Autism and Learning Disability Training

Martin Vickers Excerpts

Tuesday 21st November 2023 Westminster Hall

[Several hon. Members rose—]

[Martin Vickers (in the Chair)]

I received prior notice that two Members wanted to speak in this debate. I will call the Front Benchers from 5.7 pm, if Members would bear that in mind.

RAAC: St Leonard’s, Durham

Martin Vickers Excerpts

Tuesday 21st November 2023 Westminster Hall

[The Minister for Schools (Damian Hinds)]

It is a great pleasure to see you in the Chair, Mr Vickers, I think for the first time as I respond to a debate in Westminster Hall—

[Martin Vickers (in the Chair)]

The second.

[Damian Hinds]

The second. I thank the hon. Member for City of Durham (Mary Kelly Foy) and congratulate her on securing a debate on this important subject.

The Government are committed to ensuring that every child in the country gets a first-class education and every opportunity to make the very best of their abilities. I understand that parents, schools and this House are concerned about reinforced autoclaved aerated concrete, and we are moving decisively to address it while minimising the disruption to education. Before I come to St Leonard’s Catholic School, I want to set out why we are taking this cautious approach to RAAC and how the Government are supporting schools and colleges across England.

Professional advice from technical experts on RAAC has evolved over time, and the managing its risks across all sectors has spanned successive Governments since 1994. Although local authorities, academy trusts and other bodies are directly responsible for school buildings, and we fund them as such, we have taken a direct and proactive approach to RAAC.

We have been talking to schools about the potential risks of RAAC since 2018, when we first published a warning note with the Local Government Association, which asked all responsible bodies to identify any properties constructed using RAAC and to ensure that RAAC properties are regularly inspected by a structural engineer. In February 2021, we issued a guide on identifying it. Concerned that not all responsible bodies were acting quickly enough, in 2022 we decided to take a more direct approach. Last year, we issued a questionnaire to responsible bodies to ask them to identify whether they had or suspected that they had RAAC, and started a significant programme of technical surveys. We have been sending professional surveyors to schools and colleges in England to assess whether RAAC is present. We have eight survey firms contracted to deliver technical surveys to all schools and colleges that have advised us that they suspect they might have RAAC, so that we can rapidly confirm whether it is indeed present.

Although building maintenance is the duty of councils, academy trusts and voluntary-aided school bodies, RAAC cases over the summer reduced the Department for Education’s confidence that school and college buildings with confirmed RAAC should remain in use without mitigations being put in place. Following careful analysis of those cases, we made a precautionary and proactive change. On 31 August, we updated our guidance to schools and colleges so that areas previously deemed to contain non-critical RAAC are now taken out of use until mitigations are put in place. Professional guidance makes it clear that wherever RAAC is found, it needs to be monitored closely. The technical guidance does not say that mitigations need to be put in place in all buildings that contain RAAC.

As of 16 October, responsible bodies had submitted responses to our questionnaire for 99.9% of schools and colleges with blocks built in the target era, and DFE has since resolved the remaining 17. Any required surveys of potential RAAC cases are carried out by one of eight professional survey firms, and the vast majority of schools surveyed to date have been found to have no RAAC. As of 16 October, 214 education settings had confirmed RAAC in some of their buildings. Thanks to the hard work of school and college leaders, 202 settings—94%—are providing full-time face-to-face education for all pupils, while 12 have hybrid arrangements that may involve some remote learning on some days. We are supporting these education settings to put in place mitigation plans, and the majority have now returned to full-time face-to-face education or will do so very shortly.

We will do everything in our power to support schools and colleges in responding to RAAC in their buildings. Every school or college with confirmed RAAC is assigned dedicated support from one of 80 caseworkers. Project delivery teams are onsite to support schools and colleges to implement mitigation plans. They will work with them to put in place a bespoke plan that supports face-to-face education for all pupils as soon as possible, based on their circumstances. There is not a one-size-fits-all mitigation plan, and what is right for a school or college will depend on a number of individual local factors. Mitigation plans include using other spaces on the school site, in nearby schools or elsewhere in the local area until structural works are carried out or temporary buildings are installed.

