Oral Answers to Questions
Luke Graham Excerpts(4 years, 10 months ago)
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John Lamont (Berwickshire, Roxburgh and Selkirk) (Con)
Luke Graham (Ochil and South Perthshire) (Con)
Damian Hinds
I am not sure what the dismissive guttural noises from our friends in the SNP were all about. I share my hon. Friend’s regret about the decline in maths and science, and I am pleased that he and colleagues both here and in the Scottish Parliament are holding the Scottish Government to account.
Luke Graham
What positive action can my right hon. Friend, and this Government, take to support the devolved Administrations to improve these results and give more transparency to my constituents?
Damian Hinds
Of course, we have regular contact with the different devolved Administrations on a range of matters, not only because there are always things that we can learn from each other, but because we have many shared interests and interdependencies, and education is yet another area where we can work better together as one United Kingdom.
Oral Answers to Questions
Luke Graham Excerpts(5 years, 3 months ago)
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Anne Milton
I reject the suggestion that we are not on the side of young people with SEND. It is disappointing that the hon. Lady put it in those terms. I am very aware of the fantastic work that colleges do with young people with SEND. I have said that I visited a college recently where 400 students had SEND, and the results that they achieve are remarkable.
Luke Graham (Ochil and South Perthshire) (Con)
Mary Robinson (Cheadle) (Con)
The Minister for Universities, Science, Research and Innovation (Chris Skidmore)
The Government are committed to encouraging more young people into STEM education training. We fund a number of programmes to improve teaching standards and participation in those subjects, including the new advanced maths premium and an £84 million programme to improve the teaching of computing.
Luke Graham
Since the SNP would remove Scotland from international maths and science tables such as TIMSS—trends in international mathematics and science study—may I ask my hon. Friend how my constituents can assess STEM education in Scotland to make sure that we are performing in line with the UK and internationally?
Chris Skidmore
As education policy is devolved, issues relating to SAMs in Scotland are a matter for the Scottish Government. However, according to the latest OECD programme for international student assessment from 2015, while performance has remained stable in England and Northern Ireland since 2006, there has been a sustained decline in science in schools in Wales, and in maths in schools in Scotland. Since 2012, Scotland has also experienced a significant decline in its science score.
Oral Answers to Questions
Luke Graham Excerpts(5 years, 4 months ago)
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Damian Hinds
I have faith in the Ofsted system, which is an incredibly important part of our system alongside performance measures and so on. It is a vital part of what parents use to select their school. The new Ofsted framework, which is due to come in next year, is a further opportunity to develop that, but we want a proportionate system.
Luke Graham (Ochil and South Perthshire) (Con)
Antoinette Sandbach (Eddisbury) (Con)
The Minister for Apprenticeships and Skills (Anne Milton)
The Government’s industrial strategy specifically targets STEM shortage skills. Between 2012 and 2018, entries to A-level maths rose by 25%. It is now the most popular A-level. Exam entries for GCSE computer science have increased from 2013, when it was first examined, from just over 4,000 to more than 70,000 in 2018. That is in part down to the £7.2 million funding that is going into maths hubs. A number of programmes have given STEM a real drive in schools and further education.1
Luke Graham
I recently co-hosted a STEM workshop in Crieff High School in my constituency with the support of the Royal Navy. Will my right hon. Friend meet me to talk about what education opportunities we can provide across the United Kingdom working with educational institutions, the Ministry of Defence, the Department for International Development and the National Citizen Service?
Anne Milton
Well done to Crieff High School, the NCS, DFID and the Royal Navy. There is no doubt that weaving education into life jobs and everything we do with young people is how we get results. I would be delighted to meet my hon. Friend any time.
Improving Education Standards
Luke Graham Excerpts(5 years, 5 months ago)
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Neil O'Brien
That was an important intervention from the hon. Lady. I do not agree that those subjects were chosen on ideological grounds. Funnily enough, when we look at the longitudinal earnings and outcomes data, those kind of hard sciences and subjects are the ones that are important gateways to the professions, which will lead to higher earnings. On her point about design and technology, if we were to look again at the subjects and include something else, that would be one of the first things that I would consider.
