Oral Answers to Questions

Kate Green Excerpts

Monday 4th July 2016 Commons Chamber

[Nicky Morgan]

I thank my hon. Friend for her very heartfelt question. [Laughter.] Well, I do not think that the appointment of the new chief inspector is funny, but a recent shadow Education Secretary, the hon. Member for Stoke-on-Trent Central (Tristram Hunt), apparently does. Amanda Spielman has a passion for improving children’s lives through education. Her work at ARK has transformed the life chances of children in some of our most disadvantaged areas.

I know parents and teachers want Ofsted to inspect in a fair, consistent and reliable way that supports improvement. The chief inspector’s role is not to tell teachers how to teach or to second-guess them; it is to run Ofsted, to provide an inspectorate, to build on evidence and tell the Secretary of State what sometimes she does not want to hear. I know that Amanda Spielman will do that on behalf of teachers across the country.

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

The Secretary of State will be aware of the recent report by the Traveller movement showing that Gypsy, Roma and Traveller children are four times more likely to be excluded from school than other groups, yet 100% of appeals against exclusions from Gypsy, Traveller and Roma children are successful. What action is the Secretary of State taking to address this state of affairs?

[Mr Gibb]

We had a group in the last Parliament to address this very issue, and we are considering how to take that work forward. It is very important that all children, regardless of their background, attend school and we do not have any lesser expectations for children from different ethnic groups. This is a particular group that is underperforming in our system and we need to do more to ensure that they attend school and achieve.

Oral Answers to Questions

Kate Green Excerpts

Tuesday 28th June 2016 Commons Chamber

[Nick Boles]

I congratulate the hon. Gentleman on his fantastic initiative, which is particularly powerful given his history as an apprentice—he can preach the reality of it. I have to confess to him that I have never been to Oldham, so I would love to come for the first time to join him.

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

Traineeships ought to be a route to good-quality apprenticeships, but we know that there remains a substantial gender pay gap for apprentices of more than £1 an hour. Will the Minister suggest how traineeships can be developed to encourage girls and young women into career routes that pay good salaries and have good prospects?

[Nick Boles]

The hon. Lady identifies an important challenge that has been long in existence, and we have a long way to go to correct it. The key thing is to try to persuade young women to go for the kinds of jobs that are open to them and would pay them much better rates: STEM-related careers and engineering-related jobs. Traineeships are often a good way for people to get a taste for a profession but, equally, we need to attack the problem much earlier—at primary school—to shape the attitudes of young girls and make them understand that, like the shadow Minister, the hon. Member for Newcastle upon Tyne Central (Chi Onwurah), they have a career in technology open to them.

Budget Resolutions and Economic Situation

Kate Green Excerpts

Thursday 17th March 2016 Commons Chamber

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

We heard in the Budget yesterday the story of a record of failure, which was highlighted by my hon. Friend the shadow Chancellor this afternoon. Growth has been revised down. Investment has been revised down. Debt—both public debt and household borrowing—is rising. Productivity has been revised down. The welfare cap has been breached, and it will be in every year in this Parliament.

The Opposition welcome increases in the employment rate, although we should acknowledge that such rises have not been seen everywhere—particularly not for young people, as my hon. Friend the Member for Workington (Sue Hayman) pointed out—but the scandal of in-work poverty is one that Conservative Members really should attend to. I say to the right hon. Member for North Somerset (Dr Fox) that it is not enough just to create the jobs; they need to be secure, sustainable and adequately remunerated to ensure that work really lifts families out of poverty. The Government’s strategy does not do that. Indeed, secure jobs and a secure economy are made all the more vulnerable by the Tory chaos over Europe.

We heard from the Chancellor yesterday that this was

“a Budget for the next generation”—[Official Report, 16 March 2015; Vol. 607, c. 995.]

and we heard from the Secretary of State for Education earlier today about the detail of the policies that would give effect to the Chancellor’s intentions. Concerns have been expressed by many of my hon. and right hon. Friends, including my hon. Friends the Members for Huddersfield (Mr Sheerman), for Enfield North (Joan Ryan), for Oldham West and Royton (Jim McMahon), for Sefton Central (Bill Esterson) and for Croydon North (Mr Reed). It is fair to say that there is real concern among Members on both sides of the House about the policy of forced academisation in the teeth of a report by the head of Ofsted, Sir Michael Wilshaw, that is at best ambivalent about the performance of academy institutions.

The proposals are against the wishes of teachers—the Secretary of State herself said that we ought to treat them as professionals—and they ignore the fact that some, indeed many, local authority schools, especially primary schools, around the country perform extremely well. That was said by my right hon. Friend the Member for East Ham (Stephen Timms), the hon. Member for Bexhill and Battle (Huw Merriman) and, indeed, by the Tory chair of the Local Government Association children and young people board.

