Education (Careers Guidance in Schools) Bill

Mark Jenkinson Excerpts

2nd reading
Friday 10th September 2021 Commons Chamber

[Mark Jenkinson (Workington) (Con)]

I beg to move, That the Bill be now read a Second time.

When my name was first pulled out of the private Members’ Bill ballot, I was presented with a wonderful surprise and a rare opportunity—a chance to take forward real and meaningful change on a matter that is very close to my heart: helping young people to realise their potential. This Bill affords us a genuine opportunity to put words into action by changing the law to extend careers provision in schools.

At present, the statutory duty to provide careers guidance falls on maintained schools, special schools and pupil referral units, but not academies, although many academies do indeed have a contractual obligation to secure independent careers guidance through their own funding agreements. This landmark piece of legislation will seek to address this anomaly by placing the same requirement on all types of state-funded secondary schools, helping to create a much more level playing field. It is also paramount that the advice available to our young people should be consistent, of the highest quality and accessible across the board. The standard of guidance should be based not on a postcode lottery, but on a set of clear principles with the best interests of the children at its heart.

As a father of four, I am acutely aware of the many challenges that children face in school and how difficult it can be to decide on a suitable career path. Choosing a career can be an incredibly daunting experience; I am 39 and I still do not know what I want to be when I grow up. Without the proper guidance, it is easy for young people to find themselves on the wrong path and facing in the wrong direction.

We need early ongoing discussion that involves the young person in a process of continual reorientation, making them aware that they are masters of their own destiny and allowing them to make informed choices at every stage of their journey. This will allow for intervention and advice to prevent them from going too far down a blind alley or a career cul-de-sac, and discovering too late—or certainly not as early as they would ideally like—that they are not where they would like to be. That is why it is so important that we give our young people the best careers advice we can at the very earliest opportunity.

The choices we make at school during this critical early phase help define who we are, what we go on to achieve and ultimately who we become. This legislation is also particularly important and timely given the disruption caused by covid-19. We know that many young people are understandably anxious and uncertain about their education and employment prospects in these unprecedented times. Their ideas about their next steps may well be changing as they respond and adapt to the considerable challenges ahead. We have a saying that the north wind made the Vikings—in other words, adversity can be beneficial if we use it as an opportunity to make us stronger, but even the Vikings would not have got far on their nautical adventures without suitable navigation tools or the right skills. That is why it is so important that young people receive the right advice at the right time to make the right choices for them.

In my constituency of Workington, there are pockets of deprivation and unemployment. As someone who grew up in the heart of northern working-class communities, I am aware of the stark disadvantages faced by so many young people. They have so much to contribute, but often they are written off far too soon. Recognising the existence of a problem is the first step in solving it, and we must close this attainment gap and ensure that no child is left behind. If we are serious about levelling up, giving all children access to careers advice is one of the most important weapons in our arsenal.

Young people need support to understand their options and to act on them. Careers guidance helps them make sense of the labour market and navigate successfully into education, training or employment. Providing this enhanced careers education and guidance makes economic sense, too, because it will contribute to a high-skills, high-productivity recovery. It will support all young people in developing the skills and attributes they need to succeed in the workplace, and in some cases will nurture the community leaders of the future.

[Mr Peter Bone (Wellingborough) (Con)]

My hon. Friend is making a powerful speech. Can I be clear that the Bill extends the statutory duty to academies to provide careers advice? I am shocked that they are not doing that already. Does he have the number of academies that are not providing careers advice?

[Mark Jenkinson]

I thank my hon. Friend for his intervention as he makes an important point. Many academies, by virtue of the funding agreements put in place over the past eight or nine years, are under a duty to provide this guidance. Many of the others will be doing so. Off the top of my head, I think about 1,300 out of 2,800 do not have it in their funding agreement. The Bill puts them all on the same statutory footing, giving Ofsted the tools it needs to manage consistent careers advice across the board.