Luke Graham (Ochil and South Perthshire) (Con)
My hon. Friend is making a comprehensive speech. He seems to be focusing a lot on England though. Obviously, this is the United Kingdom Parliament and improving educational standards is especially important in Scotland, where our international standards, particularly in maths and science, are falling. We are falling in the international tables, whereas other parts of the UK are rising. It would be interesting to hear—perhaps he will come on to this shortly—why he thinks that is and why Scotland is being left behind, while the rest of the UK is taking a step forward.
Neil O'Brien
I thank my hon. Friend for that important intervention. I was going to come on to that, but I will deal with it now. Education, and the quality of Scotland’s education system, was Scotland’s pride and joy. This is one of the important things that everyone in the country feels very strongly about. I am from Huddersfield, and all of the rest of my family are from Glasgow, so it is something that we all care about. Not having some of new Labour’s reform agenda in Scotland is one reason why school standards in Scotland have gone off the boil. The other problem, of course, is that because of the decisions on higher education funding of the Scottish National party Government—unfortunately there is no one here from the SNP to represent them—pupils from more deprived areas are now twice as likely to go to university if they are in England than if they are in Scotland. That is a radical unfairness in our country caused by the policies of the SNP Government.
Let me just finish the point about rigour. I will say something which Labour Members may agree with. We can restore rigour—we have done that and it is an important move—without having to have terminal exams. I am quite a supporter of modular exams. Young people’s mental health is an increasingly important issue. Many young people I meet in schools feel strongly about it. There is not necessarily a connection between high standards in exams and terminal exams. I understand that there are pedagogical arguments for terminal exams, but there are also good arguments for modular ones as well.
One important reform—this is important in the context of improving teacher recruitment and teacher numbers; I am glad that there are 10,000 more teachers than there were in 2010—is to stop Ofsted being excessively overbearing. When I was the chair of governors at a London primary school, I was struck by the way in which everybody was being socialised into jumping every time Ofsted changed some tick box and we were all chasing around after Ofsted. There was a complaint from the Labour Front Bench earlier about some schools not being inspected particularly often by Ofsted. That is part of an approach that focuses on places where there are problems and does not hassle teachers unnecessarily with inspections that do not need to happen. I agree with the Government’s move towards assessing school improvement on progress, data and outcomes, rather than trying to reach into schools with occasional inspections every three years, as if that were the way to drive school improvement. The way towards school improvement is to have high-performing, multi-academy trusts; I will return to that point soon.
I disagree with Opposition Front Benchers about free schools. According to recent data, they are our highest-performing schools on the Progress 8 measure, phonics and key stage 1. One of the important things about free schools is that they allow innovation into our system, and those innovations can be quite different and from different pedagogies. For example, School 21—set up by new Labour adviser Peter Hyman—has a huge focus on oracy, which the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) mentioned earlier. That is an interesting innovation. It is a high-performing school from one angle. Michaela Community School, set up by Katharine Birbalsingh, is also a brilliantly high-performing free school that is bringing new ideas into the education agenda, with a strong emphasis on order and discipline. This shows that we can achieve high results in different ways. Free schools have let lots of new ideas into the system that can then percolate through to other schools.
Neil O'Brien
I am very grateful to the hon. Gentleman; he held the door open for me earlier this week, and has done so again verbally today.
Kevin Conway was a guy who turned around Greenhead College—the college I attended—in Huddersfield, which had been rather underperforming. He was a great and totally uncompromising individual who achieved amazing things in my sixth-form college and transformed the lives of generations of people who grew up in Huddersfield.
Luke Graham
My hon. Friend is making a fantastic point about great thinkers in education. Earlier this week, I went to a YouTube event where I was able to see the rapping teacher, who is now getting about 4 million hits a week on some of his online content, which is helping students across the United Kingdom and internationally to make progress and improve their grade results—something that I am sure my hon. Friend would welcome.
Neil O'Brien
I am grateful to my hon. Friend for intervening in such a friendly way. The rapping teacher is clearly able to speak in whole finished paragraphs, while I am barely able to articulate a sentence.
