Oral Answers to Questions

Matt Rodda Excerpts

Monday 11th December 2023 Commons Chamber

[Gillian Keegan]

My hon. Friend is absolutely right. It is a dreadful policy and it will have exactly the opposite impact. It will probably actually cost money and mean children moving schools, and all because the Labour party just plays the politics of envy.

[Matt Rodda (Reading East) (Lab)]

I offer my deepest condolences to the family of Ruth Perry. Following the inquest last week, will the Secretary of State now consider the removal of the single-word judgment from Ofsted inspection reports?

[Gillian Keegan]

I thank the hon. Gentleman for his question, and for arranging the initial meetings with Julia Waters—Ruth’s sister, who I know is his constituent—and attending the first few. I will be working very closely with the new chief inspector of schools when he starts three weeks today to see what more we can do, but we must remember that Ofsted plays an important role in keeping children safe and standards high.

Children's Access to Books

Matt Rodda Excerpts

Tuesday 6th June 2023 Westminster Hall

[Alexander Stafford (Rother Valley) (Con)]

I beg to move,

That this House has considered the matter of improving children’s access to books.

It is an honour to serve under your chairmanship, Sir Christopher. It is undeniable that books should form part of our children’s holistic education curriculum. What is less clear, but no less true, is the impact of literacy and reading rates on their personal life, their education and their future career. There is no better skill to give our children than a love of reading, and there is no easier way to do so than by ensuring good access to books.

Members will be aware that I recently secured a similar debate that sought to promote school libraries, which are an excellent way to improve children’s access to books. To capture the benefit of literacy that reading gives to children, we must have a comprehensive strategy that includes making sure that books are accessible to every child at every stage of their education.

Books play a vital role in our cultural heritage. It might seem trivial to an outsider, but it seems particularly British to me that there was a national outcry against retrospectively modernising Roald Dahl’s children’s classics. These stories and books bring home the respect and love we have for our books of all varieties.

Books not only have value as a cross-generational medium or because of nostalgic personal value, but because we all know, deep down, that reading is good. It is a simple fact that reading for pleasure bestows unlimited returns for a child’s education, their future vocation and their life in general. The best way to give our children the success and opportunities that come with reading is to cut away the barriers that obstruct them from accessing books.

As those present at my previous debate will remember, Yorkshire and Humber, which includes Rother Valley, has the unfortunate accolade of being the worst area in the UK for children’s book ownership, with nearly 10% of children, primarily from lower-income households, reporting that they do not own a single book. It would not be unreasonable to think that children with books at home are slightly more likely to enjoy reading and perhaps have marginally higher reading skill than their peers who do not have books at home, but the size of the gap is far larger than could possibly be imagined. The gap is perhaps most starkly characterised by the statistic that children with books at home are twice as likely to say they enjoy reading as those who do not, and are six times more likely to read at above the level expected for their age.

We also might not take account of the impact of these statistics on the rest of children’s lives. Literacy has a stark, direct impact not only on education but on standards of living, job prospects and even life expectancy. For example, those with a lower literacy rate earn roughly 7% less than those with an average literacy rate, and 75% of women with a low literacy rate have never received a promotion. Perhaps the most shocking statistic is that the disparity in life expectancy can be up to 20 years, depending on the literacy rate in the area in which a child was born.

Sadly, it may soon be too late for some. Low rates of book ownership, combined with a global pandemic that disrupted education, means that some children may never be able to develop a love of reading. This is clear from official statistics. For example, key stage 1 SATs results for English literacy fell from 76% to 59% between 2019 and 2022.

[Matt Rodda (Reading East) (Lab)]

The hon. Gentleman is making an excellent speech highlighting the vital importance of literacy and the importance of children having books at home. Does he agree that those statistics indicate and support the need for a much greater catch-up programme for children in school?

[Alexander Stafford]

I have been clear that more must be done, at all levels, to make sure that literacy rates catch up. Of course, access to books is one answer, but we should also introduce measures so that those children who do not have access to books can catch up. Nevertheless, without books at home, at school or at a library, children will always struggle to catch up, so we must deal with the root causes

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[Sir Christopher Chope (in the Chair)]

I call Matt Rodda.

[Matt Rodda]

Sorry, Sir Christopher—I just wanted to intervene on colleagues, not make a speech.

[Sir Christopher Chope (in the Chair)]

In that case, I call Jim Shannon.

--- Later in debate ---

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to serve under your chairmanship, Sir Christopher. I thank the hon. Member for Rother Valley (Alexander Stafford) for bringing forward this important debate. Books are the cornerstone of our education system and how we learn, so it is a pleasure to speak on how we can improve access to books, close the literacy gap and ensure that every child has the opportunity to thrive.

I would like to open my remarks by paying tribute to all English teachers, librarians and literacy charities across the country, from Dolly Parton’s Imagination Library to the Pompey Pirates in my constituency. Behind school libraries and bookshelves is the hard work by teachers, teaching assistants, librarians, parents and volunteers to support child development and literacy attainment. The hon. Member made some helpful points on the value of reading, owning books and the importance of storytelling. I echo the remarks about his advocacy for reading. We have heard a number of interventions and speeches on investing in catch-up, the variety of forms books can take, the value of reading to children, and the importance of independent bookshops and libraries in our communities. I thank all Members for their good-spirited contributions to the debate.

As we heard, books are fundamental to a child’s journey in learning how to read and write, but they do not serve that purpose alone. Books open the door to our entire education system: to a world of learning from geography, history, English, physics, maths, music and beyond. Books enrich all aspects of our lives. They educate us, motivate us and inspire us. They open new worlds of exploration and imagination.

For many of us, it is hard to imagine a world without books. It is hard to imagine how we would function without the ability to read or write. Unfortunately, the National Literacy Trust has found that one in four children are still leaving primary school unable to read at their expected level. It also found that one in six adults in England have literacy levels below level 1, considered to be very poor literacy skills. It has been shown that lower literacy can go on to impact every aspect of an individual’s life, with negative impacts on personal relationships, wellbeing and further education, as well as a greater risk of unemployment or being in low-paid work. It is a skill as crucial as understanding road signs or price labels, dosage instructions on medicine, filling out a form or making sense of a bus or train timetable.

Unfortunately, in the past decade, it has become increasingly difficult to access books. Britain has faced the closure of almost 800 public libraries since 2010, a decade that saw local authority finances slashed. We know that in schools when budgets get tight, library resources are often among the first to get cut. Recent research by Penguin Books UK shows that one in eight schools in England do not have a library or dedicated reading space. That jumps to one in four schools in the most deprived communities in our country. Teachers up and down the country are using their own money to buy books. The problem is even bigger in primary schools, where one in seven state primary schools do not have a dedicated library or library space. That translates to 750,000 children in the UK who do not have access to books to read through a school library at a crucial age when children need to learn to read, a point made by the hon. Member for North Swindon (Justin Tomlinson).

