Funded Childcare

Karin Smyth Excerpts

Monday 22nd January 2024 Commons Chamber

[David Johnston]

My right hon. Friend has written some articles, which I have read, proposing that very idea. We think that our present system is the best way of achieving what we want to achieve, but I am of course happy to continue my discussions with him.

[Karin Smyth (Bristol South) (Lab)]

Good-quality childcare is a crucial economic infrastructure issue for parents now and the education of children in the future, which is why we need it, but the system is too complex, and we cannot access it in my constituency. Providers are collapsing. When will the Government think about drawing up a workforce plan to try to stabilise the system before adding more and more complexity for parents?

[David Johnston]

I am not sure what the hon. Lady means when she says that people in Bristol cannot access the system, but if she sends me the details, I shall be happy at look at them, because, I have said, tens of thousands of parents have already accessed it. I should also point out that while there has been a fall in the number of providers, there has been an increase in the numbers of both staff and places, so we are confident that we will deliver the roll-out as planned.

Apprenticeships: Government Support

Karin Smyth Excerpts

Tuesday 24th January 2023 Westminster Hall

[Karin Smyth (Bristol South) (Lab)]

I beg to move,

That this House has considered Government support for apprenticeships.

It is a pleasure to serve under your chairmanship, Mr Hollobone. Parents always want the best for their children, and parents across south Bristol are no different. Like families the length and breadth of the country, we want our children to succeed and have opportunities to thrive. We want kids to have the best possible start in life because we know that when that happens, their life chances for the years to follow are transformed for the better.

Under this Government, young people are being let down. A lack of investment in capital and social terms is not only harming opportunities for them, but blocking a vital pipeline that helps power everything from the NHS to business and research and development. The Government’s approach to apprenticeships is a case study in the very real damage that can be caused by Government inaction and indifference.

During my time in the NHS, I became convinced that to grow and develop our NHS, we needed to secure new ways of bringing talent and skill into the workforce. We need to use every route open to us and freshly chart some new ones to ensure that those who want to start a career in the NHS are not just able to find one, but actively encouraged to do so in a way that best suits them.

I represent communities in south Bristol that include thousands of young people with talent, ideas and passion, but many are among the least likely in the country to go to university. They need pathways that can lead them to a secure job and a rewarding career, just as our institutions and industry desperately need the skills and capabilities young people bring to the workforce. Apprenticeships can and should be an equally attractive option for those who seek a career but choose not to pursue a university degree.

[Alan Mak (Havant) (Con)]

The hon. Lady rightly says that young people often find the choice between an apprenticeship and a university degree challenging and compelling. Does she agree that a greater promotion of level 3 advanced apprenticeships could be a good compromise, because they lead to good qualifications in their own right or to a degree apprenticeship?

[Karin Smyth]

I agree that degree apprenticeships are a good thing. I am more concerned about levels 2 and 3 in my constituency, but I recently spoke to graduates at the University of Exeter about health and care. I was very proud to go down there before Christmas and promote some of the great work that the university is doing on that programme. I am certainly in favour of that, but I am concerned about levels 2 and 3.

In the health and social care sectors, we need to confront the scope and scale of the challenges faced by the NHS. Five years ago, as a fairly new MP, I said that if the Government want to increase the NHS workforce, nursing apprenticeships must be a major line for new recruits.

[Mr Toby Perkins (Chesterfield) (Lab)]

I absolutely agree with my hon. Friend’s point about the value of apprenticeships to the NHS. I asked the Government a question about how much was unspent from the NHS apprenticeship levy fund and I was told that that data is not held. Undoubtedly, millions and millions of pounds are sat unspent in NHS funds and are being sent back to the Treasury because of the lack of a functioning apprenticeship programme.

[Karin Smyth]

That is a subject worthy of a debate on its own. I spoke to one of the Minister’s predecessors, who was a nurse at one point, about that very problem. It is a thorny issue, but it is surmountable. We now have 130,000 vacancies. It is woeful and shameful, but this is preventable, as it is for sectors beyond the NHS. For example, if we are serious about tackling the climate crisis with high-skilled green jobs, we must cultivate the talents and skills of everyone to reach net zero. We cannot rely on those with a degree; we need more people. We need our education system to work for everyone and give people the options and pathways that work for them. Right now, it does not.

Apprenticeships give people things they need for a career in a way that no other path of study does. All of us are here today because we agree with the fundamental premise that they are flexible, agile, rooted in the real world and earned by experience. Each year, I am proud to run my own annual apprenticeships fair. A bit of a plug: my South Bristol Jobs and Apprenticeships Fair will take place next month at the South Bristol Skills Academy, which helps people in the area to match their ambitions and experiences with the needs of local businesses.

