Oral Answers to Questions

Meg Munn Excerpts

Thursday 26th March 2015 Commons Chamber

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

Many small engineering companies would have liked the opportunity to apply to the £10 million fund to support women engineers, but the design of the fund meant that they could not afford to do so. Unfortunately, less than £200,000 was spent of the £10 million. In his last few days in office, will the Secretary of State look again and ensure that the rest of the money is specifically designated to support women engineers, especially women returning to work, and that small businesses can afford to apply for it without the barriers that were previously put in place?

[Vince Cable]

I will certainly undertake to look at that with the Minister for Skills and Equalities, my hon. Friend the Member for Grantham and Stamford (Nick Boles). We are aware of the issue that has arisen. The issue the hon. Lady surfaces—the shortage of women engineers—is severe, and we underperform much of Europe in that respect, with only one in 10 of our engineers being women. We are doing a lot to try to change the trend, but a substantial deficit remains.

Co-operative Schools

Meg Munn Excerpts

Wednesday 11th March 2015 Westminster Hall

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

In 2007, the right hon. Member for Witney (Mr Cameron), now the Prime Minister, said the Conservatives would shortly publish their policy proposals for a supply-side revolution in Britain’s schools system—a long-term response to various challenges and what he saw as educational failure. He said that he wanted to highlight one specific aspect of that revolution: the opportunities that his reforms would create for a new generation of co-operative schools. What better way to give parents direct involvement in their school than to give them ownership—not just as stakeholders, but as shareholders, and as shareholders not in a profit-making company, but in a co-operative built around the needs of local children?

The co-operative model reflects an important vision of social progress that Conservatives believe in: the role of strong independent institutions, run by and for local people. The right hon. Gentleman said that he wanted the Conservative party to take the lead in applying the co-operative ideal to the challenges of the 21st century, and announced the establishment of the Conservative Co-operative Movement.

[Steve Baker (Wycombe) (Con)]

I am absolutely tickled to join the hon. Lady in the debate. She has reminded me what a strong supporter I am of the Prime Minister and how delighted I would be if he completely fulfilled that vision.

[Meg Munn]

I welcome the hon. Gentleman—a strong supporter of co-operative schools who has advocated for them.

Let us find out a little more about what actually happened as a result of what the Prime Minister said. When the coalition Government came to office, there were 87 co-operative schools in England. Today, there are 834. The majority of those are foundation trust schools established under the Education and Inspections Act 2006, passed by the previous Labour Administration. One might expect the Government to trumpet the growth of those co-operative schools. Sadly, nothing could be further from the truth. What is heralded instead is a hoped-for expansion of free schools: 500 in the next Parliament. That is where effort and money are targeted—not on the parent-owned co-operative free schools, despite co-operative trust schools excelling with parent involvement.

Clearly, the Prime Minister’s words have been forgotten by the Department for Education—and by him. Some might say, “But there are 834 co-operative schools, so the commitment is there.” However, the remarkable advance of co-operative schools has happened despite, not because of, Government support. In debates in the past two years, Ministers have said they have not prevented growth and that they are therefore supporting co-operative schools. However, that is not the same thing at all. I am beginning to think that there is an ideological block on the issue somewhere in the Department.

I have been trying to engage the Department for some time in removing a fundamental barrier to the expansion of co-operative schools. I proposed two legislative changes: enabling schools to register as industrial and provident societies and amending the 2006 Act to enable nursery schools to be established as school trusts.

Let me provide a brief history. In 2013, I introduced a ten-minute rule Bill. The two proposals were adopted as Labour party amendments to the Deregulation Bill in Committee in the Commons in February last year. The Labour team withdrew their amendments when the Government indicated that they were willing to work with the Co-operative party to put Government changes in the Bill. With the Co-operative party and co-operative schools experts, I worked with the Department to try to make that happen.

The then Secretary of State, the right hon. Member for Surrey Heath (Michael Gove), was supportive, but officials indicated that the Department lacked the expertise and resource to take the issue forward. Lord Nash, a Minister in the Department, then expressed limited support for co-operative schools and changes to legislation. Following the reshuffle, the Department indicated that it would not be introducing legislative change.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

My hon. Friend is, like me, a Co-operative Member of Parliament. Perhaps this is not a question of detail or the Department blocking. Perhaps it is just that the political leadership of this Government is put off by those schools, which are in favour of equality, equity, solidarity, openness, honesty, social responsibility and caring for others.

[Meg Munn]

I would like to know what is putting the Government off, because I spoke to the new Secretary of State for Education and she indicated that she was willing to consider the issue.

The Department said that it would work with co-operative schools to produce data on performance and look at a power to innovate to try to resolve the issue preventing nursery schools from becoming co-operatives. The power to innovate would suspend the relevant legislation for three years to test whether nursery schools wished to join co-operative trusts. However, since that offer was made the Department has not, despite repeated inquiries, responded to requests for an update on progress. On Second Reading and on Report in the Lords, the amendments were tabled again and ably moved by Baroness Thornton for Labour, but were not supported by the Government. Can anyone now believe that there is any Government commitment to co-operatives in the public sector?