The Bill extends careers advice down from year 8 to year 7 to ensure that our children are given the information they need to make the best possible choices. Speaking to the point that my hon. Friend just made, it will bring academies in line with local authority-controlled schools. It will help ensure that everyone has the same opportunity, regardless of their postcode, but it will also give Ofsted the tools it needs to ensure that our children, from across the country, are benefiting from first-rate careers advice throughout their school career.

The Bill will put into statute the Government’s commitments in the “Skills for jobs” White Paper for the UK’s post-pandemic recovery. It will build on the important work already being done nationally under this Government to develop a coherent and well-established careers system. The Careers and Enterprise Company, for example, is increasing young people’s exposure to the world of work.

[Sally-Ann Hart (Hastings and Rye) (Con)]

Does my hon. Friend agree that where formal careers advice can be given, there is also an opportunity for volunteers to come into schools and talk about their careers and what they do? That is something we really should be pushing. Lawyers, business owners, doctors or people who work in the Foreign Office can come in and speak to those schools in their local areas and show children what is out there for them to do.

[Mark Jenkinson]

Indeed, and I thank my hon. Friend for her intervention. That is exactly part of the Careers and Enterprise Company’s remit: supporting schools and colleges to deliver world-class careers guidance with the use of enterprise advisers from the local business community so that they deliver in line with the Gatsby benchmarks.

We also have the National Careers Service, providing free careers information, advice and guidance to young people and adults through a website and telephone helpline. More than 3,300 business professionals from local businesses are working with schools and colleges as enterprise advisers to strengthen employer links. Almost 3.3 million young people are now having regular encounters with employers, which is up 70% in two years. I am grateful to the Careers and Enterprise Company for its engagement with me on this issue and in particular for its recognition that there is much more to do.

Before I go into further detail about how the Bill fits into all of this, I would like to take some time to commend the excellent work already accomplished in my constituency in the face of often large socioeconomic challenges. The Cumbria Careers Hub was launched in January 2019 to deliver the Government’s careers strategy for Cumbria after the local enterprise partnership’s skills investment plan identified a significant challenge regarding developing skills in the county. I am pleased to report that the hub currently includes 37 schools and four colleges and has the ambition to achieve full coverage across 52 institutions in the next academic year.

The Cumbria careers hub is exceeding national performance on careers education across three quarters of the Gatsby benchmarks, most notably regarding employer encounters and experiences of the workplace. It also exceeds the national careers hub average. The process is accelerating, with 100% of schools in the hub matched with an enterprise adviser from a pool of senior business volunteers.

The process is being replicated successfully across the country, with 45% of secondary schools and colleges now in careers hubs. We are also seeing rapid improvements, with hubs in disadvantaged areas among the best performers. Careers leaders’ roles have been developed in schools and colleges and are becoming a recognised profession.

[Shaun Bailey (West Bromwich West) (Con)]

My hon. Friend is making a fantastic speech and I commend him on the Bill. On deprivation, what is his assessment of the impact that the Bill will have on children in deprived communities and their career aspirations? I apologise if he was about to make that point, but I would love him to emphasise that, because it is at the heart of his fantastic Bill.

[Mark Jenkinson]

My hon. Friend makes an incredibly powerful and important point on deprivation and the ability to have business volunteers as enterprise advisers face-to-face with those children, showing them that options are available to them if they may not favour an academic route or be able to go on to university. This year, of course, we have seen the launch of T-levels, which gives alternative options at 18 as well. I will come to some of that further on.

[Sally-Ann Hart]

To pick up that point, is it the case that the education White Paper that is coming out is putting employers at the heart of the curriculum and that that will benefit children in schools?

[Mark Jenkinson]

Without a doubt. Again, it is really important to have that face-to-face interaction with employers, showing people who may not be as academically minded as some of their peers and wish to go on to university that there are options available to them post 16 and post 18. In my constituency, we have often led the way on apprenticeships, but it is important that that is replicated across the country.

