Crisis in Iran

Lindsay Hoyle Excerpts

Tuesday 25th October 2022 Commons Chamber

[Gillian Keegan]

There is much that we all agree on in this House, from our condemnation of what is happening in Iran to the actions we take and how we work with others. We are looking at all options to hold Iran to account for its human rights violations, and we are active participants at the UN Human Rights Council. On press freedom, last week we joined a statement of the Media Freedom Coalition condemning Iran’s repression of journalists. We will continue to do so, working with other countries and other groups to call out Iran, as well as taking firm steps, as I laid out in my statement.

[Mr Speaker]

I call the Chair of the Select Committee on Foreign Affairs.

[Alicia Kearns (Rutland and Melton) (Con)]

I congratulate my hon. Friend the Member for Harrow East (Bob Blackman) on securing this important UQ. What we are seeing in Iran is state industrialised femicide. We are also seeing Iran being increasingly aggressive abroad in support of terrorist states and terrorist organisations. Will we finally act to sanction the IRGC, which is sending surface-to-surface missiles to Russia, supporting proxies across the region and spreading harmful radicalising narratives online? Will the Minister also broaden our classification of terrorist content beyond Salafi-Takfiri extremist ideology to include Shi’a Islamist extremist materials? That is the only way in which we will protect our communities at home from their reach.

[Gillian Keegan]

Yes. We have an assessment, which we have shared with my hon. Friend, of Iran and its support for regimes including Russia. We will continue to work with others to call out what is happening, and of course we condemn its support of anything to do with Russia’s war in Ukraine.

[Mr Speaker]

I call the SNP spokesperson.

[Alyn Smith (Stirling) (SNP)]

I am glad that you granted this urgent question today, Mr Speaker. I commend the hon. Member for Harrow East (Bob Blackman) for securing it and the Minister for her answer. The SNP and all of us stand in solidarity with the brave protesters in Iran in their actions against a brutal regime. I grew up in Saudi Arabia; I struggle to sound rational about any morality police anywhere. I am familiar with these men, I am familiar with what they do, and I stand shoulder to shoulder with the UK Government in their efforts to hold them to account.

The protests were triggered by the femicide—to our mind—of Mahsa Amini. There is a clear gender aspect, as I think we can all agree. Writing in The Sunday Times, Nazanin Zaghari-Ratcliffe, who has a greater familiarity than anyone with the Iranian regime’s brutality, put it best:

“Mahsa’s death is the latest blow to the people of a country long abused… Women in Iran are desperate. They are furious and restless. They cannot take it anymore.”

I commend the Minister for her statement, but what more can the UK Government do to ensure accountability for the perpetrators of femicide? Do His Majesty’s Government view the murder of Ms Amini as femicide? Further to the point that the hon. Member for Harrow East made about closing the UK mission, may I take another view and say that closing the mission would shut down dialogue when actually we need to continue those efforts in-country?

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[Anna Firth (Southend West) (Con)]

The courage and bravery of those young women in standing up to the brutal and authoritarian regime in Iran is frankly incredible. They are superheroes and they deserve our full support and admiration. I am proud of what this country is doing to stand up for human rights in Ukraine, and we should be doing the same for those young women in Iran. I welcome the increased sanctions put in place last week on Iranian individuals and businesses responsible for supplying Russia with kamikaze drones used to bombard Ukraine. However, does my hon. Friend agree that as well as condemning the Iranian regime on human rights, we should also condemn its place on the United Nations Commission on the Status of Women? There can be no excuse for a regime that treats women with such contempt to sit on a commission that should be working to promote global gender equality and empowerment of women wherever they live.

[Mr Speaker]

Order. May I just remind hon. Members that these are meant to be questions, not speeches? It is an important point, but I need to get everybody in.

Oral Answers to Questions

Lindsay Hoyle Excerpts

Monday 24th October 2022 Commons Chamber

[Kit Malthouse]

I know that the rate of interest on student loans is a matter of great interest to my right hon. Friend and his constituents. The switch from maintenance grants to loans that are effectively contingent upon income has been a success, in that we have seen during this period a significant increase in the likelihood of 18-year-olds from disadvantaged backgrounds going into higher education, but of course we constantly keep these things under review.

[Mr Speaker]

We now come to the shadow Minister, Matt Western.

[Matt Western (Warwick and Leamington) (Lab)]

I have been speaking to a lot of students in recent weeks and they are obviously anxious about the cost of living. While student maintenance loans have increased by just 2.3% on average, inflation has rocketed to more than 10%, accommodation costs are up 5%, food costs are up 14.5% and transport costs are up by 10.6%, hitting commuter students particularly hard. The result is that students are facing an average funding gap of £439 per month and dropping out, while the Government are facing a credibility gap in this sector. Can the Secretary of State tell us what students are supposed to do?

[Kit Malthouse]

As I outlined previously, £261 million is available in this academic year to support disadvantaged students who need additional help. We have been working closely with the Office for Students to make sure that universities support those who are in hardship. It is worth pointing out that students will also benefit from reductions to their energy costs if they are buying from a domestic supplier, through the energy cost support package that we are putting in place. We have, as the hon. Gentleman said, continued to increase support for living costs over the last few years. He will know, however, that we keep these things under review constantly and an announcement on the uplift for this year will be forthcoming shortly.

[Mr Speaker]

Question 2 has been withdrawn, so we now come to question 3.

[Mrs Sheryll Murray (South East Cornwall) (Con)]

3. What steps his Department is taking to attract science, technology, engineering and mathematics teachers to work in disadvantaged areas.

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[Jonathan Gullis]

My hon. Friend will understand only too well, as a former resident of Stoke-on-Trent North, Kidsgrove and Talke, that, like Cornwall, it too is a place of outstanding beauty. This Government are committed to ensuring that affordable housing is delivered, and since 2010 more than 9,000 homes have been delivered in Cornwall. In August 2021 we announced £1 billion of funding from our affordable homes programme, which will be used to deliver more than 17,000 affordable homes across the south-west. I am pleased to say that Cornwall is also an education investment area and has 26 schools that are eligible for the levelling up premium, including Liskeard School and Community College in my hon. Friend’s constituency, and specialist teachers in certain subjects in those schools can claim up to £3,000 tax free annually. Finally, in March 2022—

[Mr Speaker]

Order. It is not a full lesson we are putting out, just a good answer.

[Dame Meg Hillier (Hackney South and Shoreditch) (Lab/Co-op)]

Disadvantage knows no boundaries and, likewise, we have huge challenges in our schools in Hackney. The Government promised that the starting salary for teachers would be £30,000. How close are the Government to reaching that manifesto commitment?

[Jonathan Gullis]

I am delighted to tell the hon. Lady that, at the next independent pay review, I have asked for this Government’s manifesto commitment to a £30,000 a year starting salary to be honoured for 2023-24.

[Mr Speaker]

Question 4 has been withdrawn.

[Jack Brereton (Stoke-on-Trent South) (Con)]

5. What steps he is taking to ensure that students have access to high-quality vocational alternatives to A-levels.

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[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.

[Mr Speaker]

I call the shadow Minister, Toby Perkins.

[Mr Toby Perkins (Chesterfield) (Lab)]

The most popular high-quality vocational qualifications currently offered at level 3 are BTECs. Last week, the Education Committee heard evidence about the 6,500 level 3 students and 7,500 level 2 students whose results were delayed this year. The right hon. Member for Harlow (Robert Halfon) rightly criticised the failure to reveal the number of students affected at the time and all the uncertainty that caused. When did the Minister first know how many students had not received their results? Why did she not insist that the number be made public?

[Andrea Jenkyns]

As the hon. Gentleman knows, I am a strong proponent of BTECs, having been a BTEC girl myself. The Department informed us, and we acted on that straightaway. I will have to get back to him with the exact date. Looking at the whole landscape, I assure him that it has been simplified and that, most importantly, these courses lead to good outcomes for students, ensuring they have a bright future.

[Mr Speaker]

Question 6 has been withdrawn.