There is no guarantee that failing academy chains will not expand their failure by absorbing more schools into their academy structures. My right hon. Friend the Member for East Ham specifically asked about that, but he received no reply from the Secretary of State. There is a lack of clarity, although the Secretary of State made a welcome commitment to look at the particular situation of co-operative schools, which was raised by my hon. Friend the Member for Harrow West (Mr Thomas). There are real worries that the proposals ignore the wishes of parents, who will no longer have the right to be on school governing bodies.

[Michael Tomlinson]

I understand what the hon. Lady is saying about academies, and she will have heard the points I made. Will she say whether Labour Members are now in favour of fairer funding for our schools, as they were when they were last in power?

[Kate Green]

Of course we are in favour of fairer funding, but as we have always said, the devil is in the detail. It is particularly important to ensure that it does not create a situation in which schools serving a large number of disadvantaged students lose out. That will be a challenge for the Government to address if they are not prepared to put in funding where it is most needed and make sure that that funding is sufficient.

We have heard several right hon. and hon. Members express the concern that the Secretary of State’s proposal for academisation will in fact replicate the massive top-down reorganisation we saw in the NHS. In particular, the hon. Member for Gainsborough (Sir Edward Leigh) made that point. The proposal was not in the Conservative party manifesto, and we have not had the opportunity to put it to the electorate, but now it is being forced on us. [Interruption.] It is not Labour policy to force academisation on any successful school. The Under-Secretary of State for Education, the hon. Member for East Surrey (Mr Gyimah), really ought to get the detail correct before he intervenes from a sedentary position.

We have heard real concerns about the crisis in teacher retention and, as my hon. Friend the Member for Bradford East (Imran Hussain) said, in recruitment. The target for teacher recruitment has been missed in each of the past four years. In particular, there are recruitment issues in mathematics, an area that the Secretary of State wishes to expand. We heard no mention of how rising class sizes and the crisis in school places is to be addressed. There was no mention of the cuts to further education and sixth forms, and no acknowledgment of the need not just to increase the number of apprenticeships, but to improve their quality.

The proposals do not form a coherent and complete strategy for education for young people, and we must also remember that the Government’s failure of young people goes further than failing them in their education. I was particularly struck by the passionate speeches of my hon. Friends the Members for Lewisham, Deptford (Vicky Foxcroft) and for Croydon North, who highlighted the slew of policies that have been or have the potential to be extremely threatening to the wellbeing of young people—from cuts to Sure Start and child protection to cuts to youth services.

My hon. Friend the Member for Barnsley Central (Dan Jarvis) highlighted the IFS’s projections about the very worrying rise in child poverty during the course of this Parliament, and many colleagues have also raised concerns about young people’s lack of access to housing. We of course agree that many young people aspire to own their own homes, and we wish to see measures to support them to do so. It is very disappointing that, alongside that, the Government are not prepared to support young people who are renting, whether from choice or necessity. Indeed, the situation of those young people has been made significantly worse by cuts to housing benefit. Members from right around the House acknowledge that the fundamental problem in housing is the lack of supply. The central part of this Budget should have been about building more houses.

Inequality in the Budget stretches beyond young people. We heard again and again about the disproportionate burden of the cuts to tax credits and benefits and the tax changes that have fallen on women, and there does not seem to have been much progress in negotiating away the tampon tax. My hon. Friends the Members for Ynys Môn (Albert Owen) and for Stockton North (Alex Cunningham), and the hon. Member for Ross, Skye and Lochaber (Ian Blackford), spoke about how the needs of women pensioners born in the early 1950s have been overlooked.

The Labour party is appalled at the further cuts to benefits for disabled people, which will shred the dignity of those who need help with dressing or using the toilet. We are also concerned about the geographic unfairness inherent in many of the measures announced by the Chancellor, which have been highlighted by my hon. Friends the Members for Kingston upon Hull North (Diana Johnson), for Croydon North, and for Stockton North. In particular, given that the business rate cuts that will help small businesses are not being funded by central Government, they will place a significant burden on local authorities—[Interruption.] Well, I am glad to hear that, but we did not hear that from Ministers earlier. [Interruption.] I am pleased to acknowledge it if I am in error, but the issue was raised earlier and not challenged by Ministers. I would expect them to be more on the ball in defending their policies.

My hon. Friend the Member for Lancaster and Fleetwood (Cat Smith) highlighted the need to ensure that the extra support for communities devastated by flooding reaches those communities, and my hon. Friend the Member for Middlesbrough (Andy McDonald) highlighted the need to ensure industrial investment in his constituency. Overall, this Budget will benefit the better off at the expense of the poorest. The Resolution Foundation stated that 80% of changes to income tax will benefit the 20% richest people in the country, and capital gains tax changes will certainly benefit the better off. The TUC says that workers are on average £40 a week worse off than they were before the recession. This Budget does not deliver fairness, prosperity or a secure future for the next generation. It is a hotch-potch of excuses, revisions, disguises and failures driven by ideology. That is not fair to today’s young people, or to the next generation.