[Craig Williams (Montgomeryshire) (Con)]

My hon. Friend is being very generous. He is making a powerful speech, and I commend him on the Bill. He mentions technical education, and of course the Baker clause mandated more careers advice on vocational, technical education. I look at the Bill enviously—I will make a speech on it later—as the Baker clause and the Bill pulled together will provide great careers advice in England. Can the Bill also apply to Wales if that was wanted?

[Mark Jenkinson]

My hon. Friend makes an important point. I understand that it is in the competency of the Senedd should it wish to do to something similar. I will come to this, but I have a fantastic university technical college in my constituency and have met regularly with Lord Baker of Dorking on the Baker clause and UTCs. He has done some fantastic work in that space.

By October 2021, 1,950 careers leaders will receive a fully funded training bursary, and 2,750 will benefit from a free online careers leader training course. The link between careers and career pathways is essential for the development and attraction of talent to Cumbria owing to the area’s declining working-age population. It is therefore critical that we nurture home-grown talent, giving our young people the skills and confidence that they need to make the most of opportunities in a global Britain. This will help close the skills gap in areas such as Cumbria and attract investment. However, it is not simply enough to nurture talent; we must also retain it. This new Bill will help to ensure that young people are aware of the opportunities that lie on their own doorstep, as well as those that exist further afield.

Cumbria is lucky enough to have an award-winning enterprise adviser, Roger Wilson, enterprise adviser of the year 2018, who works closely with the Careers and Enterprise Company to provide support to the Enterprise Adviser Network. I am delighted that Cumbria careers hub also celebrated two careers champion winners this year—Beacon Hill for innovation and its now former headteacher Judith Schafer for leading the way.

I will also take the opportunity to mention Step Up Cumbria, which was launched to support year 11s to make a transition into further education in response to the challenges of covid-19. It was relaunched with a new website in April 2021, an online platform developed primarily for year 11 school leavers to find information on further education opportunities in Cumbria. The programme has now been updated in recognition that the covid-19 pandemic has been a particularly challenging time for students, especially for those leaving school this summer and looking to begin the next chapter of their education and career journey. The programme itself was established by the Cumbria LEP’s people, employment and skills strategy group and sponsored by the Cumbria careers hub, with learning resources provided by Lakes College in my own constituency, Carlisle College, Furness College and Kendal College.

It may be helpful if at this juncture I set out in a bit more detail what the Bill does and why it is so important. Maintained schools, special schools and pupil referral units now have a statutory duty to secure independent careers guidance for year 8 to year 13 pupils. For pupils of compulsory school age, this must include information on 16-to-18 education and training options, including apprenticeships. This is a good starting point, but it needs to go further. Therefore, this Bill will extend the duty to all pupils in all state-funded secondary education. It will establish consistency across education settings by extending the statutory duty to academy schools and alternative provision academies.

Moreover, all academy schools and alternative provision academies will also be required to have regard to the statutory guidance that underpins this legal obligation. This simplifies the current system, whereby careers duties are imposed on secondary schools through a combination of statutory provisions and contractual arrangements, while some of the older academies are not under any careers requirement whatsoever. The Bill will extend the statutory careers duty to all academy schools and alternative provision academies, placing the same requirements and standards on all types of state-funded secondary school.

These legislative changes will put all pupils in all secondary schools on the same footing. Having spoken with a broad cross-section of education leaders and careers advisers, as well as parents and other stakeholders, I feel that the importance of extending the careers duty to all secondary pupils cannot be overstated. We need to start setting out to children as early as possible the options that will be available to them—not just sixth form and university, but further education, apprenticeships, T-levels and other technical education qualifications. The earlier our young people start to consider these options and receive the appropriate guidance, the greater their chance of making the best possible choice.

University technical colleges form an incredibly important part of our offer, but that could mean changing schools at age 14. We must do more to open up this option to all of our young people, and I pay tribute to colleagues in this House and in the other place, such as the right hon. Lord Baker of Dorking, who works tirelessly in this field.

