Childcare Entitlements

Maria Miller Excerpts

Tuesday 23rd April 2024 Commons Chamber

[David Johnston]

I do not think the hon. Lady has listened to the content of any of the answers I have given. We work with every local authority in the country. Local authorities have a statutory duty to ensure that there are a number of places available, and we work with every local authority to ensure that they have sufficient places, including for children with special educational needs. Not a single local authority is reporting that it does not have sufficient places.

[Dame Maria Miller (Basingstoke) (Con)]

I very much welcome my hon. Friend’s statement, particularly because in Basingstoke two in three parents of two-year-olds are already using childcare, so they can apply for and benefit from this extra support. Will he talk a little more about how this will help give more parents the opportunity to get back into employment, which can be particularly important for us when we are looking to address the gender pay gap?

[David Johnston]

My right hon. Friend is absolutely right. One of the things that might happen with this expansion is that parents will for the first time have childcare for their two-year-olds. The other thing is that, because they can claim 15 hours, they might increase the hours they were already paying for, to relieve the pressure on their finances. So she is absolutely right about the labour market impact. The Office for Budget Responsibility said that it expected 60,000 people to enter the workforce and 1.5 million to increase their hours as a result of being able to access this childcare, which will be a huge benefit to the economy.

Oral Answers to Questions

Maria Miller Excerpts

Monday 11th March 2024 Commons Chamber

[David Johnston]

My right hon. Friend is running an excellent campaign and we are impressed with the speed with which Essex has moved to consultation. I cannot pre-empt the Department’s decision, but what we have heard so far suggests that a very strong case will be put to the Department. We are also about to allocate the remaining £900 million of capital funding for special educational needs schools, from which Essex will of course benefit.

[Dame Maria Miller (Basingstoke) (Con)]

9. What progress her Department has made on ensuring that more schools achieve good and outstanding ratings by Ofsted.

[The Secretary of State for Education (Gillian Keegan)]

Under the last Labour Government, only 68% of schools were rated good or outstanding, letting down a generation of children. Thanks to this Conservative Government, that number now stands at nearly 90%. In the last year alone, 214,000 more children now attend good or outstanding schools, and I am delighted that this now includes the Lord Derby Academy in Knowsley, which I visited last week. Our plan to give every child a world-class education is working. Labour has no plan. Remember that it has twice stood on a manifesto to abolish Ofsted. It is clear that every time Labour gets into power, children’s education suffers.

[Dame Maria Miller]

Nine out of 10 of the schools in my constituency are good or outstanding, reflecting this Government’s commitment to high standards and the incredible hard work of the staff and the school leadership, but special schools have struggled to achieve the same in my constituency. How is my right hon. Friend helping them to get to where we want them to be, where they can all be good or outstanding?

[Gillian Keegan]

My right hon. Friend is absolutely right that Basingstoke’s schools have been transformed over the past decade, up from just 52% rated good or outstanding under Labour. We have recently brought in two of our strongest specialist multi-academy trusts to drive improvement in special schools. Solent Academies Trust is now responsible for Dove House School, and Chiltern Way Academy Trust will shortly be taking over three local underperforming special and alternative provision schools, two of which will receive significant capital investment from the Department to support the education of vulnerable children.

Mentoring

Maria Miller Excerpts

Wednesday 24th January 2024 Westminster Hall

[Dame Maria Miller (in the Chair)]

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

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

I beg to move,

That this House has considered the matter of mentoring.

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

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

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

Oral Answers to Questions

Maria Miller Excerpts

Monday 11th December 2023 Commons Chamber

[Gillian Keegan]

I know how hard parents fight to get the right support for their children. Sometimes that takes too long, and I am determined to make that easier, which is why we are simplifying and standardising the EHCP process. However, to deliver that support, we need our fantastic teachers, teaching assistants and specialist SEND teachers; without them, we could not provide children with the support they require. That is why we are boosting training opportunities through a new national professional qualification for special educational needs co-ordinators, which will be launched in autumn 2024, and investing a further £21 million to train 400 more educational psychologists. We are also training up to 7,000 early years specialists, over 5,000 of whom have begun their training. We now have 280,000 teaching assistants in our schools, an increase of over 60,000 since we have been in office.

[Dame Maria Miller (Basingstoke) (Con)]

One in 10 children in education in my constituency receives special educational needs support. Thanks to the Department for Education, we have had a new special school, the Austen Academy—that is a free school—and significant increases in budgets, but can we also ensure that teaching children with special needs is a mainstream part of teacher education? Supporting children with special educational needs every day is now a mainstream part of school.