I really just wanted to say that Kevin Conway was an inspiration to me and really did amazing things for the town of Huddersfield—the hon. Member for Huddersfield (Mr Sheerman) was briefly here a moment ago, but has had to go—through his uncompromising approach. He did not have an ideological approach; it was just an insistence on very high standards. Through that great work, he really did change the lives of a lot of people.
Let us move on from the debacle of my attempt to pay tribute to my old principal to a point of policy and boring stuff that I can talk about without welling up. When one visits technical colleges, one always sees the potential. I was in South Leicestershire College just the other day visiting the public services class—the wonderful young people who are going to go off and become firefighters and police officers.
The Government should look again at the whole issue of GCSE resits in FE colleges, because the move to FE and a more work-like environment—I particularly like apprenticeships, but FE is also an important part of the mix—is such an important part of the process for young people who perhaps did not get on with school. These people may have felt like it was not for them and that they were not achieving. The thought behind it was right—that everyone needs a basic grounding in English and maths—but I increasingly think that the GCSE is just not the right thing. Almost everybody who fails it a first time goes on to fail it a second time, and that is very discouraging for young people. It is not the right qualification to ask them to do. Instead, we should look at offering some kind of “maths and English for the citizen” type of qualification.
Emma Hardy (Kingston upon Hull West and Hessle) (Lab)
It is a pleasure to follow the hon. Member for Harborough (Neil O’Brien). I enjoyed so much of his speech, especially the passionate and kind tribute he paid to his principal. I think that everyone in the House found that extremely moving. He was clearly an inspirational man, so I thank the hon. Gentleman for that. Sadly, I do not know if we are going to continue to agree as I make the rest of my speech—but we started well.
Back in 2011, when I saw the school system that the coalition Government were creating, I remember standing at a rally and asking the question, “In this brave new world of the educational system that the Government are creating, what happens to the children no school wants?” The combination of a high-stakes accountability system and reduced school funding has created a perverse incentive for schools to off-roll and discourage certain children from attending mainstream schools. Parents of children with special educational needs and disabilities are in despair. I am quite sure that every hon. Member here has had parents in their constituency surgery giving them the same story. Some parents are forced into spending thousands of pounds trying to get the resources promised them in their education, health and care plans.
As evidenced by the recent Barnardo’s report, our excluded, or off-rolled, children are vulnerable to becoming involved in criminal activity, or to being exploited or groomed. This is the true educational legacy of the coalition Government. They wasted billions on ideologically driven pet academy projects, a school curriculum that does not meet the needs of all our children, an accountability system that has destroyed teaching careers and has no way of recognising or valuing inclusive schools, and a school system that fails too many of our most vulnerable children.
Although I am happy to stand here and talk about improving school standards, I will focus on the forgotten children and evaluate what standard of schooling they are getting. For Members who are not aware of this, let me quote the Ofsted definition of off-rolling:
“The practice of removing a pupil from the school roll without a formal, permanent exclusion or by encouraging a parent to remove their child from the school roll, when the removal is primarily in the interests of the school rather than in the best interests of the pupil.”
I have been reading reports about this. Some of the suggested reasons for the rise in off-rolling include unintended incentives through school performance measures such as Progress 8 to remove lower-performing pupils from a school’s score and financial pressures on schools incentivising the removal of some children from the school roll. As I know from having been a teacher, it requires more resource to teach and help to develop children who are not performing as well as others than it does to teach a child who is very quick and understands things very easily.
Our Education Committee report—a cross-party report—said in its recommendations:
“An unfortunate and unintended consequence of the Government’s strong focus on school standards has led to school environments and practices that have resulted in disadvantaged children being disproportionately excluded, which includes a curriculum with a lack of focus on developing pupils’ social and economic capital. There appears to be a lack of moral accountability on the part of many schools and no incentive to, or deterrent to not, retain pupils who could be classed as difficult or challenging.”
That is, let us be honest, a diplomatic way of saying that off-rolling has been caused by the coalition Government’s changes to education since 2010.
