Oral Answers to Questions

Kerry McCarthy Excerpts

Monday 16th January 2023 Commons Chamber

[Gillian Keegan]

We very much have a focus on making sure that our standards are very high in schools and that our children have the very best education to compete globally when they need to get into the workforce. If we look at every other developed economy, we see that in pretty much all of them children do maths in some form up to the age of 18, and we are a bit of an outlier. We are looking to raise the expectations and standards to make sure that our children can compete, and to also give them financial skills for life. Of course, we will work with the sector, and it is a longer-term strategy to make sure that we have enough maths teachers. We have a number of strategies already in place, because it is always tough to recruit maths teachers, and that is why we have introduced a bursary of up to £27,000 for all maths teachers and also for many science teachers.

[Kerry McCarthy (Bristol East) (Lab)]

3. What steps she is taking to improve support for (a) children with special educational needs and disabilities and (b) their families.

[David Johnston (Wantage) (Con)]

10. What steps her Department is taking to support schools with pupils with special educational needs.

[Kerry McCarthy]

Today is Blue Monday, and I am sure that both you, Mr Speaker, and the Education Secretary will be pleased to know that, following our event last year, the band New Order and the charity CALM—the Campaign Against Living Miserably—have teamed up together today to urge people not to hold back from seeking help with their mental health if they need it. However, as we discussed at that event, too many children are facing unconscionable delays in getting assessed and in getting support. Too many children risk being damaged for life as a result, so will the Minister please get a move on and bring forward the response to the SEND review consultation? Children should not have to wait any longer.

[Claire Coutinho]

I can assure the hon. Lady that we are working incredibly hard, and we will be publishing a response imminently. In the meantime, we are rolling out training on mental health to all schools across the country, and I am working very hard with my counterparts at the Department for Health and Social Care to make sure that, when we look at the proposals on SEND, they are brought fully into the picture as well.

Oral Answers to Questions

Kerry McCarthy Excerpts

Monday 24th October 2022 Commons Chamber

[Andrea Jenkyns]

I know this is of great importance to my hon. Friend. Many different sectors face skills needs and challenges, which is why we are investing in skills through T-levels, apprenticeships, skills boot camps and free courses for jobs, giving people of all ages the opportunity to obtain the skills that industries like and that support economic growth.

[Kerry McCarthy (Bristol East) (Lab)]

There is potentially a huge number of good green jobs for young people to go into, such as retrofitting homes, installing heat pumps and restoring wetlands, but many young people do not know these jobs exist, let alone the pathways to get into them. What are the Government doing to open their eyes to these opportunities?

[Andrea Jenkyns]

I thank the hon. Lady for her important question. I am proud of the Government’s record of investing in green jobs through T-levels, apprenticeships, higher technical qualifications and boot camps. Never before have there been so many opportunities to engage with green industries. We are also working closely with these industries to make sure they are at the heart of what we do.

Independent Review of Children’s Social Care

Kerry McCarthy Excerpts

Monday 23rd May 2022 Commons Chamber

[Will Quince]

I very much welcome my hon. Friend’s contribution, and I thank her sister for what she does as a social worker, as well as all social workers up and down our country. We are absolutely serious about reform and delivering the change that we all want. My hon. Friend mentioned two specific points. The first was about the case load, which is at the moment around 16 cases; that is down from about 20 in 2017, but the case load number is hugely misleading. I have rightly spent plenty of time with social workers up and down our country, and shadowed social workers in Cumbria, so I know that one case can take as long as 20. This is therefore not just about numbers. We have to look at the case load and social worker recruitment. On foster carers, it is absolutely right that we support them from the point at which they make an application or expression of interest to the point at which they become foster carers. Support should be ongoing, too, so that placements do not fail.

[Kerry McCarthy (Bristol East) (Lab)]

I have looked at the section in the report on children’s mental health, which is okay as far as it goes, but we know that child and adolescent mental health services are in absolute crisis. Figures were released yesterday that show that more children than ever are presenting with mental health problems, and many of them will not get the help that they need. Children in care can carry trauma with them their whole life if they are not helped. How will the Minister work with his colleagues in the Department of Health and Social Care to make sure that there is not a silo, and that he is not just looking at the aspects of mental health for which he bears responsibility? I am trying to avoid the phrase “joined-up working”, but genuine joined-up working is what we need.