Why does this matter? Leaving in place barriers to the growth of co-operative schools is simply an opportunity wasted. It holds back the possibility of lasting improvement in educational standards, which would benefit children’s education and local communities.

Many schools want to adopt the co-operative model. They have a desire to develop a self-improving school system, where a number of schools can work together and inculcate those co-operative values mentioned by my hon. Friend the Member for Huddersfield (Mr Sheerman): self-help, self-responsibility, democracy, equality, equity and solidarity. We know that some schools, working together in a group, are achieving outstanding results.

The Schools Co-operative Society believes that by encouraging everyone within an organisation to work together they gain mutual benefits. Performance improves and pupils are engaged in the life of the school. The best possible environment for young people to learn and develop is created. Stakeholders in the local community have a say in the way the school is run. The values of equality and equity ensure that the environment is free from bias and that everyone can be the best they can be.

[Mr Sheerman]

When my hon. Friend and I were together on the Bill Committee—the Minister was there, too—we picked up on the fact that the quality of teaching matters in every school. Has she seen the high retention rates of staff and the contentment of teachers and staff working in co-operative schools? That trickles down to the students.

[Meg Munn]

Of course, my hon. Friend is right: these are key issues. He is a great advocate of that approach. The hon. Member for Wycombe (Steve Baker) spoke extraordinarily eloquently about the schools in his area and he is, believe it or not, a Conservative, so there is still some support.

[Mr Sheerman]

The hon. Gentleman is not a run-of-the-mill Conservative.

[Steve Baker]

Listening to the hon. Lady describe those schools, I was reminded of the success we are seeing in Cressex school in Wycombe. The hon. Member for Huddersfield (Mr Sheerman), whom I work with occasionally, is a bit of a rascal, because Conservatives do support many of the values he described. The disagreement is probably on the margins. I say to the Government that it is time that we woke up to this message.

[Meg Munn]

I agree. I am not for one minute suggesting that Conservatives do not support those values. In fact, the Cabinet published a document called “Making it mutual: the ownership revolution that Britain needs”, which stated:

“The conditions are right for a resurgence of co-operative mutual and reciprocal activity.”

That has been said not just by people in the Labour and Co-operative movement, but by Conservatives, so my puzzlement at why we are not moving forward grows ever more.

[Steve Baker]

I hope the hon. Lady agrees that what is needed is another term of Conservative government so that we can put all those things fully into practice.

[Meg Munn]

We are getting into the realms of fantasy now, are we not? The hon. Gentleman can hardly expect me to agree to that. What I am saying is, regardless of our party political affiliations and regardless of where we come from, why can we not get together around the issue of co-operative schools? Why have those schools become so contentious when there is support for them, and not just from the hon. Gentleman? In a previous debate, we also heard support for them from other Conservative Members. The Minister attended that debate.

Why can we not get together around something that is good for our children? Let us do what the electorate so often ask us to do and put party politics aside and say, “This is how we should move forward.” Whether the coalition remains in place after the election, or whether we have a Labour Government or a coalition of another type, the Department will still be there, so let us get the officials working on this now.

Getting back to my specific points on why we should move forward, encouragement is given in co-operative schools to supporting each other and the local community—to give back to others the benefits that have been had and to spread the positive learning experience. There is evidence that young people brought up in that environment continue to contribute positively to their communities long after they have left school.

Children benefit from a positive start in life. That was recognised when the academies programme was extended to primary schools. Children need the best foundation at primary level to realise their potential at secondary level, but we have to go further and ensure that we also get it right at nursery level.

Many co-operative school trusts are based on strong geographical areas. They aim to raise achievement by supporting young people through the education system from nursery age to school leaving age. We have to recognise that children do not differentiate between being looked after, being cared for and learning. Learning begins as soon as a child is born, so we need our nursery schools to have a co-operative approach that involves parents, and then the children can do so well. Would they not do even better if they were part of that co-operative ideal from the start?

While there have been failures with co-operative schools—it would be wrong to paint a rosy picture everywhere—there have also been failures in the academy programme. Co-operative schools have seen remarkable success. More than 80 have been judged by Ofsted as outstanding. That was achieved with no support from Government, financial or otherwise, which is in stark contrast to the many thousands and millions spent on the academies and free schools programmes. Co-operative schools do not want preferential treatment; they just want a fair and level playing field and the same engagement and support as free schools.

Action is being blocked by the Department. Why? What will the Minister do to ensure progress on the issue and, in particular, to ensure that actions agreed with the Department are implemented? I would also like him to put on the record the assistance the Department will give to fulfil his Government’s pledge to support co-operatives. That pledge has been given by the Prime Minister and two Secretaries of State. An incoming Government must support the growth of co-operative schools.