The Government are funding the emergency work needed to mitigate the presence of RAAC, including installing alternative classroom space where necessary. All reasonable requests for additional help with revenue costs, such as transport to other locations or temporarily renting local premises, are being approved. The Government are funding longer-term refurbishment or rebuilding projects to address the presence of RAAC in schools. Schools and colleges will be offered either capital grants to fund refurbishment work to permanently remove RAAC, or rebuilding projects where these are needed, including through the school rebuilding programme. The requirements for each school or college will vary depending on the extent of RAAC and the nature and design of the buildings, and we are working closely with responsible bodies to assess what the right solution is in each case.

I recognise the challenges being faced by the staff and pupils at schools that have had to vacate space due to the presence of RAAC, including St Leonard’s Catholic School in the hon. Lady’s constituency. As she will know, a particular challenge for St Leonard’s is the prevalence of RAAC in the school’s buildings, which has resulted in a significant proportion of them being taken out of use while mitigations are put in place. I thank the headteacher and all the staff at St Leonard’s for their hard work in supporting their pupils through this time. I recognise the pressure staff have been under, and I am committed to continuing to work with the school on how we can support it to respond to RAAC and minimise any disruption to education. The Department has been working closely with the school to implement mitigation plans in order to ensure that face-to-face education can continue for all pupils. This has involved structural works to some of the buildings in addition to arranging alternative, offsite accommodation. We have supported the trust in bringing pupils back into face-to-face learning as quickly as possible to lessen the impact on education. All pupils at St Leonard’s, as the hon. Lady said, have been in full-time face-to-face education since October.

Temporary classrooms are being installed on the school’s playing fields. RAAC has impacted on many of the specialist facilities, as she rightly said, including science labs, IT rooms and D&T areas. We continue to explore options for the delivery of those specialist places as soon as possible.

Pupils due to sit exams next year are currently using specialist facilities at other providers in the local area, with transport provided for pupils. We are working closely with the school to identify how all pupils can have access to specialist facilities. We have provided assistance and facilitated sector support to ensure that children at St Leonard’s have not been disadvantaged, prioritising pupils in examination years. Crucially, we are working with the school on extra education support for pupils. That includes sourcing extra teaching capacity at St Leonard’s with an educational support programme that may include tutoring available for pupils this term.

Qualification-awarding organisations have been working and continue to work with schools including St Leonard’s, although they may have specific difficulties in delivering assessments due to specialist classrooms being unavailable for a time. Awarding organisations have discretion to grant extensions to deadlines for non-examination assessment or coursework, based on a school’s specific circumstances, and will offer as much flexibility as they can when considering such steps. I know that St Leonard’s is meeting one of the awarding organisations with which it works tomorrow, and another is hoping to meet St Leonard’s later this week.

As I set out earlier, the Government are funding the emergency work needed to mitigate the presence of RAAC, and all reasonable requests for additional help with revenue costs are being approved. I note what the hon. Lady said about the timeliness of so doing. I will follow up on that, and we will have a chance to discuss it when we meet.

We are supporting St Leonard’s specifically on the funding of temporary classrooms on the school site, we are funding the use of specialist facilities at other providers in the local area, and we will continue to work with St Leonard’s on what further support may be needed.

Religious Education in Modern Britain

Martin Vickers Excerpts

Tuesday 1st November 2022 Westminster Hall

[Martin Vickers (Cleethorpes) (Con)]

I beg to move,

That this House has considered religious education in modern Britain.

It is good to be here serving under your chairmanship, Dame Maria. Some families—sadly they are a minority, I am sure—will deliver religious education to their younger members, who will grow up with an understanding of whichever faith the family adheres to. But the majority of children, I suspect, learn something of religion at school.

The point is important, because a rounded religious education helps our young people to appreciate the place of religion in our culture, and supports them as they develop their own world view. RE will help them take their place in society. It will support them to be effective and engaged in both the workplace and the wider community, and allow them to critically consider the fundamental questions of life, God, meaning and purpose on the basis of which they will live their lives in modern Britain. It will enable them to learn from centuries of reflection on those questions.

