 pm—for as long as necessary. Schools are buildings that young people know and where they feel safe. The extended school day would provide the opportunity to build and harbour relationships with parents, who could come into the building and perhaps benefit from educational classes or opportunities through the family hub model that the Government are pushing and for which the city of Stoke-on-Trent is bidding. Hopefully, we will get one hub per constituency—hint, hint, Minister. We want to see that idea going forward. Although some people argue that the extended school day should just be for the curriculum, I believe it should also be used for enrichment. The youth guarantee offer in the “Levelling Up” White Paper indicates that that is the direction of travel.

Finally, we have selective education by religion, by postcode and by house price; it is about time we unlocked selective education by bringing back grammar schools so that parents have opportunity and competition in their local area. I will shortly be leading a campaign to unlock that potential for our great country.