Term-time Holidays

Mark Spencer Excerpts

Thursday 19th May 2016 Commons Chamber

[Mr Gibb]

My hon. Friend makes a very valid point. This is about not just pupils’ education but the challenge presented to teachers as they seek to deliver catch-up lessons for pupils who have been absent. In a small school with small class sizes, that is doubly difficult for teachers.

[Mark Spencer (Sherwood) (Con)]

What assistance and education can the Minister give parents who are deciding whether to take their children out of school? It seems that a minority of parents are making the wrong decision, so can he supply them with any more information on the impact of removing those children from school at the time they choose?

[Mr Gibb]

My hon. Friend makes a good point, and we must emphasise evidence that suggests that even small absences from school will have a long-term impact on a child’s education. As I set out in my opening remarks, a lot of education is linear, and children must learn one thing before they learn another. If a teacher is not able to provide a catch-up lesson for that child, they will permanently miss out on a crucial part of their education.

Oral Answers to Questions

Mark Spencer Excerpts

Monday 26th October 2015 Commons Chamber

The Secretary of State was asked—

[Mark Spencer (Sherwood) (Con)]

1. What support her Department offers to kinship carers.

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

Let me begin by welcoming the new shadow Front-Bench team to their respective roles, and in particular the hon. Member for Washington and Sunderland West (Mrs Hodgson), whom I look forward to working with on the whole of my portfolio, as we did on special educational needs in the past. I am sure she, along with the rest of the House, would agree that kinship carers play a pivotal role in caring for many children who cannot live with their parents. That is why during the previous Parliament we issued family and friends care statutory guidance for local authorities, which makes it clear that every council should publish a family and friends care policy setting out how it will support the needs of children living with kinship carers, whether or not they are looked after. Some 83% of English local authorities now have a published policy, compared with 42% in 2012, and I intend to write again to councils on this issue.

[Mark Spencer]

I know the Minister will recognise the important role that kinship carers are taking, many of whom are the grandparents of those for whom they have responsibility. Their caring responsibilities prevent them from working full-time. What assistance can my hon. Friend give to grandparents who happen to be kinship carers to support them further in their caring duties?

[Edward Timpson]

My hon. Friend is right to raise the important and often crucial role that working grandparents play in proving childcare and supporting working families. As a Government we recognise that fact. That is why we have announced plans to extend the current system of shared parental pay and leave to cover working grandparents, thereby providing much greater choice for families trying to balance childcare and work. We will bring forward legislation to enable this change with the aim of implementing it by 2018.

Oral Answers to Questions

Mark Spencer Excerpts

Monday 15th June 2015 Commons Chamber

[Mr Gibb]

The new Education and Adoption Bill is designed to ensure that those groups of people who are ideologically opposed to academisation are not allowed to disrupt or delay the process of academisation for those schools that have been letting down pupils year after year. This is about social justice and ensuring that every child, regardless of their background, has a good quality education. I hope the hon. Lady will support the Bill.

[Mark Spencer (Sherwood) (Con)]

Before the general election, the Secretary of State visited Dukeries college in Ollerton. Will the Minister find time to visit Sherwood and Dukeries college to see its exciting plans to improve information technology in the new academy?

[Mr Gibb]

I understand that the Secretary of State had a very enjoyable visit and I, too, would enjoy visiting the school to see the innovative approach it is taking to IT and other elements of the curriculum.

Oral Answers to Questions

Mark Spencer Excerpts

Thursday 5th December 2013 Commons Chamber

[Mr Mark Spencer (Sherwood) (Con)]

I recently visited Fairfield Control Systems in my constituency, which is a small engineering company responsible not only for moving the roof at Wimbledon, but for the Division bells in the House of Commons. One of its main concerns was the Government’s encouragement of STEM subjects by the Department for Education. Has the Minister spoken with that Department about how we can encourage the teaching of STEM subjects within the school system?

[Mr Willetts]

STEMnet ambassadors are doing a fantastic job of going to schools to encourage young people to study those subjects. There is a surge in the number of young people taking A-levels in subjects such as maths and physics, which are often a requirement for going on to engineering.

Child Care

Mark Spencer Excerpts

Tuesday 19th November 2013 Commons Chamber

[Mr Mark Spencer (Sherwood) (Con)]

Does the hon. Gentleman recognise that only 1% of child care provision is provided by those child care centres?

