Oral Answers to Questions

Kate Green Excerpts

Monday 3rd September 2012 Commons Chamber

[Sarah Teather]

I understand that this is an issue my hon. Friend feels particularly strongly about. The Government agree that the school funding system needs reform. We have already announced changes for 2013-14 that will make the local funding system simpler and more transparent. We will introduce a fair national funding formula during the next spending period. I understand that that is rather longer than he is hoping for, but it is important that we make any changes at a pace that schools can manage.

[Kate Green (Stretford and Urmston) (Lab)]

How will the Minister ensure that spending via the pupil premium reaches the most disadvantaged pupils in schools and actually makes a difference to their outcomes?

[Sarah Teather]

From this September, schools are required to publish what money they receive through the pupil premium and what they do with it, and to do so online so that councillors, governors and parents can scrutinise what is happening with that money. Similarly, Ofsted is focusing much more on the efforts schools are making with disadvantaged students. Of course, we are publishing key stage 2 and 4 results for students eligible for the pupil premium separately. This is all part of a picture of increasing transparency. Of the schools I have visited, many are already using it for innovative and interesting projects. I encourage the hon. Lady to ensure that all the schools in her constituency have all the children who should be on free school meals claiming them to ensure that they actually get the money they are owed.

Further Education Loans

Kate Green Excerpts

Tuesday 17th July 2012 Westminster Hall

[Tristram Hunt]

In Stoke-on-Trent and, I imagine, in my right hon. Friend’s constituency, we have seen a fall in the number of those who are seeking to go on to higher education in local universities as a result of the increase in tuition fees to £9,000. Will we see the self-same fall among those who are seeking to go on to further education? That is exactly the wrong strategy to pursue in such cities, which, above all, need to upgrade their skills.

I also welcome Government recognition that there is a capital issue in FE with the STEM subjects of science, technology, engineering and maths, although it is not clear how that will prevent the cost differential between those more expensive courses and the cheaper humanity courses in a sustainable way. Again, we need more details.

Another difference between the higher and further education sectors does not stack up well for the proposals—the relative homogeneity of higher education courses in terms of length, the academic calendar, qualifications offered and the application process, compared with courses in further education, which can often vary in length, begin at different points and have much less obvious timings. To be generous, the Student Loans Company does not have an outstanding record of delivery even when administering the far simpler world of higher education loans. In the Minister’s response, will he outline what steps he is taking to ensure that the Student Loans Company can cope with that added pressure? We will certainly see the consequences in our constituency surgeries if the change goes wrong.

My greatest concern with the proposals, however, surrounds their financing. It is my understanding that the Government have estimated that only 40% of all level 3 qualification loans will get fully repaid. As my right hon. Friend implied, under the current policy, the Skills Funding Agency funds 50% of the cost of further education courses. There is a powerful case for not decreasing state support for further education on social mobility grounds—perhaps even more so than for higher education—but the Government have been clear that deficit reduction is part of their motivation. If only 40% of the loans are repaid, how would that represent a better deal for the taxpayer?

[Kate Green (Stretford and Urmston) (Lab)]

I congratulate my hon. Friend on securing this important debate. Does he agree that there will be an in-built inefficiency if the numbers of students fall so substantially that the fixed costs of colleges are no longer adequately covered by student fees?

[Tristram Hunt]

That is precisely the kind of area that we will need to look at when considering how the loans play out. What we saw in the higher education loans system was all sorts of additions to the initial policy, as the Government sought to unpick the consequences. In the way that things have been managed, we simply do not have the data to appreciate what will happen.

We can be positive about many elements of the Government plans, but we need to thrash out the questions of the consequences: value for money for the taxpayers; whether the Government have a philosophical objection to public investment in skills, although we know how important they are; and some of the detailed practicalities surrounding last week’s announcement, as my right hon. and hon. Friends have suggested. It would have been helpful to have had the discussion in the House, with more colleagues with FE colleges in their constituencies present to explore such major public policy changes.

