Chilcot Inquiry and Parliamentary Accountability

Debate between Liz Kendall and Pat McFadden

Wednesday 30th November 2016 Commons Chamber

[Mr McFadden]

That is absolutely true, and it is a great shame that the Iraqi MPs who were watching from the Gallery earlier on cannot be heard in today’s debate, because I am sure that they would make that point.

What is true is that the Iraq war and its aftermath raised major questions about military intervention, post-conflict responsibility and our capacity and willingness to act in the future. To go to war is a heavy responsibility and perhaps the most difficult judgment that any leader can make.

There is a temptation to think that history in Iraq began with our intervention. In his opening statement, the right hon. Member for Gordon (Alex Salmond) said that everything could be traced back to the 2003 intervention, but history in Iraq and the use of violence in the country and in the wider middle east did not begin in 2003. As my hon. Friend the Member for Dudley North (Ian Austin) said, chemical weapons were used in the Anfal campaign against the Kurds, which began long before then, as did the brutal repression of the Shi’a uprising following the first Gulf war.

[Liz Kendall (Leicester West) (Lab)]

Is my right hon. Friend aware of the al-Qaeda terrorist attacks, including in Yemen in 1992, Mumbai in 1993, in Nairobi and Tanzania in 1998 and, of course, in New York on 11 September 2001? Terrorist attacks did not begin with what happened in Iraq in 2003.

[Mr McFadden]

I could not agree more with my hon. Friend. I believe that there is a new imperialism afoot, which seeks to trace everything to western decisions to intervene or not intervene. Until we understand that violent Islamist jihadism has an ideology of its own, we will never be able properly to confront it, let alone overcome it. We have to understand that, despite our history, it is not always about us.

Education and Social Mobility

Debate between Liz Kendall and Pat McFadden

Tuesday 22nd November 2016 Commons Chamber

[Liz Kendall (Leicester West) (Lab)]

Many hon. Members have already said that the Government’s plans to expand grammar schools will increase, not reduce, social division. All the evidence shows that poor children are less likely to get into grammar schools, that poor children are more likely to fall even further behind their better-off peers and that the effects can be long lasting. Our opposition to grammar schools and to the Government’s proposals does not mean that we are in any way complacent about the achievement gap between poor and better-off children at school—far from it.

Labour Members understand the complex problems that face many children and families in our most deprived areas, but that must never be used as an excuse for tolerating failure or low expectations. We must be fearless champions of every child and always put their needs first.

Getting a great education is about more than our belief that everyone should have the chance to fulfil their potential. It must be at the heart of our response to globalisation, too. The world is changing faster than ever before. New technologies and markets emerge, and companies and jobs move, in what seems like a blink of an eye. This is opening up real opportunities for some, but it is also leaving too many people behind. Yet our response to global change cannot simply be to hold up a mirror to people’s anger and despair. That leads nowhere, and does not create a single job or opportunity. Neither should we try to kid people that we can somehow turn back the clock, because we cannot stop technological change or the huge changes we are seeing in China, India and elsewhere. As my right hon. Friend the Member for Wolverhampton South East (Mr McFadden) says, we must be the champions of a chance, not of a grievance. We should not shy away from change, but instead equip people with the skills, knowledge, chances and choices in life to make change work for them.

There are three priorities on which the Government should now focus, the first of which is early years. When poor children in my constituency start school up to 19 months behind their better-off peers, they play catch-up for the rest of their lives. They struggle to get five decent GCSEs let alone go to college or university or get a decent job.

[Mr McFadden]

I thank my hon. Friend for mentioning the early years. Does she think that, given the closures of Sure Start centres in recent years, the money devoted to this new policy would be better spent on early years intervention?

[Liz Kendall]

I completely agree with my right hon. Friend. There is nothing economically credible about paying more for problems that could have been prevented. Having a genuinely long-term economic policy means prioritising the early years. We should make it a national mission that every child starts school ready to learn. If the Prime Minister really wants a country that works for everyone, she should scrap the Government’s £1 billion inheritance tax cut for the wealthiest few and put that money into transforming early years services instead.

All the evidence shows that strong leadership and great teachers make the biggest difference in improving attainment in schools, particularly for disadvantaged children. For poor pupils, the difference between having a good teacher and a poor teacher is a whole year’s learning. Those pupils cannot wait and we should not let them. The Government should be focusing relentlessly on getting the best heads and teachers into the most challenging schools. New incentives should also be trialled, such as writing off a proportion of teachers’ student loans for each year that they teach at a particularly challenging school.