Digital Skills and Careers

Lisa Cameron Excerpts

Tuesday 16th April 2024 Westminster Hall

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (Con)]

I beg to move,

That this House has considered the matter of digital skills and careers.

It is an absolute pleasure to serve under your chairship, Dame Caroline, and to welcome the Minister to his place.

The Government have set out an ambitious vision of establishing the UK as a science and tech superpower. The Chancellor has also said that the UK is

“on track to become the world’s next silicon valley.”—[Official Report, 6 March 2024; Vol. 746, c. 843.]

While the UK is well placed to harness the opportunities presented by the growth of the digital economy, considerable preparation and investment in education, training and skills will be needed to make the most of those opportunities and to ensure that the UK has the necessary talent pipeline to help it to realise its goal of becoming a tech superpower. It is vital that we ensure that right across all stages of education, from early years to higher education and throughout workplace training, people are given the necessary digital skills to succeed in their career.

Last year, the Prime Minister announced a bold new plan to cement the UK’s place as a global science and technology superpower by 2030, from pursuing transformational technologies such as artificial intelligence and supercomputing to attracting top talent and ensuring they have the tools they need to succeed. We also hosted a successful AI summit that was internationally renowned. The Government have said that they want to be at the forefront of emerging technologies in key high-growth industries, such as cryptocurrency and digital assets, blockchain technologies, Web3 and AI. I have been learning a lot about that as chair of the crypto and digital assets all-party parliamentary group, where I have had to be taken with baby steps through the whole process so I could understand it. It is very complicated. Those new and developing technologies have such potential and they could be the key driver of growth for the UK economy moving forward.

One of the issues raised when speaking to the sector is how many employers say they cannot find the talent they need. If we are to realise the vision, we must ensure the UK is investing in our talent, ensuring that future generations are equipped with the digital skills they need to take advantage of the new career opportunities for what I would probably call a digital Britain that we will all work together to help create.

[Jamie Stone (Caithness, Sutherland and Easter Ross) (LD)]

It is a fact, I think, that many people who are autistic have huge potential to contribute in terms of information technology skills. They are often at the cutting edge, but those same people often do not get any help at all when leaving school. It seems to me that we are missing a trick here, and on the intelligence front we could really use these people. I hope the hon. Lady agrees with me that we should do something for them.

[Dr Cameron]

I totally agree; the hon. Member makes an excellent point. Indeed, I have just come from a meeting with DFN Project SEARCH, which works with young people with special needs to give them placements in a variety of industries, including in digital industries and in this Parliament. We must harness everyone’s potential, and everyone should have the opportunity to realise their potential. We should particularly focus on making sure the transformation is inclusive, including of people with special needs.

[Jim Shannon (Strangford) (DUP)]

I thank the hon. Lady for securing the debate; she always brings interesting and sensible debates to Westminster Hall and elsewhere. From the time I have known her, she has always been astute and assiduous on these issues, and I thank her for that.

We should teach the importance of having sound digital skills, especially for most modern jobs, which require that we understand information and communications technology. I say that as one who probably does not, to be truthful—but it is important for young people coming through that they do.

Lloyds Bank found that 18% of adults lack the necessary essential digital skills. Does the hon. Lady agree that consideration should be given to teaching a mandatory ICT lesson within careers classes in all schools across the United Kingdom to ensure that young people have the skills needed to obtain employment in all types of industries? In my constituency, we need young people with those skills. I think the hon. Lady would probably agree that she needs them in her constituency as well.

[Dr Cameron]

I totally agree. Digital skills are going to be an integral part of the curriculum for everybody moving through the school process, and for people at all stages of their lives; some people might want to change career and move into the digital posts of the future.

If I may give a small anecdote, when I attended one of the APPG’s sessions, the Children’s Parliament came to speak to us. We were talking about the metaverse and a person from Roblox was there. I spend a lot of money on Roblox, as a mother, because children are so interested in it, so I was desperate to speak to this person about what Roblox was really about. He asked a question of those in the room—Members of Parliament; Members of the House of Lords; and Members of the Children’s Parliament, who are aged from about eight to 14— “Who understands the metaverse?” All the children put their hands in the air, but not very many MPs or Lords Members did.

Digital skills should be part of the curriculum, but younger people are quite digitally native; they are quite used to it. I therefore think there must be across-the-lifespan development so that older adults who are in careers in which they have not had the opportunity to gain digital skills can gain them if they would like to. Certainly, we in Parliament have a way to go to catch up with the children in terms of digital understanding. I include myself in that.

[Alex Davies-Jones (Pontypridd) (Lab)]

The hon. Member makes a really important point. I am concerned by the lack of digital skills among parliamentarians and legislators, particularly as we are trying to catch up legislation and regulation with the online space and the digital world. That is imperative, given the recent stories about what has been happening to parliamentarians, be that cyber-flashing, sextortion or honey-trapping. It is really important, when we are talking about this area, that our legislators have advanced digital skills.

--- Later in debate ---

[Dr Cameron]

I totally agree. For over two years, the APPG has held sessions for MPs who are interested in this particular sector to try to upskill ourselves. As I said, I totally include myself in that.

We have come quite a long way. When I started about two and a half years ago, we had not had any debates in the House of Commons about cryptocurrency, yet over 2 million people in the UK were engaged in the sector. In some ways, Parliament itself is playing catch-up to what has become quite mainstream in our society but there are risks, as you say. To create competent legislation, we need to be involved and to understand the risks.

The children from the Children’s Parliament said that Web3 and the metaverse have extraordinary potential to change their education. For instance, they can understand, through a headset, what it is like to be at the precipice of a volcano. But they said, very clearly, “You have to make it safe.” They also wanted additional research on the impact of being online for long periods of the day on mental health and wellbeing, and where the limits and the cut-offs are in that regard. They were really sensible; I was very impressed by them.

A 2022 report by Tech Nation showed that just under 5 million people were working in the UK tech economy, which was an increase from under 3 million in 2019 but more than double the 2.18 million working in the tech economy in 2011. We can see the potential that is growing exponentially. There were also 2 million vacancies for tech roles between May 2021 and 2022, which is a huge amount, from a total of 14.85 million vacancies across the economy as a whole.

[Paul Girvan (South Antrim) (DUP)]

The hon. Lady mentioned skills, on which we have failed to move forward. I will give an example, and I hope she agrees with what I am about to say. Even industries such as diesel mechanics, which relates to heavy goods vehicles, require a lot of digital skills. Unfortunately, our technical colleges are still teaching students about diesel engines that were operating in the 1950s, so they have not moved with the times. The new emissions checks are totally digital, so people need IT skills to achieve some of the emissions regulations. We need flexibility within our education system to integrate digital skills into every aspect of careers.

[Dr Cameron]

I totally agree. The digital transformation affects every sector. I think about finance, given that I chair the crypto and digital assets all-party parliamentary group, but it also affects health and even international aid. Payments transformation means that we can reach the most vulnerable without intermediaries and get payments to them faster and more seamlessly. It is changing almost every sector, and all our educational establishments need support to develop programmes that give people the skills to which the hon. Gentleman refers.

The UK digital assets sector has the potential to boost economic growth, jobs and skills right across the UK. According to King’s College London, in 2021 there were more than 14,000 jobs advertised on LinkedIn in the blockchain industry worldwide. UK-based firms provided almost a quarter of those job advertisements, even though the UK houses less than 7% of the firms worldwide.

