Oral Answers to Questions

Mark Williams Excerpts

Thursday 26th February 2015 Commons Chamber

[Mr Speaker]

The hon. Member for Colchester (Sir Bob Russell) is chuntering from a sedentary position, to no obvious benefit or purpose, but no doubt we will be enlightened later.

[Mr Mark Williams (Ceredigion) (LD)]

What assessment has the Minister made of the much greater contribution tourism could make to the economy were VAT on tourism to be reduced, which is something that all but three countries in the EU have been able to deliver?

[Mrs Grant]

VAT is a matter that is constantly raised with me, but it is one for the Chancellor. He keeps all taxes under review, and I am sure that he will keep this one under review too. The hon. Gentleman might like to know that I am holding a round-table meeting on VAT with the industry in the next two weeks.

Adult Literacy and Numeracy

Mark Williams Excerpts

Thursday 10th October 2013 Commons Chamber

[Caroline Dinenage (Gosport) (Con)]

I beg to move,

That this House believes that, with one in six adults functionally illiterate, the UK’s skills gap is preventing the country from fully realising its economic potential; understands that improved literacy rates not only have economic benefits but also have positive effects on an individual’s self-confidence, aspirations and emotional health and wellbeing; notes that literacy rates for school leavers have shown little change in spite of initiatives introduced by successive governments over recent decades; understands that the social stigma attached to illiteracy and innumeracy often prevents adults from seeking the help they need, which means that signposting illiterate and innumerate adults to Further Education Colleges is not always the most effective course of action; recognises that literacy and numeracy programmes must be made easily accessible to the most hard-to-reach functionally illiterate and innumerate adults if valued progress is to be made; and calls on the Government to renew efforts to provide imaginative, targeted and accessible support to illiterate and innumerate adults.

I thank the Backbench Business Committee for granting us the time for this debate, which raises a matter that many Members of the House feel passionate about. For everyone fortunate enough to be able to read the Order Paper without any trouble, adult literacy might not seem like a pressing issue. It is certainly easy to take the ability to read for granted without thinking about it from day to day, but for the millions of functionally illiterate adults in the UK, the inability to read will define and limit their whole lives. The loss goes far beyond missing out on the delights of the Order Paper, with everything from bus timetables to important medication leaflets remaining a challenge.

You might think, Mr Speaker, as I did, that the issue affects only a small minority of people. You might assume that everyone around you can read fluently as you have never heard them say otherwise. In reality, a staggering one in six adults in the UK is functionally illiterate.

I should probably take the time to remind the House what illiteracy and innumeracy mean, as they are not always the most helpful terms. There is a spectrum of ability. For example, the one in six figure is not for adults who are completely unable to read but for those who have a reading age no greater than that expected of an 11-year-old child. According to the most recently published Government survey, there have been welcome gains for many of those at upper levels, but the big worry is that those at or below entry level—that is, those with the poorest skills—appear to have increased in number, at around 15% of the adult population. That is a staggering 5 million adults. Those people might be struggling on, desperately trying to hold down a job or manage a household without the basic skills every person in the UK deserves. That could be anyone we know, from a fellow parent at our child’s school to a friend who seems always to forget their glasses. Numeracy figures are an even greater cause for concern, with almost 50% of the adult population—17 million adults—having only primary mathematics skills.

According to research released by the OECD this week, some 16.4% of adults living in England and Northern Ireland—or about 5.8 million people—score at the lowest levels of proficiency in literacy. We must address that issue if we are to build a skilled economy that will drive Britain forward in the global race. The figures get worse for those aged 16 to 24, where we bump along at the bottom of the league tables below Estonia, Slovakia and Poland. In fact, England is the only country in the survey where young people today have lower basic skills than their grandparents did.

Weak literacy and numeracy have an impact not only on the business and skills agenda but on Government policy and community life. How can someone hope to get off welfare and get a job if they cannot read or write? How can we decrease rates of recidivism when illiteracy in prisons is so high? How can we properly prepare our troops for civilian life when literacy is not valued among our armed forces?

There are many social consequences of our collective failure to give people the help they need, but, more than that, this is a crisis for individuals. National numeracy statistics reveal that adults with poor numeracy are twice as likely to be unemployed as those who are competent, and more than twice as likely to have children while still in their teens. Those with the lowest numeracy skills are twice as likely to miss their repayments and risk losing their home. Children who struggle with numeracy are twice as likely to be excluded from school. Tackling that is the first step to raising aspiration, increasing self-confidence and helping everyone to reach their potential.

To those who lack the ability to read and write, every door appears closed. They cannot apply for most jobs because filling in forms poses a challenge; and they lose their sense of self-worth because they lack the skills that so many of us take for granted.

[Mr Mark Williams (Ceredigion) (LD)]

I congratulate my hon. Friend on securing the debate. I have a background in primary education. Does she agree that the best education that we as parents can offer our children is a partnership between what we do in school and what we are able to do in support of our children at home? That reveals a deep problem—the effect that illiteracy and innumeracy have, not just on community but within families. A few years ago I was lucky enough to run a scheme for parents to help them support their children in numeracy. It revealed starkly the problems that my hon. Friend is alluding to—parents’ lack of confidence to support their children.

[Caroline Dinenage]

My hon. Friend makes an incredibly valid point. It is often where parents have weak literacy and numeracy skills that the children are least inclined to learn. I will return to that later in my speech.

It is worth pointing out strongly that just because someone is illiterate or innumerate, it does not mean they are stupid. Just think how sharp they have to be to get through even a day without these skills. Some people are incredibly bright but they just missed an opportunity somewhere in their life. That is the situation for one in six adults in the UK, and there is no quick fix to overcome it.

Literacy and numeracy rates have shown little change, despite numerous initiatives by successive Governments. Between 2001 and 2011, Labour spent £9 billion on adult literacy programmes, with little improvement at the bottom end of the literacy spectrum. Illiteracy and innumeracy are not problems that can be tackled simply by a Government throwing money at them.

School Starting Age

Mark Williams Excerpts

Wednesday 4th September 2013 Westminster Hall

[Annette Brooke]

I thank my hon. Friend for his intervention. I not only congratulate Bliss, but I am grateful that the DFE has taken a big step forward. I particularly welcome the fact that the new advice states:

“There is no statutory barrier to children being admitted outside their normal year group”,

and that

“flexibilities exist for children whose parents do not feel they are ready to begin school”

in the September following the child’s fourth birthday.

