School Attendance

Judith Cummins Excerpts

Tuesday 23rd January 2024 Westminster Hall

[Mary Kelly Foy (City of Durham) (Lab)]

I thank the right hon. Member for Chelmsford (Vicky Ford) for securing the debate. I was unable to attend the Labour Opposition day debate on a similar theme, so I appreciate being able to raise my points here. School absences are a huge problem, and we all agree with that. In County Durham, there were well over 1,000 absences in the 2022-23 autumn and spring terms. That number has sharply risen since the 2016-17 autumn and spring terms, when there were under 250 absences in the county. The Labour party estimates that the number of absences will rise to well over 1,800 by the 2026-27 autumn and spring terms, which would be an increase of 377%—unless, of course, there is a change of policy or, better yet, a change of Government.

[Judith Cummins (Bradford South) (Lab)]

My hon. Friend is making an excellent speech. Does she agree that we need a coherent strategy for tackling persistent absence, which includes a new register for home schooling, to keep track of these absent pupils?

[Mary Kelly Foy]

I absolutely agree. All children, whether they are in mainstream schooling or not, deserve to have the same importance placed on their education and their life chances. In Durham, we are blessed with incredible educators, and I must mention Mr Byers of Framwellgate School Durham, who publicly shared his recent letter to families highlighting the importance of good attendance. Mr Byers also encouraged families to reach out for support if they were struggling with their children. We must remember that support is key to ensuring that children achieve all that they are capable of, and I will miss Mr Byers’s supportive attitude when he sadly leaves Fram School in the near future.

It would be remiss of me not to mention St Leonard’s Catholic School in my constituency, and I am sure that Members will appreciate that my constituents, especially those affected at St Leonard’s, will want me to use all available opportunities to raise what their children are going through—after all, that is what they sent me here to do when they elected me in 2019. St Leonard’s was ordered to close just days before the autumn term began last year because of the presence of reinforced autoclaved aerated concrete. According to the Government’s own figures, pupils at St Leonard’s only moved back to full-face education learning at the end of November. Before that, they were in a mix of face-to-face and remote arrangements, and for almost two weeks in fully remote learning.

I want to focus on that because, for the weeks that pupils were not in school, they were unable to socialise or receive a face-to-education, and they were placed in a topsy-turvy arrangement of being taught remotely and then off site. Their education was severely disrupted and it still is—they are being taught in inadequate settings. I would wager that the disastrous impact of RAAC is not too dissimilar to the effect of chronic absences. Absences can severely affect a pupil’s future opportunities—just look at the situation at St Leonard’s—and the Department for Education has not offered any dispensations. In fact, Durham University said the following in a report released last week:

“No policy has yet been devised to protect the results of the exam cohorts most affected. It is not clear why”.

My first question is this: why has a policy not been written up? In a letter that I sent to the Department for Education in October, I suggested an amendment to the Apprenticeships, Skills, Children and Learning Act 2009 to give the Secretary of State the powers to give dispensations where appropriate. Why not start with that? I cannot be more emphatic about this point: parents, teachers and pupils are extremely worried that pupils will not be achieve their dream of getting into the university of their choice because the Government have not offered to help them. When will the Government offer to help them?

With the crisis in St Leonard’s school, we can see how other injustices, such as the situation with Royal Mail, have been able to run away with themselves in this place. Government Ministers, such as the right hon. Member for Kingston and Surbiton (Ed Davey), could have solved that problem; they could have brought justice for those affected. Instead, there was inaction and indifference. What are the consequences? The people out there—the people who we are supposed to serve—are left all the worse off. I will not allow that to happen to my constituents.

Making Britain the Best Place to Grow Up and Grow Old

Judith Cummins Excerpts

Monday 16th May 2022 Commons Chamber

[Judith Cummins (Bradford South) (Lab)]

My constituents are facing a growing number of crises that continue to pile up day after day. I accept some of these difficulties are new, but most are not. Most of these difficulties have been brewing and festering for years. The Government’s failure to solve these problems or come up with solutions has pushed many services to breaking point and now families are being left to bear the brunt. Despite the fact that day after day cash-strapped families are trying to make ends meet by working extra hours, often in multiple jobs, what do those on the Government Benches tell them? Learn to cook, learn to budget, work more hours, get a better paid job—you’re responsible, you’re to blame, it’s you who are doing it wrong.