[Virginia Crosbie (Ynys Môn) (Con)]

I thank the hon. Lady for securing this important debate and for plugging her skills fair. I want to say a big thank you: diolch yn fawr. I held Anglesey skills day here in Westminster and businesses from all over Anglesey, including Babcock, Holyhead Marine and Mona Lifting, came to support it, and there were lots of apprentices from across the island. Does she agree that apprenticeships can be a key way of giving our young people the life skills with which to succeed?

[Karin Smyth]

I do. The fairs are uplifting experiences, and I am sorry that I missed the hon. Lady’s fair. Young people and businesses are so passionate about them, and I look forward to my seventh next year. It will bring together those businesses, particularly small businesses, that are desperately seeking new workers. In a prosperous city such as Bristol, it should not be so hard to match the desire and needs of businesses with the ambitions of local people. The Government need to get a grip and develop a proper plan to make apprenticeships work.

I know that the Minister has championed apprenticeships from his very first speech in Parliament, and that he is as passionate about the subject as I am. He was kind enough to visit my Bristol South constituency in 2019. I take him at his word that he wants to see more apprenticeships made available to more people, but he is the eighth person to be the responsible Minister in the last 12 years. The brief that has been merged, renamed, repackaged and passed around, I think, 13 times in the same period. His Government simply have not done enough over the last 12 years; the lack of focus has been matched only by the lack of funding. Despite what we in this room think, apprenticeships are the perennial afterthought. They are passed around in ministerial red boxes like a game of educational pass the parcel. I know that the Minister is happy to be left holding the prize, but that cannot of itself make up for the neglect that the sector has suffered under successive Governments for more than a decade. I am glad that he is in his place for the debate, but he knows that the Government need to do more. As he will have heard in his time as Chair of the Education Committee, employers report increasing skills shortages and decreasing numbers of young people leaving education with the skills businesses need. The Government have no plan to address that.

For all the Chancellor’s talk of skills, it is clear that under the Conservative Government there has been a marked decline in apprenticeship starts over the last 10 years. As a result, there will be thousands of young people whose talent has been squandered. I see that in my own constituency: 1,250 people started an apprenticeship in Bristol South in 2011, but by 2019-20, that figure had dropped by 40%. It is not just in south Bristol. Before the pandemic, apprenticeship starts were down 28% across the country for under-19s, and £330 million of unspent levy was sent back to the Treasury. Only one in five of the promised 100,000 new apprenticeships were delivered. According to Department for Education figures for the 2021-22 academic year, apprenticeship starts are down again by 4.8% compared with 2018-19, and the number successfully completing their apprenticeships has plummeted by 31.5%. Something is clearly very wrong.

Answers from the Minister’s own Department show that the number of young people not in education, employment or training is also going up. This is a pattern of failure over a period of time, and after 12 years the Government are clearly to blame. That is not a surprise to the Minister; he is aware of all the problems and challenges from the evidence given to the Select Committee. He has also heard the cries from businesses about the apprenticeship levy. Smaller businesses say that the new system has

“added to the barriers, complexity and cost of recruiting and training staff.”

Larger businesses report that,

“the inflexibility of the system has made it difficult to spend their levy funds…leaving less money available to pay for the training people need.”

As my hon. Friend the Member for Chesterfield (Mr Perkins) said, that is also writ large in the health service. As well intentioned as the levy is—we are all very keen to support it and make it work—it is clearly now broken. There are too few apprenticeships available and too few small businesses, which are the basis of my constituency, participating. Crucially, there are nowhere near enough level 2 or level 3 apprenticeships on offer.

I appreciate the work that has been done to improve the flexibility of the transfer system, which is a point that I raised with the then Minister in 2021. However, the numbers speak for themselves, and we should be terrified by what they are telling us. Some 12 months before the levy came into operation, 564,800 learners started an apprenticeship. A year later, that number had fallen by over 200,000. In the last academic year, the start rate was even lower. The figures are shameful. Some 200,000 potentially life-changing opportunities for young people—each one a real person with a real contribution to make— no longer exist. They are the people we see at apprenticeship fairs and the families we talk to in our surgeries. The story is even grimmer when we drill down and see 100,000 young people dropping out of courses each year.

The evidence shows that a growing proportion of apprenticeships are now being undertaken by older people, with businesses using their levy funds to train staff who are already qualified or established in their careers. That may be good, but it is not what the levy was designed for and does not help a young person to get that vital first foot on the employment ladder. It is not just young people who face difficulty as a result of the decisions of the Government. When the Minister was Chair of the Education Committee, it pointed out that:

“More needs to be done to support adult learners with special educational needs and disabilities”.

Again, I could not agree more.

The Minister will know that supported internships and apprenticeships are a crucial piece of the puzzle when helping learners with SEND to access work, but, to quote the Education Committee,

“these opportunities are limited, and support funding is insufficient.”

What did the Government plan to do about the crisis affecting apprenticeships? They set a target to have 3 million apprenticeships by 2020 in the 2015 Queen’s Speech—my first Queen’s Speech as a Member of Parliament. However, we know that apprenticeship starts have declined by over 40% since 2010. As with so many of the Government’s targets, I am not sure that that will ever be met.

