Students’ Return to Universities

Kate Green Excerpts

Tuesday 29th September 2020 Commons Chamber

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

I thank the Secretary of State for his statement and for advance sight of it. I am glad that, after a decade of slashing funding for further education, the Conservatives have recognised that this is an important sector for life chances and for our economy. I would like to work constructively with the Government to get this right, but their continued reliance on loans to fund education and the fact that the funding will not come on stream for many more months as we head for an unemployment crisis, are deeply concerning.

The situation as students return to university is desperately worrying. Across the country, many find themselves in isolated and cramped accommodation, parents are worried about their well-being and safety, and university staff who have worked so hard over the summer to prepare are anxious and angry that the Government did not keep their part of the bargain. They have all been let down by the Government, just as they let down many of the same students with their handling of exam results last month.



What students, staff and their families need now is reassurance. Nineteen days ago—the last time the Secretary of State commented on the situation at universities—he stressed the importance of delivering clear messages to students, and I hope he will use the opportunity of answering my questions today to do that.

Everybody knew that the return of students to universities would present significant challenges—SAGE warned of the impact weeks ago. What planning was put in place over the summer to ensure students would be able to return safely? Universities have stressed the importance of being able to work closely with local public health teams, so why did it take the Secretary of State and the Health Secretary until last Wednesday to write to local directors of public health about the return of university students?

What is the Secretary of State’s message to those students who have not yet moved to campus? They need clarity, should they do so. What urgent steps is he taking to ensure that every student can get the best possible education, whether they are at home or on campus? How many students are currently unable to learn remotely because of a lack of digital access or devices, and what is he doing to address that? What extra support will be given to students with special educational needs and disabilities? He is right that some courses require face-to-face teaching, but has he considered supporting universities to move all teaching online, where this is possible, at least for this first term?

For weeks now, Labour has warned the Government that they must get a grip on testing and tracing if we are to reduce the spread of the virus, and the failure to do so lies at the root of this situation. Sorting it must be the Government’s top priority. In his statement, the Secretary of State said that only those with symptoms should try to get a test. That will leave many without symptoms in self-isolation in difficult circumstances. Can he tell us how many students, staff and members of the community around universities have symptoms but are waiting for a test? What is the local testing capacity in each community with a university, and is he confident that it will be sufficient if there is a spike cases? Some universities have taken the lead where the Government have failed, and have begun to develop their own testing capacity. What support is the Secretary of State offering those institutions and others that wish to do this?

We cannot forget that, at the heart of this crisis, are thousands of young people—many away from home for the first time, and many now isolated with a group of people who are practically strangers. We can only imagine how hard it is for them. The Secretary of State said he has asked universities to provide additional help, but beyond asking, what will his Department do to help them? I am glad he has listened to Labour and finally given a straight answer on reuniting students and their families over Christmas, but why did it take several days and repeated contradictions from his ministerial colleagues?

In conclusion, the crisis now threatening our universities was predictable, and it was predicted. Today, the Secretary of State failed to outline a plan to get testing fit for purpose, failed to commit that every student who needs access to remote learning will get it, and had no plan to ensure the future of our universities. If he does not get a grip, the situation we have seen in recent days could repeat itself across the country. Students will be unable to continue their studies, families will be concerned for their wellbeing and universities will face serious financial difficulties—and the Secretary of State will once again have let young people down as a result of his incompetence.

[Gavin Williamson]

I thank the hon. Lady for her questions. I am glad she welcomes the announcements on further education. The changes we want to drive in further education are absolutely vital to ensure that our country is in the right place to seize new opportunities now that we have exited the European Union and to make sure our youngsters, and people of all ages, have the skills they need to drive productivity in this country and ensure that they get the very most out of their lives.

The hon. Lady mentioned the advice from SAGE. Understandably, we wanted to update the advice we had issued on 2 July on the return of universities and higher education institutions following the conclusions of SAGE, which we did. That took into account the issues that SAGE had raised and some of the suggestions that it had put forward. SAGE also warned about the impact of youngsters not going to university and of having the opportunity to return taken away from them. That was recognised across all four nations of the United Kingdom—how important it is for youngsters to be able to go to study at university.

The hon. Lady raises an important point about digital access. I am sorry that she missed the announcement that we have made £100 million available for universities to use to ensure that youngsters have digital access, including students from the most deprived backgrounds, who would perhaps not be in a position to access courses. It is vital that if we are in a situation where people will have blended learning, all students are able to access it. We are taking seriously some of the challenges that all students and universities will face, which is why we have made £256 million available to make sure that where students are facing real hardship, universities can access funding to help them.

I thank the Minister for Universities, my hon. Friend the Member for Chippenham (Michelle Donelan), who has been in regular touch with universities over the last few days. A small number of universities have seen a number of coronavirus cases—it is not uncommon in communities across the country. She has been in touch with them to make sure that they know we are there to support them and give them any help that is required. We must not forget, however, that hundreds of thousands —almost a million—students have safely returned to university over the last few weeks. They will start their studies and benefit from a brilliant, world-class university education.

Awarding of Qualifications: Role of Ministers

Kate Green Excerpts

Wednesday 9th September 2020 Commons Chamber

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

I beg to move,

That an Humble Address be presented to Her Majesty, that she will be graciously pleased to give a direction to Her Ministers to provide all correspondence, including meeting notes, minutes, submissions and electronic communications, involving Ministers and Special Advisers pertaining to the process of awarding qualifications in GCSE, A-Level and NVQs in 2020 and 2021 by the Prime Minister and the Secretary of State for Education to the Education Select Committee.

Today’s debate follows a chaotic summer of distress and dismay for young people, their families and their teachers. The system for awarding examination grades that the Secretary of State for Education put in place left thousands of young people devastated. When they received their results, they felt that they had been robbed of the opportunities they deserved by a flawed algorithm that the Secretary of State had pushed for. As events unfolded, the scale of the Government’s incompetence became obvious. Less than two days before the A-level results, new grounds for appeal were announced, ones that Ofqual has since said were never going to be workable. On results day itself, the Prime Minister and Secretary of State insisted the system was robust, even as it was unravelling around them. Two days after, the Secretary of State said there would be “no U-turn, no change”, but days later a U-turn was made. After days of campaigning by students, their families and the Labour party, the Government accepted that students should be awarded their centre-assessed grades. That was the right decision, but this shambles is no way to run a country.

[Alun Cairns (Vale of Glamorgan) (Con)]

Given that the Welsh Labour Government took identical steps in Wales, does the hon. Lady share the same opinion about their Administration?

[Kate Green]

I am glad that the right hon. Gentleman asked that question, because initially the Welsh Labour Government intended to rely on the AS-levels, which, of course, they could do because, unlike in England, AS-levels had continued in Wales. However, we have a national, UK-wide university system, so I very much welcomed the consistency of decision across Wales, England and Scotland to ensure that students from Scotland, Northern Ireland, England and Wales could all access universities throughout the UK.

