Education Provision: South Buckinghamshire

Joy Morrissey Excerpts

Tuesday 14th January 2025 Commons Chamber

[Joy Morrissey (Beaconsfield) (Con)]

I am grateful to have secured this debate on this important topic for my constituents, and to the Minister for her attendance. I am also delighted to see the hon. Member for Slough (Mr Dhesi) in his place. As constituency neighbours, albeit from different parties, we have come together to work closely on this issue for the good of our constituents. I want to talk about the lack of secondary school educational provision available to my constituents in south Buckinghamshire, particularly in the beautiful village of Burnham and the surrounding area. Burnham is a growing and thriving village that is part of both Buckinghamshire and Slough. It is a unique place, which is why the debate will focus on this topic.

Burnham is a place where families like to settle for its beauty, community and wonderful transport links. It is also place where children must travel long distances, at huge cost to their families, to attend a comprehensive secondary school. Burnham is the only community in Buckinghamshire that lacks a nearby secondary school alongside its grammar school. That situation is becoming increasingly intolerable, and I hope the Minister will join me and the hon. Member for Slough in our joint efforts to bring about change.

Let me start with a short history of the lack of school provision. In 2019, before I became the Member of Parliament for Beaconsfield, the Department for Education closed the Burnham E-Act Academy, a co-educational non-selective school for 11 to 18-year-olds. That followed several changes and challenging Ofsted reports. At one time, the school had served more than 600 pupils. As the school was failing, parents were forced to find alternatives for the sake of their children, and roll numbers began to fall, making the school potentially unviable. Instead of serious efforts being made to turn the school around, it was allowed to fail. That closure was a serious mistake.

[Mr Tanmanjeet Singh Dhesi (Slough) (Lab)]

I congratulate the hon. Member on securing this debate and thank her for her kind words. It was a pleasure to join her recently at Burnham grammar school to meet activists campaigning for a new school. As she has explained, it was a mistake for the Government and Buckinghamshire council in 2019 to close the non-selective, co-educational secondary school. Obviously the numbers must stack up, but does she agree that it is vital to recognise the importance of children receiving good-quality, local school education? Is it not unfair for my Slough constituents and hers to have to travel great distances at great expense, just to get that education? Due consideration should be given to that when determining whether a new school is required in Burnham.

[Joy Morrissey]

The way that the hon. Member and I have been working cross-party is an example of how to move forward past council boundaries. I just point out to the Minister that Burnham is a large town that historically was its own entity, but uniquely is now part of two local authorities. The numbers are often looked at through the lens of one local authority or the other, but we need to combine those two, work together and submit a joint local authority bid to the Department for Education. That is the way to demonstrate the numbers and get the secondary school provision we need.

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Lady on bringing forward this debate. Does she not agree that by putting secondary schools out of reach of local populations, we close the door to character-building, to skill-learning and to socially imperative after-school programmes? That must all be weighed when considering educational provision, because if you close a school, you lose a generation of young people.

[Joy Morrissey]

I thank the hon. Member for always making such excellent contributions to every Adjournment debate. He is a true champion for Back Benchers.

The people who lost out in the school closure are the young people of Burnham and the surrounding areas. Moving forward, we want to see that problem rectified. Since 2019, the young people of Burnham who are not in selective education find themselves caught in excessively long journeys to schools in Maidenhead and other parts of Buckinghamshire and Slough, as my friend the hon. Member for Slough so eloquently pointed out. It is unfair for our residents, and it is having a significant effect on their mental health, physical wellbeing and finances.

The situation is absurd and almost intolerable. We have a site that housed a secondary school up until 2019, and it is now hosting the occasional Netflix filming. Meanwhile, young people waste hours travelling to school. The situation needs to change. I was equally robust in challenging our previous Schools Minister, and I spent much time speaking to Nick Gibb in the Tea Room. I am sure that the hon. Member for Slough can follow in my footsteps and finding the current Minister in the Tea Room to continue to press the point, formally and informally. Will she consider meeting me and him jointly after the debate, so that we can take this issue forward?