BME Communities (Educational Attainment)

Kate Green Excerpts

Tuesday 26th June 2012 Westminster Hall

[Kevin Brennan]

I agree that it is extremely important that every young person and child should understand the implications of the pathways that they choose at GCSE. It is important that they understand that certain choices may lead to closing off opportunities at a later stage. I do not, however, support the crude mechanism of the E-bac, because I do not think that it is the way forward for qualifications at 16, and it will not necessarily mean that people will opt for those subjects that it is in their interests to take. There should be a clear understanding of the implications of choices made at 16. We should retain high expectations for young people in their GCSEs, particularly in English and maths, but also allow them the opportunity to make informed choices about the subjects that they want to take.

I want to address a number of points made by my hon. Friend the Member for Hackney North and Stoke Newington (Ms Abbott). She is right to emphasise that this is not a new issue. Indeed, she has been making that point for the 25 years she has been a Member of this House, which she entered in 1987. It is only right that we pay tribute to her efforts on the subject, including her practical efforts in relation to the initiative that she mentioned in her speech.

My hon. Friend and I debated the issue when I was a Minister in the Department for Children, Schools and Families in 2008 and I can confirm that she is passionate about the subject and has a lot to say. As I recall, she took 26 of the 30 minutes that we had to debate the issue and I did my best to respond in the remaining time available. She was quite right, however, because she had a lot to say on the subject. She was right to emphasise its importance and to take me to task, as a Minister, on the subject, as she had previous Labour Ministers and as I am sure she will continue to do to coalition Ministers. It is important to hold our feet to the fire and make sure that our attention is maintained. That applies not just to those of us on the Opposition Benches, but, more importantly, given that the Minister is in government, to those who hold the levers of policy in the Department for Education. My hon. Friend was also right to mention the need for detailed data, which I will return to in a moment.

When we debated this topic in 2008, my hon. Friend made a number of points that caught my attention, one of which was that research by the former Department of Education and Skills confirmed:

“Black Caribbean pupils are significantly more likely to be permanently excluded—3 times more likely than White pupils.”

However, as my hon. Friend has said today, and as she said in 2008:

“In relation to base-line entry tests, black pupils outperform their white peers at the start of school”.

We need to understand what is going on.

My hon. Friend went on to emphasise the importance of teacher training, pointing out that only 35% of newly qualified teachers

“rated their course as good for preparing them to teach black children, as opposed to 60 per cent. who rated their course as good preparation for teaching children of all abilities.” —[Official Report, 1 April 2008; Vol. 474, c. 223, 224WH.]

That is still a significant issue that we all need to consider and that the Minister must not lose sight of in his reform of teacher training.

My hon. Friend talked about exclusion, which absolutely needs to be tackled. When we were in government, we started to look at that subject in more detail and in greater depth than Ministers had at the start of the Labour Government in 1997, when my hon. Friend had a meeting with Education Ministers. In 2007, the Department published a priority review entitled “Getting it, getting it right” on the exclusion of black pupils. It discussed the iconic status of the issue of exclusion in black communities. Black Caribbean parents in particular believed that the school system would not meet the needs of their children unless something was done about the disproportionate level of exclusion of pupils from that particular background. It was extremely important that that report was undertaken at that time, and I would be interested to hear from the Minister about what the Government are doing now to follow up on that issue in relation to the exclusion of black and minority ethnic pupils. It was a priority of the previous Government to try to do something about that, even though they accepted that it was a complex and difficult issue. We undertook a number of initiatives that were specifically designed to tackle the issue of exclusion.

Another matter that was raised in the debate was the expectations of teachers. As long ago as 2003, the London Development Agency undertook major research that showed, among other things, that many teachers had lower expectations of black pupils and that black pupils felt that they received less positive input and, in some cases, even discrimination from teachers in the course of their school lives. Under the Race Relations (Amendment) Act 2000, schools have a duty to ensure that they deal with this issue. A significant amount of literature for schools has been published by the Department and, in the past, by the Commission for Racial Equality on the subject. One report found that a significant minority of schools were failing to implement their duties under the race relations legislation. Given that we now have a more fragmented system of education in which a number of schools are no longer run as community schools in a local authority system but have become academies, independent of any local accountability, how will the Department ensure that such schools fulfil their obligations under race relations legislation in relation to black pupils?