[Gillian Keegan]

I thank my right hon. Friend for her question. That is exactly why we are developing a new NPQ for SENCOs, which will launch in autumn 2024, and are inputting into the standards for teacher training to ensure that everybody has an understanding of how best to support children. There are now a lot of children with special educational needs, and we all need to know how to support them better.

Reinforced Autoclaved Aerated Concrete in Education Settings

Maria Miller Excerpts

Monday 4th September 2023 Commons Chamber

[Gillian Keegan]

Thank you, Madam Deputy Speaker. I think I answered the hon. Lady’s question. The information will be published this week. Everything will be fully funded: the mitigation, any revenue that is required on a case-by-case basis, and also the rebuilding of the schools.

When it comes to doing a good job, I make no apologies for praising the work of the Department for Education. Not my work, no, but the work of colleagues, of schools and of professionals who have helped to ensure that we are not sending children back to school without the guarantee that they will be safe. I have had teams working for weeks and all weekend to get portacabins, to find alternative sites and to help put in place urgent mitigations. Those people are doing a brilliant job and I want to thank each and every one of them.

[Dame Maria Miller (Basingstoke) (Con)]

My right hon. Friend is absolutely right to put the safety of children first and to take a cautious approach, but I know from speaking to headteachers in my constituency that her Department has been speaking to schools about RAAC and how to mitigate it not just for weeks or months, but for years. One of my schools, in Cranbourne in Basingstoke, already has in place a plan with her Department for how to resolve that problem, but the new technical guidance has thrown up two suspected cases of RAAC in my constituency. Could she outline for parents how quickly those suspicions will be either confirmed or negated, so that those schools can continue to function fully in the future?

[Gillian Keegan]

I thank my right hon. Friend, her local authority and her responsible bodies for responding to the questionnaire. Ninety-five per cent. have done so, which is why I am really worried about the 5% that have not. We will survey those with suspected cases in the next few weeks—we will probably get to them in the next two weeks. About two thirds of those surveyed turn out not to have RAAC, but we want to know exactly where it is. We want to make sure we completely mitigate all those cases.

Oral Answers to Questions

Maria Miller Excerpts

Monday 17th July 2023 Commons Chamber

[Gillian Keegan]

I absolutely agree with my right hon. Friend. This is something we have already announced: we will invest £2.6 billion in building more special schools. We are getting another one in Sussex and many hon. Members are getting more special educational needs schools in their areas. We would be very happy to work with him and Essex County Council to ensure the right provision in Essex for all children who have additional needs.

[Dame Maria Miller (Basingstoke) (Con)]

I pay tribute to all the staff and teachers at my local FE college, Basingstoke College of Technology for all the work they do to ensure that young people in my constituency are ready for work. The reform of BTECs is causing some uncertainty when it comes to staffing for the future in the college. Will my right hon. Friend join me and headteacher Anthony Bravo for a meeting to discuss those concerns, so that we can continue to ensure that the young people of Basingstoke are work-ready in large numbers?

[Gillian Keegan]

Yes, I am always happy to meet my right hon. Friend and her college. I have had many meetings on this subject. We are focused on ensuring that high quality T-levels are introduced across the country in all colleges, so that young people can access them. We are also looking, side by side, to see what BTEC qualifications will sit alongside A-levels as part of our level 3 offer.

Office for Students

Maria Miller Excerpts

Wednesday 26th April 2023 Westminster Hall

[Emma Hardy]

I thank everyone who has taken part in the debate. The Minister knows how to charm me: he talked about how good Hull University is, and of course I agree. That brings me to my favourite fact about it: there are more graduates from Hull University in the Houses of Parliament than from any other university, partly because of its internship programme.

Nobody minds bureaucracy and paperwork if their purpose is seen as improving outcomes for students; as a teacher, I never minded that. The core of the issue is that although some OfS bureaucracy does make a difference—I share the Minister’s thoughts about the equality risk register—so much of it does not improve outcomes for students. In fact, it has a detrimental impact as it drives resources and energy away from the necessary focus on students. I welcome the fact that the Minister is going to look at some of my examples.

On the issue of the chair of the OfS, I should say that the Minister and I served together for a few years on the Education Committee—he cares about education, as does everyone in this room. I just believe that we deserve an OfS chair who genuinely cares about education as much as we all do.

[Dame Maria Miller (in the Chair)]

Before I put the question, I offer a sincere apology to the hon. Member for Sheffield Central (Paul Blomfield). I started the debate six minutes early because I knew that we would fill every moment, but I could see that he had made every effort to be here by 4.30 pm. I hope he will understand that, in starting early as we did, we gave the debate an extra few minutes—including an extra few minutes’ scrutiny of the Minister, which I am sure the Minister appreciated.