[Ms Diane Abbott (Hackney North and Stoke Newington) (Lab)]

7. Whether he is taking steps to tackle educational underachievement of black children.

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[Kit Malthouse]

I am pleased to say that the right hon. Lady is right and a number of minority groups now outperform the average, not least the largest group of the black community, those who would identify themselves as black African, who outperform the average in a number of ways. She is right, however, that there is underperformance by a number of black Caribbean pupils, mainly boys, and I certainly undertake to her to try to investigate why. However, I am sure she would agree that although external factors such as disadvantage can influence educational outcomes, the standard of the school and of the teaching that those pupils receive can often overcome many of those barriers. If she has not already done so, I urge her to visit the Michaela Community School in Wembley, which I visited two weeks ago and which is seeing extraordinary results from a very mixed and diverse community, in a very challenged part of London.

[Mr Speaker]

I call the Chair of the Select Committee, Robert Halfon.

[Robert Halfon (Harlow) (Con)]

One key reason for underachievement—of all pupils, including pupils from different ethnic minorities—is the absence of children from school. At the start of term this September, there was just 93.5% attendance in all schools, which means that children lost up to an estimated 17.6 million hours of learning. At the start of school term, we would expect to see higher rates of attendance, of about 98%. I know that the Department has appointed 13 attendance advisers, but we have 1.7 million absent children and 100,000-plus so-called “ghost children”. What is my right hon. Friend doing to get those children back into school, so that the 1.7 million persistently absent children are safely returned to the classroom?

[Kit Malthouse]

The Chairman of the Select Committee is absolutely right to push hard on this issue because it is vital to the future of not only those children, but their families. He is right that following the pandemic we have seen a reduction in attendance. One silver lining coming out of the pandemic was the fact that we now have real-time attendance data for a majority of schools—we are working to complete that for all—which allows us to focus in our efforts on driving attendance in those schools. Given my previous job at the Home Office, I am particularly keen that police, schools and local education authorities should work closely together to make sure that those children who are not at school and are not findable at home are found somewhere out in the community and brought back.

[Mr Speaker]

You are meant to work through the Chair, Secretary of State. If you could do so, it would be very helpful, because at least then I could hear you as well.

[Deidre Brock (Edinburgh North and Leith) (SNP)]

8. What recent discussions he has had with his counterparts in the devolved Administrations on the potential merits of providing additional support for school pupils and higher education students in the context of increases in the cost of living.

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[Mr Speaker]

I call the SNP spokesperson, Carol Monaghan.

[Carol Monaghan (Glasgow North West) (SNP)]

But of course £1.9 million is not even going to touch the scale of the problem that we have here. Recent research from PwC found that for every pound invested in free school meals there was a return of £1.71 in savings to the state. Given that many families have moved beyond “just about managing” into “just about surviving”, when will this Government match the Scottish Government’s commitment to universal free school meals for primary children and the transformational Scottish child payment?

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[Mr Speaker]

Order. Let me just say that we want better taste in the House. The Minister is no longer on the Back Benches, so his rhetoric needs to be that of a Minister. I know he has that standing and capability. Come on, Minister!

[Jonathan Gullis]

Mr Speaker, I am making the point very clearly. The hon. Gentleman has an opportunity to stand at the Dispatch Box and talk up the teaching professions, talk up our schools, and talk up our reforms since 2010-11, which have seen the attainment gap narrowed—that was until, of course, the global pandemic, which has affected every single sector of our economy. Sadly, things have not gone in a way that we would have liked, but we are putting in the effort through the national tutoring programme, the £1.3 billion recovery premium, and the £650 million catch-up premium. That is an awful lot of money going into the system. We are also making sure that teachers are of a high quality, and, most importantly, that they have high-quality mentoring, an initial teaching training round and an early career framework, which give them the support that they need.

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[Andrea Jenkyns]

I was at a reception for our Love Our Colleges campaign. I am a true advocate on this matter and one thing I am passionate about is the parity of esteem between vocational and technical qualifications and academic qualifications. I ask Members please to put their trust in us as a Government, because we are fully behind all sectors and we are continuing a dialogue between colleges, schools and universities. As I have said, there have never been more options open to young people, and I am completely proud of our record in government.

[Mr Speaker]

Questions 13 and 14 have been withdrawn.

[Andrew Lewer (Northampton South) (Con)]

15. What steps his Department is taking to protect freedom of speech in universities.

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[Kelly Tolhurst]

As I mentioned, we are investing £2.6 billion over the next three years in new spaces for SEND and alternative provision. We have also implemented £1.4 billion in high-needs provision capital allocations for local authorities, and £9.1 billion—an increase of 13%—in high-needs funding. The hon. Lady will know that we launched the Green Paper on SEND and AP back in March. We are currently looking at the responses and we hope to respond by the end of the year.

[Mr Speaker]

I call the shadow Minister.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

I welcome the Minister to her place. She inherits the Government’s SEND review, which has caused widespread concern among parents of children with SEND that the Government are seeking simply to reduce expenditure and erode the rights of parents and children to access the support they need. As the Chancellor trawls for departmental cuts to pay for the Government’s reckless economic experiment, can the Minister confirm that the SEND review will not be used as an excuse to erode further the resources that children with special educational needs and disabilities rely on?

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[Patricia Gibson]

There have been four Secretaries of State for Education in the last year, and nine out of 10 schools in England say that they will run out of money this year. The dogs in the street know that the Government are so unstable as to be unfit for purpose. Does today’s Secretary of State for Education agree with me and the hon. Member for Christchurch (Sir Christopher Chope) that the new Prime Minister will face an “ungovernable” and “riven” Tory party and that a general election is the only answer, otherwise things will go from very bad to much worse?

[Mr Speaker]

What does that have to do with education? I do not think it has anything to do with education, so let us go to Elliot Colburn.

[Elliot Colburn (Carshalton and Wallington) (Con)]

T2. Carshalton and Wallington parents are still coming to my surgeries in huge numbers because the Lib Dem-run Sutton Council is refusing their child an education, health and care plan or is issuing an inappropriate one. Department for Education data shows that it is the highest rejecter of children across the country, with nearly half of all children being rejected for an EHCP. Can my hon. Friend update me on the progress of the SEND review, so that no child is left fighting for an education?

[Mr Speaker]

We now come to shadow Secretary of State, Bridget Phillipson.

[Bridget Phillipson (Houghton and Sunderland South) (Lab)]

I begin by welcoming the fourth Education Secretary in the last four months to his place. For the time being, he has the best job in Government. In May, internal Department documents described some school buildings as a “risk to life”. After the Conservatives crashed our economy, does he believe that there should be further cuts to school capital budgets?

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[Kelly Tolhurst]

I do sympathise with Brackenfield School’s predicament. Supporting children and young people with SEND to live fulfilling lives is of paramount importance. The local authority is responsible for deciding on the age range at a maintained school, but I share my hon. Friend’s concerns, and I will investigate what is going on.

[Mr Speaker]

I call the SNP spokesperson.

[Carol Monaghan (Glasgow North West) (SNP)]

The head of the Russell Group has said that the window for the UK to associate to Horizon Europe is “closing fast” and that

“failure to move forward with UK association would be bad news for research.”

What assurance can the Secretary of State give researchers that funding is imminent and that research will be protected at all costs?

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[The Parliamentary Under-Secretary of State for Education (Andrea Jenkyns)]

I thank my right hon. Friend for his question, and I also thank his college. Colleges and sixth forms have been doing amazing work in rolling out T-levels. It is amazing, and I will just give an example before I go on to his question—

[Mr Speaker]

Order. This is topicals.

[Andrea Jenkyns]

Topicals—all right. On results day, I visited a local college, and it was amazing—I wish I could bottle that enthusiasm—but my right hon. Friend is right that the key is working with local businesses and industries, which is why the whole programme was designed with them in mind.

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[Florence Eshalomi (Vauxhall) (Lab/Co-op)]

On Friday, I received an email from the acting headteacher of Reay Primary School in my constituency. She said that

“many of our children are hungry. Our cook is providing as much as she can but the children want more. This tells me that the children must be missing out on food at home. We are going to provide bread”

but the school needs more money.

I have listened to the Secretary of State answer many questions about the cost of living crisis that parents face, but parents and teachers cannot wait. What more can he do to address this now?

[Mr Speaker]

Order. Can I say to the hon. Member for Vauxhall (Florence Eshalomi) that this is topicals and other people want to get in? We are going to go over the time now. We have got to help each other.

[Jonathan Gullis]

The hon. Lady will understand—she is a fantastic champion for her constituents—that the current global economic state is very serious. Inflation is not unique to this country. For example, it is at 17% in Holland and 10.9% in Germany. We are very aware of the pressures on households, which is why the £4 billion front-loading in the spending review has been so important, with the additional funding for the national tutoring programme, the recovery premium and the catch-up premium, the £2.5 billion for the pupil premium and the free school meals programme.