[Will Quince]

The hon. Lady is absolutely right, and if there is one area in which we need less silo working, it is children’s mental health. My remit is broader than just Department for Education matters—it is around children more generally—so of course that issue concerns me. I can only do so much—there are the mental health support teams in schools, and senior mental health leads, in which we are making significant investment—but of course I meet regularly with my counterparts in the Department of Health and Social Care. Yes, that Department is making investments—for example, there is the £2.3 billion for mental health support—but in truth, too many children and young people are waiting too long for CAMHS services. We know that is a driver for children’s social care, so of course I will continue to have conversations with my counterparts to make sure that the issue remains a priority.

Special Educational Needs and Disabilities Review

Kerry McCarthy Excerpts

Tuesday 29th March 2022 Commons Chamber

[Nadhim Zahawi]

As I have said, both yesterday and today, the combination of the schools White Paper and the parent pledge—whereby teachers identify gaps in reading, writing and speech and share that information with parents—will be the catalyst to ensure that early identification is working. Our work with the Department for Health and Social Care means we can create a system that, when it comes together, truly delivers for children and for parents.

[Kerry McCarthy (Bristol East) (Lab)]

I appreciate the Government’s honesty when they talk about the vicious cycle of late intervention, low confidence and inefficient resource allocation. Sadly, that is very much the experience of my constituents who have needed to access these services, so I appreciate the ambition to try to get away from that. My concern is similar to that expressed by a couple of Conservative Back Benchers about the lack of detail on the interaction with the health service, particularly when it comes to tier 4 CAMHS children who are in real crisis. What reassurance can the Secretary of State give us that those children will be helped as part of this initiative?

[Nadhim Zahawi]

The hon. Lady raises an important point. Part of my ambition and that of the Secretary of State for Health and Social Care is to ensure that we knit together a system that delivers both elements, and I hope that the standards will provide clear guidance on when a child or young person needs that EHCP. We are simplifying the EHCP process overall to ensure that we improve efficiency, make it frictionless if we can, and reduce waiting times, including through standardising and digitising the EHCPs. One thing parents have told me is that if they move address, they suddenly have to make themselves familiar with a whole other EHCP. The work with Health will, I hope, make a real difference.

Arthur Labinjo-Hughes

Kerry McCarthy Excerpts

Monday 6th December 2021 Commons Chamber

[Nadhim Zahawi]

I am grateful for my hon. Friend’s question. He is right to remind us of the cases of Beckford, Climbié and now, tragically, Arthur. I think social workers are doing a tremendous job, and I think it is important that multi-agency work—for whatever reason, and we will find out through these two reviews—missed Arthur in this case and did not take him away. The father and partner were obviously evil and manipulative, but nevertheless we have to make sure, if there is any evidence, any inkling, any iota of harm to any child, that the child is taken away immediately.

[Kerry McCarthy (Bristol East) (Lab)]

Some 300,000 children a year are affected by parental imprisonment and, as I understand it, Arthur was one of them, so what this case highlights is the lack of a statutory mechanism to identify and support such children. The moment he was put in his father’s charge—I will not say his father’s care—that identification and support should have been there. I am due to meet the Under-Secretary of State for Education, the hon. Member for Colchester (Will Quince), to discuss this on Monday, but can I urge the Secretary of State that the issue needs flagging up within the review?

[Nadhim Zahawi]

The hon. Lady raises an important point. I know from my time as children and families Minister that she has been campaigning on this issue and I know she is meeting the Minister for children and families on Monday, but I will certainly take a very close look at what she says and feed back to the panels.

Oral Answers to Questions

Kerry McCarthy Excerpts

Monday 1st November 2021 Commons Chamber

[Nadhim Zahawi]

I am grateful to my right hon. Friend for his question. He has been a champion for some of the new technologies and new evidence emerging around the world about identifying and screening for dyslexia. I will happily meet him and have a look at what we can do to scale that up in the United Kingdom.

[Kerry McCarthy (Bristol East) (Lab)]

When a child has a parent who goes to prison, too often the support services are all focused on the needs of the prisoner and are run by the Ministry of Justice. Is the Children’s Minister prepared to meet the charity Children Heard and Seen and me, so that they can hear the views and support needs of the children who are left behind, particularly where parental contact might not be appropriate?

[Will Quince]

We recognise the impact that having a parent in prison can have on a child’s wellbeing, behaviour, mental health and learning. That is why we have clear statutory guidance that support should be based on the needs of the child, not solely the characteristic of having a parent in prison. Of course I would be happy to meet the hon. Lady to discuss this important issue further.