The Government’s decision to put aside apprenticeships in the Skills and Post-16 Education Act 2022 suggests that they have all but given up on apprenticeships, and it tells me that the Government have a woeful lack of ambition for our children and young people. It was a missed opportunity for a Government who have consistently failed to match the rhetoric with action. I know that the Minister is an advocate of degree apprenticeships, which combine paid work with part-time study—we also heard about that from the hon. Member for Havant (Alan Mak)—and I was proud to talk to students in Exeter recently. I was deeply impressed by their tenacity and ambition. The Education Committee highlighted that degree apprenticeships are crucial for boosting productivity and widening access for students from disadvantaged backgrounds.

[Katherine Fletcher (South Ribble) (Con)]

I am listening intently to the hon. Lady’s structured analysis of the current situation, although I do not agree with all of it. I want to highlight the example of EnergyAce, a business in my constituency. It is a family firm that designs and manufactures innovative products that help firms use smaller amounts of electricity. Young people in that business are going to the University of Central Lancashire to do degree apprenticeships, to increase the productivity of the business and to upskill small and medium-sized enterprises, which we know are vital for growth in the economy. They were particularly grateful for the opening up of opportunities to upskill their workforce. They are still relatively young—you and I, Mr Hollobone, would probably think they are quite young people. Does the hon. Lady agree that it is really important that, while we make sure there are quality places in apprenticeships, we do not throw the baby out with the bathwater on degree apprenticeships and the contribution they have to make to growth in the SME sector?

[Karin Smyth]

I agree that degree apprenticeships have their place, but that is not what the levy was for. As I have heard regularly in the debates I have attended in the seven years for which I have been in this place, our concern is for the small and medium-sized enterprises in our constituencies that are finding the subject really difficult to navigate. My constituents, who are among the least likely in the country to go to university, need level 2 and level 3 apprenticeships to help them up the ladder—I am particularly keen on the ladder. I do not want to throw any babies out with any bathwater—I am not sure where the bathwater and the baby come into the debate—but we cannot lose one for the sight of another, and a Government who were ambitious for apprenticeships would be able to do both. The implementation of lower-level apprenticeships has just been too slow. In my constituency, they are often for people who have been let down by the education system and who need to reach the first rung on the ladder.

We have had some other things that I have tried to support, such as the kickstart campaign—I do not know what has happened to that—and I am looking forward to seeing the results of the fire it up campaign. The Minister will know that I try to support all schemes, regardless of party politics. I want whatever works, and I will try to make anything work. We need to turn the tide on the catalogue of failures that have become so synonymous with the Government’s strategies for apprenticeships. I am not overly confident, but I am hopeful that we can do something better. I am obviously more hopeful about the next Labour Government, and I am sure my hon. Friend the Member for Chesterfield will outline our approach.

We cannot level up without skilling up. Transforming the failed apprenticeship levy and creating what we have called a growth and skills levy will give businesses the flexibility they need to train their workforce and create opportunities that will drive growth across every region of our country and in every sector of our economy. I am sure my hon. Friend would not mind if the Government stole that idea—they can crack on with that if they would like to. We want to unlock Britain’s potential, and people need a solid foundation in education and a chance to succeed to do that.

Having security at work and investing in apprenticeships and training opportunities enables people who want the chance to reskill, all of which will help people into high-quality jobs. What we talk about as a green prosperity plan—again, pinch it—will create a million good jobs in industries and businesses in all parts of the country, underpinned by new apprenticeships in the technology sector that will be vital in meeting our net zero commitments. That is the new building in my constituency that the Minister came to see. That is what we want to be looking at: the jobs of the future.

It is clear that the potential for improving our apprenticeship system in the UK is huge. I continue to hope that is the case. I hope that through the debate, apprenticeships are given the prominence they deserve and the help they need, and I hope the Minister will use his time to confirm that even as the eighth Minister at the tail end of a Government fast running out of ideas and time, he will ensure a proper focus on skills and apprenticeships within the Government to ensure our country and our economy have the skills for the future.

Can the Minister outline the immediate actions he and his officials will take to drastically improve the quality of apprenticeships and curb that terrible drop-out rate? I sincerely wish to hear how the long-awaited review of the levy is going and what actions the Government will take. I am sure he will agree, as the former Chair of the Select Committee, that more funding is needed for supported apprenticeships and special educational needs and disabilities. Perhaps he can use his appearance today to surprise us all. Given his personal support for degree apprenticeships, can he outline what the Government will do to ensure faster implementation of the programme? Finally, it would make me very happy if the Minister were to announce, here and now, the use of apprenticeships to increase the NHS workforce.

The legacy of the Government is not good. Amidst the wreckage, good ideas remain and with good people like the Minister, who have a genuine belief in the transformative nature of apprenticeships, I hope we can move forward so that no other young person has their future scuppered for, frankly, no good reason.