Oral Answers to Questions

Lindsay Hoyle Excerpts

Monday 4th July 2022 Commons Chamber

[Mr Speaker]

I call the SNP spokesperson.

[Carol Monaghan (Glasgow North West) (SNP)]

Last week, Scottish schools broke up for the summer holidays, so I am sure that Members across the House will join me in thanking the staff for the work they have done and wish all the youngsters a very happy and safe summer holidays.

The Scottish Government have invested more than £800 million since 2007 on the further education estate in Scotland. An equivalent investment in FE in England would be £8 billion, not the £1.5 billion that the Government have committed. Can the Minister detail how the college estate in England will be brought up to the standard of the world class Scottish FE buildings without a far greater investment?

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[Nadhim Zahawi]

Ofsted has been central to our work and we are consulting on the ratio issue that he mentions. We are also looking closely at childminders, a market that could do with some tender loving care at the moment, and seeing not only how we can help childminders to come into the sector by helping them with fees, but, once they have registered, how we ensure that inspections are proportionate and that they feel they are well rewarded for the work they do so brilliantly.

[Mr Speaker]

I call shadow Minister Helen Hayes.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

Instead of delivering meaningful reform of their broken childcare system, the Government have announced a consultation on allowing staff in early years settings to look after more children. Pregnant Then Screwed reports that four out of five childcare providers said that changing ratios would not be of any financial benefit to their organisation, and only one in 12 said that any cost savings would be passed on to parents. Can the Secretary of State guarantee that this proposal will make a meaningful difference to the cost of childcare for families—yes or no?

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[Michelle Donelan]

The hon. Gentleman is absolutely right that this agenda is incredibly important, and the Government care passionately about it. As a ministerial team, we are focused on supporting mental health and wellbeing. We are funding training for senior mental health leads in two thirds of state schools and colleges by March 2023 and in all by 2025.

[Mr Speaker]

I call the shadow Minister.

[Matt Western (Warwick and Leamington) (Lab)]

If I may, I start by offering a warm welcome to students from Myton School in my constituency, who join us in the Gallery.

In a recent survey by the mental health charity HUMEN, 57% of students said that they had access to university mental health services, while the charity Mind reports that one in five students has been diagnosed with a mental health condition. The Minister was appointed two and a half years ago. Can she honestly say that she has successfully dealt with the crisis on our campuses?

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[Alex Burghart]

My hon. Friend is absolutely right. These closer collaborations between employers and providers are going to make sure that we have both the workforce and the experience in colleges to give students the skills that the economy needs.

[Mr Speaker]

I call the shadow Minister.

[Mr Toby Perkins (Chesterfield) (Lab)]

Nine out of 10 T-level providers have failed to meet even the Government’s own modest recruitment targets, and an FE Week investigation found that employers’ refusal to offer work placements was cited as a key reason for that failure. Labour wants T-levels to be a success, but courses in crucial areas such as digital, health and science have the lowest enrolment, and employers and students are being failed. We know that the Secretary of State wears the T-level badge with great style, but does he actually understand why the policy is failing? Can the Minister assure the House that, in 2022, the Government will meet the enrolment targets that have been set?

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[Mr Walker]

I am sure my hon. Friend the Minister for Skills will be happy to take up that issue on behalf of my hon. Friend. As Minister for Schools Standards, of course I want to ensure that our whole educational estate is able to invest effectively for the future.

[Mr Speaker]

I call the shadow Minister.

[Stephen Morgan (Portsmouth South) (Lab)]

Skyrocketing energy bills are squeezing school budgets. The latest data suggests that prices have almost doubled in the first quarter of the year alone. With cost pressures putting children’s learning at risk, will the Minister publish the results of his Department’s survey on the experience of schools? When does he plan to bring forward the additional support that schools need to keep the lights on?

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[The Parliamentary Under-Secretary of State for Education (Will Quince)]

I certainly agree with the SEND commissioner’s recommendations for Birmingham City Council to take responsibility for its SEND provision and rapidly make changes for improvement. I will of course continue to work closely with the commissioner and the council to monitor progress, and the Department will not hesitate to intervene further if Birmingham does not deliver on its plan to implement real lasting change. I have no doubt that my hon. Friend will hold it to account.

[Mr Speaker]

We come to the shadow Secretary of State.

[Bridget Phillipson (Houghton and Sunderland South) (Lab)]

Last week, the Secretary of State’s flagship Schools Bill was left in tatters as he pulled 18 out of 69 clauses. Will he explain whether that was because he was bamboozled by his officials, he did not understand his own legislation, or he planned it all along? Or was it just the incompetence that we have all come to expect?

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[The Parliamentary Under-Secretary of State for Education (Alex Burghart)]

I thank my hon. Friend for his question. He will know that it is local authorities, rather than the Department for Education, that have responsibility for transport to education. I understand that Cumbria County Council already provides some support for travel to college for students who are disadvantaged. It is also possible to top that money up with our 16 to 19 bursary, but I am happy to discuss the matter with him further.

[Mr Speaker]

We now come to SNP spokesperson Carol Monaghan.

[Carol Monaghan (Glasgow North West) (SNP)]

The number of graduates owing more than £100,000 in student loans has gone up by more than 3,000% in a single year, with over 6,500 graduates now having six-figure balances. Next year, with inflation, things could be even worse. Will the Secretary of State detail what urgent action he is considering to tackle the huge levels of graduate debt?

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[Nadhim Zahawi]

Indeed, the Secretary of State will engage with my hon. Friend on his passion for this subject. He knows we are investing £17 million in the Nuffield Early Language Intervention programme to improve language skills in reception-age children who most need that help. I would just like to also take this opportunity, because I know—

[Mr Speaker]

Order. Come on, I’ve got to get through these questions. I call Mike Kane.

[Mike Kane (Wythenshawe and Sale East) (Lab)]

T2. The brilliant Sale High School in my constituency is in desperate need of refurbishment. To that end, I have been working with local partners to put a deal on the table. With the help of the Minister in the other place, the deal went to the Department’s playing field strategy committee in June. Will the Minister please apprise the House of the outcome?

[The Minister for School Standards (Mr Robin Walker)]

I recognise that the hon. Gentleman has been pressing my noble Friend in the other place on this matter. The case for the high school did not go to the playing field panel in June, because queries requiring further information from the applicant were raised by the Department’s design team. The applicant has been fully updated on the request and the information required. The case should now be going to the panel in September and I will ensure we update him at that stage.

[Mr Speaker]

I call Robert Halfon, the Chair of the Select Committee on Education.

[Robert Halfon (Harlow) (Con)]

I hope my right hon. Friend will see this book I have here, “The Children’s Inquiry” by Liz Cole and Molly Kingsley, about the damage to children during lockdown. The number of ghost children is still rising: it has risen by 100,000 to 1.7 million absent children. I know my right hon. Friend set up the Attendance Alliance Group, but the fact is that we need to get those children back to school, and the numbers are rising. What will he do to ensure those children get back to school in September?

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[Mr Walker]

As I have said many times already, we have put £4 billion in for next year. We want to work with schools to support them. There is support through our school resource management system, and specifically through the “Get help buying for schools” system. We will continue—[Interruption.]

[Mr Speaker]

Order. Did the hon. Member for Weaver Vale (Mike Amesbury) hear the answer?

[Mike Amesbury]

No.

[Mr Speaker]

Will the Minister repeat the answer? I could not hear it for the cheering when the Prime Minister came into the Chamber.

[Mr Walker]

I said that there was support through our school resource management system and “Get help buying for schools”, and we will continue to support the sector and help it with the costs that it is facing.

[Mr Speaker]

That is great.

Independent Review of Children’s Social Care

Lindsay Hoyle Excerpts

Monday 23rd May 2022 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Will Quince)]

With permission, Mr Speaker, I will make a statement on how the Government are responding to “The independent review of children’s social care” and the Competition and Markets Authority’s children’s social care report.

This Government believe in a country where all children are given an equal chance to fulfil their potential, but sadly we are not there yet. That is why we made our manifesto commitment to launch the independent review of children’s social care in March 2021; its report was published today. The review was commissioned to take a fundamental look at the children’s social care system, and to gain an understanding of how we must transform it to better support the most vulnerable children and families. I want to extend my heartfelt thanks to Josh MacAlister and his team for this comprehensive review, as well as thanking the children, the experts by experience board, and the care leavers, families and carers who shared their experiences of the current system and their aspirations for a future one.