Sustainability and Climate Change (National Curriculum)

Kerry McCarthy Excerpts

Wednesday 27th October 2021 Westminster Hall

[Derek Thomas]

I agree, and I welcome the intervention. When I was on the Environmental Audit Committee, we looked at various plans to decarbonise the public estate by 2032. That is a massive challenge and hugely expensive, but it is right that we should prioritise the places where our children learn. We know that in many places, our school estates are not fit for purpose in terms of the best learning experience, let alone the right thing for the environment. That is just one of the many significant challenges we face as we grapple with this vital issue.

Education on climate change is also about the opportunities available for the future. Cornwall offers a particular opportunity for our national and global efforts to decarbonise and switch to renewable ways of living. We have one of the world’s most important supplies of lithium. We have copper and tin-rich rock beneath our homes. In my constituency, we are led to believe, we have the third-richest tin and copper mine in the world. We have geothermal possibilities, allowing us to extract heat from the ground, and we are doing that at Jubilee Pool in Penzance. We are leaders in renewable energy and we produce some of the most sustainable food crops, dairy and meat. We have some of the most exciting potential for carbon sequestration on land and on the ocean floor, and we have the potential for a large but sustainable fishing fleet. Lack of education in schools on this presents a challenge to our ambitions.

Education should address how we shift to a greener way of living without costing the Earth. There is an interesting debate taking place in Cornwall, because as we consider extracting copper and tin once again and extracting lithium from dormant mines, and at geothermal, we are trying to understand whether the immediate environmental impact of carrying out this important work is worth the result of extracting the minerals that we need in all our devices and in renewable-energy batteries, and so on. There is a real argument that we need the education and the learning in our schools, as well as among the public, about the environmental impact of digging up the ground. What exactly is it? Is it worth it? Or is it better—I say this tongue in cheek—to just get things from China or elsewhere, where we have no control over how the stuff is extracted? Education in schools could really help understanding of how we balance getting to a greener living with the impact that we have to spend right now.

[Kerry McCarthy (Bristol East) (Lab)]

The hon. Gentleman is making a very good speech. I had a debate on this in December 2017, and the response I got from the Minister was very bitty, saying “You learn a little about this in citizenship, a little bit in science, a bit in geography, and when T-levels come on board, they might have a bit.” Is the hon. Member arguing that there ought to be a GCSE in environmental science, or environmental studies, or whatever he would wish to call it? Making this a strong part of the curriculum, rather than popping up here and there and not having that overview, is the way forward.

[Derek Thomas]

Again, that is a great intervention. I met with the Secretary of State and eight head teachers from my constituency a couple of years ago, and we had that very discussion about how we could actually do this in schools. Interestingly, half of the heads said, “Let’s just use what we have now to get it through every part of our education and curriculum,” and the other half said “No, we need a specific resource and tool to be able to teach it,” as the hon. Lady said, potentially as a GCSE.

I am not an education expert, although I have three children going through the system at the moment. I would argue that, particularly in primary school, we should just look at every pot of learning and attach it to how we live on the planet. The connection is then how we care for the planet. We can do that in everything we teach in primary school. In secondary school, I think there should be an opportunity to continue that, but also the opportunity for students to learn and to take a particular interest.

I am trying to demonstrate that this is about the skills need across the country to deliver what we have committed to, and that must start with preparing children and young people for the work they will do when they leave. Education in schools should address the link between our demands and the carbon in the supply chain. We often talk about wanting to take the necessary measures in our own lives to reduce our carbon footprints but we quickly find that we go and order stuff online without necessarily knowing where it comes from or the carbon footprint attached to that item. If we helped our young people to understand that better, when they look at their careers, they will look at how they can be involved in the food chain, in clothing and in all of those things that we need, but where carbon miles can be reduced.

I appreciate that you are trying to get me to shut up, Ms Ghani; I will be very quick now. We must look at what skills are needed to meet the higher skilled job opportunities in renewable energy, construction, mining, technology, agriculture and environmental and marine management. A tip from a meeting I went to this morning is that if we want our children to have great careers, we should send them down the heat engineer route. We have an opportunity, not just to enable our young people to deal with the great challenges facing them as they grow up and the challenges we should be addressing now, but to seize the opportunity, and to have the high-paid, high-skill jobs that we talk about. That means that the choices we make to do the right thing for the planet are actually choices that are good for us.