It is no wonder that schools are being forced to make difficult choices when their real-terms funding still remains below 2010 levels. Yet again, it is the most vulnerable who are paying the price for this Government’s decisions. While better-off families may be able to provide home-purchased books, those from poorer backgrounds do not have the same luxury. One in three parents who are struggling financially because of the cost of living crisis have said that they are buying fewer books for their children as a result. Experiences of financial strain have a direct impact on literacy, with families not being able to afford books and having less time and energy to spend on reading. Two in five disadvantaged children leave primary school unable to read at the expected level.

The Government claim that literacy is a priority. Their levelling-up White Paper

“set a new national mission to ensure that 90% of children leaving primary school in England are reaching the expected standard in reading, writing, and maths by 2030.”

Yet the share of pupils leaving primary school meeting literacy and numeracy benchmarks fell from 65% in 2019 to 59% in 2020. The Government’s target is a far cry from reality. Children are moving backwards in their achievements, and the attainment gap is growing.

The problem is compounded by crisis in the recruitment and retention of teachers and the lack of budget available for specialist school librarians. Last year, more teachers left our schools than joined initial teacher training courses. The Government fell 16% short of their target for English teachers, and this year, the National Foundation for Educational Research predicts that the Government will fall 30% short of their targets.

[Matt Rodda]

My hon. Friend is making an excellent point. A headteacher in my constituency, which may be typical of many parts of the south-east of England, recently told me that she had one applicant for a job. Unfortunately, that is the level of difficulty that our schools face. I am grateful to my hon. Friend for making that point, and I look forward to the Minister’s response and to hearing more about how the Government will tackle this severe recruitment and retention crisis.

[Stephen Morgan]

My hon. Friend is a tireless champion for schools in his constituency, and we absolutely have a teacher recruitment and retention crisis in our country. We need to look very boldly at some of the solutions to address that crisis.

The first step to addressing the problem is to ensure that children are taught how to read and write properly. That fundamental skill must be given the attention it deserves, which means schools having the necessary resources to do so, with children being taught by experts, not by overstretched teachers covering for their colleagues. That is why Labour has committed to ensuring that every pupil is taught by specialist teachers in each subject, including English. We will do that by recruiting thousands of new teachers across the country, making sure that schools are not understaffed, that English classes are not being taught by cover staff or other subject specialists, and that teachers are not burned out by doing multiple people’s jobs. Once in our schools, we will also support teachers with an entitlement to ongoing training.

We want every young person to have the opportunity to succeed academically and in life. As has been outlined today, central to that is developing their reading and writing skills, which open the door to our education system and to a world of further learning. Their ability to read and write is a bridge to the ability to explore, create, innovate, imagine and thrive.

As we have heard, all children deserve to have their lives enriched by books, for their health, for their future and their future life chances, and for their enjoyment. The importance of access to books to literacy levels is simply too great to be met with empty targets and empty rhetoric. In his response, I therefore hope that the Minister will outline what his Department is doing to improve children’s access to books, to decrease the number of children leaving primary school without the required standard of literacy, to recruit its target number of English teachers, and to retain the brilliant English teachers already in the profession.

I look forward to hearing the Minister’s remarks, and I restate my thanks to all Members who have contributed to this debate.

Oral Answers to Questions

Matt Rodda Excerpts

Monday 17th April 2023 Commons Chamber

[Nick Gibb]

As my right hon. Friend the Secretary of State said, this morning she, the Prime Minister and I visited the London Screen Academy in north London and saw some of its excellent facilities for 16 to 19-year-olds studying the technical side of film making. I understand why my hon. Friend the Member for Walsall North (Eddie Hughes) is so passionate about this bid. All applications for new free schools are currently being assessed, with successful bids being announced before the summer.

[Matt Rodda (Reading East) (Lab)]

I pay tribute to my constituent Ruth Perry, the former headteacher of Caversham Primary School. She was a much-loved member of our local community. Will the Secretary of State consider the very serious local concerns when she looks into this matter, and will she agree to meet me, local headteachers and Ruth’s family to discuss this important issue?

[Gillian Keegan]

I thank the hon. Gentleman for his question, and of course I would be happy to meet. This is a tragic case, and I send my heartfelt sympathies to Ruth Perry’s family and friends, and all of the school community in the hon. Gentleman’s constituency.

Racial Discrimination in Schools

Matt Rodda Excerpts

Wednesday 8th March 2023 Westminster Hall

[Matt Rodda (Reading East) (Lab)]

I thank my hon. Friend for her excellent work in securing the debate and campaigning on this important issue. Does she agree that the Government can learn from some of the successes under the last Labour Government, in particular in London during the roll-out of London Challenge, and many other policies? They should revisit the guidance to which she refers, which clearly seems to be a mistake.

[Janet Daby]

I absolutely agree with my hon. Friend. There are many lessons to be learned, and the Government could take heed of them and respond. As I have mentioned, there are things on which the Government have gone backwards, rather than going forward. 

This week, a new survey by a young persons movement called I Have a Voice, found that one in four students say that they have experienced racism in their place of education. That is not the only survey showing alarming figures on racial discrimination in schools. The Government need to uphold the principle that the welfare of the child is paramount. That begins by accepting that their guidance in 2012 and 2017 was wrong. Will the Minister commit to reviewing those decisions, so that data on racist incidents in schools can once again be collected and acted on?

As we have sadly seen in the last month, discriminatory incidents can sometimes be violent. In those situations, headteachers and school staff should be able to intervene confidently and safely to safeguard children. The Education and Inspections Act 2006 outlines the fact that all members of school staff have a legal power to use reasonable force. That might include standing between children during an altercation or, in the most extreme circumstances, bringing a child under control.

While school staff are permitted to use reasonable force, there is no requirement on schools to provide a policy on the use of force. Schools are left to make their own decisions on this, which I find wholly unacceptable. I recognise that the use of reasonable force may not always be appropriate, but there are occasions when it is necessary in order to safeguard children. On those occasions, headteachers and school staff must know how to use that power. Will the Minister agree to update guidance on the use of reasonable force to include a requirement for schools to have a policy on it, and for it to be part of the training which school staff receive? Members will know that the issue of racial discrimination in schools is much deeper and broader. More needs to be done in schools to reduce the fear that some children may feel about one another.

