National Tutoring Programme and Adult Education

Marcus Fysh Excerpts

Wednesday 9th March 2022 Commons Chamber

[Miriam Cates]

I absolutely agree with my right hon. Friend. If children are not in the emotional and mental state to be able to learn, all the tutoring in the world will not get them to the place where they need to be. We do have a crisis in child mental health. Lockdown is one reason for that, but there are other reasons, too. We should not fool ourselves that any amount of catch-up spending will solve this crisis in mental health.

[Mr Marcus Fysh (Yeovil) (Con)]

Does my hon. Friend agree that part of getting children in the right space to be able to learn well is about looking after them in the classroom, too? Even simple things such as making sure that they have had enough water to drink and that they get enough exercise during the day are a massively important part of that picture. It is not just about catch-up spending, but about how we treat them.

[Miriam Cates]

I completely agree with my hon. Friend. We need to distinguish between wellbeing and serious mental issues. The vast majority of teachers and schools do an incredible job at looking after our children’s wellbeing. I know that my own children probably drink far more water at school than they do at home. There are also programmes such as a Mile a Day. Many children in school also take part in regular mind exercises and mindfulness, which contribute to their wellbeing. However, some of the more sticky mental health issues cannot be easily solved by schools, which leads us into the wider issues. There has been a lack of effective family policy for many years now. There are severe financial pressures on many families not only because we have quite an unfavourable taxation system here, but because we have very high housing costs. There are financial pressures on families.

[Miriam Cates]

As a south Yorkshire MP, I grudgingly welcome my hon. Friend’s freeport, but I am afraid I do not agree that education is the answer to everything. It is incredibly valuable, and it is frustrating that the education budget has stalled while the health budget has exploded over recent years. That is an issue. However, I do not think education is the answer to everything.

Great education for everybody is clearly a target, but there are more important foundational issues, such as family life. Some of the work of my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom), who is no longer in her place, has shown that those first two years of life are crucial in determining the outcomes of the rest of someone’s life. Academic education plays very little role in those first two years, although development does.

We should recognise the importance of education, but we certainly should not expect our schools to solve every social issue in our country, especially the mental health crisis. We must be realistic about what education spending alone can achieve and not expect Ministers, the Department or schools to be able to solve those deep, structural social issues, which we must address, but which are not the subject of this debate.

We must also look at our overall education budget and how it is weighted across different stages of a child’s life. According to the House of Commons Library, our higher education spend is £11.6 billion a year, but our early years spend is £1.6 billion a year. To me, that seems back to front. When is the best time to invest in a child’s life? It is at the beginning, in the early years, when those foundations are being laid. As my right hon. Friend the Member for Harlow has said, 40% of the attainment gap that develops between the best-off and worst-off children develops by the age of two. I am not suggesting that we invert those two budgets, but we should certainly think about whether we should front-load our educational spend in the early years, when it could potentially have more impact.

We must also ask whether the higher education budget of £11.6 billion is money well spent. Some 50% of our young people now go to university, but five years after graduation 30% to 50% of graduates are in non-graduate jobs, and 77% never earn enough to repay their student loans. I welcome the recent reforms to make higher education spending fairer to the taxpayer and to students, but we need to go further. The cost to the taxpayer is £11.6 billion—I think it is more when we add in the local authority contributions—but only half our young people see the benefit of that enormous taxpayer spending.

We should ask whether we should more fairly distribute that £11.6 billion or more. I welcome the move to spend more on technical and vocational education, but that is not a fraction of the expenditure on higher education. Imagine if the schools budget was spent on only half the population: it would be a deep inequality, but that is what is happening in our higher education budget.

Many of our universities are phenomenal, world-leading assets to this country, but we must ask whether the massive expansion we have seen in the sector in recent years is helpful to either individuals or society. I certainly cannot find any evidence of increased social mobility as a result of the massive increase in higher education spending. I welcome the direction the Government are moving in by raising the priority, the status and the budget of vocational and technical education, because that is important, but we must go further. If we are really going to level up education and the education budget, we must look at distributing the post-18 education spending far more fairly and equitably between academic, technical and vocational routes.