I recall attending a parents’ meeting when my daughter was at junior school. The headteacher said that he regarded school and RE lessons as taking young people to the threshold of faith. That phrase has always stuck with me. It is a valuable one, and I would like our schools to adhere to it.

Life in modern Britain demands a knowledge not just of Christianity but of other faiths. A knowledge of the Christian faith is important not just as an end in itself but as a way of understanding much western culture, art and music. Many of the phrases used in everyday language come from the Bible. We frequently hear sports commentators refer to a “David and Goliath struggle”; if Grimsby Town, which I support, were drawn against Manchester City, that would certainly be appropriate. There are others, such as “the writing is on the wall” and “the salt of the Earth”, and two in particular that we politicians should particularly note: “how the mighty have fallen” and “a house divided against itself cannot stand”.

If we accept the importance of RE, and we accept that it is in school that most of our young people will learn of the importance of religion in our society, we must ask whether our schools are providing RE to a high standard. I googled “law on school worship”, which referred me to the gov.uk website, which then referred me to guidance note 1/94—“94” indicating the year it was published. Is guidance from 28 years ago still relevant to modern Britain, or should it be updated? The guidance states:

“All maintained schools must provide religious education and daily collective worship for all registered pupils and promote their spiritual, moral and cultural development.

Local agreed RE syllabuses for county schools and equivalent grant-maintained schools must in future reflect the fact that religious traditions in the country are in the main Christian whilst taking account of the teaching and practices of other principal religions. Syllabuses must be periodically reviewed.

Collective worship in county schools and equivalent grant-maintained schools must be wholly or mainly of a broadly Christian character, though not distinctive of any particular Christian denomination.”

If, as the guidance states, all schools must provide that, what are the Government doing to ensure that they do? Way back when, I attended Welholme Primary and Havelock schools in Grimsby, and we indeed had a daily assembly with prayers and a hymn. Around a third of my class also attended Sunday school, as I did at Grimsby’s All Saints’ church, which is appropriate to mention on All Saints’ day. Adding those who attended All Saints’ to those who went to local Methodist and Catholic churches, we appreciate that the vast majority of young children in the area attended Sunday school and got a good grounding in Christian teachings.

Let me refer again to the Government website and the collective worship in schools document. The section headed “Government aims” states:

“The Government is concerned that insufficient attention has been paid explicitly to the spiritual, moral and cultural aspects of pupils’ development, and would encourage schools to address how the curriculum and other activities might best contribute to this crucial dimension of education.”

That was the view of the Conservative Government in 1994. Does it remain the view of the Government? I trust the Minister will clarify that.

I suggest that we have a postcode lottery in the provision of RE across the UK. Some of our children receive a comprehensive, well-taught religious education; unfortunately, others receive merely a tokenistic level of teaching. According to the Christian Institute, the Department for Education school workforce census 2021 demonstrated a worrying trend in schools—reporting on other curriculum subjects, but not on RE. That trend was higher in schools following the agreed syllabus and academies without a religious character, at 23% and 22% respectively, while the figure for schools with a religious character was only 5%. One school in five reported offering zero hours of RE for year 11, in a breach of their statutory responsibility. Just under a third—27.4%—of academies without a religious character reported providing zero hours of RE to year 11. About 10% of all schools reported zero hours in years 7, 8 and 9, on average. The figure with respect to provision in academies without a religious character is significant.

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

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

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

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

[Dame Maria Miller (in the Chair)]

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

[Martin Vickers]

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

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

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

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

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

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

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

The Policy Exchange report concluded,

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

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

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

Signatories will also

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

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

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

[Dr Matthew Offord (Hendon) (Con)]

I congratulate my hon. Friend on his speech, and I am very pleased to see the Minister back in his rightful place in the Department for Education. Does my hon. Friend agree that faith-based schools have greater educational attainment rates than schools that have no religious element? Places such as the Hendon constituency in the London borough of Barnet have above-average exam results as a result.

[Martin Vickers]

My hon. Friend makes an important point, with which I entirely agree.