Oral Answers to Questions

Matt Rodda Excerpts

Monday 4th July 2022 Commons Chamber

[Mr Walker]

I recognise that the hon. Gentleman has also pressed the case for Lydiate Primary School previously. The Department has engaged with the school and Sefton local authority, and we are aware that it was disappointed not to be included in the first two rounds of the rebuilding programme. All local authorities, including Sefton Council, were contacted about how they can nominate schools for the next round. We do expect to announce schools that were successful later this year, but some of them will be informed sooner.

[Matt Rodda (Reading East) (Lab)]

4. What steps he is taking to ensure that childcare is (a) affordable and (b) accessible.

[The Secretary of State for Education (Nadhim Zahawi)]

We are committed to improving the cost, choice and availability of childcare. We have spent more than £3.5 billion in each of the past three years in the Department for Education on both education and tax-free childcare. On the childcare element of universal credit, we spend between £4 billion and £5 billion each year. Today, we have announced further measures to increase take-up of childcare support and to reduce the cost and bureaucracy facing both parents and providers.

[Matt Rodda]

The Secretary of State has described the Government policy very eloquently, but given the soaring cost of childcare and the enormous pressure on parents and, indeed, on the sector, would it not be so much better to introduce a childcare recovery plan to invest properly in the sector, giving it the resources that are needed and substantially increasing the funds available, rather than cutting costs and looking at staff to child ratios? Will he also look again at the funding of specific parts of the sector, such as the excellent maintained nursery sector; we have three excellent maintained nurseries in Reading. Will he also consider an independent review into this important sector?

[Nadhim Zahawi]

On the maintained nurseries, the hon. Gentleman is quite right. When I was children and families Minister, I saw the great work they do. We have announced £10 million of additional support for maintained nurseries. We are investing up to £180 million specifically on early years recovery to address the impacts of the pandemic. That includes £153 million investment in evidence-based professional development for early years practitioners, which are equally important for the sector, because, clearly it is a tight labour market at the moment.

Children’s Education Recovery and Childcare Costs

Matt Rodda Excerpts

Tuesday 7th June 2022 Commons Chamber

[Mr Walker]

My hon. Friend is right. It may have been during his time in the Department that it ceased to focus purely on recruitment, and pivoted to focus on retention as well. That was an important intervention and an important change. While the levelling-up premium is indeed a valuable tool in targeting support at the areas where it is most needed, we also need to look at our approach to teachers’ workloads, given that the work done before the pandemic managed to reduce unnecessary workloads. We need to look at our wellbeing charter, and we need to look across the board at how we can support teachers. The investment in national professional qualifications, supporting teachers who are mid-career and on their way towards leadership, is a new initiative which the Government have pioneered to ensure that we are investing in members of the workforce not just at the start of their careers, but throughout them.

[Matt Rodda (Reading East) (Lab)]

Will the Minister give way?

[Mr Walker]

I will, but then I must make a bit of progress.

[Matt Rodda]

The Minister is being very generous with his time.

The hon. Member for Eastleigh (Paul Holmes) made a good point about recruitment and retention. Can the Minister tell us a bit more about what he is doing specifically to support the retention of these vital public servants, and, in particular, what he is doing to deal with the loss of teachers in high-cost areas? In the area that I represent, in Berkshire, housing and rental prices are very high, but teachers do not receive any extra compensation for that, certainly in Reading, and many heads are concerned about the drift of teachers away from our area.

[Mr Walker]

The hon. Gentleman has raised an important issue. Our reforms of the funding formula to ensure that schools are funded according to the cohorts that they serve and according to their activity are an important element in responding to it, although of course they will take time to come through. However, it is also important that we look at retention more broadly. As I have said, the Department has recognised that in its move towards a recruitment and retention strategy rather than just focusing on recruitment as it traditionally did. I hope that the funds that we are putting into schools this year—a £4 billion, or 7%, increase—will allow them to deliver good pay rises, and will help with teacher retention. Work with the School Teachers’ Review Body is ongoing on that front.

Extra time is part of our strategy, and we are increasing the number of hours in 16-to-19 education by 40 per student per year from September 2022. In our schools White Paper we set an expectation that all mainstream state-funded schools should deliver at least a 32.5-hour week, supporting our ambition for 90% of primary school children to achieve the expected standard in reading, writing and maths by 2030, and in secondary schools for the national GCSE average grade in both English language and maths to rise from 4.5 in 2019 to 5 in 2030. The parent pledge set out in the schools White Paper further supports these aims by making clear the Government’s vision that any child who falls behind in English or maths will receive the right evidence-based, targeted support to get them back on track.

I am sure the House will agree that the earliest years are the most crucial stage of child development. We know that attending early education supports children’s social and emotional development and lays the foundation for lifelong learning, as well as supporting their long-term prospects. That is why it is so important that we address the impact that covid-19 has had on the youngest children’s social and personal skills as well as on their literacy and numeracy. On top of spending £3.5 billion in each of the past three years on early education entitlements, we are investing up to £180 million of recovery support in the early years sector.

We will build a stronger, more expert workforce, enabling settings to deliver high-quality teaching and helping to address the impact of the pandemic. This includes up to £153 million in evidence-based professional development for early years practitioners—for example, supporting up to 5,000 staff and child minders to become special educational needs co-ordinators and training up to 10,000 more staff to support children in language and communication, maths, and personal, social and emotional development. That includes up to £17 million for the Nuffield early language intervention to improve the speech and language skills of children in reception classes.

Over 11,000 primary schools, representing two thirds of all primary schools, have signed up, reaching an estimated 90,000 children and up to £10 million is included for a second phase of the early years professional development programme in the current academic year, supporting early years staff in settings to work with disadvantaged children.

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[Mr Walker]

I have a lot to say, so I am going to make a bit of progress now. I have taken an intervention from the hon. Lady already.

Regular attendance at school is also vital for children’s education, wellbeing and long-term development. Our priority is to maximise the number of children regularly attending school. We recognise that the lessons learned during the pandemic must help us to strengthen and improve the overall system, which is why we recently published guidance for schools, trusts and local authorities, setting out how we expect them to work together to improve attendance.

The Secretary of State has also established an alliance of national leaders from education, children’s social care and allied services, who have taken pledges to raise school attendance. That includes work by Rob Tarn, the chief executive officer of the Northern Education Trust, a multi-academy trust serving areas with high levels of disadvantage, to work with other trust leaders to identify and disseminate best practice. Alongside that, we are running a series of effective practice attendance training webinars, which have been accessed by more than 12,000 school staff so far. Our team of expert attendance advisers also continues to work closely with a number of multi-academy trusts and local authorities with high levels of persistent absence to review their current practice and develop plans to improve.