However, what people need from the Government is help to navigate through the things that are out of their control. They need them to solve the long-term issues which continue to push down on people’s quality of living and eventually leave them out of options. It is one of those issues that I want to address today. It is an issue that is not in the Queen’s Speech, but really should be, because NHS dentistry and oral health inequality has been repeatedly unaddressed by this Government. Access to basic dentistry care in this country is often forgotten, but it is a vital part of the nation’s health.

In 2016, an NHS Digital report found that just under half of dentists were thinking of leaving dentistry, so I warned the Government not to kick the can down the road and risk a crisis in dental care. I told the Government then that the most important measure they could implement, as highlighted by the British Dental Association, would be changes to the dental contract that incentivised prevention, but nothing was done.

In 2017, the BDA told us that 58% of the UK’s NHS dentists were planning on turning away from NHS dentistry in the next five years. So again I warned the Government that we faced a national crisis. In 2019, The Times reported that 60% of dentists planned to leave the profession, or cut back NHS care in the next five years, with more than 1 million new patients turned away and some patients resorting to pulling out their own teeth. Yet again, nothing was done.

In 2020, I told the Government that a majority of NHS dental practices across England believed they could only survive for 12 months or less. The Government said they would look at the workforce issue “more broadly” and “in the round”, but no action was forthcoming and 1,000 NHS dentists left the service. Earlier this year, hearing that almost 1,000 children under 10 in Bradford had to be admitted to hospital to have decayed teeth removed, I pleaded with the Government to finally deal with the issue that had been staring them in the face for years. Then, of course, to nobody’s surprise except this Government’s, last week, it was revealed that 2,000 dentists have quit the service in the last year.

We urgently need to reform the dental contract. It is not good enough to be told time and again, year after year, that reform is imminent, because I have been asking for seven years now and still the Government have yet to deliver. If the Government need help with budgeting, I can point the Chancellor in the direction of one of his own MPs who might have a course he can take up, but I desperately do not want to be back here in 2023 still trying to open the Government’s eyes to the massive freight train coming towards them. I have sounded the alarm, other Members have sounded the alarm, and dentists and patients have sounded the alarm;. We are all waiting for the Government to act and reform the dental contract. Patients and our constituents cannot wait any longer.

Oral Answers to Questions

Judith Cummins Excerpts

Monday 6th September 2021 Commons Chamber

[Dame Diana Johnson (Kingston upon Hull North) (Lab)]

6. What steps he is taking to help ensure that students can continue to study for BTEC qualifications in the future.

[Judith Cummins (Bradford South) (Lab)]

23. What recent assessment he has made of the potential impact of removing funding for BTEC qualifications on students wishing to undertake vocational qualifications.

[The Parliamentary Under-Secretary of State for Education (Gillian Keegan)]

Employers are facing skills shortages that we must act to address. It is vital in a fast-moving and high-tech economy that technical education closes the gap between what people study and the needs of employers. Our plans for reform of level 3 qualifications were published on 14 July. We will continue to fund high-quality qualifications that can be taken alongside—or as alternatives to—T-levels and A-levels where there is a clear need for skills and knowledge that T-levels and A-levels cannot provide. Those may include some Pearson BTECs, provided that they meet new quality criteria for funding approval.

[Gillian Keegan]

We are not scrapping BTEC funding; we are upgrading our level 3 qualification offer to make sure that it keeps in line with the needs of today’s economy. T-levels were in design for many years. They were designed with 250 leading employers who said that the qualifications needed to be upgraded to keep up. Poor-quality qualifications benefit nobody, least of all those who are disadvantaged. All our qualifications will be high-quality and we will make sure that they offer clear progression routes into the workforce or into higher education.