Skills and Growth

Kate Green Excerpts

Wednesday 17th June 2015 Commons Chamber

[Nicky Morgan]

I know how passionately the hon. Gentleman feels about work experience. He raised it with me in the last Parliament as a member of the Education Committee. The issue is that even if something is compulsory, that does not mean it is of high quality. Young people were going on work experience weeks, but were gaining no skills at all. That is why we are focusing on high-quality, meaningful work experience post-16, the age at which students can acquire those skills. There are other ways of gaining meaningful interactions with the workplace that inspire young people before they hit the age of 16. Many employers were also reluctant to offer work experience because of the red tape surrounding it. We have taken that away.

Education gives every child the chance to reach their full potential, so it is the key to delivering true social justice. It is through good education that we can ensure that all young people are prepared for adult life and sustained employment in an increasingly global world. Good education also lies at the heart of a strong economy. Our analysis, which is backed by the Institute for Fiscal Studies, shows that the increased number of pupils getting good GCSE grades since 2010 will add more than £1.3 billion to the country’s economy. Achieving five GCSEs at grades A* to C, including in the vital subjects of English and maths, adds £80,000 to a student’s earnings over their lifetime.

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

In that context, I ask the Secretary of State to consider the position of disabled young people. The Government have introduced education, health and care plans, which have been widely welcomed, but there is no obvious link with the employment prospects of those young people. What will she do to ensure that the ambitions that our schools and colleges have for disabled young people relate not only to their education, but to their employment prospects?

[Nicky Morgan]

The hon. Lady makes a very good point. I am glad to hear that there is cross-party agreement that education, health and care plans are welcome. They offer an opportunity for various services, including schools, to support young people with disabilities. At its heart, the issue is about inspiring young people about all the options, making sure that no barriers are put in place, and ensuring that nobody else makes choices for young people about what they can and cannot do. I would welcome any thoughts or suggestions that the hon. Lady has in that area, as would the Minister for Children and Families. I want all young people to fulfil their potential—and that, of course, includes anybody with disabilities.

We need to ensure that young people master the basics at primary school and go on to develop deep understanding in secondary school. Under the party of the hon. Member for Stoke-on-Trent Central, one in three children left primary school unable to read, write or add up properly—a figure that we have reduced to just one in five, with further still to go. Until age 16, there is a fundamental core of knowledge and skill that all young people need to access.

As I said, it is the most disadvantaged who always lose out when anyone says that a core education is not for everyone. A rigorous academic curriculum until age 16 is the best way to ensure that every child succeeds regardless of their background and allows us to be ambitious for everyone, to keep options open and horizons broad. We have revised the national curriculum to make it more rigorous and it now provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said, and helps to develop an appreciation of culture, creativity and achievement.

The new curriculum sets expectations that match those in the highest-performing education jurisdictions in the world, challenging pupils to realise their potential in an increasingly competitive global market. We have reformed GCSEs, so they are more rigorous and provide a better preparation for employment and further study. GCSE students taking modern languages will now have to translate into the target language accurately, applying grammatical knowledge of language and structures in context. GCSE students in maths will have to know how to develop clear mathematical arguments and solve realistic mathematical problems. The new English literature GCSE requires students to study whole texts in detail, covering a range of literature including Shakespeare, 19th-century novels and romantic poetry. Unfortunately, the hon. Gentleman’s books are not on that list.

--- Later in debate ---

[Nicky Morgan]

The Progress 8 measure will come into force beforehand. What we are saying with the EBacc is that students starting year 7 in September will be taking the EBacc subjects when they reach GCSE. They will sit alongside each other. I think they are both extremely valuable.

Above all, we need great teachers. Evidence from around the world is clear that the single most important factor in determining how well pupils achieve is the quality of the teaching they receive. We are hugely fortunate to have many thousands of dedicated and hard-working professionals in classrooms throughout our country. Teaching continues to be a hugely popular career. Almost three quarters of new teachers now have an upper second or first class degree, which is 10% higher than was the case in 2010. We have a record proportion of teacher trainees and 17% with first class degrees. Unlike the hon. Gentleman, I trust headteachers to hire the best teachers for their schools, rather than proposing to sack more than 17,000 of them from our classrooms.

Having mastered the basic core at 16, we then want to give young people the chance to choose the future path for them. High quality post-16 education is vital for ensuring that every young person will leave education capable of getting a good job, a place at university or an apprenticeship.