Today’s debate is not simply about the Government’s policy and their inability to govern competently; it is also about integrity and process. It is about what the Prime Minister knew, what the Secretary of State knew and when they knew it. It is about why, when faced with concerns about their chosen system, they did not do anything to address them. Our motion is not about scoring party political points; most of all it is about transparent government and learning from the mistakes that were made this year so that they are not made again in future. That is why I hope all Members from all parties will support the motion. As constituency MPs, we all know that what has happened since August has shattered confidence in this Government among young people, their families and educational professionals.

[John Redwood (Wokingham) (Con)]

In the spirit of co-operation across the Chamber, I am sure that we all want to do the right thing for the class of 2021, so does Labour want the exams to be later next year to give more time for tuition?

[Kate Green]

Yes indeed we do, but the Government need to start to plan that now so that markers can be recruited, schools can schedule their learning and teaching and UCAS and universities can plan their admissions process. We still do not have a clear decision from the Government.

The collapse in confidence must be addressed, because only if confidence is in place will we make a success of the reopening of our education settings and the exams to come in the academic year that is just starting, as the right hon. Gentleman mentions. The mistakes that were made this summer must be understood and learned from, and they must not be repeated.

[Tim Farron (Westmorland and Lonsdale) (LD)]

As a dad of two kids, one of whom went through GCSEs and one of whom went through A-levels this year, I understand massively the disruption that was caused to families and especially to the young people looking to their futures. Does the hon. Lady agree that, looking to the future, the Secretary of State should show humility, listen to the teaching profession and learn, and he should understand that all-or-nothing exams next spring are a huge risk to our young people, particularly given the crisis we might be in then? Is it not better to assess along the way, as many teachers are telling us would be far wiser?

[Kate Green]

Over the past few weeks, we have seen the danger—indeed, the folly—of having put all the eggs into one single, end-of-year final-examination basket. That innovation was, of course, introduced under the current Chancellor of the Duchy of Lancaster.

We can learn from the mistakes of the summer only if the Secretary of State and the Prime Minister come clean, and today I offer them the chance to do so. Last week, Ofqual gave evidence to the Education Committee about how the decision to cancel exams and award grades by algorithm was taken. I am concerned that there is some inconsistency between Ofqual’s version of events and statements that the Secretary of State made to this House, so will he put the facts on the record today? I am sure he will seize the opportunity to do so.

First, will the Secretary of State explain to the House how the decision to cancel exams and use calculated grades was taken? Roger Taylor, chair of Ofqual, told the Select Committee that Ofqual first advised Ministers back in March that its preference was to hold socially distanced exams; failing that to delay exams; or, if necessary, to award a teacher certificate, rather than using a system of calculating grades. Roger Taylor also said:

“It was the Secretary of State who then subsequently took the decision and announced, without further consultation with Ofqual, that exams were to be cancelled and a system of calculated grades was to be implemented.”

Will the Secretary of State now make clear to the House when he took the decision to cancel exams in 2020? What other options were presented to him? Why did he reject them? Is Roger Taylor right to say that the Secretary of State made that decision unilaterally, without further consultation with Ofqual? In his statement to the House last week, the Secretary of State said:

“Ofqual had put in place a system for arriving at grades that was believed to be fair and robust.”—[Official Report, 1 September 2020; Vol. 679, c. 42.]

Of course, it turned out to be anything but, but is it really right to say that Ofqual put the system in place, or was it done because of the Secretary of State’s decision? If so, he needs to take responsibility for the consequences, which he had been warned about. Ofqual said that as early as 16 March, it warned the Department for Education that, to quote its evidence to the Select Committee

“it would be challenging, if not impossible, to attempt to moderate estimates in a way that’s fair for all this year’s students. Everyone, throughout the process, was aware of the risks.”

A former senior official in the Department for Education, Sir Jon Coles, also met the Secretary of State weeks before results day to raise concerns about the approach adopted. Will the Secretary of State tell the House when that meeting took place, what concerns were raised and what action he took as a result of it? The Minister for School Standards told the House on Monday that the problem was simply passed over to Ofqual to deal with, but does the Secretary of State accept that, ultimately, he is responsible for the chaos that followed?

[Andrew Griffith (Arundel and South Downs) (Con)]

The hon. Lady is clearly a fan of reviewing the events of the past few weeks with the benefit of hindsight. In that spirit, would she also like to review her own party’s equivocation about getting students back into the classroom?

[Kate Green]

I have always been clear, and the leader of the Labour party has always been clear, that students must return to class this September, and we are very pleased that the vast majority of schools have returned and children have returned to the classroom. The important task for the Secretary of State now is to keep them there. We must all be concerned, I believe, about the very swift picture we are seeing of children being sent home because of outbreaks. In the absence of a reliable and rapid testing and tracing system, schools are placed in an impossible position.

[Alec Shelbrooke (Elmet and Rothwell) (Con)]

Will the hon. Lady give way?

[Kate Green]

No, I will carry on if the hon. Member will forgive me, because others will want to speak.

[Lilian Greenwood (Nottingham South) (Lab)]

Will my hon. Friend give way?

[Kate Green]

I will take an intervention from my hon. Friend and then from the right hon. Member for Elmet and Rothwell (Alec Shelbrooke), because, as he knows, I respect all colleagues from all parts of the House. If he will forgive me, I will take an intervention from my hon. Friend first and then of course I will take one from him. Then, Mr Deputy Speaker, I think you would like me to progress a little.

[Lilian Greenwood]

I thank my hon. Friend for giving way. I have this afternoon received an email from a senior leader in my constituency who faces having a member of staff, who has been instructed to self-isolate, waiting, worried and unable to get a test until next Thursday. Is there not a danger that schools will be forced to close not necessarily because of an outbreak, but because of the failure of the testing system?

[Kate Green]

Yes. This is the test that the Government have to pass; otherwise we will see thousands of children up and down the country unable to stay in class as the Secretary of State wants them to—I know he does—as I want them to, and as teachers and parents want them to.

[Alec Shelbrooke]

The hon. Lady is most generous and has always been so. She made a comment earlier about perhaps sitting exams this summer. She has just taken an intervention on and commented on the fact that it is difficult having children back in school. This is a very different scenario to where we were in March, so there is a certain amount of hindsight. Does she accept that at the moment those decisions were being taken, we were facing a very different picture—one that seems to be proven by the fact that people are worried about children going back to school at this stage, let alone in March?

[Kate Green]

I accept how difficult it was to predict the way in which the pandemic would open out in March and to decide on a course of action, and it is important that we understand how those decisions were taken, but what is not acceptable—

[Tom Hunt (Ipswich) (Con)]

Will the hon. Lady give way?

[Kate Green]

No, I will not—I am going to make some progress.

What is not acceptable is that we ended up in a system of utter chaos when results were declared: chaos that was deeply demoralising—indeed, devastating—for many young people.