[Tristram Hunt]

I am so glad that the hon. Member for Ipswich (Ben Gummer) has finally found a customer, having scurried round the green Benches for 10 minutes seeking out a pliant Member. I will come to the point about the 1%.

Employment among women with children is lower in the UK compared with our OECD competitors and is much more likely to be part-time. If we want a successful economy and school-ready children, we need decent and affordable child care.

--- Later in debate ---

[Tristram Hunt]

My hon. Friend makes an incredibly important point. We are not interested in the warehousing of children. We are interested in the growth, the creativity and the education that comes from high-quality child care provision. Unfortunately, with this Government, it is a record of broken promises, misinformation and double speak. Thankfully, the memory of the British people is longer than that of the Tory party’s web server, and they will not forget such a shoddy past.

[Mr Spencer]

If the hon. Gentleman believes in quality child care, why was it not necessary under the Labour Government for anybody setting up a facility to provide that child care to have a qualification?

[Tristram Hunt]

We are delighted to work on a cross-party basis to make sure that we have as high-quality of child care provision as possible. All parties understand that those who look after toddlers and young people should have as much experience and training as possible, and we are always delighted to work with Ministers to see how we can go up the value chain.

Oral Answers to Questions

Mark Spencer Excerpts

Monday 18th June 2012 Commons Chamber

[Michael Gove]

The hon. Lady makes a very good point, but London has not lost out. London received more than 50% of the additional money made available for primary school places in the last two rounds of additional funding. I should emphasise that we have increased the amount of money spent on primary school places, whereas the previous Government cut it.

[Mr Mark Spencer (Sherwood) (Con)]

T10. The number of apprenticeship places in Sherwood has risen from 640 to 990. That is excellent news, but what can the Minister do to ensure that the quality of those apprenticeships rises at the same time?

[Mr Hayes]

There are those, including many Opposition Members, who think that I have gone too far on quality. They want to return to the days when we did not have statutory standards, when we did not insist on a minimum length for apprenticeships and when we were not as demanding in terms of rigour. No, I say—we must focus on quality just as much as quantity, so I have done all those things. The previous Government could have done them and should have done them, but they did not.

Academies (Funding)

Mark Spencer Excerpts

Thursday 16th June 2011 Commons Chamber

[Mr Gibb]

The hon. Lady seems to be contradicting herself. There is a shortage of primary school places, yet she says that there is no need for the free school programme, which could be used to create more school places. We want not only more school places but more high-quality school places, and that is what the free school programme, in particular, is designed to achieve.

[Mr Mark Spencer (Sherwood) (Con)]

The Dukeries college in Ollerton and the Joseph Whitaker school in Rainworth are just two of the large number of schools that are applying for academy status. Is not the fact that the numbers have reached such a high level a ringing endorsement of the Minister’s policy?

[Mr Gibb]

Yes, and it demonstrates that the teaching profession values that autonomy and the trust that the Government are putting in them. That is in enormous contrast to the top-down, prescriptive approach taken by the previous Government. That is why I believe that our system will work. In contrast, Labour did not manage to achieve a significant rise in standards in the schools system during its 13 years in office.

Oral Answers to Questions

Mark Spencer Excerpts

Monday 21st March 2011 Commons Chamber

[Mr Gibb]

Yes, I would be delighted to meet my hon. Friend and a delegation. Officials met officers at Medway council on Thursday and discussed proposals made by five of the schools in Medway. Officials propose to hold follow-up discussions with the five schools either individually or as a group. I look forward to meeting my hon. Friend and discussing this matter.

[Mr Mark Spencer (Sherwood) (Con)]

16. What his policy is on the provision of sporting facilities in schools.

[The Parliamentary Under-Secretary of State for Education (Tim Loughton)]

It is for schools and their sponsors and maintaining authorities to determine the range of sporting facilities in each school, consistent with statutory requirements. Education premises regulations include a requirement for access to playing fields as well.

[Mr Spencer]

I am grateful for that answer. Will the Minister tell me how he will support schools and governing bodies when local authorities withdraw from joint-use agreements, putting pressure on sporting facilities and their availability to not only pupils but members of the public?