We are talking about improving school standards, so let us look at what standard of education these children get—the ones who are kicked out of schools and not wanted. What happens to them? Research by Education Datalab published in January 2017 stated that
“outcomes for all groups of pupils who leave the roll of a mainstream school are poor, with only around 1% of children who leave to state alternative provision or a special school, and 29% of those who leave to a university technical college (UTC) or studio school, achieving five good GCSEs…there exists a previously unidentified group of nearly 20,000 children who leave the rolls of mainstream secondary schools to a range of other destinations for whom outcomes are also very poor, with only 6% recorded as achieving five good GCSEs”.
Who are the children being off-rolled? Ofsted says—it is not Labour saying this:
“Children with special educational needs, children eligible for free school meals, children looked after, and some minority ethnic groups are all more likely to leave their school.”
These children—our neediest children—are being failed by the system that this Government introduced, but there are signs of a fight-back by the profession.
I pay credit to the Association of School and College Leaders, which has recently established the Ethical Leadership Commission as the beginning of a process to articulate the ethical values that should underpin the UK’s education leaders. I call on the Government to do everything they can to support this and to look again at how the accountability measures can be changed to reward inclusive schools and heads who are genuinely trying to do the right thing.
We have looked at off-rolled children, so now let us look at improving school standards for children with special educational needs and disabilities. What happens to them? The Education Committee, on which I serve, is currently doing an enquiry into SEND, and we have heard powerful evidence from our witnesses. This is what one parent told us:
“I quickly understood the bigger picture, which was that I was dealing with a dysfunctional system of rationing in which the central criterion was which parents could push the hardest. Because I am a reasonably well-educated and well-resourced person who can read nine pages of text and spew out an approximation of them in two minutes…I could just about play the system successfully.”
Good for him, and he got the resources that his son needs, but what about all the children with special educational needs and disabilities whose parents do not know how to fight the system? What happens to them? How much support do they get? They are failed, excluded or encouraged to leave—that is what happens to them.
We cannot have a debate about improving school standards without also talking about funding, because funding matters. Only this week, the Headteachers Roundtable came to give evidence to the Education Committee. One of them, Laura McInerney, said, “Schools cannot afford to be inclusive.” She argued that restricted funding means that schools cannot afford crucial pastoral support for their children, and this is one of the main drivers behind exclusions. I do not think that schools have suddenly become crueller or teachers have suddenly become more unkind, but I know as a teacher that if I have 30 children in my class, I have problem behaviour with one or two of them and I have no resource in the rest of the school to support me with them, of course I am not going to want those children in my classroom.
We should be saying to schools, “Here are the resources to provide the pastoral support. Here are the resources to help those children deal with anger through anger management to enable them to stay in a mainstream setting.” These are the people who have gone, because when the funding cuts bite, schools cannot take away the teacher in front of the children in the classroom, so what do they do? I know that this happens in every constituency around the country—although I accept, looking at the hon. Member for Ochil and South Perthshire (Luke Graham), that I do not know as much about Scotland. Pastoral support and teaching assistants go—that is what happens.
On 6 September this year, the National Association of Head Teachers published the results of a survey on SEND funding. Only 2% of respondents said that the top-up funding they received was sufficient to meet individual education, health and care plans or statements for pupils with SEND—just 2% got enough money to support children with special needs in their schools—and 94% said they were finding it harder to resource the support required than they did two years ago.
Katie Moore, the principal of Fullbrook School in the Chancellor’s constituency, recently gave an interview, because the Chancellor had visited her school and she wanted to talk about the impact of the cuts. She said:
“He saw on his visit to Fullbrook that we are desperate for enough money to support the basics”—
let alone the children with SEND—
“of our students’ curriculum and the fundamentals of a good education, not just what he described as ‘little extras’. We need an increase to ongoing core funding that addresses the cost of teachers and support staff. We need to close the funding gap left by the 8% real-terms cuts over the last five years that schools in his constituency and around the country are unable to meet.”
It is impossible to discuss improving school standards without addressing the basic need for increased funding of our schools. I want to pay tribute to the brave headteachers who have taken part in the “Worth Less?” campaign for more funding for their pupils. I was involved in the demonstrations back in 2011 with other teachers against what was happening to my profession, so I know that it is unprecedented for headteachers to march on Downing Street. Two thousand of them came, and they did not come waving banners and placards or blowing whistles, although part of me wishes they did. They came to simply ask the Government, “Give us enough money for our schools.”