While it is important that young people are aware of their options, the last thing we want is for them to get to year 9 and feel that their options are being imposed upon them. Young people often tell us that one of the biggest barriers is not knowing what careers exist. Engaging with employers from an early age can inspire young people. It can also help them relate the career opportunities available to their circumstances, abilities and interests.

The legislation recognises and makes use of the work already undertaken as part of the national careers system. But, more importantly, it continues to raise young people’s aspirations through regular and meaningful engagement with employers and their workplaces. The legislation will build on work to promote access to all pathways from education through encounters with education and training providers, and access to high-quality careers and labour market information. I look forward to seeing the legislation pass through this House, but I am even more interested to see how it will help future generations on their own journey to fulfilling their unique potential.

Education (Careers Guidance in Schools) Bill

Mark Jenkinson Excerpts

Report stage
Friday 14th January 2022 Commons Chamber

The amendments do not need to be introduced at enormous length. However, the Bill has cometh before the House and this is an opportunity for us to explore these two aspects of it in more depth and with more focus.

[Mark Jenkinson (Workington) (Con)]

I thank my hon. Friend the Member for Christchurch (Sir Christopher Chope) for his interest in this important Bill and for focusing the debate on the importance of good-quality careers guidance. I note that he took interest in the Westminster Hall debate held by my right hon. Friend the Member for Tatton (Esther McVey), as I did, and I was happy to see so many in that debate refer to this Bill. He and I are on the same page on the importance of good-quality careers guidance, but I hope to assuage some of his concerns. His points about consistency are exactly what this Bill seeks to address, in extending the statutory requirement to provide careers advice to all state-funded schools and across the entirety of secondary education. His other point was about the single point of careers guidance. I am not convinced that that is the answer. Although it might help with consistency, it may also bake in consistently bad advice from a single source.

On amendment 1, I take my hon. Friend’s point about removing subjectivity, but of course the idea of good careers advice is that it is subjective and depends on many things, which the Gatsby benchmarks address, such as local labour market provisions. He will be pleased to know that section 45A of the Education Act 1997 makes it incumbent on schools to “have regard to” statutory guidance. The statutory careers guidance, which continues to be updated by the Minister’s Department, imparts the need to adhere to the Gatsby benchmarks. On his personal experience of his daughter’s careers advice, let me say that that does include addressing the needs of each pupil. The Bill, in extending the duty and putting all state-funded schools on the same footing, gives Ofsted the teeth it needs to apply that statutory guidance and the Gatsby benchmarks to a level playing field, across the board.

On amendment 2, I think there is a slight misunderstanding as to what clause 1(5) does, which is to disapply the need to offer advice on 16 to 18 options to those over 16, for obvious reasons. The statutory careers guidance to which all schools need to have regard does include the provision of careers guidance at 16 to 18, and that will remain. This provision disapplies the need to talk about 16 to 18 options once people get past 16, for fairly obvious reasons. The Minister may wish to address some of the points in more detail, but I hope that I have been able to assuage some of the concerns of my hon. Friend the Member for Christchurch. I hope that he will not force the House to decide on his amendments.

[Mr Toby Perkins (Chesterfield) (Lab)]

Let us start by congratulating the hon. Member for Workington (Mark Jenkinson) on reaching this stage with his Bill. I fully anticipate that he will ultimately achieve his aim of aligning academy provision with current state-maintained provision in the sphere of careers guidance, and I am pleased to give Labour’s backing for this small but important Bill. Careers guidance is an important component of any serious social mobility strategy. For many people, and certainly for people in my family and other young people I have spoken to in Chesterfield, careers guidance and work experience are often the first time that young people really get a chance to put their head up and start looking into the future.

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[Mark Jenkinson]

I beg to move, That the Bill be now read the Third time.