I am pleased to confirm that legislative measures to establish a registration system for children not in school were included as part of the Schools Bill introduced by Parliament on 11 May 2022, which is currently in the other place. These measures will help local authorities to ensure that all children are safe and receive a suitable education. Through our attendance action alliance, the Children’s Commissioner has also begun a review to understand more about children missing education, and where and why they may be falling through the gaps. She has consulted the alliance on her initial findings, but her review is ongoing.

We know that the worries that children and young people may have about their progress at school and how this affects their future are important factors in their wider wellbeing, and subject learning is part of what children and young people enjoy most about school. That is why the additional support we have put in place to ensure that children feel supported in their education, and on track with their learning and wider development, is so vital and integral to their mental wellbeing.

I wish to be clear that children and young people are not alone on this journey and the onus is not on them to catch up; it is something that the whole school and the whole education system is looking to achieve together. It is our priority to support education settings to do so. The things we are doing to support schools are reflected more widely in our schools White Paper.

We have provided specific support for teaching about mental health and wellbeing as part of health education. Taking part in enrichment and extra-curricular activities is well known to support children’s wellbeing, but we know that participation fell during the pandemic. The longer, richer school week that we are securing through the White Paper will help to ensure that all pupils have the chance to have a wide range of experiences, including in sport, music and the arts, and we are supporting the expansion of opportunities to take part in specific schemes such as the cadets and the Duke of Edinburgh award.

We are also updating our behaviour in schools guidance to support schools to create calm, safe and supportive environments, which are important to pupil mental health and wellbeing. The guidance recognises that reasonable and appropriate adjustments may need to be made for pupils and that schools may wish to ensure that their staff are trained on matters that may affect pupils’ behaviour, including special education needs, disability or mental health needs. The guidance also makes it clear that following a behaviour incident staff should take into account any contributing factors and whether a pupil has mental health needs, and consider what support is required.

[Matt Rodda]

I am grateful to the Minister for his time. In a very difficult incident in my constituency, a young boy was brutally stabbed—the Minister may well have come across the case some time ago. I have received from a retired teacher who used to be a local education authority adviser a fascinating suggestion that I wish to put the Minister: is it possible to include in personal, social, health and economic education warnings about knife crime, and education about its dangers and the combination of the threat of knife crime with social media, which happened in the tragic case in my constituency? It seems to me to be a worthy and important idea to explore. It is complicated so I would not expect the Minister to give an answer right now, but is he willing to write to me on this important matter?

[Mr Walker]

I am happy to do that, and if it would be helpful, I would be happy to meet the hon. Gentleman to follow up and talk through that case in a separate discussion, because it sounds like an important case.

To ensure that schools are able to put in place whole-school approaches to mental health and wellbeing, we are providing £10 million to extend senior mental health lead training to even more schools and colleges. That training will be available to two thirds of eligible settings by March 2023 and to all state schools and colleges by 2025.

The Government are expanding and transforming mental health services for all, with additional investment of £2.3 billion a year through the NHS long-term plan. As part of that work, we are funding mental health support teams to provide specific support, to make links to other health provision and to help to support school staff to deal with issues. Because of the £79 million boost to children and young people’s mental health support that was announced in 2021, some 2.4 million children and young people now have access to a mental health support team, and more teams are on the way, with numbers set to increase from 287 teams today to more than 500 by 2024.

I recognise that people throughout the country are worried about the impact of rising prices, with many households struggling to make their income stretch to cover the basics. Although we cannot insulate people from every part of cost rises, we are stepping up to provide support, as we did during the pandemic. This year alone, we are increasing core schools funding by £4 billion compared with 2021-22. That is a 7% per-pupil boost in cash terms that will help schools to meet the pressures that we know they face, especially in respect of energy costs and pay.

I recognise the strength of feeling when it comes to our childcare system. We want families to benefit from the childcare support they are entitled to, thereby saving them money and helping them to give their children the best start in life. I am proud to be part of a Government who have extended access to early education and childcare to millions of children and parents over the past decade.

In 2013, the Conservative-led coalition Government introduced 15 hours of free childcare for disadvantaged two-year-olds. So far, this has helped more than 1 million children to get a much-needed boost to their early education. To ensure that all children are ready for school, all three and four-year-old children continue to be eligible for 15 hours of free early education a week, and nine out of 10 took up the entitlement last year.

In 2017, the Conservative Government announced 30 hours of free childcare for working families, to save families up to £6,000 a year. Because of that, thousands of parents have been able to return to paid work or increase their hours, while saving thousands of pounds a year. We have also introduced tax-free childcare, which provides working parents with up to £2,000 of support to help with childcare costs for children under the age of 12. With universal credit, parents can claim back 85% of eligible childcare costs, compared with 70% under the old system.

We invest a significant amount of funding in early education and childcare, including more than £3.5 billion in each of the past three years on early education entitlements for two, three and four-year-olds. In 2022-23, we have increased the hourly funding rates for all local authorities—by 21p per hour for the two-year-old entitlement and, for the vast majority of areas, by 17p per hour for the three and four-year-old entitlement.

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[Matt Rodda (Reading East) (Lab)]

It is an absolute pleasure to follow the hon. Member for Bolton North East (Mark Logan). That was a lovely story about his daughter, and I wish her a happy birthday. I hope the whole family enjoys a wonderful day out in central London.

It is also an absolute pleasure to speak today in this important debate and I hope that we will have further opportunities to debate education, which is such a central issue for our country. I would like to speak in support of the motion, but before I start I would like to take this opportunity to thank all the education professionals in the country, including teachers, support staff and people working in colleges, higher education and the childcare sector, as well as those, like some in my own family, who work in delivering apprenticeships.

I am keen to focus on a few key points because I realise that time is pressing. The first is the fundamental importance for any country of investing in education. The second is the scale of the issues we face following the pandemic. Some of these have been addressed by other colleagues, but I would like to address them a little further. The third is the need for the Government to raise their sense of ambition in this important area, and the fourth is the need for a much more robust and deliverable strategy.

First, turning to the overall importance of education, it is great to see cross-party agreement on this important and central area of Government work. In my opinion, it is an absolute first-order necessity for any Government, in any country in the world, to invest in the future of their people. While it is acknowledged across the House that that is fundamental, I believe we need to think quite deeply about what that actually means, based on our own experience in this country and on international comparisons, because some of it is a little bit challenging for some of our colleagues.