We need cross-party support so that swift progress can easily be made. Just two steps would go a long way. First, the co-operative model as defined in the Co-operative and Community Benefit Societies Act 2014 should be made available to foundation trusts. Secondly, nursery schools should be enabled to form or join foundation trusts by removing the restriction in the 2006 Act. The remarkable progress of co-operative schools proves that there is an instinct among many school leaders for co-operation as a means to drive up standards, rather than a dogmatic view that only competition can achieve improvement.

[Mr Sheerman]

This may be the last Westminster Hall debate where my hon. Friend and I are together. It is so appropriate that she is talking about co-operative schools and she has had such a distinguished career in the House. I congratulate her on all the effort she has put into co-operative schools and so much else in Parliament over the years.

[Meg Munn]

How could I object to that intervention? Before I finish, on the issue of co-operation as opposed to competition, I quote Franklin D. Roosevelt:

“Competition has been shown to be useful up to a certain point and no further, but co-operation, which is the thing we must strive for today, begins where competition leaves off”.

The Department’s vision is for a highly educated society in which opportunity is equal for children no matter their background. That is a vision I believe we all share. I thank my colleagues, my hon. Friend the Member for Huddersfield and the hon. Member for Wycombe, for intervening and showing that there is cross-party support for co-operative schools. I thank them for all their work to support co-operation and co-operative schools.

I want us to take an important step in helping to make that vision a reality. Let us put aside ideology and dogma, allow real choice in education and allow co-operative school trusts to flourish by removing the barriers that make achieving that vision difficult.

--- Later in debate ---

[Mr Timpson]

I like to think that I am typical of the Conservative party, and I am sure that the hon. Gentleman feels the same about himself and his party. It is clear that there is a determination to drive up standards across our education system. He will appreciate that we are in the last few weeks of this Parliament, so there will be no time to change legislation. Nevertheless, we must increase and better understand the evidence base, so that co-operative schools can show the impact they are having and we can possibly widen their remit and potential in future.

The hon. Member for Sheffield, Heeley has met Lord Nash, and as part of her exchange with the Secretary of State for Education, she was invited to provide evidence on why we should accede to some of her suggestions, both legislative and otherwise. I look forward to receiving that evidence in due course.

[Meg Munn]

Significant evidence has already been provided. With all due respect to the Minister, for whom I have a lot of time, the problem is that the evidence is there and the opportunity was there with the Deregulation Bill, but this has simply been blocked.

[Mr Timpson]

The hon. Lady received a letter from the Secretary of State on 11 February that set out the Government’s position on the legislation and the amendments that were tabled in both this House and the other place. She will appreciate that the position articulated by the Secretary of State in that letter makes it clear that additional evidence or arguments in support of the educational benefits are still required to reassure the Secretary of State that the changes would be worth while. The hon. Lady will appreciate that that issue falls outside my portfolio. The best I can offer is to take back her clear sense of the direction that we need to follow. If she wishes to provide any further and better particulars to support her argument, I will endeavour to ensure that they are shared as soon as possible.

We are seeking to ensure that we are able to deliver better results, year on year and right across the education system. Inspection data show that more schools are now rated as good or outstanding than at any time since Ofsted was created in 1992. Based on the most recent inspections, 81% of all schools are outstanding or good. Since 2009-10, the proportion of schools rated less than good has decreased from 33% to 19%. As part of that process, the values of co-operative trust schools are ones that the Government share. They are good values. They were given a strong airing in our previous debate, and I would reiterate them all today, particularly the importance of shared responsibility for problems and designing solutions and of the people involved in a child’s learning having a real stake in that learning.

I am pleased to note the role of the co-operative movement as a sponsor of schools that require extra support and the increasing number of co-operative schools that are choosing academy status, thereby becoming co-operative academies. Collaboration is a defining feature of the academies programme as well. The formal partnership arrangements for academies and maintained schools provide a framework for joint working in which the lines of accountability remain clear. The co-operative trust model is one of many that facilitate effective partnership working. It is true that the education system is increasingly diverse, and we are seeing many models emerge, such as multi-academy trusts and teaching schools. That is helping to increase the choice for parents and the support for schools. Parents are clearly aware of the co-operative movement in the education system because more of their children are being taught within it. There is clearly value for communities across the country, including my own constituency, in having that model available for education provision.

The hon. Lady asked about amending the legislation on maintained nursery schools—an issue that goes back to the previous Government and the Education and Inspections Act 2006—and I know that she has some regret that the opportunity to resolve the matter was not taken up at that stage. I am sure that, beyond 7 May, she will continue to fight to allow a co-operative trust to support a maintained nursery school in much the same way as it can a maintained school. The Government have supported collaboration in such institutions, with the sector already benefiting from the freedom to create partnerships, should that be the choice. Maintained nursery schools can already work with other local partners and the wider community, and they can federate with other schools and early years providers. A wide range of providers facilitate the parental choice that we all hold dear. That comes with a high degree of autonomy. Similar to our position on schools, the Government require more evidence of educational gain if we are to expand provision into the nursery arena, and we must look more closely at the fact that only a small percentage of overall providers could do that.