[Judith Cummins]

Where learners over the age of 19 are returning to study, the removal of BTEC funding will mean that only those following an academic pathway will have the option to return to study or to skilled employment. How is removing learners’ options to progress to level 3 qualifications and to higher education or employment compatible with the lifetime skills guarantee offer? Can that be right?

[Gillian Keegan]

To be clear, the level 3 offer will also include T-levels; we are also considering access to those to a broader group. The lifetime skills guarantee is a level 3 offer specifically focused on adults that was introduced in April this year in more than 400 courses, all of which address a skills shortage. We are trying to make sure that when people put their time, and sometimes their own money, into study, it offers value to them and to the workplace. That is what is behind our level 3 qualifications review.

Oral Answers to Questions

Judith Cummins Excerpts

Monday 18th January 2021 Commons Chamber

[Vicky Ford]

DFE helplines have been giving support to schools and others on a wide range of matters. On Wednesday morning, after seeing some of the photos of unacceptable parcels, we announced that parents could call the DFE if they had a problem with a lunch parcel, but that they should try to resolve it with the school first. There are around 1.4 million children on free school meals. By the end of last week, we had received a total of seven calls in relation to unacceptable lunch parcels. Each has been fully investigated. We expect high-quality lunch parcels for our children.

[Judith Cummins (Bradford South) (Lab) [V]]

Ninety primary school headteachers from across Bradford have written to the Secretary of State to express their disappointment in his ability to support teachers and pupils. School-age children in my constituency have some of the lowest social mobility rates in the country. The Government say that they have a plan to ensure that children catch up on the learning that they have lost, but there are currently only enough places on the national tutoring programme for one in every five disadvantaged pupils in England. Will the Minister increase this as a matter of urgency, and commit to publishing a fully funded plan to ensure that the most disadvantaged children do not fall even further behind?

[The Minister for School Standards (Nick Gibb)]

Ensuring that no child suffers a loss to their education or damage to their long-term prospects as a consequence of the pandemic is a key priority of education policy. That is why we have secured £1 billion of catch-up funding from the Treasury; £350 million of that is for the national tutoring programme, and £650 million is being distributed to all schools across the country on the basis of £80 per pupil and £240 per pupil in special school settings. That money can be used to target the children who most need to catch up.

Equality Act 2010: Children from Disadvantaged Backgrounds

Judith Cummins Excerpts

Tuesday 13th October 2020 Westminster Hall

[Vicky Ford]

My hon. Friend raises an excellent point. This is why the national tutoring programme will bring extra resources into schools to help young people. That will be on top of the £650 million catch-up fund that has gone to all schools. It will provide extra tutoring and support—one on one, or in small groups—for those individuals, for whom it is so important. This is a deeply challenging time, and we absolutely understand that we need to make sure that the attainment gap does not unnecessarily widen any more. We have spent a decade trying to close it, and we need to make sure that it does not spring apart again, particularly for the cohorts of children that my hon. Friend mentions.

I am enormously grateful for my hon. Friend’s support for this agenda. He has raised important concerns. I particularly note his questions, which we will take up with the Equalities Office. I hope I have helped to explain the difference between positive action, which is allowed, and positive discrimination, which is not. I point him again to the need for continual work on the guidance on this subject, and I will make sure that I continue to raise these points with the Minister for Equalities, my hon. Friend the Member for Saffron Walden (Kemi Badenoch). I hope my hon. Friend the Member for Mansfield is happy that the Government’s response today echoes his concerns. We have taken steps to underline the importance of supporting the most disadvantaged and vulnerable, and to make sure that all children from all backgrounds, including the most disadvantaged, have the best opportunities in life.

Question put and agreed to.

[Judith Cummins (in the Chair)]

In order to allow the safe exit of hon. Members participating in this item of business and the safe arrival of those who are coming in for the next debate, I am suspending the House for two minutes.