Luke Graham
The hon. Lady says that those protests were unprecedented, but they have also been happening in Glasgow, where the pay award for teachers and headteachers is seen as insufficient. This is not a particular problem in her part of the United Kingdom, but right across it.
Emma Hardy
I would always argue for more funding for schools right across the United Kingdom, and the hon. Gentleman would have my support in arguing for that.
Let us look at what some schools that do not have the staffing resources are doing. If there is a problematic pupil in a classroom and a school does not have the resources—the pastoral support, the anger management and all the people I have mentioned—to deal with them, what does the school do? I am sure colleagues across the House know about the increasing use of isolation rooms for extended periods. I believe that this is partly fuelled by the need for a cheap solution to problematic behaviour. Schools do not have the resources to address the causes of the behaviour, so they treat the symptoms.
Even if we think, “Those kids deserve it. Put them in isolation—it’s good for them,” or some other macho comment that comes out from the Government every now and again, we surely cannot believe that these children are getting any kind of quality educational experience. In fact, the evidence shows that they are being given generic online resources instead of equivalent work, so while these children are in isolation, they might as well not be in school at all. They are missing weeks of learning. How will that help them? How will that improve schools standards?
I want to conclude by saying that it does not have to be this way. With adequate funding and local authority resourcing, local experts could come into schools and provide the crucial services that local authorities used to offer. I hope the hon. Member for Harborough agrees with me. All the specialists who are needed—speech therapists, educational psychologists, education welfare officers, school social workers; I could go on—could be provided at local authority level, to come into schools and support every child.
We could also look at reducing the demand for education, health and care plans by providing school-level support. I know from our Education Committee inquiry that one of the reasons parents are so desperate to get EHC plans is that they see it as a passport to accessing the funding and resourcing they need, but if we gave schools the money to start with, parents would not need to drag themselves to a tribunal and spend thousands of pounds trying to fight the system. They would have what their child needs in the school right there and then.
Fundamentally, we need to reform our accountability measures. We need to look at how we as a society can say to schools that include all children in their area, “We reward and recognise that you’re doing that, and we think it’s a good thing” because the current system does not. We should also get rid of the £6,000 notional funding for SEND and enable schools to have the money from the very beginning, rather than make them spend that first £6,000.
When I am told that education standards are improving, as I was when I sat and listened to the Minister for half an hour at the beginning of the debate, my challenge is: include all the children—add them all in. Let us look at every single one of them. How good does our system look if we include all the children who have been excluded, all the children who have been off-rolled, all the children in alternative provision and all the children who have been electively home-educated? Let us put them all in the mix—now tell me the coalition Government have done a good job.
If we want to improve education standards for all pupils, we need to break with the coalition’s ideology of the past and create and reward inclusive schools that are well-funded, well-resourced to provide the necessary support for all pupils and with the curriculum flexibility to adapt to every child’s need. We have the answer to the question I asked in 2011. The children that no school wants are rejected, marginalised, failed and left vulnerable to criminal activity. We reap what we sow, and it is time to change.
Oral Answers to Questions
Luke Graham Excerpts(5 years, 12 months ago)
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Mr Speaker
We move on to Topical questions. I give notice to the House that I would like to move on to tributes to Baroness Jowell at 3.30 pm, so it is important that colleagues are either characteristically or uncharacteristically, as the case may be, brief.
Luke Graham (Ochil and South Perthshire) (Con)
The Secretary of State for Education (Damian Hinds)
Last week I announced the drive for more good school places at selective schools, free schools and faith schools, alongside others, to meet local demand and to strengthen partnership between independent schools and the state sector. This will build on our investment in creating over 800,000 new schools places since 2010. Great education is all about great teachers, and this month I announced plans for a clearer system of accountability, freeing up teachers to focus on what really matters in the classroom. If children arrive at school struggling with language they are at a disadvantage and that hampers social mobility, as we were just discussing. I have announced two new schemes to help to close the word gap, including a pilot to provide practical tools to parents and funding for local authorities to share good practice.