For some young people an academic path will be right. We have reformed A-levels. Giving universities a greater role in how A-levels are developed has been an important part of the Government’s plans to reform the qualifications. Their involvement will ensure that A-levels provide the appropriate foundation for degree-level study.

[Kate Green]

Will the Secretary of State give way?

[Nicky Morgan]

I will make some progress. If I have some time towards the end I will certainly give way, but I want to allow time for Back Benchers. I do not want the Front-Bench speeches to go on and on.

We have introduced linear A-levels, of the sort the hon. Gentleman is on the record as having once supported, to make sure that young people spend less time in exams and more time learning and studying.

For other young people, professional and technical education will be the route they take. Until 2010, this critical provision was neglected for far too long. Thanks to our reforms, we are no longer selling students or employers short.

Oral Answers to Questions

Kate Green Excerpts

Monday 15th June 2015 Commons Chamber

[Nicky Morgan]

I thank the hon. Lady for her question and welcome her to the House. Before the last Parliament was dissolved, the Government published a report on asbestos. There are other programmes available to schools in relation to school building improvement funds, but, if the hon. Lady wants to write to make the case for that particular school, we will, of course, look at it.

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

Trafford is a relatively wealthy local authority, but there are areas of serious deprivation, and schools in my local authority are funded to a much lower level per head than those in neighbouring authorities. What will the Secretary of State do to ensure that schools with high levels of deprivation among their intake are covered by a fair funding formula?

[Nicky Morgan]

As I have said, we will consult extensively among not only Members but members of the public and schools in relation to a fair funding formula. The hon. Lady is right to say that there are inequities of funding right across the country. The last Government introduced the pupil premium, spending billions of pounds on the most disadvantaged pupils, and this Government have made a commitment to continue that funding at the same level.

Vocational Qualifications Day

Kate Green Excerpts

Tuesday 9th June 2015 Westminster Hall

[Neil Carmichael]

I thank the hon. Gentleman for that intervention. Of course we need resources, but a good FE college is adaptable enough—flexible enough—to find those resources where appropriate. I shall go on to describe the experiences of my local college, Stroud College, which has now merged with Filton College to create an exciting range of opportunities for young people. That has lifted the reputation of FE in my community and provided fabulous opportunities for young people. The issue is not just ring-fencing, but freeing up colleges to benefit from the opportunities that they can find.

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

I am sorry that I cannot stay for the whole debate, but I am very pleased that the hon. Gentleman has raised this issue for discussion this afternoon. He is right to say that colleges, such as the excellent Trafford College in my constituency, can do imaginative things to draw in new resources and form new partnerships, but does not he agree that we should take this opportunity to press the Minister on the impact of the 24% funding cut suffered by further education?

[Neil Carmichael]

I thank the hon. Lady for that intervention. My hon. Friend the Minister will have heard it—indeed, he is writing a note about it. Obviously, all areas of education have an interest in fair funding and more funding, but there is a cake and we have to slice it up in a sensible way. We will be having that debate throughout this Parliament.

--- Later in debate ---

[Nic Dakin]

My hon. Friend is right that further education has been a Cinderella area of education and training. One reason why I applaud Vocational Qualifications Day is that it represents a real effort to rebalance what we are saying out there, and what is being said back to us. It is important that we seize that with both hands.

Careers advice is an area in which the Government need to up their game. We have a new careers and enterprise company in place, but it is not clear—the Minister might tell us that it is crystal clear—exactly what that company is doing, or how it will address the current deficit that means that whereas 63% of young people can name A-levels as a post-GCSE qualification, only 7% can name apprenticeships and only 26% are able to name national vocational qualifications as post-GCSE qualifications. Despite the plug that the hon. Member for Stroud (Neil Carmichael) gave for BTECs, only 19% of pupils were able to name them. When I was a college principal, I expanded the BTEC curriculum within my college because it acts as a very good bridge between the academic and the vocational. That applied learning is the sort of bridge we need in order for people to develop and move on to both vocational and academic pathways, as he described.

[Kate Green]

My hon. Friend is right to highlight the importance of careers advice in raising young people’s awareness of alternative education and qualification routes, but will he say something about what can be done better to inform parents? Parents influence their children’s choices, and many parents assume that a university education is the best and only suitable option for their children.

[Nic Dakin]

Absolutely. That is where there is a real danger in the fragmentation of schools, academies, UTCs and other provision. Sadly, the evidence is that in schools with their own sixth form, the quality of careers education, as regards raising awareness of the various pathways available, is lower than in schools that do not have their own sixth form. We must ensure that impartial advice is available to all young people, wherever they undertake their secondary education. That includes connecting better with parents and ensuring that they get information about the range of available pathways from the secondary school, which is the main vehicle through which they receive such information. Research commissioned by the Association of Colleges shows that only 14% of 11 to 16-year-olds have heard of apprenticeships, which is just not good enough. That is evidence that, collectively, we all need to up our game.