[Tim Loughton]

My hon. Friend is right to say that it is absolutely essential that we have as many school facilities available as possible to people beyond those in the school cohort. Local authorities should remember that they have responsibility for determining non-school provision at a school site. Given that PE will remain a compulsory part of the curriculum, they really should be reminded of their duties, and of the fact that it is good for everybody to do more sport.

Oral Answers to Questions

Mark Spencer Excerpts

Thursday 17th February 2011 Commons Chamber

[Simon Hughes (Bermondsey and Old Southwark) (LD)]

4. What recent progress he has made in his discussions with representatives of the banking industry on increasing levels of lending to small and medium-sized enterprises.

[Mr Mark Spencer (Sherwood) (Con)]

16. What recent progress he has made in his discussions with representatives of the banking industry on increasing levels of lending to small and medium-sized enterprises.

[The Secretary of State for Business, Innovation and Skills (Vince Cable)]

As announced last week in the House by the Chancellor, the UK’s five major banks have stated a capacity and willingness to lend £190 billion of new credit to business in 2011. That includes £76 billion of new lending to SMEs, which is a 15% increase on the amount lent in 2010. If demand exceeds that, the banks will lend more.

--- Later in debate ---

[Vince Cable]

The figures will be independently monitored by the Bank of England and published quarterly. My right hon. Friend makes a helpful suggestion, and I will examine whether the figures can be disaggregated in that way.

[Mr Mark Spencer (Sherwood) (Con)]

Will the Secretary of State assure me that he will take no lessons on the banking system from the shadow Chancellor, who designed the system that failed us so badly, and who did nothing to encourage transparency and control bonuses? Will he ensure that banks start to lend to small businesses?

[Vince Cable]

Indeed. In not only the agreement but our wider policy, we have advanced considerably on the position a year ago. We inherited a banking system that had collapsed, in part because of failures of regulation. We have introduced much more effective and higher levels of tax on the banks, because of the profits on their balance sheets. We have introduced greater transparency, which will add to legislation. Through the banking commission, we have set up a process of fundamental structural reform.

Outdoor Learning

Mark Spencer Excerpts

Wednesday 15th December 2010 Westminster Hall

[Simon Hart]

My hon. Friend makes a good point. The difficulty with health and safety legislation is that we are trying to create a society where risk is eliminated, but no such thing is possible; risk can be limited and managed, but it cannot be eliminated. My hon. Friend highlights that point well.

In 2008, the most recent year for which we have decent figures, 53% of six to 15-year-olds did not go on a single school trip. A further depressing thought is that over the past 10 years, there has been only £4.5 million of funding for that concept. That is in stark contrast to the music manifesto, for example, which attracted £332 million of funding in 2007. About 97% of teachers believe that it is important for children to learn about the countryside within the national curriculum, and 85% of young children and their parents agree.

Some teachers cannot do what they would like because their school or local authority will not fund their cover when they take children on a trip. That is the “rarely covers” conundrum, and perhaps it goes to the heart of the debate. Under qualified teacher status 30, trainee teachers are asked only to “recognise opportunities” for out-of-classroom learning. It is a weak standard, but even that is not being reached by some initial teacher training providers.

[Mr Mark Spencer (Sherwood) (Con)]

Does my hon. Friend agree that one of the barriers that stops teachers having the confidence to take kids out of school and into the countryside, to pursue an education about rural life, is that they do not have access to resources and knowledge? Is he aware of the charity FACE, Farming and Countryside Education, based at Stoneleigh in Warwickshire? It offers teachers resources, knowledge and teaching aids to help them form educational lessons and partake in rural education.

[Simon Hart]

I thank my hon. Friend for that intervention. I am aware of that charity and the good work that it does. I am also aware of countless other charities that offer similar, if not identical, services.

I stated earlier that this debate was not about the town versus the countryside. Indeed it is not, and we must be careful not to fall into the trap, as I have myself, of seeing the only benefit of outdoor learning to be that of teaching urban children about rural ways. My hon. Friend’s intervention makes it clear that plenty of people are enthusiastic about reaping the benefits of outdoor learning, but cannot do so either because of insufficient funding through the charitable sector, or because of obstacles due to health and safety legislation, bureaucracy or Government funding.

I have two questions for the Minister. First, will she consider reviewing whether current teacher training provides new teachers with the skills to lead outdoor learning activities in the first place? Secondly, will she review the “rarely covers” guide to residential visits and fieldwork, and look at whether part of the pupil premium may be used for that purpose?

