Digital Skills and Careers

Margaret Greenwood Excerpts

Tuesday 16th April 2024 Westminster Hall

[Margaret Greenwood (Wirral West) (Lab)]

It is a pleasure to serve under your chairmanship this afternoon, Dame Caroline. I congratulate the hon. Member for East Kilbride, Strathaven and Lesmahagow (Dr Cameron) on securing this important debate.

It really is important that we, as a country, ensure that we have a digitally literate population. If we do not, we deprive people of opportunity, particularly in employment. So much of what we do today relies on us using the internet, whether that is applying for jobs, accessing education and training, banking, paying bills, and accessing other services and leisure opportunities. It is far easier nowadays to find employment online than by using other, traditional means, because there are just so many websites that advertise jobs and so many social media sites where professionals can network.

However, when we look at the statistics, we can see that there is a lot of work to do to ensure that people can take advantage of the job opportunities provided by having good digital skills. Last year’s consumer digital index, which is run by Lloyds bank and commissioned by the Department for Education, reported that there are about 13 million people in the UK with very low digital capability, which means that

“they are likely to struggle interacting with online services”.

That is about a quarter of the UK’s adult population. The index also found that 7.5 million people, or 18% of UK adults, lack the essential digital skills needed for the workplace. That is over 7 million people who are missing out on opportunities to progress in work, which is a form of deprivation that must be recognised and addressed. That is vital both for the individuals concerned and for the economy.

Despite the Government’s rhetoric about us becoming a tech superpower, it is immensely disappointing that the UK ranks poorly in comparison with other countries when it comes to digital skills. According to the International Institute for Management Development’s world digital competitiveness ranking, the UK was ranked 20th in 2023 out of the 64 economies ranked, but we were 16th in 2022, so our performance clearly dropped. I would be interested to hear why the Minister thinks that was the case.

Older people are much more likely than younger people to struggle with digital skills, according to the consumer digital index. For example, in the 45-to-54 age bracket, 10% of people are below foundation level, which consists of the most fundamental tasks needed to set up an individual for success online. In the 55-to-64 bracket, 16% of people were found to be below foundation level. In the 65-to-74 bracket, that goes up to 29%, and it is higher still for the over-75s, at 37%.

We must bear in mind that adults who have been doing a job, perhaps of a physical nature, may come to a point where they are unable to continue doing it, either because it is no longer available where they live or because of a workplace injury or health condition. They may well then have to consider new types of employment, so we need to ensure that there are opportunities available to allow them to acquire the digital skills they will need to access that employment. That is particularly important for people who live in rural areas, where digital access, ironically, is sometimes weakest; of course, poor public transport can make finding work harder as well. We must ensure that the provision is there so that adults have the chance to improve their digital skills.

We also need to provide adults with a chance to improve their literacy skills. The National Literacy Trust estimates that more than 7 million adults in England—16.4% of the adult population—are functionally illiterate. The Government need to address that as a matter of urgency. We cannot hope that people will improve their digital skills if they do not already have good literacy skills. I have raised that issue numerous times in this place. For example, I tabled an amendment to the Levelling-up and Regeneration Bill that would have required the Government to include the reducing of geographical disparities in adult literacy as one of their levelling-up missions, and to review levels of adult literacy in the UK during each mission period, to publish the findings of that review and to set up a strategy to improve levels of adult literacy and eradicate illiteracy in the UK. It was immensely disappointing that the Government voted against that, because if we want to address a problem, it is important to understand its extent and make-up.

Adults need greater opportunities to learn and to improve their literacy and digital skills, yet adult skills spending has been cut under the Conservatives. Last December, the Institute for Fiscal Studies pointed out that

“total skills spending in 2024-25 will be 23% below 2009-10 levels.”

That is really shocking and comes despite an increase in total spending on adult skills in recent years. The IFS goes on to say:

“Spending on classroom-based adult education has fallen especially sharply”,

driven by falling learner numbers and real-terms cuts in funding rates, and will be more than 40% below 2009-10 levels in 2024-25. That is very damaging to our economy, and the situation needs to be reversed. We need to see a significant increase in investment in adult skills so that those adults who struggle digitally or with literacy can acquire the necessary skills to help with their career prospects and in everyday life.

We need to ensure that everyone has reliable and affordable access to the internet. In relation to employment and careers, that is particularly important for people who rely on working remotely, who could live in rural areas, have caring responsibilities or be in ill health. It is also important for people on low incomes and those living in poverty.

There are some good initiatives to try to help digitally excluded people get online. I would like to mention the work of the Good Things Foundation national databank, which provides free mobile SIM cards to help digitally excluded people get connected. Those are distributed by churches and community groups. I encourage MPs across the House to look at the work that the foundation does and to consider how it might be able to assist people in their constituencies. According to the foundation, 2.5 million households in the UK struggle to afford the internet, and one in 14 households have no home internet access at all. Clearly, poverty is also a barrier to digital literacy.

It is important that the Government ensure that everyone is able to reach their potential. In today’s jobs market, confidence in digital skills has an important part to play in helping people to do that. We need a commitment from the Government to extend access to adult literacy and digital skills training in our communities, especially in areas of deprivation. We need action on the provision of broadband right across the country so that no one and no area is left behind.

--- Later in debate ---

[The Minister for Skills, Apprenticeships and Higher Education (Luke Hall)]

It is a pleasure to serve under your chairmanship, Dame Caroline. I congratulate my hon. Friend the Member for East Kilbride, Strathaven and Lesmahagow (Dr Cameron) on securing a debate on this vital subject.

We live in a digital age. Digital skills are essential to support a successful economy and to ensure that people of all ages have the skills they need for their chosen careers. In the UK, we have a world-leading digital economy. To enhance that position, we need to ensure that people can develop digital skills throughout their lifetime—a point that has been made throughout the debate. Such skills will benefit individuals and employers.

Now is the time for us to act and to deliver our ambitions by investing in digital education and skills and building a diverse pipeline of future talent. If my hon. Friend is happy for me to do so, I will set out some of the work that the Government have been doing and the context for it, and then I will pick up on some of the points that she and other colleagues have raised during the debate.

We need that pipeline of talent because, quite simply, digital skills are needed in nearly all careers in our country these days. There are more and more digital jobs and careers in which the digital element of skills is absolutely central to the role.

We know—I think every Member raised this point in the debate—that there is a digital skills gap to address. As the shadow Minister, the hon. Member for Feltham and Heston (Seema Malhotra), said, that gap has been estimated to cost the UK economy £63 billion a year. That was a key theme of today’s debate, and it is one that the Government do not take lightly.

Digital jobs grew by 9% last year and are projected to continue to grow by 9% to 2030 and to a significantly higher level thereafter. Sixty per cent of all businesses believe their reliance on advanced digital skills will increase over the next five years, and analysis that the DFE will publish imminently highlights the importance of digital skills across sectors. Of those that are most relevant to critical technologies, the four with the highest levels of employment all relate to digital and computing. That analysis shows how reliant we are on computer science graduates to fill relatively entry-level occupations. We need to ensure that employers and learners are aware of the high-quality technical routes that are available to gain those vital digital skills.

At a local level, digital was one of the top five sectors in which skills needs were identified across the local skills improvement plans. That is a key part of the work that we are doing to engage with businesses and local authorities, bringing together the sector to ensure that we are delivering the right sorts of jobs and entries into the workplace.

It is clear that we have to address the issue in our economy, and we are taking action to do so. One of our beliefs is that the digital skills journey for so many people starts in our schools. To address the growing demand for people with computing and digital skills, we introduced computing as a statutory national curriculum subject back in 2014 across key stages 1 to 4. To provide a basis for further study and careers in digital—including in AI, as was raised by my hon. Friend the Member for East Kilbride, Strathaven and Lesmahagow—the computing curriculum ensures that pupils are taught the principles of information and computation, how digital systems work in the modern era, and how to put that knowledge to use through programming.