The questions and answers provided in the advice on the DFE website are helpful, on the whole, but I particularly want to draw the Minister’s attention to answer 8, which states:

“Parents who are refused a place at a school for which they have applied have the right of appeal to an independent admission appeal panel. They do not have a right of appeal if they have been offered a place and it is not in the year group they would like.”

Parents may make a complaint, but the advice states that they cannot appeal. Surely, there should be a right of appeal. It seems to me that although there may be no statutory barrier to a child being admitted to a particular year group, there is no statutory right. That means that although some authorities work to help and support parents, others can continue to make it extremely difficult for parents to exercise a justified choice.

The other barriers that I have mentioned will also prevail—financial, in relation to child care costs; and parents’ confidence and empowerment in relation to requesting a different time of entry and possibly a different year group. I would be interested to know the Minister’s plans to monitor local authorities’ actions on the new advice, to promote best practice and to make sure that full information is available to parents.

I was contacted late yesterday—I have not had time to check this material, so I will refer to it only briefly—by someone who has looked at several London local education authorities’ admissions policies, of which 49% apparently did not conform to the new advice. I apologise that this is second-hand material, but it needs to be checked. It states:

“Admission Arrangements For…2014/2015—Request to delay entry to school (known as deferred entry). Parents of children below compulsory school age may defer their child’s entry to a Reception class…until later in the school year. However, a Reception class place must be taken up by the start of the summer term. If entry is deferred beyond the summer term, parents will need to reapply for a Year 1 place”.

That just shows that although the DFE has played its part, there must be follow-through if the system is really going to change.

In the case of premature births, I imagine that it will be possible to involve health visitors, as well as pre-schools and nurseries, and to use the new advice to secure a place in reception for a child aged five. I certainly hope that that will be much easier, but of course it will not be so unless all local authorities operate within the new advice, which is really important.

I want to mention one or two case studies. I need not give too many, because there are just so many and they are very similar. In a case of premature birth, a child born at 32 weeks struggled enormously with the transition to mainstream school after their parents’ application to delay entry to reception by a year was rejected by the local education authority. I also have a story of twins. The tragedy is that the parents felt that they had to put their children into the reception class. Sometimes the whole experience is of a totally broken down system. It is only when the children are withdrawn from school that it is accepted that they have to start reception in another school year. I am sure that everyone will agree that the experience of starting school and then being pulled out must be avoided.

Clearly, a lot of proactive work has to be done to ensure that the advice makes a difference. I repeat the question: how will the Department ensure that the questions and answers are promoted to admissions authorities and parents? That information should be available not just to those parents who are seeking information, but to all parents. Furthermore, there is a need to monitor published admissions policies.

I remain concerned about how a parent can succeed in exercising their choice when we are considering a child who is so immature, but not prematurely born, that he or she is not ready to start school until the age of five and then needs to experience a reception year. I want to hear the Minister’s views on this matter. What information does a parent need to supply to the local authority to provide a convincing case?

The advice given in answer 4 is far more open to individual interpretation than the one on premature births. It is quite likely that such a child does not have special educational needs as such—there is often misclassification. It is just that the child is not developmentally ready or mature enough at the age of four. By the age of five, they have simply had one year’s growth and maturity, and they need the experience in a reception class.

[Mr Mark Williams (Ceredigion) (LD)]

Will my hon. Friend extend what she said earlier about the knock-on effects of not getting this right, and of not matching the learning experience to the child’s stage of development later on? Like her, I used to teach older children in the primary sector. The knock-on effects to a child’s confidence are repeated as they get older, with really damaging effects.

[Annette Brooke]

Absolutely. I thank my hon. Friend for reinforcing the case. It can be seen as an issue just for some middle-class parents who perhaps want to get their children to the top of the class. I want to reiterate that that is not the case. Unfortunately, it is about trying to shoehorn individuals into a one-size-fits-all system, and that is the problem. We must all love and make the most of the individual differences of our children both in our families and in our schools.

We must consider whether some of the issues of summer-born children can be overcome with a play-based curriculum and excellent teaching in the reception class, where the needs of individual children are being taken into account. I would like the answer to be yes, but we have changes in the primary curriculum and assessment and testing regimes, which put constraints and pressures on schools and teachers. Even with an excellent teacher, the individual interests of the child may require a start in reception at the age of five. I do not think that such a move would open floodgates because most parents want their children to fit into the system as it is. Not all summer-born children are adversely affected by being the youngest in their year and there will be variations in any effects. It is difficult to see that age-adjusting test results, as proposed by the Institute for Fiscal Studies, is an entirely valid approach.

Undoubtedly, the early start to formal schooling and the testing regime in this country compound the summer-born problems, which leads me to conclude that, ideally, we need to rethink our approach to the all-important learning settings and experiences for the four to seven-year-olds. The school experience should suit the individual child; the child should not be made to fit the school because of the potential adverse outcomes over their lifetime.

Meanwhile, we have to do the best we can. We must identify the problems and cope with them within the existing system. We must have more flexibility in school starting time, and parents need to be empowered and enabled to make the best choices for their child. Currently, what is in the best interests of the child can be ignored in favour of slotting everybody into an arbitrary 12-month period.

There are so many cases that I could cite, and I am happy to talk about them with the Minister—even those relating to the transfer from primary to secondary school. The whole matter needs to be considered carefully. We must assess the scale of the problem and monitor the impact of the new advice. Having monitored the situation, we must consider whether the schools admission code needs changing in the future.

We also need to consider assessment within the early years foundation stage and how summer-born children are being assessed. This is a huge issue, but my message today is that if parents can demonstrate that they have a strong case that is in the best interests of their children, they should be empowered and enabled to allow their child to start school at the age of five as required, but in reception year.

Autism

Mark Williams Excerpts

Tuesday 20th November 2012 Commons Chamber

[Mr Buckland]

I can assure you, Mr Speaker, that I am watching the clock anxiously, and I will now make progress. I am grateful to hon. Members for their interventions.

The hon. Member for Edinburgh North and Leith (Mark Lazarowicz) is right about the problem he illustrated: diagnosis is one thing but provision for older people with autism is another. Many older people to whom I speak tell me that, having had the diagnosis, they turn around and say, “Well, what now?” Very little happens after a diagnosis. Other speakers will deal with the point about assessment for benefits, but the message has to go out loud and clear that more training must be given to those responsible for conducting benefit assessments, so that what I call invisible conditions, such as autism, are fully understood by those conducting the assessments. I am sure that he, like me, will have had cases where that invisible condition was not recognised.