[Mr Philip Hollobone (in the Chair)]

The debate can last until 5.30 pm. There are seven Members standing, six of whom have had the courtesy to inform the Chair that they wish to speak. To get everybody in, there will be a time limit of three and a half minutes with no interventions.

--- Later in debate ---

[Karin Smyth]

It has been an enjoyable debate. As ever, we learn so much from each other’s constituencies: about the variety of land-based apprenticeships, which I do not have many of, about towns and cities, and about Northern Ireland. There were helpful comments about training providers, which we did not get a chance to talk to, getting rid of stigma and so on, all of which I agree with.

In painting my picture, I got all my statistics from the Department for Education’s website, the Library and so on. That is the picture, and we need to own it before we try to improve it. I want properly resourced and well-managed apprenticeships. I see them as a silver bullet that does not simply resolve the practical problems but makes a lasting, positive difference to apprentices and the places in which they work. That is what we want to see. I need the Government to do better, and I hope that some of the contributions to today’s debate will start us on that journey. I wish everyone good luck with their apprenticeship fairs; everyone needs to come to mine in Bristol South in February.

Question put and agreed to.

Resolved,

That this House has considered Government support for apprenticeships.

Schools White Paper

Karin Smyth Excerpts

Monday 28th March 2022 Commons Chamber

[Nadhim Zahawi]

My right hon. Friend is absolutely right. We endowed the Education Endowment Foundation when the coalition Government came into office, and I have just announced a further endowment for the next 10 years. It has evidenced the qualifications and quality of teacher training that are required, whether in the early careers framework, initial teacher training or later in life in professional development, and we are following that evidence and scaling up half a million teacher training opportunities. That has never been attempted, certainly in my time in Parliament; it is a huge scale-up of teacher training and that is what we will deliver.

[Karin Smyth (Bristol South) (Lab)]

When he was confronted on yesterday’s “Sophy Ridge on Sunday,” the Secretary of State could not answer a question on the shocking fall in per pupil funding, particularly compared with private schools. My child, like thousands of children, started school just before this Government came into power and they are just about to finish. The Secretary of State talks about a parent pledge. Will he apologise to the thousands of parents and young people for what this Government have done to per pupil funding over the last 12 years?

[Nadhim Zahawi]

I am slightly puzzled by the hon. Lady’s question. As I described, standards have consistently gone up because we have introduced things such as the phonics screening check. We are investing £7 billion in education, with £4 billion frontloaded for this year and next year, to make sure that schools have the funding they need. Andreas Schleicher of the OECD was in my office telling me that, actually, the United Kingdom is in the top quartile for investment in our school system. That is what this Government are doing, and this White Paper takes the evidence for what works and scales it for every child in this country. I want to see every child have the opportunity I had to achieve to the best of their talent.

Skills and Post-16 Education Bill [Lords]

Karin Smyth Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[Karin Smyth (Bristol South) (Lab)]

Having gone to a further education college myself, I am a strong supporter of further education and alternative routes to higher education or skills. As chair of the all-party group on social mobility, I think that both FE and alternative routes are the route to better social mobility. Since becoming a Member of this House in 2015, I have spoken numerous times, including in my maiden speech, about the importance of devolution in England and post-16 education. We need to match up the opportunities that exist in my very wealthy city with the lack of opportunity that too many of my constituents face. It remains a dreadful waste of their human potential.

In terms of supporting FE and apprenticeships, I have served as chair of the APPG on apprenticeships and I run an annual apprenticeships fair because I think that is the route up the ladder. It is a crucial step up, particularly for those who have a poor experience of school or no history or experience of higher education. The lack of a proposal or support in the Bill for lower level apprenticeships is a major mistake. The Government need to think again and try to match up some of those aspirations, particularly around level 2 and level 3.

On BTECs, I cannot say better than what was said by my hon. Friends the Members for Sheffield, Brightside and Hillsborough (Gill Furniss) and for St Helens South and Whiston (Ms Rimmer). BTECs are a hugely valuable bridge of hope and encouragement. Frankly, we cannot keep experimenting with these kids. We would not be doing this with A-levels; nobody messes with A-levels in the way mess with the opportunities for these kids. We need to give them some security, and security of having people to teach it as well, as well as employer confidence.

I have often spoken about how poor career support is. These are confusing pathways for young people, particularly the young disadvantaged, and we need to make that better, but six years on, we still seem to be talking about the importance of career support. I listened carefully to the Secretary of State and await with interest further detail about managing that pathway and making it simpler. I think he understands that and we have to see whether he can deliver it.

As others have said, the Bill has been much improved in the Lords, and I support the amendments made there. On local ecosystems, I agree with my neighbour, the right hon. Member for Kingswood (Chris Skidmore). We have heard some interesting discussions about the Secretary of State’s power grab and permissiveness at the local level. The Government have not got this right and there surely is some cross-learning to be done, because what is worrying about this Bill is the Secretary of State’s powers. There are no real criteria for when or how he or she can sack the local chamber of commerce person or the principal of the college if he or she thinks they are not performing. We have a similar problem in the Health and Care Bill. It would be good if the Government talked to different parts of their own side about that.