Choices in the interests of the environment are rarely negative or sacrificial choices set against their positive aspects, such as better homes, healthier air, high-skilled jobs, and so on. This is a timely debate. It is critical to get this right. I support getting education in the curriculum across every school, so that every child is equipped to live, flourish, and embrace the world that we have been given, which we are privileged to have.

Educational Settings: Reopening

Kerry McCarthy Excerpts

Tuesday 26th January 2021 Commons Chamber

[Nick Gibb]

My right hon. Friend raises an important point. He will know, given his background, that what matters is all of us obeying the rules that are set out very clearly and how, as a nation, we can manage the reduction in the transmission of this very deadly virus. It is beholden on all of us to obey those rules. The more we do that, the quicker we can reduce infection in our society and move out of the lockdown position.

[Kerry McCarthy (Bristol East) (Lab) [V]]

I echo the concerns of the right hon. Member for Harlow (Robert Halfon) and my hon. Friend the Member for Kingston upon Hull North (Dame Diana Johnson) about the warnings given by paediatricians and the Children’s Commissioner today about children’s mental health. In particular, I want to ask about children who have not yet been assessed for education, health and care plans and are now at home. What progress is being made in trying to ensure that they get their assessments, even though they are not in school, because we know that any delay in getting them assessed could have a serious impact on their educational and social development?

[Nick Gibb]

The hon. Member raises an important point. This is something that my hon. Friend the Minister is monitoring very closely with our expert advisers.

Oral Answers to Questions

Kerry McCarthy Excerpts

Monday 18th January 2021 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Vicky Ford)]

We have provided unprecedented support to the early years sector throughout the pandemic, through the block-buying childcare places, furlough and other schemes. We are monitoring the current situation really closely and will continue to review it if further measures are needed. For example, where education and childcare settings have an unmet need for PPE, they can access it via their local authority or local resilience forums. We will continue to keep supporting our early years sector.

[Kerry McCarthy (Bristol East) (Lab) [V]]

As Ministers know, both the children’s commissioner and I are keen to get their support for a ban on placing looked-after children in unregulated accommodation, but I understand that the Department wants to do this only for under-16s, which would currently affect 90 or so children. There are many, many more 16 to 18-year-olds in unsafe accommodation who are still legally children and who are still meant to be in our care. Can the Minister explain the justification for treating them differently and, in doing so, potentially putting them at risk of harm?

[Vicky Ford]

Independent and semi-independent provision can be the right choice for older children who are ready for this where it is high quality and meets their needs. It can enable them to develop their independence as they transition into adult life. However, we are absolutely clear that we need to do more to ensure that the quality of this provision is consistently good, and that this type of provision is simply not appropriate for children under the age of 16 who should be placed in children’s homes or foster care. We have consulted on introducing national quality standards and we will publish the Government’s response to the consultation in due course.

Exams and Accountability 2021

Kerry McCarthy Excerpts

Thursday 3rd December 2020 Commons Chamber

[Gavin Williamson]

We will always look at different options to improve our examination system and how we work with exam boards, and I am more than happy to meet my hon. Friend to discuss that in greater detail. In terms of catch-up, I pay tribute to the teachers and support staff not just in Harrow, but right across the country, who have done so much. They have been assisted by the £1 billion covid catch-up fund to give extra resources, so that extra teaching can take place at weekends and in the evenings, and children have the opportunity to catch up on work that they have missed.

[Kerry McCarthy (Bristol East) (Lab)]

Research from the Education Policy Institute, among others, on the performance of pupils with special educational needs and disabilities suggests that they can be particularly vulnerable to being underestimated in assessments. Given that some of those pupils might also, for health reasons and owing to shielding, have had more disruption to their education, how can we be confident that any new system introduced for next year will take their needs into account?

[Gavin Williamson]

The hon. Lady raises a really important point on which there is a lot of shared concern on both sides of the House. This was one reason that we particularly weighted the covid catch-up fund to deliver extra money for those schools supporting children with special educational needs. We recognise there are some acute and difficult challenges, and certainly I know that the Minister for School Standards would be happy to sit down with the hon. Lady, along with the children’s Minister, my hon. Friend the Member for Chelmsford (Vicky Ford), to discuss any extra support or intervention she thinks would be of use and benefit.