I am delighted to present the Bill to the House for its Third Reading. It heralds a sea change in how we prepare the next generation to meet the career challenges that lie ahead. It will serve to embed careers advice throughout the secondary phase of education through the provision of regular and ongoing support for students every step of the way. In short, it is designed to give our young people the best start and to maximise their opportunities.

I am delighted that, through the Bill, I will make a positive difference to the lives of young people in my Workington constituency and across England. As a father of four, it is an issue that is close to my heart. The changes that the Bill will help to bring about are important and overdue, and I have no doubt that its effects will be positive and far-reaching.

At present, the statutory duty to provide careers guidance falls on maintained schools, special schools and pupil referral units but not academies. The Bill seeks to address that anomaly by placing the same requirement on all types of state-funded secondary schools, which will help to create a level playing field. I hope that that will encourage a culture where young people, regardless of social background, can advance through merit and hard work.

It is essential that the advice available to our young people is consistent, of the highest quality and accessible to everyone. As a blue-collar Conservative from a working-class community, I am a staunch believer in the value of meritocracy. The standard of careers guidance should not be a postcode lottery—we cannot leave the education of the next generation to chance—and must be based on a set of clear principles that are clearly focused on the best interests of children.

It is also important to develop a more joined-up system in which careers advisers, education providers and employers work together to share information and signpost young people to the opportunities available. I know how frightening it can be for a young person to make momentous and life-changing decisions about his or her future career, and that process becomes even more stressful if they are not in possession of the information that they need to make the choices that work for them.

In previous stages of the Bill, I joked that I am 39 and remain undecided about what I want to be when I grow up. At the end of the month, I will hit the big four-o and I am even less decided than I was. On a more serious note, it is easy for young people to find themselves on the wrong path or facing the wrong direction, and without the proper guidance, the risk of that happening becomes even greater.

That is why it is important to give our young people the best careers advice we can at the earliest opportunity. Such a crucial decision cannot be determined on the basis of an occasional meeting, but must be part of a long-term process that is continually reviewed in the light of changes in the labour market and the child, and of the developing aspirations of the young people themselves.

[Alex Sobel (Leeds North West) (Lab/Co-op)]

I very much welcome the hon. Member’s Bill and the speech that he is giving. Careers advice has come on a long way in the last 50 years. I am sure that we all remember the scene in “Kes” where my constituent, the former lord mayor of Leeds, Bernard Atha, played the careers teacher who gave Billy and all the boys and girls in the school exactly the same careers advice. Although that was a drama, it reflected what happened in the sort of communities that we represent.

The quality of careers guidance depends on the person giving it. We have NVQs at levels 4, 5, 6 and even 7 in higher education for careers guidance, so it is a profession in and of itself. It is not just an add-on or to be left to online quizzes, but that is what has happened to my child at school, so there is still a long way to go. We need to professionalise careers guidance and see it as something in and of itself, not just an add-on.

[Mr Speaker]

Order. I think the hon. Member knows that an intervention is not meant to be a speech. You can speak—I will put you on the list—there is no problem there.

[Mark Jenkinson]

Thank you, Mr Speaker, and I thank the hon. Gentleman for making that important point. I will talk later about funded bursaries and the training that is available for careers leaders, and will explain how the Minister’s Department is putting careers leader training at the forefront of careers advice. We cannot abandon our children to the whims of fortune without a map, a compass or a torch to light the way.

The Bill is particularly timely given the disruption and disorientation caused by covid-19. It is hardly surprising that young people are worried about their education and employment prospects in these unprecedented times. Uncertainty and change inevitably fuel anxiety, and covid-19 has forced many young people to reconsider their options and look again at their career paths.

As I said in my earlier speech, unexpected change and challenges are not necessarily bad. They can open new doors, and encourage us to be adaptable in our goals and innovative in our approaches. Difficult experiences can help us to see new opportunities that we may not have considered before, bringing out latent talents and teaching us new skills. However, the support structures and safety nets must be in place to help young people. It is incumbent upon us—indeed, it is our duty—to help our children to negotiate these obstacles and to encourage them when they lose their way, or, even worse, lose faith in themselves.