Modern Britain is a global Britain. It is more common than ever to meet people from all over the world in both a professional and personal capacity, and to deal with business partners, colleagues and friends who draw from a wide range of world views. Some surveys indicate that almost 70% of the world’s population affiliate with a religious tradition, so if we do not provide our children with knowledge of religious and non-religious world views, we are leaving them ill prepared for life in the modern world.

To recap, my main asks today are that the importance of RE should be reflected in a properly funded national plan for RE, with all pupils taught by well-qualified and trained teachers who have access to bursaries where necessary. This will ensure that high-quality RE is delivered, thereby promoting respect and tolerance, encouraging strong community relations and promoting freedom of religion or belief. Through a comprehensive, well-taught curriculum in RE, our children can engage with diversity with confidence, sensibility and respect. As my hon. Friend the Member for Hendon (Dr Offord) pointed out, we are pleased to see the Minister back in his place, and I urge him to give strong consideration to the points I have made. I hope that he will agree to meet me and the RE Policy Unit to discuss matters further.

--- Later in debate ---

[Martin Vickers]

This has been a wide-ranging debate, and I thank all colleagues who have taken part. It shows that there is considerable concern about RE teaching in our schools. The Minister rightly pointed out the procedure for dealing with complaints about schools not meeting their legal obligation, but I hope that he and his ministerial colleagues can be a little more robust in getting that message down through the system so that parents have the confidence and knowledge to challenge what they may perceive as a lack of RE teaching for their children.

This has been an exceptionally good debate. I took note of the fact that there is an annual decision about bursaries, and I urge all colleagues to lobby the Minister so that, when that comes around again next year, RE may be just that bit luckier than it was under my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis).

I share the disappointment of my right hon. Friend the Member for Gainsborough (Sir Edward Leigh) about the fact that the Minister was not quite there on the renewed guidance. Guidance is important, as no end of agencies and authorities that we deal with tell us, “Our Government guidance says this.” I welcome this debate, and I thank all colleagues who have taken part.

Question put and agreed to.

Resolved,

That this House has considered religious education in modern Britain.

Colleges Week 2022

Martin Vickers Excerpts

Thursday 27th October 2022 Westminster Hall

[Peter Aldous (Waveney) (Con)]

I beg to move,

That this House has considered Colleges Week 2022.

It is a pleasure to serve with you in the Chair, Mrs Murray. I thank the Backbench Business Committee for granting this debate, in which we shall consider, celebrate and reflect on Colleges Week and the work that colleges do in local communities all over the UK. We are actually a week late, as Colleges Week was last week. The recent changes to the parliamentary timetable made it impossible to secure this debate then, but that may not be a bad thing. The debate now coincides with the appointment of a new Prime Minister, who has already highlighted his determination to put further education and vocational schooling at the forefront of his Government’s work and his policies. With that in mind, I welcome the Minister, my hon. Friend the Member for Morley and Outwood (Andrea Jenkyns), to her place. I look forward to her restating the Prime Minister’s commitment.

This is an opportune moment to not only showcase the great work that colleges are doing, but highlight how, with the right means and support, they can do even more to promote the communities that they serve, deliver sustainable economic growth and help local people to realise their dreams and achieve their ambitions. As well as looking forward with the new Prime Minister and his new team, it is appropriate to take stock after what has been a hectic 18 months for colleges in policymaking terms. In January 2021, the “Skills for jobs” White Paper was published; the Skills and Post-16 Education Act 2022 received Royal Assent earlier this year; and colleges are now working with local employers, councils, local enterprise partnerships and other interested parties to put in place local skills improvement plans, or LSIPs.

It is important to emphasise the multitasking work that colleges are carrying out. They are driving the post-covid recovery, supporting learners who, through no fault of their own, are having to catch up. They are helping to deliver the net zero economy. In my own constituency, East Coast College is in the vanguard of promoting training for the jobs that are needed in the offshore wind and nuclear sectors. I should point out that this week may not be Colleges Week, but it is actually Offshore Wind Week, and it was a pleasure to welcome local apprentices to RenewableUK’s reception on Wednesday afternoon.