The evidence base from around the world and from recent British history shows clearly that investment over time ultimately means better-paid teachers—whether people are in favour of that or not, the evidence shows that to be the case—and it also means investing in resources such as better school buildings and better labs for teaching science, as well as better provision of other forms of resource to help teaching, whether that is technology or other forms of resource such as school trips or school sports. These things all add up. Unfortunately, they are all expensive, but they are investments and they should be seen not as short-term costs to the public but as a long-term investment in our future as a country, in our economy, in our people and in our aspirations as a society.

We can see this in some of the achievements in recent times. Programmes such as the London Challenge are an example. At one point, London schools were seen by many commentators as being in a really difficult place, but determined investment, with central Government funding the resources, working in close partnership with schools, teachers, parents and local communities, drove up standards in London despite all the challenges. There are numerous other examples. Some time ago, we saw the literacy and numeracy strategy introduced by David Blunkett when he was the new Secretary of State for Education.

The investment in science, technology, engineering and maths—STEM—subjects is another example. The way that STEM has been championed and the growing number of young people studying A-levels in maths, science and technology is a national success that predates the current Government. It is something we should all be proud of, and it should be seen as a long-term investment in this country’s future. It should not be a party political issue, but we should be honest about the resources needed. These examples are seen in jurisdictions around the world—in US states, in individual cities and in European and Asian countries—where exactly the same process is under way. Governments are determined to invest in education because they believe in their country’s children and their country’s future.

Sadly we have faced the most awful setback to those aspirations because of the pandemic, and it is worth reflecting on how awful it was. It has been wonderful, a real pleasure, to see people out in the streets again over the past few days, yet things were so different only a few months ago. These are anecdotes, but I still find it hard to think back to the Zoom meetings in which parents had to scurry off to offer a rudimentary education to their children, with the support of online resources. We should remember the difficulties experienced by young people who had to sit public exams for the first time. That is the scale of the challenge we face. It is not an insignificant challenge, and we should not underestimate how difficult it is for our schools and universities.

We need a focused strategy that is up to the scale of the challenge. Kevan Collins is a respected educationist who worked with the Government and their Liberal Democrat and Conservative predecessors for years when he was at the Education Endowment Foundation. He has a very strong academic background and is respected across the education profession, but a year ago, sadly, the only thing he was able to do was resign, because he felt so strongly about the lack of resources targeted at the problem I have described. I hope there is all-party appreciation of what it means for a senior public servant to take such action. I am sure he would have loved not to resign. He wanted to lead programmes to improve the quality of education in this country, but he was left with no choice.

We need a proper strategy, and we need to think about why Kevan Collins left. The Under-Secretary of State for Education, the hon. Member for Colchester (Will Quince), is a committed chap, and I hope he will look at this again. The Government need to think about the strategy, invest significant amounts of money—far more than currently planned—and focus on what actually works. My hon. Friend the Member for Houghton and Sunderland South (Bridget Phillipson) clearly illustrated the principles that should be considered but sadly are not.

To make matters worse, it is appalling when we contrast and compare the Government’s spending on education with their spending on other things, such as the poor-quality spending on PPE, which was often not procured effectively or in line with Government procurement rules, or the Chancellor’s recent failure to focus money where it is most needed to fully address to cost of living crisis. He gave handouts to people with second homes, which I am sure they welcome but is not an effective use of public money.

I would like Ministers to look at this again and to think carefully about what a good strategy might look like. I would argue that a good strategy has the appropriate funding, is school-led and is built on best practice. We have heard a lot of talk about best practice, but international success is based on best practice. There is widespread agreement and consensus on what that might be.

We also need to work with parents. We have heard about the importance of breakfast clubs, early years education and other forms of support—the success of the education maintenance allowance has been mentioned —in providing practical support to families who are currently squeezed. There is emerging evidence on things like targeted funding, continuing professional development for teachers, small-group tutoring and oracy, which my hon. Friend the Member for Kingston upon Hull West and Hessle (Emma Hardy) mentioned. All of this should be in the Government’s strategy, but sadly it is not.

I appreciate time is at a premium, so I will sum up. It has been a pleasure to speak today, and it is wonderful that we are debating such an important issue. I hope the House will find more time for debate, and I hope the Government will address this issue and offer education greater priority in their thinking. Education seems to be a big gap in Government policy at the moment. It is almost as if education has been forgotten, but it is vital and should be the first duty of any Government.

[Several hon. Members rose—]

Making Britain the Best Place to Grow Up and Grow Old

Matt Rodda Excerpts

Monday 16th May 2022 Commons Chamber

[Mr John Whittingdale (Maldon) (Con)]

It is a pleasure to speak in support of this Queen’s Speech. It is tempting to respond to a number of the points made by the hon. Member for Houghton and Sunderland South (Bridget Phillipson), whose speech sounded remarkably like a bid for the leadership of the Labour party. However, given the lack of time, I want to concentrate on just four Bills, all of which emanate from the Department for Digital, Culture, Media and Sport and all of which I had a small hand in part of the preparation of.

The first is a carry-over—the Online Safety Bill. I welcome this opportunity to speak on it because I had only five minutes do so on Second Reading, although I will have rather less this time. I reiterate that the Bill is tremendously important and will protect our young people as they grow up. It is pioneering legislation to introduce some regulation of online activity.

We also have an ambition in this country to be the technological leaders of the world, so I remain concerned that the Bill is very vague in a lot of aspects. Since Second Reading, I have had meetings with mid-sized platforms such as Pinterest, Reddit, Eventbrite and Tripadvisor, all of which are committed to this country but concerned that, while they want to comply with the provisions of the Bill, it is not clear to them what those provisions are going to undertake. I again say to the Government that what is important is to protect people who are at risk, not necessarily just regulate every large platform because of their reach.

[Matt Rodda (Reading East) (Lab)]

Will the right hon. Gentleman give way?

[Mr Whittingdale]

No, if the hon. Gentleman will forgive me, as I am under a lot of pressure to keep this short.

The second Bill is the media Bill, which is vital for the future of public service broadcasting in this country. A lot of attention will be given to the provisions on Channel 4, which I welcome, although it is important that we debate those and discuss the model that Channel 4 should operate in future. The Bill contains other important provisions. The prominence of public service broadcasters has been argued for by ITV, Channel 4 and the BBC for many years, and it is essential if we are to protect public service broadcasters and ensure that they are visible in a world where competing channels are increasing in number almost every week.

In support of commercial public service broadcasters, I welcome the absence from the Queen’s Speech of a Bill to introduce advertising bans for HFSS—high in fat, salt or sugar—foods before 9 pm. I support the Government’s wish to reduce obesity, but I firmly believe that an advertising ban would have no effect on that and, at the same time, would massively affect commercial broadcasters.