To ensure that pupils receive a high-quality computing education, we invested over £100 million in the National Centre for Computing Education, providing primary and secondary teachers with the support that they need to drive up participation in computer science at GCSE and A-level. Over 13,000 teachers have engaged with subject knowledge courses, boosting their confidence to teach engaging and effective lessons in this area. Crucially, in post-16 education, the computer science A-level further develops students’ understanding and application of the principles and concepts of computer science, whether that is abstraction, decomposition, logic, algorithms or data representation.

Digital T-levels are also supporting progression to occupations such as software development technician. I went on an incredible visit a couple of weeks ago to Bridgwater and Taunton College, where I met some digital T-level students who were hugely passionate about the work that they were doing. The college has a really positive partnership with different digital technological providers, including Apple, to ensure that students not only have good work and engagement placements, but have the technology that they need as their opportunities on those courses develop. It is not just occupations in the digital sector where good digital skills are needed; relevant digital skills are built into every T-level qualification.

Points were quite rightly raised during the debate about the workforce. One of the steps we have taken to boost teacher retention is investing £100 million a year—this year and in the next financial year—to ensure that every early career teacher of STEM and technical subjects, including computing and digital courses, receives up to £6,000 annually on top of their pay. The investment is targeted at teachers in their first five years of teaching in disadvantaged schools and colleges, ensuring that we help to tackle some of the hotspots with particular challenges. We already offer those levelling-up premium payments to computing teachers in their first five years, but the expansion will double the payments and extend the scheme to eligible further education teachers.

We are also funding flexible skills bootcamps at level 3 and free courses for jobs, which include a range of in-demand digital qualifications and provision such as network architecture, data analytics and coding. I met representatives of the Institute of Coding last week at the University of Bath, one of our digital skills bootcamp providers. I will return to diversity in the sector more generally in a moment, but one of the incredible statistics was that more than 44% of starts in the digital skills bootcamp now are from women. There is a huge amount more to do, but that shows that having different avenues into the workforce and different types of training interventions can have a massive impact and be one part of tackling the issue.

At levels 4 and 5, the first higher technical qualifications were in digital occupations, and 56 HTQs are available for teaching, with a further 10 approved for first teaching in September. Employers in the digital sector have developed 32 high quality apprenticeships from level 3 to degree level in exciting fields, including cyber-security, software development and AI. In 2020, we introduced a digital entitlement, funding adults with low digital skills to study essential digital skills qualifications and digital functional skills qualifications, developed against new employer-supported national standards, which provided learners with the essential skills they need to participate properly and actively in the workforce.

We have also introduced institutes of technology, which are employer-led collaborations—another theme that has been raised several times in this debate. They are bringing together the best existing FE provision with HE partners to build a high-skilled workforce to respond to the needs of the employer, which is crucial. Of the 21 IOTs, 19 have been launched already, and they all include a digital specialism.

Higher education is a key pipeline for digital jobs—a point that was well made by my hon. Friend the Member for East Kilbride, Strathaven and Lesmahagow. Through the strategic priorities grant, we are directing funding towards strategically important subjects, including computing and IT courses. From 2025, the lifelong learning entitlement will transform access to further and higher education so all adults have the equivalent of four years’ worth of student loans to use flexibly on a quality education and skills over their lifetime.

My hon. Friend and other hon. Members have shown strong interest in ensuring that we embrace the opportunities and advances that AI offers and that we make use of technologies such as blockchain, which is fundamental to the future of our digital economy in some ways. In schools, the computing curriculum as a foundational subject for all key stages ensures pupils have a broad knowledge of the skills they need to specialise in later, for example in AI, facilitating further study. At the other end of the pipeline, we have an AI data specialist apprenticeship standard approved for delivery at level 7. That highly skilled role champions AI and its applications, promoting the adoption of novel tools and technologies.

[Margaret Greenwood]

The Minister is putting an awful lot into his speech, which is good. Can he tell us what the Government are doing to look at which areas of digital jobs will be under threat with the development of AI? Today’s landscape will not be the same in five years’ time. What work has his Department been doing on that? Is it informing the courses that are being provided? We do not want people to invest a lot of time and money in training for something, only for AI to come and wipe it off the map.

[Luke Hall]

I thank the hon. Member for raising that issue. Let me make a couple of points. First, yes, we are absolutely looking at the matter as a Government Department. Secondly, we are working with external partners and providers too, whether that is through the LSIPs or other mechanisms, to forward-look at what skills are needed as part of our economic model, not just now but in the years to come. We are doing that in multiple ways; perhaps I can write to the hon. Member with more information. I can assure her that work is under way through LSIPs and in other ways.

The hon. Member for Feltham and Heston and my hon. Friend the Member for East Kilbride, Strathaven and Lesmahagow raised points about female participation in digital skills. I mentioned the importance of using digital skills bootcamps as a lever and a mechanism to tackle that issue, but we know that there is a lack of diversity, particularly gender diversity, within the digital skills pipeline. Only 15% of the UK’s programmers and software development professionals are female. That is why we are supporting programmes to widen participation in digital and wider science, technology, engineering and mathematics careers, including through the National Centre for Computing Education’s “I Belong” programme.

We are also putting £30 million into an AI and data science conversion course programme, funding universities to develop masters-level AI and data science courses suitable for non-STEM students. There are up to 2,600 scholarships for students from backgrounds under-represented in the tech industry. Of course there is more to do, and we look forward to working with my hon. Friend the Member for East Kilbride, Strathaven and Lesmahagow to tackle that challenge.

The hon. Member for Pontypridd (Alex Davies-Jones) spoke passionately about some of the challenges facing her own community, as well as some of the opportunities that digital advancements and AI can bring. I took particular note of a couple of her points. First, she was absolutely right to highlight that this area cuts across all Departments and all layers of government, including local government, the devolved Administrations and the Government here at Westminster; I can assure her that I will certainly tackle that issue wherever I can. She also highlighted her work with the APPG and the report she has produced on coalfield communities; I would love to meet her and talk more about the recommendation in that report. I look forward to reading it and will be happy to discuss it further.

The hon. Member for Caithness, Sutherland and Easter Ross (Jamie Stone), who is no longer in his place, made an intervention about the importance of ensuring that individuals with special educational needs have the right level of access to digital skills. That is a crucial point, and I want to assure all hon. Members that we are taking action in that area. We are ensuring that all colleges have a named person with oversight for SEND, that colleges have due regard to the SEND code of practice, that apprenticeships have diversity champions and that institutes of technology are looking at a diverse workforce. I am always happy to talk to colleagues about that important issue.

I thank my hon. Friend the Member for East Kilbride, Strathaven and Lesmahagow again for securing this debate. There is a clear, unanimous voice on the importance of digital skills, ensuring that everybody in our country has equal and clear access to those skills, and future-proofing our workforce. I have set out our offer to ensure that the UK has the digital skills to remain a science and technology superpower. That is just the start. Every individual, business, employer and part of our economy needs digital skills. Of course there is more to do, but I am sure that by working together, including with providers and employers, we will deliver the digital skills that our country needs for the future.

Children Not in School: National Register and Support

Margaret Greenwood Excerpts

Tuesday 23rd January 2024 Commons Chamber

[Bridget Phillipson]

I agree with my hon. Friend. She makes an important point about the wider pressures that children and young people are facing. I will come on to precisely that point a bit later, but it is why I was so delighted that Sir Kevan Collins, the former Government catch-up commissioner, backed Labour’s long-term plan to ensure that we do address those challenges coming out of the pandemic.

[Margaret Greenwood (Wirral West) (Lab)]

I thank my hon. Friend for giving way and congratulate her on raising this important issue. Analysis by Labour estimates that more than 1,300 pupils in Wirral will miss half their lessons by 2026. That is an absolutely staggering figure. The National Education Union has pointed out that the scale of the impact of poverty on persistent absence should not be underestimated. I am sure my hon. Friend would agree that this Government have failed massively on child poverty and that they should listen to Labour, cut the cost of school uniforms and provide free breakfast clubs in every primary school.