The hon. Member for Stroud mentioned LEPs, which are well placed to maximise the value of careers education locally. They seem to be the other player in the mix, with a good connection with the worlds of work and education. LEPs are in an opportune place to bring those things together. Given that LEPs are becoming more mature as organisations, any opportunity to allow them to show more leadership with regards to careers information, advice and guidance would probably benefit young people in their area. I commend Humber local enterprise partnership for its work in promoting gold standard awards for quality in careers information, advice and guidance in the Humber area. It is an example of good practice.

The adult skills budget is disappointing. Vocational qualifications are not just for younger people; they are for older people, particularly because many people will lose one job and have to retrain for another. Given that people are living longer, that is likely to be a challenge for older as well as younger people. It is disappointing that the adult skills budget was cut by 24% in February 2015, as my hon. Friend the Member for Stretford and Urmston (Kate Green) said earlier. It is equally disappointing that just last week, further cuts were announced of £450 million to the non-schools budget and £450 million to the further and higher education part of the Department for Business, Innovation and Skills budget.

Those cuts will cause challenges and pressures, particularly if there are retrospective funding cuts. As a former principal of a college, I know what it is like to set out my stall and put my plans in place. If schools are told halfway through the year that they need to save more money, it is difficult to do so, even for the best-run organisations. I have concerns about the impact on providing the better vocational education and better pathways that we all want for young people, as well as better understanding and support for older people retraining. We might accidentally achieve the opposite. I know that the Minister is passionately committed to ensuring that this works, and I am sure that he did not decide to decrease funding in certain areas to benefit the bit of the world that he champions. I am sure that he will take away from this debate the desire to bat even harder in private for the people whom we want to deliver well for us in public: that is, young people coming into the workplace, as well as older people needing retraining. For both those groups, vocational qualifications are a key underpinning of bridges and platforms into the future.

Oral Answers to Questions

Kate Green Excerpts

Thursday 26th February 2015 Commons Chamber

[Sajid Javid]

My hon. Friend raises a very important point. He should tell those villagers that the Government have an active programme to reach the most remote areas with superfast broadband. He will be interested to know that in the middle of last year we undertook a pilot, with seven projects using mostly wireless and other types of hybrid technology. We are now having a good look at the results of that pilot, and I shall be able to make a further announcement shortly.

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

Businesses in my constituency, from farmers in Carrington to multi-million pound exporters on Trafford Park, complain that they are still waiting for superfast broadband. They are paying 10 times the price for one fifth of the speed, with a damaging effect on their business. These are not remote rural areas; they are a stone’s throw from Manchester city centre. Can the Secretary of State explain why they are waiting so long for the basic support that their businesses need?

[Sajid Javid]

There has been a significant improvement in superfast broadband access over the past five years. Coverage throughout the UK has doubled from 40% to 80%. We have the best coverage among large EU nations and the highest average speeds, as well as the lowest average prices in Europe, but we can still do better. In urban areas, it is difficult, if not sometimes impossible, for the Government to provide a subsidy, as they do in non-commercial areas, but I am looking actively at what more we can do in urban areas.

--- Later in debate ---

[Mr Harper]

I do not need to justify those figures. If the hon. Lady had used more up-to-date figures, she would know that performance has significantly improved and that more people are being helped into work through the Work programme, work choice and access to work. Yes, more disabled people are being helped than before. As I said in response to an earlier question, 141,000 more disabled people are in work now than last year. I think that is a record to be proud of. There is more to do, but good progress is being made.

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

8. What change there has been in the number of people bringing discrimination claims since the introduction of tribunal fees.

[The Secretary of State for Education (Nicky Morgan)]

Although the number of people bringing discrimination claims to the employment tribunals is not collected centrally, the number of complaints of discrimination from ET claims is collected. From July to September 2014, there were 5,475 complaints of discrimination on the grounds of age, disability, race, religion or belief, sex, or sexual orientation, or of having suffered a detriment or unfair dismissal due to pregnancy, or complaints relating to equal pay. This compares to just over 18,000 in the quarter from April to June 2013, a fall of 71%.

[Kate Green]

There has been a particularly shocking fall of more than 90% in the number of sex discrimination cases, including those involving pregnancy-related discrimination. Many women on low incomes cannot apply for fee remission in order to go to an employment tribunal, not because of their own incomes, but because of their partners’ incomes or savings. Does the Minister think that that system is giving those women fair access to justice? Furthermore, is it not penalising good businesses that do not try to get away with poor, discriminatory practices, unlike others which know that there will be no danger of a challenge if they do so?