I regret the absence from the Bill of provisions for radio prominence. This was an important part of the outcome of the digital radio and audio review. The Government accepted the recommendations from that but they seem to have dropped out of the Bill. I hope that we might try to correct that during its passage.

I look forward to the inclusion in the Bill of the repeal of section 40 of the Crime and Courts Act 2013, which is a sword of Damocles hanging over a free press allowing a future Government to impose punitive costs unless they sign up to the Government’s version of regulation. The removal of that was in the Conservative manifesto and I very much hope that we will fulfil that manifesto commitment in that Bill.

The third Bill is the digital markets and competition Bill, which, if anything, is even more important to the freedom of the press. At the moment, the press are at a disadvantage in their negotiations with the big platforms such as Facebook and Google, which take their content and decide how much, if anything, they are going to pay for it. The digital markets unit is being established to address that, but it needs to be put on a statutory basis; it needs to be underpinned by law. I therefore welcome the provision in the Queen’s Speech for a draft Bill but hope the Government will move forward to implement that legislation as soon as possible.

Finally, I turn to a Bill I again played some role in: the data Bill. One of the great opportunities from Britain taking back control of its own laws is our ability to write our own data protection laws. Of course we want to ensure that people’s privacy is protected, but at the same time the existing rules have acted as a disincentive. They are overburdensome and not properly understood by large numbers of small firms in particular. This is a real opportunity to have a modern data protection regime which others across the world will admire and follow.

On that basis, I am delighted to support the Queen’s Speech.

Arthur Labinjo-Hughes

Matt Rodda Excerpts

Monday 6th December 2021 Commons Chamber

[Nadhim Zahawi]

I think it important to note the £4.8 billion that local government will receive over the spending review period, but I hope the MacAlister review will give us an opportunity to look at how we can make the best use of funding operationally, and also to understand where the bureaucracy lies in order to free up the frontline and make social work an attractive profession. All that work will continue apace once we receive the review.

[Matt Rodda (Reading East) (Lab)]

I want to offer my deepest condolences to little Arthur’s family and friends. As colleagues throughout the House have said today, this is a truly dreadful case.

I thank the Secretary of State for his tone and his commitment on this important issue, but I should like to hear more from him about his willingness to leave no stone unturned and do whatever it takes in exploring how we can support these vital public sector workers who need so much help and encouragement at this difficult time. Will he look into social workers’ pay, the numbers of social workers and the integration of different agencies, and will he indeed leave no stone unturned—which should include looking at his own Department?

[Nadhim Zahawi]

I am grateful to the hon. Member, and I thank all colleagues for the input and the tone of these important exchanges.

The MacAlister review is looking at exactly those issues—how we can ensure that we deliver the best outcome, and the support that we offer the frontline. The incredible work that social workers do day in day out, week in week out, year in year out, does not receive much recognition, and sadly it only reaches the Dispatch Box when there is a tragedy like that of Daniel Pelka or, now, that of young Arthur. I want to place it on record that social workers are not on their own, that they are not forgotten, and that they will always be supported. I hope that both the review I have announced today and the MacAlister review will mean we can continue our support for the frontline to ensure that we secure the best possible outcomes for the most vulnerable children and families in our country.

Childcare Bill

Matt Rodda Excerpts

2nd reading
Friday 29th October 2021 Commons Chamber

[Matt Rodda (Reading East) (Lab)]

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

Before I start, may I thank the Clerks and the Whips who have helped me to get to this point today? In particular, I thank the Lord Commissioner of Her Majesty’s Treasury, the hon. Member for Castle Point (Rebecca Harris), for her kindness and indulgence over a number of weeks.

I begin by recognising the contribution and hard work of the army of childcare providers in this country. Each day, thousands of families entrust their children to professionals who have dedicated their lives to caring for this nation’s young people. It is a vocation and it can be challenging, but without it we would all be so much worse off as a country.

The impact of the coronavirus pandemic and the necessary measures taken to keep us all safe have had a huge impact on children, and we now have an opportunity to work even harder to make up for the time that has been lost. We will all have seen in our constituencies the childcare providers who went all out to support the children of key workers. They put themselves in the frontline to keep our country going, while ensuring that children could continue their early years learning, even in the most stressful and difficult of situations.

I want every family in Reading, Caversham, Woodley and the whole United Kingdom to have the best possible start in life when it comes to their own childcare arrangements. I know that all Members of the House share that wish. We all want every young person to have the best possible start, and we all want to bring an end to the inequality that results from where someone is born, which can, even before their first birthday, shape their opportunities in life.

As the Chancellor of the Exchequer said in the Budget on Wednesday,

“the first 1,001 days of a child’s life are the most important.”—[Official Report, 27 October 2021; Vol. 702, c. 277.]

I genuinely welcome the announcement of investment in early years provision that the Chancellor made this week. It is clear that he and I, and I believe the whole House, share a view that we must level up childcare and early years provision in this country to support our children, support their families and, ultimately, support our economy. All the evidence shows that children who access early years education go on to achieve so much more.

This short Bill is entirely complementary to those Budget commitments and the House’s shared aspiration for our country’s children, and I will explain why. I will focus on three areas: first, the importance of a good start in the early years; secondly, the current system and where there is room for improvement; and thirdly, why it should be a national conversation and why we should have a serious debate about the future childcare system we want.

Every £1 invested in the early years is the equivalent of £8 invested in later education. Imagine any other industry or sector in which a £1 investment produced an £8 return every time—we would all be rushing, cheque books in hand, to invest. That is exactly what early years provision and childcare do for our children. Along with the love and support of parents and extended families, they provide a balanced and well-rounded introduction to life, which in turn reduces the cost to the country later. Every £1 invested gives children the skills and confidence that they need to learn, grow and thrive. It is what I wanted for my children, and what I want now for the nation’s children.

A well-resourced and comprehensive childcare offer in the early years is an engine that can drive social mobility. Early intervention, through early years provision, gives children a greater chance of accessing higher education and of securing apprenticeships. Those interventions really open doors later in life.

Every Member will have visited primary schools in their constituencies and heard from teachers of reception and year 1 classes who tell us that there is a marked difference in the development of children who have been immersed in early years support compared with those who have not. More people are accessing childcare now than a generation ago. The Nuffield Foundation reported that almost all children attend some form of early years education or childcare arrangement before entering school. That is a huge step forward for the country.