A report by Access Partnership and Amazon Web Services published at the start of this year showed that 51% of employers consider hiring talent with AI skills and experience to be a priority, and that boosting AI skills could increase salaries by up to 31% and accelerate career prospects. However, nearly three quarters—71%—of employers said, as the hon. Gentleman mentioned, that they still cannot find the talent that they need, and that it is not incorporated where it should be.

The UK already has a strong track record as a leader, and we want to maintain that leadership and be at the helm of this transformation. We want to be seen as a destination for innovation and businesses that want to start up and scale up across the United Kingdom. We also have to level up. I hear a lot in my role about businesses starting up in London, and that is absolutely fantastic, but that has to be levelled up to give people opportunities right across the UK. The UK boasts some of the most respected universities, and the largest financial services sector and tech ecosystem in Europe. In 2023, the UK tech sector reached a combined market valuation of more than £1 trillion.

Focusing on education and boosting digital skills will therefore be central to the success of the Government’s vision and will ensure that people have the skills they need to pursue careers in digital economy transformation. To turn that vision into reality and make the UK a digital and technology superpower, we must not only attract the right talent but build the talent base here through teaching and training in every sector and maximising our talent pipelines.

Last month, the Government pledged more than £1 billion to train millions in high-tech skills in order to cement the UK’s place as a technology superpower by 2030 and to create the high-paid jobs of the future. That would be a really positive step in the right direction. We have to be aware that we are facing fierce competition from other countries, so it is vital that we keep the momentum and continue to capitalise on the good base that we already have. We must really maximise the potential here at home.

The International Institute for Management Development, which measures economies on a world digital competitiveness ranking, last year ranked the UK 20th out of 64 economies, so although there has been a good start and we have made progress, there is scope for improvement. In order to become a tech superpower, the UK will need to look at how we boost digital skills from early years through higher and further education and workplace training. I would welcome the Minister’s views on what more we can do to embed digital skills training in schools and throughout all stages of education.

Higher education will be crucial in that regard, too. A recent report by techUK highlighted that despite having less than 1% of the world’s population, the UK boasts four of the top 10 digital universities. That is a real credit to the work that has been done. We also have 14% of the most highly cited academic publications in the world, which is a huge achievement for the Government and for the United Kingdom.

Ensuring that the UK remains an attractive destination means that we also need to attract people from other countries with the skills that we want to develop here. It would be helpful to look at how to attract people—either to university courses or into jobs—who could then train our leaders and innovators of the future in certain parts of the sector where we do not have the talent that we need already established. Industry leaders say that digital technology continues to become an even more essential part of business, so we need to help our small, medium-sized and large businesses to make sure that digital skills are embedded in the work that they do.

Employees can, I think, be worried. I know that when I worked in the NHS, every time there was a digital change, I worried about whether I would be able to do it. Employers need to give people the self-confidence and managers must ensure that there is continuing professional development for staff in businesses across the UK in this sector.

Before I bring my speech to a close, I would like to mention diversity. Having attended a number of conferences looking at digital assets in the UK, I have seen quite a lack of female engagement in the audience, and certainly on the panels that I have taken part in. It was quite stark to me that we are perhaps not making the digital transformation as inclusive as it could be in terms of people from different backgrounds, age groups and ethnic minorities or in terms of the gender gap. That is borne out by a recent study by Forex Suggest, which found that women are vastly under-represented in leadership positions across the blockchain industries, with only 6% of CEOs being women, while men held 94% of the top executive positions. That shows how much work has to be done.

I have two girls who are digitally native. In fact, if my iPad breaks, I often ask my daughter, who is only 10, what to do, and she can fix it very quickly: she just does something and it works again. Children—both girls and boys—are becoming much more confident. However, we need to make sure that that confidence continues through the classroom, through their education and into the workplace, so that women take up those posts and work to the top of those professions that will be so pivotal for the future.

[Alex Davies-Jones]

The hon. Member is being very generous in taking interventions. She is making a really powerful point. The tech for the future needs to be built by everybody who will be using it. It needs to be inclusive, particularly generative AI and AI large language models. What they are learning from needs to be appropriate, responsible and inclusive. I know we have both worked hard on things like tackling antisemitism. If we want the technology to be taken seriously, it has to be built by everybody who is going to be using it.

[Dr Cameron]

Yes, it is fundamental to the work going forward to make sure these systems are inclusive and are not built by certain people with certain views that perhaps exclude important sectors of the community. These systems are going to be pivotal for the economy and our lifestyles. Everyone has to be included in making sure that this works and in shaping it in a positive way.

I recently visited RoboThink, an innovative business delivering STEM coding, robotics and engineering programmes in the UK, and in 20 other countries around the world, for children as young as three or four and up to age 10 or 12. They were building and coding robots. It was amazing to see. It struck me that the more we have those projects in local communities—in kids’ spare time external to the curriculum, built into it, or a bit of both—the more we can harness kids being positively engaged and, critically, prepared for the workplace of the future. I can assure hon. Members that those young children were building robots that I could not build. I was very impressed by them.

As chair of the crypto and digital assets APPG, I really feel that this is an important time. We should also work in partnership with business to make sure that, educationally, we are in the leadership position to achieve the Prime Minister’s and the Government’s aims. I was interested to hear that Ripple launched a university blockchain research initiative in 2018 in collaboration with top universities around the world, including UCL and others, to support technical development, innovation, cryptocurrency and digital payments. Circle, a leading financial technology firm and issuer of USD Coin, partnered with academic institutions through its Circle University to provide education courses to improve digital financial literacy—another really important aspect, particularly for those who perhaps feel digitally excluded.

In February of this year, Tether announced the launch of Tether Edu, a global education initiative dedicated to improving education skills in blockchain, artificial intelligence and coding. Much of this will be a partnership between Governments and industry for the future, so I would welcome the Minister’s views on the role of industry in helping to improve digital skills and, in particular, on the potential for further partnerships between Government, educators and private industry.

These days, most jobs are going to be developed with a digital element. We should be ensuring that our education system is able to equip people with the digital skills they need to succeed in their careers and to help to drive economic growth and innovations of the future, and to meet the skills needs that UK and international business leaders say are currently lacking.

The UK has a really solid foundation. Parliament should work cross-party and through the APPGs, with business and educators, not only to make sure that the UK maintains its leadership of the digital Britain I want to see developed, but to create digital innovation for the next generation—I include my own children in that—making sure that they can meet their potential in this new digital world.

[Several hon. Members rose—]

--- Later in debate ---

[Dr Cameron]

I thank everybody who has taken part in this debate on a very important issue. I am pleased that we have been able to work together to identify the key challenges for those from rural areas and minority backgrounds, and in terms of the gender gap. We have talked about a holistic approach and why it is important to level up across the UK and right across the lifespan.

I thank the Minister for a comprehensive response. I think that the future is positive for the UK in this regard. We have an innovative workforce and there is a digital generation up and coming; I see it all around me. We are fortunate to have a Prime Minister who has a clear and proactive vision for digital Britain moving forward.

Question put and agreed to.

Resolved,

That this House has considered the matter of digital skills and careers.

Mentoring

Lisa Cameron Excerpts

Wednesday 24th January 2024 Westminster Hall

[Dame Maria Miller (in the Chair)]

I will call Dr Lisa Cameron to move the motion and then call the Minister to respond. As is the convention for a 30-minute debate, there will not be an opportunity for the Member in charge to wind up.

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (Con)]

I beg to move,

That this House has considered the matter of mentoring.

It is a pleasure to serve under your chairship for the first time, Dame Maria. I believe that mentoring can help us to work together collaboratively so that everyone reaches their full potential across the United Kingdom. I thank colleagues for attending the debate; this is a critical issue that demands our attention and commitment as Members of Parliament.