In my constituency, as in others across England, there are pockets of deprivation, unemployment and sometimes, I have to say, hopelessness. I am acutely aware of the stark disadvantages faced by so many young people. They have so much to contribute, but so often they are written off too soon. If we are serious about “levelling up”—if it is to be more than just a slogan or a soundbite—giving all children access to good-quality careers advice is one of the most important weapons in our fight against poverty and despair. We must leave no child behind.

Providing this enhanced careers education and guidance makes economic sense too, as it will contribute to a high-skills and high-productivity recovery. The Bill will help all young people to develop the skills and attributes that will enable them to succeed in the workplace, and in some cases it will nurture the community leaders of the future.

[Mr Perkins]

As the hon. Gentleman has already heard, we support the aims of his Bill. He has spoken of giving every child access to good-quality careers guidance. Does he agree that that must involve face-to-face conversations? It is not good enough to say, “Do it on the internet.” We need to ensure that every child can sit down with a careers professional.

[Mark Jenkinson]

I thank the hon. Gentleman for his support, and for making an important point that takes us back to the point made earlier by the hon. Member for Leeds North West (Alex Sobel) about trained careers leaders. We must ensure that there is face-to-face careers guidance, rather than children being plonked in front of a computer to figure out their own paths.

The Bill extends careers advice down from the current year 8 to year 7 to ensure that children are given the information they need to make the best possible choices at the earliest juncture. The sooner we can provide children with careers options, the sooner we can address some of the gender, class and other work stereotypes that are already starting to bed in. The Bill also brings academies into line with local authority-controlled schools, ensuring that everyone has the same opportunity regardless of their postcode. As we know, some academies are not statutorily bound but are bound by their funding agreements, while others are subject to no requirements at all. The Bill gives Ofsted the tools that it needs to guarantee that our children benefit from first-rate careers advice throughout their school careers and across the country.

As a direct result of the Bill, approximately 650,000 year 7 pupils across England will become entitled to independent careers guidance, and we are bringing 2,700 academies into scope. The Bill puts into statute the Government’s commitment in the “Skills for jobs” White Paper for the UK's post-pandemic recovery. It builds on the important work that is already being done nationally to develop a coherent and well-established careers system—a sector in which Cumbria is a leading light.

As Members will know, the Government are already committed to the national roll-out of careers hubs, and have taken action to support the careers of young people through schemes such as kickstart. As I said earlier, the Careers & Enterprise Company is increasing young people’s exposure to the world of work, and helping schools and colleges to deliver world-class careers guidance for their students in line with the Gatsby benchmarks. The National Careers Service provides careers information, advice and guidance through a website and a telephone helpline. More than 3,300 business professionals are now working as enterprise advisers with schools and colleges, doing a lot of the face-to-face guidance that strengthens employer links with schools. The result is that 3.3 million young people are now having regular encounters with employers, up 70% in just two years.

Education providers, training providers and careers services in my Workington constituency continue to rise to the challenge in the face of often large socioeconomic challenges. The Cumbria careers hub was launched in January 2019 to deliver the Government’s careers strategy for Cumbria after the local enterprise partnership’s skills investment plan identified a significant challenge in developing skills in our county.

The process is accelerating, with 100% of schools in the hub matched with an enterprise adviser from a pool of senior business volunteers. It has been successfully replicated across the country, with 45% of secondary schools and colleges now in careers hubs. We are seeing rapid improvements in hubs, with disadvantaged areas among the best performers. The link between careers and career pathways is essential for developing and attracting talent to Cumbria, owing to the area’s declining working-age population, and their success is to be celebrated.