Emerging evidence points to the direct and indirect health benefits of outdoor learning, including personal well-being and—the latest catchphrase—“happiness.” The current gaming epidemic does not lend itself to our mission of stirring a child’s interest in the outside world. A staggering 53 computer games were released on to the market in April 2010, and it is easy to deduce that we cannot leave it to the children to discover the outside world. It is our responsibility to take them there.

Activities such as walking, cycling and riding can burn up to 380 calories an hour. Green spaces can stabilise anger in young people, which can help prevent antisocial behaviour. Outdoor education could therefore play a key role in reducing the amount of permanent and fixed exclusions for physical and verbal abuse in schools, which currently run at the eye-watering level of 300,000 cases per year.

Outdoor learning could also help to reduce the cost of youth crime and obesity, which is estimated at an even more staggering and depressing £5 billion per annum for the taxpayer to pick up. Of course, evidence is an essential prerequisite of any progress that we make on this topic. I shall start with what Ofsted had to say about it. In 2008, Ofsted published a thematic report that stated:

“When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development.”

It went on to recommend that schools and colleges should

“ensure that their curriculum planning includes sufficient well structured opportunities for all learners to engage in learning outside the classroom as a key, integrated element of their experience”

and

“ensure equal and full access for all learners to learning outside the classroom”.

In a similar study in 2006, the National Trust stated:

“We looked at whether schoolchildren’s learning about their local environment would influence the way they treat it.

We found that not only was this the case, but high-quality out-of-classroom learning also influenced how children behave and the lifestyle choices they make.

It shows the potential for school trips not just to change children’s lives, but the lives of whole communities.”

--- Later in debate ---

[Andrew Percy]

That is absolutely key, because there are huge costs, and other pressures such as extra staff. When I was training as a history teacher and doing my final teaching practice at Endeavour high school in Hull, we were studying the industrial revolution. The area I taught in had a fantastic outside resource in its buildings from the industrial revolution period. I simply wanted to take my class of year 8s outside to look at some of those buildings, but I was told that I would have to do a risk assessment and get three members of staff, because there were 30 kids in the class and the ratio has to be 1:10. By the end of the day, those kids were running home across those same streets and past those same buildings, but we did not go out and ended up sitting in the classroom looking at pictures instead. Although the teaching profession can certainly do more to enhance outside learning, we need the structures in place to support them and we need to remove some of the pressures. Following some of the sensationalised reports in the press about school trips, my former union advised us not to take them, which, again, is a reaction to all this bureaucracy.

Outdoor education has a particular role for excluded children and children with special needs. As any teacher has to, I have worked with children from across the spectrum. It was often the most challenging children who benefited most from being taken outside the formal school setting—where they were still learning. I referred to this during my maiden speech; it is expensive to deliver education outside the classroom, but, for those children, the value of doing so cannot be quantified. I have seen kids go off on particular courses outside the classroom and come back significantly changed, so that education has a particular role. As the Minister is about to undertake a review into special and additional needs, I hope that that can be taken into account.

With a change in curriculum, the Government have, rightly, outlined how we intend to move to more vocational or joint pathways. There are huge benefits and opportunities not only for visits but to get skills outside school. I was talking to Natural England on the nationally important nature reserve—I will plug it once again—about potentially putting a curriculum together, which kids could access from our local schools, on countryside management. There are not only health benefits, which my hon. Friend the Member for Carmarthen West and South Pembrokeshire rightly highlighted, but educational benefits.

[Mr Spencer]

Is my hon. Friend aware that the Department for Environment, Food and Rural Affairs has funded a higher-level entry scheme, which includes educational visits to farms by schools? I understand that the scheme is now closed to new entrants. May I take this opportunity to encourage the Minister to pressure DEFRA to clarify whether that scheme is indeed closed to new entrants?

[Andrew Percy]

I am happy to be a conduit for my hon. Friend’s point. I am sure that, through me, the Minister has heard him and will respond appropriately.

I close by congratulating my hon. Friend the Member for Carmarthen West and South Pembrokeshire again on securing the debate. It is an important area, and it is pleasing to see that so many Members from both sides of the House have attended, particularly my hon. Friends. I look forward to the Minister’s response. Thank you for allowing me to make a small contribution to the debate, Mr Benton.