I pay tribute to the campaign group for Burnham secondary school. Since my election in December 2019, I have been pleased to work alongside the group and local families to try to right this wrong. They are at the epicentre of what makes community campaign groups so inspiring. They are totally dedicated to making their community better. I thank the local councillors, parish councillors and the hon. Member for working together to put the needs of our residents first.

Let me set out why the case for a secondary school in Burnham is clear, compelling and urgent. We know that education is the single silver bullet that can determine the life chances of young people, but we are placing an enormous barrier in the way of the young people of Burnham and south Buckinghamshire. Long journeys are impacting their mental and physical health and placing them at higher risk of educational disengagement.

We also know that south Buckinghamshire is significantly underserved in special educational needs and disabilities provision. Just before the election, I was delighted by the Department for Education’s announcement of a new SEND school for Buckinghamshire. I hope that the Minister will recommit to that school tonight and support my calls for it to be placed in south Buckinghamshire—it would be for the whole county, but I would love to see it in south Buckinghamshire. A reopened Burnham secondary school would represent a perfect opportunity to provide not only 11 to 16-year-olds with non-selective education, but increased SEND provision and a thriving sixth form.

[David Simmonds (Ruislip, Northwood and Pinner) (Con)]

My hon. Friend is making an excellent speech about educational need in her constituency. Does she know of the work done by the London borough of Hillingdon in the village of Harefield in my constituency, where, as part of a multi-academy trust, an under-utilised secondary school has slightly reduced in size and the site is now dual-use, with both secondary mainstream comprehensive education and a brand-new SEND school at the same location?

[Joy Morrissey]

I thank my hon. Friend for that excellent intervention. That example is the gold standard of what we would like to do to ensure that there is SEND provision and comprehensive school provision in our area as we move forward. Finding dual use for those facilities really is the way forward. With volunteers, we are trying to look at every option, working across parties and across local authorities to ensure that we find a solution that works for all of our residents, hopefully following in the footsteps of Hillingdon.

One of the frustrations that I and the campaign group have faced is the loop of accountability avoidance. We are on the border of many local authorities and we border London. The provision for our students is different from London, but because we are just outside London, that endless accountability loop is often difficult to close. The Department says that it is for local authorities to make the case, but oftentimes it seems that they are not working together for the collective demand because of their individual legal accountabilities. That is despite the practical reality that Slough and Burnham—and all of Buckinghamshire—border each other, and the two local primary schools are in close proximity to the site.

At Burnham grammar school, this is proven by the fact that half the pupils are from Slough. Our campaign group received a reply from a freedom of information request, which said:

“Any projects to try to evidence demand to reopen a new school on the Burnham site should not include pupils attending in Slough (regardless of how close the schools may be to Buckinghamshire).”

That is bureaucracy triumphing over common sense.

The campaign group and I have taken it upon ourselves to look at the data and make the case, because it seems that no one else will. I thank the hon. Member for Slough for joining us in that and trying to work together proactively to bring forth evidence from both local authorities of the demand and need of pupils for the secondary school. Even before I turn to housing expansion, they can make the case for a minimum of five forms of entry from the local primary school.

We also know that Beeches learning and development trust, which delivers Burnham grammar school, could take on a Burnham secondary school within its umbrella trust. We have a site for a school, we have demand across both local authority boundaries and we have a trust able to take on the school; all we lack is the will of the educational establishment.

In south Buckinghamshire we now have significant housing targets on our way. As a separate point, if something is to be built on the green belt, be in no doubt that I will oppose it tooth and nail, but I support the case for more housing in the right location and with the right infrastructure. Burnham and the surrounding areas are growing, as is Slough. Many people want to move to both areas because of their excellent transport links and the ability to come into London. Our area’s population is growing, and the housing demand means that the population will continue to increase. Buckinghamshire has one of the highest housing demands put on it—more so than any other local authority—so, to make the case, we will need more provision of places for students, because central Government demands mean that we will be building more houses in the county. That simply strengthens our argument for increased educational provision—we will not have the infrastructure in place to support the new housing that central Government will ask us to build.