Ofqual told the Secretary of State that No. 10 was briefed before A-level results day—told about the risks to outlier students and to schools that were improving, and about the benefits to small cohorts such as independent school students. So is it true that No. 10 was aware of these concerns well in advance of results being published, and if so, why did the Prime Minister fail to do anything about them? Time and again, it seems, both the Secretary of State and the Prime Minister were warned about injustices that the system would throw up but failed to address the problems. That is not to say that Ofqual was perfect, although the Secretary of State forced it into an impossible position. Ofqual must know that there are lessons to be learned and commit to learning them. That is why it is reassuring to see it commit to releasing all the data used in the qualifications process this year to independent researchers. Will the Secretary of State today give a similar commitment?

[Tom Hunt]

Did the hon. Lady not express her own concerns back in July about predicted grades, and was she not an advocate for standardisation?

[Kate Green]

Nobody has said that centre-assessed grades are perfect. On the day that the Leader of the Opposition called for them, he acknowledged that problem, but we were in such an extreme situation at that point, where it was vital to put the best interests of young people first. It took days and days of agony and anguish for those young people and their families before the Secretary of State made the right decision.

[Alex Sobel (Leeds North West) (Lab/Co-op)]

My hon. Friend is making an excellent speech concentrating on A-level results, but weeks after the A-level issue was resolved, I still had BTEC students who had not received their grades. We talk about lessons to be learned in 2021, but what about the BTEC students who deserve some justice now?

[Kate Green]

My hon. Friend speaks for the constituents of hon. Members all around the House. Indeed, I expect that we may hear some examples of that in the course of the debate. Those students had a particularly difficult experience waiting for further re-marking of their awards, and I think it was only last week that the Secretary of State said that they would all be expected finally to receive their results.

We also need to be clear today about the decision-making process that led to the announcement a few days after A-level results day to award students their centre-assessed grades. In his evidence to the Select Committee, Roger Taylor said that that decision was taken by Ofqual. Can the Secretary of State confirm who made the decision to award the CAGs? Did he do it or was it Ofqual? Is it right that Ofqual did not agree with the Secretary of State’s policy to allow appeals based on mock results, believing that that would not be credible?

While responsibility for decision making appears to have been complex and confused, there is no confusion when it comes to who carried the can for the failure. In the aftermath of this fiasco, the chief regulator of Ofqual and the permanent secretary at the Department for Education were forced to resign—but in our democracy it is Ministers, not officials, who are accountable.

[Alun Cairns]

Will the hon. Lady give way?

[Kate Green]

No, I will not. [Interruption.] I will not give way to the right hon. Gentleman.

It was repeated incompetence right at the heart of this Government that led to this year’s exams scandal. [Interruption.] If the right hon. Member for Vale of Glamorgan (Alun Cairns) were a member in my class, I would send him to see the head now. A Prime Minister and a Secretary of State who refused for months to listen to concerns pushed ahead with a system that unravelled in a matter of hours. While the eventual U-turn to accept CAGs was welcome, and indeed necessary, it cannot undo the devastating impact on young people on results day. Those who feared losing their university place completely, or who now have to wait a year to take up the opportunities that they deserve, have to live with the serial incompetence of the Government.

Today the Secretary of State can begin to make amends and restore the confidence of young people, their families and teachers, as can all Members of this House, including those on the Government Benches. All they have to do is vote for a motion to provide the public with the transparency they have a right to expect and to ensure that there is no repetition of the mistakes in future.

--- Later in debate ---

[Gavin Williamson]

We have to recognise that we were dealing with a truly unprecedented situation. I think it is recognised on both sides of the House that we had to make swift decisions in truly unprecedented times.

Let me turn to what some Opposition Members have said. The deputy leader of the Labour party, the hon. Member for Ashton-under-Lyne (Angela Rayner), opposed teachers handing out unaltered grades. When Ofqual announced how grades would be handed out, she—then the shadow Education Secretary—said:

“We have always said predicted grades are not always accurate, and can disproportionately affect the children who need the most support, and we pushed ministers to ensure students can sit an exam later if they wish.”

There has constantly been a whole set of decisions that have had to be made. That has been done at speed, while we are dealing with a novel virus that we have learned a lot about over the past few months. One thing that was clear in March was that we were not in a position to proceed with exams, and of course, Ofqual and many others would have wished to do that.

[Kate Green]

I understand the difficulties that the Government faced in an unprecedented and utterly unpredictable situation, and I understand that the Secretary of State did not see the individual schools’ and individual students’ A-level results, but he did know the overall picture some days in advance of results day, and he would have known that 40% of awards were being downgraded. Did that not ring alarm bells? Why did it take so many more days before he acted, during which he insisted that there would be no U-turn?

[Gavin Williamson]

That is exactly the reason why we brought in an enhanced appeals system, to ensure that if there were outliers or concerns, those could be dealt with.

Oral Answers to Questions

Kate Green Excerpts

Monday 7th September 2020 Commons Chamber

[Nick Gibb]

When we were aware of the problems with the A-level results, we took swift action. Ofqual decided to move to centre-assessment grades and within 48 hours of that decision being taken the recalculated A-level grades were sent to all schools. The GCSE results on the new basis were also given to schools to enable them to give them to their students on the scheduled day, 20 August. The model used to ensure we were able to give students qualifications, notwithstanding the fact that we had to cancel exams because of the pandemic, was supported in a wide-ranging consultation by the regulator. It was supported by 89% of respondents, and a similar model was used in all four nations of the United Kingdom.

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

The fiasco surrounding last month’s exam results caused huge distress to students, their parents and teachers, and chaos for universities and colleges. Now it turns out that the Secretary of State was repeatedly warned of the dangers of the system of calculated grades and the flawed standardisation methodology he adopted. He was warned by a former senior official of the Department, he was warned by the regulator and he was warned by what happened in Scotland. Why did he ignore those warnings?

--- Later in debate ---

[Gavin Williamson]

A great and important strength of our university sector has always been its ability to attract students from across the globe, and we have been working with Universities UK and all universities to ensure they are properly supported. We are supporting them with a campaign to attract more students to the UK and working across Government to make sure that students applying for visas can do so with ease. The Home Office has been incredibly supportive in ensuring that for those who want to come and study here it has been a positive experience.

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

Last month, the Prime Minister ordered parents back to work, and while it may not have occurred to the Prime Minister, I want to draw the Secretary of State’s attention specifically to their need for wraparound care at the start and end of the school day, where parents tell me there remains a gaping hole. Can he set out precisely what he is doing to ensure that working parents’ need for wraparound care will be met?

[Gavin Williamson]

The hon. Lady raises an important point about the importance of wraparound care. We are working with all schools to ensure it is provided to parents. We have issued guidance setting out how this can be done safely and cautiously and in a way that works for those who work in schools and, importantly, for the children who benefit from this wraparound care as well as the parents who depend on it.

Schools and Colleges: Qualification Results and Full Opening

Kate Green Excerpts

Tuesday 1st September 2020 Commons Chamber

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

I thank the Secretary of State for his statement this afternoon, but, Mr Deputy Speaker, I am afraid I must complain that I did not receive advance sight of it until 4.36 pm. You will know that, under the ministerial code, I should have had it much, much sooner.