The impact of mentoring can be very profound not only on young people, but on people of all age groups. I have drawn on my experience as a consultant clinical psychologist prior to coming to Parliament. I have witnessed at first hand the crucial role of support, particularly in helping young people to overcome mental health issues and the challenges that life brings. I think we all agree that the recent disruptions to people’s education posed by the covid pandemic and the cost of living crisis have disproportionately affected disadvantaged youth.

One of the groups I want to speak about in a bit more depth is care leavers, who face significant disparities in health, social circumstances and education. We can all try to work with them and ensure that they have the best support possible, including mentoring, across their lifespan.

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Lady on securing this debate. The importance of mentoring cannot be underlined enough, and she is doing that exceptionally well. I look forward to the rest of her speech.

The Prince’s Trust, the Diana Award and other such schemes have shown the success that results from coming alongside our young people to give them the hand of friendship and advice, and the feeling that they are not alone in the world. So often we find young people who think they are very much alone in the world. We should encourage more people with a love for young people to get involved. That is why we need this debate. Well done to the hon. Lady!

[Dr Cameron]

I thank the hon. Gentleman. He is so fastidious in representing and intervening on behalf of constituents and people across the United Kingdom. I totally agree that the organisations that he mentioned have contributed significantly to the benefit of young people across the United Kingdom. I had the privilege of visiting the Prince’s Trust locally to see at first hand the work it was doing in building self-esteem and confidence among young people, some of whom felt that their mental health had become low. Further to the hon. Gentleman’s point, I have also noticed that there is a campaign to end loneliness. Young people are one of the significant age groups reporting increased feelings of loneliness; as usual, the hon. Gentleman is entirely right in his comments.

The challenge is clear. We can impact the life of young people through mentoring, which emerges as a powerful solution to address many challenges. Consistent support from a caring mentor has the potential to significantly alter the life trajectories of young people. That can happen through volunteering and through businesses. I have had good opportunities to meet local organisations and businesses in my constituency of East Kilbride. They have been helping with the special needs school to try to get mentoring under way and young people with disabilities into the workplace. That is very much needed because often what people require is opportunity. When they are in the workplace and given the opportunities that they deserve, they can really shine and all their potential can show through.

As the hon. Member for Strangford (Jim Shannon) mentioned, mentoring also helps young people to become more engaged in their communities—to feel less lonely and much more connected. That is particularly the case for people in rural communities who might feel that fewer opportunities are available and for people from more disadvantaged backgrounds who find it difficult to engage in school or different aspects of the support structures already available to them.

The “Mental Health of Children and Young People in England, 2023” report was published recently by NHS England. It found that one in five young people has reported probable mental health conditions, so it is very important that we try to address their needs. In Scotland, the “Health Behaviour in School-aged Children” study recently revealed the lowest levels of adolescent confidence seen in 28 years—a stark figure. Only 42% of adolescents reported feeling confident often or always and about one fifth of young people reported feeling lonely all or most of the time. The report noted that feelings of loneliness were highest among 15-year-old girls—31%, a very high figure. The challenge is clear, as is the impact that we can make. It is important that we give time to consider what more we can do to support people through mentoring, because young people in particular are suffering. Their mental health might be deteriorating and, as we have heard already, loneliness is on the rise.

I want to speak about some different programmes that I have had the privilege to engage with. I used to be chair of a very important group in Parliament, the all-party parliamentary group on mentoring, which had the secretariat provided by the Diana Award. We were able to engage with MPs, which was a valuable part of our programme. During covid, we managed to pair up more than 100 MPs with young people in their constituencies across the United Kingdom to offer mentoring support during National Mentoring Week. We put a great deal of effort into that. I became a mentor myself for that period, and the responses that we had showed that the MPs benefited as well as those who were mentored.

The experience gave us a much better understanding of and empathy towards people’s plights locally, in addition to the connection to what was happening on the frontline, which we are not always afforded as MPs. I remember after being elected wanting to visit a hospital where I had worked previously. I was offered a tour, but I wanted to speak to patients and staff. They said, “Usually, MPs get a tour of the hospital,” but I said, “I don’t really need a tour—I used to work there, so I could probably give the tour.” That shows that as MPs we need to build a connection to the frontline. What people might think we want to hear about or engage in means that that connection is not always afforded to us.

One of the programmes that we have been engaged with and which contributes to mentoring is the Grandmentors programme by Volunteering Matters. It is an intergenerational mentoring programme for care-experienced young people—possibly the strongest and most resilient people in any community because they have often faced many more challenges during their early lives. Through the skill of mentoring, care-experienced young people have been supported to want to achieve their goals.

The programme was established in 2009 and now runs in 14 locations in England and Scotland. Interestingly, a mentor is typically aged 50 years or over—I have to admit that I fall into that category—and, importantly, the mentee is a young person, typically aged between 16 and 24 years old, which means there is an intergenerational transfer of knowledge and support. The programme tries to recruit older volunteers to use their life experience and skills to provide emotional and practical support to young people, particularly when they are transitioning from the care system to independent living.

As of October 2023, 169 mentors had been matched with mentees, with many more ready to be matched. Their impact is measured in employment, education and training; housing and finance; and health and wellbeing. It was found that everything really is relational, with the primary focus on nurturing and strengthening through the relationship and connectedness as individuals to the place where they live.

[Dr Dan Poulter (Central Suffolk and North Ipswich) (Con)]

I congratulate my hon. Friend on securing today’s debate. In Suffolk, we have found that mentoring tends to be taken forward on an altruistic basis with a limited formal framework. Does my hon. Friend agree that it would be helpful to hear from the Minister about what the Government can do to encourage and foster that form of altruism among businesses? What is her reflection on the role that chambers of commerce could play in supporting the many businesses that want to do this, and taking that forward at a county-wide or regional level?

[Dr Cameron]

My hon. Friend makes an insightful intervention. One of the key things on which we could work together across the House is having more of a mentoring strategy moving forward, to help organisations that wish to pursue that and provide help in the world of business, in communities and in the voluntary sector.

As my hon. Friend says, a great many organisations wish to lend their knowledge, expertise and support and to be there for people and pass on their experience. I have accounts from young people, which I will mention briefly today, who say that that has been invaluable in their lives. The more we can do, the better. If there can be a structure moving ahead, engaging key organisations such as the British Chambers of Commerce, that would be extremely valuable. According to the Home for Good report 2022, care leavers currently make up about 25% of the homeless population and 25% of the adult prison population, which shows we need to do much more to support them. Some 41% of them are not in education, employment or training, compared with 12% of other young people.

New research from the universities of Oxford, York and Exeter has demonstrated that one third of care leavers are not working or studying, compared with just 2.4% of comparable young people who have never experienced the children’s care system. Data from the Office for National Statistics also demonstrates that more than half of those who had been children in care had a criminal conviction by age 24, compared with 13% of children who had not been in care. Early intervention is crucial for young people who may have experienced trauma or be at a critical period in their lives.

Some 59% of the mentees on the Grandmentors programme who had support as care leavers were independent or stable in sustaining education. They had sustained training, education or employment, with 62% independent or stable in terms of their wellbeing, which had dramatically increased from the start of their mentoring. The figures speak to the power of mentoring. As many as 75% were stable with regard to housing, which is a huge change, given the figures we heard about homelessness. We should never underestimate the difference that having such support at a critical time can make.