Colleges are addressing regional inequalities. Meaningful and proper levelling up will be delivered only if the colleges are provided with resources so that they can play their full role. They are also promoting lifelong learning. In today’s world, a job for life is a thing of the past. There are so many people with so much potential with whom colleges can work to acquire the skills to achieve their ambitions.

Finally, colleges can ensure that the economic growth we all want is sustained and enduring—not a short-term boom followed by a painful bust—and helps to deliver the improved productivity that the UK so desperately needs.

[Martin Vickers (Cleethorpes) (Con)]

I congratulate my hon. Friend on obtaining this important debate. My constituency, like his, is heavily dependent on the offshore sector from an economic point of view. I want to take the opportunity to congratulate Peter Kennedy and his team at Franklin Sixth Form College in Grimsby, which serves my constituency. Would my hon. Friend agree that apprenticeship courses in particular are vital if we are going to get our young people into the offshore and similar sectors?

[Peter Aldous]

I agree wholeheartedly. Later in my speech, I will highlight some of the strategic working that is required to make the most of the opportunities in the offshore energy sector that are emerging not just on the east coast, but all around the UK.

I have the privilege and honour of chairing the all-party parliamentary group for further education and lifelong learning, for which the Association of Colleges provides the secretariat. It is appropriate to take stock of the work that colleges do and the impact they have on their local communities. English colleges educate more than 1.6 million students every year and employ approximately 103,000 full-time equivalent staff. Some 913,000 adults study or train in colleges, while 611,000 16 to 18-year-olds study in colleges. There are 166,000 people on apprenticeship provision in colleges, and the average college trains 1,000 apprentices. Some 110,000 people study higher education in a college. Some 23% of 16 to 18-year-olds and 24% of adult students at colleges are from minority ethnic backgrounds; 21% of students in colleges have a learning difficulty and/or disability; and 46,000 college students are aged 60 and over.

Those figures demonstrate that colleges are the Heineken of the UK education and training system: they reach the parts and the places that other establishments do not. They invariably do this to a high standard, with 91% of colleges judged “good” or “outstanding” at their most recent inspections. Colleges support the Government’s ambitious plans to roll out T-levels, increase apprenticeship delivery, promote adult learning and introduce higher technical qualifications. While colleges are up for these challenges, there are significant obstacles in the way of them playing the role they want to—a role that will bring so many benefits to local people and communities.

First, despite a 2021 spending review that recognised some of the long-established funding issues facing colleges, further education funding still compares extremely unfavourably with both university and school funding. In its 2021 annual report on education, the Institute for Fiscal Studies highlighted that:

“Further education colleges and sixth forms have seen the largest falls in per-pupil funding of any sector of the education system since 2010–11.”

Although the budget for 16 to 18-year-olds is rising for the five-year period from 2020 to 2025, the pressures of extra catch-up hours, increased prices and the cost of living are holding back progress on flagship programmes in key national skill shortage sectors. The situation is exacerbated by the dramatic energy price increases. Some colleges have long-term contracts with suppliers agreed in 2021, which means that they are not covered by the six-month scheme. However, it means that they face the prospect of treble, quadruple or even worse price increases in 2023. It should be borne in mind that for many technical and vocational courses, there is no good alternative to in-person education at the college.

Secondly, colleges across the country are finding it increasingly difficult to recruit and retain staff, given the widening gap between what skilled teachers can earn in colleges and what they can earn in industry or even in schools. An Association of Colleges survey, commissioned by the Financial Times, shows that 85% of colleges reported staff shortages in construction courses, 78% in engineering and 62% in IT and computing. In August, the AOC wrote to the then Prime Minister, my right hon. Friend the Member for South West Norfolk (Elizabeth Truss), urging her to make investment in schools a central plank of her premiership. I hope the Minister will confirm, following this morning’s comments attributed to the new Prime Minister, that his Government will make that commitment.

