Education (Careers Guidance in Schools) Bill

Joy Morrissey Excerpts

Report stage
Friday 14th January 2022 Commons Chamber

[Shaun Bailey (West Bromwich West) (Con)]

I wish to touch briefly on the amendments tabled by my hon. Friend the Member for Christchurch (Sir Christopher Chope).

I had not intended to speak in today’s debate because I am confident that my hon. Friend the Member for Workington (Mark Jenkinson) will get his Bill through. My main comment is about ensuring that there are no unintended consequences. My hon. Friend the Member for Christchurch is right in seeking, through his amendments, to ensure consistency throughout the piece and the quality of the advice that young people get. I am slightly concerned, though, because we do not want to create arbitrary methods that do not take into account local social and economic needs. As I said on Second Reading in interventions on my hon. Friend the Member for Workington and my right hon. Friend the Member for Tatton (Esther McVey), sometimes the careers advice provided does not necessarily fall within a strict framework in respect of the needs of the individual.

The amendments tabled by my hon. Friend the Member for Christchurch are intended to ensure clarity and consistency. He gave the moving example of his daughter and how careers advice can have an impact; it is important to make sure we do not allow ambition to be stifled in any way. It is also important that his amendments do not have any unintended consequences. My hon. Friend’s intention in respect of both amendments is clear, but the issue is what the operational delivery will look like.

I was reassured by the response of my hon. Friend the Member for Workington to the amendments: he explained what his Bill seeks to do and how he has worked to address the concerns expressed. That being said, as the hon. Member for Chesterfield (Mr Perkins) said, it would not be a sitting Friday without the wise words of my hon. Friend the Member for Christchurch. I very much endorse the intent behind his amendments, but they might be somewhat wanting in respect of delivery, so I am reluctant to support them.

[Joy Morrissey (Beaconsfield) (Con)]

I thank my hon. Friend the Member for Workington (Mark Jenkinson) for long championing all things education and for standing up for children. I have seen him, not just in respect of this Bill but on many other occasions, be a lone voice for children and for opportunities in education.

I appreciate the issues raised by the amendments. I agree that we need further scrutiny in that respect and to look into how we can help to give tailored support to everyone in need. In particular, clause 1, which extends the careers duty to all pupils to secure education in all types of state-funded provision—particularly alternative provision—is excellent, but the amendment talks about giving advice to all from one set point and I have an issue with that. We could look at further ways to dig down into a bespoke way of targeting, perhaps through a funding settlement agreement that provides a funding incentive for those providers that are able to get students into an apprenticeship successfully. The school could get an economic settlement for that in the same way as applies when students are able to get into university at sixth-form level.

From my previous work, I have found that alternative provision is often overlooked—it is often the way in which schools shunt off students who are more challenging and they are not then given the support that they need. When I worked in disadvantaged areas and with schools with low skills, my concern was that children were being taken out of the main school, put into alternative provision and then left at 16 with no qualifications, no help, no skills and no guidance. I appreciate the fact that the Bill and the amendments are trying to target that inequality.

The nuanced issues raised by the amendments are great but I would go even further. Clause 1(3), which extends the duty to secure careers guidance to academies and alternative provision, is welcome, but I would like to see a way of incentivising schools to pursue apprenticeships and to stress that they should. Many schools do not pursue apprenticeships because it takes a lot of time to liaise with the businesses and with the educational provider. Schools need an extra financial settlement or incentive to do it correctly, so we should look at how to move that forward. I know we are not allowed to discuss that in a debate on a private Member’s Bill, but I wanted to put that out there as we are discussing the amendment.

This is a nuanced issue. If things are done correctly, the Bill could help the levelling-up agenda throughout the UK. This is where children are falling through the cracks. They are being put through their paces until they are 16 and then left. They are not being diagnosed with learning difficulties and they are not being given careers advice, which would help the most disadvantaged access the career choices that they need.

I love that the amendments and the Bill are looking at how we target young people—people younger than 16 to 18. Young people from a disadvantaged background who have no family member in a job or career need to be told which A-levels to study. They need to be told that they need a triple science if they want to do something science related. If a young person does not come from that background, they have no idea that that is something they should be doing. This is a way to give that information to every child from every background. The immigrant child might be the only member of the family who speaks English as their first language. They are trying to navigate the British system and this kind of careers advice can give them the levelling-up advantage that they need.