Question put and agreed to.

Resolved,

That this House has considered the Office for Students.

Oral Answers to Questions

Maria Miller Excerpts

Monday 28th November 2022 Commons Chamber

[Nick Gibb]

Improving school sport and PE is a key priority, and we recognise the important role that they play. We are considering arrangements for the primary PE and sports premium for the 2023-24 academic year. I pay tribute to the headteacher of Ferryhill Station Primary School for achieving “good” in the Ofsted inspection.

[Dame Maria Miller (Basingstoke) (Con)]

The Government funded 128 new special educational needs places at the Austen Academy in Basingstoke, which opened about a year ago, but a new, permanent academy trust is needed to operate the school. Will my hon. Friend meet me to discuss the importance of making that appointment swiftly?

Religious Education in Modern Britain

Maria Miller Excerpts

Tuesday 1st November 2022 Westminster Hall

[Ian Byrne (Liverpool, West Derby) (Lab)]

I thank the hon. Member for bringing this important debate to this place.

Yesterday was a day of mixed emotions for me as it was the end of De La Salle School in my Liverpool constituency of West Derby: the school was handed over to a non-faith academy. I want to thank the De La Salle Brothers for their fantastic service to West Derby and nearly 100 years of Catholic education, which positively changed the lives of so many of my constituents. That ended yesterday.

While I will work closely with the academy to ensure that our children continue to get excellent education, does the hon. Member agree that it is crucial that religious literacy is improved? Religious literacy is so important at a time when persecution and the limiting of religious freedoms have increased globally. It is also crucial to maintain the independence and integrity of the subject in schools of a religious character. In Catholic schools in particular, the academic discipline of RE is based on theological teaching, which is already vigorous and has been developed and refined over centuries.

[Dame Maria Miller (in the Chair)]

Order. I remind Members that it is courteous to those present for the debate to ask questions, not make statements. If any Member wishes to make a speech, please catch my eye.

[Martin Vickers]

The hon. Gentleman makes some important points, many of which I would agree with.

On provision from academies without a religious character, 13% report zero hours. What action are the Government taking to improve that state of affairs? I hope the Minister will directly address the fact that there should be a national plan for RE, and the fact that all secondary school teachers of RE should be well qualified and specifically trained to teach high-quality RE, either through initial teaching education or continuing professional development. The Government must reintroduce initial teacher training bursaries for RE to support trainee teachers into the profession.

On a national plan for RE, the national curriculum is used as a benchmark for standards in other subjects; if academies do not choose to follow it, they must provide a curriculum that is similarly broad and ambitious. However, there is no national standard for RE, and therefore no effective means to challenge weak or even invisible provision. Former schools Ministers have argued that RE is a vital part of fostering understanding among different faiths and beliefs. Despite that, by the Government’s own admission, no Government money was spent on RE projects in schools over the five years between 2016 and 2021. By way of comparison, during this time English has received £28.5 million, music £387 million, maths £154 million and science £56 million. I suggest there should be a national plan for RE, at least on par with music.

I turn to teacher training and bursaries. At present there are insufficient RE specialists to meet the demand in secondary schools. The Department for Education has missed its recruitment target for secondary RE teachers in nine of the last 10 years, whereas the total number of secondary teachers in history and geography has risen over that period by 6% and 11% respectively. The number of teachers of RE declined by almost 6% during that time.

Recently, the Department for Education failed to include RE in the list of subjects eligible for initial teacher training bursaries, meaning that trainee RE teachers continue to have no financial support from Government despite historic under-recruitment. The result is that pupils are now three times more likely to be taught RE by someone with no qualification in the subject than, for example, in history. RE often becomes the lesson filled by a teacher of another subject with a few spare lessons on their timetable. Recruiting sufficient specialists into training takes such a long period that it leaves senior leaders with no choice but to cut RE or fill lessons with teachers who mainly teach another subject.

Ofsted inspections can make or break a headteacher’s career. Their ratings can affect pupil admissions and, consequently, capitation funding. They can attract or put off high-quality applicants for teaching posts. As a result, school teachers frequently pay more attention to Ofsted than guidance from the Department and even the law. Evidence from a 2019 survey conducted by the National Association of Teachers of Religious Education showed that 61% of academies without a religious character received an inspection rating of “good” or “outstanding”, while only 50% of non-faith academies were compliant with their duties for delivering RE. Of community schools, 62% received a “good” or “outstanding” rating, but only 60% were RE-compliant. This contrasts with Ofsted’s approach to teaching other aspects of a school’s basic curriculum, which sits outside the national curriculum.