[Meg Munn]

One thing that I struggle with is that the evidence base for free schools is nowhere near as robust as the evidence base for co-operative schools. For example, the excellence that has been achieved in a multi-school trust in Birmingham is there for all to see. Why is the Department so resistant to supporting co-operative schools as an alternative model?

[Mr Timpson]

We have, of course, seen co-operative free schools emerge as well. The free schools policy is benefiting the co-operative movement and helping to increase the diversity of choice for parents. There is no reluctance, and there is no attempt either to suppress or deny the expansion of any type of school. The issue is one of empowering parents to make the decision to expand provision if they feel that there are not enough good school places in their area. On Monday, I visited Cheadle Hulme primary school, a new free school that will be opening soon to meet the need in an area with mixed advantage but a particular lack of places. That is a good example of how the flexibility that we have provided to the education system is allowing parents, outstanding head teachers, charities, and others with an interest in boosting education throughout the country, the opportunity to do just that.

[Mr Timpson]

I applaud the passion displayed by my hon. Friend not only today but on many other occasions when he has advocated the co-operative movement, both at Cressex school in his constituency and elsewhere. He will appreciate that I am not the man with the manifesto in his hands, so I cannot give him any reliable information about what reassurance we might be able to provide in that document. Nevertheless, I hope that I am able to put across the fact that, in the expansion of co-operative schools that we are seeing—they are set to get into four figures by the end of next year—there has been no holding back of those who want to take that step. Ultimately, it should be for the individual school or community to make the choice that they feel best fits with the need in their local area. That is the right approach. Through the expansion of the academies programme, with more than 60% of secondary schools and 17%—and rising—of primary schools now having academy status, we have seen a real movement that helps to support and complement the co-operative movement in driving forward quality and higher standards in the education system.

[Meg Munn]

We could get to 5,000 co-operative schools in the next five years if we changed the law and made it easier. Why will the Government not sign up to give so many schools that opportunity?

[Mr Timpson]

No limit has been put on the expansion of co-operative schools under this Government; indeed, we have seen a huge rise. There is no cap and there has been no attempt to try to dilute that opportunity. With the hon. Lady’s huge influence in her party, I am sure that when she has some control over the manifesto that is being written, she will make co-operative schools a centrepiece of Labour’s offer. In saying that, I re-emphasise that the Government do hugely value the role of co-operative schools, but more importantly the people who work in them. They work extremely hard to ensure that children in their area get the best possible start in life. That should be the driving force for any of our efforts to support children into adulthood. I hope that we can do that in future.

Oral Answers to Questions

Meg Munn Excerpts

Monday 1st December 2014 Commons Chamber

[Mr Gyimah]

I welcome the enthusiasm of the Chairman of the Education Committee for maintained nurseries. I have visited Pen Green maintained nursery in Corby, which is an excellent example. He mentioned harnessing their quality. We have invested £5.5 million in teaching schools so that maintained nurseries can spearhead this and help to spread quality across the sector. He is right to indicate that 4,000 schools have benefited from academy status. As I said, we will keep the situation under review as opportunities arise to reconsider the legislative framework for maintained nurseries.

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

Many nursery schools would like to become co-operatives but, by law, they are not currently allowed to do so. I welcome the Secretary of State’s interest in this area. May I press the Minister on allowing for an amendment to be made to the Deregulation Bill? That could happen very quickly and it would allow nurseries to join other schools in becoming co-operatives.

[Mr Gyimah]

The Secretary of State rightly takes an interest in this. In fact, all members of the Government recognise the quality of maintained nursery schools, and we will take all necessary steps to make sure that they can grow and continue to thrive.

Government Child Protection Policy

Meg Munn Excerpts

Tuesday 24th June 2014 Westminster Hall

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

Child protection scandals of recent years have generated a lot of media coverage, putting the sexual abuse of children in the spotlight. However, as we know, the issue is not confined to history, and nor does it involve only celebrities as perpetrators. Children are still being abused by family members, by their peers and in institutions that are meant to care for them. The focus for professionals, politicians, the media and the public must be on the children who are suffering now. We must shine a light on what sexual abuse is, where it takes place, what can be done to prevent it and how we can support abused children.

We know that 90% of children who have suffered sexual abuse have been abused by someone they know, with the vast majority of abuse taking place in the home. In 2012-13, the ChildLine service run by the National Society for the Prevention of Cruelty to Children found that nearly half the young people who rang about sexual abuse said the perpetrator was a family member. One teenage boy said:

“I often think about killing myself because of what my brother does to me. He has been physically and sexually abusing me for years. It makes me wish my life would end. I’ve told my parents about what my brother does to me but they’ve done nothing—I don’t understand. I feel so depressed.”