My Bill seeks not to amend or change the current provision in any way, but to champion it and to do all we can to ensure that everyone who is entitled to support knows about it and gets what they need. Clause 3 places a new duty on the Secretary of State for Education to prepare a strategy that promotes the availability of childcare and the benefits of early years provision to all eligible parents. As that is a devolved matter in the other nations of the United Kingdom, the Bill relates only to England. It would make the Secretary of State the named champion of childcare in England and it would compel the Department for Education to consider how the whole Government and the wider public sector, together with voluntary and private partners, can support and promote this important sector.

Crucially, the strategy would also have to consider how that information was delivered to parents in disadvantaged groups, which is levelling up. That is important because the research from the sector and think-tanks—I mentioned the Nuffield Foundation, which has done some excellent work on it—suggests that the children who would benefit most from free early years childcare are, sadly, least likely to access it.

According to the Nuffield Foundation, a third of children eligible for the funded two-year-old places are missing out, which is a tragedy. I want those children to access the help and support their families are entitled to, so that they can reach their full potential when they start primary school.

[The Parliamentary Under-Secretary of State for Education (Will Quince)]

indicated assent.

[Matt Rodda]

I am grateful for the Minister’s support and I know that he believes passionately in this agenda. Clause 3 seeks to do that by using the power of the Government and of the wider public sector and other partners to promote childcare availability to children who need it most—a modest ask that could make a huge difference to our whole country.

I turn to clause 2—I am approaching the Bill from the bottom up, which may be appropriate in the world of levelling up—which addresses the elephant in the room: what sort of childcare system do we want in this country? Much like clause 3, the clause does not seek to change current provision. I want to be clear about that to all Members present, and I believe we can work consensually on this important matter. I stand here today not to present answers but merely to facilitate a debate, with the support of the Minister and of other colleagues.

Governments of all political parties have been involved in shaping the childcare sector available to families today. From the Sure Start revolution of the last Labour Government to the new family hubs recently announced by the current Government, every Government have left their fingerprints on the sector. I am afraid this has led to a patchwork of provision in which postcodes, rather than local need, may determine services and in which anomalies have unfortunately been allowed to flourish. This does little to close the educational attainment gap, about which I spoke earlier.

Some areas are blessed with maintained nurseries, and Reading is one of those lucky areas. It is a system in which teacher-led provision, maintained by local authorities, provides the early years foundation curriculum in a more formal setting. I pay tribute to the maintained nurseries in my constituency and in other parts of Reading for their excellent work. However, local authority funding is currently challenged and there has been a decline in the number of places available across the country. Some maintained nurseries, luckily not in my area, have closed their doors.

Other communities are fortunate to have well-run provision in the private and voluntary sectors, either independent or linked to a primary school or multi-academy trust. There is a good mix between early years, as a precursor to school, and other long-established community providers that have often cared for successive generations of each family.

Consistency varies across the country and funding arrangements, due to their complexity, can be off-putting. Some two-year-olds may be eligible for free childcare depending on household income or entitlement to certain benefits, such as universal credit or tax credits. People who earn less than £16,000 before tax and are in receipt of tax credits will be eligible for a free place for their two-year-old. If their child is entitled to disability living allowance or personal independence payment, they may also be eligible for a free childcare place at the age of two.

However, everything changes when the child turns three, when all children become eligible for 15 hours of free childcare regardless of whether their parents are working. Working parents may be entitled to an additional 15 hours a week, taking it up to 30 free hours, but these extra hours are available to some other parents depending on household income and circumstances. My description shows how the system is complicated and difficult for parents to understand.

Although the system for three-year-olds does not sound too dissimilar to the arrangements for two-year-olds, I am afraid it is. The eligibility for two-year-olds is aimed at the lowest paid and the unemployed, but the eligibility for the additional 15 hours for three and four-year-olds is for those who work more than 16 hours a week and who have a household income up to £100,000. This means that the additional hours are disproportionately going to the children of wealthier parents who are in work and whose educational development is less likely to be held back. Unfortunately, this extra money is going to those slightly better off families.

My Bill does not propose changing the thresholds, but clause 2 would require the Secretary of State to appoint an independent person to lead a review of childcare schemes across England.

[Duncan Baker (North Norfolk) (Con)]

Will the hon. Gentleman give thought to why there is 15 hours of free childcare only in term time, when many people are trying to go back to work and a full-time job requires them to work in the school holidays, too? Why will the Government fund childcare only outside the school holidays?

[Matt Rodda]

The hon. Gentleman makes an excellent point, and the review I propose would, indeed, cover such issues.

[Jonathan Gullis (Stoke-on-Trent North) (Con)]

The hon. Gentleman talks about an independent person. Does he not see the benefit of the Children’s Commissioner? They are already in place and effectively already have that role, or will the independent person be under the Children’s Commissioner?

[Matt Rodda]

I will go on to make some further suggestions for the type of independent review, and I am grateful for that suggestion on the Children’s Commissioner.

The Bill does not propose changing the system itself, but it would allow the Government to appoint an independent person to lead a review of free childcare schemes in England. I believe this could have the same powerful impact as previous education reviews led by respected figures with cross-party support. I am thinking of—this goes back a bit into history—the Dearing review of A-levels in the 1990s, or the more recent Augar review of higher education funding. Sometimes, getting a fresh perspective can tease out problems and help to construct collaborative and co-operative solutions that are driven by the sector. Clause 2 would bring together, under the leadership of that independent person, providers, parents, research organisations and others that they saw fit, to take a proper look at how we take childcare forward in this century.

[Mr Richard Holden (North West Durham) (Con)]

I am particularly interested in this Bill, as a former special adviser at the Department for Education. Clause 2 sets out the different things that the review must consider. Would the hon. Gentleman consider, perhaps in Committee, including the strategy to increase awareness, as set out in clause 3(3)? Some of the most disadvantaged people do not take up the provision that is currently available, so a review could be helpful if it also considered how to better engage those groups with what he is trying to achieve.

[Matt Rodda]

I am grateful to the hon. Gentleman for that intervention; he makes a thoughtful point. He is absolutely right that there is a connection between raising awareness of this vital sector and the role of the review, and I would be grateful to work with him on that. As a former civil servant in the Department, I am very aware of the pressures and difficulty of trying to make the most of our ability to communicate with parents and the difficulty of reaching hard-to-reach groups.

The review would seek answers and pragmatic, practical solutions to the challenge that we have discussed today. That is very much what is needed at this stage. It is not just me calling for this; over 13,000 people signed a petition requesting a review. The National Day Nurseries Association has stated that childcare providers want the system to change in order to ensure that it works for all parents. The national day care alliance estimates that the childcare sector is facing other issues, which could also be discussed by the review, such as the potential shortfall of around £2 billion a year in Government funding, which the alliance believes is needed to meet the costs associated with providing free childcare on offer. As a result, nurseries are forced to charge higher costs to fee-paying families to cross-subsidise those eligible for free care. This, I am afraid, is robbing Peter to pay Paul and drives up the cost of childcare for everyone in the country.

