Oral Answers to Questions

Debate between Karl McCartney and David Rutley

Monday 13th December 2021 Commons Chamber

[Karl MᶜCartney (Lincoln) (Con)]

16. What assessment she has made of the impact of the universal credit taper rate reduction on household budgets.

[The Parliamentary Under-Secretary of State for Work and Pensions (David Rutley)]

The reduction in the taper rate and increase in the work allowances mean that 1.9 million households will keep on average an extra £1,000 a year, representing an effective tax cut for low-income working households in receipt of universal credit that will be worth £2.2 billion a year in 2022-23. We are allowing working households to keep more of what they earn and strengthening incentives to move and progress in work.

[Karl MᶜCartney]

Unlike the legacy system, which has in-built cliff edges, universal credit ensures that it always pays to take on more hours. Will my hon. Friend commit to working with employers, especially those in my constituency of Lincoln, in low-pay sectors to ensure that they can help their employees understand that?

[David Rutley]

Throughout our job network, our employer partnership teams and employment advisers are working closely with local employers to ensure that they help claimants understand how best to benefit from the recent positive changes to universal credit taper rates and work allowances. I am sure that my hon. Friend, with his fantastic shirt, will assist with his characteristic energy with this important task.

Educational Performance: Boys

Debate between Karl McCartney and David Rutley

Tuesday 6th September 2016 Westminster Hall

[Karl MᶜCartney]

My colleague from Hazel Grove makes a very good point.

Perhaps longer working hours and one-parent families where the father is not the primary carer are also an issue. The economy has changed, so the value of job opportunities in masculine-type work, such as in heavy industry, has changed, or such jobs are not as available as they once were.

Another theme is whether the education system is boy-friendly. I believe that the educational system, schools and the sector as a whole are not focused enough on supporting boys. That could be because schools lack understanding about boys and what makes them tick. Practical education, a level of freedom to think and act for themselves, clear goal-setting, career and subject choice support, all within a clear disciplinary framework, are needed, as is an environment that nurtures and celebrates, and does not denigrate, masculinity. The situation is exacerbated by a lack of male teachers and role models in schools. If boys see only women in schools, in whatever roles, that reinforces their view that education is just for girls.

I and others have noticed that the majority of pictures in the national papers recently—each year, it seems—were just of girls celebrating their exam success, not boys and girls, which perhaps sends a subliminal message to boys that education and success are a girl issue and not for them.

[David Rutley (Macclesfield) (Con)]

I congratulate my hon. Friend on securing this important debate. Does he not agree that one of the key things for young men in particular is motivation and aspiration? I note that a few years ago Ofsted said in a report that,

“a third of the schools failed to provide sufficient opportunities for students to engage directly with local businesses.”

Does he not think that if we get more businesses to provide role models and experiences for young men, they are more likely to get motivated about opportunities and then focus more on their studies to help them to achieve those goals and aspirations?

[Karl MᶜCartney]

Indeed, I entirely agree with my hon. Friend. I point him in the direction of what is now Career Ready—it was formerly Career Academies UK. I helped to set up a Career Ready in my constituency. It is very much a London-and-south-east-centric charity, but I believe it needs to be rolled out across the country.

Perhaps the education sector shies away from any focus on boys because it is not politically correct. Certainly, there is deafening silence from the education trade unions and others. There would be no silence if the genders were reversed—of that I am sure. Also, the move from all-or-nothing exams to continual assessment at GCSE has been seen as favouring a female way of learning, albeit with the recent changes swinging the pendulum slightly back towards a level playing field.