I am grateful that the Under-Secretary of State for Education, my hon. Friend the Member for Crewe and Nantwich (Mr Timpson), who has responsibility for the draft Children and Families Bill, is in his place. I want to highlight a report prepared last year by the all-party group on autism, which I have the honour of chairing. I know that he has been listening carefully to the points and recommendations made in the report, and I welcome his approach in listening to the points made and already making changes to some of the provisions in the Bill—for example, the inclusion of apprenticeships as part of the future education, health and social care plans. I approach my remarks today in that spirit of engagement and listening.

I mentioned the all-party group’s report. Our inquiry included an online survey in which nearly 1,000 respondents took part. It is, I believe, an authoritative and useful source of information when it comes to the development of policy. Among other things, we recommended that local authorities establish local training needs for special needs and identify where specialist autism knowledge is available to local schools. The funding for specialist training programmes for teachers has to be an important part of that, and we look to the Government for their continued support.

We were concerned about the exclusion of children and young people with autism. They often result, sadly, in lives that turn into criminal justice issues, huge wasted opportunities and expensive mistakes that cost our country dear. We are concerned that schools with a high number of exclusions, permanent or fixed-term, should not be graded as outstanding or good in terms of behaviour, because we regard exclusions as a badge of failure. I say that with respect to all the professionals involved. I understand that it is often difficult to manage young people with autism and other conditions, but exclusions are not the way to deal with the problem. All they do is push the problem on to another agency. It is the equivalent of kicking the can down the road. That is a phrase we often here in this place, but it is what is happening to young people with these conditions far too often.

The all-party group also emphasised that the new system should ensure that all children with autism, whether they have a statement or not, have access to the necessary support, and that there be a lead teacher for autism in every school. We must not forget that children currently in receipt of help under the school action or school action plus schemes might not have needs that are acute enough to merit a statement or an education, health and social care plan, but their needs will remain none the less. I would be interested to hear the Minister’s observations about children in that category.

[Mr Mark Williams (Ceredigion) (LD)]

Will the hon. Gentleman give way?

[Mr Buckland]

I am afraid I need to press on.

There is also a need for joint commissioning of services, which is something that other contributors have touched on. In Swindon, which I represent, joint commissioning is already happening—we are seeing joined-up thinking, working and action—but in many places there remains a dislocation between health and education. Putting it bluntly, without the proper involvement of local health agencies, these reforms just will not work. The role of health and wellbeing boards, which were set up under recent health legislation, will be pivotal in ensuring proper joint working. I therefore urge my hon. Friend to do all he can as an Education Minister to ensure that other arms of government are doing all they can to ensure that education, health and social care plans knit together and provide a continuum of care.

I wanted to talk about accountability; very briefly, I will say this. Unless parents and carers feel that there are proper lines of accountability in decisions about their children, the system will not get the confidence it needs. Therefore, a proper and effective complaints system, encompassing all state-funded schools, must be put in place. I accept that school governors and Ofsted will have a role to play in the process, but personal action plans—agreements that will provide objective measurements of progress for parents to measure their schools against—are essential. This is not about bureaucracy for the sake of it; it is simply about ensuring that we can harness the earnest energy of parents to ensure the system works as best it can.

I welcome the proposals for local offers on SEN. I accept that local agencies will need to develop their own services, but I caution the Government in this respect. A national framework within which local offers can be developed will be necessary. The analogy I draw is between the system we have in health—where guidelines from the National Institute for Health and Clinical Excellence provide a framework within which local commissioners can develop services—and a system that I believe could work well in education. Such a system would ensure that parents and carers knew there was a basic standard to which the local offer would be made.

We have already touched on the problems and challenges facing young adults with autism going into the world of work. We have heard some depressing statistics in Wales. In England, one in four children with autism obtains some form of education or training after leaving school. That means that three out of every four do not have those opportunities. Some 25% of graduates with autism are unemployed, which is the highest proportion among any disability group. Fewer than one in seven adults with autism are in full-time employment, which is why I am encouraged that the Government are to extend the regime of education, health and social care plans right up to the age of 25. That is vital and acknowledges the fact that many young people with autism develop very much at their own pace—in a way that does not conform to the primary, secondary and tertiary stages of education—and it does so in a way that will allow them to develop and mature into adulthood. However, we do not want to move the cliff edge from 19 to 25. We have to ensure that the transition into adulthood after 25—after the end of the plans—is smooth and planned, and inspires confidence not only among those young adults, but among their families and carers.

The age in which people with these conditions are categorised as needing to be dealt with in a little box in the corner has ended, but we are now in a transitional phase. We have not yet created the systems that will allow the integration of such people into the mainstream of our national, social, economic and political life. I very much hope that today’s debate will, in some small way, be yet another milestone along that important road, so that in the years ahead, we as parliamentarians can say that we did all that we could to ensure that a minority with so much to offer was allowed to play its part at the heart of our life.

--- Later in debate ---

[Mr Mark Williams (Ceredigion) (LD)]

It is a privilege to speak in this debate, and I congratulate the hon. Member for South Swindon (Mr Buckland) on persuading the Backbench Business Committee to allow it. Like the hon. Member for Strangford (Jim Shannon), I praise the hon. Members for South Swindon and for Stalybridge and Hyde (Jonathan Reynolds) for their personal insights. Such insights are critical to the debate and warmly accepted by Members on all sides of the House.

Following the hon. Member for Strangford, I want to bring a Welsh perspective to the debate. In one sense, the hon. Gentleman has usurped me. I was going to say that Wales is leading the way through the development of its autism strategy, but sadly it seems that Northern Ireland is doing that. I hesitate to say that, however, because this matter is too important for one-upmanship. Nevertheless, I agree with the tone of his remarks because there are useful pointers and experiences from Northern Ireland, Wales and, no doubt, from our friends in Scotland as well to share with the Minister.

[Jim Shannon]

As I said in my introduction, the Northern Ireland Assembly has a close relationship with the elected Assembly in Wales. There is a real partnership together and a way forward.

[Mr Williams]

The hon. Gentleman is right and I suspect that our mutual friends in Autism Cymru, which is based my constituency, and Autism Northern Ireland have given us a similar brief about the collaboration between those two groups. Sometimes devolution can be helpful to our colleagues in England if it involves sharing good practice. We do not always get it right, but in this instance we have good examples to share with the Minister today and, in that spirit, I will explain some of those experiences. Like the hon. Member for Strangford, I can speak for my friends in Autism Cymru who would be more than happy to share some of their experiences with the Minister.

The Celtic nations partnership, which is made up of colleagues from Scotland, Wales and Northern Ireland who work together on these matters, has said:

“Developing national autism strategies supported by ring-fenced Government funding for autism is proving vital to improve the lives of people with ASD, and their families.”