Fundamentally, we cannot deliver any of these things without a strong further education sector. The problems that we continue to have in Bristol are largely financial involving the college, but it has been “requires improvement” for some time, and that needs to change, because it means we cannot cohere the ecosystem and support other providers, such as the Knowle West Media Centre in my constituency, which I visited last week. Such organisations are at the forefront of digital innovation and supporting young people from the community into these larger providers. I await with interest how local accountability through the West of England Combined Authority will work, because it is clear to anyone that the FE funding model is broken.

With the amendments from the Lords, this is a better Bill for Bristol South, but many questions remain about the criteria for success. What is the Secretary of State’s real involvement? How can we support the local ecosystem? Being caught between the LEP and chambers of commerce is like being caught between a rock and a hard place, so that needs a great deal of examination. Democratic accountability is important, but crucially we need encouragement, support, ease of access and opportunity for our young people and those who have fallen behind at an earlier point in their lives. That is the only way we can ensure better social mobility.

Catch-up Premium

Karin Smyth Excerpts

Tuesday 15th June 2021 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

Well, here we are again. As I said last week, once again we have heard nothing from Opposition Front Benchers but

“warm words and hot indignation”,

with no serious plan, while

“the Government are getting on with the challenging job of tackling the pandemic, keeping our economy alive, supporting people’s incomes, supporting the NHS and our doctors and nurses, vaccinating the nation, and providing education and support to 8 million children and young people.”—[Official Report, 9 June 2021; Vol. 696, c. 967.]

However, once again I welcome the debate and the opportunity that it provides to set out clearly our commitment and action to ensure that no child will suffer damage to their long-term prospects because of the pandemic.

The motion’s title on the Order Paper is “Allocation of funding for the catch-up premium”. The catch-up premium—£650 million of additional funding for schools—was announced by the Prime Minister in June 2020. It provided £80 per pupil in mainstream schools, both primary and secondary, and three times that rate—£240—for each place in special schools, special units and alternative provision. Even in the early days of the pandemic, the Government knew that closing schools to most pupils would have an impact on children’s education, so alongside the action that we took to secure jobs, support the economy and back the NHS, the catch-up premium ensured that schools could respond to the challenges that children and young people faced.

At the same time, in June last year, we also announced the £350 million national tutoring programme and, with the support of the Education Endowment Foundation, evaluated and procured 33 tutoring organisations to provide one-to-one and small group tuition to disadvantaged and other children who were in need of the kind of support that we know from the evidence is highly effective in helping children to catch up. Establishing the national tutoring programme was a major undertaking and is on track to have helped 250,000 pupils by the end of this academic year. The plans that we announced two weeks ago will extend that to up to 6 million courses of 15 hours of tutoring over the next three years.

I turn to the motion itself, which calls for

“all papers, correspondence and advice”

given to Ministers to be disclosed to the Public Accounts Committee. The Government recognise and respect the fact that this House has rights regarding the publication of any papers, but effective government also relies on some key principles, such as the need for confidential and frank discussions among Ministers, Cabinet Committees and any advisers that the Government appoint to help to improve the quality of policy making.

This is not a partisan issue. It has been the long-standing position of previous Governments, including Labour Governments, that any papers or analyses created for the Cabinet or for Ministers are, rightly, confidential. The motion fundamentally undermines that principle. Tony Blair, in his autobiography “A Journey”, in the section on the Freedom of Information Act, sets out in clear terms that

“governments, like any other organisations, need to be able to debate, discuss and decide issues with a reasonable level of confidentiality. This is not mildly important. It is of the essence. Without the confidentiality, people are inhibited and the consideration of options is limited in a way that isn’t conducive to good decision-making.”

To repeat:

“This is not mildly important. It is of the essence.”

That is why we oppose the motion tabled by the Opposition today. We believe in good government and good decision making.

[Karin Smyth (Bristol South) (Lab)]

I am grateful for the plug for the former Prime Minister, who made “education, education, education” a mantra. I was and remain very proud of the difference it made to kids in Bristol South. I accept the Minister’s point about confidentiality, but will address the key questions in the motion? What do the Government think is not good about Sir Kevan’s recommendations, why do the Government not think they need to be funded, and what would be the impact of that decision? If the Government do not want to disclose the documents, we would be happy if we understood what they think about not taking that action.

[Nick Gibb]

We did take the advice of Sir Kevan Collins, who supported our introduction of more funding for the national tutoring programme and the £400 million to improve the continuing professional development and training of teachers. We set up a review into the time element of the advice that Sir Kevan gave Ministers, which will report later this year in time to inform the spending review.