Thirdly and finally, colleges are concerned about the speed of the Government’s reforms to level 3 qualifications. It is right to have the ambition of having a respected and well-understood set of technical qualifications in place across England. However, it is a worry that funding for 160 existing qualifications will be withdrawn when clear replacements are not yet in place. It should be demonstrated that these replacements properly prepare students for progression, meet the needs of industry and promote social mobility. Concerns remain that T-levels will not be accessible to all students ready to do a level 3 qualification and that the required industry placements will not be readily available. I urge the Minister to work with colleges and business to address these worries, so that this flagship policy has a positive and proper launch and does not immediately run aground.

One of the great things about colleges is that they are innovative, imaginative and entrepreneurial. It is in that spirit that Stuart Rimmer, the principal of East Coast College in Lowestoft and Great Yarmouth, has brought together colleges and trainers from across the UK that run energy-related courses to form the national energy skills consortium. The consortium meets virtually three to four times a year, and I have the privilege of being invited to those meetings. Clean energy and the low-carbon economy provide an enormous opportunity for creating new and exciting well-paid long-term jobs, often in deprived areas where they are badly needed. The consortium has the objective of maximising those opportunities and removing barriers that might get in the way. My right hon. Friend the Member for Spelthorne (Kwasi Kwarteng) made a presentation to the consortium when he was Energy Minister, and my hon. Friend the Member for Brentwood and Ongar (Alex Burghart) joined us in the summer, when he was skills Minister. I hope the Minister will also meet us in the near future.

In following up the meeting with the former skills Minister in July, Stuart Rimmer highlighted three issues that must be addressed if colleges are to properly train people to acquire the necessary skills to work in the energy sector. First, he said it is wrong that colleges and universities are required to take high-risk, up-front investment decisions to build capacity and deliver training for nationally important infrastructure projects, such as Hinkley Point and Sizewell C. Secondly, he said that energy and civil construction qualifications required by employers should be brought into core funding for young people, apprentices and adult learners. Thirdly, he said that, while local skills improvement plans will play an important role in ensuring that skills promotion is tailored to, and bespoke for, local areas, it is important for the energy sector, where supply chains often extend across the whole the UK, that a national framework is in place. The consortium, along with the National College for Nuclear and other bodies, such as the Engineering Construction Industry Training Board, is keen to work with Government to ensure that this strategic approach is pursued.

The UK desperately needs sustained economic growth that reaches all parts of our four nations, and in which all people, whatever their backgrounds and ages, can participate. Colleges are already doing great work, but if they are given the resources and means, they can do much more. Working with the Government, they can help to put this traumatic and turbulent time behind us, and we really can build back better.

Special Educational Needs and Disabilities Review

Martin Vickers Excerpts

Tuesday 29th March 2022 Commons Chamber

[Nadhim Zahawi]

I thank the hon. Gentleman for his excellent question. He is right to say this is the first step. I can come to the House to share this Green Paper, but we have to make sure the consultation is delivered, and then we have to ensure the implementation is in place. I asked the Treasury for £70 million to support the implementation. When I look back at the lessons learned, we fell over because there was little money for the implementation to happen well. Of course, Barnett applies to the Chancellor’s announcement on the spending review in the usual way.

[Martin Vickers (Cleethorpes) (Con)]

I welcome my right hon. Friend’s statement, and particularly his reference to ensuring children are educated closer to home. The Chairman of the Select Committee, my right hon. Friend the Member for Harlow (Robert Halfon), referenced how his education was interrupted because of the constant treatment he required. Many young people go through that, and they reach the end of their compulsory education without achieving all that they could have achieved. Will my right hon. Friend the Secretary of State assure me that resources will be made available for them to catch up and to achieve all that they could achieve?

[Nadhim Zahawi]

I certainly can. We are putting the best part of £5 billion into recovery.

Schools White Paper

Martin Vickers Excerpts

Monday 28th March 2022 Commons Chamber

[Nadhim Zahawi]

I will look at any evidence and learn from it. The hon. Member speaks about what we have done. I remind him that in 2019, 65% of key stage 2 pupils reached the expected standard in all of reading, writing and maths, and we want to go much further—to 90%—but the 2019 figure was a seven percentage points increase in reading and a nine percentage points increase in maths since 2016. That is what we have done.