Wales has had an all-age strategy for autism for four years. Since it started in 2008 some £12 million has been committed by the Welsh Assembly Government to the implementation of that strategy and, critically, to research into autism. Wales is the only nation with a national autism research centre, and it is based in Cardiff.

All 22 Welsh local authorities have an autism spectrum disorder local lead, and some have specific leads for children as well as adults. A national co-ordinator sits in the Welsh Local Government Association, and a national ASD practice website gives examples and shares practice throughout Wales. In my part of Wales, services and information are provided in both English and Welsh. As part of that process, each local authority has a local stakeholder group, and we should not understate the significance of that. This is about service delivery, people’s experiences and parents talking about their children. As the hon. Member for South Swindon said at the start of this debate, this is not about ticking boxes. Meetings and engagement with stakeholders are important. Every one of those authorities has had a local action plan in place since 2009. They are being reviewed and renewed depending on local need.

I hesitate to quote myself by saying that Wales is streets ahead, but I say that in the spirit of generosity to which I alluded at the beginning of my speech. The challenge is as great in Wales as it is in England, but we have the frameworks and structures in place to assist.

[Dr McCrea]

Does the hon. Gentleman take the point made by the hon. Member for Hornchurch and Upminster (Angela Watkinson) on the necessity of taking respite into consideration as part of an overall package of care?

[Mr Williams]

The hon. Gentleman is absolutely right. The hon. Member for Strangford mentioned the people he has met in his surgeries, and, as I have said, I have attended stakeholder meetings in Ceredigion. We have both heard from parents about the need for respite provision, so that they can recoup their energy and strength to be the parents they want to be.

I have two concerns about the UK situation. I am pleased that my right hon. Friend the Member for Chesham and Amersham (Mrs Gillan), the former Secretary of State for Wales, and the hon. Member for Hayes and Harlington (John McDonnell), have referred to Atos. That is an emerging situation. I should like to emphasise the difficulties encountered by many claimants with autism when dealing with the Department for Work and Pensions and other Departments. There are concerns that work capability assessments, which determine eligibility for employment and support allowance, fail at their core to recognise the difficulties that people with autism face when looking for work and accessing benefits.

Communication difficulties can make face-to-face assessments very hard. People with autism can misunderstand questions and fail to pick up on inference and assumption—they might answer questions only in their most literal sense. Furthermore, interaction is a key problem with autism, so the condition does not lend itself well to a call centre culture. One constituent went without the benefits to which he was entitled for a long time because he simply could not face direct, blunt questions on the telephone without support. I was pleased that the initial work undertaken by Autism Cymru, which is based in Aberystwyth in my constituency, included going independently to Jobcentre Plus in the town to offer support and advice to the DWP staff who give advice to address some of the problems—I appreciate the complexity of doing so.

I commend Autism Cymru for its work with police forces in Wales. Four or five years ago, it developed the ASD emergency card scheme. As we have heard, many individuals with autism have become involved in the criminal justice system as a consequence of their vulnerability or their social and communication difficulties. The idea, which was pioneered in north Wales and Dyfed-Powys and rolled out across Wales, is that somebody with autism produces a card when they come into contact with the emergency services. The card not only informs the emergency service that the person functions on the autistic spectrum, but offers pointers on how communication with them can be advanced.

There are approximately 88,000 schoolchildren in England and 6,000 in Wales with autism. The majority are in mainstream schools. Therefore, every teacher—I used to be a teacher—should expect to teach a child who is on the autistic spectrum. They should also be ready to teach with, or have access to, the appropriate level of expertise. However, the National Autistic Society in Wales tells me that only 47% of parents were satisfied with the level of understanding of secondary school subject teachers. As we have heard, early diagnosis, assessment and intervention are critical. As a former primary schoolteacher—admittedly, it was some time ago now—I remain concerned, like the hon. Member for Stalybridge and Hyde, about the training available to class teachers.

I have not been involved in the all-party group on autism, but I very much endorse its call for a lead teacher in every school with specific responsibility for ensuring equality of access for children with autism. That goes beyond the requirements of a special educational needs co-ordinator. The demands on SENCOs are immense enough without the complexities and range of challenges faced by working with autistic children.

We need to give our teachers the support they need, and I am not convinced that we have done that. Anecdotally, I remember being summoned to the head teacher’s office to be told that a new girl would be joining my class and that she was autistic. I can in all honesty say that, having been a class teacher for three or four years, I had not experienced that in any other classroom. In my years of postgraduate training, I had never come across the term autistic. In fact, special needs education training in those times amounted to four or five hours in one afternoon. Teachers are often aware that they can be failing the children in their care. It is not necessarily their fault—the training needs to be available to support them.

If the debate is characterised by anything, it is the need to raise awareness: awareness not only in Government agencies and education, and—I am pleased to report, as did my friends in Northern Ireland—awareness of the progress in our countries as well. What I am sure we all agree on is that the lives of children and adults may only improve if society has a better understanding of the condition that, as we have heard, affects one in 100 children. Recent figures from the NHS Information Centre have confirmed a similar incidence in adults.

[Henry Smith (Crawley) (Con)]

Will the hon. Gentleman give way?

[Mr Williams]

I am coming to my last sentence, so very quickly.

[Henry Smith]

I am very grateful to the hon. Gentleman for giving way just before his last sentence. Does he agree that the private sector also has a role to play in expanding autism awareness? I was delighted to learn only today that my local cinema, Cineworld, is working with the Dimensions social care charity to ensure that autism friendly films will be shown at that cinema. We need to spread awareness across all sectors of our society.

[Mr Williams]

The hon. Gentleman illustrates how the issue transcends everything. We could compartmentalise the debate in terms of education or, as I have, in terms of benefit issues. However, it crosses every aspect of life and we need that recognition. The hon. Member for South Swindon has done us a great favour in securing the debate and I look forward to hearing from the Government. I encourage them to carry on with the steps they are embarking on.

Children with Special Educational Needs

Mark Williams Excerpts

Wednesday 30th March 2011 Westminster Hall

[Alun Cairns (Vale of Glamorgan) (Con)]

It is a privilege to serve under your chairmanship, Mr Brady. I am delighted to have secured this debate on provision for children with special educational needs. The Table Office has advised me that at the outset I should declare an interest: my wife is a lawyer who specialises in educational matters, particularly in representing children with special educational needs. It was her frustration and my outrage, on hearing reports from parents, that sparked my personal interest in this subject, many years ago. The Government’s Green Paper on special educational needs prompted my request to the Speaker for this debate. I hope that it will be the first of many held in the House before the publication of the White Paper.