I want to mention Saliou’s story, which I have been granted permission to share:

“I arrived in the UK at 17 from Guinea. I’ve been part of the Grandmentors programme…and I am now 19. I’m at college full time building up my skills and language. I aspire to be an electrician, and I am doing some work experience in this. My volunteer mentor really listens, and we work things out together. I share things that are bothering me, but I also talk about my plans for the future. My mentor has been…supportive since we have met, and I feel grateful to have met such a wonderful person. She puts smiles on other people’s faces. I don’t want to lose our friendship.”

I also want to mention the Diana Award, with which I had the privilege to work in relation to the all-party parliamentary group that was organised a few years ago. I thank it for the powerful work it does across the United Kingdom. It offers mentoring programmes to support young people to develop their career skills and make positive changes in their communities. It celebrates not just mentoring young people but enabling them to make changes and contribute to their communities, which is so valuable.

The Diana Award collaborates with volunteers from all backgrounds and levels of experience to deliver mentoring programmes for young people aged 14 to 18 who are deemed to be at risk. Young people who have taken part in the programme have shared that it allowed them to grow closer to their peers, and feel comfortable sharing their opinions. One said:

“My confidence and skillset has changed. I understand different skills required in the workplace more.”

Another said that the programme had helped them

“to realise the vast majority of my classmates experience similar issues to me.”

A teacher whose comments I am allowed to share said that their student had

“grown in confidence about his own ability to interact with others in unexpected social situations.”

The results were not just about the experiences that the mentees expected; the skills transferred to all other types of experiences. I have not been able to include all the fantastic organisations, but I will mention some that I have been in touch with: the Kids Network, the Mentoring Lab, Volunteering Matters, She Stands, Bloomberg, The Girls’ Network, the Youth Endowment Fund, the Patchwork Foundation and Chance UK.

We hope to re-establish formally the all-party parliamentary group on mentoring. We should continue to support it as Members of Parliament, across parties. We can offer vital opportunities to young people in our constituencies right across the United Kingdom. Of course, they also offer us great experiences and engagement in return—everybody benefits. I hope to work with Members of Parliament in the near future to re-establish that group. I look forward to hearing from the Minister about what more we can do together.

[The Parliamentary Under-Secretary of State for Education (David Johnston)]

It is a pleasure to serve under your chairship, Dame Maria. I congratulate my hon. Friend the Member for East Kilbride, Strathaven and Lesmahagow (Dr Cameron) on securing this debate on such an important subject. I am familiar with the Diana Award, and have been for some time. I will talk more about the APPG, but I appreciate my hon. Friend’s great work in championing mentoring. I have seen at first hand the difference that mentoring can make to a child or young person, because I spent 16 years running organisations for disadvantaged young people before I became an MP, and I ran mentoring programmes as part of that. I also volunteered to be a mentor through various other organisations, including Chance UK, which my hon. Friend mentioned.

Education is a key determinant of young people’s life chances and social mobility. That is why this Government are committed to providing a world-class education system for all children and young people. We have invested significantly in education and undertaken a number of important reforms to ensure that, whatever their background or circumstances, all young people have the opportunity to reach their potential. Much of the Department for Education’s work prioritises giving children and young people with special educational needs and disabilities, or those who have been in our children’s social care system, the additional support they may need to ensure that they are prepared for adulthood and to achieve positive outcomes.

I have a keen interest in working to ensure that all children and young people fulfil their potential and that we are promoting social mobility, which was the theme of my pre-politics career. A key part of that is the role of mentoring, and of effective programmes more widely. That is why we re-endowed the Education Endowment Foundation with £137 million in 2022. It has been a key part of ensuring that what we do is effective, and that we have programmes which work for the most disadvantaged in particular. The EEF identifies, develops, supports and evaluates projects that raise the achievement of disadvantaged children and young people. That has included an evaluation of mentoring and how it can be used to improve outcomes for those that need help reaching their potential.

One of the ways we are helping people to achieve their potential is through funding mentoring programmes in various areas of the Department for Education’s portfolio. I will start with children in care. We are committed to quite a big programme of reforming the system for children in care. We set that out in the “Stable Homes, Built on Love” strategy we published last year, which puts stable, loving relationships at the heart of the care system. By 2027, we want every care-experienced child and young person to feel that they have those strong and loving relationships. As part of our commitment to helping local authorities with family finding for children in care, we are funding 24 befriending and mentoring programmes for children in care and care leavers. Those are all designed to enable children and young people to improve their sense of identity and community and create and sustain consistent and stable relationships.

As part of our work to remove barriers to people with special educational needs, a learning difficulty or a disability starting apprenticeships, we have been developing a pilot to test the value of targeted and specific mentoring support for apprentices who have learning difficulties and disabilities. The pilot will offer targeted expert support, advice and training to the people providing mentoring to apprentices, and measure what impact it has on the cohort’s level of satisfaction and on key performance measures, such as retention and achievement, for those apprentices.

More widely across the education system, mentoring is supporting children and learners to reach their full potential and prepare for the world of work. For young people leaving school, mentoring can be a great way to support effective transitions and empower them to make positive decisions that lead to fulfilling careers. We are running a pilot targeted transition fund in a number of schools this academic year to help young people to make successful transition choices that they feel confident about. The project delivers a wraparound programme to young people eligible for free school meals and with low school attendance, giving them careers guidance, counselling, mentoring and employability support.

As has been touched on, some careers hubs also use employer mentoring to support young people when they transition from school into further education or employment. To improve the work readiness of all young people, employers are engaging in greater numbers than ever before, helping to connect careers information and advice with the world of work and enabling opportunities for young people to experience a variety of workplaces.

I come to two or three of the initiatives that my hon. Friend mentioned. I have explained that I am familiar with the great work of the Diana Award, and I enjoyed hearing about the specific programme that she described. On Grandmentors, some of the local authorities that we are supporting through our “Stable Homes, Built on Love” strategy use that programme to support their care leavers, which is good news. For businesses, which have been touched on by a couple of Members, part of our careers strategy measures the Gatsby framework for employability, including by looking at what they do on mentoring. Given my experience of running such programmes, I should say that it is incredibly difficult to get a consistent relationship in mentoring. We have to acknowledge the great work that all these organisations are doing, because it does not just happen naturally; it requires a lot of support.

I am enormously grateful to my hon. Friend the Member for East Kilbride, Strathaven and Lesmahagow for raising the issue of mentoring and social mobility today. The Government agree with her that mentoring can transform the lives of children and young people. I was particularly struck by her point about its importance in rural areas and in helping to develop young people’s confidence. She also said—we clearly both know this from personal experience—that it helps the mentors, not just the mentees, which is absolutely true.

[Dr Cameron]

I was really interested to hear the Minister talk about people with disabilities. He will be aware that I chair the all-party parliamentary group for disability. Could we work together on some of the programmes to look at how young people with special needs could be engaged as apprentices or interns here in the House of Commons and with MPs? That would help us to reach out to young people right across the UK.

[David Johnston]

My hon. Friend makes an extremely important point. This is one of many areas where we ought to lead by example and not just preach to other organisations about what they should be doing. We should demonstrate that we are doing it ourselves, and I would be very pleased to work with her on that.

Mentoring would not be possible without all the people up and down the country who volunteer to be mentors and who are working to support children and young people. I personally thank them and the organisations that co-ordinate such activities, and I assure them that I will keep working with the education and children’s social care sectors to ensure that we use mentoring as effectively as we can. I will work with my hon. Friend and support what she is doing to reinvigorate the APPG on mentoring and promote mentoring more widely.

Question put and agreed to.