Luke Graham
Currently, Scottish universities receive about £560 million research and development funding from the UK Government. What steps is my right hon. Friend taking to guarantee that investment post Brexit and to support spin-off companies spreading wealth across the UK?
Damian Hinds
In the industrial strategy we have set out a long-term ambition to raise UK investment in R&D to 2.4% by 2027, and our guarantee of Horizon 2020 funding for UK participants remains in place.
Global LGBT Rights
Luke Graham Excerpts(6 years, 6 months ago)
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Luke Graham (Ochil and South Perthshire) (Con)
Thank you for calling me to speak, Madam Deputy Speaker. I thank my right hon. Friend the Member for Arundel and South Downs (Nick Herbert) for securing this important debate.
I am proud to sit with Members who have championed LGBT rights. The 2017 manifesto on which I was elected clearly stated that we were
“to combat…the perpetration of violence against people because of their faith, gender or sexuality.”
In action, the Conservatives pushed the Marriage (Same Sex Couples) Act 2013, and we are now considering a gender recognition Bill. We are committed to the principle of equality in law.
The UK has a proud record of LGBT rights and, as we have heard, it has been a journey, but today we can stand tall on the international stage to champion how all parts of the UK put people’s rights and their ability to live their life first. Elsewhere, as we have heard, a number of issues have arisen in Chechnya and Azerbaijan.
Mark Menzies (Fylde) (Con)
I am the vice-chairman of the all-party group on Azerbaijan, and I am also a gay man. This afternoon, I had a meeting with Stonewall and I have given it my assurance that I will raise this issue formally with Azerbaijan’s ambassador to London to get assurances that the sort of behaviour towards LGBT people that we saw in September will not be repeated.
Luke Graham
I thank my hon. Friend for his intervention and I wish him luck in his efforts.
Ideologies that suppress, torture and kill simply because of one human’s feelings towards another are unacceptable. We in the UK must show international leadership, as it is very important in this issue. The United States was once a beacon for all kinds of individual rights and I would like to share with Members my disappointment, which I am sure they share, at the decisions of the latest American President to ban further recruitment of trans soldiers and to deny the funding of certain medical treatments for those soldiers. If someone is brave enough to fight for their country, their country should be brave enough to fight for them.
In this country, we have a number of measures that are helping internationally. I welcome the Magna Carta fund of £1.5 million, which is being pushed by the Foreign and Commonwealth Office. I also welcome the Government’s recent provision of £3 million to help tackle homophobic bullying in schools in England and Wales. The Scottish Government’s “respect me” campaign has been very successful and the anti-bullying service it promotes is also welcomed, but I seek more joined-up campaigns across the UK to promote LGBT rights.
This country is a leader, but we have to maintain that position of leadership. In my constituency, we are able to collect statistics on sexual orientation-aggravated crime in two centres, Alloa and Perth, and in 2015-16 there were 21 cases of such crimes—that is 21 too many. A couple of weeks ago, I had the privilege, along with other Scottish Members, to hear from a representative from the Time for Inclusive Education campaign, who talked about a number of individuals’ journeys and their challenges in dealing with their sexuality. One story that has stuck with me ever since was that of a young man who was so tortured by his sexuality and how he could fit in with his local community that he had gone as far as to pick a tree outside his house from which to hang himself, so that he could be easily collected by his family. I am sure other Members will join me in acknowledging the many tales of people tearing themselves apart because of the way they feel. They ask themselves one question: can I love who I do and still be good, still be a success, still be able to contribute to my community? In this House, the answer we must give is an unequivocal yes. I support the TIE campaign, which has been mentioned by Opposition Members and which promotes inclusive education to make sure LGBT issues are included in the curriculum. That is not to promote one path or another; it seeks just to give young people the confidence to walk the path that is their own.
We must uphold LGBT rights with the same ferocity as we uphold the rights of any other of our citizens. We must tackle discrimination, at home and abroad, and give everyone the confidence to live their life and contribute to our society. Unlike so many issues debated in this House, equality in law is something we can all agree with, and I hope that every Member in this House can commit to it.