The House has a number of opportunities to scrutinise the work of the Treasury in oral questions, and the annual supply and appropriation legislation will be debated before the summer recess. There are also regular appearances by Treasury Ministers and officials before the Public Accounts Committee and the Treasury Committee.

Since the Government came into office in 2010, we have been focused on our mission of raising school standards for all pupils. Successive Prime Ministers and Education Secretaries have put in place ambitious plans to make sure that, no matter where you are born or where in the country you live, you will receive a world-class education. That is not a programme for a single term of Government; nor is it an initiative to get headlines. It is generational reform—long, steady, painstaking and difficult. We have much still to achieve, but we are making progress.

Before we came into Government in 2010, the correlation between parental wealth and pupil achievement was stubbornly entrenched. Children from poorer homes, who were already behind in their development when they started school, were falling further behind their peers. Rather than being an engine of social mobility, our school system was calcifying inequality. For Conservatives, for whom education is the gateway to opportunity, this was unacceptable.

We took bold, decisive action that was opposed all the way by the Opposition, but which has led to better schools and better life chances for young people. We overhauled Labour’s national curriculum, which was unnecessarily bureaucratic and too focused on a range of generic skills rather than rich, subject-based content, and replaced it with a new national curriculum, which provides pupils with an introduction to the essential knowledge they need to be educated citizens, immersing them in the best that has been thought and said. We took action to make sure that teachers got better training, and we introduced the pupil premium to give schools the funding they need to support disadvantaged pupils.

Our reforms are turning the tide, rebuffing the fatalistic assumptions of too many who seemed to accept that the gap between rich and poor is inevitable—the soft bigotry of low expectations, which for years was writing off pupil’s lives rather than striving to give them the education needed to influence their own destiny. Academic standards have been rising and the attainment gap between advantaged and disadvantaged pupils has been closing. Thanks to our reforms, more pupils are taking core academic GCSEs, more children are reading fluently and more children are attending good and outstanding schools.

We have taken action throughout this pandemic to ensure that children are supported, but our commitment to provide a good education for every child pre-dates covid-19 reaching our shores. We produced the best schools budget settlement for many years at the 2019 spending review. Totalling £14.4 billion, that is the largest cash boost for schools in a decade.

Core school funding increased by £2.6 billion in 2020-21, and is increasing by £4.8 billion and £7.1 billion in 2021-22 and 2022-23 respectively compared with 2019-20, including significant additional funding for children with special educational needs and disabilities. That unrelenting drive to give children and young people the best start in life meant that we were in a better place to handle the unprecedented challenges that the pandemic posed.

We know that the pandemic, as the hon. Member for Houghton and Sunderland South (Bridget Phillipson) said, has disproportionately affected children, with most missing at least 115 days of school. That is precisely why we took immediate action to provide education remotely, delivering more than 1.3 million laptops or tablets alongside wireless routers and access to free mobile data for disadvantaged families.

--- Later in debate ---

[Karin Smyth (Bristol South) (Lab)]

I pay tribute to all the school leaders in colleges and schools across south Bristol, and particularly to the parents and young people, for getting through this difficult year. They all had high hopes of the education recovery commissioner, whom the Government had asked to come up with a plan to ensure that schoolchildren could catch up on what they had missed out on. However, the Government ignored the evidence-based plan, awarding just a 10th of the necessary funding and then forcing him to resign because their behaviour, in his words,

“betrays an undervaluation of the importance of education”.

I recently met the Minister to discuss the pupil premium and educational outcomes in Bristol South. I am grateful for his time and attention; he is a Minister who usually does his homework, unlike many others. However, I also recently met school leaders in Bristol South, as I do every year. I meet primary and secondary headteachers as a group, because I want to understand their shared issues and ambitions and help to improve outcomes across south Bristol.

Such a meeting now happens rarely across south Bristol because of the evolution of the multi-academy trust system. There are six secondary schools in Bristol South, covered by six multi-academy trusts; in all, the nearly 40 state-funded schools in Bristol South are run by 12 different organisations. I do think that some MATs act well as a family of schools, but I do not think that they serve the families of south Bristol as well as they should or could.

Families live in the communities of south Bristol, not in the community of the MAT. In some cases, vertical support through the MAT seems to be working well, but while headteachers are accountable upwards within the MAT, south Bristol families live in local communities. Parents expect each child to be supported and educated well in their community through early years, primary, secondary, post-16 and higher education, but children are experiencing too many different organisations as part of that journey. Crucially, there is no accountability across south Bristol for the outcome of that journey, which is the destination of those young people—their chance in life.

In my six years as MP for Bristol South, my focus has been on further education and apprenticeships post 16 to help young people fulfil their potential, but I have realised that the lack of ownership and accountability for destination, success and outcomes is a major problem that no number of well-meaning piecemeal initiatives will solve. I now see that the pandemic and the loss of learning must be the catalyst for taking this seriously.