Autism and Learning Disability Training

Lisa Cameron Excerpts

Tuesday 21st November 2023 Westminster Hall

[Dame Caroline Dinenage]

The hon. Lady must be Mystic Meg. I say that because that issue is exactly what I will come on to next.

Early years settings are a crucial place to start this work; the hon. Lady has hit the nail on the head. Early diagnosis and putting in place the building blocks of support from the outset can have a lifelong impact on a child’s attitude to education settings, and on their interaction and support from those settings; in fact, it can have a lifelong impact on their wellbeing.

If all education and care staff, particularly in early years settings, successfully underwent the right training, children who require extra support and assistance would be identified sooner, which would prevent some of the issues that we have heard about from developing. We heard from a teacher called Helen, who said that during her time in teacher training, which took four years, half a day was spent covering special educational needs. Such training leaves teachers ill-equipped to support a growing percentage of pupils in their classes.

I am sure that the Minister will tell me about the training that is provided. I expect that he will also tell me that the Government have published their strategy on special educational needs and disabilities and alternative provision improvement—not that I am trying to interpret his speech for him—and about all the increased investment in SEND, which is over £10.5 billion by 2024-25, and the universal services programme, which will receive £12 million in funding, and that £1.4 million is available for the strategic priorities grant to support students at risk of discontinuing higher education studies. Those numbers have very little meaning to those caught in the cyclone of the system if they do not filter through to create meaningful improvements on the ground. I will therefore set out what I would like to know from the brilliant Minister.

What assessment has the Minister’s Department made of the full picture of both learning disability training and autism training for education professionals? What level of understanding does he have about training—not only the quantity of training, but the quality of training? What conversations has he had with some of the excellent charities in this space and with the teachers, parents and children who actually live these things and therefore are experts by experience? To what level can he confidently tell me that all education professionals have the confidence to teach neurodivergent children and children with learning disabilities, so that their needs are met and their potential is realised? To what extent is the experience of students and their carers taken into consideration?

Mr Vickers, you have already heard about what I am about to say next. During my time as Minister of State for care, in the Department of Health and Social Care, I started work on introducing the Oliver McGowan mandatory training for all health and social care staff. That became law in the Health and Care Act 2022, and it is now the Government’s preferred and recommended training for health and social care staff.

The training is named after Oliver McGowan. Oliver was a remarkable young man whose tragic and completely avoidable death, at the age of just 17, shone a light on the need for health and social care staff to have better skills, better knowledge and better understanding of the needs of autistic people. It came about because of a meeting I had with Paula McGowan, Oliver’s incredible mum, who courageously shared her family’s unimaginable experiences with me and who has been a relentless advocate for the change that needed to happen. It is an honour to have Paula here today after she travelled all the way from Australia just to attend this debate.

Since November 2022, when the initial roll-out of the Oliver McGowan training began, over 1 million people have completed the first part. The training has received significant international interest in Canada, Australia and the Republic of Ireland, and as a result it has been made available on an e-learning platform. The initial feedback is incredibly exciting and shows a significant increase in participants’ knowledge, confidence and skill, with 88% of participants saying that they felt confident they could communicate with people with a learning disability and with autistic people, and with 84% of participants saying they felt more confident in their work.

The most significant thing about the training is that it is co-delivered with trainers who are autistic or learning disabled, and they are paid for their time. They are experts by experience and are able to give health and care professionals first-hand insight into how to listen, how to act and how to get this right.

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (Con)]

My hon. Friend is making an excellent speech, and I thank her for highlighting the wonderful training that is being rolled out. I wanted to bring to the attention of the House, through my role as chair of the all-party parliamentary group for disability, some work that we were doing with Caudwell Children and its national children’s centre, and to highlight their hope that they can augment some of the work that is being undertaken in the UK to provide timely diagnosis and holistic assessment for children with autistic spectrum disorder. I put on record our thanks to Trudi Beswick for leading that wonderful centre and taking that work forward.

[Dame Caroline Dinenage]

First of all, I am very pleased to see my hon. Friend on this side of the House. She does a brilliant job as the chair of the APPG for disability, and I am very grateful to her for taking the time to make that commendation.

I will conclude very quickly. Following the success of the Oliver McGowan mandatory training, Paula has started a petition for all staff in educational settings to have similar mandatory training on learning disabilities and autism. As I said, that training needs to start with professionals in early years settings and go all the way through to colleges and universities: teachers, lecturers and education staff must know how to adapt to their environment, how to listen to what young people are saying, how to understand, how to manage a sensory overload and crisis and how to adapt communication to meet individual needs. George, a teacher, said:

“Training is often focused on the symptoms rather than the sensory issues and the understanding behind it. Whilst dealing with symptomatic behaviour is important it can be difficult to understand some causes.”

Childcare: Affordability and Availability

Lisa Cameron Excerpts

Tuesday 20th December 2022 Westminster Hall

[Mr Dhesi]

I am extremely grateful to my right hon. Friend the Chairman of the Work and Pensions Committee, not only for that impressive intervention but for his tireless, persistent work in this area to try to shine a light on the injustices. I sincerely hope that the Minister and the Government will look closely at the findings in the Select Committee report and take action accordingly.

Since this Government came to power in 2010, parents of children under the age of two have had to deal with a 60% increase in the cost of a part-time nursery place. Average earnings have grown at only half that rate over the same period, putting ever greater pressure on already squeezed family budgets. As one Mumsnet user wrote:

“When we started using nursery 9 years ago it was £45 a day. Now the same nursery we use for our…3 year old is £90. He gets 30 hours free in January but they…will also be putting fees up then. Honestly when he goes to school we will have £1,000 extra”

to pay

“a month. It’s more than our mortgage.”

That is not an isolated case. A joint survey by Mumsnet and Pregnant Then Screwed found that close to two thirds of parents are spending on childcare as much as, or even more than they spend on their rent or mortgage. Shockingly, one in four parents is cutting down on food, heating or clothing in order to afford sky-high childcare costs.

What are parents doing in response? Increasingly, they are being forced to take themselves out of the labour market. Under this Conservative Government, a day’s pay is not worthwhile for a parent needing childcare.

Sadly, women are often hit hardest by the Government’s failed childcare system. Only three in 10 mothers with a child aged one work full time, and three in 10 mothers with a child under 14 say they have reduced their working hours for childcare reasons. The Office for National Statistics found that the number of women who are not in work in order to look after family has risen by 3% in the past year alone. That is the first sustained increase in at least 30 years, reversing decades of reduction. Women who are reducing their hours, forgoing promotions or even leaving work altogether due to unaffordable childcare suffer lasting financial consequences, and that widens the gender pay and pensions gaps.

This is also a huge issue for business. At a time when so many vacancies are going unfilled, this motherhood penalty equates to 43,000 women dropping out of the workforce in the last year alone. It is no wonder that even the Confederation of British Industry is calling for reform, highlighting that childcare costs in the UK are now some of the highest in the OECD and that our economy is suffering from losing £28 billion of economic output every year, because women are being forced to choose between their careers and their children. We could add a whopping £57 billion to our GDP simply by increasing female participation in the workforce—something that greater childcare provision would help achieve.

On this Government’s watch, the childcare system is failing families, women, businesses and our economy. I would therefore think that addressing it was a priority, especially given how formative these early years are for our children, so why are the Government not taking decisive action to fix this mess? They tried to convince us that they were by announcing the 15 and 30-hour free childcare entitlement, alongside their commitment to the tax-free childcare scheme. As with so many other Conservative policies over the past 12 years, even this small stepping stone towards improving the accessibility of childcare has failed to deliver the bare minimum. As I pointed out last month in the Chamber, the Government, not satisfied with hammering parents, women, businesses and the economy, have set their sights on making it too expensive for childcare providers to operate by consistently underfunding the 15 and 30-hour entitlement by more than £2 an hour, thus forcing providers to use their own resources to plug the gap and further driving up the cost of childcare. Meanwhile, Ministers have spent a whopping £2.37 billion less than they allocated for their flagship tax-free childcare scheme in the past four years alone.