We also have the Elizabeth line, which is attracting commuter families to the area. We face more housing coming, but without the infrastructure of a new school to support the area. It is time to make sure that the secondary schools are there and ready to support demand from our residents. It is time for the education system to come together to solve this problem. In the same way that the hon. Member for Slough and I have put aside party political differences in order to work together for the good of our communities, so the education system needs to put aside artificial boundaries and work together. It needs leadership from Ministers and the Department for Education to bring local authorities together to support the proper analysis of data across local authority boundaries.

I urge the Minister to join me, the hon. Member for Slough and the local community to help make a new secondary school for Burnham, south Buckinghamshire and Slough a reality.

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.

--- Later in debate ---

[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.

--- Later in debate ---

[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.

Childcare Bill

Joy Morrissey Excerpts

2nd reading
Friday 29th October 2021 Commons Chamber

[Joy Morrissey (Beaconsfield) (Con)]

I congratulate the hon. Member for Reading East (Matt Rodda) on bringing this very important issue to the House, and on taking the bold step of trying to tackle inequality and levelling up, which is what this Bill tries to do.

I worked for the Centre for Social Justice for many years and we looked at the issue of early childhood intervention. Those early years are so crucial to a child’s outcome for the rest of their life. This Bill shows that the hon. Gentleman cares deeply about inequality and that he wants to make sure that the gaps in society are filled. I thank him for engaging so conscientiously in this process and for seeking cross-Government support, because this is an issue that affects everyone across the UK and it is one of the most difficult issues to tackle.

I support engaging with several Government Departments, not just the Department for Education. My only caveat for the Bill is that perhaps we need cross-Government engagement instead of an independent review. I would love to engage on this issue on a cross-party basis. We need to talk to the Department for Levelling Up, Housing and Communities and the Department for Work and Pensions. Often, really vulnerable families will present to the council rather than their school. They might be too far down the line and it is often a social worker or housing officer at the council who flags up that a child and a family need additional support. How, therefore, do we integrate the approach in all Departments? We need to engage more holistically.

Is there a way in which DWP can ensure that every person on universal credit understands that they qualify for additional childcare if they are at a certain level of work? Oftentimes, if a family are in a vulnerable position and at breaking point, struggling to make ends meet, it is difficult for them to know who to turn to. It might be helpful for all Departments, not just the Department for Education, to be informed about the Government’s childcare offers. Under UC, working parents on a low income may be eligible to receive 80% of their childcare costs. Perhaps not all parents know about that wonderful opportunity.

I am 100% supportive of early intervention for as many children as possible, particularly those in vulnerable circumstances, and I will support the hon. Gentleman however I can. I hope that we can work on a cross-party basis to develop a solution across all Departments. I will be a loud and obnoxious voice as I continue to champion this issue, and I thank him again for raising it.

Higher Education (Freedom of Speech) Bill

Joy Morrissey Excerpts

2nd reading
Monday 12th July 2021 Commons Chamber

[Danny Kruger]

My right hon. Friend is absolutely right, and he will be delighted that I am about to quote someone with whom he does not strongly agree: Herbert Marcuse. No debate about universities and students would be complete without Marcuse. He is the great Marxist philosopher who basically wrote the script for the radical left. In his “Repressive Tolerance” essay, which is admirably well named, he argued for

“the withdrawal of toleration of speech and assembly from groups and movements which promote aggressive policies, armament, chauvinism…or which oppose the extension of public services, social security, medical care, etc. Moreover, the restoration of freedom of thought”—

as he calls it—

“may necessitate new and rigid restrictions on teachings and practices in the educational institutions”.