[Mr Fysh]

Does my hon. Friend know about the wonderful work being done in Somerset around Yeovil College to bring forward new T-levels and different vocational education paths, which are making a huge difference to local businesses and providing local opportunities to develop those skills? It is amazing, and I thank the Minister for how much focus there has been on that. A central plank of my election pitch last time around was getting that skills development put at the heart of Government, and this work is absolutely delivering on that.

[Miriam Cates]

I thank my hon. Friend for that intervention. I am not aware of what goes on in Somerset—it is quite a long way from South Yorkshire—but I agree that T-levels are a really important development. Indeed, my right hon. Friend the Member for Harlow and I recently met to discuss some of the amazing work that university technical colleges are doing to roll out T-levels. I do think that we are raising the status of technical education, which is key, because half the battle is getting middle-class parents to see that there are alternatives to university. I really welcome that change in direction, but I think we need to go further.

In conclusion, I welcome the national tutoring programme, which I think has the potential to be transformational, but there are some key questions about its deliverability. I welcome the increase in the adult education budget and applaud Ministers for some of their spending decisions. But we must go further. We need real reform of our post-18 education spending if we are really to level up.

Political Neutrality in Schools

Marcus Fysh Excerpts

Tuesday 10th March 2020 Westminster Hall

[Mr Marcus Fysh (Yeovil) (Con)]

I beg to move,

That this House has considered political neutrality in schools.

It is a pleasure to serve under your chairmanship, Mr Gray. I should declare some interests in this topic. I have two children of primary school age and my wife teaches. Clearly, I am also a Member of Parliament, and I am chair of the all-party parliamentary group on education. The APPG plans to do some work on the mental health and wellbeing of our children in the classroom, which I will come to later.

We are fortunate in Somerset to have brilliant schools and teachers, and measures to level up funding for rural schools are welcome. As elsewhere, we need to ensure that support for special educational needs makes a difference for the children involved—that is something else I would like the APPG to focus on—but in general we have dedicated and highly professional teachers and support staff in our part of the country.

I did not seek the debate to suggest that classrooms are a hotbed of radicalisation. However, I have been approached by concerned parents—I am sure I am not the only Member in that position—about incidents, in the run-up to December’s general election and at other times, that I am told included the airing of strong and aggressive political views.

The issue received attention in the national press just before Christmas, when the musician Stormzy was criticised for telling a primary school class of seven-year-olds that the Prime Minister is “a bad, bad man” and, like the big bad wolf, would blow their houses down. That was not the first time Stormzy had attracted controversy. Given his previous homophobic rants on social media and the language and themes of his music, it is not unreasonable to question whether he was an appropriate guest at a primary school in the first place.

Stormzy—or Michael, to use his real name—has well-known political views. Most of us will have seen him getting the well-heeled crowd at Glastonbury hot under the collar with his support for Jeremy Corbyn, but those views do not belong in a primary school. I would say the same if he had a strong anti-Labour message; this issue is not about political parties, but about the abuse of a position of influence.

In the last few years we have seen a coarsening of our political debate. In too many cases, reasoned debate has given way to name calling and abuse. Politicians are thick skinned, and we are increasingly used to people firing abuse at us from the comfort of their own homes. Our young children, however, will not understand that, and they should not be asked to.

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

I am listening with care to the hon. Member. I absolutely agree that children, and particularly seven-year-olds, should not be subjected to the kind of language and approach that Stormzy was reported to have used, but is it not true that guest speakers who come into schools can be expected to be asked their political views? Certainly, whenever I go into schools I am asked what I think of the Prime Minister, of Brexit, of plastic and of climate change, and whether I have ever met the Queen. Is not the issue more about the appropriateness of the speaker’s response and the respect they give to the children and staff in the school than about their political position?

[Mr Fysh]

I will come on to some of those issues, but the hon. Lady makes some valid points.

One of the big challenges facing us generally is why children are more likely than ever before to suffer from stress or have mental health problems. That is partly due to better diagnosis, which is a positive step, but there has undoubtedly been a rise in the number of young people with high anxiety. The role of social media and mobile phones in that is for another time, but being exposed to aggressive tribal politics and told that the country is being run by a very bad man certainly is not going to help.

