Start-up Loans

Debate between Matt Hancock and Brian Binley

Wednesday 20th November 2013 Commons Chamber

[Matthew Hancock]

That is precisely why we need programmes such as this one, which I hope the hon. Gentleman supports. It is important for us all to realise just how difficult it is to recover from the scale of the banking crisis under the previous Government. Many measures are of course needed, and this very important one is helping thousands of people to start their own businesses and realise their dreams.

[Mr Brian Binley (Northampton South) (Con)]

I congratulate Mr Martin and wish him well. I started two small businesses that now employ almost 300 people, having gone into a sub-branch of Lloyds bank and come out with a facility of £60,000 in 1989. That would not happen now, so my concern is about whether information is getting through properly at the coal face. Will the Minister tell us whether that is happening, and will he continue to monitor that matter to ensure that the people he rightly says are in need of loans can receive them?

[Matthew Hancock]

Absolutely. The development and acceleration of the scheme includes an acceleration in people being able to get hard cash. In many cases, the turnaround time from application to delivery of the cash is about two weeks and, given that speed kills in relation to starting a new business, that is an important part of the process.

Adult Literacy and Numeracy

Debate between Matt Hancock and Brian Binley

Thursday 10th October 2013 Commons Chamber

[Matthew Hancock]

I could not agree more with almost everything the hon. Gentleman has said in this debate. He made a remarkable contribution and I was coming on to respond in more detail to it. I entirely agree that getting teaching methods that work matters, but what also matters is that the teachers believe in the methods they are using—that is what the evidence shows—and move away from what he called an “utterly misguided” philosophy of learning. I like him more the more I listen; thank goodness there are people on both sides of this House who think that it is utterly misguided not to stretch pupils and not to have rigorous and evidence-based methods of teaching.

We are also tackling levels of illiteracy among benefit claimants, introducing new conditionality to require the learning of English and looking towards introducing a concept for younger benefit claimants of “earn or learn”, so that we incentivise people into training rather than pay them so long as they do not train for more than 16 hours a week.

Apprenticeships and traineeships are, of course, close to my heart, and they increasingly require English and maths. Some people say, “If you go into an apprenticeship, you should not have to do English and maths because apprenticeships are for people who are going into jobs that do not require those things.” But there is almost no job that does not require a basic standard of English and maths. In this modern workplace—by that I mean around the country, not necessarily in this building, as it is not the most modern of workplaces—the level of English and maths required is vital.

[Mr Binley]

The Minister knows I am keen on using community assets in a much more imaginative way. How might we do that in this context, particularly with libraries, which are very underfunded, as the shadow Minister stated? How might we improve that situation and have a more involved local community push in this respect?

[Matthew Hancock]

I was coming on to deal with the role of community facilities, where I understand my hon. Friend is driving forward the argument. Academies and free schools are one way to help, because giving more autonomy to head teachers allows them to use their buildings as they wish. On libraries, managing community facilities more imaginatively is important, and a lot of that is down to the individual managers of individual institutions. I strongly support what he said about that.

Of course, good teaching of English and maths requires good English and maths teachers, so we are today announcing new Department for Education support for the national centre for excellence in the teaching of maths to develop a maths enhancement programme to upskill existing teachers of maths in further education. The programme will be delivered by professional development leads associated with the centres for excellence in teaching and training. We need more maths teachers, and we are on track this year to have trained more than 600 FE teachers. So we are constantly working to drive up the number of English and maths teachers, as well as the English and maths taught.

Above all, this comes down to school reform, because without excellent schools we will not solve this generational problem. I hope that the OECD report will have helped to build a stronger consensus behind our school reforms, which remain opposed—inexplicably—by some people who otherwise describe themselves as “progressive”. As the shadow Minister said, the OECD showed the problem of the link between deprivation and education being greater in England and Northern Ireland than elsewhere, but the problem is that poor education entrenches deprivation. Education needs to be the foundation of social mobility, and in the UK that is not happening nearly enough now. The hon. Gentleman did not mention the collapse that the OECD study showed in the results among 16 to 24-year-olds, where this country has gone from the top to very near the bottom. We are driving forward on making sure that we reform our schools system, bring in free schools, give head teachers powers under academisation and improve the standards of teachers. However, we have opposition, and I do not understand why people who otherwise call themselves “progressive” say that they are opposed to these things. I wonder whether we are going to get a change of heart from the Opposition Front-Bench team on so-called “unqualified teachers”, not least because the new shadow Education Secretary once was an unqualified teacher.