That is what we are up against. I do not accuse a single Opposition Member of believing that but, in opposing the Bill, they are empowering those opinions. We are in a very parlous state in our universities, so I welcome the Bill, its strengthening of the duty for universities to protect free speech, the extension of this duty to student unions as well, the right of academics to sue if they have been no-platformed, and the role of the new free speech champion at the Office for Students. They are all excellent provisions.

To rebut what has been said by Opposition Members, the Bill does not allow hate speech. Hate speech is illegal. The Bill does not protect Holocaust denial, which is not protected speech. Under the ECHR, Holocaust denial is not protected speech. If a Holocaust denier is no-platformed, they would have no right under the Bill to sue or challenge the university.

[Joy Morrissey (Beaconsfield) (Con)]

Does my hon. Friend agree that the Bill is there to deal with the culture of perpetual offence—someone being offended to the point that they are not willing to listen to, or engage in, constructive debate—and that the Bill allows for the promotion of freedom of difference of opinion, so that people can come together and form new ideas but do not always have to agree with what the speaker is saying?

[Danny Kruger]

I absolutely agree with my hon. Friend.

I will finish by suggesting a few improvements to the Bill that we might consider in Committee. First, we should go further than insisting that all “reasonably practicable” steps are taken to promote free speech. We should insist that all necessary steps are taken, because there is a real danger in the current wording—for instance, a university might pretend that the cost of security makes an event impracticable, which means that its opponents could effectively boycott it or ensure that it is withdrawn.

Secondly, I think that we should broaden the protections for academics beyond their field of expertise—which begs the question of how we define a field of expertise. What, if a professor of European history were to criticise the Chinese Government, for instance, or indeed criticise his or her own university for being too cosy with the Chinese Government? We need to protect those academics too.

For an academic, in that academic’s own field, there is a very important consideration about control of the curriculum—about not so much freedom of speech as the freedom to teach, and the question of who decides what academics should be teaching. We need to explore the concept of conscience rights for academics to resist a drift towards teaching that they would not accept that they should be obliged to carry out. We need some protection for dissent in the system.

As was mentioned by the shadow Secretary of State, the hon. Member for Stretford and Urmston (Kate Green), the Bill does not insist that colleges at Oxbridge and Durham take the necessary steps to protect freedom of speech; that applies only to universities and student unions. I think we should extend the obligation to colleges. We should allow academics to appeal not just through the civil law but to an employment tribunal if their academic freedom is restricted. Lastly, I think we need to clarify the role of the Equality Act 2010, which should not be used to close down an event on the grounds that someone says it would constitute harassment or discrimination.

University Students: Compensation for Lost Teaching and Rent

Joy Morrissey Excerpts

Thursday 15th April 2021 Commons Chamber

[Michelle Donelan]

I assure the hon. Member that we are confident that in-person teaching and learning can be delivered in covid-secure environments, but the area of concern has and always will be the movement of students and the formation of new households, which does not occur in schools and further education colleges. Many of the things that we are opening up in stage 2 focus on being outside. Social mixing remains focused on being outside. The key thing is that they do not involve the formation of a new household. Throughout the entire process, we have been clear that students should still expect the quality of education, the quantity of provision and for it to be accessible for all.

[Joy Morrissey (Beaconsfield) (Con)]

As university courses remain primarily online until the middle of next month to control the spread of coronavirus, will the Minister confirm that universities continue to be expected to deliver the same quality and quantity of online learning as they have throughout the year? Will she encourage universities to extend their teaching and reviews so that students may experience classroom learning before their exams?

[Michelle Donelan]

The Government do indeed expect the quantity and quality of teaching to be maintained and to continue to be accessible for all, whether it is delivered in person or online. Quality is in fact an Office for Students registration condition, and students who have concerns may notify the OfS. I thank all higher education staff, who have worked tirelessly throughout, enabling students to continue their learning.