Rather than ensuring we have even more childcare providers to meet the significant demand for childcare across our country, the Government have created an environment in which 4,000 childcare providers closed between March 2021 and 2022—that is 4,000 providers in just one year. We have childcare costs rising twice as fast as wages and businesses struggling to fill vacancies while women who want to work cannot because of childcare. Despite the demand, thousands of childcare providers are closing while the Government underfund the sector. That is this Government’s record.

As a country, we can and must do much better. The Government must recognise that families need support from the end of parental leave right through to the end of primary school. While more investment is needed, surely as a minimum the Government should stick to their original commitments. I ask the Minister to commit to investing in the childcare system the more than £2 billion her party has pledged. During this cost of living crisis, families are already struggling, so when will the Minister step in to ensure that parents are not forced to sacrifice a meal or a night of heating over the winter months to pay for their child’s care? Maybe the Government would be in a better position if they had developed a long-term plan. With five Education Secretaries this year alone, the Minister is probably just happy to get through the year without any more chaos. However, families across our country should not be made to suffer because of the Government’s continued incompetence.

Parents need the introduction of universal primary breakfast clubs for every primary-aged child in England, which I look forward to hearing more about, I hope, from the shadow Minister. That would help disadvantaged pupils, in particular, to access additional support from staff and friends, allowing them to catch up on learning. Where is the Government’s commitment to that? Instead of cutting hundreds of Sure Start centres, the Government should be investing in local children’s centres and helping parents with young families in some of the most disadvantaged areas in our country to get them the best possible start in life. Why aren’t they?

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (SNP)]

The hon. Gentleman is making an excellent speech. This is a vital debate to have in the Chamber at this time. Does he agree that for very young children, nursery might be the first place where teachers can pick up on special needs and then help to refer them for autism diagnoses? People often wait far too long to receive that diagnosis. I refer hon. Members to my entry in the register, but I was shocked to hear that training placements for educational psychologists may be being funded to a lesser degree in the future, and that some educational psychologists are actually having to fund their own placements. Does the hon. Gentleman agree that it is vital that the Government address some of those concerns on the part of the profession, and that they also ensure that children with autism and special needs have the support that they need at the earliest stage in their childcare?

[Mr Dhesi]

I thank the hon. Member. She has made some excellent points, no doubt based on her experience. Indeed, we know that those early years are incredibly important for the child, but also for teachers, or those in authority, to pick up on certain issues, whether it is a child being on the spectrum, or other special educational needs. That issue comes up again and again in my constituency, so I am incredibly grateful to her for that intervention.

Given that so many childcare providers have been forced to close on this Government’s watch, is it too much for my constituents, and parents across the country, to expect that there will be childcare places locally? I do not think so. What are the Government doing to not just halt but reverse the decline in the availability of childcare?

As we can see, the current picture of childcare in England is far from ideal, and it does not seem as if this Conservative Government are willing to take any meaningful steps to change that. Instead, in the face of all those issues, they are happy to sit on the billions of pounds that they have pledged to the sector, while hoping that no one notices. Well, hard-working families across our country are noticing the impact and deserve better. If the Government really want to build a better future for Britain, they must start by looking after those very people who are Britain’s future.

Making Britain the Best Place to Grow Up and Grow Old

Lisa Cameron Excerpts

Monday 16th May 2022 Commons Chamber

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (SNP)]

In thinking about how to make the UK the best place to grow up and grow old, as chair of the all-party parliamentary group for disability I have been thinking in particular about inclusive growth and levelling up for people with disabilities. I saw a fantastic example of that at the weekend in my constituency, where sportscotland had partnered with South Lanarkshire Leisure and Culture to train local organisations who work in sports to make sure they are engaging with people with disabilities, encouraging them to engage and reach their full potential through the group activities and sports activities that are available. Only when growth and the work we do is inclusive to all can we make sure that we leave no one behind and ensure that we are doing our job here.

I want to ask MPs: can we do more? What are we doing in Parliament? When the all-party parliamentary group looked at including people with disabilities on work experience in our offices, we started off at 11% of MPs who were registered as accredited Disability Confident employers. Through a workshop, the all-party parliamentary group has increased that to 24% and I thank everybody who has been involved in that achievement. It has been so fantastic to hear the accounts of people who have engaged in work experience and employment opportunities in MPs’ offices, and how they have fundamentally changed their lives and the opportunities available to them. We want to do more and reach at least up to 50% this year. There will be further workshops, so please look out for them. This is not just about the Queen’s Speech and what the Government can do; it is what we can do individually as MPs to contribute more to make the UK a much more inclusive place and ensure that we are always giving opportunities to everybody that we can.

I also want to focus on wellbeing and equality, and a wellbeing economy. Countries are starting to look at happiness and at what makes us happy. Wellbeing, happiness and quality of life are becoming high priorities for many Governments, and I believe they should be a high priority for this Government. There is a Happiness Research Institute in Copenhagen which is conducting research on that. I have been looking at the research and thinking why are we not happier? We are lagging behind the Netherlands, Germany, Denmark and a number of countries where people are much happier in themselves and have greater levels of wellbeing. We should think about what makes people happy and what creates wellbeing; it would be lovely to see a happy Minister, or perhaps a Minister for happiness and wellbeing. Perhaps we could invite the researchers from the Happiness Research Institute to speak to us about wellbeing and how we can promote it across the United Kingdom. We know from its research that economic or financial hardship predicts unhappiness so part of this is about equality, but it is also about physical inactivity, because that lowers quality of life and life expectancy. Access to green spaces and to play parks and being able to engage in the outdoors is important; we all felt the impact of that during covid, but the research suggests we should pay even more attention to these issues.

Mental health and depression are the antithesis of happiness. They cause a real threat to wellbeing, impacting on the wellbeing not only of the individual but of their whole family and their family life, so we need much more focus on mental health services. Low wellbeing in later life creates costs in health and social care, so we need a holistic approach.

It was interesting to note that homes are a big factor in overall happiness—our security in our homes, being able to live in a safe home, free from threat, risk and antisocial behaviour. So local authorities have a huge role to play in this, too.

[Christian Matheson]

Will the hon. Lady give way?

--- Later in debate ---

[Dr Cameron]

I am sorry, but I only have a minute left.

It is extremely important to make social supports and communities more available to people. So I want the Government to also have a look at wellbeing and happiness because, with a holistic approach, good lives make for happiness and wellbeing and that is also good economics.

Covid-19: Educational Settings

Lisa Cameron Excerpts

Wednesday 6th January 2021 Commons Chamber

[Gavin Williamson]

The statistics bear out something rather different from what the hon. Lady said. We have seen a massive expansion of the university sector, with more young people going to university than ever before. If she took the time to look at the statistics and the facts, as opposed to not basing her question on the statistics or facts, she would discover that more children from the most disadvantaged families are going to university—often they are the first from that family—than ever before. That is something that this party should feel incredibly proud of, and I would like to see even more youngsters from the most deprived backgrounds going to some of the best universities in the country.

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (SNP) [V]]

Dr Adrian James, president of the Royal College of Psychiatrists has described the covid-19 pandemic as the greatest threat to mental health

“since the second world war”.