This area becomes more complex when we consider that we want our young people to be interested in and engaged with politics. At a time when anything can be researched at the click of a button and the number of sources on any given subject is rising exponentially, it is more important than ever that children are taught the skills to make reasoned assessments and form balanced opinions. I am sure many of today’s politicians were inspired at school by certain teachers to choose the path of politics. The more people who choose to get involved and run for office, the better.

[Dr Julian Lewis (New Forest East) (Con)]

I am surprised that it is necessary for my hon. Friend to raise this issue. In May 1986 a group of peers, led by Baroness Cox, successfully amended what was then the Education Bill to ensure that politically contentious material, if raised and discussed in schools, must be handled in a balanced way. In June 1986 the Government accepted that. My understanding is that that ban on political indoctrination has been carried forward in subsequent legislation, so I am surprised that this is even an issue today.

[Mr Fysh]

I thank my right hon. Friend for that intervention. I hope my right hon. Friend the Minister will address some of those issues in his response to the debate.

Teachers often bring the same positive attributes to elected office that make them effective in the classroom. Many become councillors or Members of Parliament, and our democratic institutions are richer for having them, along with the skills and insights into education that they contribute. Whether they should remain in education while they do so, however, is a valid question.

There may be no straightforward formula for how to inspire and inform without exerting undue influence, or for where being passionate about an issue undermines reason and constructive debate. Measures intended to ensure political neutrality may lead to schools being less stimulating. An important lesson for young people is to be tolerant and understanding of the views of others. It is also the case that some of our educational institutions, particularly universities, have a reputation for a particular political slant. I am not necessarily against that, but we must look at the age of the pupils and the extent to which they are able to critically assess the information put in front of them.

I do not wish to stray too far beyond the topic of the debate, but I am also concerned that some young people are encouraged into activism on environmental issues in a way that may not be entirely healthy. They may be better served by learning to assess rigorously how they know what they know, to delve deeply into the factual and statistical bases for various claims and to judge between them.

[Ruth Cadbury]

The hon. Gentleman, whom I thank for bringing forward the debate, may be interested to know that research among young people involved in climate activism has shown that their mental health improved as a result of their undertaking appropriate but self-generated activity to support a cause they believe in. I thought that was very interesting.

[Mr Fysh]

The hon. Lady makes a good point. I do not argue that activism should not be allowed; I just want people to be able to understand, on the basis of facts and statistics, why they might want to be activists.

It is hard to gauge the size of this problem and to compare it with previous times. The evidence tends to be anecdotal. I suspect there have always been teachers with strong views who have not held back in sharing them, although perhaps in the past those views were sublimated in interests in particular texts or topics. However, I can say that I have received complaints from constituents, and I doubt I am alone. I also know that those cases were less about the examination of political ideologies and focused more on personalities—an approach sadly reminiscent of Stormzy’s.

I sought the debate because I wanted to reflect the concerns of my constituents and to express my own views about the importance of our children’s mental health. Surely, learning that we can disagree with one other without using the language of hatred is one of the most important lessons there is. I accept that there is fault across the political spectrum, but we have only to look at Momentum’s contribution to Twitter to see how corrosive it can be when abuse becomes a normalised part of political discourse.

I hope my right hon. Friend the Minister is able to offer some reassurance that the Department is active on this issue. Parents should have a route to voice concerns in a way that does not affect their children, and teachers should have guidance that helps them to be confident in judging where the line is between passionate and coercive.

I have seen rather colourful comments on social media by teachers, who should be mindful that their pupils may be on the same platforms. Whether online or at school, teachers must inspire and equip our children to make up their own minds not just on politics but across a whole range of issues. I end by paying tribute to the overwhelming majority, who do just that.

--- Later in debate ---

[Mr Fysh]

I thank my right hon. Friend the Minister for his response, and I thank everybody who has taken part in the debate. It is critically important that our young people are resilient to the impact of fake news and different types of propaganda, as he has set out. I thank him very much.

Question put and agreed to.

Oral Answers to Questions

Marcus Fysh Excerpts

Monday 29th April 2019 Commons Chamber

[Mr Marcus Fysh (Yeovil) (Con)]

17. The breadth of the curriculum is important, particularly when it comes to colleges. Will my right hon. Friend join me in congratulating Yeovil College on its successful institute of technology bid, which will enable the delivery of a much broader curriculum? Will he also meet me to discuss course funding? There is some concern about whether the capital funding made available for the initial T-level pilots will be available for subsequent ones, and in the further roll-out.