I welcome the Secretary of State back to his place after a summer of chaos, incompetence and confusion that has caused enormous stress to children, young people, their families and their teachers. Ministers must now learn from their mistakes and ensure that keeping schools open and pupils learning is a national priority. Labour is absolutely clear: we want children back in school and we want them to stay there. I will always work constructively with the Secretary of State to achieve that and I hope he will hear my questions this afternoon in that constructive spirit, because while I am delighted that the vast majority of schools will reopen fully in the next few days, there remain many issues of concern.

Let me start with the ongoing situation regarding this summer’s exam results. After days of confusion following A-level results day, the Secretary of State finally heeded calls from young people and from the Labour party and accepted the centre-assessed grades—the CAGs. While that was the right thing to do, it leaves many of the problems created by his previous flawed standardisation model unresolved.

The Secretary of State should have known of the risks. It has been reported that a former senior official of the Department raised serious concerns, so can the right hon. Gentleman tell the House when he first knew of the potential problems with his approach and what he did about them? What advice was he given specifically about BTEC students, who faced more uncertainty and delay? Can he now assure us that all BTEC students have received their results?

The Secretary of State alluded to external candidates, who do not have a CAG and who remain in a difficult situation. I do not think they will find the offer of resits sufficiently reassuring, but perhaps he can tell us what support they will receive as they undertake those exams.

There are also significant consequences for higher education, as the Secretary of State rightly noted. Can he tell the House how many young people who missed their first-choice university because of his now discredited approach to awarding grades have now been granted those places? What assessment has he made of the impact on universities that will lose students because they can now take up their original choice? What discussions has he had with the Treasury about providing those institutions with additional financial support?

With the reopening of schools, we are all pleased to see children returning to class. School is the best place for them to be, not only for their learning but for their emotional and social wellbeing, and I pay tribute to the school staff who have worked through the holidays to welcome them back safely. The test now for the Secretary of State is whether pupils continue to receive a full education throughout the year and catch up on the learning they have lost. When will pupils begin to receive support through both the catch-up premium and the national tutoring fund? Why are early years and post-16 providers ineligible for the catch-up premium? Why is the funding available for just a single year, when the impact of any further disruption to education is so significant? Can he guarantee that every child will have full access to learning in the event of a local lockdown?

Parents’ top priority as schools return is the wellbeing of their children. What plans does the Secretary of State have to provide additional pastoral support? What extra support will be available for children with special educational needs and disabilities? Parents will not be able to return to work without childcare and wraparound care. What plans does he have in place to ensure that every parent can access the care they need? Can he tell us a little more about how he will ensure that all children travel safely to school, including respecting social distancing on public transport? Finally, what additional financial support, if any, will schools receive to cover any additional covid-related costs this term?

Looking at the year ahead, I was glad to read this morning that the Secretary of State has apparently once again listened to Labour and will delay exams in summer 2021. Pupils entering year 11 and year 13 have already experienced significant disruption to their learning, and the assessment process must recognise that, but schools, colleges and universities need time to plan. What discussions is he having with the sector and UCAS to ensure that workable arrangements are in place? Can he guarantee that a contingency plan will be put in place this month in case exams are disrupted again?

Children and their families should have been the Government’s top priority, but for weeks their interests have taken a back seat while the Secretary of State U-turned on everything from CAGs to face masks and left officials to take the blame. He must now take responsibility for ensuring that a summer of incompetence does not descend further into an autumn of disaster and dismay. I implore him to listen to the concerns of parents, of teachers and of the Labour party. He must now make the education of our children and young people a national, and his personal, priority.

[Gavin Williamson]

I apologise to the hon. Lady for her receiving the statement late. I will ensure that it does not happen again.

I am delighted to hear that it is the Labour party’s priority to see all children going back. The leadership the hon. Lady is showing is a refreshing change from that of her predecessor, who was more ambivalent about children returning to school. The Conservatives have continuously argued for children to be back in the classroom at the earliest possible stage.

The hon. Lady raises some important issues about children who are not in school and so were not able to receive centre assessment grades. We always recognised that that situation was going to present challenges. That is why we put forward an autumn series as there was going to be no other viable way to be able to provide the assessment.

The hon. Lady raises important points about higher education, which is vital. I would also like to flag up some of the challenges in the further education sector. As not everyone will be progressing on to university, many youngsters will want to take the opportunity to progress on to further education. We have been working with both sectors to ensure that that is the case. We will be increasing funding for the higher education and university sector through the teaching grant. We have also lifted the cap on medicine and dentistry places to create extra capacity within the system. We have seen a drop-off in the number of students coming from European Union countries who would traditionally have come to the UK to study, and this has obviously created extra capacity within the system as well.

We have already delivered a £1 billion covid catch-up fund that is targeted at helping youngsters from the most disadvantaged and deprived backgrounds. We have used evidence to see how we can help to improve their outcomes, working with the Education Endowment Foundation to ensure that that money is targeted at interventions that will deliver results.

The hon. Lady touches on the potential for moving exams back. Back in June in this House, in answer to my right hon. Friend the Member for Elmet and Rothwell (Alec Shelbrooke), I said that that was something we highlighted that we would be doing. On 2 July, Ofqual held a public consultation about potentially moving the exam dates back. I have checked whether the Labour party suggested that it would support this move and found that it did not make a submission supporting the idea. Therefore, I very much welcome the Labour party to our position.

We will continue to work with local authorities in ensuring that we have the transport infrastructure in place. I have touched on the fact that £40 million has been made available. Transport for London and other transport authorities have been working very closely with the Department for Transport and the Department for Education—and, most importantly, with schools—to try to deal with any transport bottlenecks that may occur. We will continue to work with all local authorities to ensure that this is done as smoothly as possible. It is absolutely vital that we do everything we can do to ensure that every child has the opportunity to get back to school. I think we all know, on both sides of this House, how important it is to see all children benefiting from a brilliant education—having the opportunity to be back in the classroom to be inspired by their teachers. That is what we will be delivering. That is what we will see over this week and next week as all schools return and welcome their pupils back.

Support for Left-Behind Children

Kate Green Excerpts

Tuesday 7th July 2020 Commons Chamber

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

This has been a very thoughtful debate. I thank the hon. Member for Bury South (Christian Wakeford) for opening it on behalf of the Education Committee.

The Department for Education always has a special responsibility to provide opportunities for the most disadvantaged children to ensure that they enjoy secure, fulfilling and happy childhoods, to provide high-quality education to enable them to achieve their aspirations and reach their potential, and to create a route to lifelong learning that gives them skills for work and enriches their lives and wellbeing. But as many Members have noted, there is an especially significant role for the Department now, in the context of the covid crisis. Most children have been out of school since March, and this will bear most harshly on the most disadvantaged students. A senior official in the Minister’s own Department has been reported as saying that the attainment gap could widen by as much as 75% as a result of the covid impact.