The review is bold and broad, calling for a reset of the system so that it acts decisively in response to abuse, provides more help for families in crisis, and ensures that those in care have lifelong loving relationships and homes. I look forward to working with the sector, those with first-hand experience and colleagues in all parts of the House to inform an ambitious and detailed Government response and implementation strategy, to be published before the end of 2022. To get us there, I have three main priorities. The first is to improve the child protection system so that it keeps children safe from harm as effectively as possible; the second is to support families to care for their children so that they can have safe, loving and happy childhoods which set them up for fulfilling lives, and the third is to ensure that there are the right placements for children in the right places, so that those who cannot stay with their parents grow up in safe, stable and loving homes.

To enable me to respond effectively and without delay, I will establish a national implementation board consisting of people with experience of leading transformational change, to challenge the system to achieve the full extent of our ambitions for children. The board will also include people with their own experience of the care system, to remind us of the promise of delivery and the cost of delay.

I want to be straight about this: too many vulnerable children have been let down by the system. We cannot level up if we cannot make progress on children’s social care reform. However, we are striving to change that. Our work to improve the life chances of children is already well under way, and is aligned with the key themes of the review and the CMA report. On 2 April, we backed the Supporting Families programme with £695 million, which means that 300,000 of the most vulnerable families will be supported to provide the safe and loving homes that their children need in order to thrive.

We welcome the review’s recognition of this programme as an excellent model of family intervention, and today, with the review as our road map, we are going further. We will work with the sector to develop a national children’s social care framework, which will set a clear direction for the system and point everyone to the best available evidence for how to support children and families. We will set out more detail later this year.

I pay tribute to every single social worker who is striving to offer life-changing support to children and families day in, day out. Providing more decisive child protection relies on the knowledge and skills of these social workers, which is why I support the principle of the review’s proposed early career framework. We will set out robust plans to refocus the support that social workers receive early on, with a particular focus on child protection, given the challenging nature of this work.

We will also take action to drive forward the review’s three data and digital priority areas, ensuring that local government and partners are in the driving seat of reform. Following the review’s recommendation for a data and technology taskforce, we will introduce a new digital and data solutions fund to help local authorities to improve delivery for children and families through technology. More detail will follow later this year on joining up data from across the public sector so that we can increase transparency, both between safeguarding partners and the wider public.

Recognising the urgency of action in placement sufficiency, we will prioritise working with local authorities to recruit more foster carers. This will include pathfinder local recruitment campaigns that build towards a national programme, to help to ensure that children have access to the right placements at the right time. As the review recommends, we will focus on providing more support throughout the application process to improve the conversion rate from expressions of interest to approved foster carers.

Delivering change for vulnerable children is my absolute priority and, as suggested by the review, I will return to the House on the anniversary of its publication to update colleagues on progress made.

This statement also provides an opportunity to welcome the recommendations set out in the Competition and Markets Authority report into the children’s social care market, which was published in March. As an initial response, I have asked my Department to conduct thorough research into the children’s homes workforce, engaging with the sector and with experts to improve oversight of the market.

Sadly, we know that too many children are still not being protected from harm quickly enough. This is unacceptable. On Thursday, the child safeguarding practice review panel will set out lessons learned from the heartbreaking deaths of Arthur Labinjo-Hughes and Star Hobson, and the Secretary of State for Education will come to this House to outline the Government’s initial response to these tragic cases. For too long, children’s social care has not received the focus it so desperately needs and deserves. I am determined to work with colleagues across the House and with local authorities across our country to deliver once-in-a-generation reform so that the system provides high-quality help at the right time, with tangible outcomes. For every child who needs our protection, we must reform this system. For every family who need our help and support, we must reform this system. For every child or young person in care who deserves a safe, stable and loving home, we must reform this system. This is a moral imperative, and we must all rise to the challenge. I commend this statement to the House.

[Mr Speaker]

I call shadow Minister Helen Hayes.

--- Later in debate ---

[Will Quince]

The hon. Lady asks a lot of questions, and I genuinely mean it when I say that I want to have as much of a cross-party approach as possible in tackling this issue and delivering the review.

I thank the hon. Lady for her largely constructive comments, and I thank her for the tone in which she referred to the review. We all want to act on the review to bring about the change we all want to see. Although I completely understand why she wants to talk about the past, we have to be honest with ourselves that, despite years of real-terms funding increases to children’s social care, too many children and young people have been failed and let down, and are still being failed and let down, by the system. System reform is decades overdue, so I hope she will understand why I want to focus on the future and how we will look to implement the review.

The hon. Lady rightly pushes me on implementation, which is key. The Secretary of State and I are determined that this will not be just another report gathering dust on a shelf in Whitehall—this is far too important. That is why I am establishing an implementation board with sector experts to drive the change that we want and need to see. An implementation plan will be delivered by the end of this year.

Finally, the hon. Lady should not, in any way, doubt my personal determination to implement many of the review’s recommendations. Many colleagues who look at my Instagram feed say I have the best job in Government, and to some extent they are right, but what they do not see is that every weekend I read the serious incident notification report detailing all the children who have been killed, murdered, abused or neglected, or who have taken their own life, during the previous week. It is a harrowing read. I know that no legislation, process, procedure or review—however good it is—can prevent evil, and I cannot promise that there will not be further cases like Arthur, Star, Victoria, Daniel or Peter. However, with this most excellent review—it really is excellent—we have a plan, a road map, and an opportunity that we must and will grasp to ensure that such cases are as rare as they are tragic.

[Mr Speaker]

I call the Chair of the Education Committee.

[Robert Halfon (Harlow) (Con)]

I strongly welcome the report, which is visionary in its scope. I thank Josh MacAlister for briefing me on its findings a few days ago. It is very much a “family, community and upwards” report, rather than a “top down from the Government” review, and that is important. I hope that the Government are bold on the funding issues raised—costs of, I think, more than £2.4 billion—and the proposal of a windfall tax on private companies to raise money for more vulnerable children.

As colleagues will know, the Education Committee is finalising our inquiry on the educational outcomes of children in care. We know that just 7% of children in care achieve a good pass grade in GCSE maths and English, and Josh MacAlister’s report says:

“In too many places the contribution and voice of education is missing”.

What are the Government doing to ensure that these vulnerable children are being placed in good or outstanding schools, and that they are receiving the right, targeted catch-up tuition and mentoring support to help them to catch up on lost learning and, ultimately, to get the good jobs that they rightly deserve when they come out of care?

Oral Answers to Questions

Lindsay Hoyle Excerpts

Monday 23rd May 2022 Commons Chamber

[Mr Speaker]

We now come to the shadow Minister.

[Mr Toby Perkins (Chesterfield) (Lab)]

I am more interested in the Government’s record on academic inequality than in their rhetoric. The annual review of education by the Institute for Fiscal Studies reveals that since 2010, the most deprived secondary schools have suffered a 14% cut in spending, while for the most affluent schools the figure is just 9%. The new national funding formula makes the disparity worse. The Government’s 10 years of further education cuts also fell harder on poorer students. We all know that the Government stand against aspiration for deprived children and are increasing inequality, as those figures show. Why do they not at least have the courage to admit it?

[Nadhim Zahawi]

The hon. Gentleman makes some powerful points, but they are completely misguided. He speaks with great passion, but without looking at the evidence before us. The past 12 years demonstrate that schools have been on an improvement journey. When we came into office, only two thirds of schools could achieve a good or outstanding rating; the figure is now 86%. My predecessors’ work on skills has taken investment in the skills agenda up to £3.8 billion. When we talk to teachers and school leaders around the country, they know that the White Paper will deliver great outcomes for every child. We have set our ambitions high for children all over the country; we know how to get there, and we will deliver.

[Mr Speaker]

I call the Scottish National party spokesperson, Carol Monaghan.

[Carol Monaghan (Glasgow North West) (SNP)]

I was sorry to hear about the Minister for Higher and Further Education, the right hon. Member for Chippenham (Michelle Donelan), and I wish her a speedy recovery.

I am sure that Members on both sides of the House will join me in wishing all the young people throughout the United Kingdom who are currently sitting their national exams the best of success.