It is therefore critical that we nurture homegrown talent by giving young people the skills and confidence they need to make the most of the opportunities within a forward-looking global Britain, to help close the skills gaps in areas like Cumbria and to attract investment. It is simply not enough to nurture talent; we must also work to retain it and attract it. Furthermore, careers advice, in line with the Gatsby benchmarks, must be tailored to the jobs market in a local area, which is why conversations and relationships between employers, schools and careers advisers are so important. This Bill ensures that those channels of communication are built upon. The Bill helps to ensure young people are aware of the opportunities that lie on their doorstep, as well as those that exist further afield. Young people often tell us that one of the biggest barriers is not knowing what careers exist.

Simplifying the current system whereby careers duties are imposed on secondary schools by a combination of statutory provisions and contractual arrangements, while there are no requirements whatsoever on some of the older academies, is an important part of this Bill. The importance of extending the careers duty to all secondary pupils cannot be overstated. Extending the duty to all academies and alternative provision academies places the same requirements and standards on all types of state-funded schools, which puts all state-funded secondary pupils on a level footing and gives Ofsted the tools it needs.

We need to start setting out to children, as soon as possible, the options that will be available to them—not just sixth form and university but further education, apprenticeships, T-levels and other technical education qualifications. The earlier our young people start to consider these options and receive the appropriate guidance, the greater their chance of making the best possible choice.

University technical colleges—I have a fantastic one in my constituency—form an important part of the offer, but that could mean changing schools at 14. This option should not be put in front of a child at 13. It should be talked about from a much earlier age. Although it is important that young people are aware of their options, the last thing we want is for them to get to year 9 and feel like options are being imposed on them or, worse still, are non-existent, which is why flexibility must also be built into the guidance.

Engaging with employers from an early age can inspire young people and help them relate to the career opportunities to which their circumstances, abilities and interests are suited. The Bill recognises and makes use of the work already undertaken as part of the national careers system and, more importantly, it continues to raise young people’s aspirations through regular and meaningful engagement with employers and workplaces.

Having spoken in depth with education providers, parents and guardians, careers advisers, employers and, most importantly, young people themselves, I am more convinced than ever that this Bill will help to unlock the potential of generations to come. It is difficult to imagine a more worthy cause than to give our children the confidence and skills they need to be able to fulfil their dreams.

I am grateful to everyone who has worked on the Bill and helped to shape it. Their research, knowledge and observations have been invaluable and have created something that will serve our young people well. This Bill is about helping young people navigate through obstacles and avoid blind alleys, and it will prevent them from ending up in a career cul-de-sac.

We spend so much of our lives at work, so it is paramount that we give our young people the tools to find employment that is worth while and fulfilling. It is not simply about boosting the economy; it is also about wellbeing and helping to foster a culture of personal growth and aspiration from the starting line. More fundamentally, it is about creating a fairer system across our education system that allows everyone to realise their potential and make the best contribution possible to their communities, wherever they live and whatever their background.

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[Mark Jenkinson]

With the leave of the House, I am grateful to everyone who has contributed to this debate and to the Bill’s previous stages. I will not take up any further time by naming them all, but I put on record my heartfelt gratitude to each of them.

I also thank the teachers and careers advisers who have taken the time to share with me their ideas for this important Bill. Their expertise and knowledge have been critical in helping to shape the Bill. Their input has been invaluable and has helped me to understand how we can better serve our young people, whether by raising their aspirations, providing direction or helping them to recognise their own talents. A better future is possible for our young people with improved access to the right support and guidance.

I also extend my thanks to the Minister, to his predecessor my hon. Friend the Member for Chichester (Gillian Keegan), to the Secretary of State for Education and his Department and to the Opposition Front-Bench team, particularly the hon. Members for Chesterfield (Mr Perkins) and for Hove (Peter Kyle), for their support throughout this process.

It was Benjamin Disraeli who said:

“The greatest good you can do for another is not just to share your riches but to reveal to him his own.”

This Bill is true to the spirit of those words.

Question put and agreed to.

Bill accordingly read the Third time and passed.