Lloyd Russell-Moyle (Brighton, Kemptown) (Lab/Co-op)
I thank the right hon. Member for Arundel and South Downs (Nick Herbert) for securing this debate, which is important, particularly in light of some of the recent reports from Azerbaijan, Egypt and Crimea.
I visited Azerbaijan many times, in particular Baku and Ganja, when I was a member of the Council of Europe’s advisory council on youth. I found the young people there to be tolerant, progressive and open-looking. It is often young people who help to create change in our societies. The reports of a Government crackdown are worrying. I remember raising the reports of a Government crackdown in Azerbaijan in 2006, after one of my first visits there. The ambassador’s comments are reassuring, but we need more than just warm words. We need some concrete action from the Azeri Government. I am sure that the hon. Member for Fylde (Mark Menzies), who is the vice-chair of the APPG on Azerbaijan, will follow that up.
The youth are often the predominant group that the authorities crack down upon. The case in Egypt, where the crackdown was at a pop concert, is an example of where young people, as well as LGBT people, are disproportionately targeted. They were targeted for flying a flag—I mean, really! It beggars belief.
We cannot just be bystanders. We must be clear that we have a moral duty to speak out for human rights and against human rights abuses. Why are there laws against LGBT people in so many countries? Why is there section 377 of India’s penal code? Why are there sections 76 and 77 of Jamaica’s Offences Against the Person Act 1861? The date might give us a clue. Why is there section 377A of Singapore’s penal code—the exact same number as the similar section of India’s penal code? Why? Because, of course, those laws were imposed by British colonial rule and imperialism.
It was the imperial law—combined with our imposition of the imperial Christian religion at the time and expressed by an imperial English language—that enforced the homophobia that still exists in so many of our Commonwealth countries. It was often enforced against the practices and will of the local historical narrative in those countries. Study after study shows that former British colonies are more likely to criminalise homosexual acts than any other former colonial state or state that was always independent. Some 57% of states criminalising homosexuality have a British colonial background.
Luke Graham
The hon. Gentleman is raising a lot of historical points, which is fine, but does he agree that now is the opportunity to use some of our long-standing relationships with these countries to improve those LGBT rights and follow our good example?
Lloyd Russell-Moyle
That is exactly what I am coming to. I am trying to say that it is our duty to speak up because we were the ones that historically imposed some of these laws. We cannot just wash our hands and say, “Well, we’re anti-colonialists now, so we’ll just let you get on with it.” We have a duty to be proactive in our response. That is exactly the issue I am coming to, and I think we will agree on it.
Some 70% of Commonwealth countries have some sort of criminalisation of homosexual acts. Of course, we have CHOGM in this country next year, and we need to make sure that we are leading the way. I was at the CHOGM event in Sri Lanka—I was also at the event in Malta—as an observer for the Commonwealth Youth Forum, and it was very interesting in a number of respects. The young people had an interesting and detailed discussion around anti-LGBT discrimination. When the discussion was in the open plenary, it was touch and go whether we would pass some of the anti-LGBT discrimination clauses we were trying to get into the declaration. When we asked for them to go to a secret ballot, they passed overwhelmingly. When I asked the young people from Commonwealth countries, “Why the change later on?” they said, “Because we are afraid of our elders. We are afraid of often more established forces in our countries. But we and our friends, our colleagues and other young people in our countries do not see LGBT+ people as a problem. We actually see them as equal, and they should have their human rights respected.” That is very positive, and it is why it is so important that DFID and the Foreign Office continue to support young people in our Commonwealth countries and in other countries around the world in putting that argument.
Our role is not just to go into these countries again and to say, “Oh well, our old penal code was wrong. Reverse it.” Our role is to stand shoulder to shoulder with other LGBT activists—brothers and sisters—around the world and to support them. That is why it is so important, as my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg) mentioned earlier, that embassies and DFID have small pots of cash to support groups on the ground. That is why it is so important that ambassadors know that they will get the backing of the FCO if they put their neck on the line to support local LGBT groups on the ground.
I was in Uganda earlier in the year speaking to some of the LGBT groups there, and they are very thankful for the ongoing support our high commission offers them, but one thing they do say is that when the high commissioner changes, there is sometimes a slight change of direction, and that needs to be something we are concerned about. The FCO needs to give clear guidelines to all ambassadors and high commissioners to make sure they know we have their backs.