Covid-19: Educational Settings

Joy Morrissey Excerpts

Wednesday 6th January 2021 Commons Chamber

[Gavin Williamson]

May I say what a delight it is to have the hon. Member for Stretford and Urmston (Kate Green) as shadow Secretary of State? At least she seems to be enthusiastic about having children in schools, colleges and other settings, unlike the previous shadow Secretary of State, the hon. Member for Salford and Eccles (Rebecca Long Bailey).

At every stage—I think the hon. Lady understands this—we have put the safety and security of children and the workforce at the very heart of what we do. As the chief medical officers not just of England, but of Wales, Scotland and Northern Ireland have said, the best place for children is in school, but we have had to take unprecedented action as a result of the advice from the chief medical officer for England that the nation had to move to covid alert level 5. When the decision was taken on Monday to move to covid alert level 5, it was right that additional actions were taken, as reluctant as I was to see us in that position.

I think it is a little unfair of the hon. Lady to imply that the safety and security of staff and children are not at the heart of all our actions. They are at the heart of all our actions, but we know that children benefit from being in school and having the opportunity to sit in front of their teacher in the classroom. That is why Conservative Members have always been so enthusiastic for schools to have children in. I hope that she will eventually become a convert to that idea, as her successor has done.

[Joy Morrissey (Beaconsfield) (Con)]

Last year, the approach to GCSEs and A-levels meant that private candidates, such as home educated children, were unable to obtain a grade. Can my right hon. Friend confirm that this year they will be able to do so?

[Gavin Williamson]

My hon. Friend speaks not just for her constituents, but for many thousands of youngsters right across the country who are worried about this. I have asked Ofqual to take up this issue, to look at it directly and to make sure that there are measures in place so that those students will be in a position to get a grade. I have asked Ofqual to include that as part of the consultation that it will be doing next week. We have already discussed how this can be done, and we believe that it will be possible to do so.

Nurseries and Early Years Settings

Joy Morrissey Excerpts

Thursday 3rd December 2020 Westminster Hall

[Joy Morrissey (Beaconsfield) (Con)]

I thank my hon. Friend the Member for Winchester (Steve Brine) for securing this debate, and I thank the Minister for all she has done to campaign for better opportunities for early childhood education and intervention, and for understanding how great an impact that has on the overall levelling-up agenda.

Children in low-income households tend to experience poor home learning environments; a substantial gap in academic attainment between the poorest and richest children is clear by the time they begin school. The 2010 review by Frank Field, a former Member of this House, on poverty and life chances found that 55% of children in the bottom 20% of attainment in school at the age of seven will remain at the bottom until the age of 16. However, if a parent shows a sustained interest in a child’s early education, their chances of living in poverty as an adult decrease by 25 percentage points.

Early intervention is key to reducing poverty and creating the levelling-up agenda in the long term. Estimates of savings to the public purse as a result of better early years intervention during the first 1,000 days of a child’s life predict that the Government could save approximately £15 billion annually.

A recent report published by King’s College London found that young people who had secure attachments in early childhood had lower levels of antisocial behaviour than those with insecure attachment. The study found that young people securely attached to their mother cost the public purse an average of £6,743, and those who were insecurely attached cost more than £10,000. It is an interesting study.

Family and parental challenges have presented themselves through covid. A Centre for Social Justice report found that parents, especially fathers, face a wide range of challenges with regard to family units, especially during pregnancy and the early years. Six in 10 fathers told the CSJ that they had no conversations at all with midwives about their role. For health visitors, it was approaching half—44% of all fathers told the CSJ that they received little or no advice from them about their role as a father. More than four in 10—41%—of fathers who have a nearby children’s centre have never been invited to or attended any children’s centre activity, despite a legal requirement for children’s centres to engage with fathers as a hard-to-reach group.