Finally, during the recent debate in the Petitions Committee, the hon. Member for Chelmsford (Vicky Ford), the then Minister, said a review would not be appropriate before the comprehensive spending review. We have now had the Budget and the CSR, so I believe the timing is right. I am grateful to the current Minister for engaging. I believe that, as a new Minister, he may have a wonderful opportunity to take this forward. This is the perfect time to look at the system and ask ourselves whether it is the very best it can be.

The Chancellor spoke on Wednesday of moving to a post-covid economy. To support that post-covid economy, we need a post-covid childcare system that underpins and supports as many parents as possible back into work. We need a system that works for parents, providers and the whole country, but most importantly we need to invest in our children. I will work with anyone in this place to ensure that our children are given the best possible start in life.

As I draw my remarks to a close, I would like to spend a moment, with the House’s indulgence, thanking some of those who have so graciously supported this work. This place can be a maze of process and procedure but, with patience and good humour, the Whips and the Clerks are there to help. I again pay tribute not only to the hon. Member for Castle Point (Rebecca Harris), but to the Clerks and other people who have supported me. I also thank the media, including Grazia magazine, which is also campaigning on this issue, and others who are supporting me. I would like to offer my thanks to my hon. Friends the Members for Stretford and Urmston (Kate Green) and for Hampstead and Kilburn (Tulip Siddiq), who have supported my endeavours with this Bill and provided sound advice where it was needed. To the Minister, I say once again that I believe—and I believe that he sees it in this way—that politics does not need to be confrontational. It does not have to be angry, as we have seen in the last few days. We can work together and seek compromise, and find better solutions, precisely because we are working together.

The Minister has been generous with his time, and despite our political differences, he has engaged in constructive debate and discussion. Whatever happens today, I hope that in his contribution he will consider the good faith that I bring to the Bill, and will feel able—perhaps because of his own experience—to meet me and representatives of the sector to see how we can progress this issue.

I believe that investing in early years education is one of the first duties of Government. It is the right thing to do, and now is the time to do it. I commend the Bill to the House.

[Several hon. Members rose—]

--- Later in debate ---

[Matt Rodda]

With the leave of the House, I beg to withdraw the motion that the Bill be read a Second time. I wholeheartedly thank the Minister for his genuine commitment to this important issue and the way that he has engaged with me. I am extremely grateful to him and look forward to working with him. I listened carefully to his speech and those of others Members. I want to express my thanks and my genuine pleasure in working in a cross-party way. I believe that we as a House have shown something very positive today: that we can work across the House in a thoughtful and measured way to achieve something of great national importance.

I am deeply grateful to everybody who has spoken and for their thoughtful suggestions, which I wholeheartedly agree with. I particularly thank the hon. Member for Beaconsfield (Joy Morrissey) for her point and the hon. Member for North West Durham (Mr Holden) for his knowledgeable points, which showed his experience in the Department, along with the hon. Member for Guildford (Angela Richardson) and many others for their thoughtful and timely points. I look forward to working with the Minister and colleagues across the House on this important matter. I beg to ask leave to withdraw the motion.

Motion and Bill, by leave, withdrawn.

Investing in Children and Young People

Matt Rodda Excerpts

Wednesday 9th June 2021 Commons Chamber

[Matt Rodda (Reading East) (Lab)]

I thank the hon. Member for Stoke-on-Trent North (Jonathan Gullis) for advocating a similar policy to that of my right hon. Friend the Member for Barking (Dame Margaret Hodge) when she was Chair of the Education Committee in 2000.

We should respect the fact that there is general agreement in this House that one of the first duties of any Government is to invest in education and our children’s future, and I am glad that that sentiment has been expressed in this debate.

I thank teachers, parents and students for their hard work and perseverance during what has been an extremely difficult year that no one could have anticipated. The pandemic was clearly a once-in-a-century event. We need to try to put ourselves in the place of those young people and imagine—it is very difficult to do this—what they have been through in this incredibly difficult year. They have faced all sorts of obstacles, as have their teachers, and they have risen to enormous challenges, but despite all that effort, they have still fallen behind in their studies, through no fault of their own. This once-in-a-century event demands a response in line with the scale of the problem, and I am afraid that for all the warm words and the emphasis on the importance of education, there has clearly been a failure of Government on this important issue.

Looking at this in very general terms without getting distracted by the detail—we have had some interesting debates about education policy, and I am sure more will follow later as the debate pans out—there is the central question of money. On the issue of whether the Government are willing to commit sufficient national resources to this crucial problem, they have fallen short, as £50 per child is not comparable with £1,600 per child in the United States or £2,000 in the Netherlands. Both those countries have followed active policies of school reform and investment in education over 20 to 30 years, as arguably we have also done in that time.

It is important to see this in the context not just of the detail of education policy but of the Department’s failure of leadership—I do not say that lightly—on a series of crucial issues during the last few months: its woeful mismanagement of the exam system last year; its failure on universities, where first-year students faced unbelievable pressure due to mismanagement; the failure of its tutoring programme; and its repeated failure on free school meals and holidays, where it had to be pushed by a footballer. I commend Marcus Rashford for his work—I am not a Man United fan, I am afraid, but he has done the most amazing job on this and we should all respect him—but the issue should have been taken up by Ministers long before he needed to come in and save the day.

What is worse, that follows a series of very poor decisions since 2010. The Minister may try, in a very smooth and sophisticated way, to defend some of those spending decisions, but it is quite clear that there has been a lack of investment in education since then. On teachers’ pay and a series of other indicators, this country fell behind where it should have been. That was a conscious decision of the Government, and it has led to a series of major problems in the system, such as the crisis in special needs—arguably, it deeply worsened that—the recruitment and retention crisis among teachers, which has a direct effect on children’s learning, and a series of other problems.

It is no good trying to criticise the record of the Labour Government from 1997 to 2010 when, clearly, there was both major investment and, as a result, a major improvement in standards and attainment, demonstrable on a whole series of metrics. It is unfortunate that the hon. Member for South Cambridgeshire (Anthony Browne) quoted selectively from some international studies when a whole range of extra countries joined them in the intervening period.

I appreciate that I am nearly out of time. The question now is, will the Prime Minister and the Chancellor rethink—will they listen to their own officials and, I believe, the ministerial team at the DFE—or will this be another example of the Government’s being all talk and, I am afraid, very little action?