[Bridget Phillipson]

I am grateful to my hon. Friend for her support. Those are precisely the kinds of measures that a Labour Government would take right now to back families, cut child poverty and ensure that children are set up to succeed.

Free School Meals: Children with SEND

Margaret Greenwood Excerpts

Wednesday 10th January 2024 Westminster Hall

[Ian Byrne]

I thank my hon. Friend for that point, with which I absolutely agree and which I will cover later in my questions to the Minister.

We know that support can be given. It is therefore absolutely inexcusable that I am standing before the Minister today to tell him that 164,000 children are not receiving their free school meals. Research carried out by Contact in March 2023 with 1,500 families found that there are different reasons why disabled children cannot access their free school lunch. That includes 60% who cannot eat school meals due to their health condition, dietary requirements or sensory processing difficulties, 22% who are off school because of a long-term medical condition or illness, and 18% who are not in school because they have an education package provided by the council or are waiting for a suitable school place. Many parents are incorrectly being refused food vouchers as a reasonable adjustment; others are being asked to travel miles to pick up a food parcel that does not include food that their child can eat. Families should not have to face that battle.

[Margaret Greenwood (Wirral West) (Lab)]

My hon. Friend is making an excellent speech. I pay tribute to his tireless work in campaigning on issues related to hunger; he is exemplary in that regard.

Today’s debate is particularly timely because yesterday it was announced that primary school children in London would receive free lunches for another year. Will my hon. Friend join me in commending that action on behalf of the authority in London and in saying that surely we can follow that across England? Does he agree that it is important that allowance be made for disabled children in receiving their school meals if they are unable to access the meals that other children are receiving

[Ian Byrne]

I totally agree. Sadiq Khan and his team in London deserve a huge amount of credit for extending the scheme to the second year. Hopefully that can be replicated soon across the country.

Section 512 of the Education Act 1996 places a duty on maintained schools, academies and free schools to provide free school meals to pupils of all ages who meet the criteria. The meals must be provided to all eligible pupils, either on the school premises or at any other place where education is being provided. That could take, for example, the form of a voucher. Schools also have a duty under section 20 of the Equality Act 2010 to make a reasonable adjustment to the way in which free school lunches are delivered if the standard way of delivering them puts a disabled pupil at a substantial disadvantage compared with other pupils. However, many schools are unaware of their responsibilities, as the Government’s free school meal guidance is silent on a school’s duty to make reasonable adjustments and fails to make reference to the Equality Act altogether. That means that even when parents ask for alternative provision, schools are not complying with equalities law. Parents are therefore put in a difficult position in which they are in conflict with the school and then face a battle to challenge the refusal.

I call on the Government to take responsibility, update the free school meals guidance, and provide any additional resource and support needed to schools and local authorities to make this happen immediately. It must be made clear that schools and councils need to provide an alternative—ideally a supermarket voucher—to disabled children who cannot access a free school meal in the regular way. I believe that if the Government addressed the issue and established supermarket vouchers as an alternative to free school meals and an acceptable reasonable adjustment, it would give a workable solution to a situation that so many people find themselves in, as we saw during lockdown.

Last month, the Government conceded that free school meals should be provided to eligible children who are unable to attend school due to their special educational needs and have the package of support often referred to as EOTAS—education otherwise than at school. The Secretary of State for Education has said that it may be a breach of article 14 of the European convention on human rights if children receiving state education other than at school are not provided with meals; the Government are therefore preparing guidance for local authorities, which is expected in March 2024, to ensure that local authorities provide access to a meal for those with EOTAS. That really is welcome: it means that almost 2,000 disabled children across England who have been missing out on a free school meal may now get funding for a free lunch from their local council.

I will finish by asking the Minister five questions. First, will he ask his Department to update the free schools meals guidance to make clear to schools, governing bodies and councils that eligible disabled children can be offered a free school meal in the form of a voucher? Secondly, will he update the free school meals guidance so that it clearly references the Equality Act and the duty to make reasonable adjustments? Thirdly, will he write to all schools about the duty to make reasonable adjustments to the way in which free school lunches are provided so that disabled children do not miss out, and will his Department support schools to ensure the provision of appropriate food at school for children with special educational needs and disabilities that caters to their individual needs? Fourthly, will he use this opportunity to confirm to the House his intentions to produce new guidance on free school meals for children with education otherwise than at school, and to set out timescales for that guidance and how his Department will work with parents to co-produce it? Finally, many parents of disabled children have raised the issue that they are unable to access the Government’s breakfast and holiday schemes. Will he commit to meeting campaigners from Contact and addressing this immediately?

We are living in a country where millions of children are suffering from hunger. Our fight for their right to food will continue. The Minister can make a huge difference right now to the lives of over 164,000 children in this country, without any change in legislation. This is such a simple fix. I and so many struggling families hope that he will do the right thing today.

Safety of School Buildings

Margaret Greenwood Excerpts

Wednesday 6th September 2023 Commons Chamber

[Gillian Keegan]

I am confident that, because we started early, we have done a lot of these surveys already. Quite a lot of the schools were involved at the beginning, so I am confident of that. I am also confident that the NHS has conducted surveys of its main buildings, and I think the courts have also done surveys. However, we have now increased the number of surveying companies from three to eight to make sure that we can get through all the cases, including any that Members are concerned about, as soon as possible.

[Margaret Greenwood (Wirral West) (Lab)]

Back in January this year, I submitted a written question to the Government about the number of schools in my constituency of Wirral West that had buildings rated as very likely to collapse. In the response I received, the Schools Minister said:

“Department officials are clear that there are no areas within schools open to pupils where there is a known immediate risk of collapse.”

Presumably those buildings would be evacuated if that was the case—

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. I appreciate that the Secretary of State has been very generous in giving way to Members, but she will not be as aware as I am that there are 22 people who wish to speak this afternoon. The Secretary of State is very politely giving way to Members who are not going to take part in the debate, and if we have long interventions from those Members, people who are waiting to speak will not have the chance to do so when we come to the end of the debate. I am trying to get some fairness into this, but I do appreciate that the Secretary of State is being polite and I will allow her to respond to the intervention.

Child Literacy: Disadvantaged Areas

Margaret Greenwood Excerpts

Wednesday 22nd February 2023 Westminster Hall

[Alexander Stafford (Rother Valley) (Con)]

I beg to move,

That this House has considered improving children’s literacy in disadvantaged areas.

It is a pleasure to serve under your chairmanship, Mr Bone. I rise to argue that we need to consider the access that every child in the UK has to a school library or even a book, as that has consequences for their literacy attainment.

I am sure we all agree that reading is at the very basis of our daily existence, from reading delayed train notices to the daily news. It would seem almost impossible to function in our society today without that necessary skill. That is why I am sure hon. Members will be as shocked as I am to learn that three quarters of a million school-aged children in the UK still do not have access to a school library. That is quite frankly an alarming statistic, given that reading makes up a fundamental part of how we operate in our everyday lives and of how future generations will continue to operate.

[Margaret Greenwood (Wirral West) (Lab)]

I am pleased that the hon. Gentleman has raised libraries. Last year, staff and pupils at Woodchurch Church of England Primary School in my constituency were supported by the children’s laureate and the BookTrust to transform an unoccupied area of corridor into a fantastic reading space with mushroom cushions, dragon wall art and hundreds of books. The school has embedded reading for pleasure into its culture, and it reports that that has been a key part of improving outcomes for some of its most vulnerable children—particularly those with special educational needs. It also told me that children now see reading not only as a skill for learning but as something that helps their mental health. Some have described the library as a haven and a safe space. I am sure the hon. Gentleman will agree that it is important to develop a culture of reading for pleasure at a very early age to improve children’s educational attainment and to ensure that they feel part of wider society.