Education

Judith Cummins Excerpts

Wednesday 25th September 2019 Ministerial Corrections

[Mrs Badenoch]

I met the Children’s Commissioner last week, and discussed this issue among many others. We welcome her report. However, I remind the hon. Gentleman that the Government are spending £6 billion on special educational needs, and are adding an additional £700 million. That is part of the extra £14 billion that we are spending over three years, and I think that it is to be welcomed.

Disadvantaged Schools: Per Pupil Funding Increase

The following is an extract from Questions to the Secretary of State for Education on 9 September 2019.

[Judith Cummins]

Pupils in disadvantaged areas are significantly less likely to pass crucial GCSEs such as English and maths. School funding must reflect different needs in different places, but the Government’s recent funding announcement will do exactly the opposite and sees more money going into affluent schools in the south of England while many schools in Bradford South will continue to lose out. How can the Minister justify that disgraceful situation?

[Nick Gibb]

Under this settlement, all schools will receive more money, at least in line with inflation, and schools with the highest proportions of children from disadvantaged backgrounds will receive the highest level of funding. Since 2011, we have closed the attainment gap by 9.5% in secondary schools and by 13% in primary schools.

[Official Report, 9 September 2019, Vol. 664, c. 489.]

Letter of correction from the Minister for School Standards.

An error has been identified in the answer I gave to the hon. Member for Bradford South (Judith Cummins).

The correct answer should have been:

Oral Answers to Questions

Judith Cummins Excerpts

Monday 9th September 2019 Commons Chamber

[Nick Gibb]

I pay tribute to my hon. Friend, because it was as a result of her intervention that we introduced minimum per pupil funding into the national funding formula. She and her constituents will be pleased to know that, as a result of last week’s funding announcement, all seven of the secondary schools in her constituency will benefit from our pledge to level up per pupil funding to at least £5,000 per pupil, and that 16 primary schools in her constituency will benefit from the new level of at least £3,750 per pupil.

[Judith Cummins (Bradford South) (Lab)]

15. What assessment he has made of the benefit to disadvantaged schools of increasing the base unit of per pupil funding to (a) £4,000 in primary schools and (b) £5,000 in secondary schools.

[The Minister for School Standards (Nick Gibb)]

Minimum per pupil values benefit the historically lowest-funded schools. We recognise that schools with more disadvantaged pupils require additional resources, and the national funding formula and pupil premium allocate additional funding in relation to disadvantaged pupils, so that schools with a higher proportion of disadvantaged pupils are the highest funded.

[Judith Cummins]

Pupils in disadvantaged areas are significantly less likely to pass crucial GCSEs such as English and maths. School funding must reflect different needs in different places, but the Government’s recent funding announcement will do exactly the opposite and sees more money going into affluent schools in the south of England while many schools in Bradford South will continue to lose out. How can the Minister justify that disgraceful situation?

[Nick Gibb]

Under this settlement, all schools will receive more money, at least in line with inflation, and schools with the highest proportions of children from disadvantaged backgrounds will receive the highest level of funding. Since 2011, we have closed the attainment gap by 9.5% in secondary schools and by 13% in primary schools.[Official Report, 25 September 2019, Vol. 664, c. 8MC.]

Children’s Future Food Inquiry

Judith Cummins Excerpts

Wednesday 8th May 2019 Westminster Hall

[Judith Cummins (Bradford South) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Rosindell. I congratulate my hon. Friend the Member for Bristol East (Kerry McCarthy) on securing this important debate, and all members of the panel and other organisations on producing the report.

Far too many children across the country live in poverty, which we know can have a variety of extremely detrimental effects on their wellbeing, development and life chances. Nowhere is that clearer than with the issue of food poverty and food insecurity. Across Bradford, 21.8% of children live in poverty. In my constituency, 25% of children—more than 7,000—live in poverty. Exact figures for how many children experience food poverty and insecurity are harder to come by, but it is likely that a high proportion of those who live in poverty have experienced food insecurity and, ultimately, hunger.

I will turn to some of the ways that is damaging children in my constituency, as the report rightly makes clear the link between food insecurity and attendance, achievement and attainment at school. What children eat during the day affects their concentration and performance in school. Children who are hungry are significantly more likely to misbehave or lose concentration and attention during lessons.