I welcome the Bill and think that we can look further at these amendments to find a way to make the Bill as sharp and crisp as we possibly can.

[Mr Speaker]

If there are no other speakers, I will call the Minister.

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[Mr Perkins]

I would like to repeat my congratulations to the hon. Member for Workington (Mark Jenkinson) on reaching this stage with his Bill. I think it is a very valuable thing that he is doing with the private Member’s Bill allocation that he successfully won. I think he is absolutely right to express the importance of careers guidance, particularly in communities where opportunities are not necessarily plentiful and people need to have an opportunity to see different kinds of careers from those that their parents have enjoyed and that others in their school previously have enjoyed.

For all the reasons that the hon. Gentleman has outlined, we entirely agree that ensuring that every student, whether they be at an academy school or a state maintained school, can avail themselves of a minimum standard of careers guidance is a necessary provision. We know that many schools already have excellent provision and constructive, successful and transformational relationships with employers, but there is a real lack of consistency across the board, and anything that sets out to consolidate and improve that provision across schools should be welcomed.

I have to say that it would be impossible to debate careers provision as an MP who was elected in 2010—as I am—without stopping for a moment to lament the vandalism to careers education that took place under the 2010 to 2015 coalition Government. The Minister said that the Government had done well from a standing start, and goodness me, wasn’t it a standing start? The reality is that, between 2010 and 2015, the Government almost deliberately set out to set fire to careers provision such as it was. I think there were legitimate questions about the effectiveness of the Connexions service, but it was scrapped without any serious replacement and then Ministers celebrated—in preparing for this Bill, I looked back at some of the debates we were having in 2010—that the £200 million saved by shutting Connexions would prevent further cuts to the schools budget. It was really an extraordinary approach that, as I say, was an act of vandalism that left a whole generation of schoolchildren without careers provision. I am glad to hear from the hon. Gentleman that this idea is now utterly rejected.

[Joy Morrissey]

Just on the point of the 2010 changes, I was working in schools at that time and I would like to point out that there was an emphasis on apprenticeships and skills, and moving toward students for the first time being put into jobs. I organised apprenticeship fairs, and I worked with schools that for the first time were actually trying to help children in low educational attainment areas to find careers. I found that the challenge, while we were there promoting apprenticeships, was that the schools only wanted to send children to university. So I do believe that the 2010 shift was a positive shift towards apprenticeships and skills.

[Madam Deputy Speaker (Dame Rosie Winterton)]

Order. Interventions should be quite short and a question.

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[Joy Morrissey]

I will follow on from the contribution of my hon. Friend the Member for Stroud (Siobhan Baillie) on why these things matter. They matter so much for young people who do not come from a wealthy area or background or have wealthy parents who will not be taught in school how to enter a certain profession. In many schools in London and urban areas in particular, there is a complete lack of clarity about going into law, accounting, finance or any kind of professional degree. Time and time again, I saw how those in academies, those not in education, employment or training and those falling through the cracks who had been put into special education were not given any skills to navigate towards a career or any future at all. I watched talented, intelligent young people fall by the wayside, join gangs and disappear off the radar—often into prison—because no one had ever given them guidance saying, “Here’s what you need to do. Here are the steps that you can try to follow.” I welcome the Bill, because it addresses some of the inequalities that I saw again and again.

This memory will never leave me. I mentored a young woman, and I thought, “How hard will this be?” but I could not navigate the system through an academy for her. She was from an immigrant background, and none of her family had ever been to university, and the whole school failed her. Everyone in her programme apart from her left school at 16 with no qualifications. Many of them are now in gangs, but despite the odds she has persevered and she has succeeded.

I did everything in my power to try to help and assist her, and that experience made me realise that the system was broken. If somebody who does not come from the right background but has all this talent, skills and abilities cannot navigate the system, that system needs to change. I thank the Minister and the Government for addressing this issue and I thank my hon. Friend the Member for Workington (Mark Jenkinson) for bringing the Bill together and fighting in the House for children and those who have no voice.