That is in the context of an already troubling picture. Only 57% of children eligible for free school meals achieve a good level of school readiness, compared with 74% of their peers. Only 25% of children with special educational needs and disabilities are school ready, compared with 77% of their peers. By the time children finish primary school, only 51% of disadvantaged children reach the expected standard in reading, writing and maths, and at GCSE only 25% get good passes in maths and English, compared with 50% of all other students. Pupils with special educational needs and disabilities end up 14 months behind their peers at the end of their secondary education, with Gypsy and Roma children more than 34 months behind, and black Caribbean children nine and a half months behind.

I agree with the hon. Member for Stockton South (Matt Vickers) that the poorer educational outcomes achieved by the most disadvantaged children cannot be addressed by education alone. Poverty scars children’s life chances—their ability to learn and make the most of their education. Children who go hungry or who live in overcrowded housing, as the hon. Member for Keighley (Robbie Moore) noted, or whose parents cannot afford educational toys, trips or activities, face extra barriers even before they get to school.

That is why the rise in child poverty over the past 10 years is so dismaying—up from 3.5 million in 2010-11 to 4.2 million today. The hon. Member for Wantage (David Johnston) was right to draw attention to the impact that that poverty has on children’s attainment. None the less, our education system should be working to compensate for that disadvantage. Instead, as children progress through school, the gap between the most disadvantaged and other students actually widens and this, as has been noted around the House, affects the destinations of those children as they complete their schooling. They are more likely to be NEET—not in education, employment or training—and they are less likely to gain qualifications as adults. As the hon. Member for Mansfield (Ben Bradley) noted, at a time when we expect the jobs market to be much more difficult as we emerge from the covid crisis, these young people face a particularly challenging future. The Institute for Public Policy Research has said that there will be a further 620,000 young people unemployed at the end of this year.

I recognise that the Government have made some announcements to try to address that—the apprenticeship guarantee; the traineeships; and the funding for careers advice—but these either remain vague, as in the case of the apprenticeship guarantee or the national skills fund, or they are not going to be adequate, as in the case of the traineeships that were trailed earlier this week. We will need much bolder commitments for these young people.

Although the scale of the challenge to come is immense, as has been noted, post-16 education funding is already in difficulty. The FE sector is expecting a £2 billion funding shortfall in 2021, and colleges have already begun to make redundancies, and had done so even before the covid crisis. This is going to make no sense if we see an increase in student numbers in September, which is quite likely if the jobs market becomes very harsh. It is also right to note that it is not clear why post-16 has been excluded from the catch-up funding, as the hon. Member for Waveney (Peter Aldous) and others rightly pointed out.

The Government need to take a life course approach to tackling the gap in attainment. It begins to open up from the early years. Last year saw a £600 million gap in early years funding and no coherent early years strategy. Giving up on Labour’s Sure Start programme was a serious mistake. Childcare funding is over-complex and shuts out the children who could benefit from the most structured provision. The Government’s own Social Mobility Commission has pointed to the limited reach of the 30-hour offer and suggested its expansion. Ministers have rejected those proposals.

Meanwhile, the impact of the pandemic on the viability of the nursery sector has been devastating. The Early Years Alliance says that one in four may not be open in 12 months—it is one in three in the most disadvantaged areas. Yesterday, the House of Commons Petitions Committee called for an urgent review of funding for the childcare sector and I hope the Minister will follow that up.

On schools, I join a number of colleagues, including the hon. Member for West Bromwich West (Shaun Bailey) and the right hon. Member for East Hampshire (Damian Hinds), in thanking school staff who have been working flat out to support children’s learning during the crisis and are now working on preparations for a return to school in September. The catch-up funding is welcome for children in school, but I agree with the hon. Member for Bury South that we need more details about it: how much will schools receive; will it be per pupil or grant based; which pupils will be eligible for the national tutoring fund; and how much support will it provide to disadvantaged children?

I agree with the hon. Member for Bath (Wera Hobhouse) that the turnaround on extending the voucher system over the summer holidays for those entitled to free school meals is welcome, but, although the Government have allocated £9 million of funding for it, the picture of holiday activity provision over the summer looks pretty patchy. The hon. Member for Stoke-on-Trent North (Jonathan Gullis) and I agree about the opportunity that could be taken to invest in holiday clubs. Unfortunately, there has been confusion about social distancing guidance among some providers, and a sense of a lack of drive or ownership in Government, with different Departments passing the buck. Given the impact that the long summer holiday has on the attainment gap, even in normal times, this is concerning and with just a couple of weeks to go until schools break up, I urge the Minister to take stock of what provision will be in place and act to plug gaps as a matter of urgency.

Even before covid, schools were facing funding pressure. The Institute for Fiscal Studies has pointed out that 83% of schools are worse off in real terms than they were in 2015, and that has been played out in, among other ways, a significant increase in class sizes, with 13.4% of children now in classes of more than 31 children and the highest proportion of secondary children in 40 years, and that bears very harshly on disadvantaged children.

The hon. Member for Ruislip, Northwood and Pinner (David Simmonds) was right to talk about how funding is distributed across different schools, and this is going to become especially important in schools with the most disadvantaged children, as we will see need increase in the aftermath of the covid crisis. There will be more demand to meet mental health needs and those of children with special educational needs and disabilities, children from ethnic minorities and disadvantaged pupils. For poor children, the cost of school, uniform, books, trips, activities and so on, if parents cannot afford it, will often also have to be borne by schools. As more children are on free school meals, as more parents are out of work, there will be more who attract the pupil premium. It would be helpful to hear from the Minister how the Department envisages that additional pupil premium cost being met.

I agree with the Secretary of State that we want a broad curriculum, and the resources must be provided to deliver school sport, arts, music, languages and so on. They are important in their own right and help with attainment in core subjects, too. I agree with the hon. Member for Westmorland and Lonsdale (Tim Farron) about strategies to support the recruitment and retention of teachers to work, especially, with the most disadvantaged children. I wonder whether the Minister can say something about plans to recruit newly qualifying PGCE graduates into the classroom after the summer. Can he also tell us when he will respond to the School Teachers’ Review Body recommendations?

More than 390,000 children now have an education, health and care plan. That is a 65% increase since 2014—far more than anyone anticipated—and many are not receiving the education that they deserve. There has been a significant rise in the number of pupils with education, health and care plans in pupil referral units, and over 1,200 children of compulsory school age are not in education at all. That is a terrible betrayal of those children, and yet, parents continue to report difficulty in getting EHCPs. I understand the reason for the pause during the crisis, but we need to know when the SEND review will be completed. I have been told that some schools have used risk assessments to prevent children from attending school during covid. How on earth was that allowed to happen? I am very pleased that the legal relaxations on SEND provision will not be extended beyond September. Will the Minister say whether he is confident that there will not be a backlog of actions to catch up on and that he can guarantee that all children with special needs will have their needs met in full?

On exclusion, there is clearly a worrying picture of children from certain ethnic minority backgrounds being much more likely to be excluded and the fact that the Government will not have a full picture of black and ethnic minority students in pupil referral units, in particular, because many of those are in the unregistered independent sector and are not subject to Ofsted inspection. Labour’s Education and Skills Act 2008 provided for the registration and inspection by Ofsted of alternative provision in the independent sector, and plans were in place for that to commence in 2012 until they were put on hold by the coalition Government. Will the Minister say whether the Government will now bring forward and fully implement that legislation?