I welcome the approach taken by the Minister, and was fortunate to receive a briefing on her intentions a couple of weeks ago. She and her colleagues have a genuine passion to make a difference on this issue, and acknowledge the waste, delay, frustration and anger that is often felt about the current system. The Green Paper underlines the Government’s wish to develop a less adversarial approach, offer a greater choice to parents, and encourage and facilitate better working and co-operation between schools, local education authorities, health bodies, the independent sector and parents. A multi-agency approach up to the age of 25, with more support from the independent sector and increased opportunities for free schools, will offer choice and continuity. The Green Paper outlines how early identification can make a significant difference to outcomes for individuals, and says that teachers need to be better qualified in identifying special educational needs.

[Mr Mark Williams (Ceredigion) (LD)]

I congratulate my hon. Friend on securing the debate. He alluded to the importance of teacher training; does he agree that one of the great strengths of the Green Paper is not just the emphasis it puts on initial teacher training, but the opportunity for teachers to develop their professionalism throughout their careers? He talks about frustration more generally, but there must be frustration in the teaching profession with the fact that they have not been given the tools to deliver the kind of education that he and I want to see right across the board.

[Alun Cairns]

I am grateful to my hon. Friend for underlining an important point that is acknowledged in the Green Paper and, I think, far and wide. Teacher training is extremely important in the initial stages, but so is continued professional development. That is particularly important in relation to school exclusions. Evidence from Mencap suggests that 72% of pupils who have been excluded have special educational needs. I believe strongly that lack of support for a special need is often the cause of disruptive behaviour, and in view of the Government’s plan to change the school exclusion legislation, I hope that changes to SEN policy and teacher training will help reduce that percentage. The exclusion of those pupils is our fault, not theirs, if their needs have not been addressed. The Green Paper also considers how the statementing process should be changed so that resources are used in a more efficient way. That is the area on which I wish to focus today.

I was delighted to see that the Green Paper proposes maintaining the principle of a statement of SEN. It aims to reform the process, so that there is a single education, health and care plan, but still recognises the need for statutory protection for parents and pupils with regard to the provision of SEN support. That is great comfort and reassurance to all parents. The current system is cumbersome, costly and inconsistent, and is seen as being used by some authorities as a delaying tactic to frustrate the wishes of many parents.

In spite of that flawed process, the system is seen by parents as the back-stop that can guarantee a level of provision. If a parent can find their way through the maze, a statement can deliver what they want and what their child needs. Clearly, all sides are spending significant sums of money considering and discussing the matters. The money spent on advocacy and the challenges involved would be better spent on delivering provision. The new approach aims to make the process swifter, simpler and more efficient, but I have some questions and concerns about how and whether all aspects will work, so I want to talk the Chamber through the current process and compare that with my understanding of the proposals in the Green Paper.

The starting point is typically a parent or teacher identifying, or raising a question about, a child’s special educational need. Once the request for assessment has been made, the authority has six weeks to decide whether to assess the child. That will lead to a 10-week period in which the assessment is conducted. If a local authority questions or objects to the need for a statutory assessment, a parent will have to follow a cumbersome process to appeal via a tribunal; that comes with a significant delay. I am aware, for example, of an appeal just to obtain a statutory assessment that was registered on 10 August 2010 and not heard until mid-January 2011.

After the assessment, a decision will be made on whether a statement of SEN is needed; if it is, a proposed statement must be issued within two weeks. The parents are given the proposed statement and an opportunity to make representations within two weeks. After a further six weeks, the local authority will present its final statement.

--- Later in debate ---

[Robert Halfon]

My hon. Friend is exactly right. My point is that given what parents must face, and their difficulties with special needs children, why should they have to battle? Mrs Jackie Stedman has spent years battling with the courts and relevant authorities to try to obtain proper treatment for her children. She has often been successful, but why should she have to go through that in the first place? To borrow a phrase, our public services need to speak “human”, and that means looking at each individual case on its merits, and talking to the parents and children involved.

[Mr Mark Williams]

Perhaps I should have declared an interest earlier, Mr Brady, as a former teacher and still a member of the NASUWT. Does my hon. Friend agree that schools find themselves in the middle of a conundrum? Teachers may see the problem of children on the autistic spectrum or with dyslexia and make a diagnosis, but they are frustrated because the resources and support that parents rightly demand are also lacking for teachers. They want to get on with the job. They may have identified the problem and know the direction of travel, but LEAs are often lacking resources.

[Robert Halfon]

My hon. Friend is right. If the teacher is well placed to understand and diagnose the problem, the matter should be sorted out from there. However, they often have to wade through relentless bureaucracy. It does not matter which local authority is involved, it is always “rule this, regulation that.” That is what makes lives difficult.

Parents are used to fighting to get a fair deal for their children, but we must not burden them with tons of forms, legal liabilities and compliance. We have to make it easier. I know that the Minister is looking into the matter, and I would be grateful if she reassured my constituents about the direction of Government policy.

--- Later in debate ---

[Dr McCrea]

Yes. I thank the hon. Gentleman for his intervention. The statements by Ministers that I read out contain fundamental principles that the Government are setting down. There is a review of this area, and the Government intend to make progress. All those fundamental statements by Ministers are important. All I am saying is that we will judge them by the actions thereafter, because the statements by Ministers will amount to nothing but air if they are not followed through and action is not taken to give the best possible educational opportunity to children with special needs.

Like my hon. Friend the Member for Upper Bann, I have special needs schools in my constituency and I know that many parents are battling for their children. When it comes to the statementing of children, my experience as a Member of Parliament is that my constituents have great difficulty in getting help when they really need it. Let us be honest: there are parents who do not have a great interest in the educational attainment of their children. Every parent should have a great interest in that, but not every parent does. Not every parent has the capacity to understand the great need for education for their children and how to get the best possible education for their children with special needs.

There are other parents, who have a real concern, yet they come up against walls, barriers and obstacles, which in the past they were not able to get over. We must ensure that we give the best possible advice and help to parents at what is a critical time, because many of the children whom we are talking about are losing years of their lives educationally that they will never be able to get back. It is vital that parents get the best advice at the right time and that therefore the child gets the best possible education, because that sets the stage not only for their educational attainment, but for their job prospects and everything else. It is vital that parents get help at the appropriate time. If that is what the Minister is setting her mind to, that will be of great help.