Children’s centres and family hubs are vital in tackling the issue of attainment through early intervention. Family hubs are local one-stop shops offering families with children and young people aged zero to 19 early help to overcome difficulties and build stronger relationships. Children’s centres do the same thing in many of our communities, including my constituency of Beaconsfield. Such provision is typically co-located with superb early years help and support. The Ivers Family Centre is in my constituency, and many local residents, including one of our councillors, Wendy Mallen, campaigned tirelessly to save it. It is vital for helping children close the attainment gap and make sure they have every opportunity to succeed in life.

The purpose of family hubs is to co-locate and co-ordinate all family services available in a community and provide a visible and welcoming access point for any parent—mother and father—to appropriate support services or information about family-related matters. The CSJ set out in its 2014 report why family hubs and children’s centres are so important. They strengthen families regardless of their structure, with a focus on children’s development and parental relationships. They prevent family breakdown through relationship support at key points and support families in difficulty with conflict resolution and support for separated families. That could save the state millions of pounds in the long term, because if there is early intervention not only in the child’s life, but in the lives of the parents to give them support, it could make all the difference.

As we come out of covid, I hope the Minister will consider this type of funding, so that we can help those who have suffered the most during lockdown and we can help get everyone in the country back on track.

Free School Meals: Summer Holidays

Joy Morrissey Excerpts

Tuesday 16th June 2020 Commons Chamber

[Gavin Williamson]

My hon. Friend is absolutely right, as we would always expect from a Staffordshire Member of Parliament. He is right that the best place for free school meals to be delivered is in schools, where we can ensure that the very best is given to the child, and that emotional and educational support is wrapped around that child. That is why we need to ensure that every effort is made to ensure that all schoolchildren are back in schools for September.

[Joy Morrissey (Beaconsfield) (Con)]

Does my right hon. Friend agree that having children in school is essential to closing the inequality gap? I wish to highlight the excellent work of the Lighthouse in Bourne End, which works with children with learning disabilities and helps them with their summer programme. We need more programmes like that to help people to get back on track and to help vulnerable children. We do not need to throw extra things at children so that they can work at home; we need them back in school with their teachers, learning in a secure environment where they can grow and the inequality gap can close.

[Gavin Williamson]

My hon. Friend is correct in her assessment: the best place to really benefit children is school. She is also right to highlight the amazing work that is done by so many voluntary organisations throughout the country.

Education (Guidance about Costs of School Uniforms) Bill

Joy Morrissey Excerpts

2nd reading & 2nd reading: House of Commons
Friday 13th March 2020 Commons Chamber

[Robert Courts]

I do. That is another excellent point. I am very grateful to my hon. Friend for raising it. My hon. Friend the Member for Bolton West (Chris Green) made the point about a student going to school with a jacket that is too long, where it looks like you are wearing your father’s clothes because your parents are trying to get the longest possible wear time out of them. That is understandable and I suppose that that will happen in any event. There is nothing much we can do about that. I suspect that the Government cannot legislate to stop that sort of thing. It is beyond the abilities of this House. [Laughter.] He is absolutely right that when children get to the end of the school year at primary school and they are due to go off to secondary school and have to have new clothes, the old clothes essentially have to be dispensed with when they go to secondary school. We will in due course deal with what will be in the guidance and I will make a few comments about that in a moment, but I think there will be some consultation and that is a point that could be raised.

[Joy Morrissey (Beaconsfield) (Con)]

On the point that was made about generic uniforms, does my hon. Friend agree that schools could provide those not only for primary and secondary, but to work in areas with gang problems and where people are being attacked because of their school uniform? If there were more generic, simplified uniforms in areas of gang violence and in areas where a uniform is creating mental health issues for someone walking through a certain neighbourhood, they could help. Could we make it as easy as possible for people to have certain base pieces of uniform? Could we look at that—how we could help to level this inequality? It is probably something for the schools to look at, but it is also something we could examine.

[Robert Courts]

My hon. Friend makes an excellent point, and I am glad that she has. I will come in a moment to the question of how we institute and work the legislation. It is right that decisions be made locally. I will make a comment or two about that in just a second, but that could also be part of the consultation.