In conclusion, the emergency funding that has been put in place so far has been welcome, but much more is going to be needed as we reach a crisis point for a generation of disadvantaged children. Underlying structural problems remain unresolved and must be addressed. For the most disadvantaged children, their future wellbeing, prosperity and ability to achieve their aspirations and fulfil their potential are dependent on those programmes and that funding being in place.

Education Settings: Autumn Opening

Kate Green Excerpts

Thursday 2nd July 2020 Commons Chamber

[Mr Speaker]

I welcome the new shadow Secretary of State for Education, Kate Green.

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

Thank you very much, Mr Speaker. I thank the Secretary of State for his statement and for an advance copy of it. I also thank him for his call last night. I very much look forward to working with him.

Mr Speaker, every child must be safely back in school in September. By then, many children will have experienced nearly six months’ gap in their education. Some have been able to maintain their learning during that period, but there has been a huge gap in learning for others, especially the most disadvantaged. A senior official in the Secretary of State’s own Department has warned that the attainment gap could widen by as much as 75% as a result of the crisis. Today’s announcement finally recognises the desperate pleas of heads, staff and governors for information and certainty about plans for the next academic year. For too long, the Government have been asleep at the wheel. The announcement today comes just three weeks before the end of term, and an immense amount needs to be done to prepare.

Staff have been working flat out since February half term and I, too, want to thank teachers, school leaders and everyone who works in our education settings for their exceptional efforts during these unprecedented times. Over the summer they will need a break, and as they prepare plans for return, they will also need the active support of the Department. It cannot be left to heads to struggle through on their own. So I have a number of questions for the right hon. Gentleman. What consultation has been undertaken in preparing this guidance with heads, teachers and school staff, governors and unions, who have made many sensible and practical suggestions for students’ return? The Government need to learn from their previous mistakes. That is why Labour suggested a taskforce of school leaders, which would have meant we could bring children back to school sooner.

Can the Secretary of State guarantee that every school will have full access to testing and tracing, and all the personal protective equipment and other resources that they need to open safely? The Government’s track record has not been impressive so far, and we cannot allow any further failure to supply the safety essentials to prevent children’s return. I support the Secretary of State in reintroducing compulsory attendance, but fining poor parents will not serve the best interests of their children. Parents need reassurance that their children will be safe, especially in communities, including ethnic minority communities, where the prevalence of covid is higher. Many children will have found the past few months unsettling, even traumatic. What is needed is a trauma-informed approach to school and to families.

Staggered starts may present difficult challenges for parents. Can the Secretary of State say more about wraparound care for families and about transport arrangements for children to travel to school? Can he confirm that all children are expected to be safe in school in September? Will there be a delay in incoming reception children starting school?

In relation to early years, what financial support will be available for parents or childcare providers to protect their viability if children cannot attend, or if settings are forced to close?

I welcome the recognition of the needs of children with special educational needs and disabilities, and the assurances on education, health and care plans. Will the Secretary of State guarantee to the House that the needs of those children will be met in full?

Does the Secretary of State agree that a broad curriculum, including arts and humanities, supports children’s attainment in the core subjects, too? What discussions have taken place with further education providers about how they will provide the “full education” envisaged?

Will the Secretary of State say a little more about plans for students who are due to sit exams? What about home-schooled children whom schools refuse to assess? A huge divide is opening up between children who have had a good study experience at home and those who have lacked the resources to learn. Ofqual must address that in its recommendations for arrangements for exams next year.

The announcement of the £1 billion of catch-up funding is welcome, but can the Secretary of State confirm that it is all new money and will not be funded by cuts elsewhere? What guarantee can he give of the availability of sufficient high-quality tutoring capacity with tutors expert in the subjects they will teach? Does he share my concern that requiring schools to contribute 25% of the cost of the national tutoring programme advantages the better-off schools? Why have post-16 students been excluded from catch-up funding support?

On Tuesday, it was reported that the 230,000 laptops that had been promised for children who lacked full digital access had not been delivered in full, as promised, by the end of June; when will they arrive?

Finally, the six-week-long summer holiday always widens the attainment gap, and this year that will be exacerbated by the time already spent out of school. What activities and support are being put in place for the summer break? The funding for pupils on free school meals is welcome, but what about children who become eligible for free school meals during the summer holiday? Will the Secretary of State guarantee that no eligible child will miss out?

[Gavin Williamson]

I congratulate the hon. Lady on her new role. I very much look forward to working with her on some of the great challenges that our nation faces over the coming months as we focus on the recovery for our education sector after this pandemic.

I assure the hon. Lady that it is important that the curriculum is full, broad and balanced and includes the arts and humanities, sports and so much else, because we recognise that to give children the best opportunity to succeed in life, they have to have that breadth of curriculum. We should not be seen to be dumbing down or reducing it. We have to give children choices; it is good for their future attainment and life chances, and for their mental health as well. They should have that breadth that is so vital for them to succeed.

The hon. Lady is absolutely right to highlight the importance of those children with special educational needs and how we need to support and help them. We have seen some brilliant examples, especially in some of our special schools, which have gone so far and above in terms of help not just for children but for parents at this most difficult and challenging time. As all schools return, it is vital that it has to be clear that education, health and care plans are properly adhered to by local authorities. That is why we have got to have the proper and full return of those obligations that local authorities have to be held to.

I assure the hon. Lady that there is new money for the covid catch-up fund. We are looking forward to sharing more details on that with schools and will be looking forward to working with schools, as we have been working with the Education Endowment Foundation, to make sure that that money is properly channelled into the areas that are going to make a real difference to children.

It is right that everyone in the House recognises the challenges and the significant loss that children have suffered as a result of not being in school. That is why we have to bring all children back into school at the earliest possible opportunity. Equally, it is about making sure that the £1 billion is properly spent. That is why £350 million of it is being specially ring-fenced to make sure that it is going to children from the most disadvantaged backgrounds. It will be focused on the evidence-based actions that we know will make a difference for those children.

In terms of consultation, we have and will continue to consult widely within the sector. We have established a school stakeholder group with the Trades Union Congress and other unions, but, more importantly, we have had a much wider dialogue with people, not just trade unions. We have consulted many other stakeholders and, most importantly, those who are delivering education on the ground. That is something we have continually been doing ever since the moment we had to close schools, and we will continue to do so as we move forward.

Educational Settings

Kate Green Excerpts

Wednesday 18th March 2020 Commons Chamber

[Gavin Williamson]

I absolutely assure my hon. Friend that that will be the case. That is why we are bringing forward the Bill.

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

I apologise to the Secretary of State if I have missed something or not caught everything he has said about early years settings. Is he saying that childminders, nurseries, both private and statutory, and all other early years provision, are advised or instructed to close, or is he saying that some should remain open? If they close, can he guarantee that all staff will continue to receive full pay, irrespective of the nature of the setting?

[Gavin Williamson]

It does apply across the board. We have already written to early years settings to inform them that the funding that we have been providing for them will continue, regardless of changes in the number of children attending those settings, which gives them some stability in terms of future funding.