Hunger during term time is further compounded by hunger in the holidays. The long summer holidays are thought to contribute to weeks’ worth of learning loss for the most disadvantaged children, and many teachers report its effects when the school year begins again. It is clear that food insecurity and going hungry is holding our children back from achieving their full potential. In my constituency, which ranks at the very bottom of all English constituencies for school-age social mobility, this is having a devastating impact on life chances for children from the most disadvantaged backgrounds. If we are to address the urgent problem of poor social mobility in this country, highlighted recently by the Social Mobility Commission’s annual report, we must ensure that as a bare minimum no child goes hungry.

One of the great strengths of the report, and what sets it apart from others, is that it prominently features the contribution of young people who have themselves experienced food poverty. Their testimony is both heartbreaking and powerful. I commend their dignity and I hope that their stories will be a wake-up call for all politicians to act now. I endorse the children’s #Right2Food charter that was developed as part of the inquiry. All children, whatever their background, deserve nothing less than a healthy and balanced diet. We must consider a range of policies that can further this goal, and I support the calls to expand free school meals and the Healthy Start voucher scheme.

I agree with the inquiry’s conclusion that the Government must act with more urgency and focus on this issue, for instance by establishing a new watchdog and including young people in its leadership. Our ultimate ambition must be that no child experiences poverty of any type. That will require wholescale effort by the Government that reaches across all Government Departments. As a start, reinstating and properly funding Sure Start and investing in our early years programme is a must. While children continue to live in poverty, the very least we must do is ensure that they do not go hungry.

Oral Answers to Questions

Judith Cummins Excerpts

Monday 29th April 2019 Commons Chamber

[Damian Hinds]

My hon. Friend is right that we have to get the process right. We continue to keep the process under review. I would be happy for either me or my noble Friend Lord Agnew to meet my hon. Friend to discuss that case.

[Judith Cummins (Bradford South) (Lab)]

Recent figures show that areas with the greatest need have seen the biggest decline in the number of apprenticeship starts in the past year, with new starts in Bradford South falling by around 50%. I thank the Minister for visiting my constituency, but I am extremely concerned that the current apprenticeship scheme may be widening rather than narrowing the gap between different parts of the country. Will the Minister outline her plans to remedy the situation?

[Anne Milton]

It was a pleasure to visit the hon. Lady’s constituency, where we saw examples of real excellence in the provision of apprenticeships. We have two specific projects, including the 5 Cities project, which is increasing diversity, and we are working in four separate areas to see whether we can make sure that young people from disadvantaged backgrounds can access high-quality apprenticeships, because they often lack the social capital that others from less disadvantaged backgrounds have.

Apprenticeships and Skills Policy

Judith Cummins 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 ---

[Judith Cummins]

I agree that schools have a lot to offer when it comes to redressing the imbalance. I will address schools a little later in my speech, when I will speak about the specific situation in Bradford and the specific project that we have there.

That situation is something of a vicious cycle. The lack of skills makes Bradford a less attractive place for businesses to locate and invest in. A good example is Her Majesty’s Revenue and Customs, which cited the lack of appropriate skills as one of the reasons to relocate its offices from Bradford. That is why getting the skills policy right is essential to give places such as Bradford the economic boost that they so badly need.

The issue is becoming ever more urgent as we face the impact of new technologies in the world of work. The Future Advocacy report places Bradford South in the top 40 constituencies that are likely to be affected by automation in the coming years. It also says that 35% of jobs in Bradford are in occupations that are likely to shrink by 2030. It is clear that Bradford will need to adapt to secure good-quality and sustainable jobs.

[Mike Amesbury (Weaver Vale) (Lab)]

The Federation of Small Businesses has raised concerns about the 40-day requirement for placements associated with T-levels. Is that a concern for employers in the Bradford South constituency?

[Judith Cummins]

That certainly is a concern for employers in my constituency.