Social workers, teachers and other practitioners must be trained to recognise the indicators of intra-familial sexual abuse, know how to communicate with the child, and give them space and time to explain what has happened.

Abuse in young people’s romantic relationships appears also to be increasing, as does sexual coercion within gangs and groups of young people. The number of reported sex offences by those under 18 has risen by 38% since 2009-10 and two thirds of sexual abuse is perpetrated by under-18s.

[David Simpson (Upper Bann) (DUP)]

I congratulate the hon. Lady on obtaining the debate. Can she clarify something? There is no single piece of legislation on child protection, but numerous laws and items of guidance; so should things remain that way, or should we change them? It is a horrendous situation when children are abused.

[Meg Munn]

That is a complicated area and I was not going to address it specifically today. Probably, rather than throwing everything up in the air again, we need very clear guidance. I know that the Government have been seeking to provide that, but there is always a need to keep it under review and seek ever greater clarity.

To return to the question of sexual abuse within relationships, one young girl said:

“My boyfriend was really abusive to me and we used to get into massive fights and stuff. The other week it went a bit further and he forced me to do sexual things to him that I didn’t want to do. I’m terrified of him and I don’t want to see him again. I don’t want to tell the police about it because I’m scared of what might happen. I talked to my teacher about it and she just told me she would catch up with me later about it but never did.”

The Jimmy Savile scandal about the extent of abuse in institutions shocked the nation. It highlighted the importance of adults being able to report concerns they have about children to the relevant authorities. Research has shown that even when individuals have a concern they often take no action, fearing that they will not be believed or taken seriously. The dynamics of power and secrecy so often present in incidents of abuse are magnified within an institutional setting. Those factors, combined with the often hierarchical nature of institutions, make it even more important that there should be strong safeguarding policies alongside a clear culture of communicating with and listening to children.

One child said:

“I really struggle to talk to anyone about being sexually abused. It happened for a few years so I feel like it took my childhood away. I feel really ashamed that it happened to me—I’m unable to cope. I want some support but I don’t know what kind of support I need or what will even help. I just can’t carry on like this.”

That boy was aged 17.

[Mr Jim Cunningham (Coventry South) (Lab)]

My hon. Friend will recall the case of Baby Daniel, in Coventry, about 18 months ago. Something struck me, to do with not only child abuse but child health matters; I have always thought that perhaps someone from outside the school setting, with a medical background, could look at a cluster of schools and look for the signs of abuse going on, whether physical or medical. What does my hon. Friend think about that?

[Meg Munn]

The heart of the issue is for there to be a greater number of people with an understanding of child abuse and what to look for. A particular aspect of that is not immediately thinking that something is wrong with the child. Daniel, obviously, was very young, but sometimes older children are treated as naughty or difficult. The distress and the issues that come up can be indicators that all might not be well within the family.

In autumn 2013, the all-party group on child protection launched a seminar series on the three areas I have just outlined: intra-familial abuse; peer-to-peer sexual abuse, including young people’s harmful sexual behaviour; and prevention of child sexual abuse within institutions. We invited experts and front-line practitioners to share their knowledge with parliamentarians so that we could better understand what needs to be done to improve support to children who have experienced sexual abuse and to prevent it from happening in the future. However, the most powerful testimony was listening to the experiences of children who had been sexually abused.

We recognise that there has been welcome progress in recent years, but we are concerned that the Government are not addressing the issue holistically. Our findings show that the complicated relationship between different forms of abuse necessitates a unified response. That is not currently happening. The all-party group fears that without a clear, coherent approach that links work across Departments, children will not receive the support they require, and that opportunities to prevent problems are being missed.

I am grateful to the Children’s Minister for the recent meeting to discuss the report and for his commitment to consider our concern. Our report outlined six key recommendations that would, I believe, bring the focus back to all aspects of child sexual abuse, and promote a clear and consistent approach to protecting children and young people.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

My hon. Friend knows as well as I do that ChildLine, which has been going for some years, has been a good influence. Does she believe that a neutral child line in every local authority would help to bridge the gap for children who are terrified of talking to anyone?

[Meg Munn]

ChildLine certainly makes it much easier for children to raise the issue. The work it does in providing an ear for children is the right way forward. I am not sure whether it would be appropriate for every local authority to have a child line. Some local authorities have in the past considered a phone number providing a complaints system for children being cared for within the authority. I agree that it is an enormously important area. We did not consider it this time in our report but it would be good to examine best practice and what happens in local authorities that investigate complaints they receive from children. Perhaps the Minister will comment on that.