Equality of Funding: Post-16 Education

Kate Green Excerpts

Tuesday 25th February 2020 Westminster Hall

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

I, too, congratulate my hon. Friend on securing the debate.

Does the perniciousness not work in two ways? Teachers in my constituency have pointed out that they are punished in terms of funding, and that the results they achieve for those students do not count towards their post-16 results.

[Lloyd Russell-Moyle]

Yes, it does. I hope the Minister will address that point.

I pay tribute to the work of the Sixth Form Colleges Association in co-ordinating the Raise the Rate campaign, which has been highly effective. As has been mentioned, the Government have responded by pledging an increase of £188 this coming September. That is still far below the £4,700 per student that Raise the Rate is asking for, and it is £822 below the £5,000 that schools receive for each pupil.

That brings me to the second key issue: equality. Young people are now required to participate in education and training until the age of 18, but education funding is reduced for students who have reached 16. This inequality is impossible to defend. It is worth noting that, in the independent sector, fees usually increase at the age of 16 to reflect the additional cost needed to train and educate 16 to 18-year-olds.

--- Later in debate ---

[Michelle Donelan]

There is indeed, but there is also a role for many different bodies and organisations to bring that picture together. Our colleges and schools should be at the heart of our local communities.

The Government are committed to improving the country’s education system, and recognise the importance of equality of funding, particularly for sixth forms—I myself am the product of a sixth-form college. We have increased funding for education for 16 to 19-year-olds by £400 million for 2020-21—a 7% increase in overall funding, and the biggest injection of new money in a single year since 2010. While I have heard the challenges referenced today, it is important to note that funding has increased faster for 16 to 19-year-olds than for schooling for 5 to 16-year-olds. That will allow us to raise the base rate of funding for all types of institutions, from £4,000 at present to £4,188 for the next academic year. I reiterate that I have heard the calls made today.

As part of the extra funding, the Government have committed to providing £120 million for more expensive and high-value subjects, along with £35 million to support students on level 3 courses who did not achieve a grade 4 in GCSE maths and/or English. The additional funding will ensure that we are able to continue building the skills that our country needs, and to invest in the next generation of young people.

We are also introducing T-levels. I noted the comment by the hon. Member for Brighton, Kemptown that we have had several debates on the subject, but the issue was raised by the hon. Member for Leeds North West (Alex Sobel). T-levels will be offered by a number of colleges that were spoken about today. We will be spending an additional £500 million a year on these new programmes, once they are fully rolled out.

[Kate Green]

On the subject of T-levels, one issue is creating a pathway for students who have not obtained the grades necessary at key stage 4 to go straight into the T-level. Obviously, the Government are interested in opening up that pathway for those students, many of whom could massively benefit in terms of social mobility by being able to move on to T-levels. Can she say what the Government are doing to clarify the pathway for those students?

[Michelle Donelan]

There will be a one-year transition course designed to target those students and make sure they are ready for T-levels. A T-level will not be right for every student, but it will provide an excellent pathway for further education, higher education, apprenticeships or going straight into the job market. We want as many people as possible to take T-levels, if those are suited to them.

To ensure that the institutions delivering T-levels have the up-to-date technical facilities and equipment required, we are also injecting capital funding. Earlier this month we announced up to £95 million for providers offering T-levels from 2021.

Capital funding was mentioned many times today. It is not just in relation to T-levels that we are increasing capital funding. We need to ensure local colleges are excellent places to learn, so we will invest £1.8 billion over five years to upgrade the FE estate. That was mentioned by the hon. Members for Brighton, Kemptown and for Croydon North (Steve Reed) among others. Sixth-form colleges and academies for 16 to 19-year-olds currently receive annual devolved capital allocations. They also either receive the school condition allocation or can bid for the condition improvement fund for larger projects. However, I have heard the calls today for a specific capital expansion fund, which came from my hon. Friend the Member for Colne Valley (Jason McCartney) and the hon. Member for Makerfield (Yvonne Fovargue), to mention but two. A full multi-year spending review is expected to be conducted in 2020, and that includes capital budgets for 2020-21.

The FE workforce is an important issue, because we need to secure the best outcomes for our students, and I always believe that that is reliant on the teachers who teach them. We need to give providers the ability to recruit, develop and retain the best staff. That is why we have invested more than £140 million in FE teachers and leaders since 2013-14. In the two years to March 2020, we will have invested up to £20 million to support providers as they prepare for the introduction of T-levels.

The hon. Member for Brighton, Kemptown and others, including the hon. Member for Croydon North, raised the issue of VAT. I recognise that that is a concern. As has been noted, sixth-form colleges can convert to 16-to-19 academies, which can resolve the issue, but we do keep it under review and will continue to monitor it.

Earlier this month, we announced a £24 million package for 2020-21 to strengthen the FE workforce. That includes a professional development offer for teachers delivering T-levels and funding to attract the best and most talented individuals, including industry professionals, into FE teaching.

The issue of mental health was raised by a number of hon. Members and, in particular, the hon. Members for Brighton, Kemptown and for West Ham (Ms Brown). I agree that we need to do more on that. It is a vital issue in our era. We have already provided more than £500 million to support disadvantaged students, but I can assure hon. Members here today that I will raise the topic with, and relay the concerns and comments to, the newly appointed Minister responsible for apprenticeships and skills—the Under-Secretary of State for Education, my hon. Friend the Member for Chichester (Gillian Keegan). My hon. Friend the Member for Rother Valley (Alexander Stafford), who unfortunately has had to leave the Chamber, mentioned the specific issue of a college closure in his constituency. Again, I will relay that issue to the Minister responsible for apprenticeships and skills and ensure that he has a meeting.

The issue of teacher pay came up. That is an issue when we are considering investment in our workforce and retention. It is not as simple as just ensuring that the teacher pay grant is in fact applied to colleges, because they are independent, so it is not necessarily appropriate, but we are concerned about this topic, and I know that the newly appointed Minister will be looking at it.

The hon. Member for St Helens South and Whiston (Ms Rimmer) brought up the issue of STEM and the fact that we need to be investing heavily in this sector to fill the skills gap. That is why, in 2020-21, we have made an additional £120 million available for the more expensive and high-value STEM subjects.

The investment that we are making in post-16 education will ensure that we can continue to develop a world-class education system to rival the systems of other countries, so that we have the highly skilled and productive workforce that we need for the future. The range and cost of the different programmes, the age and characteristics of students, and the types of institution that we fund all vary considerably. It is right that the amount of funding that different providers receive varies to reflect that.

Relationship Education in Schools

Kate Green Excerpts

Tuesday 16th July 2019 Commons Chamber

[Nick Gibb]

I can make it clear from this Dispatch Box that parents do not have a veto over the content of the curriculum. That has been absolutely clear: it is clear from the guidance; it is clear from what I have said; it is clear from what the Secretary of State has said. In addition to that, we strongly encourage schools to start teaching about LGBT issues in primary school.