[Nick Gibb]

I congratulate Yeovil College on its achievement. I can tell my hon. Friend that £38 million of capital will be made available for T-level development and that an extra £500 million a year will be allocated to that sector of our education system once the courses are up and running.

College Funding

Marcus Fysh Excerpts

Monday 21st January 2019 Westminster Hall

[Mr Marcus Fysh (Yeovil) (Con)]

It is a pleasure to serve under your chairmanship, Mr Walker. I congratulate the many members of the public who have signed the petition on this extremely important matter. I want to set the scene by talking about what happens in Yeovil. We have an incredibly successful college. It does a fantastic job for its students and it very much wishes to be at the heart of skills development in the south-west, to work with other colleges and the local enterprise partnership, and to make a contribution, which it is well set to do.

The Minister will be aware that some of her officials have been working with the college to help develop various elements of the apprenticeship scheme, which has been a great success, and to think about what happens with T-levels. One feature of my part of the south-west is that it is a hub for defence industrial manufacturing and for the STEM skills that go with that. The college does incredibly well and is an exemplar of how to involve businesses—they often need skills that do not come out of universities in the same way as colleges—in developing programmes for apprenticeships and T-levels, and thinking about how they might look in the future.

On Thursday, I was at Leonardo, our helicopter manufacturer—the only end-to-end aircraft manufacturer that the UK still has—and I met the team that has been working with Yeovil College to help develop the apprenticeship scheme. They were incredibly enthusiastic about the college and what it can do not only for the company, but for the wider community.

[Sir John Hayes]

I am grateful to my hon. Friend for giving way. I asked him to do so only because he has spoken so eloquently about Yeovil College, and I should say a word about Boston College in my constituency. I met the students, governors and principal of it last week, but I neglected to mention them in my earlier contribution. They do a superb job.

[Mr Fysh]

I thank my right hon. Friend for, as always, making an eloquent contribution to the debate.

In my visits to Yeovil College over the years, it has become apparent that despite having a great amount to contribute and doing an incredible job, it suffers from having to do so on a shoestring. It has found budgeting difficult. For historic reasons, the fabric of the college could certainly do with improvement, and I have seen evidence of that.

As I am sure Members are well aware, the college system does not have the ability to avail itself of capital grants in the same way that schools and other parts of the education system can. That means that colleges have to make everything out of their basic income, which is a real disadvantage. When we add in the fact, which we heard from other Members, that revenue funding for further education students is a lot less than for university students or secondary school students, colleges are put at a disadvantage in trying to deliver programmes.

Part of the problem with the proposed T-levels system is that there is a lot of extra teaching, but for no more money. Perhaps we can have another look and work together as a group to approach the Treasury and make the case that if we are to get behind T-levels, as I am sure we should for all the other reasons we have heard, there must be adequate funding so that our colleges can do a proper job of delivering for the people who, as we have heard, really depend on them.

I thoroughly approve of thinking about colleges as places where adults’ skills can be developed. We heard about that earlier. As we talk about trade deals around the world, and given the speed at which industry is changing in the current technological age, there will be a great demand—probably an increasing demand—for retraining during people’s working lives. It is essential that our colleges play a central role in that. Maths already gets extra funding. Perhaps T-levels should be treated in the same way, because we could really get behind that. Underfunding our colleges degrades individuals’ choices. In Yeovil, for example, there is a great demand for secondary school-type places in the further education college. It does a great job in its sixth form with A-levels, and that is the only provision in Yeovil. There are no choices, so it is really important to the town that we get this right.

It is great that the petition has raised the issue. It is very important to everybody in my constituency to have a well-functioning Yeovil College that can deliver for the industry of our area and take our local economy from A to B.

Oral Answers to Questions

Marcus Fysh Excerpts

Monday 25th June 2018 Commons Chamber

[Nick Gibb]

I pay tribute to the hon. Lady for the work that she has been doing over several years to ensure that children are better informed about the dangers of water and how to be safe in and around it. I thank her for her campaigns and that of the father of Ross Irwin, to whom I also pay tribute. Thanks to the Royal Life Saving Society and Sunderland City Council, there are now improved water safety measures in place at the Fatfield riverside on the River Wear. We take these issues very seriously, which is why we improved the curriculum and why this Government asked an independent group of experts from across the swimming sector to submit an independent report, setting out how we can improve swimming and the swimming curriculum in our schools.