[Mr Jim Cunningham (Coventry South) (Lab)]

My hon. Friend has mentioned that modern technology plays a major part. Does she agree that the restoration of the education maintenance grant would help students in relation to apprenticeships? Furthermore, cutbacks in further education do not help—it seems to be treated as a Cinderella industry.

[Judith Cummins]

I thank my hon. Friend for the wise words and I certainly welcome them. I say to the Minister that now is the time that we must act to create a better skills and training system if we are to prevent disruption further down the line.

[David Simpson (Upper Bann) (DUP)]

One of the problems we face in my constituency with training centres is that 20 to 25 students will start training, but only four will finish. How can we encourage young people to stay in apprenticeships, or is the apprenticeship scheme not fit for purpose?

[Judith Cummins]

That is a very interesting and pertinent point. I know that some apprenticeships are paid so poorly and offer so little training—apprenticeships are supposed to be jobs with training—that they are not really worth the paper that they are written on. In my view, they should not be called apprenticeships.

At a local level, a significant amount of work is under way to meet the challenges that I have spoken about, with the Bradford Economic Partnership setting out a local economic strategy with a focus on increasing the number of productive businesses in the district through investing in skills provision.

We recently had Bradford manufacturing week, which I was delighted to support. It aimed to show the young people in Bradford the many exciting opportunities in manufacturing that are right on their doorstep, to get them thinking about the skills that they will need for the future. Over half of our secondary schools took part. In just one week more than 3,000 children crossed the doors to get that first-hand manufacturing experience in workplaces.

Another exciting area of work that is being developed locally in Bradford involves the industrial centres of excellence—or ICE—approach to post-14 careers and technical education. ICE gives business a partnership vehicle with local schools, colleges and the University of Bradford to ensure that education and learning in Bradford meet the skills demands of businesses in the local and regional economy within given sector footprints, which opens up opportunities for our young people and improves social mobility.

Those centres are good examples of how schemes that are locally led can deliver for businesses and encourage social mobility. I would welcome the opportunity to discuss them further with the Minister, but Government policy is making it more difficult for places such as Bradford to bring about a transformative change in their labour markets. I will start with the specific issues that Bradford businesses and education providers have raised with me about the operation of the apprenticeship levy.

I fully support the principles behind the levy, but its implementation has compounded the problems of underinvestment in training rather than improving the situation. As the Minister will be aware, the apprenticeship levy aims to encourage employers to invest in apprenticeship programmes, but apprenticeship starts have been significantly down since the introduction of the levy in May 2017. In July 2018, the total number of apprenticeship starts nationally was 25,200.

[Carolyn Harris (Swansea East) (Lab)]

I congratulate my hon. Friend not only on securing the debate but on her generosity in giving way. I am sure it will help the new year planning for the keep fit programme.

Skills, education and training are devolved matters in Wales, where there has been a 23% rise in the uptake of apprenticeships—obviously, we are doing something right. I wonder whether the UK Government are talking to the Welsh Government, perhaps about sharing good practice so we can make the success in Wales a success right across the United Kingdom.

[Judith Cummins]

I thank my hon. Friend for making that point, which is definitely one for the Minister to address.

As I was saying, in July 2018 there was a total of 25,200 apprenticeship starts nationally, which represents a 43% drop from July 2016. Starts in Bradford South have fallen from 1,370 in 2015-16 to just 680 in 2017-18 —very nearly a 50% drop. Several Bradford firms have told me that the complexity of the system is a major barrier to entry, and that seems to be a particular problem for small and medium-sized businesses. That was clearly set out to me when I had the privilege of attending the apprenticeship awards evening at Bradford College late last year. While we were discussing the fantastic successes of apprenticeships at the college, it raised a number of difficulties facing both the college and the many small and medium-sized enterprises it works with. Many of the latter find the administrative demands of the new apprenticeship system extremely difficult to manage, and the college itself is experiencing cash-flow difficulties, caused by changes to the apprenticeship contract and the digital payment process, with payment times having increased to an average of 14 weeks from an average of seven before the reforms. The college has had to create four new posts to help it to navigate the changes and support its employers.