The Government also propose to ensure that assessment and plans run from birth to the age of 25. If I may, I will relate some of the experiences that I have had. In Northern Ireland, when children in special schools turn 18, they go outside the education system. They may have a mental capacity of seven, but they have a birth certificate that says that they are 18, and they leave their special school and go outside the education system. I am passionately angry about that, because what other child stops their educational attainment and advancement at seven years of age? No other child is allowed to stop at seven. Because the person has a birth certificate and a body that say that they are 18, they are moved aside. They have very special educational needs, but those needs are not being met after a particular age. That is a disgrace and an indictment of any society that allows it. I have in the past begged Ministers to intervene in this matter; I believe that they must tackle the issue. I trust that we will get answers on that.

Many parents are frustrated when it comes to getting statements for their children. Many do not have a sufficient understanding of what they need to do to get their child statemented and they come up against an education system that fights against that. There is a constant battle and, to be honest, many parents give up. The only person who loses is the child. We are talking about children and young people who need our help. That is where we as politicians come in. We set the guidelines.

[Mr Mark Williams]

Coming from one of the devolved nations as well, I fully agree with the hon. Gentleman. There are lessons to learn from those of us in Wales. I am glad that the Minister is to have a meeting with my colleagues in Autism Cymru to talk about some of the issues; we have managed to fix up a meeting. The hon. Gentleman is right to highlight the corrosive effect on young people. There has been a lot of talk in this debate about the rights of parents, and I absolutely concur with that, but we are also talking about the rights of children. That is why early diagnosis and follow-through are so important. We are stacking up huge problems for children from key stage 1 right the way through the education system and into young adulthood, as the hon. Gentleman said, if we do not address these issues at the earliest opportunity.

[Dr McCrea]

I thank the hon. Gentleman for his intervention. I wholeheartedly agree with what he said. May I draw attention to this issue? We have talked about parents battling, but why should parents alone have to battle on this issue? Many do not even know how to battle, and parents should not have to know how to battle. We are putting the responsibility on the parent, and if the parent does not battle, the child loses out.

Independent Debt Advice

Mark Williams Excerpts

Tuesday 8th February 2011 Westminster Hall

[Yvonne Fovargue]

I have long been a supporter of a statutory duty to fund advice services, and I still believe that it is the only way in which the absolute importance of advice can be highlighted to local government and other funders. The cut to debt advice funding and the proposed cuts to local authorities and legal aid will be felt most significantly in urban areas, which have the greatest numbers of clients. To whom are those people expected to turn for advice on their debts?

The Government have announced their intention to establish a national money advice service to deliver free financial advice and an annual financial health check to provide people with a holistic overview of their finances.

[Mr Mark Williams (Ceredigion) (LD)]

I am grateful to the hon. Lady for giving way and I congratulate her on securing the debate. I think that she will agree that it would be wrong to characterise the issue as simply an urban issue. Rural areas in west Wales, such as my constituency, are served by only two citizens advice bureaux. She is right to highlight the cuts that such bureaux will suffer; those cuts will make access to the existing services even more difficult for people.

Outdoor Learning

Mark Williams Excerpts

Wednesday 15th December 2010 Westminster Hall

[Mr Mark Williams (Ceredigion) (LD)]

It is a pleasure to serve under your chairmanship this morning, Mr Benton. I pay tribute to my hon. Friend the Member for Carmarthen West and South Pembrokeshire (Simon Hart) for securing this important debate. Perhaps I should declare an interest: like my hon. Friend the Member for Brigg and Goole (Andrew Percy), I used to be a teacher. I was a teacher for 12 years and am still a member of my union, the NASUWT.

I very much endorse what other hon. Members have said, which is that this is not simply a debate about rural areas. My hon. Friend the Member for Carmarthen West and South Pembrokeshire has a proud record of championing rural areas, and I concur with him on many of those issues, but he was right to make the point that outdoor education is about urban schools as well.

I start with a couple of anecdotes. One of the most successful field trips I ever organised involved leading a group of children from a deprived school in north Devon down to the city of Plymouth. It was an excellent day’s work that examined the architecture, the effect of the Blitz, the new buildings that went up in Plymouth, the naval town and the economy of the area. Those children would not have experienced that—it is a long way from Barnstaple to Plymouth—had we not given them the opportunity.

Closer to home, I think of the scheme that we embarked on in Powys. We set up a partnership scheme between a local organic farm and our school. We acquired a plot of land and visited each term. Every child in that small village school visited the farm every year, nurtured the plot and grew vegetables. They took the vegetables back to school to make meals.

[Julian Sturdy (York Outer) (Con)]

My hon. Friend makes a good point about the need for farmers to play a role in outdoor learning. What worries me is the fact that so many schoolchildren do not understand where their food comes from. That is quite frightening, especially when, if we ask some schoolchildren where their potatoes or chips come from, they say, “McDonald’s”. Does my hon. Friend think that the National Farmers Union and farmers need to play a key role in such education, and in improving understanding of where food comes from?

[Mr Williams]

Absolutely. One of the benefits of the project that I was involved in was that we considered the seasonality of fruit and vegetables. I think that it is assumed that because children live in a rural area they have automatic access to farms and to schemes of the kind that the NFU and others, such as the Farmers Union of Wales, have put forward. That assumption should not be made. That is why the debate is important, for getting some clear guidelines. It is beginning to seem a little like a Welsh debate—I am proud of that, but I shall not stray on to devolved matters.

Every year at the school where I taught we took the year 5 and 6 children to stay at an outdoor pursuit centre in Montgomeryshire, where they could do kayaking, orienteering, rock climbing, mountain walks and canoeing—the very kinds of activities from which many children with special needs, who were not high achievers in the classroom, really gained. We were teaching concepts of teamwork, collaborative work and team building. Those were important opportunities for the children.

[Guto Bebb (Aberconwy) (Con)]

The point that my hon. Friend makes about the outdoor pursuit centre is important. My hon. Friend the Member for Brigg and Goole (Andrew Percy) made the point that health and safety is an issue when taking children out of the classroom, and such outdoor pursuit centres have health and safety covered; they have the skills to deal with pupils safely and give them the experiences that have been described.

[Mr Williams]

I agree very much. One of the nice things for a teacher organising such trips was that there was no need to get embroiled in the bureaucracy of organising a risk assessment; it had already been done by trained professionals.

This is a core debate, not a peripheral thing. It is not a trendy lefty debate about the effectiveness of group work or topic work—debates that have happened in the past. It is about enhancing learning in the classroom, teaching in context, teaching in the real world and broadening horizons in the strongest way. As I reflect on my education, I recall that the only such opportunity that I had in secondary school—there was little in primary school—was the Duke of Edinburgh’s award scheme. That is a great scheme, with great opportunities for young people, but very much curtailed and limited.