The report and recommendations are available in hard copy and also, thanks to the NSPCC, on its website. The recommendations must be set in the context of greater interministerial working, with action plans for all areas to ensure that every child who has experienced sexual abuse gets the support they need. It is only in that context of a joined-up action plan that a truly preventive model can be developed. The recommendations are for a review of the information-sharing guidelines issued in 2009; for the Home Office national working group on sexual violence against children and vulnerable people to prioritise the issue of harmful sexual behaviour—defined as abuse by children and young people against other children and young people; for the Department for Education to work with education providers and local safeguarding children boards to make sure that priority is given to specialised sexual abuse training for social workers and teachers; for better and more consistent support for victims of child sexual abuse to be available, from disclosure through the entire court process and beyond into therapeutic support; for the Government to improve whistleblowing processes by promoting the whistleblowing code of practice and improving training and support for professionals; and for the Government to work with professional disciplinary bodies and other expert bodies to consider forms of institutional duty on leaders of institutions to report allegations of abuse. I know that the Minister is committed to developing an effective service and therefore I ask for his response to the recommendations.

Finally, I want to talk briefly about the Government’s recent consultation on allowing greater outsourcing or delegation of children’s services. The all-party group did not consider that, so I am giving my personal views. Most of the responses to the consultation raised the issue of privatisation and seeking profit out of child protection services. I welcome the Government’s speedy response that the range of functions in question can be delegated only to non-profit-making organisations. I recognise that many services are already provided by such organisations, and that that can be beneficial. However, there is a big difference between providing therapeutic services to children and being responsible for the investigation of suspected child abuse. The Minister has been clear in parliamentary answers to me that local authorities will continue to be responsible for child protection investigations even if they delegate them to someone else, and will therefore remain responsible for quality.

I caution about going down that route, however. Reviews into the deaths of children over the past four decades identify the same key contributors: poor communication and sharing of information. Even more problematic is the point at which a case is referred from one local authority to another—a danger point for children and for continuity of service. Surely delegation of that responsibility would exacerbate the risks, building in another layer of accountability, monitoring and checking. I ask the Minister to consider the special nature of child protection investigations.

[Mr Sheerman]

On that point, does my hon. Friend agree that in child protection we want the best service possible? That is usually delivered by a locally and democratically accountable children’s service, maintained by highly skilled and highly trained professionals who are rewarded, led and managed well. It is about having a culture of excellence. Does she agree that the designs to introduce outsourcing could destroy that culture?

[Meg Munn]

I entirely agree with my hon. Friend, who makes an important point. I know that the Minister is concerned when local authorities do not deliver that high standard. I believe strongly that this sector is the responsibility of local authorities, and that if they are failing, that should be dealt with not by delegation but by the kind of action the Government have taken in various situations. I am not judging those particular situations—it is not for me to do so—but I believe that if there is an issue with local authority services in child protection investigations it should be dealt with through the offices of the Children’s Minister and not through delegation.

[Mrs Emma Lewell-Buck (South Shields) (Lab)]

My hon. Friend mentioned that in the Minister’s response to her he stated that non-profit organisations would be involved. Was he explicit about which organisations those would be? I have worked in a lot of local authority child protection teams, and know the level of expertise that is there. I am struggling to see what expertise there would be in non-profit organisations.

[Meg Munn]

I was referring at that point to the Government’s response to the consultation, which as I understand it relates to the whole range of services that could be delegated. I am sure my hon. Friend will know of good examples of therapeutic services, for example, being run well by charities and third-party organisations. But responsibility for child protection investigations is an entirely different thing. I put it to the Minister that that should be exempted from further delegation.

I suggest that the Government avoid regulating in haste and ensure that there is fuller consultation on the draft regulations. The consultation itself was only six weeks long. The opportunity for thorough consideration must not be lost. I also suggest to the Minister that the regulations should be subject to the affirmative procedure to ensure that Parliament has the opportunity to scrutinise this important area of work properly.

--- Later in debate ---

[Mr Timpson]

That is another area of advanced technology where we cannot simply maintain the status quo in our response, especially as smart TVs are becoming more prevalent on the market. A strand within the UKCCIS board is working specifically on how we can better ensure that anything broadcast through that medium is controlled more readily than it has been in the past. Of course, we need to do much more work to keep up with fast-moving changes in technology. I will happily write to the hon. Gentleman with more details if that would be helpful.

The all-party group’s report recommends a whole host of important considerations for various parts of Government to take forward. The hon. Member for Sheffield, Heeley touched on a number and I will address a few in the time I have available. One was about information sharing—an issue that goes to the heart of the problems that underlie the failure that too often occurs in child protection. Anyone who sits down and reads a serious case review will see a common theme, as information sharing is often at the heart of why things have gone horribly wrong in the particular case.