[Nicky Morgan]

Pregnancy discrimination in the workplace is unacceptable and unlawful, and the Government have recognised the need to tackle it. In November 2013, we announced an extensive programme of research on perceived pregnancy and maternity discrimination in Great Britain. We have made a commitment to conduct a review of the introduction of the fees, and we will do so, but we think that this is a matter for the next Administration and the next Parliament.

Assistive Technology Sector

Kate Green Excerpts

Tuesday 2nd December 2014 Westminster Hall

[Mr William Bain (Glasgow North East) (Lab)]

We celebrate the UN international day for disabled people tomorrow and we will consider what help and support the Government should be offering small and medium-sized manufacturing enterprises, such as those in the assistive technology sector, in tomorrow’s autumn statement, so it is fitting that we should have a debate on the role of assistive technology and its empowering effects on disabled people in our society.

The UK is the world leader in the assistive technology sector, comprising 1,000 businesses and other enterprises, providing approximately 1,500 products to students with disabilities, helping to employ nearly 10,000 people in education and other connected sectors, and exporting technology across the world. A recent study by the Helen Hamlyn Centre for Design at the Royal College of Art, in partnership with BT and Scope, found that digital technology has the potential to change radically the lives of disabled people, but that they are a fifth less likely to be online than their peers. Scope’s partnership with BT provides disabled people with new opportunities to stay in touch with friends and family and help ease that digital exclusion, which can affect disabled people’s life chances and their state of well-being. That is done not only with new devices, but by adapting existing devices through, for example, developing new apps or open source software or hardware to cater for individual needs.

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

I congratulate my hon. Friend on bringing forward this important subject for debate this week. Given the beneficial effect he has highlighted of assistive technology, both for individuals and for our economy, does he agree that it is regrettable that the Government appear to be downgrading their interest in the subject, with their decision no longer to fund the Foundation for Assistive Technology to produce its independent report?

[Mr Bain]

Very much so—I am sure my hon. Friend will make an outstanding Minister for disabled people in a few months, and I look forward to working with her and championing the interests of disabled people. I think—I will develop this later—that what has happened reflects an attitude towards the needs of disabled people which sadly followed on from those terrible remarks by Lord Freud.

What we need from Government is policy that encourages the development of assistive technology, not discourages it. However, the sector feels neglected under this Government, with weaknesses in procurement practices in the NHS, responsibility divided between five different Ministers in three different Departments, and legislation affecting the industry being driven by a fourth Department.

In this debate, we should also thank Guide Dogs for the work that it does in promoting audio-visual final destination and next-stop announcement technology on buses. Many Members have had representations from constituents looking for that form of assistive technology to be installed on all new buses across the UK to boost accessibility, which would remove a barrier that many sight-impaired people experience when seeking to take up work.

Online services such as shopping or banking are vital for disabled people, but lack of accessibility remains a key issue. Most sites comply with accessibility standards, but the Scope study found that some disabled people still struggle to use those services, as codes and standards on websites do not meet accessibility needs. Scope has recommended measuring online services by how responsive they are, focusing on the person not the system, through, for example, examining how long it takes a disabled person to complete tasks online compared with non-disabled users of the same site. If it takes longer for a disabled person to use the service, the service provider must do more to make the site equally accessible. That is where assistive technology can really help.

One of the first Bills I voted on after being elected to this House was the one that became the Equality Act 2010, which creates duties on the Government and those providing services to the disabled, or hearing or sight-impaired people, or people with individual needs in learning, including the obligation to make reasonable adjustments to workplaces, places of study or elsewhere, to allow for the widest possible inclusion of people of talent in our universities, colleges and workplaces.

I experienced first hand, as a university lecturer in Glasgow and London for a decade, how essential the support provided by assistive technology to students’ learning experience is. It is a necessity, not a luxury. Many universities have improved greatly the resources available to students with particular learning needs, but it is wrong for the Government to shift the burden more and more on to universities, as the regulations before Parliament on disabled students’ allowances run the risk of doing. Government should work with universities to ensure that more students from backgrounds where there are special learning needs can prosper in higher education, not wash their hands of responsibilities to promote and deliver inclusive education under the Equality Act and article 24 of the UN convention on the rights of persons with disabilities.

Although the regulations on disabled students’ allowances would apply only to students and universities in England, they would have effects on UK-wide supply chains for companies involved in assistive technology manufacturing and development. That is something that, as a member of the Select Committee on Business, Innovation and Skills, I am extremely concerned about. All Members of this House should be concerned in this week of all weeks about additional costs for disabled people that could cause additional hardship for a section of the community which already feels that more acutely than many other people.

To be fair, the Minister for Universities, Science and Cities—I thought perhaps he was going to reply to this debate—responded to a strong, evidence-based argument earlier this year, when he decided to postpone the changes to disabled students’ allowances until 2016. He knows that the National Union of Students provided strong evidence showing that half of disabled students get their assistive technology through funding they receive through DSA, compared with only 8% of non-disabled students relying on allowances.