The Secretary of State has praised private schools, including Eton, for building free schools in places such as Oldham, which, according to him, need that investment in education. Can he confirm that it is now Government policy to rely on private school investment where Government funds have been lacking?

--- Later in debate ---

[Mr Walker]

I recognise that my hon. Friend is a great champion of his schools. I believe that this is a local authority-maintained school. Local authorities receive condition allocations to improve their school buildings. Instead of the school applying to the condition improvement fund, Durham County Council will receive £6.6 million for the 2022-23 year. We have also announced £1.4 billion of investment for the financial years 2022-23 and 2023-24 to improve existing high needs provision, of which Durham will receive £11.2 million.

[Mr Speaker]

I call shadow Minister Stephen Morgan.

[Stephen Morgan (Portsmouth South) (Lab)]

The reality is that the schools estate is crumbling after 12 years of Tory negligence. In 2019, the Government’s own survey revealed that one in six schools required urgent repairs, and the Minister’s own Department is warning that some school sites present a risk to life. Millions of children are learning in buildings that are not fit for purpose, so can he tell us whether he has had any success in securing funding from the Chancellor and whether he is confident that every school building in England is safe for the children who learn in it?

--- Later in debate ---

[Nadhim Zahawi]

That is an important question, and I fully recognise the concerns of students and their parents about increasing interest rates. I am looking actively at how we can mitigate that, and we will be setting it out shortly. I emphasise again that no one’s monthly repayment will increase due to higher interest rates, which is an important point to make when people’s budgets are tight.

[Mr Speaker]

The House will be in shock that Question 7 has been withdrawn.

[Fleur Anderson (Putney) (Lab)]

8. What steps he is taking to help prevent violence against women on university campuses.

--- Later in debate ---

[Jake Berry (Rossendale and Darwen) (Con)]

One of the best ways to demonstrate, both to teachers and to young people, that we value and support them is to make sure that they have a decent school to go to in the first place. I hope the Minister will therefore join me in congratulating Gillian Middlemas and the staff and pupils of Whitworth Community High School, which has just been topped out as part of the Government’s school building programme. I hope he will also take the time to visit my constituency to see the work—

[Mr Speaker]

Too long. Come on, Minister.

[Will Quince]

I would be happy to visit my right hon. Friend’s constituency. The schools that are doing best on mental health and mental wellbeing are the ones that take a whole-school approach, as that school no doubt is.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

rose—

[Mr Speaker]

I call Feryal Clark.

[Mr Sheerman]

Oh—sorry.

--- Later in debate ---

[Nadhim Zahawi]

My hon. Friend and I met on 9 May to discuss access to the full range of post-16 education in his constituency. I asked my officials to look into the matters raised at that meeting. I know my hon. Friend is a champion of this issue and has looked at the evidence, and I will write to him very shortly.

[Mr Speaker]

I call shadow Secretary of State Bridget Phillipson.

[Bridget Phillipson (Houghton and Sunderland South) (Lab)]

The Schools Bill gives the Secretary of State sweeping powers over the operation of our schools. Does that mean that he recognises that the Government’s approach to school improvement over the past 12 years has failed?

--- Later in debate ---

[Will Quince]

I thank my hon. Friend for that question. We certainly want an increased number of learners with disabilities starting apprenticeships. Working with Disability Rights UK, our disabled apprentice network provides valuable insight into attracting disabled people to apprenticeships and retaining them on them. We also offer financial support for employers and providers that take on apprentices with additional needs.

[Mr Speaker]

I call Carol Monaghan, the SNP spokesperson.

[Carol Monaghan (Glasgow North West) (SNP)]

This Government’s oven-ready Brexit deal allows the UK to associate with Horizon Europe, but because of the faffing around over their Northern Ireland protocol, there is still no certainty about this association. When will this Government stop treating research as a Brexit bargaining chip and provide assurance to our researchers that funding and collaboration are safe?

--- Later in debate ---

[Jonathan Gullis (Stoke-on-Trent North) (Con)]

T9. The decision to scrap grammar schools was once described as “a real tragedy for this country…they are a very important part of the mix in our educational system…and they should be supported”.I completely agree with the Prime Minister and I am glad that the Secretary of State is also so supportive, saying that he wants to “spread the DNA” of grammar schools across the education system and give them a special status to retain academic selection in the upcoming Schools Bill, but it is not right that children in Teesside and Stoke-on-Trent do not the same opportunities as a child in Kent or Stratford-upon-Avon, so will the Government support my right hon. Friend—

[Mr Speaker]

Order. Mr Gullis, I told you to be short, but you obviously cannot. Secretary of State.

[Nadhim Zahawi]

The Schools Bill will protect grammar schools. However, we have 165 grammar schools, and 90 of them are already playing their part in those families of schools in multi-academy trusts. We have a system with 22,000 schools. I mentioned Gary Kynaston’s brilliant leadership of Hammersmith Academy. My hon. Friend should go and have a look at Michaela and what Katharine Birbalsingh has done there. That is—

[Mr Speaker]

Order. Come on, let us be fair. Both of you have lined these comments up—that is great—but it is topical questions; they are meant to be short and sweet. Do not take advantage. It is not like you, Secretary of State; you are too nice a person.

[Vicky Foxcroft (Lewisham, Deptford) (Lab)]

T3. Last week, the Government published a list of BTECs that they intend to scrap, and impact assessments show that 27% of BTEC students are deemed the most disadvantaged. I was one of those students, and a BTEC got me back into education and on to university. T-levels will not appeal to all those students. Assessors are making decisions affecting the lives of thousands of young people, so can the Minister confirm who these assessors actually are?

Special Educational Needs and Disabilities Review

Lindsay Hoyle Excerpts

Tuesday 29th March 2022 Commons Chamber

[Nadhim Zahawi]

The hon. Lady talked about recovery; she will know about the £5 billion announced for education recovery. We have consistently prioritised children and young people with SEND, including through additional weighting for specialist settings. The £1 billion of funding that was announced at the spending review to extend the recovery premium over the next two academic years—2022-23 and 2023-24—should be used by schools to prioritise support for children and young people with SEND.

The hon. Lady also spoke about family hubs. I am disappointed that she is not at least giving herself the opportunity to look at the evidence, which is clear, whether in respect of the Harlow family hub that I visited or the one not far from here in Westminster, where she can go—it is probably within walking distance—to see the great work of multiple agencies that are coming together to deliver the most important must-have services to the families towards whom we need to target help. That contrasts with the Labour plan, which sounded great on paper but did not work implementation-wise because it was obsessed with bricks and mortar rather than helping families.

I do not recall any other question from the statement that the hon. Lady made. Suffice it to say that, yet again, as she demonstrated yesterday, there is no plan from Labour.

[Mr Speaker]

I call the Chair of the Education Committee, Robert Halfon.

[Robert Halfon (Harlow) (Con)]

My father, like my right hon. Friend the Secretary of State’s, was an immigrant who came here with very little. He worked hard to send me to private school, but I spent much of my childhood having operations and not being in school. I know very well what it is like to be a child with special educational needs and to have a disability, and I care about this issue very deeply.

I welcome the fact that the Secretary of State is getting a grip on this issue, but it is wrong that it has taken almost three years for this Green Paper to come to fruition. It is wrong that for so long parents have had to wade through a treacle of unkind bureaucracy and that, as the Secretary of State has acknowledged, they have been subject to this awful postcode-lottery provision, whereby they wait for months on end to get the EHCP that they should have. There are not enough trained staff—an issue that I recognise the White Paper looks at.

Our Education Committee report made two key recommendations: that there should be a neutral advocate for parents to help them to wade through the bureaucracy—an idea that I urge the Secretary of State to look at again, so that everyone has a fair chance—and that the powers of the social care ombudsman should be extended beyond the school gates, to make sure that children are properly looked after.

The test for us all will be whether parents soon come to our constituency surgeries—I wish it did not have to take more months of consultation—and we no longer hear the awful stories of the struggles they face, and they no longer have to appeal to their MP to try to navigate their way through the system. I urge my right hon. Friend the Secretary of State to get this done as soon as possible and to sort it out once and for all, because it is a major social injustice in our education system that children with special educational needs do not have a level playing field.

Schools White Paper

Lindsay Hoyle Excerpts

Monday 28th March 2022 Commons Chamber

[The Secretary of State for Education (Nadhim Zahawi)]

With permission, Mr Speaker, I will make a statement on the publication of the schools White Paper.