We will not solve the problem of poor education outcomes for these children without focus on the context of their lives. That focus has to be local and at the transition between all levels. For me, supporting further education is the only approach that can capture those children and, with the right professional support and stability of funding, help them to reach their true potential. Covid-19 has exacerbated the disproportionate impact of poor education on young people. We absolutely need to use this opportunity to make things better for the future.

Oral Answers to Questions

Karin Smyth Excerpts

Monday 26th April 2021 Commons Chamber

[Gavin Williamson]

My hon. Friend raises an important issue about mental health and wellbeing. Sometimes, bullying can sadly be exacerbated as a result of such issues, and mobile phones are used to do that. Some 50% of schools have already rolled out phone-free environments, while ensuring that students have access to a mobile phone as they travel to and from school. That delivers benefits for children’s wellbeing and mental health, as well as for how well they do at school. We want such environments to be rolled out, and I assure my hon. Friend that that is what we will do.

[Karin Smyth (Bristol South) (Lab)]

  I have written to the Minister about an error in the way the national school census recorded nursery provision. Along with the cancellation of the summer census, that meant that Four Acres academy in my constituency lost some £80,000. The Government change of date on the pupil premium has left Bristol schools with a shortfall of about £1.6 million. Catch-up funding is about £1.64 million. By my maths, that is a case—almost exactly—of the Lord giveth, and the Lord has taken away. Will the Minister meet me to assure me that poorer children in Bristol are not being penalised, and will he publish the data and let us see exactly what has come to our schools and what has been taken away? I will work with the Minister to ensure that that is clear.

[Vicky Ford]

We have invested record amounts in early years funding over the past few years, with more than £3.5 billion a year for the past three years. We have continued to put unprecedented amounts into that. I confirm that, on the whole, more funding will be going to the pupil premium next year than in previous years. The Schools Minister leads on this matter, and I am sure he would be delighted to meet the hon. Lady.

Skills for Jobs White Paper

Karin Smyth Excerpts

Thursday 21st January 2021 Commons Chamber

[Gavin Williamson]

My right hon. Friend is absolutely right. It is so important that our colleges are at the forefront of ensuring that we have the skills needed for the new technologies and new emerging markets, which will be so demanding for skills, whether that is in green energy, digital or cyber-security. Colleges can play a pivotal role in providing those skills swiftly and quickly for the market needs.

[Karin Smyth (Bristol South) (Lab) [V]]

Part of the problem is that too few leaders have personal experience, understanding or, indeed, respect for the work of further education settings. City of Bristol College can, and it is ready to support economic development and pandemic recovery, but it needs secure funding, nationally and locally, now. Will the Secretary of State direct local businesses, and particularly the West of England Combined Authority, to put the college front and centre of their planning, particularly for skills levels 2 and 3?

[Gavin Williamson]

We certainly hope that right across the country, and not just in Bristol, everyone sees colleges as a vital lever in delivering economic growth through delivering skills.

Education: Return in January

Karin Smyth Excerpts

Wednesday 30th December 2020 Commons Chamber

[Gavin Williamson]

I certainly hope that it does give people confidence to know that primary schools in my right hon. Friend’s constituency of Romsey will be opening on Monday, that exam year groups will be returning to secondary school and colleges on 11 January, and that all year groups will be returning shortly after that.

[Karin Smyth (Bristol South) (Lab) [V]]

The Secretary of State has just said that we can be confident about what is happening next week but, frankly, as a parent and as a legislator, I have no confidence in what he has just said. I am none the wiser after his statement, having heard privately from health experts this afternoon. Parents have one question for the Secretary of State: how will we know, when we send our kids back to school this week or the week after, that it is safe to do so?

[Gavin Williamson]

What we have seen consistently since the start of June is that millions of children have safely returned to school thanks to the amazing efforts of so many teaching and support staff to create safe and secure environments for children to learn in and others to work in. We recognise that this new strain means we have to go that bit further—so much further. That is why we are introducing this mass testing scheme, the largest that this country has ever seen, to give parents and those who work in secondary schools extra confidence and belief that it is safe for those children to return, to help all who are engaged in this battle against covid to root out the disease, and ensure that those who are infected by it know that they are and can self-isolate.

Free School Meals

Karin Smyth Excerpts

Wednesday 21st October 2020 Commons Chamber

[The Secretary of State for Education (Gavin Williamson)]

I beg to move an amendment, to leave out from “House” to the end of the Question and add:

“notes that schools are now fully operational following the covid-19 outbreak, and will continue to offer free school meals in term time; welcomes the substantial support provided by the Government to children worth £550 million annually; further welcomes that this support has been bolstered by almost £53 billion worth of income protection schemes, and £9.3 billion of additional welfare payments; notes that eligible families have also been supported throughout lockdown through the receipt of meal vouchers worth £380 million while schools were partially closed, alongside the Holiday Activities and Food Fund; and further supports the Government in its ongoing activities to help the most vulnerable children in society.”