[Martin Vickers (Cleethorpes) (Con)]

I welcome my right hon. Friend’s statement and, in particular, the focus on multi-academy trusts, of which we have some successful ones in northern Lincolnshire. However, education, like the rest of the public sector, finds it difficult to attract the best quality professionals to that part of the country. Will he reassure me that there will be focus on that and that he will work with schools and councils to achieve that?

[Nadhim Zahawi]

Yes, very much so. You will know, Madam Deputy Speaker, that the most valuable resource on earth is human capital, and that is why we are flexing the system towards education investment areas and priority education investment areas. We will deliver high-quality, highly qualified teachers so that schools in those areas get the same benefit as others around the country. I do not believe that people are less talented in Knowsley than in Kensington; the difference is that they do not have the same opportunities. I am absolutely passionate about ensuring that we deliver on that.

Education: Return in January

Martin Vickers Excerpts

Wednesday 30th December 2020 Commons Chamber

[Gavin Williamson]

I am not sure the hon. Gentleman heard my reply to the previous question, but none of the vaccines has been through full trials on children under 18. It would not be ethical to vaccinate children before the completion of the trials.

[Martin Vickers (Cleethorpes) (Con) [V]]

I declare an interest in that my daughter is a teacher. I agree with the approach the Secretary of State has outlined today. In a constantly changing situation, it is a sensible approach, but may I return to the question of vaccinations for teachers and staff? Clearly, in tier 3 and 4 areas it would be valuable, and coupled with the testing regime it would give teachers and parents the confidence that is needed. I accept that it is not in his remit, as he said, but may I urge him to press his Government colleagues to look again at it?

[Gavin Williamson]

I can absolutely confirm that I will respond to my hon. Friend’s pressing me to press others to do that. I know how important it is and what a heroic job so many in our schools have been doing to ensure continuity of education for all our children.

Further Education Funding

Martin Vickers Excerpts

Tuesday 2nd April 2019 Westminster Hall

[Martin Vickers (Cleethorpes) (Con)]

It is a pleasure to serve under your chairmanship, Sir Roger. I congratulate my hon. Friend the Member for Gloucester (Richard Graham) on his efforts to secure this debate.

We all know that Governments over the past 10 years or so have had to make some difficult financial decisions, but the FE sector has perhaps suffered more than others, and certainly more than is desirable. In places such as my constituency and the neighbouring town of Grimsby, which have suffered a significant decline over the past 30 or 40 years following the loss of their core industry, too many of our young people have been lacking a vision of the opportunities that lie ahead. FE colleges have done considerable work in building that vision; indeed, the principal at Franklin College in Grimsby said to me that his students

“go on to contribute to the town, region and country”.

[Jeremy Lefroy (Stafford) (Con)]

Does my hon. Friend agree that colleges play a vital role in the community, not just through education but through a far wider range of activities, as mine in Stafford—a member of the Newcastle and Stafford Colleges Group—does?

[Martin Vickers]

My hon. Friend is absolutely right. Colleges have given young people in the Cleethorpes area the opportunity to gain vision and ambition, and have helped to retain those young people in the local area once they have qualified, which is particularly important.

In the short time I have, I will mention some of the other points that the principals at my two colleges have drawn to my attention. They have, of course, highlighted the fact that, over the past 10 years, there has been a 30% funding cut in FE colleges. The principal at Franklin College pointed out that, to start off with, that actually helped, inasmuch as principals recognised there were economies to be made and efficiencies that could be gained.

One important point both principals have drawn to my attention is that FE students in this country get 14 or 15 hours’ tuition per week on average, compared with 26 hours in Canada, 27 in Singapore and 30 in Shanghai. We are in a competitive situation, and we need to train our young people to go out and get the qualifications that enable them to compete for jobs in what is, whether we like it or not, a global economy.

The Minister can see from the number of Members who have turned up how strongly feelings on this issue run across parties. I urge her to take these points away. We will give her our full support in her battles with the Treasury.