I hope that the Minister for Skills and Equalities will respond in a similar way to the representations that have been made on the regulations before Parliament. Regulation 10 of the Education (Student Support) (Amendment) Regulations 2014 changed the law to provide that DSA is only available in respect of expenditure on a computer minus a contribution by the student of £200. With 78% of disabled students surveyed by the NUS reporting owning a laptop, rather than an iPad, desktop computer or a MacBook Pro, it is effectively a tax of £200 per student on laptops payable next September for new students who qualify for DSA.

Many students are working long hours as well as studying at university, because for them, every penny counts. A look at any price comparison website will reveal that many popular brands of laptop computers are available for less than £200, but would not now qualify for DSA grants under those regulations, placing the obligation either directly on students themselves or on strained university budgets under this Government. Either universities will have to make the financial commitment themselves in pursuance of their duty to make reasonable adjustments under the Equality Act, or affected students will face the additional costs for equipment that is vital for them to be able to study properly.

It is grossly unfair that the Government have proven to be so out of touch in drawing up the new rules and bringing in a £200 laptop tax, even though the average expenditure per student has fallen over the past eight years. I urge them to take the opportunity presented by this debate to reflect again, or the Government who were the authors of the pasty tax and the granny tax will have a further problem with their legacy by inflicting an unfair £200 laptop tax on thousands of students with disabilities or acute learning needs who are beginning their courses next September.

Even more extraordinary is the Government’s position in the explanatory memorandum to the regulations, confirmed in parliamentary written answers to me by the Minister for Universities, Science and Cities, that the laptop tax would have no impact on business, charities or the voluntary sector. The views expressed to me by the assistive technology sector—by individual companies and by the British Assistive Technology Association—have been somewhat different from the complacent attitude shown by the Minister. It is striking that the Minister believes that the imposition of this new laptop tax would have no impact on the ability of students with disabilities or particular learning needs to attend university. That is not the view strongly expressed by the National Union of Students. There has been no answer from the Government about how the laptop tax would be paid or collected. It is the case that 83% of students purchase their laptop through their DSA payments and 98% of students told the NUS that that was the source of their funding for acquiring supportive software.

We have no details about what support the Government will provide to universities in cases in which a student faces particular financial hardship. We have no clarity on what will happen in the case of postgraduate students who would be eligible for DSA but no other financial support. We have no information about the Government’s plans for bulk purchasing, which they have previously floated as a solution to the problem that they have now got themselves into.

The Prime Minister once said that we should judge a Government by how they treat the most vulnerable. Disabled students have all the talent in the world and contribute billions of pounds in tax revenues to the economy when they graduate. They deserve a Government who are on their side, not acting against their interests with a £200 laptop tax being sneaked through the House without a substantive vote.

Assistive technology companies are one of our new economic success stories in manufacturing, contributing £55 million a year in tax revenues to the Exchequer. The 21 small businesses directly involved, some of which have been scathing about the lack of proper Government consultation and engagement on the proposal, and the wider supply chains that they support deserve better from Government than this. I urge the Minister to use the opportunity presented by the debate this week to reflect on what is right for disabled students and our universities, to support our small and medium-sized manufacturers in an important industrial sector and to scrap the laptop tax before it causes further financial hardship to thousands of disabled people across the country.

Adult Learning

Kate Green Excerpts

Wednesday 3rd September 2014 Westminster Hall

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

I appreciate your calling me now, Mr Robertson. I have a constituent in the House whom I need to meet in the next few minutes, but I hope to return to the debate to hear as much of it as I can. I am grateful to Government Members for allowing me to follow my hon. Friend the Member for Hackney South and Shoreditch (Meg Hillier).

I congratulate my hon. Friend on securing the debate. There are some issues I wish to raise with the Minister. I want to take the opportunity to acknowledge publicly the excellent Trafford college in my constituency, which I had the great pleasure of visiting during adult learners week earlier this summer. It was a joy to spend time with the adults who were returning to education after many years and to see the enthusiasm with which they were embracing their studies and the obvious reward they felt they were getting from participating in adult learning.

I echo my hon. Friend’s comments on student loans. I wish to ask the Minister what monitoring is being undertaken of the effect of further education loans on older students’ take-up of further education. We know from the trends in higher education that the impact of student loans on younger students has not been as significant as some of us feared, but mature students have significantly fallen away from higher education studies because they find it difficult to take on a debt obligation alongside other financial obligations that they have accrued. What trends has the Minister observed among those over 24 years old, and what further monitoring and adjusting action will the Government undertake if the loans significantly deter adults?