Failure to deliver relationships and sex education— the subject RSE—that meets Ofsted standards almost guarantees a rating of “requires improvement” or “inadequate”. In its report “The Watchmen Revisited” from February 2020, the think-tank Policy Exchange suggested that Ofsted defended this position by saying that the teaching of RSE is a matter of providing for the personal development of pupils, whereas the teaching of RE is simply about compliance with the law.

The Policy Exchange report concluded,

“We consider this approach concerning. Firstly, the view that RSE is of importance in personal development but that Religious Education is simply about compliance is a value judgement that suggests a lower importance is being placed upon matters of faith than upon other subjects. More fundamentally, regardless of a person’s individual beliefs about the relative importance of RSE or Religious Education, it is not the role of Ofsted to determine which statutory obligations schools should, or should not, be required to comply with, but rather to inspect according to the democratically expressed will of Parliament, or, in cases of Department for Education policy, the will of its democratically elected Ministers.”

It may also help if I remind hon. Members that the UK Government is a co-signatory to the statement on freedom of religion or belief and education, which states that signatories will commit to

“prioritising inclusive curricula and teaching, matched to all students’ needs, regardless of their background, that provides foundational skills for all”.

Signatories will also

“support teaching that promotes the equality of all individuals, regardless of their religion”.

I am sure the Minister will agree that freedom of religion or belief is a key principle that must be upheld. By taking the actions I have outlined today, we can be sure that the UK remains fully aligned with that principle. Sadly, a lack of knowledge and understanding about religious and non-religious world views, exacerbated by the reduced provision of RE, limits school leavers’ ability to have respect and tolerance for people with different religions and beliefs in their own communities.

The rise of faith hate crime in Britain is another indicator that more high-quality education in religion and world views is needed. RE is essential in equipping young people with the knowledge they need to work and interact with those who have different perspectives. It not only plays a vital role in ensuring that young people receive a broad and balanced education; it also ensures that our children are well equipped to interact and engage with their peers in our local communities.

--- Later in debate ---

[Sir Edward Leigh (Gainsborough) (Con)]

Happy All Saints’ day, Dame Maria. I congratulate my hon. Friend the Member for Cleethorpes (Martin Vickers), who indeed is a very good friend, on securing this debate.

It is not all doom and gloom. There is an extraordinary, vibrant faith school sector in this country that provides tolerance and superb religious education. Indeed, I was a bit torn over whether to come to this important debate or to the mass at my granddaughter’s primary school this morning; however, I could not miss this debate because the subject is so important. My hon. Friend the Member for Cleethorpes made a powerful case in his introduction to the debate. It is extraordinary and, in a way, shocking that one in five schools offers zero hours of religious education. That is around 500 secondary schools. My hon. Friend is therefore right to say that children are subject to a postcode lottery. The entire thrust of our education reform since 2010 has been to drive up standards in all subjects.

It is a fundamental principle that parents are the primary educators of their children; that is in the universal declaration on human rights and the European convention on human rights. The state’s role, then, is to act as the agent of parents and facilitate their role. That we have a diverse ecosystem of schooling in this country reflects that our society is a rich tapestry, rather than a boring grey cloth. Each child is an individual, and finding a school or other educational route that matches and suits the needs and nature of that individual child is the task of their parents.

I agree with my hon. Friend the Member for Cleethorpes that we need a national standard in religious education. I am rather bemused at the decline of religious education and the ability of so many schools to ignore what is in the Butler Education Act and more recent guidance. As I understand it—the Minister can comment on this—it is the duty of schools to provide some religious education.

My hon. Friend, again, is right to say that parents need the tools to challenge poor or non-existent provision. We need to give them the levers that they can pull to raise standards in our schools and hold staff and school leadership to account. The statistics he has cited regarding the number of RE specialists are disconcerting. We know—it is clear from this debate—that the current provision of RE in schools is not enough, but it seems that we also do not have the number of properly trained specialists to meet the existing level of provision. I hope this debate may make a difference.

I am sympathetic to our Education Ministers. I think we have achieved great things since 2010, and the Minister of State, Department for Education, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb), has achieved so much himself; I think of him a lot as I try to converse with my granddaughter, who is learning through phonetics, rather than the alphabet that I was brought up on. The Minister has achieved great things, and he and other Ministers have been responsible for the free schools programme that has fundamentally shifted the balance away from a decrepit, left-leaning echo chamber in education provision. Parents have been put in the driver’s seat, and we have greatly lowered the barriers to entry into the education sector for those who wish to start new schools. However, there are still problems that need working out.