Oral Answers to Questions

Martin Vickers Excerpts

Monday 25th June 2018 Commons Chamber

[Martin Vickers (Cleethorpes) (Con)]

At the weekend I was contacted by a constituent who chairs one of the maintained nursery schools in north-east Lincolnshire. She expressed views similar to those expressed by the hon. Member for Wolverhampton North East (Emma Reynolds) about funding. Will my right hon. Friend confirm his continuing support for maintained nurseries, and will he ensure that funds are in place to provide the certainty that they require?

[Damian Hinds]

The Under-Secretary of State for Education, my hon. Friend the Member for Stratford-on-Avon (Nadhim Zahawi), talked about the maintained nursery sector earlier. I can confirm that we greatly value the role played by maintained nurseries, and will continue to work with them to ensure that they play that role as effectively as possible in our diverse early-years sector.

Maintained Nursery Schools Funding

Martin Vickers Excerpts

Wednesday 1st February 2017 Westminster Hall

[Martin Vickers (Cleethorpes) (Con)]

It is a pleasure to serve under your chairmanship, Ms Dorries. I congratulate the hon. Member for Warrington North (Helen Jones) on securing this important debate. During her comments, she drew an important distinction between childcare and nursery education.

I fully support the words of my right hon. Friend the Member for Chelmsford (Sir Simon Burns), who summed up very well the value of these schools. He also pointed out, rightly, that our hon. Friend the Minister is a supporter of nursery education. I am not here to seek to criticise her, because I know that she is supportive, but I want to refer to one particular school that serves my constituency and is in the constituency of the hon. Member for Great Grimsby (Melanie Onn)—Scartho Nursery School. I will speak specifically about that school, but my comments also relate to many schools across the country. I am here to support the hon. Lady, who will no doubt also highlight other issues.

Scartho Nursery School was actually under attack when I was a councillor for Scartho ward. The hon. Lady’s predecessor, Austin Mitchell, and I fought a campaign to ensure that it stayed open. We had the help of my now noble Friend Lord Willetts, who visited the school—were the Minister to speak to him, I am sure that he would remember, although it was 17 or 18 years ago. He was very impressed by the school at the time.

The headteacher, Liz Jeffrey, who is a constituent of mine, in a letter that the hon. Member for Great Grimsby will also have received, opens by saying: “We need your help!” She rightly points out that Scartho Nursery School

“has been a beacon for Early Years Education”.

Indeed, the Grimsby Telegraph, on 26 April 2013, had the headline “It’s another cracking Ofsted for Scartho Nursery School”. That was the fourth inspection in a row from which it had received the “excellent” accolade.

The question is how we ensure that funding continues, and not just for Scartho nursery, but for similar schools up and down the country. We need a clear statement. From my earlier remarks, the Minister knows that I recognise her support for this sort of school. However, it would be helpful if, in summing up of the debate, she made it clear that the Government do indeed to support maintained nursery schools. If that is the case, a funding formula to allow them to continue is clearly essential.

May I refer again to the comments from the headteacher of Scartho Nursery School? Liz Jeffrey says that, like many similar schools, it

“prides itself on the fact that it caters only for nursery aged children, providing them with the best possible start to their education.”

It is that “best possible start” that we would want for our children and the children in our constituencies. As Mrs Jeffrey points out,

“It is a specialist setting”.

I have visited the school on many occasions and I recognise its importance to people. I recognise how the community values it and, most particularly, how the parents value it. Generations of families continue to go to that school, which is a recommendation in itself.

Liz Jeffrey asks whether the Government are

“willing to risk losing the four hundred nursery schools that have been referred to as ‘the jewel in the education crown’.”

She says:

“We should be celebrating because at least 90% of nursery schools have been judged by OFSTED to be outstanding or good”.

As I said, Scartho itself has received the “excellent” accolade on a number of occasions.

I want to tease out from the Minister an absolute commitment to the continuation of maintained nursery schools. Will she also meet the hon. Member for Great Grimsby and me, so that we can speak specifically about Scartho? The hon. Lady will also speak about Great Coates Village Nursery School, which also serves a number of my constituents. If the Minister would do that, it would be very helpful. With that, I will conclude and look forward to hearing a positive reply from the Minister.