[Kate Green (Stretford and Urmston) (Lab)]

I am sorry to have missed part of the debate, but I am pleased that it is taking place this morning. Does my hon. Friend agree that that is a particular concern now given that the Government intend to repeal the good relations duty on the Equality and Human Rights Commission, which is of course the institutional framework by which this kind of mechanism can be applied?

[Kevin Brennan]

Yes. My hon. Friend speaks with a great deal of expertise on this subject. We are all concerned that a lot of very good work on equality could be undone—perhaps not in a deliberate sense—by Ministers who desire to follow their own path and ensure that they distinguish themselves from the previous Government in their approach to education and schools. They could be undoing very good work and taking a significant step backwards in relation to the education system and the topic that we are debating today.

My hon. Friend the Member for Oldham East and Saddleworth talked about the impact of exclusion on people’s lives and about the fact that the Department itself had calculated that there would be a significant loss of earnings for pupils who were excluded in the course of their lifetime. At the time of that study, I think the reduction in lifetime earnings as a result of exclusion was calculated at £36,000. Worse than that, 80% of the juveniles in prison had been excluded from school at one time or another. That statistic made me sit up at the time, and should make the Minister focus on the issue. If 80% of juveniles in prison have been excluded from school, that must tell us something about exclusion and whether it is effective in trying to change the sort of behavioural problems that probably led to exclusion in the first place. If that exclusion has a racial component, we should be significantly concerned.

Oral Answers to Questions

Kate Green Excerpts

Monday 18th June 2012 Commons Chamber

[Mr Gibb]

I am grateful to my right hon. Friend for that proposal. We need more of these schemes so that more young people are encouraged to enter universities. I am concerned that too few schools are entering our young people for the best universities and persuading them to apply to those universities—that must be an objective of all us.

[Kate Green (Stretford and Urmston) (Lab)]

Black and ethnic minority students are attending higher education institutions in increasing numbers, and that is obviously very welcome, but too often they attend the less prestigious institutions and achieve less good degrees. What specific steps is the Minister taking to improve the opportunities for BME students to do well at university?

[Mr Gibb]

It is about raising aspiration right across the board. The hon. Lady is absolutely right: too few young people from ethnic minorities are applying to our top universities, and that is an unacceptable state of affairs. We need to raise standards, particularly in the inner-city schools that BME students disproportionately attend. Getting better standards of education, aspiration and higher expectations in those schools is a key part of our education reform programme.

Oral Answers to Questions

Kate Green Excerpts

Monday 16th April 2012 Commons Chamber

[Kate Green (Stretford and Urmston) (Lab)]

14. What assessment he has made of the likely effects of changes in tax credit eligibility on the supply of early years and out-of-school child care.

[The Minister of State, Department for Education (Sarah Teather)]

Eligibility for tax credits will change with the reduction of the earnings threshold and the increase of the minimum working hours for couples to 24 hours per week. These changes do not affect eligibility for the child care element of working tax credit. The Department does not consider that the impact of these changes on the supply of child care will be significant.

[Kate Green]

In my constituency, about 1,500 families have lost child tax credit and 465 families face the loss of working tax credit if they cannot find more hours. Parents coming to my surgery have told me that they may have to give up work and therefore their child care places as a result. What will the Government do to monitor the impact of these changes on the child care markets, particularly in areas of high unemployment?

[Sarah Teather]

As I have said, the change in hours should not have an impact on the child care element, because the hours remain the same in terms of the eligibility for the child care element of the tax credit. All local authorities have a duty to ensure that sufficient pre-school and after-school child care is available in their areas. However, we are monitoring this situation very closely and looking at capacity in disadvantaged areas, as we are rolling out a significant increase in the amount of early years education available for two-year-olds.