Since 2010, we have been on a mission to give every child a great education. We have made huge strides, but we know there is still further to go on that journey, which my predecessors began and I am proud to lead today. Too many children still do not get the start in life that will enable them to go on and make the best use of their talents and abilities. Sadly, disadvantaged pupils or those who have special educational needs are less likely to achieve the standards we expect for them. Since 2010, we have been rolling out many changes to our education system—changes that have driven up standards, lifted us up the league tables internationally and given us measurable evidence of what works. We will now put that evidence to use and scale up what we know will create a high-quality system for children, parents and teachers.

We have an ambition that by 2030 we will expect 90% of primary school children to achieve the agreed standard in reading, writing and maths. In secondary schools, I want to see the national GCSE average grade in both English language and maths increase from 4.5 in 2019 to 5. By boosting the average grade, we show a real determination to see all children, whatever their level of attainment, do better. A child who goes from a grade 2 to a grade 3, or one who goes from a grade 8 to a grade 9, contributes to that ambition as much as a child on the borderline who may go up from a grade 4 to a grade 5. So every parent can rest assured that their child is going to get the attention they deserve, however well they are doing.

It goes without saying that every child needs an excellent teacher. This White Paper continues our reforms to training and professional development, to give every child a world-class teacher. The quality of teaching is the single most important factor within a school for improving outcomes for children, especially for those from disadvantaged backgrounds. Our vision is for an excellent teacher for every child in our country, but if we are to do that, we need to make teaching even more of an attractive profession. To make sure that it is, we will deliver 500,000 teacher training and development opportunities by 2024, giving all teachers and school leaders access to world-class evidence-based training and professional development, at every stage of their career. We will also make a £180 million investment in the early years workforce. Teachers’ starting salaries are set to rise to £30,000, as we promised in our manifesto, and there will be extra incentives to work in schools with the most need.

A world-class education also needs environments in which great teaching can have maximum impact. Therefore, we will improve standards across the curriculum, behaviour and attendance. Making sure that all children are in school and ready to learn in calm, safe, supportive classes is my priority. All children will be taught a broad, ambitious, knowledge-rich curriculum and have access to high-quality experiences. We will set up a new national curriculum body to support teachers, founded on the success of the Oak National Academy. This body will work with groups across the sector to identify best practice, deepen expertise in curriculum design and develop a set of optional resources for teachers that can be used either online or in the classroom. These resources will be available across the United Kingdom, levelling up education across our great country. We will continue to support leaders and teachers to create a classroom where all children can learn in a way that recognises individual needs and abilities. In addition, we are going to boost our ability to gather and share data on behaviour and attendance. We will move forward with a national behaviour survey to form an accurate picture of what really goes on in schools and classrooms and, of course, to modernise our systems to monitor attendance. We will introduce a minimum expectation for the length of the school week to the national average of 32-and-a-half hours for all mainstream state-funded schools from September 2023, at the latest. Thousands of schools already deliver that but a number do not and that needs to change.

Too many children, especially those who are most vulnerable, routinely fall behind and never catch up with their peers. The awful covid pandemic has made that worse. Even though I am relieved to tell the House that the latest research on learning loss and recovery shows that pupils continue to make progress, there is still much more to do. That is why today’s White Paper sets out a really ambitious plan for scaling up that recovery, building on the nearly £5 billion of recovery funding that has already been announced.

My children are the most important thing in the world to me and I know that I am not alone in saying that. All parents want their children to be happy and to grow up to a future that is full of promise, so I am today making a pledge to parents; it is a pledge from me and this Government via schools to all families. The parent pledge is that any child who falls behind in English or maths will receive timely support to enable them to reach their potential. A child’s school will let parents know how their child is doing and how the school is supporting them to catch up.

Tutoring has been a great success and that is making a difference. It is here to stay and we want it to become mainstream and a fundamental pillar of every school’s approach to delivering the parent pledge. There will be up to 6 million tutoring packages by 2024.

We know that the approaches that I have outlined make a huge difference to pupils, so I have asked myself this. We have 22,000 schools in England; how do we ensure that these happen systematically in every school for every child? How do we get that consistency across the system? It has become clear from my six months in the Department studying the evidence that well-managed, tightly managed families of schools are those that can consistently deliver a high-quality and inclusive education. It is one where expertise is shared for the benefit of all and where resources and support can help more teachers and leaders to deliver better outcomes for children.

With that in mind, by 2030, we intend for every child to benefit from being taught in a family of schools, with their school in a strong—I underline the word “strong”—multi-academy trust or with plans to join or form one. That move towards a fully trust-led system, with a single regulatory approach, will drive up standards. We also want to encourage local authorities, if they think that they do well in running their schools, to establish their own strong trusts, and we will back them. There will be a clear role for every part of the school system, with local authorities given the power that they need to support children. We will set up a new collaborative standard requiring trusts to work constructively with other partners.

I know from my experience in business and in rolling out the covid vaccine that the hardest thing for any complex system, whether it is health or education, is scaling up, but I have faith both in the brilliant leaderships that we already have in our school systems and in our educationalists to be able to deliver on this White Paper. We want to spread brilliance throughout our country, levelling up opportunity and creating a school system where there is a clear role for every part of the system, all working together and all focused on one thing: delivering outstanding outcomes for our children.

Soon, everyone will see what we all know—that this Conservative Government are busy making our schools the very best in the world. We should be so proud of how far we have come and rightly hopeful about where we are going next. For that reason, I commend this statement to the House.

[Mr Speaker]

I call the shadow Secretary of State.

[Bridget Phillipson (Houghton and Sunderland South) (Lab)]

I thank the right hon. Gentleman for advance sight of his statement today. It has been a little over two years since schools were closed to most pupils and almost 12 years since his party came to power, yet among the many reannouncements that we heard over the weekend, the big ideas were that three quarters of our schools should carry on as normal, teaching the hours that they already teach; that when children are falling behind, schools will be there to help; and that the national tutoring programme—described by providers as being at risk of catastrophic failure—is the answer to all our problems.

Is that really it? Is that the limit of the Secretary of State’s ambition for our children and for our country? He rightly stresses the need to be evidence-led. Is that all he thinks the evidence supports? [Interruption.]

[Mr Speaker]

Order. I expected good order to be kept during the Secretary of State’s statement, which in fairness it was, and I certainly want the same for the shadow Secretary of State. If somebody does not want to keep good order, will they please leave now?

[Bridget Phillipson]

The Secretary of State rightly stresses the need to be evidence-led. Is that all he thinks the evidence supports, or is it all he could persuade the Chancellor to support?

The attainment gap is widening. Performance at GCSE for our most disadvantaged kids was going into reverse even before the pandemic. After two years of ongoing disruption, it is clear enough where the focus should be. The Secretary of State says that he has ambitions, but they are hollow—hollow because they are wholly disconnected from any means of achieving them, hollow because there is no plan to deliver them, but also hollow because there is no vision for what education is for, what growing up in our country should involve and what priority we should give our children.

We are two years into the pandemic. Two years is a long time, and an important time—half a lifetime for the children starting school in September. We can all see the impact that the years of disruption, botched exams, isolation and time spent at home has had on our children, yet time and again the Government fail to grasp the truth that time out of education for children and young people means more than time out in the rest of their lives. Instead, our children have been an afterthought for this Government—a Government who showed their priorities when they reopened pubs before they reopened schools, a Prime Minister whose own adviser on education recovery resigned in despair, a Department that closed schools to most children with little thought for how it would repair the damage or reopen them safely.

Labour listened to parents and young people and set out the children’s recovery plan that our children need and our country deserves—breakfast clubs and new activities, quality mental health support in every school, small group tutoring for all who need it. Our children have waited long enough. When will they see a recovery plan that rises to the generational challenge staring us all in the face? Only today, the Department published research setting out that in reading in particular, pupils are falling further behind and the disadvantage gap is widening.

It goes deeper than just the past two years. We see the value and worth of every child. We see them as ambitious and optimistic, with dreams for their future. We see the role of a Government as one of matching, not tempering, that ambition. Education is about opportunity; we want opportunity for every child, in every corner of our country, at every stage.

We want childcare that is high-quality, affordable and available, not a cost that prices people out of parenting. We want every parent to be able to send their child to a great local state school, which is why we would launch the most ambitious school improvement plan for a generation, focusing on what happens inside the school, not the name above the door. We want teachers supported to succeed, not leaving the profession as they are doing, which is why we have set out plans for career development and for thousands of new teachers: because the success and professionalism of our teachers enables the success of our children.