[Mr Marcus Fysh (Yeovil) (Con)]

7. What progress his Department has made on the introduction of T-levels.

[Sir Robert Syms (Poole) (Con)]

17. What progress his Department has made on the introduction of T-levels.

--- Later in debate ---

[The Secretary of State for Education (Damian Hinds)]

We have made good progress. We have announced the providers who will deliver the first three T-levels from 2020. We published the outline content for them, developed by panels of employers, and have begun the process to select an awarding organisation to develop them.

[Mr Fysh]

Why, with its huge success in piloting industry work placements and its leadership of best practice in the area, has Yeovil College been left out of the T-level pilots, and how can the Secretary of State help to make up for its and my disappointment?

[Damian Hinds]

We have thus far selected a relatively small number of colleges to teach the first three T-levels from 2020. This is an ongoing programme and more T-levels and colleges will come on stream in the years to come. We expect to launch the process to select providers for 2021 early in 2019.

16-to-19 Education Funding

Marcus Fysh Excerpts

Thursday 7th September 2017 Westminster Hall

[Mr Marcus Fysh (Yeovil) (Con)]

It is a pleasure to serve under your chairmanship, Mr Hanson. I congratulate the hon. Member for Scunthorpe (Nic Dakin) on securing this debate. It is massively important that we focus on the opportunities for our young people, and on giving them the skills they need to take those opportunities and make the most of their lives. In Somerset we have some great opportunities, but delivering the skills required to take advantage of them is a major challenge in some areas.

I want to thank the Government for their attention to secondary schools within the adjustment of the funding formula that has been proposed. That goes some way towards outlining and improving some of the opportunities, but I think it is absolutely right that this debate has highlighted some of the anomalies in the education system for 16 to 19-year-olds. Secondary schools find some aspects very challenging. For example, in rural areas such as mine, where there is not a major university close by, it is quite hard to recruit staff, and that all has an impact on what can be delivered.

In Yeovil we have a great sixth-form college, which provides terrific opportunities and has done a great job of improving its standards over recent years, but I just want to highlight one or two of the challenges it is facing. We have heard about the VAT anomaly, and I would like to reiterate that. I would also like to say that, in general, applying for funding to renovate existing buildings and capital stock, to keep the experience as we would want it to be, is actually very hard. That is because applications now go from the LEP pot, and unless a particular building has a LEP-approved priority as its basis, it will not get the funding. The sixth-form college in Yeovil is struggling with that.

I would also like to highlight the new regulations that have come into the Insolvency Act 1986, which essentially allow colleges to go bust. That puts pressure on their financing. They are unable to refinance their existing loans without having to pay very large redemption fees, and that limits what they are able to do. I think Barclays and Lloyds are the main players in that business. If the Minister looked at that in particular, I would be grateful.

I am also very grateful for the Minister’s attention to the Somerset Skills and Learning business, and thank her for arranging the meeting on Monday. That has serious challenges, but I thank her for her intervention on it.

Oral Answers to Questions

Marcus Fysh Excerpts

Monday 6th February 2017 Commons Chamber

[The Minister for Vulnerable Children and Families (Edward Timpson)]

We had a healthy debate about the power to innovate in Committee, but I am afraid the hon. Lady still fails to grasp what we are trying to achieve. Local authorities and social workers tell us that when well-intentioned legislation prevents them from doing what is best for young people, they want to be able to try new ways to ensure that the outcomes for children improve. That is why a whole raft of organisations, including the Children’s Society, have told us that they welcome the Government’s commitment to innovation in children’s social care and support the intention to allow local authorities to test new ways of working in a time-limited, safe, transparent and well-evaluated way. I would have thought the hon. Lady would welcome that, rather than trying to concoct difficult arguments about the way forward that we want to take with the Bill. It is wrong, and she should follow the path that the profession wants to take.