The report recommends that guidelines on information sharing should be reviewed to ensure that professionals are clear about when data should be shared in the interests of children. I entirely agree that early sharing of information is key to providing effective early help to vulnerable children and adults. Of course, changing structures alone will not make children, or indeed adults, safe, and it is not enough simply to improve IT systems. It will be skilled professionals, who can identify problems early, working together under locally agreed and enforced arrangements, who will bring about effective information sharing.

In a number of initiatives, local partners are working in innovative ways to share information and knowledge about a child and their family, resulting in the better delivery of co-ordinated services. One such model, which I know the hon. Lady will know of, is the multi-agency safeguarding hub, or MASH, which can draw on information across all agencies, enabling them to provide a better informed referral process. Local authorities such Staffordshire, which was recently rated good by Ofsted, have made effective use of the MASH model to strengthen local partnership working and to provide better safeguarding services for children.

An independent report into the effectiveness of MASH was commissioned by the London safeguarding children board, and found that turnaround times for child protection cases involving children with high or complex needs had almost halved in some areas since the London MASH programme began in 2011. However, that is just one model, which allows services to work together in a co-ordinated way.

The hon. Lady referred to the statutory guidance published last year—the “Working Together to Safeguard Children 2013” guidance. That was revised to try to make the legislation and its requirements as clear as possible so that all organisations know what the law says they and others must do. The guidance provides the essentials to enable and encourage good cross-agency working so that all organisations understand what they should do to provide a co-ordinated approach to child protection.

The all-party group notes that different Departments lead on different aspects of the work to protect children from abuse. I understand the point; if responsibilities are not clear, whether in local or national Government, I will be happy to explain from the national perspective how my role fits with those of my colleagues. When I met the hon. Lady last week, I gave her what I hope was a clear read-out of where that responsibility lies. My Department has overall responsibility for reforms to the child protection system, professionalising children’s social care services and making life better for children in care and leaving care.

Bringing about the sort of changes we want in tackling sexual abuse of children requires a much broader programme of work involving several Departments, and that is reflected in the recommendations in the all-party group’s report. That is why the Government set up the cross-Government national group on sexual violence against children and vulnerable people, its purpose being to take forward much of the urgent work needed to address the missed opportunities to protect children and vulnerable adults. That national group is a board of leading experts from relevant agencies: the inspectorates, the police, voluntary and community organisations and senior colleagues from across government. Through the group, the Government are committing resources and important energy to meet significant safeguarding challenges, including child abuse, trafficking, missing people and child sexual exploitation, as well as managing sex offenders and tackling online pornography and paedophile literature.

[Meg Munn]

I am grateful to the Minister for explaining some of the detail to me last week. One of the driving forces behind the report is the need to understand that a child who has perhaps been abused at home is much more vulnerable to abuse by peers and the likelihood of being exploited. I seek reassurance that the work of the Minister’s Department, which is welcome, in the more mainstream areas of social work is not divorced from what is happening in the cross-Government group.

[Mr Timpson]

The hon. Lady is absolutely right. In my previous job as a family barrister, all too often I came across the whole issue of intrafamilial sexual abuse that she spoke about. There is an opportunity through the group’s action plan to raise the matter more readily within it and to consider harmful sexual behaviour among young people where it is more likely to occur, and what our response is on the ground. I am happy to give her an undertaking to raise the matter in that group so that it is much more at the forefront of the thinking not just of the action plan, but the following action. Although the issue does not receive the same level of interest as some more high-profile cases, it is more embedded in society and we must find better ways to talk about it and ways to tackle it.

The hon. Lady alluded to the all-party group’s recommendation for my Department to ensure that higher priority is given to specialised training for social workers and teachers in spotting the signs of sexual abuse, including through the work of local safeguarding children boards. This is an area on which several LSCBs have made good progress. For example, last year I visited Oxfordshire county council, which has delivered specialist training for staff across agencies on child sexual exploitation, on the back of some horrific cases in the city of Oxford, as well as producing a professional handbook and a screening tool to help staff to spot the early signs of grooming and to take action.

More broadly, the Department for Education is taking forward a broad range of work to improve the skills and knowledge of front-line professionals. Isabelle Trowler, the first chief social worker for children and families, is leading work to define what a child and family social worker needs to know to practise effectively. That includes being able to identify and respond to sexual abuse and specific forms of child sexual abuse. If the hon. Lady would like to talk to the chief social worker about that area of her work, I will do what I can to make that arrangement. A final draft of the knowledge and skills document will be completed in the summer, following which we will consult widely to ensure that it accords with other people’s views.

Higher education institutions that deliver social work degree courses are required to ensure that newly qualified social workers are able to analyse and evaluate information, assess risks and intervene appropriately, so that they can give effective support to children and young people who have experienced sexual abuse. Following Sir Martin Narey’s review, we are overhauling the training and education of social workers to give trainees the expertise they need and employers more confidence in newly qualified recruits.