[Alexander Stafford]

The hon. Lady summed up in a matter of minutes what I am planning to say in half an hour. That is a summary version of my speech. I could not agree more.

The focus must clearly be on how primary school libraries help improve children’s literacy in disadvantaged areas. They are indisputably a vital part of the education system. Numerous studies have shown a clear correlation between having a good school library and not only academic achievement and literacy performance but a child’s attitude to learning as a whole. Improving children’s literacy clearly relies on the availability of school libraries and access to books. Sadly, the reality is that availability and access to books for children relies on efficiently allocated funding.

The Government’s recent levelling-up White Paper indicated that by 2030, the number of primary school children achieving the expected standard in reading, writing and maths will have significantly increased. In England, that will mean that 90% of children will have achieved the expected standard, and the percentage of children meeting the expected standard in the worst-performing areas will have increased by over a third. Without efficiently allocated funding, that mission seems unlikely to reach its full potential.

Early childhood, from birth to the age of five, is instrumental both in itself and as a foundation stage for language and literacy development, which is why funding channelled to early-years education is essential. The Prime Minister—then Chancellor of the Exchequer—said in his autumn 2021 Budget speech:

“The evidence is compelling that the first 1,001 days of a child’s life are the most important.”—[Official Report, 27 October 2021; Vol. 702, c. 277.]

--- Later in debate ---

[The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)]

Thank you, Mr Bone. It is a pleasure to serve under your chairmanship today. I congratulate my hon. Friend the Member for Rother Valley (Alexander Stafford) on his very thoughtful speech. He will know that I am standing in for the Minister for Schools, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb).

My hon. Friend does incredible work as an active champion of literacy in Rother Valley. He is right to draw attention to fantastic initiatives, such as Michael Morpurgo Month, a competition to highlight the importance of literacy for all children, especially those from disadvantaged backgrounds. In my own constituency of Harlow, I run a Christmas card competition. I met the winners recently, and I always give them books by Tolkien, who was just mentioned by my right hon. Friend the Member for South Holland and The Deepings (Sir John Hayes).

My hon. Friend the Member for Rother Valley says that if we prioritise children’s literacy, the whole of the UK will reap the benefits. The Government wholeheartedly agrees with him. That is why we have strengthened the national curriculum to focus on developing reading and writing ability, and put phonics at its heart. There is sound evidence that systematic phonics is a highly effective method for teaching early reading, and I pay real tribute to the Minister for Schools, who has done so much work to drive up standards and drive so much change over the past few years.

[Margaret Greenwood]

The Minister is talking about phonics. He might come on to this, but in a primary school in my constituency, which I mentioned earlier, I have witnessed a huge drive to encourage reading for pleasure. The children are not being tested; nobody is monitoring them. We get these lovely pictures of children sitting around, sharing books and reading books on their own, and it has really ignited their interest. Would the Minister agree that embedding reading for pleasure in the curriculum is massively important?

[Robert Halfon]

The hon. Member is absolutely right and is showing, in essence, how libraries can play an important role in reading for pleasure and encouraging children to read. There is no doubt that reading for pleasure brings a range of benefits—it is something that I did as a child—and that is supported by the Department.

In 2018, the Department launched the English Hubs programme. So far, the programme has intensively supported 1,600 schools, with those schools having an above-average proportion of pupils on free school meals. That includes schools in Rother Valley, which are supported by two English Hubs—Learners First and St Wilfrid’s, which have intensively supported more than 100 schools.

The success of our increased emphasis on phonics and early reading has delivered results on an international scale. England achieved its highest ever score in reading in 2016, moving from joint 10th to joint eighth in the progress in international reading literacy study rankings. That improvement is largely attributable to increases in the average performance of lower-performing pupils and of boys. It follows a greater focus on reading in the primary curriculum, and a particular focus on phonics.

My hon. Friend the Member for Rother Valley has highlighted the importance of reading for pleasure—as has the hon. Member for Wirral West (Margaret Greenwood) —and of enabling access to books. My hon. Friend talked about World Book Day and the National Literacy Trust working tirelessly to raise the profile of reading for pleasure in our country. The National Literacy Trust’s partnership with McDonald’s is a brilliant example, as he highlighted, and I am sure that he would not mind me saying that I’m lovin’ it.

The Government believe that all pupils deserve to be taught a knowledge-rich curriculum that promotes extensive reading, both in and out of school. The national curriculum promotes reading for pleasure, with evidence showing that that is more important for children’s educational development than their parents’ level of education. Libraries are absolutely an important way of promoting reading for pleasure. I spent my childhood in libraries, so I completely get where my hon. Friend is coming from.

[Margaret Greenwood]

Will the Minister give way?

[Robert Halfon]

I had better not, because I have not got much time; I hope the hon. Lady does not mind.

It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian. Head teachers often recognise the important role that school libraries can play in improving literacy, by ensuring that proper library facilities are provided. I absolutely agree that school libraries are important, but they are not the only thing that matters. We recognise the vital importance of the teaching profession and are committed to offering the very best professional development. The national professional qualification for leading literacy was launched in October last year to train existing teachers and leaders to become literacy experts and to drive up standards of literacy teaching.

My hon. Friend the Member for Rother Valley is absolutely correct when he talks about the importance of early intervention. The early years foundation stage reforms aim to improve outcomes at age five, especially in early language and literacy, and especially for disadvantaged children.

On funding, my hon. Friend will know that we have spent more than £3.5 billion in each of the past three years on our early education entitlements to support families with the cost of childcare. At spending review 2021 we announced three years of additional funding increases, which come to £510 million in total over the funding provided in 2021-22, for local authorities to increase hourly rates paid to childcare providers. He will also know that the early years pupil premium will be up to £353 per year for each eligible child, an increase from the £342 made available this year. We have made £180 million available to improve early language and train early years staff.

My hon. Friend is absolutely right that the pandemic has had a wide-reaching and uneven effect on attainment, including in his constituency. The fall in attainment in 2022 was anticipated, sadly, and does not diminish the hard work of teachers, support staff and pupils in challenging circumstances. He will also know about the £5 billion recovery plan, with the recovery premium and the national tutoring programme, to try and support catch-up.

The Department is sending almost £2.9 billion of pupil premium funding to schools in 2023-24 to improve the educational outcomes of disadvantaged pupils. In my own area, some schools have used that for library facilities; some schools in Harlow have bought black and white Kindles to help pupils to read. We constantly review and assess the effectiveness of our approach to targeting funding towards deprivation.

Given that I am the Skills Minister, I hope that my hon. Friend does not mind if I mention that we have also improved literacy and English skills. Disadvantaged students are significantly more likely to leave school without a GCSE grade 4 or higher in English, so our resits policy ensures that colleges, sixth forms and training providers support those young people towards achievement. From the introduction of the resits policy in 2014 to 2019, there was an 80% increase in the numbers of students achieving level 2 in English by 19 who did not have it at 16. We have also hugely improved the number of apprentices achieving functional skills.

I want to reflect on the recent changes made to some of Roald Dahl’s work. I support the Prime Minister’s sentiment that

“we shouldn’t gobblefunk around with words.”

My hon. Friend talks about libraries. I hope very much that people choose to read the original Roald Dahl texts in the school libraries that my hon. Friend is promoting. There are many Roald Dahl books.

The Department is committed to improving literacy levels for all pupils, because reading and writing are an essential foundation for success in all subjects. We are determined to drive progress further still and ensure that all children can benefit from high-quality teaching, giving all children a solid base upon which to build as they progress through school.

Question put and agreed to.

Fair Taxation of Schools and Education Standards Committee

Margaret Greenwood Excerpts

Wednesday 11th January 2023 Commons Chamber

[Emma Hardy]

I do hope that the hon. Gentleman will exercise his new-found freedoms as Chair and make the full transition from parliamentary supporter of the Government to parliamentary ambassador holding them to account.