As we all know, this is a unique and hugely challenging period that our nation faces. We understand the profound impact that the pandemic has had on people’s lives. Supporting those on lower incomes and vulnerable families is very much at the heart of the Government’s response. I recognise and understand the strength of feeling around this issue, both within this House and more widely. I would like to take this opportunity to outline the significant steps that we have taken to support children during the pandemic and the package of support available from the Government for families who might otherwise be facing hardship.

As my right hon. Friends the Prime Minister and Chancellor of the Exchequer have both made clear throughout this period, the Government will continue to support people affected by coronavirus. We have taken unprecedented action to support families and jobs, as we take measures to tackle this virus. That is why we have undertaken the most radical overhaul of our welfare system since Beveridge, by introducing universal credit, ensuring that work pays for everyone. If we had not taken those bold actions—actions that were opposed by Labour at every single stage—this country would not have been in a position to support those families and individuals, who are most vulnerable in society.

[Karin Smyth (Bristol South) (Lab)]

May I take the Secretary of State back to children and schools? As my hon. Friend the Member for Stretford and Urmston (Kate Green) has outlined, schools are anchors in the community. School leaders are already overburdened by much of what they are having to do, but they are already doing much of it. This week I visited FareShare South West in Bristol, which reaches out and uses community anchors to feed children and families. We have a golden opportunity to use schools as community anchors. The Secretary of State needs to see this differently and do that, and also include nurseries and children’s centres—the anchors for families. He needs to reconsider.

[Gavin Williamson]

I thank the hon. Lady for highlighting another Government initiative—FareShare receives considerable support from the Government, as do such schemes as Magic Breakfast, in recognition of the important role that the voluntary sector plays in provision and support for schools and children. Let me also take this opportunity to thank not just the teachers and support staff in her constituency, but those in all our constituencies, who have done an amazing job in ensuring, despite opposition from Labour on numerous occasions, that every school has the opportunity to open and that children can go back, as we have been able to do so.

Awarding of Qualifications: Role of Ministers

Karin Smyth Excerpts

Wednesday 9th September 2020 Commons Chamber

[Gavin Williamson]

We have always believed that exams are the best form of assessment, but it was not possible to run exams in May or June, so we had to come up with alternatives.

[Karin Smyth (Bristol South) (Lab)]

Following on from my hon. Friend the Member for York Central (Rachael Maskell), if that is the case, the crucial issue—and I speak as a year 11 parent—is the planning for next year. Parents’ deep concern is that the lessons from the mistakes made have not been learned and that we are walking into a crisis next June. Will he please take that into account and provide the necessary support?

[Gavin Williamson]

It is recognised on both sides of the House, I think, that children in years 11 and 13 are among those who have suffered the most severe disruption. I speak as a year 11 parent myself. We are very conscious of that—Annabel reminds me of it regularly.

--- Later in debate ---

[Karin Smyth (Bristol South) (Lab)]

In my time in this place, I have repeatedly highlighted the attainment gap for young people in Bristol South. The covid crisis makes it much worse, which is why it is urgent that the Secretary of State makes a decision about exams and what will happen next year to allow planning to close that gap. I congratulate all schools, leaders and City of Bristol college in Bristol South for their heroic efforts over the summer to get our kids back to school fully and make things as covid-safe as possible. I have been very impressed with the work they have done, and also with the collaborative way in which Bristol City Council has worked with them.

However, everyone is completely and utterly dismayed at the Government’s late and unhelpful guidance during this crisis. As one of the chairs in Bristol South said to me, “The DFE guidance still comes in fits and starts, often lacking in clarity and sometimes seeming to ignore the practical issue real schools face in interpreting and implementing the guidance.” In the spirit of being helpful, I am keen to help my own children and the children of Bristol South and, indeed, the country. Education is about outcomes and preparing for life. No set of school leavers needs that more than these young people, so let us help. Let us think big. Let us get ambitious for these young people.

First, let us start co-ordinating the guidance. Do not send it every day or every week, but make clear what has changed since last time. Put it through a computer with track changes on. That will make a massive difference for school leaders. Secondly, can we have some clarity on how we use Ofsted in the next year or so? What will be the nature of its visits to schools? Can the approach now be reviewed to look at the balance between support and challenge? We need to get Ofsted helpfully assisting with school improvement and safeguarding, rather than doing last-minute, high-stakes accountability inspections, which are unnecessarily adding to school leaders’ workloads.

The third area is FE transition apprenticeships, which are the key to young people’s opportunities in Bristol South. I am a strong supporter and a chair of the all-party parliamentary group on apprenticeships, but the pandemic has wreaked havoc on the ability of employers to support apprenticeships. As was discussed in the Education Committee yesterday, what is needed for FE is a national plan for colleges and sixth forms. There can be no one-size-fits-all approach. We need an end to these piecemeal, headline-grabbing policy announcements.

Those are my suggestions for the Government. They need to take note of what we have learnt this year to help with next year and going forward, and they will have a lot of co-operation from many Members in this House in doing so.