In that context, I mention the faith schools admissions cap, which I have campaigned against for many years; the Minister is well aware of my views. I am disappointed that we have not got rid of the totally counterproductive admissions cap for faith-based free schools. It was introduced as a sop to our Liberal coalition partners in the wake of the Trojan horse scandal, when Islamist extremists were infiltrating schools. That policy has been a total failure—it has not achieved what it was supposed to. First, all the schools involved in the Trojan horse scandal were secular, not faith based.

Secondly—this is the key point—the admissions cap only hits schools that are over-subscribed from outside their faith grouping. Whatever their merits or virtues, Islamic-run state schools tend to educate members of their communities and receive very little interest from non-Muslims. Catholic schools, on the other hand, are incredibly popular with non-Catholics, but although Catholic schools educate many non-Catholics, their primary purpose is obviously to provide a Catholic education to Catholic children. For that reason, our Catholic schools have not been able to take part in the free schools programme. In fact, the only practical effect of the cap is to prevent new Catholic schools from being founded. The policy is not even in legislation—all it would take is the Education Secretary’s signature for it to go away. In our 2017 manifesto, we made a promise to parents that we would scrap the counterproductive admissions cap and allow the Catholic schools sector to expand. We have still not fulfilled that promise, and I very much hope that when the Minister sums up the debate, he will deal with that issue.

Returning to general matters, I know—we all know—that Ministers are balancing a wide range of priorities, but our job in this debate is to remind them that RE is important, and needs to be backed up with funding and support. We last had a debate on this subject in 2011, as my hon. Friend the Member for Congleton (Fiona Bruce) mentioned. She was far too modest; it was her debate. Since that time, she has been made the Prime Minister’s special envoy for freedom of religion or belief. She made a point that I will repeat, because it is obvious: the fact that we live in a world where persecution of people for their religious beliefs or world view is increasing only reinforces the importance of religious education as a school subject, and religious literacy more broadly. The hon. Member for Plymouth, Sutton and Devonport (Luke Pollard) spoke powerfully in that respect—I think we all agree with everything he said, and he said it in a very moving way.

My hon. Friend the Member for Congleton is right that as Britain becomes more diverse, we face more challenges. There is a danger that Britons know less and less about their own background, and how central Christianity has been to the development of our society—to our family of nations, our monarchy, our democracy and our constitution. Indeed, Christian iconography is all over this building. Meanwhile, Britons from newer communities often have very vibrant and active religious faiths: Christian, Muslim, Hindu and otherwise.

Without sufficient religious education in schools, there is a danger that newcomers will find there is no culture to assimilate or acclimatise to, because the natives have forgotten it themselves. We need a holistic and inclusive approach that teaches pupils about not only their own faith, which is vital, but others; in this country, Judaism, Islam and Hinduism are important. Catholic schools in England and Wales devote at least 10% of their curriculum to RE, which allows them to do preciously that. Pupils in Catholic schools spend more time learning about other faiths and world views than students in most secular schools. Despite over a third of pupils in Catholic schools being non-Catholic, the withdrawal rates are almost non-existent at 0.02%, according to the Catholic Bishops’ Conference survey data. I wonder if the lessons from the model that Catholic schools provide could be deployed in other state schools. This is an excellent and important debate, and I hope it makes a difference.

[Dame Maria Miller (in the Chair)]

We now move on to our last two speakers before I call the Front Benchers at 10.37 am. Perhaps the two gentlemen could split the time between them, so that we can get everybody in—that is about seven or eight minutes.

Schools White Paper

Maria Miller Excerpts

Monday 28th March 2022 Commons Chamber

[Nadhim Zahawi]

This White Paper will define the role of each of those stakeholders that the hon. Gentleman just described in the system. With that clarity, and the support for good leaders in local government, good leaders of multi-academy trusts and—to push back slightly, with respect—the great leadership in Ofsted, we will deliver for those children that we all want, and I know he wants, to see delivered for.

[Mrs Maria Miller (Basingstoke) (Con)]

I welcome the White Paper and my right hon. Friend’s real focus on excellence in our schools, but we can only deliver world-class numeracy and literacy if schools are safe places to learn. The Government’s own inquiry last year pointed out that every school should assume that its students experience sexual harassment and online abuse at school, so will he include as central to his plans the culture in our schools and the roll-out of relationships and sex education?

[Nadhim Zahawi]

My right hon. Friend is right to highlight that issue. I was in the Department when we rolled out relationships education and relationships and sex education in the curriculum, teaching young people what healthy relationships are like and how to identify unhealthy and abusive behaviour. That is a priority for me and it is in the White Paper under paragraph 80.