Some incredibly impressive straw men have been conjured up in this debate, including the faintly ludicrous idea that if we prevent independent schools from being charities and from being funded partly by the taxpayer, they will suddenly all close, everyone will suddenly come to the state schools and it will be a tragedy that costs our state sector so much money. What utter nonsense! The average cost of an independent school over a child’s education is £270,000, so I hardly think that parents will be running for the local comp if those schools suddenly stop having charitable status.

This year, private school fees are set to rise by 7%. If the Government’s ideas were logical, we would therefore expect a reduction in the numbers attending private schools, but what is happening? At exactly the same time that fees are rising by 7%, we are seeing no suppression of enrolment; in fact, the numbers who wish to enrol are increasing. This idea that numbers will suddenly decline if we make private schools stop being charitable institutions and start paying a fair amount just does not stand up.

I thank all the schools, teachers and school staff in my constituency. Schools do so much more than just educating children. I will briefly mention one school: Chiltern Primary School. If the Secretary of State ever visits, I hope that she will have a look at the work that Chiltern is doing. Every Thursday, it does something called Chat and Choose: parents line up and pay £1 for six items of food, which they can collect from the school, and a professional is there at the same time to advise and support them. That is an absolutely excellent example of a school doing so much to support the wider community. I put on record my thanks to Chiltern for its work.

Politics is always about priorities. Given the state of the economy, thanks to 13 years of Conservative Government, I am slightly surprised that the hon. Member for Bassetlaw (Brendan Clarke-Smith) chose to cite the last Prime Minister, who did not do particularly well with our economy, as someone whose recommendations we should follow. We have a choice. What will we choose and who should we choose to invest in?

In my earlier intervention I mentioned SEND, which is a real passion of mine and of the right hon. Member for Harlow. One priority that our Committee identified was the need to give teachers more training in SEND support. I was a teacher for 11 years: when I first started, I was not adequately trained to fully support all pupils with SEND. One possible use of the £1.7 billion is supporting teachers in that way. I would hope that that was a priority for whichever party was in government.

I want to mention oracy: speaking and listening, which the Schools Minister—the right hon. Member for Bognor Regis and Littlehampton (Nick Gibb), who has returned to his place after a short break—has heard me mention before. Spoken language is one of the strongest predictors of a child’s future life chances, but it is often overlooked and undervalued. I chose to prioritise it when I was a teacher by giving children opportunities to talk. I even set up a little debate club for year 6 pupils in my primary school. At the time, a parent said, “Why are you doing that in a comprehensive? That’s for the private schools.” No: debate, discussion and holding your own in a conversation should not be a skill learned just in private schools; it should be taught in all schools.

Oracy is not just about making everybody an Oxford-standard debater. It is more than that; it is about helping people with communication difficulties, supporting people to become more active citizens, and giving people social support and confidence. The Education Endowment Foundation has found evidence that oral language approaches in schools have a very high impact on pupils’ outcomes and a very low cost. In fact, six months’ additional progress can be made over a year when pupils are supported with oracy.

[Margaret Greenwood (Wirral West) (Lab)]

I do not want to take up too much of my hon. Friend’s time, but she is making an excellent point: oracy is really important. Before Christmas, I met Wirral primary school headteachers and their representatives, who stressed the financial challenges that their schools face. The things they are finding it difficult to pay for include speech therapists and mental health support for children. Does my hon. Friend agree that we cannot afford not to give schools that support, because it is essential for our young people?

[Emma Hardy]

I absolutely support my hon. Friend, who is a tireless champion for schools and educators.

I also want to mention social confidence. Oracy helps students to get along with others. It gives them support with so much more than just academia. It helps them to engage with democratic society and the democratic processes. I hope we will remember that when we look at our priorities, at what we value and at where money can best be spent to support the majority of people.

I do not think private schools are going to close overnight if their charitable tax status is suddenly removed. What I do think is that the money could be invested to support more pupils, and I hope that by doing that we could help every single child in the country, not just those whose parents can pay £270,000 for an elite private education.

--- Later in debate ---

[Janet Daby (Lewisham East) (Lab)]

This is an important debate on improving school standards by changing the tax status of private schools. I will be focusing my remarks on the need to improve school standards. According to the National Education Union, 34% of children—more than 8,000 in my constituency—are living in poverty. This concerns me and it should be a concern to the Government because it is about the welfare of children. I commend the school staff in Lewisham East for all that they do to support children to grow, learn and develop. The schools in my constituency all focus not only on a child’s learning; they go over and above to meet their needs. Headteachers, teachers, assistant teachers, school governors, parent teacher associations and other volunteers are absolutely remarkable. They do so much more for children and families. In some schools, they provide food packages for families; in others they are looking at improving their green spaces and making the streets much safer. In one school that I know particularly well, they grow their own food. They generally all have such a big heart to develop their schools and support the children and their families.

Every child in Lewisham East is unique, and so is every school as they strive to do their best, but we need equality for children from poorer backgrounds, and without proper funding, school standards will not improve. According to the House of Commons Library, schools in Lewisham East have seen an 8% decrease in per-pupil funding in the last nine years. This means that headteachers have been receiving substantially less for their schools. Meanwhile, the Education Secretary has seen a 1.7% increase in block funding allocations for schools in her constituency. It is not for me to say that the Government have been prioritising the Tory shires over pupils in more urban, Labour-held seats, but the data from the House of Commons Library paints a clear picture.

The cost of food has gone up, and so has the cost of free school meals. Kevin Courtney of the NEU was right when he said:

“Teachers and support staff see the difference a healthy school dinner makes.”

When children are hungry, it is harder for them to concentrate and harder for them to reach their potential. Surely no one wishes to see or know that a child is going hungry, but it is happening and it is unacceptable. Due to this increase in cost, one school in my constituency is having to find an extra £20,000 a year out of its school budget. I anticipate that, in response, the Government will say that they have provided schools with additional funding in the last autumn statement, but from my understanding the extra funding was not for that reason. As the headteacher of a school in my constituency said:

“This will not touch the sides when we factor in our own increased energy costs, staffing costs and now having to subsidise school dinners.”

Surely the Government recognise that stretched school budgets risk lowering school standards and educational outcomes. The Government must show our country that they have a credible plan to tackle growing child poverty, to drive up standards in schools and to ensure adequate funding for free school meals. I do hope that the Government Front Benchers are listening.

[Margaret Greenwood]

My hon. Friend is making an excellent speech. Primary headteachers in Wirral I met before Christmas spoke about the problems facing special educational needs and disability provision in particular. They pointed out that there had been no increase in the banding for special schools since it was introduced in 2013, but that costs had increased considerably. They also mentioned that more children now need that provision and that schools were opening second sites, with associated additional costs. Does my hon. Friend agree that these children in particular should be getting the support they need, and that we really need a Government who will prioritise their needs?

Children’s Education Recovery and Childcare Costs

Margaret Greenwood Excerpts

Tuesday 7th June 2022 Commons Chamber

[Margaret Greenwood (Wirral West) (Lab)]

Children have suffered throughout the pandemic in so many ways. Many have lost loved ones, and all of them have been through the same stresses and tensions as the adult population. Research published by the Education Endowment Foundation found:

“For many children the experience of lockdown was made harder by cramped living conditions, no access to green spaces, parental mental health difficulties and financial hardship.”

Young people have had to deal with restrictions on their lives and on their opportunities to develop social skills.

The lack of opportunities for social interaction has meant that the children of the pandemic have had a very different start in life from what would usually be the case. They have missed out on the fun of making friends, playing together and growing together. Those are important experiences for children, so it comes as no surprise that recent research by Parentkind found that mental health and wellbeing is now a major priority for nearly nine in 10 parents. We must ensure that education policy and the way schools operate support that priority. We must put children’s happiness and wellbeing at the forefront of all decision making about the education children receive.