Was there, in the three schools where I taught, always a dedicated member of staff with expertise, responsible for developing the outdoor curriculum? If there was, in some instances it was not very visible. Should we give more prominence to outdoor education in initial teacher training? I did a PGCE course, from which I benefited; I gained my qualification and enjoyed my 12 years in the classroom, but there were limitations with respect to outdoor education.

To repeat a question that has been put to the Minister, is the initial teacher training that we provide giving teachers the skills that they need to lead outdoor learning? It is all very well talking about identifying opportunities; teachers sit there developing their lesson plans and identifying opportunities. It is a matter of whether those opportunities for outdoor learning can be delivered. It is not about burdening the curriculum. I agree with the direction of travel: it is about scaling down the curriculum.

Years ago, I worked as a researcher in the other place. When the national curriculum was introduced in 1988, I remember the huge number of representations from different organisations in favour of including subjects in the national curriculum. That was an over-burdening experience.

I also remember, years later when I was in the classroom, the minutiae of detail directed from the centre about how I should deliver a numeracy hour and a literacy hour, down to the five minutes of a plenary session at the end. We are moving away from that over-prescriptive period. There is consensus among all who have spoken so far that we are seeking to build meaningful cross-curricular links in key areas of the curriculum—notably geography, history and science—for which outdoor activities are appropriate.

As my hon. Friend the Member for Carmarthen West and South Pembrokeshire mentioned, the Select Committee on Children, Schools and Families produced its report in April 2010. I want to draw on three of its conclusions. First, the report talked of the ability of families to pay, or their inability to pay, for trips and the deterrent to schools in offering opportunities to pupils. At one school where I taught, there was a blanket policy. We could not countenance any outlandish trips, because we knew that the parents in the deprived wards of that area would be unable even to subsidise their children’s trips.

The Select Committee recognised the principle of subsidies for children from low-income families for school trips, and I think that that should be endorsed. The report also talked about an individual entitlement within the national curriculum to at least one school visit each term. That is integral to the curriculum that needs to be delivered. I would like to hear the Minister’s comments on that individual entitlement to outdoor education.

[Mr Andrew Turner]

I draw attention to another thing. When I was a teacher, it was perfectly acceptable for one member of staff to take one class into town. What has happened since then?

[Mr Mark Williams]

My hon. Friend is right. The answer came from my hon. Friend the Member for Brigg and Goole when he talked about the one-to-10 rule. That is very hard, and it is also sometimes hard to engage parents to become involved in outdoor pursuits. We think of a captive audience of parents eager to accompany their children on trips, but that is not always the case.

There is a fundamental need for schools to have a policy on learning outside the classroom. As I said, it is not just a matter of having a policy, with words in readiness for the Ofsted or Estyn inspections; it is about being able to deliver. The Government do recognise the importance of outdoor learning—as, to their credit, did the last Government. It is important for the Council for Learning Outside the Classroom to get on with the job. I regret that the Select Committee’s recommendations on additional resources and Government regulation and monitoring guidance were not accepted.

We had a little spirited debate about Welsh Assembly Government policy. I do not want regulation and rules to be over-prescriptive, but we do need some clear guidelines from the centre. Most professionals in most of the schools I have been involved with fully recognise the importance of that, as my hon. Friend the Member for Vale of Glamorgan (Alun Cairns) mentioned. They are delivering the foundation stage with great effectiveness—I have two young children experiencing the foundation stage now. However, that is not always the case across England and elsewhere in the UK. We need those rules and that guidance.

I will not repeat all the figures about the effectiveness of outdoor education mentioned by my hon. Friend the Member for Carmarthen West and South Pembrokeshire. I do, however, want to say something about the risk-averse culture developing in our country, and the characterisation of many children’s lives as “home to school and back home again”—from the classroom to the sitting room, or wherever the TVs are in the house.

I do not agree with everything that the much-maligned Lord Young says—far from it. However, his work “Common Sense, Common Safety” was important. It was a welcome attempt to rebalance the risk-averse culture in the country that has considerably damaged the tradition of school trips, with teachers and schools inevitably concerned about liability if things go wrong.

I remember the frustration and bureaucracy of trying to organise trips. It is not surprising that 76% of teachers identify health and safety risk assessments as the main barrier to delivering outdoor learning. We should not throw the baby out with the bathwater. Despite the few but tragic cases where things have gone wrong, there has to be a measure of sensible risk assessment. Action should be taken where negligent behaviour occurs, but we must do all we can to rebalance the system.

In his foreword to Lord Young’s report, the Prime Minister states that we need to

“focus regulations where they are most needed; with a new system that is proportionate, not bureaucratic; that treats adults like adults and reinstates some common…trust”.

Some of us may disagree about what that constitutes, but I hope we can all agree with the sentiment.

The Department for Education launched its “Learning Outside the Classroom” manifesto in 2006. That report highlighted research on the way the brain works. Reading it took me back to teacher training and some of the lectures and seminars I participated in. The research showed that learners can be re-engaged with the world as they experience it, known as “authentic learning”.

That is particularly important when we look at the sciences. The Field Studies Council has seen a decline in the number of people studying secondary science visiting their residential centres across the country, with a drop of 18% between 2008 and 2010. We need to engage with the people who have the potential interest, if it can be captured and promoted in a positive way. It was a sad reflection that only 47% of six to 15-year-olds went on a visit to the countryside with their school in 2008. I am not going to talk about the foundation stage in Wales, other than to say that it has been a huge success.

There is much in the Government’s agenda that suggests that they are keen to encourage more activity. They are keen on volunteering and we have had Lord Young’s review. I hope the Minister will be able to outline what steps are being taken to ensure that more outdoor learning can take place at schools and translate support into concrete achievement.

One final point: I want to commend the young artisans scheme in Ceredigion, in the Penparcau ward of Aberystwyth. It is a deprived area—we have deprived wards in rural Wales as others do across the country. That scheme has largely worked with low achievers and people with special needs, taking the craft, design and technology curriculum out of the classroom. It takes youngsters from years 5 and 6 to work with employers and local colleges, out of the conventional classroom, so that the young people can see links with the real world. It is a pioneering scheme that has been going for years. Later, as 16-year-olds, some participants have found decent gainful employment on the back of an outdoors education policy.

[Several hon. Members]

rose—

Low Educational Attainment

Mark Williams Excerpts

Tuesday 29th June 2010 Westminster Hall

[Mr David Ward (Bradford East) (LD)]

I do not intend today to give the Minister a big work load today, but I want to lay down a marker. I thank Catch22, Save the Children, the Child Poverty Action Group and Michele Sutton, the principal at Bradford college, for contacting me and providing me with useful information, as well as useful questions that I shall no doubt put in written form later.