We want to see our children not just achieving, but thriving at school, with a rich and broad curriculum that enables them to flourish. We want to give children and young people real choices and see them succeed through strong colleges and apprenticeships. That is why we would deliver work experience, careers advice and digital skills for all our young people so that everyone leaves education ready for work and ready for life. That is why today’s White Paper represents such a missed opportunity.

However, for all the disappointment that we feel on these Opposition Benches, echoed by school staff and school leaders across our country today—and the Secretary of State, in his heart, probably feels that disappointment himself—it is our children, whose voices are rarely heard in this place, who are the real losers today.

[Nadhim Zahawi]

I was hoping for a plan, but none was forthcoming. The hon. Lady spoke about schools being closed. Labour, dancing to the tune of its union paymasters, wanted to keep them closed. If the hon. Lady thinks that that is a plan, perhaps she should go and visit one of those schools, as I did earlier today with the right hon. Member for East Ham (Stephen Timms). If she had been with me at Monega school in Newham and observed the brilliant leadership of Liz Harris and her team, she would know that our reforms are working. There is a family of schools in a high-performing trust which is delivering for those children, 24% of whom are on pupil premium. Great leadership and great teachers are being supported by a fantastic teaching hub within the group that is part of that trust, delivering great outcomes for children rather than playing politics with our education system.

I seem to recall that it was the leader of the hon. Lady’s party who wanted schools to remain closed—and, of course, wanted to pause the whole vaccination campaign so that we would lose three months before we could vaccinate teachers. Because we did not do that, and because so many of the Leader of the Opposition’s Back Benchers went against him, we continued to vaccinate, we protected teachers, and we got schools open again.

The hon. Lady spoke about our standing in the world rankings. I can share with her the information that England achieved its highest ever scores in both reading and maths in two international comparison studies, the 2016 progress in international reading literacy study and the 2019 trends in international mathematics and science study. In 2019, following the introduction of the phonics screening check in 2012, the proportion of year 1 pupils meeting the expected standard rose from 58% to 82%, and the figure rose to 91% among those in year 2. That is a record of real delivery for young people of which the Government are proud. Of course we have had a pandemic since then, but the £5 billion invested in our recovery is making a real difference.

The hon. Lady questioned that recovery, and questioned what the national tutoring programme was achieving. We have just announced that the NTP has delivered 1 million 15-hour blocks of tutoring. It will meet its targets. School leaders told us that they wanted a school-led pillar—as well as the other two pillars which are also delivering—and we have provided that for them. Evidence that we published today, to which the hon. Lady referred, suggests that since the spring of 2021, primary school pupils have recovered about two thirds of the progress that was lost owing to the pandemic in reading, and about half in maths. That is real delivery.

[Mr Speaker]

I call the Chair of the Select Committee, Robert Halfon.

[Robert Halfon (Harlow) (Con)]

I welcome the White Paper. I think that we are seeing the beginnings of a long-term plan for education, especially given tomorrow’s publication of the special needs review and the publication of the care review. The Government have begun to provide a washing line for all the clothes pegs of different educational initiatives. The parent pledge and the catch-up plan are also important.

The White Paper refers to a knowledge-rich curriculum. I am thoroughly in favour of that, but what about a skills-rich curriculum to sit alongside it? I see that the skills Minister, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart), is paying close attention. Such a curriculum would prioritise skills including oracy and financial, technical and vocational education, reverse the huge decline in design and technology skills, and prepare students better for the world of work.

What does the White Paper do for children from care backgrounds, exclusion backgrounds and special needs backgrounds who underperform in GCSEs to such an extent in comparison with their peers? We know the grim statistics. How will this White Paper help them? How will the curriculum better prepare pupils for the world of work? Perhaps one of the most important priorities is the 124,000 Oliver Twist ghost children, who are possibly on our streets. What is he doing about those children who have not returned since schools reopened last year?

[Several hon. Members rose—]

[Mr Speaker]

Order. This has to finish by 5.15 pm, so please help each other by being short and sweet with questions as well as answers.

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

It is good that the Secretary of State has clearly been listening to the concerns of the profession, of parents and of young people since he came into post, but I am afraid that his announcements today are underpowered because of the funding pressures that will continue in the system. Schools continue to face covid costs and they continue to face rising salary costs, which are not being fully funded by the Department. These include the increased starting salary for new teachers, which is still on the horizon and not yet delivered. Schools also face rising energy costs and all the other pressures that organisations are facing. In particular, the Secretary of State will know that there is particular funding pressure in relation to pupils with SEND. What is he doing to ensure that schools have the funds they need to rise to the ambitions he has set out today?

Oral Answers to Questions

Lindsay Hoyle Excerpts

Monday 14th March 2022 Commons Chamber

[Mr Walker]

Let me join the hon. Lady in paying tribute to the work that the Ursuline academy did during lockdown. It is very important that schools reached out and provided the help where they could. It is important to recognise that the 1.9 million devices that were provided by the Department during the course of the pandemic were on top of around 2.9 million devices already with schools, so the kit is out there to do this. We will continue to work with colleagues at the Department for Digital, Culture, Media and Sport and the Department for Work and Pensions to ensure that disadvantaged households get the technology that they need.

[Mr Speaker]

I now call the shadow Minister.

[Stephen Morgan (Portsmouth South) (Lab)]

The Education Secretary has announced that his Department will repurpose the Oak National Academy to provide UK-wide online learning. Families facing the Tory cost of living crisis need a guarantee that data used to support learning will not add to their spiralling household bills. Ofcom’s recent affordability report found that 1.1 million households are struggling to afford broadband. With more schools delivering learning via digital means, can the Minister set out whether he intends to keep these services zero-rated indefinitely?

--- Later in debate ---

[Nadhim Zahawi]

We have been working hard in the Department to ensure that we have, certainly in the initial phase, a capacity of up to 100,000 children going into early years, primary and secondary education, and into further and higher education as well.

[Mr Speaker]

I call the Chair of the Education Committee, Robert Halfon.

[Robert Halfon (Harlow) (Con)]

Thank you, Mr Speaker.

Has my right hon. Friend seen the investigation by Theo Usherwood on LBC exposing pro-Putinist propaganda at some of our leading universities? At Leeds, Professor Ray Bush, still publicly listed on its website despite retiring, suggested that the US had chemical installations in Ukraine. That is, as we know, a lie that is being spread by the Kremlin. At Edinburgh, Professor Tim Hayward retweeted a Russian representative to the UN describing the attack on Mariupol’s hospital as “fake news”. At Leicester, Tom McCormack talks about “ludicrous disinformation” on both sides and boasts about appearing on Russia Today. Will my right hon. Friend contact these universities directly to stop them acting as useful idiots for President Putin’s atrocities in Ukraine?

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[Nadhim Zahawi]

I am grateful to my right hon. Friend. I know that he and his family are passionate about wanting to support Ukrainians who are so vulnerable. We are making plans to make sure, as we did with the Afghan resettlement, that every child gets into the appropriate early years, primary, secondary or further or higher education, but I will certainly look at this. I think what he is getting at is that if there is a gap they may be wanting to feel welcome at their schools. I am already getting anecdotal stories about many schools where there is excitement about some of the Ukrainian children who are coming in.

[Mr Speaker]

We now come to SNP spokesperson Carol Monaghan.

[Carol Monaghan (Glasgow North West) (SNP)]

Thank you, Mr Speaker.

In Ireland, Ukrainian teachers are being fast-tracked through the teaching registration process to enable them to support youngsters who will be attending school in Ireland. Obviously, language will be a big challenge for these youngsters initially. Has the Secretary of State considered replicating that Irish scheme to ensure that young people coming to school in the UK will be properly supported?

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[Michelle Donelan]

Under our Government, disadvantaged 18-year-olds in England are now 82% more likely to go to university than in 2010. We want universities to play an even greater role in improving access for those who are disadvantaged, however, so we are asking them to raise standards in schools and colleges; offer flexible and skills-based courses; tackle drop-out rates; and support students throughout university and on to graduation.

[Mr Speaker]

We have shadow Minister Mr Toby Perkins.