Of course, a child is far more likely to do well if they are enjoying their learning. I recently visited Woodchurch Church of England primary school in my constituency, one of just six primary schools in the country to have been selected to take part in the “Life-Changing Libraries” initiative being run by BookTrust, which aims to develop a culture of reading for pleasure. BookTrust has provided funds that have been used to transform a space in a corridor into a magical reading environment, stocked with a specially curated book list of approximately 1,000 titles chosen by BookTrust’s expert team.

Talking to the staff, it is absolutely clear that the project is a real success. It is noticeable that there is so much enthusiasm for reading in the school, with children reading in the playground at break times and sharing books with each other. I ask the Minister to look at that scheme and beyond just the phonics that the Minister for School Standards’ opening speech focused on. Encouraging a love of reading in childhood reaps so many rewards, improving reading levels while engaging in the world beyond the immediate here and now. Every child should be given that opportunity. There is absolutely no need to test reading for pleasure; one just needs to create the environment for it and encourage an appetite for it.

That brings me on to the issue of testing. If we are serious about putting children’s wellbeing at the centre of their educational experience, it is time we took a long hard look at just how much we are testing them. There are numerous stories of parents worried sick that their children are being over-tested, and recent polling by Parentkind found that 80% of parents disagree that SATs provide parents with useful information about their child's achievement or progress in school.

The National Education Union has reported that pressure on teachers and children from cramming for SATs

“is extreme and school staff have very little time to deliver interesting, varied lessons, as they feel forced to ‘teach to the test’”.

Will the Government scrap SATs and put pupils’ wellbeing at the forefront of education policy?

There needs to be a proper look at the curriculum too, to ensure that all children have the opportunity to develop their creativity and are given the opportunity to study and engage in subjects such as art, music, drama and dance—I note the comments by the Minister for School Standards earlier. The OECD’s programme for international student assessment, known as PISA, measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges. The OECD is introducing a creative thinking assessment to PISA in 2022 as an optional additional assessment. It is immensely disappointing that England has opted out of that, and I ask the Minister to explain why.

There are other things that the Government should be doing to improve children’s experience of education. They should reinstate the £20 uplift to universal credit, because we all know that children who are hungry struggle to learn, and that it is no good for children’s wellbeing when their parents are struggling to pay the bills. Ministers should get behind the “Right to Food” campaign of my hon. Friend the Member for Liverpool, West Derby (Ian Byrne) and end the scandal of hunger and foodbanks once and for all. The Government should also get rid of the two-child limit in universal credit that punishes families with more than two children. The Government have responsibility for the wellbeing of every child. They should give every child access to qualified in-school counselling staff, as Labour would do, to provide psychological support for children when and where they need it.

If we are to look after our children, we need to look after their teachers too. The Government cannot be getting it right when, as National Education Union research has shown, two thirds of teachers in state-funded schools in England feel stressed at least 60% of the time and over half of teachers say that their workload is either “unmanageable” or “unmanageable most of the time”. Education policy has to be about the wider social environment in which children are growing up. If we have a Conservative Government who are determined to destroy public services, as we do at the moment, then our children will suffer and their futures will suffer too.

The massive cuts inflicted on Wirral Council by central Government since 2010 have left the future of numerous libraries in my constituency hanging in the balance. A loss of libraries and of skilled librarians does a huge disservice to the children of our country. Those cuts, too, have put the future of Woodchurch leisure centre and swimming pool at risk. How are the children supposed to learn to swim if they do not have a leisure centre because of these cuts from central Government? The impact of cuts to public services on our communities cannot be overestimated. The Government are creating cultural deserts and opportunity deserts, and children will suffer as a result.

[Madam Deputy Speaker (Dame Eleanor Laing)]

I call shadow Minister Stephen Morgan.

Draft Industrial Training Levy (Construction Industry Training Board) Order 2022

Margaret Greenwood Excerpts

Tuesday 26th April 2022 General Committees

[Alex Burghart]

Let’s try again. The construction industry is obviously vital to our country because its success is the UK economy’s success. The construction sector contributes about £155 billion to the economy, which represents 9% of our gross value added. The industry is made up of about 3.1 million workers, equating to 9% of the UK’s employment.

The Government are clear that construction is integral to achieving two of our main priority objectives in our plan for growth: levelling up and reaching net zero carbon emissions by 2050. Skills interventions will be critical to addressing current skills deficits and looking ahead to meet future construction labour market demands. However, the increased need for skills is not a challenge that the Government can address alone.

The Construction Industry Training Board was set up in 1964 and continues to play an important role by helping to shape interventions and communication to employers. I thank the CITB for working with my Department on this issue.

The draft order will enable the CITB to continue to raise and collect a levy on employers in the construction industry. The levy funds increased provision of skills for individual workers and employers in the sector. Over the coming three years, the CITB expects to raise around £505.2 million of levy funding to be invested in skills training.

[Margaret Greenwood (Wirral West) (Lab)]

As the Minister knows, the CITB has said that one of the things it will do to address the barriers to training the current workforce is develop a strategy to influence local provision to meet employers’ needs, linking to local skills improvement plans. It seems to me that if someone who wants to get into construction lives in an area where there are few construction companies, and none is involved in developing LSIPs, they may well struggle to find a relevant course. Will the Government ensure that people, particularly young people, who want to get into construction work can do so, even if opportunities in the area where they live are limited?

[Alex Burghart]

The hon. Lady makes an important point. Obviously, a lot of the skills work that we are putting forward is employer led. By that, we mean that we want students who are studying construction, or indeed another technical skill, at whatever level, to have the opportunity to do on-the-job training. That might be through T-levels or apprenticeships. At the moment, many colleges around the country are finding people who can offer that training, to give students the chance to step up through either a level 2 course or a T-level construction course. So although the availability of placements is to a certain extent limited by the nature of the industry in the area, it is essential that students have the chance to study on the job wherever possible. I hope that answers the hon. Lady’s question, but if she would like to come back, I am happy to respond again.

Members may recognise that small local construction firms in their constituencies say that the CITB pays out grants to cover the cost of certain construction training. Indeed, that is a significant percentage of its activity. It provides a grant system to employers to enable workers to access and operate safely on construction sites—for example, through health and safety training—to drive up skills and to incentivise training that would otherwise not take place.

--- Later in debate ---

[Alex Burghart]

As the hon. Lady will have heard me say to the hon. Member for Chesterfield, this is just one of the things we are doing. Our bootcamps are a new innovation that offer people of all ages a rapid route into employment. The construction route was very popular. It is important that the hon. Lady sees this in the round. She raises Brexit, but in my seven months in this job I have had the great pleasure of talking to further education colleges around England, and many principals have told me that there is new enthusiasm from employers to look at skills training in their areas, which did not exist before we left the EU. Lots of companies used to advertise internationally for skills as their first port of call, and people came in. They did not have to invest in training in their own areas. I am pleased to say that that is changing for the better for young people in England.

The work of the CITB will support strategic initiatives to help maintain vital skills in the industry and create a pipeline of skilled workers.

[Margaret Greenwood]

The Minister is being very generous. A point was raised in the other place about paragraph 10.1 of the explanatory memorandum and the small group of industry representatives that the CITB consulted to examine the current levy arrangements and how the levy should operate. The Minister there said:

“it is up to the CITB as to who it engages with.”—[Official Report, House of Lords, 25 April 2022; Vol. 821, c. GC9.]

I think it is important that the CITB engages with relevant unions on the levy. Can the Minister tell me whether he has any expectation, even though it might not be prescribed in law, that the CITB will consult with the unions?

[Alex Burghart]

I very much hope that the CITB will engage with all relevant stakeholders.

I will try to make some headway. The remit is broader still. The CITB develops and maintains occupational standards so that employees and employers are assured training is of sufficient quality. That also means that construction skills become more readily transferable, benefiting both employees and employers. The CITB has a critical role in horizon scanning, too. It uses research and labour market intelligence to understand the skills needs of the sector and to work with industry and Government to help ensure that construction has the right skills both now and in future.