In his recent Budget, the Chancellor acknowledged some of the shortcomings identified in the current apprenticeship policy. For example, he announced his intention to reduce the requirement to contribute to the costs of off-the-job training from 10% to 5% for non-levy employers, which should help a little. In Bradford South, I have levy employers asking if the same 5% reduction in fees will apply to them once they have exhausted their levy funds. They currently deliver the extra apprenticeships under Solenis, which also requires a 10% core contribution from employers.

I recognise that a new system takes time to bed in, but the Government’s approach needs more than just a little fine tuning. We need a more radical overhaul of our skills policy to help places such as Bradford get the growth and prosperity we deserve. We have a situation where public policy, whether intentionally or unintentionally, has turbo-charged the London economy to the detriment of other towns and cities outside the capital. The Government need to address the failure over decades to tackle persistent regional skills imbalances. We need a mechanism to support industries and individuals in areas that face economic decline and need help to adapt to the demands of the global economy.

The jobs of the future will require people to work more closely with advanced technologies. Workers will need support to adapt and retrain, to secure decent and sustainable work; otherwise, in many places in the UK we will face a lasting legacy of low qualifications, low productivity and low pay. Yet the Government have no convincing strategic framework for identifying sectors and areas in which large numbers of jobs are at risk from technological and economic change. In fact, the apprenticeship levy contributes to further regional imbalances, as more funding is raised per head in London and the south-east than in the rest of the country. London has the lowest skills need in the country, yet the levy will raise more funds there, as the capital has both a greater proportion of workers employed by large employers and far higher pay. The Social Mobility Commission’s “State of the Nation 2017: Social Mobility in Great Britain” report identifies that as an emerging risk, and the commission urges the Government to develop education and skills policies to better support disadvantaged young people in areas such as Bradford South, stating that that could be done

“by targeting any used apprenticeship levy funds at regions with fewer high-level apprenticeships”.

According to the commission, apprenticeships are a more common path into employment for young people in many youth coldspot areas, where there are higher barriers to social mobility than in hotspots, but those apprenticeships are often of lower quality than in the hotspots. If we are to rebalance our economy, we urgently need reforms to the apprenticeship levy to ensure that it meets the needs of the most disadvantaged areas and those with a legacy of underinvestment, such as my constituency of Bradford South.

A debate about skills policy must not be just about how to support young people to enter the workplace; it also must consider those who are already working. To achieve a sustainable supply of skills with the flexibility to meet the ever-evolving needs of business, industry and the public sector, the UK must maximise the potential of its existing workforce. That is why the 45% reduction in spending on adult education since 2010 is so short-sighted and damaging to our economy. If Government want business and individuals to see training as an investment and not as a cost, they must lead by example. To meet the wider training need of the economy, we need more focus on how the apprenticeship levy can be used to tackle the overall skills shortage.

[Dr Dan Poulter (Central Suffolk and North Ipswich) (Con)]

I agree with a number of the hon. Lady’s points, but while I accept what she says about individuals gaining access to education as adults, does she not agree that employers have a duty to their staff to ensure that they are properly trained, that their careers are developed, and that appropriate adaptions are made if they transition into another career or a different role in the organisation? It should not necessarily be down to the Government to do that. Employers have an important role and a moral obligation to their staff.

[Judith Cummins]

Yes, everyone has a wider responsibility to train and retain. Lifelong learning is, in fact, a mantra going back some decades.

The Chartered Institute of Personnel and Development comments:

“The Government should consider broadening the apprenticeship levy into a wider training levy. The training levy could be reconfigured to cover a much broader range of organisations…whereby all businesses with more than 50 employees would contribute, with larger businesses contributing more to the pot.”

That would allow levy funds to be used to fund people with low qualifications to access pre-apprenticeship training.

A wider problem that has affected this country for decades is overreliance on individual learners to make informed choices about their training in an environment that is not well structured and where independent advice is not freely available. Unlike much of Europe, we do not have a strong industrial sectoral voice to drive collective action from employers. To pursue the high-skills route to business success, more effort must be made to develop that voice. The Government must no longer rely on responding to individual employers and instead work to build up strong sector skills bodies, which will be more able to forecast skills needs and encourage the collective commitment to skills that we have heard about in the debate.