[Marcus Fysh (Yeovil) (Con)]

T3. I welcome the recent proposal to re-weight the schools national funding formula, which goes some way towards redressing the historical injustice of underfunding in rural schools in Somerset. Although some of the schools in my constituency, such as Barwick and Buckland, are set to receive about 20% more in two years’ time, other rural primary schools such as Winsham seem to have been treated very differently. Will my right hon. Friend meet me to review these anomalies?

[The Minister for School Standards (Mr Nick Gibb)]

I would, of course, be delighted to meet my hon. Friend to discuss school funding in Yeovil. Indeed, so efficient are our offices that that meeting is already in the diary for 27 February. I should remind him that in his constituency, school funding rises by some £2.8 million under the new national funding formula, and that 94% of the schools in his constituency will see a rise in funding.

Oral Answers to Questions

Marcus Fysh Excerpts

Monday 19th December 2016 Commons Chamber

[Mr Gibb]

We have protected the core schools budget in real terms throughout this Parliament and the last. Moreover, we have grasped the nettle and introduced fair funding, which the Labour party failed to do throughout its time in office. One of the elements of that fair funding is ensuring that there are sufficient funds to tackle disadvantage and lower prior attainment.

[Marcus Fysh (Yeovil) (Con)]

Schools in Somerset have great teachers, but find it hard to recruit. Does my hon. Friend agree that adjusting the funding formula will help rural areas such as mine to attract and retain excellent teachers?

[Mr Gibb]

My hon. Friend is right. Authorities around the country, particularly those in the f40 group, have been underfunded for many years. As I said to the hon. Member for Houghton and Sunderland South (Bridget Phillipson), we were the first Government to grasp the nettle and introduce a much fairer system to replace those historic, anachronistic and unfair national funding formulas.

Oral Answers to Questions

Marcus Fysh Excerpts

Monday 10th October 2016 Commons Chamber

[Justine Greening]

The current rule is generally inoperative for many free schools when they begin, because they are not over-subscribed, and it only kicks in if they are. We are proposing to put in place much stronger, more effective controls to ensure that faith schools that are opening will be community schools. I would very much encourage the hon. Gentleman to read the consultation document, which sets out proposals, including that those schools should demonstrate clear parental demand from parents of other faiths or no faith and that they should twin with primary schools and other schools.

[Marcus Fysh (Yeovil) (Con)]

T8. New engineering and infrastructure projects in the south-west mean that skilled workers are in great demand—a fact that I hope will help those at GKN in Yeovil who are sadly grappling with its potential closure, as announced on Friday. Will my right hon. Friend meet me to discuss ways we can boost skills development and preserve and enhance the highly valued skills base we have?

[The Minister of State, Department for Education (Robert Halfon)]

I am always pleased to meet my hon. Friend, who is a champion of skills in his constituency. He will know that people in Somerset will benefit from the increased number of apprenticeships and the 15 new high-quality technical routes, which he has heard about already this afternoon. The new National College for Nuclear, opening in 2017, will have a base in Somerset, supporting the local workforce to develop their skills and build capacity for the Hinkley Point C nuclear plant. He will also know that there have been 1,160 apprentice starts in his constituency over the past year, with 350 for the under-19s, showing the skills base in his constituency.

Oral Answers to Questions

Marcus Fysh Excerpts

Tuesday 28th June 2016 Commons Chamber

[Nick Boles]

I have had a meeting with the hon. Lady, for which I am grateful, and she has really led for consumers on this issue. As I think I explained, an investigation has suggested that the approach taken by Whirlpool was reasonable, and that the nature of the risk was not such that a total recall was required. However, she is right to say that the company needs to get a move on, and it is not right or reasonable to leave people waiting for months and months to have a faulty product, for which Whirlpool should be accountable, replaced.

[Marcus Fysh (Yeovil) (Con)]

T6. Does my right hon. Friend agree that it is the duty of Ministers who are loyal to the Crown to promote the British economy and not to talk it down? Will she agree to a joint meeting with me and Ministry of Defence procurement to discuss how we can more effectively promote and develop defence industries such as those in my constituency?

[Anna Soubry]

I agree with my hon. Friend and he is absolutely right: these are obviously difficult times, but it is important that we do not talk down our great British economy and that we instil stability and confidence. He is right to mention our defence industry. As he might imagine, we work hand in glove with the Ministry of Defence on that issue and will continue to do so. I have already spoken to the Minister responsible for procurement in the MOD.