[Mr Toby Perkins (Chesterfield) (Lab)]

Whether we look at the national tutoring programme, which is failing to reach disadvantaged children; qualification changes that Ofqual admits will hamper progress to HE; the disparaging of university courses with higher numbers of deprived students on them; or the falling apprenticeship numbers, the truth is that this is a “Get back in your place” Government who stand as a barrier to aspiration for deprived students. Does the Minister not realise that the Government have not a shred of credibility on this subject? Their policies are the barrier to working-class aspiration, not the solution.

[Michelle Donelan]

It is a desperate time when we have a question such as that from the Opposition, which is not even really a question. The Government are delivering on our manifesto and enhancing quality, and have aspiration at the heart of everything we do.

[Mr Speaker]

Order. I think I will decide whether something is in order or not, but thanks for that little lesson for me. Just to say, I do laugh when you talk about policy when the Government have been in power, so I try to balance out the political issues and objections on both sides.

[Danny Kruger (Devizes) (Con)]

The Higher Education (Freedom of Speech) Bill is one of the most important Bills now before Parliament. When does my right hon. Friend expect the Bill to come back before the House?

[Michelle Donelan]

I can inform the House that the Bill will be back in due course, and we can guarantee this Government’s commitment to honour our manifesto pledge to strengthen free speech in our universities, because of how important we believe it to be.

[Mr Speaker]

I call the SNP spokesperson, Carol Monaghan.

[Carol Monaghan (Glasgow North West) (SNP)]

According to the Government’s own equality analysis of their reforms to student finance, those likely to see a negative impact, with increased lifetime repayments, include female graduates and those from disadvantaged backgrounds. Male graduates and those from more privileged backgrounds will benefit more than average from the changes. Can the Minister explain why policies that will hinder social mobility and undermine equality of opportunity in higher education have been introduced?

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[Mr Walker]

Yes—

[Mr Speaker]

Order. Minister, that is nothing to do with the question. The problem is that supplementaries have to be linked to the question. If the hon. Lady tries again in topicals, she may just catch my eye.

[Gill Furniss (Sheffield, Brightside and Hillsborough) (Lab)]

T1. If he will make a statement on his departmental responsibilities.

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[The Parliamentary Under-Secretary of State for Education (Will Quince)]

I will certainly join the hon. Lady in those congratulations. Only last week I was with girls playing basketball. It is so important that we encourage girls in particular to take part in competitive sport. We know that there is a massive drop-off from primary to secondary. We are investing significant extra money through the pupil premium as well as £30 million of funding to open up school places after hours. I would be happy to meet her, because I know that she shares my passion in this area. Health and nutrition are really important, and we must get more people playing sport.

[Mr Speaker]

Including rugby league.

[Mr David Davis (Haltemprice and Howden) (Con)]

Some of the most rapid progress in the world is being made by schools in all countries that use information technology and artificial intelligence to support classroom tuition. Is the Department investigating how we could use that?

Points of Order

Lindsay Hoyle Excerpts

Wednesday 23rd February 2022 Commons Chamber

[Bridget Phillipson (Houghton and Sunderland South) (Lab)]

On a point of order, Mr Speaker. Have you been given notice that an Education Minister will make a statement to the House on the Government’s response to the Augar review; the future of student and university finance; and the financial arrangements governing student loan repayments? No less than 1,000 days after Augar reported, it seems that the Government are, once more, more interested in briefing journalists than in informing the House on the future of our universities. It is extraordinary that the Government are yet again choosing to announce serious changes to higher education in that way. This morning, students will have seen their hard work belittled by Ministers—

[Mr Speaker]

Order. You have raised the point of order; you cannot make a speech on it. The Secretary of State may wish to answer you.

[The Secretary of State for Education (Nadhim Zahawi)]

Further to that point of order, Mr Speaker. As you know, I am making a statement to the House tomorrow.

[Mr Speaker]

That resolves that problem.

[Ian Blackford (Ross, Skye and Lochaber) (SNP)]

On a point of order, Mr Speaker. Can you give me some guidance? Twice in Prime Minister’s questions, the Prime Minister referred to Alex Salmond and talked about him being one of our own, which is quite disgraceful. Alex Salmond has nothing to do with the Scottish National party. He is the leader of—[Interruption.]

[Mr Speaker]

Order. I am sorry, but I want to hear the point of order, because I have to answer to the question. I must hear the question.

[Ian Blackford]

Alex Salmond is not a member of the Scottish National party. Indeed, he is a member of another party. Moreover, the SNP has made it quite clear that no parliamentarian is permitted to appear on RT. To be traduced in the way that we were by the Prime Minister is simply unacceptable and he should withdraw his comments.

[Mr Speaker]

You have absolutely put it on record that Alex Salmond is no longer the leader of the SNP. That was many years ago and, as I understand it, he is now a member of the Alba party. That has now been corrected and I am sure everyone is aware of it.

[Chris Bryant (Rhondda) (Lab)]

On a point of order, Mr Speaker. You will recall that, yesterday, I raised a point of order about the Prime Minister saying to the House that Roman Abramovich had been sanctioned when it turned out that he had not been. I gather that the Prime Minister has now corrected the record. I wonder whether there is a means of ensuring that, tomorrow, Hansard is printed in gold letters, or red letters, because that is the first time. It is particularly exciting that it has only taken a Russian billionaire to get the Prime Minister to correct the record.

[Mr Speaker]

I think it has just been gold-plated. It has certainly been registered and you will be able to read it tomorrow.

[Richard Graham (Gloucester) (Con)]

On a point of order, Mr Speaker. Earlier today, before PMQs, a joint written ministerial statement was published on the decision to waive the right to remain application costs for non-UK personnel of our armed forces who have served at least six years—a cause that was supported by 200 Members of the House in a letter to the Home Secretary some while ago. It provides a clear and affordable pathway to British citizenship for all those, of whatever nationality, who have been prepared to serve the United Kingdom. Could you help to secure time for a debate on that important measure?

[Mr Speaker]

The hon. Member has been here long enough to know that business questions are tomorrow and he will be wanting to raise this. I will give him a pat on the back because he has done a great job.

[Michael Fabricant (Lichfield) (Con)]

On a point of order, Mr Speaker. The leader of the SNP may have inadvertently misled the House earlier. He said that no SNP member appears on Russian television. I am told—[Interruption.] I thought he did; perhaps he would like to clarify. I thought he said that every member of the SNP—[Interruption.]—had been told not to appear on Russian television.

[Mr Speaker]

Order. We cannot both be on our feet at the same time. I would say that is not the case. We will be able to read Hansard tomorrow and if you feel it is not correct, you can come back with a point of order.

Oral Answers to Questions

Lindsay Hoyle Excerpts

Monday 31st January 2022 Commons Chamber

[Mr Walker]

We recognise some of the pressures facing schools and, indeed, all parts of the economy as a result of rising energy costs. That is part of the reason why we have provided a £4 billion increase for schools in the next financial year, which is allowing them to deliver on all the pressures that they are currently facing.

[Mr Speaker]

I call the Chair of the Education Committee, Robert Halfon.

[Robert Halfon (Harlow) (Con)]

The Centre for Social Justice report published yesterday showed that more than 100,000 “ghost children” are still not returning to school for the most part, almost 800 schools are missing entirely a class-worth of pupils, and more than 13,000 children in year 11—a critical exam year—are severely absent from school. Will the Department get the proper data to find out where those children are and what is happening to them? Will it do as the CSJ has recommended and use the forecast underspend from the national tutoring programme to appoint 2,000 attendance officers to work with families to get those children back into school and learning again?

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[Mr Robin Walker]

I can say to my hon. Friend that having discussed this matter with Her Majesty’s chief inspector, I know that she does take such impacts into account. Ofsted is offering deferrals to schools facing particularly high levels of staff absence, but I would be happy to meet my hon. Friend to discuss the case to which he refers.

[Mr Speaker]

Before we move on to the first statement, I assure the House that following the comments made at the start of questions—[Interruption.] I do not think that is appropriate for what I am going to say. You ought to be ashamed. I assure the House that following the comments made at the start of questions, there will be an opportunity to pay tribute to our friend and colleague the late Jack Dromey. [Hon. Members: “Hear, hear.”] That will take place on Wednesday. I am sure that hon. and right hon. Members will welcome the opportunity to pay tribute at that point.

I should inform the House that given the brief period of time available to review the report, I will be allowing the Leaders of the Opposition parties a little longer to question the Prime Minister than is usually the case. I am sure the Prime Minister may wish to take a little longer at the beginning.