Before turning to the details of the draft order, I want to highlight that the most recent levy order—the 2021 order—was for one year, not the usual three years. As we discussed a moment ago, a 50% reduction was prescribed in that year relative to the 2018 three-year order. That was to accommodate the CITB’s decision to allow levy payers a payment holiday in response to cash-flow pressures the industry was facing during the first covid lockdown. This three-year 2022 order returns to the levy rates prescribed by the three-year 2018 order: 0.35% of the earnings paid by employers to directly employed workers, and 1.25% of contract payments for indirectly employed workers such as contractors, for those businesses that are liable to pay the levy.

The industry, having been consulted on the CITB’s delivery strategy and levy rate, supported the retention of the higher exemption and reduction thresholds for smaller employers contained in the 2021 order. To run through those very quickly, construction employers with an annual wage bill of up to £119,999 will not pay any levy, while still having full access to CITB support. It is projected that approximately 62% of all employers in the scope of the levy will be exempt from paying. Larger companies will carry the burden. Employers with a wage bill between £120,000 and £399,999 will receive a 50% reduction on their levy liability, while also receiving full access to CITB services—that covers about 14% of employers.

Skills and Post-16 Education Bill [Lords]

Margaret Greenwood Excerpts

Report stage
Monday 21st February 2022 Commons Chamber

[Andy Carter]

It is a pleasure to follow the hon. Member for Stretford and Urmston (Kate Green) and to speak in this debate, because I spoke in the last such debate, and I was part of the Bill Committee, too. I will refer to new clause 1 and touch on new clauses 14 and 15, but I will start by echoing many of the comments of my right hon. Friend the Member for Harlow (Robert Halfon). This really is important legislation. Not only does it build on the commitment made in the Government’s 2019 manifesto to overhaul the training system in this country—a system that helps to support public services, existing businesses and the businesses of the future—but, most importantly, it prepares our future workforce with the skills that they will need to propel their careers, helping them to secure rewarding, valuable and well- paid jobs.

My recess week very much felt like preparation for this debate. I spent time at University Technical College Warrington meeting the students and their teachers. It is a fantastic skills-based school for young people aged 13 and above, including up to sixth form. I urge the Minister, wherever possible, to promote UTCs, because they provide something very special in many communities across the country.

After that, I joined the Minister for Higher and Further Education, the right hon. Member for Chippenham (Michelle Donelan), on a visit to my sixth-form college, Priestley College, to meet some of the first students in the country who are taking T-levels and, just as importantly, to hear from some of the employers that are offering them placements. It was a fascinating insight that I will talk more about in a second.

On Friday, I then met some of the new work coaches at the jobcentre in Warrington. They are helping people who are looking for work to match their skills to the current vacancies and to help them to navigate, where appropriate, the opportunities that allow them to return to college or to update their qualifications so that they can engage with employers. One of the Bill’s fundamental aims is to ensure that people can access training and learn flexibly through their lives with information about what employers really want to see. I pay tribute to the team at the Jobcentre Plus office on Tanners Lane who are very focused on helping young people, in particular, to find a way into employment through apprenticeships—on the dual effort of people not only getting into work but earning while they are learning.

I mentioned that, on my visit to Priestley College, we heard from some of the young people studying T-levels for the first time. They are the first cohort to do so, with Warrington having been chosen as one of the pioneering locations for the new approach. The message that came back from students was that T-levels were a really positive decision for them. As well as hearing from students who were studying digital production, design and development, and education, we also heard from the managing director of a digital marketing company based in Stockton Heath called Alcimi. It was one of the first companies to offer a placement to the students. What came across clearly was that the business had genuinely benefited from having young students as part of its team for a short period. On top of that, the community benefited because the company had set the students a community-orientated project, and the students had really benefited, because they had been into the workplace and had seen how a digital business worked today and the sort of things that they could expect in future. There is a huge benefit to come from T-levels.

I would like to touch on new clauses 14 and 15, which the hon. Member for Norwich South (Clive Lewis) spoke to. I understand some of the points that he is making with the new clauses. I am very pleased to see the north-west getting support from Government to press ahead with the game-changing HyNet project—dealing with hydrogen carbon capture and storage—creating probably about 5,000 jobs. We will need to improve skills in that area and develop a future workforce. Filling those roles is a huge challenge, but the Government’s approach through local skills improvement plans is the route to solving that problem, rather than necessarily forcing this to relate to previous areas of employment, as new clauses 14 and 15 would.

I say to the Minister, and I raised this in Committee, that areas such as Warrington, which sit mid-way between two very large mayoralties—Greater Manchester and Merseyside—have people who grow up and study in one area and will then want to work in the other. It is important to make sure that employers in the wider skills area—perhaps in the mayoralties—that are looking to recruit from somewhere such as Warrington take account of the needs of those areas, too.

Finally, I will briefly mention new clause 1. The Chair of the Education Committee has come to visit Thorn Cross Prison, where a tremendous amount of work is going into retraining prisoners as they come to the end of their time inside. Many of the prisoners there are very keen to engage in their future development with apprenticeships, so I am keen for the Minister to continue to look at that.

I very much welcome the Government’s approach. They are tailoring skills and the workforce to the local area, and it is being led by business. I look forward to supporting them this evening.

[Margaret Greenwood (Wirral West) (Lab)]

According to the National Literacy Trust, more than 7 million adults in England have very poor literacy skills. That is 16.4% of the adult population. Someone who struggles to read and write, or who cannot read or write at all, experiences disadvantage daily. It is a form of deprivation that can lead to isolation and poverty and cause deep personal frustration, as was clear in Jay Blades’s programme “Learning to Read at 51”, which I highly recommend to hon. Members and Ministers.

My new clause 16

“would require the Secretary of State to, every two years, review levels of adult literacy in England, publish the findings of that review and set out a strategy to improve levels of adult literacy in England.”

We cannot afford to leave people to fend for themselves, barely able to read and write. Of course, it makes no economic sense either.

I also believe that it is important that there is a rich and varied educational offer in all parts of the country, as well as strong skills provision. Education is not just about finding a job, hugely important though that is, but about personal development, engaging with the world, pursuing interests and developing critical thinking. I am concerned that the Bill may lead to a reduced educational offer and a narrowing of educational opportunity because of its focus on employer representative bodies leading the development of local skills improvement plans.

A person living in an area where most available work is in agriculture may want to pursue a completely different career path. How can their local employer representative body cater for them? The Minister will be aware that Billy Elliot lived in a mining community but did not want to go down the mine. His local employer representative body would doubtless have said, “There’s no call for ballet dancers round here,” so his talent and passion would have gone to waste. Surely it cannot be right that people’s ambitions should be constrained by the needs of local employers.

We ignore the value of our cultural sector at our peril. My new clause 17 would require the Secretary of State

“to review the availability of humanities, social sciences, arts and languages courses at Entry level to Level 4 in areas to which an LSIP applies. It would also require the Secretary of State to take steps to remedy inadequate availability of the courses.”

From my own experience as an adult education tutor, working in an area of deprivation, I know the importance of offering courses that people can enjoy. I know, too, how transformational adult education can be, and that one of the best ways to support people to access the labour market is to build confidence, expand horizons and offer educational opportunity.

My amendment 18

“would require the Secretary of State to draw on responses to a public consultation run by the relevant local authority, when publishing a local skills improvement plan for a given area.”

There is immense expertise and insight in every community, so it makes sense to draw on them. Such a consultation would be open to local providers, educationists and trade unions, as well as the general public. It could prove to be an important local conversation about the potential that is there to be developed.

If adult education is to expand and flourish, it is important that barriers to learning are removed. If someone is in receipt of universal credit, they should not be disincentivised from engaging in training or education, so I support new clause 5, which stands in the name of the hon. Member for Waveney (Peter Aldous). I also support amendment 12, in the name of my hon. Friend the Member for Chesterfield (Mr Perkins), which

“would require…a review of the operation of the apprenticeship levy, and…to pay particular regard to ensuring that sufficient apprenticeships at level 3 and below are available”,

and new clause 1, in the name of the right hon. Member for Harlow (Robert Halfon), which would enable prisoners to participate in apprenticeships.