A few years ago, I was on the second largest council estate in Bradford in the youth centre, where I have been on the committee for probably nearly 30 years now. I came out of the door and a mobile library was outside. I decided to go and chat to the driver. A young woman got on the mobile library bus with a toddler. The buses are set up with a play area with Lego bricks and so on at one end. I remember clearly that the toddler got on and started to move towards the books, but the mother said, “You don’t want those; they are only books.” It is funny how things stick in one’s mind, but that said so much about the possibilities and life chances that that child probably had.

The research on early years, and indeed pre-early years, is pretty compelling. I know that today I am speaking to people who know about the subject and are concerned about it, and I am not here to teach anyone to suck eggs, but I want to mention the “Meaningful Differences” research by Betty Hart and Todd Risley at the university of Kansas some years ago. It showed that parents from what they called the professional class had interactions—words that were spoken—with their children at a rate of, on average, 2,150 per hour. Among those from what they called working class backgrounds the rate was 1,250 per hour, and for those from what they called welfare families it was 620 words per hour. That is happening hour after hour, day in, day out. The cumulative effect of that in the first three years, if extrapolated, was a difference of 20 million words between the professional class and the welfare class, and that is before we consider the quality of the language, or the social interactions happening alongside language development.

Clearly, many of the measures that we have put in place start far too late in a child’s life. We can start at any point, but, to take the example of universities, I am very aware of what happens there in the way of pastoral care and financial support for young people from deprived backgrounds. In addition, there is the Aimhigher campaign to encourage more people from disadvantaged backgrounds to go to university. Work is done in sixth forms to encourage applications, and in schools at key stages 3 and 4 to encourage staying on into the sixth form. In year 6 there is help with the difficult transition from primary to secondary school, and other work is done in schools and off site with those who struggle academically. Primary schools give additional support, including mentoring and one-to-one support. Nurture rooms have been created, and there has been a development of parental involvement and learning enrichment programmes in those environments. At the pre-school stage there is early years work, with Sure Start children’s centres to provide help to children.

The sad fact, however, is how little of that works. Despite all the things I have mentioned, the gap between a child from a deprived background and one from a more affluent background increases as they go through the education system—the disadvantage widens. That is incredible but true. I have secured today’s debate not because I have answers, but because it is clear from all the good work done by many organisations that none of us seems to have them.

[Mr Mark Williams (Ceredigion) (LD)]

I congratulate my hon. Friend on raising this important issue. Perhaps I may add a slight complication into the mix regarding the problem that he has elegantly identified: an urban-rural divide. He was careful not to characterise the problem as an urban phenomenon, and I am sure that he will agree that there is also a challenge for rural areas, where often it is difficult to measure at the base the problems of social exclusion because of the dispersal of rural households and the frequent proximity of deprived families to apparent affluence. That has an effect on educational achievement and the capacity of authorities to deliver responsive measures to the children in question.

The problem is not just urban but rural, so there are particular challenges for hon. Members who represent rural areas. However, I appreciate that as the debate covers England, the Minister cannot respond specifically to my Cardiganshire concerns.

[Mr Mike Hancock (in the Chair)]

Order. That intervention was very close to being a speech.

--- Later in debate ---

[Sarah Teather]

I understand the point that the hon. Lady was trying to make, even if it was cut short. I reassure her that I am absolutely committed to gap-narrowing. For me, that is the point of early years education and early years provision. We may disagree about some of the ways to measure whether the gap has narrowed. We may debate the matter in more detail over the next few years, but I suspect that we share the same commitment to ensuring that the investment in early years provision narrows the gap—the point made by my hon. Friend the Member for Bradford East. I shall say a little more about that later.

My hon. Friend the Member for Ceredigion (Mr Williams) makes a good point. I represent an inner-city seat, and I see the consequences of poverty writ large in my advice surgeries and in my constituency office every day. However, the problem is not confined to the cities; it is very evident also in rural areas. What he said about the dispersal of families, which makes it more challenging for local authorities and other service providers to tackle the problem, was a point well made, and I am well aware of the issue. The policies that the coalition Government have put in place will include specific mechanisms to deal with child poverty.

The uncomfortable truth is that the link between deprivation and low attainment exists across the country—not only in my constituency but everywhere. My hon. Friend the Member for Bradford East gave some statistics, but those given to me by my officials are even more stark. They suggest that children from poorer backgrounds have a smaller vocabulary at the age of three than their peers and that, by the age of four, they have heard 30 million fewer words. Whether the figure is 20 million or 30 million, the statistics are stark. Again, that is a challenge for early years provision. Low-ability children from rich families overtake high-ability children from poorer families at primary school. As my hon. Friend pointed out, the gap widens as the children grow older; children eligible for free school meals are half as likely to achieve five or more GCSEs at grade A to C, including English and maths, as those from wealthier backgrounds.

I welcome the opportunity to debate the subject and to consider some of the reforms needed to break the link between deprivation and low attainment. It goes to the heart of the coalition’s plans to build a fairer, more responsible and freer society that we should have policies to tackle the problem on all fronts. That could be done through better-focused early years provision, which I mentioned a moment ago, or through giving families more practical support or ensuring that children from poorer backgrounds get the same chance at school as their peers.

The question, therefore, is whether we consider deprivation to be an automatic barrier to success, or whether good teaching, good early years provision and good government can all play a part in helping to reduce inequality and unfairness. I passionately believe that that is a role for the Government, and we believe that those factors can bring that about. That is why we have already set about tackling deprivation, not only as an end in itself; we are also tackling the systemic weaknesses that highlight and deepen those divisions as children go through life.

For example, we are committed to hitting the 2020 child poverty target already laid out in legislation. We also plan a review of poverty and life chances, which will be chaired by Frank Field. We have set out a school reform programme. Most critically, we have announced the pupil premium. Finally, of course, we have decided to recruit more health visitors for Sure Start children’s centres to help the most disadvantaged families.

[Mr Mark Williams]

I applaud that list of measures. I was in the teaching profession in a previous life. What greatly impressed me was the need in areas of deprivation for real measures to encourage parental participation in the education system. I was involved in a pilot scheme to improve numeracy among parents. We need to get that partnership right. I hope that the measures that the Minister listed will include a strong role for parents. The old adage was that teachers have children for six hours a day but that they are at home for the remaining 18. It is most important that we get official recognition of that and encourage parents as well as the children.