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

Will the Minister make sure that his Department takes responsibility for ensuring that every piece of information that is made available to parents, including consultation materials, is available in community languages, in easy-read format and in other accessible formats?

[Nick Gibb]

The implementation guide will set out very clearly how to plan the curriculum, how to engage parents and the processes that schools need to go through to plan and develop the policy. As I mentioned in my opening comments, we have published the information in three separate languages to try to dispel myths, but the key message that I hope comes from this debate is that we will fully support and back headteachers who decide to teach LGBT issues in their school. As long as they have been through the process of consultation and they publish their policy on the school website, they will have our full backing.

Department for Education

Kate Green Excerpts

Monday 1st July 2019 Commons Chamber

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

It is a great pleasure to follow the Chair of the Education Committee. He speaks with tremendous authority on these matters, and his expertise is well recognised around the House and beyond. I cannot match that expertise in this policy area, but I want to raise a number of issues that I see in schools and colleges in my constituency and, indeed, in wider support for children. In particular, in the context of this estimates day debate, when we look at the spending and policies of one Department, I want to make the point that many of the issues that I would like to talk about cannot be dealt with in a siloed, single departmental context. We need to look at how to bring different Departments and agendas together to ensure that everyone can use their learning opportunities to make the most of their potential.

I would like to start, as I think we all probably would, by saying a little bit about school funding. I was able to participate in a very valuable debate in Westminster Hall on 4 June on this subject. Since that debate, I have been contacted by the Trafford headteachers standing conference, which wanted to express its deep concern at the pressures schools are under in relation to not just the funding for schools themselves, but, as was referred to in the Westminster Hall debate, the fact that schools operate in a wider and very pressured social context.

My headteachers are committed to continuing with early help for vulnerable pupils, but they point to the pressures on a range of support and social welfare services that support families and the children whom they educate. There is a particular worry about children who are not officially defined as in need or who do not meet the threshold for child protection, but who are still in need of significant support and who will fall under the radar in relation to getting it. Their view is that we need to look holistically at the needs of these children and to look holistically at the different departmental and Government strands, both local and national, that support them. That includes adequate funding for local government services in the round and for mental health provision, about which I will say a little more in a moment, as well as support for families, and indeed for family incomes, because currently schools are picking up the pieces of the wider austerity agenda.

As I say, mental health is a particular concern, with parents and children in my constituency experiencing very long waits for referrals and appointments. It was really good to hear the Secretary State for Health earlier this afternoon committing to a four-week waiting time for children and young people, and to a programme of work with schools and health professionals together. That is really important, but in my constituency I see mental health pressures at every stage of a student’s life, particularly at the points of transition during the teen years and at exam time.

May I say that, in common with other colleagues, I have concerns about the mental health of university students, given we have seen some very alarming reports of student suicide? I very much welcome the work by Universities UK and Public Health England on the #stepchange programme and the university mental health charter, but it would be really helpful if the Minister could update us on how that work is panning out in practice.

May I raise a very particular issue? I know it is not the direct responsibility of this Minister, but perhaps he can speak to his colleagues. In the case of a student suicide at university, no redress is available to the family if they have concerns about the welfare support that the student received. If a student is dissatisfied, he or she can go to the Office of the Independent Adjudicator, but their family members or parents do not have that access; nor will the Office for Students look at individual cases. May I ask the Minister to use his good offices to talk to colleagues about how we can ensure there is support for family members who have concerns about the care of their children? In particular, when there has tragically been a suicide, how can the family, after the death, continue to have access to redress?

Parents in my constituency report that both exams and school admissions decisions have very adverse effects on children’s wellbeing, and cause them considerable stress and anxiety. Last week, during business questions, I raised my concerns about exam paper security, in that exams are not always kept confidential until the point at which students are taking them. For example, I have been made aware of the same examination being made available on two different days in two different locations, and that cannot be fair to the students who take it on the first day if the children taking it on a subsequent day are able to have any advance notice of what is in the papers. Again, could the Minister, with his colleagues, look at what more we can do to ensure, when public examinations are taken, that all students take them on a level playing field?

The pressure on school places, and therefore the difficulties that parents in my constituency can find in accessing the school they choose for their child, is another concern that causes considerable stress both to the children and to their parents. In my borough, this is exacerbated by our selective secondary system. Clearly, what we need is a strategy, and this is where the Chair of the Select Committee is absolutely right. It needs to be a long-term strategy to ensure we match the supply of places to where those places are going to be needed.

May I say—I know the Minister has heard me say this before, but I will say it again—that I do think the funding that has been set aside for grammar school expansion is particularly perverse in that context? I am seeing non-selective secondary schools in my constituency under huge funding pressure. They educate the vast bulk of children overall, the vast bulk of children on pupil premium and the vast bulk of children with special educational needs and disabilities, yet they see the funding going to a very small number of grammar schools to expand by a very small number of places for a very small proportion of children.

I agree with the Chair of the Select Committee about the importance of post-16 and further education. I am particularly concerned that, even in these days of near full employment, we still have 50,000 NEET young people —those not in education, employment or training—in England. According to the Learning and Work Institute’s Youth Commission, of which I have been very lucky to be a member, progress in the number of 19-year-olds gaining level 2 and level 3 qualifications has stalled and fewer young people are doing apprenticeships. In particular, the youngest and least well qualified are losing out because employers are preferring to fund higher level apprenticeships, and only 15,000 of those on benefits move into work via an apprenticeship.

With 3 million benefit claimants, it seems to me there is a huge missed opportunity there for the Department to be working with the Department for Work and Pensions and with the devolved Administrations. I do not mean just the nations, but the devolved administrations such as my own in Greater Manchester, where there would be a real opportunity now for the Department to look at how it could link post-16 study, employment prospects, skills and the region’s industrial and regeneration strategies.

Finally, and on a slightly different tack, I would like to raise a very particular issue in relation to EU national looked-after children who may now be eligible for the Home Office settled status scheme or, indeed, for British citizenship. It is for the local authority, as the corporate parent of those children, to apply for settled status for them, but the social workers who support those families may lack the expertise and knowledge to do so. Indeed, I think it is highly likely that social workers will not have that knowledge. Moreover, for looked-after children where the local authority has not assumed parental responsibility, the only arrangements in position are in the form of guidance simply to signpost children to make their own application, which is even weaker protection for those I think we can all accept are quite vulnerable children. May I ask the Minister to say now, or perhaps to speak to colleagues and respond to me in more detail in due course, what work his Department is doing with the Home Office to ensure that we protect the best interests of those children in relation to their status?

I wanted briefly to highlight policy challenges where the DFE remit needs to be aligned with the policies and spending of a number of other Government Departments, nationally but also regionally and locally. Lifelong learning, which I think we can all agree is a very worthwhile aspiration, requires lifelong and holistic support for learners to make the most of their potential. Our obligation to our children’s future encompasses their learning, of course, but also their health, material security, happiness and wellbeing across the widest range of social policy. As I say, today’s debate obviously focuses on the role and expenditure of one Department, but I hope the House will agree that this is a challenge for the whole of Government.