I wish to ask the Minister about funding for HND and HNC qualifications, which are offered in further education colleges such as Trafford. My understanding is that the qualifications are currently funded by the Student Loans Company, but that a Higher Education Funding Council for England weighting is added to fund courses that partly contribute to a degree-level qualification. I have been told that it has been proposed that the funding will switch, and that in future those qualifications will be funded by the FE loan company. Will the additional weighting—the funding supported by HEFCE—be transferred across so those courses continue to be fully funded?

I am sure the Minister will understand that those studies have particular economic importance, given what they encompass. People who take up technically complex subjects can make a significant contribution to our economic situation, and it would be a great shame if funding pressures began to discourage some students from participating.

I support what my hon. Friend said about apprenticeships, and I would be grateful to hear the Minister’s comments on the funding issues. As the Association of Colleges has observed, the current funding arrangements, in which the Skills Funding Agency funds the college and the employer pays an apprenticeship wage, amounts to a pretty significant subsidy for the employer because they get a fully-trained employee without having to contribute to their college training.

I understand that those arrangements are to be replaced by an employer contribution and a tax break for employers. Does that mean that employers will continue to receive a subsidy, and, if so, will it have the same overall effect? If there is to be a change in the funding structure for apprenticeships, what assessment have Ministers made of the likelihood that small and medium-sized enterprises will continue to offer or increasingly offer apprenticeships? SMEs are an important source of apprenticeships for the future, and it has been difficult to get them to engage with apprenticeship programmes. I would be interested to hear from the Minister what assessment has been made of the effect of the funding arrangements on SMEs’ participation.

Vulnerable adults in particular can find FE studies a flexible and environmentally suitable approach to continuing their learning. We have some good, supported training programmes at Trafford, and throughout the country, for younger students with learning disabilities. For example, some good supported internship programmes, organised between local employers and local colleges, run well. Those supported internships are not funded for over-25s, although we know that adults with learning difficulties, for example, will take longer to reach the point at which they are ready to participate fully in education and employment.

Is the Minister prepared to consider whether the effective and successful supported internship model, which works for younger adults, could be extended to older adults in those situations? It is not a quick fix—I am not asking the Minister for an instant answer—but I think that we would all appreciate hearing that he will take an interest in the subject. Those of us who have thoughts and ideas about the issue, including charities that I have worked with, might work with him to see what might be possible in this field.

Finally, let me say a little about the role of employers, particularly in relation to employer ownership of skills, which is a good idea in theory that is proving difficult to make effective in practice. I should be interested to hear how the Minister intends to improve its effectiveness. The uptake is quite low and what is lacking, if I may say so, is a strategic economic context to employer ownership of skills. I particularly commend to the Minister work done by the Greater Manchester chamber of commerce, which analysed all the many major construction projects that we expect in Greater Manchester over the next five to 10 years—High Speed 2, the Metrolink extension, an extension at the airport, new investment in Trafford Park in my constituency, the northern hub and so on—and mapped the job needs that will arise under those projects, right down to individual jobs. The work included identifying how many electricians, scaffolders, painters and decorators each project is likely to need, what level of skills will be associated with those jobs and when they are likely to come on stream.

Clearly, the next step is to start matching all those fantastic data to training and education plans in our FE colleges, schools and universities. However, there is a mechanism missing that might otherwise connect that economic analysis with the education providers, particularly FE colleges. Will the Minister comment on whether he would be interested in exploring that further, as I am sure Greater Manchester chamber of commerce would be keen to do?

Oral Answers to Questions

Kate Green Excerpts

Thursday 26th June 2014 Commons Chamber

[Matthew Hancock]

No, the figures for apprenticeships show the number of apprenticeships. They also show that we are on track to achieve 2 million apprenticeships in this Parliament—in fact, figures published at 9.30 this morning show that there have been 1.8 million apprenticeships since the election. We are simplifying the funding structures and putting more money through employers, so that they can buy the apprenticeship training they need.

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

I believe that the Minister of State, Department for Business, Innovation and Skills, the right hon. Member for Sevenoaks (Michael Fallon), and I are both due to attend the Royal London Society for Blind People’s youth forum launch of “Let’s Work It Out”, which seeks to identify the barriers to visually impaired young people getting into employment. What more can the Government do to encourage employers to see the potential of visually impaired young people and to make them more aware of the technological assistance that can enable them to function in the workplace?

[Matthew Hancock]

Making sure that those who are visually impaired can fulfil their potential in the workplace is a vital part of the training we support. My right hon. Friend the Minister of State is the president of the organisation that the hon. Lady mentions. Apprenticeships are one option, and there are specific mechanisms to ensure that those who are visually impaired can complete an apprenticeship, but more broadly we need to make sure that the whole skills system works as much for those with disabilities as for those who are fully able.