Oral Answers to Questions

Kate Green Excerpts

Monday 16th January 2012 Commons Chamber

[Tim Loughton]

My hon. Friend raises a very important and worrying subject. We need to do more work on it and use local safeguarding children boards to help us join up all the responsible agencies. It is another example of where we need genuine cross-departmental and cross-governmental co-operation and joint planning, and the Department for Education and the Home Office in particular are at the heart of ensuring that we address this really horrific problem.

[Kate Green (Stretford and Urmston) (Lab)]

I am pleased that the Minister has mentioned the Government’s strategy on ending violence against women and girls. What steps is he taking to ensure that children, and especially boys, are educated about the absolute unacceptability of domestic violence as part of the personal, social, health and economic education curriculum?

[Tim Loughton]

The hon. Lady makes a very important practical point. One of my roles on the inter-ministerial group is to see what input the Department for Education can have in ensuring that children are aware from an appropriate young age of the problems of domestic violence and are taught respectful relationships as part of sex and relationships education and PSHE. There are things that we can do at home, in schools and with the agencies that are there to help prevent domestic violence, intervene and apprehend people who are responsible for that horrendous crime.

Oral Answers to Questions

Kate Green Excerpts

Monday 17th October 2011 Commons Chamber

[Michael Gove]

I will certainly do everything in my power. We could of course be helped by the Labour party, and not least by the hon. Member for Liverpool, West Derby, who says that he is “relaxed” about an enormous expansion of academies. Let us hope that the next time he has an opportunity to share his views with us, he will be enthused about this.

[Kate Green (Stretford and Urmston) (Lab)]

I was very pleased that the Government continued the capital funding for myplace, and the Fuse has now opened in my constituency, but we are very concerned about revenue funding to ensure that we are not simply left with a beautiful empty building. Can the Government offer any advice or assistance that would help to make a difference to some of the most disadvantaged young people in my community?

[Tim Loughton]

The hon. Lady is right to highlight myplace, and I was delighted that we were able to find £124 million for the building of some 63 myplace centres. I want them to be the hub of communities up and down the country. If there are particular problems with her myplace, she should speak to the Big Lottery Fund, which manages the scheme on our behalf. We will be putting forward our policy in “Positive for Youth” later in the autumn, which will set out how we can bring in new, mixed sources of revenue that I hope will help myplace centres and other youth provision.

Oral Answers to Questions

Kate Green Excerpts

Monday 11th July 2011 Commons Chamber

[Mr Gibb]

I will, of course, be delighted to visit my hon. Friend’s constituency and Braybrooke primary school. The Government are committed to the promotion of community cohesion and to breaking down barriers between different groups in society, and we have committed £201 million within the dedicated schools grant to help schools raise the performance of ethnic minority pupils, including Traveller children.

[Kate Green (Stretford and Urmston) (Lab)]

8. What recent representations he has received on face-to-face careers advice.

[The Parliamentary Under-Secretary of State for Education (Tim Loughton)]

The careers guidance provisions in clauses 26 and 27 of the Education Bill have been extensively debated and will be subjected to further scrutiny in the House of Lords. A wide range of stakeholders submitted evidence to inform the passage of the Education Bill through Parliament.

Ministers frequently respond to correspondence relating to the delivery of careers guidance. The subject has been raised in discussions with a number of interested parties including representatives from the careers sector, the Association of School and College Leaders and the Association of Colleges.

[Kate Green]

Careers advice and guidance will have to be provided in schools, but my understanding is that no inspection regime will be in force to ensure they do so. How will we know that schools facing scarcity of resources will provide impartial and high-quality advice?

[Tim Loughton]

The most important way we will discover how well the new system will work is not through measuring inputs, but through measuring outcomes. Ofsted will therefore have a role in looking at the destinations of young people leaving school, and that will be part of the performance measures we are currently discussing, which will be in place for 2012.

Employment (North-West)

Kate Green Excerpts

Wednesday 6th July 2011 Westminster Hall

[Stephen Twigg]

. I share my hon. Friend’s concern. I echo what he has said and what my hon. Friend the Member for Blackpool South said in his opening remarks: a face-to-face element and direct interaction are crucial. In a sense, my argument is that we need more rather than less of that. Some of that advice will come through traditional careers advice in school, but some needs to be different and innovative, and I will give an example shortly.