Sectoral institutions should include a range of key stakeholders able to build a wider commitment through an entire industry. That model is found in other western European countries, such as Germany and France, where it is common practice for employers, civil society groups and trade unions to co-operate to achieve mutually agreed goals. Achieving that requires the Government to take both a more active and a more supportive role and to devolve greater power and responsibility to key sectoral bodies. Places such as Bradford need more tools and resource to close the productivity gap with London. Investing more in skills and devolving more to our cities would be a significant step forward in building an economy that works for everyone.

In conclusion, I ask the Minister to answer my questions about apprenticeships and skills. In particular, will the Government reduce the administrative burden and the costs of operating the apprenticeship system to the pre-May 2017 levels? What will she do to address the regional imbalances that are built into the apprenticeship levy? Does she intend to develop a strong sectoral voice to articulate and stimulate the demand for skills?

If we get the skills policy right, we can give young people the tools they need to secure high-quality jobs, and we can boost productivity and rebalance the economy so that it works for all places and all people in our country. That must be our absolute priority, and I hope that today’s debate and the Minister’s responses will contribute to getting that right. Finally, I would like to place on record my thanks to the Minister for her welcome interventions in helping to secure a future for Bradford College. I very much look forward to working with her.

--- Later in debate ---

[Anne Milton]

I do not have regrets. What matters is what we do next, and that we make sure we identify the skills we need. In case I do not have time later, let me note that the hon. Gentleman mentioned devolving skills budgets. In fact, skills budgets are devolved down to the lowest possible level: to local employers. Firms in Bradford and Hull—the levy payers—have the money at their disposal, and we will redistribute it to SMEs.

Time is short, and I do not have time to mention everything, but the hon. Member for Kingston upon Hull West and Hessle mentioned nursing, a perfect example of the pathway for progression that I want to see from level 2 right up to level 6. In construction, an employer in Gosport has done a wonderful map that shows young people where they can progress—right up to project manager and beyond. When I was in Bristol, where a lot of work is being done on diversity in apprenticeships, I saw what looked like a tube map, where people can see where they can get on and off their route. Of course, people can go in other directions: they might well do a level 2 in business admin and then go into nursing or end up doing a level 6 in a completely different discipline. That is exactly the area that I want to concentrate on. I spent a lot of time getting business working with the levy and getting the system up and running, but now what matters to me is progression.

With respect to the drop in level 2 apprenticeships, which was mentioned earlier, we are not absolutely sure what is behind the figures. Some 90%[Official Report, 9 January 2019, Vol. 652, c. 6MC.] of starts are still at levels 2 and 3, and of course employment is high, but we need to dig deeper. What matters to me is the people I meet, like the young man I met who got chucked out of college twice, got a level 2 apprenticeship with Virgin Media, skipped level 3, did a level 4—

[Judith Cummins]

rose—

[Anne Milton]

I know—you have 30 seconds.

That young man skipped level 5 and is now doing a level 6. He said to me, “I am a miracle.” That is what this is about: giving people that second chance. I am sorry that I do not have time to say any more.

[Judith Cummins]

I am really grateful to all hon. Members who took part in the debate. I agree with everybody who said that this is such an important subject and that we should concentrate much more on it, because it is about the future of our country, of our children and of our economy.

The Minister mentioned the national retraining scheme, a joint initiative with the TUC and the CBI. I look forward to seeing the details of that scheme, which will be really important.

When I said that some apprenticeships were not worth the paper they are written on, I did say “some”—I commented that I meant those apprenticeships with little or no training.

It is fantastic that we all agreed on the urgency of getting our skills policy right, to ensure that our economy delivers for everybody in all places. The jobs and skills mismatch is not down to individuals on the supply side. We have to stimulate and organise demand for skills through the Government empowering sectors and regions; it cannot just rest on the shoulders of individuals.

Motion lapsed (Standing Order No. 10(6)).