I will wrap up by saying that we have an opportunity at CHOGM and the UN to push for support for people on the ground, and we must not let that opportunity go, while also speaking up against countries that breach human rights.
Education and Local Services
Luke Graham Excerpts(6 years, 10 months ago)
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Luke Graham (Ochil and South Perthshire) (Con)
It is with enthusiasm and humility that I rise to make my maiden speech representing the constituency of Ochil and South Perthshire. My enthusiasm is founded on the opportunity provided by being the first Conservative and Unionist representative for my constituency, and the first Conservative or Unionist to represent Clackmannanshire since 1931. My humility is based on the faith that the constituents of Ochil and South Perthshire have placed in me and my party to deliver progress for them during this Parliament.
I pick up the baton from Tasmina Ahmed-Sheikh. I pay tribute to her work on equality and international issues and hope to continue raising awareness of those issues in this Parliament. I would also like to pay tribute to Gordon Banks, the first MP for Ochil and South Perthshire, who worked tirelessly on constituents’ issues and achieved such success that his dedication is still talked about on the doorsteps of Crieff, Alloa and Kinross today.
Ochil and South Perthshire is a large and diverse constituency formed of three distinct communities: South Perthshire, Kinross-shire and Clackmannanshire. It is right to start at Loch Leven in Kinross-shire, with its breathtaking views best observed from the villages of Kinnesswood and Scotlandwell, before moving to Kinross and Milnathort, home of fine local businesses such as Hunters, Unorthodox Roasters and Heaven Scent, as well as Rachel House, Scotland’s first children’s hospice. Furthermore, Kinross-shire plays host to the current Grand National winner, One for Arthur, so you know who to back in a tight race.
South Perthshire is renowned for its agricultural heritage, boasting crops, livestock and a fine, growing collection of distilleries—namely, Glenturret, Tullibardine and Strathearn. However, it is not just farming and whisky; South Perthshire has also provided one Prime Minister and two “Star Wars” actors. I will let Members of the House decide who provided the greater service to the United Kingdom. South Perthshire’s scenery not only wins affections but boasts the Crieff Hydro and the Gleneagles Hotel, providing relaxation and world-class golfing, so colleagues have more than one excuse to visit our constituency. Moreover, with Highland Spring based in Blackford, we can provide not only your whisky but your water too.
As you cross the stunning Ochils, you will reach Clackmannanshire—the wee county with a big heart. Clackmannanshire has a proud industrial past in mining, paper manufacture, mills and breweries. While some industries have now moved on, the Harviestoun Brewery, Diageo and the United OI glass works continue to complement the whisky and water from the north. From the Hillfoots villages to the towns of Alloa and Clackmannan, Clackmannanshire may have earned its name, the “wee county”, from its boundary lines, but it has the landscape, the people and the ambition to show that it is not size but what you do with it that counts.
In such a diverse constituency as Ochil and South Perthshire, connectivity is a key issue. I therefore intend to use my time in this House to improve connectivity for residents, whether it be in the form of rural broadband, mobile phone signal or greater infrastructure investment to better connect our constituency with the rest of the UK. But it is not just roads, rails and wires that my constituency needs; it also requires more social connectivity. We must look to combine inward investment with initiatives to build social capital in areas of deprivation, so that we can in turn improve social mobility.
More and more, our politics seems to be calling on anger and outrage to solve our problems. That is understandable. Anger is an easy emotion, but it masks fear. The rapid changes in 21st-century Britain can make people afraid, but rather than calling for a “day of rage”, I hope to call for “days of courage”. We need courage to face the tests of globalisation and to recognise the opportunities that they provide; courage to face the challenges of identity and nationhood, while recognising the strength of our United Kingdom; and, finally, courage to stand by our political convictions, but to know when it is best to stretch our hands across the aisle to work together for the betterment of our communities.
Clackmannanshire has recently adopted the motto “more than you imagine”. I hope to hold true to that motto, though lofty and perhaps naive, and to work with others in this House so that we can achieve more than we, and certainly the public, have come to expect.