[Kate Green (Stretford and Urmston) (Lab)]

We all agree about the importance of good-quality careers advice. Is my hon. Friend as concerned as me about the resources for that advice in schools? As more schools set up independently as academies, the resources available to local authorities to support the schools that remain in their ambit will be reduced, so careers advice may suffer.

[Stephen Twigg]

Absolutely. It is vital that carers advice is seen as a priority by schools—whatever their status, they have to own this issue—and by central and local government.

I want to give an example of a social enterprise. Future First, which was set up by an inspirational young man called Jake Hayman, looks to change the way in which careers advice is provided. Its key aim is to bring former students back to their old schools to inspire, advise and guide the current pupils. It aims to build an alumni network in each school in the state sector and to work with schools to celebrate the diverse range of talents that have come from them. Future First uses these networks to engage with the current pupils over four years—this is not a one-off event. It leverages that network with a community of businesses. It is currently working in London with businesses such as Google and PricewaterhouseCoopers to provide work experience, internships and industry days.

I know one of the schools Future First works with in north London. William Ellis school in Camden has built a network of 40 former students, including football coaches, doctors, sound technicians, entrepreneurs and architects, providing a careers curriculum for more than 900 students. Through its alumni network, it has created a range of work experience placements, which includes more than 20 work-shadowing opportunities with leading barristers. That is absolutely the right way to go, because it is about promoting social mobility, narrowing gaps in opportunity between the poorest and the richest and giving young people in state schools opportunities that a lot of young people in private schools take for granted.

Future First has commissioned research into the issues it works on. Some 27% of children in state schools said the careers advice they had received was bad or very bad, whereas the figure in private schools was just 6%. Some 39% of young people attending state schools agreed with the statement:

“I don’t know anyone with a career that I'd like to do”,

and the figure rose to 45% among those receiving free school meals. The polling showed that the Future First style of advice was very popular among young people. Future First receives no Government funding and has been set up voluntarily. The schools pay for its services, but at a heavily subsidised rate. Corporate partners provide the bulk of the funding.

I have mentioned that example from London in this debate about the north-west because I am keen to see a similar programme in the north-west, perhaps starting in Liverpool—just to conjure a name off the top of my head. I have spoken today with Future First, which is keen to go to other parts of the country. That is not an alternative to the proper careers advice service my hon. Friend the Member for Blackpool South spoke about, but on its own the traditional service is not good enough. In particular, it is not addressing the skills gaps and lack of social mobility that Members have identified in the debate. I would be grateful if the Minister responded specifically on how the Government see the Future First programme.

Oral Answers to Questions

Kate Green Excerpts

Thursday 9th June 2011 Commons Chamber

[Mr Hayes]

The hon. Lady highlighted these matters in an Adjournment debate, as the whole House will know, and she has made a consistent case on the subject. I did indeed ask for a further impact assessment, because I want to be sure that what we are doing is fair as well as cost-effective. We will bring the results of that assessment to the House before the summer.

[Kate Green (Stretford and Urmston) (Lab)]

19. By how much on average he expects fees for part-time university courses to change between 2011-12 and 2012-13.

[The Minister for Universities and Science (Mr David Willetts)]

The majority of institutions have not yet set their fees for part-time courses for 2012-13, so it is too early to tell what average fees will be. From September 2012, eligible new part-time students will have access to loans to cover the cost of their tuition—extra support for part-time students that has been widely welcomed.

[Kate Green]

I welcome the introduction of loans for part-time students, but for lone parents that often means the loss of income support as a result. Moreover, they will be required to begin repaying those loans before they have completed their academic studies. Will the Minister look again at the proposals, to ensure that no lone parent is financially disadvantaged and put in the position of being unable to complete their course?

[Mr Willetts]

Our proposal has been widely welcomed. We believe that the number of people who will benefit from support while they are engaged in part-time study will increase from 60,000 to 175,000. Of course, people will repay their loans only when they are earning more than £21,000 a year.