As chair of the health all-party parliamentary group, I have been receiving concerned emails from parents across the United Kingdom regarding mental health. Given that children have experienced isolation and trauma—many have experienced bereavement—will the Secretary of State now take the opportunity to announce ring-fenced funding for a much-needed mental health and wellbeing strategy for children?

[Gavin Williamson]

I thank the hon. Lady for raising such an incredibly important point, and it would be great to have an opportunity to meet her and other members of the all-party parliamentary group to discuss some of the wider issues that we face not only in schools in England, but in schools across the whole of the United Kingdom. There have been various different initiatives, some for the higher education sector that were UK-wide, and which our universities have done so much on, but also some initiatives in England, Scotland, Wales and Northern Ireland. It would be really good to have a four-nations approach to how we support young people with the real challenges of mental health. I look forward to having that discussion with her, because I know she feels passionately about this issue, as so many Members of this House do. It is very much a cross-party issue, and I very much hope we can find some cross-party solutions on how we can best support our young people.

Disabled Children: Accessible and Inclusive Education

Lisa Cameron Excerpts

Wednesday 9th December 2020 Westminster Hall

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (SNP)]

I beg to move,

That this House has considered accessible and inclusive education for disabled children.

It is an absolute honour to present this motion with you in the Chair, Ms Eagle. I thank a number of organisations for their hard work on the issue of disability inclusion in education, including the Disabled Children’s Partnership, Sense, Scope, Mencap, the Alliance for Inclusive Education and the One-Handed Musical Instrument Trust, to name but a few. I have been asked to raise these issues with the Government in my capacity as chair of the all-party parliamentary group for disability. I pay tribute to the work of the hon. Member for Sheffield, Hallam (Olivia Blake), who chairs the all-party parliamentary group for special educational needs and disabilities.

Children with disabilities have often been most affected by the coronavirus pandemic. In terms of immediate impact, people with disabilities have accounted for six out of 10 deaths involving covid-19, while Mencap’s social care survey has shown that seven out of 10 people with a learning disability have had their social care provision reduced as a result of the pandemic.

Looking at long-term consequences, the Centre for Mental Health estimates that 1.5 million children will need mental health support for conditions such as depression, anxiety and post-traumatic stress disorder as a result of the pandemic. The NHS’s digital report anticipates a 50% increase in mental health problems for children and young people as a result of the pandemic.

When we account for the heightened immediate impact of covid-19 on children with disabilities, coupled with the mental health consequences predicted for young people, it quickly becomes apparent that the wellbeing and inclusion of children with special educational needs and disabilities must be prioritised. That is why I secured the debate today.

One of UNICEF’s seven principles of quality education is disability inclusion. The presumption that children with disabilities would be welcome in mainstream education was first introduced into law in the Education Act 1996 and expanded in the Children and Families Act 2014. That Act also enshrined into law disabled children’s rights to special educational needs provision and, where necessary, the provision of education, health and care assessments to establish what adjustments a child with special educational needs might have, and how best to facilitate their integration into mainstream educational facilities.

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Lady on securing the debate. I am aware of this issue in my constituency and it is important to address it. Does she agree that education by Zoom, which many people have had to do recently, does not achieve the best results for some sensorially-impacted children? That underlines the importance of face-to-face teaching, where it is safe to do so. I understand the circumstances, but that is not the most suitable option for people with disabilities or those who are sensorially disadvantaged.

--- Later in debate ---

[Dr Cameron]

I absolutely agree with the hon. Gentleman. That is an excellent point and it was well made. Children with disabilities have often lost out on educational provision because the format has moved almost wholeheartedly on to Zoom and the internet. I have been contacted by many families who have children with autism, who do not particularly like that format and will not engage with it, and by families who have children with sensory impairments, who cannot receive the adaptations in time to use the format at all. That has led to children with disabilities being disproportionately affected by the pandemic.

[Rachael Maskell (York Central) (Lab/Co-op)]

I am grateful to the hon. Lady for securing the debate. I want to raise the issue of access to education for disabled children. They cannot access education if they cannot get there, and, despite personal transport budgets, the school transport system is limited. I have a case where only 50% of a constituent’s costs are covered. Is it not right that we ensure that local authorities have sufficient provision to enable all children to access education?

[Dr Cameron]

Absolutely. The hon. Lady makes an extremely important point, which is echoed by my experience in my constituency. I have been contacted by a number of families. Local authority provision means that a young child with autism, who does not like close physical contact, has had to travel for hours in a taxi with individuals to whom he is not accustomed. That has caused behavioural issues and really impacted on his education. It is incumbent on us as legislators to make sure that those who are most vulnerable have access through local authorities to the provision that they need to meet their educational and care needs, and that takes account of their sensory, development or learning difficulties. I thank the hon. Lady for making that point.

Provision of inclusive education was greeted with absolute optimism by those who had long campaigned for it. Unfortunately, however, many aims have been left unfulfilled. There are gaps in support and a need for additional funding, as I have highlighted. Another issue that must be addressed is specialist professionals providing support for children with disabilities. As with so many underlying issues in our society, covid-19 has shone an additional light on the many challenges and barriers that children with special educational needs face in their everyday lives. It has exacerbated them, as I have explained.

Before the pandemic, the Disabled Children’s Partnership identified a £1.5 billion funding gap in health, social care and education, which would need to be filled to adequately support disabled children and their families. Sense has also noted that the gradual erosion of specialist support available to disabled children has significantly hampered the ability of the school system to provide accessible and inclusive education. There is an ever-decreasing number of teachers for the deaf, the visually impaired and those with multi-sensory impairment. Will the Minister comment on that provision and funding, and outline a plan to meet the needs of children and families? The lack of provision not only hampers participation; it also means that education, health and care needs assessments often lack input from an education specialist, such as an educational psychologist—I declare an interest and refer to the Register of Members’ Financial Interests. Appropriate adjustments in the classroom can also be missed.

Since the start of the pandemic, many parents of children with special needs have done their absolute best to educate them from home. We should celebrate the introduction of tools to help them, such as Freeview’s accessible TV guide, which has helped facilitate remote learning through making programmes such as “Newsround”, “Bitesize Daily” and “Horrible Histories” accessible in a range of formats during the pandemic. However, a lack of specialist equipment and broader resources for parents has meant that many now fear that their children’s education has suffered disproportionately. Parents have struggled to cope.

Despite schools returning full time, the Disabled Children’s Partnership has found that 24% of children with disabilities have not yet returned to school full time. Many are being taught on part-time timetables due to health and safety concerns, making their needs all the more immediate. The return to school has been particularly challenging for pupils with tracheostomies and those with aerosol-generating procedures, as delayed Government advice, finally published on 13 November, left many families feeling in limbo for months. Furthermore, the Coronavirus Act 2020 suspended a number of key provisions in the Children and Families Act 2014, which has meant that 31% of children with disabilities are still waiting for key therapies to be restarted. Some 51% of those waiting for an assessment for an education, health and care plan have been waiting more than six months, which is entirely unacceptable for families who are struggling to provide the care that is so necessary for their children.

With that in mind, I implore the Minister on behalf of children with disabilities and the all-party parliamentary group for disability to do everything in her power to ensure that children with disabilities are able to return to specialist and mainstream education as soon as is safely possible. I also ask that she ensure that provisions in the Children and Families Act 2014, which are key to ensuring disability inclusion in the classroom, are resumed without delay.