I urge the Government to take action to address the very high levels of poor literacy among adults, to ensure the provision of a broad curriculum in adult education that includes the arts, social sciences and humanities as well as vocational training, and to give local people, providers and trade unions the opportunity to have a say in the post-16 education and training made available in their communities.

[Peter Aldous (Waveney) (Con)]

I welcome the Bill because it provides the means to address problems that have hung over the UK for far too long and to meet future challenges. It has been closely scrutinised, both in this Chamber and in the other place. Some amendments have been made that the Government have accepted, but there is still room for improvement.

I urge the Minister to take on board new clauses 2 and 3, which are in the name of my right hon. Friend the Member for Harlow (Robert Halfon), and new clause 4, which is in the name of my right hon. Friend the Member for Kingswood (Chris Skidmore). I would also be grateful if the Minister gave full consideration to new clause 5 and amendment 2, which are in my name. New clause 5 would enable people who are trapped in low-paid, insecure roles with limited progression opportunities to acquire the skills to progress into well-paid, secure and rewarding jobs, thereby delivering levelling up and eliminating the productivity gap that has been part of the UK economy for far too long.

Skills and Post-16 Education Bill [Lords]

Margaret Greenwood Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[Gill Furniss]

I have spoken to the principals of Sheffield College and Longley Park sixth-form college in my constituency and they are extremely concerned about the proposals.

Four of the five most popular courses at Longley Park sixth-form college are applied generals. Such qualifications can help young people to gain entry to university or, indeed, enable them to access employment or further training. Longley Park is a sixth-form college at the heart of a council-housing estate in a deprived area that ensures that 1,200 young people a year enter adulthood with a level 3 qualification.

It seems that the Bill attempts to solve a problem that many local colleges have already addressed. For example, Sheffield College has 2,500 employer partners. Having successfully built these relationships over many years, the college offers a varied choice of qualifications and employment opportunities to students and prospective students of all ages across the city. That is why it is of great concern that under the Bill the Secretary of State will choose the employer representative bodies. There is very little detail on how the Secretary of State will make such decisions. If the Government are serious about levelling up, the Bill must ensure that local leaders get a say in how local ERBs are formed and who serves on them.

Over the past 15 or so years, the number of adults in further education has fallen by half. Over that same period, funding has been cut by two thirds. Boosting the number of adult learners is key to driving down poverty and fulfilling the levelling-up agenda. The lifetime learning guarantee is welcome, but I agree with the Association of Colleges, which wants to see the scheme broadened to include a wider range of courses and the ability to undertake a second level 3 qualification, so that people can retrain and reskill. There are also concerns that the guarantee has no statutory footing. I urge the Government to demonstrate their commitment to the guarantee and to give it a wider scope on a statutory footing in the Bill.

Ultimately, the post-16 education sector is ready to deliver a boost in skills and to play its part in levelling up. However, the sector cannot do that without the significant investment it has been calling for over the past decade. I hope that the Bill progresses through this House in a collaborative way and that the Government will listen sincerely to Opposition Members who want to help to improve it and to make sure that our education system works for the needs of learners, the economy and local communities.

[Margaret Greenwood (Wirral West) (Lab)]

Will my hon. Friend give way?

[Gill Furniss]

I will carry on.

In conclusion, for the Bill to be successful, the Government must ensure that colleges receive the funding that they need and the recognition that they are experts in their field and are already committed to the skills agenda. The big question is whether the Government share their ambition. I urge the Minister to confirm that they do and to do so with actions, not words.

--- Later in debate ---

[Chris Skidmore]

My hon. Friend’s intervention brings me to my second point, which is about the need to take a truly place-based approach to these reforms, if they are to succeed. We cannot necessarily legislate, top-down, and expect the reforms somehow to be successful. We have to involve local communities, because they know what will work in their local ecosystems. Many points have been made today about the role of employers. I would also say that universities are missing from the local skills improvement plans. The former Secretary of State, my right hon. Friend the Member for South Staffordshire (Gavin Williamson), made a point about the involvement of universities; they should be written into the Bill as part of the local skills improvement partnerships.

I know that we have had a review of the form and function of local enterprise partnerships. It may be that the levelling up White Paper brings further light on their role. There is enormous variability in the actual skills base of local enterprise partnerships to understand what is needed when it comes to delivering local skills. If we are going to level up, we want to ensure that we level up the capacity and capability of local actors to deliver on the ground, so ensuring that we get the correct place-based approach is important. I do not mind which actors locally are involved in the partnerships. I just think that it should be up to local communities to help forge the approach.

Let us look at what is happening in the Health and Care Bill, for which I have sat on the Bill Committee. We have seen that local approach with integrated care boards and integrated care partnerships. The Government are trusting them to come up with their own membership; it is not prescriptive. We have to try to demonstrate the same level of trust in education at a local level as we are doing with health through that Bill.

[Margaret Greenwood]

The right hon. Member is talking about the Health and Care Bill and trusting that this will all be okay; it is as if fingers have to be crossed and things are devolved down to a local level. Given the very high number of Members of Parliament with financial interests in private health, this is a dangerous road to go down. Will he revisit the view that he has just expressed? That Bill is a privatising Bill that is going to make it harder for people to get healthcare. It will open up the whole thing to the private sector in a way that we really need to object to.

[Mr Deputy Speaker (Mr Nigel Evans)]

Before you respond to that, Mr Skidmore, the time limit will be four minutes after you have finished your contribution.

--- Later in debate ---

[Margaret Greenwood (Wirral West) (Lab)]

Since 2010, Conservative-led Governments have cut adult education budgets by half, damaging the life chances of people right across the country. They have pursued an ill-conceived austerity agenda and our society is the poorer for it.

Being able to read and write is essential to full engagement in society. Illiteracy blights lives. It prevents people from getting decent employment, is the source of immense disadvantage in navigating the various social structures on which we all rely at some points in our lives, whether that be housing, health and care services, education or social security, and it leaves people vulnerable to exploitation.

These profound disadvantages are experienced by the more than 7 million adults in England who, according to National Literacy Trust estimates, have very poor literacy skills. That is 16.4% of the adult population. Tackling the crisis in adult literacy therefore must be a priority for Government.

The Government made an announcement in the autumn Budget about funding for a new UK-wide numeracy programme to improve basic maths skills, but I ask the Minister where the money is to address the crisis in adult literacy. As the Workers’ Educational Association has pointed out, little in the Bill directly supports learners who want to study below level 3. Without targeted support for community learning below level 3, there will be limited pathways for the most disadvantaged learners—those furthest from the workforce—to progress into further education and/or work.

It is also important that the Government consider the barriers potential learners face. When I was an adult education tutor I met many people who wanted to improve their situation and career prospects but who were unable to get the education they needed as they were constrained by social security rules. The amendment tabled by the Bishop of Durham in the other place requiring the Secretary of State to review universal credit conditionality to ensure that adult learners who are unemployed and on universal credit remain entitled to universal credit if they enrol on an approved course is incredibly important. Nobody should be barred from education because of their employment status.

It is really disappointing that the Government intend to press ahead with plans to defund the majority of BTEC qualifications in spite of the high value placed on BTECs by students, employers and universities. Around 230,000 students achieved their level 3 BTEC qualification this year. It is notable that the Department for Education’s own impact assessment concluded that pupils from disadvantaged backgrounds will lose out the most from the move to scrap most BTEC funding. At a time when we have deep inequality in the country, more than 14 million living in poverty and a serious depletion of opportunities for adult education as a direct result of Conservative Government austerity, that cannot be right. Adult education has the power to transform lives and to embed in communities a culture of learning that we shouldall be able to enjoy. It is important that the Government ensure that opportunities are available to people regardless of where they live and their employment status, and that financial barriers are removed.