There is increasing anxiety among many qualified health professionals and therapists who work in schools—and who are absolutely key to disability inclusion in the classroom—that they might be redeployed to hospitals and health services in the coming months. That could be incredibly detrimental to the learning of children with special educational needs. I therefore ask the Minister to ensure that medical support for children with disabilities is maintained out of this pandemic, and that continuity of care for children with special educational needs in the classroom is protected.

I have been contacted by the OHMI Trust, which undertakes truly innovative work adapting musical instruments for children with special educational needs, to highlight the importance of music as a key element in inclusive education. To this day, this is often denied to children with special educational needs due to lack of awareness among music teachers or tuition providers, or a lack of specialist equipment that has been tailored to a child’s particular disability or needs. Music can provide an opportunity for socialisation and creativity, and has also been linked to improved academic achievement. I would welcome a comment from the Minister about ensuring that music is not omitted from any efforts to include children with disabilities going forward, and to work collegiately with the OHMI Trust to develop specialist instruments for children across the United Kingdom who have special educational needs.

Before I finish, I will touch on further education for those with special educational needs, and particularly the case of Mr Gary Copland from my constituency. A student at the University of Glasgow, Gary is in his mid-20s, has been registered blind since birth and has autism. He is currently studying for a bachelor of law. Gary was forced to go part time due to poor levels of support, and is now in his fifth year. In his first year, he was given only one course text adapted for his disability, five days before the end of term. In his second year, he had only four textbooks, leaving him to write all essays and take exams from memory. He has had no working IT for over 43 weeks, leaving him unable to graduate with everyone else in his year. The whole family is suffering from trauma as a result of these issues, and Gary has lost 30 kg and is now medicated for depression. I ask the Minister to speak with universities to look at these issues, Gary’s in particular—perhaps the Equality and Human Rights Commission could review this particular case.

Finally, I would welcome a statement or response from the Minister on the Government’s funding plans for disability-inclusive education. In 2019, a review of special educational needs criteria and practice was promised, but this publication has been delayed. It would be remiss of me, therefore, not press the Government for a date or timeline for publication. Despite the current circumstances, it is an absolute priority. It would also be helpful to have an update on autism assessments and the progress the Government are making, because many families tell me that they cannot receive the support required for children who have autistic spectrum disorder in school, or at home, because they are still struggling to get assessments.

[Rachael Maskell]

I am grateful to the hon. Member for mentioning autism, because currently it is very much viewed through a medical model, so people are unable to access the support they need until they have a diagnosis. Does she agree that we need to look at this through a much more social model, in order to ensure early intervention support for parents, as well as for young people?

[Dr Cameron]

Absolutely, that is crucial. Getting earlier assessment, intervention, and support, even if a diagnosis is taking a long time, is crucial to help and support children and families to cope. That really must be addressed, and all too often children and families who are awaiting diagnosis have no support in the interim, which is really a failure of the system for those who are most vulnerable.

Lastly, speaking from my background as a psychologist, I believe that disability has to be at the heart of Government’s response to the mental health concomitants of the pandemic among young people. Children with disabilities are far more likely to have been isolated during the last eight months, to have seen disruption to their care and treatment, and because of the difficulties of adapting to home learning they are at increased risk of seeing their academic progress fall apart and fall behind that of their peers. We must do everything we can to support, include and cherish every single child with special educational needs across the United Kingdom. That is the aim of the all-party parliamentary group on disability, because we know that these children have so much potential and so much to offer their families, the community and society at large.

--- Later in debate ---

[Dr Cameron]

I thank the Minister and everyone for taking part in the debate. I pay special tribute to Greenburn, Sanderson High, and Duncanrig schools in my constituency and invite the Minister to the all-party parliamentary group for disability to further discuss these issues.

Question put and agreed to.

Oral Answers to Questions

Lisa Cameron Excerpts

Monday 22nd June 2020 Commons Chamber

[Gavin Williamson]

I would be absolutely delighted to join my hon. Friend to visit schools in his constituency in the very near future. It is really important that we understand the vital role that Ofsted plays in making sure that we have strong accountability in schools. One of the aspects that I will ask Ofsted to look at as we are making this significant investment of £1 billion to support youngsters to catch up and support schools is how it has been implemented and how children have been supported in their catch-up plans.

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (SNP) [V]]

This week is National School Sport Week, run by the Youth Sport Trust, and this year it is being reinvented at home. Inclusive sport has an important role in young people’s mental health, wellbeing and confidence, so will the Secretary of State be engaging in an online sport challenge this week to support National School Sport Week and encourage families to continue with the benefit of school sport?

[Gavin Williamson]

I feel the answer can only be yes.

Relationships and Sex Education

Lisa Cameron Excerpts

Monday 25th February 2019 Commons Chamber

[Damian Hinds]

I give my hon. Friend the absolute assurance that that is at the heart of these proposals.

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (SNP)]

I welcome the statement and the measured way in which it has been imparted to Parliament. However, pursuant to the question of the hon. Member for Kettering (Mr Hollobone), in what exceptional circumstances does the Secretary of State foresee headteachers overruling parents, aside from during the term prior to the age of consent?

[Damian Hinds]

As a matter of course, I would not expect headteachers to overrule parents. It is difficult to codify what those exceptional circumstances might be because, by definition, they would be exceptional. I make it clear that the intent of the guidance is to say that when a parent requests that their child be withdrawn from sex education, the request will ordinarily be granted up to three terms before the child reaches their 16th birthday, being the age of consent.

Relationships and Sex Education

Lisa Cameron Excerpts

Thursday 19th July 2018 Commons Chamber

[Damian Hinds]

My right hon. Friend was correct to identify, as did the hon. Member for Ashton-under-Lyne (Angela Rayner), a number of individuals and organisations that have been instrumental in this process. She could of course have added herself to that list; I commend her for her work.

My right hon. Friend is right about the importance of children knowing about issues around harassment and sexual violence. This whole approach is about building up from the very basic building blocks of respect for others. Then, as things develop and children get older, yes, it is very important to deal with these matters. Page 22 of the guidance states: “Pupils should know” about

“the concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment and domestic abuse and how these can affect current and future relationships.”

The hon. Lady asked about how parents can ensure that this is happening in schools, but of course in many schools it is happening. It is important to say that. We want schools to publish their policies on these matters and to encourage parental engagement.

Finally, on updates, yes, it must not be another 18 years before that happens again. We will update the guidance about every three years, because the pace at which the world is now changing—the online world in particular—requires that.

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (SNP)]

I thank the Secretary of State for making the statement. The issue is clearly a devolved one, but I have done a lot of work on financial education and its importance. It is a shame that financial education is not compulsory, because it is certainly an education that we all—every single person across the United Kingdom—need in day-to-day living. Financial education is not just about maths; it is about mental health, because being in debt at a young age or not knowing how to manage personal finances lies behind much of the depression, self-harm and suicides that we see among young people. Financial education is also key to relationships, because financial abuse can be a key component of domestic abuse. Being able to manage our finances independently is extremely important in ensuring that people can move on from those types of damaging relationships. Will the Secretary of State therefore look at the importance of financial education within the curriculum and ensure that everyone has the day-to-day living skills that they require for healthy and fulfilling relationships and lives?

[Damian Hinds]

The hon. Lady is right about the importance of financial education, and both the maths and citizenship curriculums include financial education content, such as practical aspects of the sort that she outlined. Another thing in the consultation document, although it is not in the headlines of the description, is a question about what more we might do for 16 to 18-year-olds. Now that the participation age is up to 18, when record numbers of people go away from home to university and have to budget and so on for the first time, we are asking what more could be done for 16 to 18-year-olds.