We have also launched the new fast track front-line training programme to attract the brightest and best to social work. We have spent more than £400 million on the social work bursary and our Step Up to Social Work programme—I have just announced the fourth cohort—is to ensure that we have enough highly skilled staff to meet demand.

Oral Answers to Questions

Meg Munn Excerpts

Monday 10th February 2014 Commons Chamber

[Elizabeth Truss]

I am pleased to be able to tell the hon. Lady that we have recruited a record number of physics teachers this year and we have the highest bursaries and scholarships in mathematics and physics. Moreover, we are expanding professional development in maths and physics and technology to make sure all schools have access to the best possible teachers.

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

11. What assessment he has made of the effectiveness of safeguarding policies in independent schools; and if he will make a statement.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

Independent schools must follow the independent school standards and statutory guidance on safeguarding, as well as requirements on vetting checks for staff. The inspection and regulatory system is designed to ensure schools meet these standards and any failure to do so triggers a process designed to bring the school up to standard or ultimately be closed.

[Meg Munn]

Local safeguarding children boards are reporting increased problems in getting independent schools to co-operate with the requirements set out in guidance to provide information on their policies. Will the Minister look at this, and when does he plan to issue new guidance in relation to education and child protection issues?

[Mr Timpson]

First, may I pay tribute to the hon. Lady, who is not standing again at the next election? Throughout her time in Parliament, she has been a real stalwart and a supporter of children in care, particularly the most vulnerable. I know that many families, not only in Sheffield but across the country, will be grateful for the work she has done. We will issue the updated guidance shortly, and I reassure her that we will look specifically at how we can ensure that the information given to local safeguarding children boards by independent schools is provided properly; that will be made as clear as possible in the guidance that is to follow.

--- Later in debate ---

[The Minister for Schools (Mr David Laws)]

I would be delighted to look at the situation in my hon. Friend’s constituency to see what we can learn from it. During this Parliament we have more than doubled the capital budget for basic need compared with the budget under the previous Labour Government, and that is helping us to deal with such pressures across the country.

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

T5. I thank you, Mr Speaker, for your earlier kind comments, and the Children’s Minister for the same. Given such warmth towards me today, perhaps the Secretary of State will tell me why, given that in 2007 the Prime Minister spoke of a new generation of Co-operative schools and said that they had been welcomed across the board, not one of the Ministers will agree to meet me to discuss these issues and the Bill that I put forward which would put Co-operative schools on a firmer footing.

[Michael Gove]

Any opportunity to spend time with the hon. Lady is one that I would rush to take. The cause of the Co-operative movement is very close to my heart, so I would be delighted to talk to her, perhaps over a cup of tea, before too long.

Engineering Skills (Perkins Review)

Meg Munn Excerpts

Tuesday 10th December 2013 Westminster Hall

[Peter Luff (Mid Worcestershire) (Con)]

Professor John Perkins’s review of engineering skills was published on 4 November to rightly favourable reviews, and I am delighted to secure this debate because it gives us an opportunity to do four things. It enables us, first, to demonstrate parliamentary support for the review’s important message; secondly, to explore some of the review’s central recommendations; thirdly, to give the Government an opportunity to demonstrate their commitment to the message of the review and to the specific recommendations addressed to the Government; and fourthly, to emphasise that the challenges engineering faces in recruitment and the need to inspire a new generation of young people to enter science, technology, engineering and maths careers are not engineering challenges but marketing ones.

This is not a criticism, but so far the Government’s response to the Perkins review has been limited to an unscripted speech by the Secretary of State for Business, Innovation and Skills on the morning of the review’s publication, a press release containing some welcome announcements on aspects of the review and a brief parliamentary answer. I hope the Minister welcomes this opportunity to say a little more, because the issue is urgent.

When the review was published, Stephen Tetlow, chief executive of the Institution of Mechanical Engineers, said:

“If we do not meet the shortfall in skills we won’t just slip down the scale of world competitiveness, we will fall off the cliff… In a time of high unemployment, especially in the 18-25 age group, it is simply wrong to rely solely on importing the necessary talent or, more seriously, to allow industry to relocate overseas.”

I hope the Minister welcomes this opportunity to make clear the Government’s strong support for the review’s conclusions and to send a powerful message to the wider engineering community that it has a crucial role to play in making Professor Perkins’s recommendations work. Indeed, of the review’s 22 recommendations, only four are directed exclusively at the Government—the other 18 either require the Government to act in partnership with others or are directed entirely at other organisations. In total, 14 of Professor Perkins’s recommendations require Government action, but seven require employers to act, six are directed at the engineering institutions, three are directed at the broadly defined engineering community and nine are directed at various others, ranging from the Daphne Jackson Trust to the Tomorrow’s Engineers programme.

Before I go any further, I refer hon. Members to my entry in the Register of Members’ Financial Interests, which shows that I am a non-executive director of two small high-tech firms and that I have received hospitality from a major technology organisation, QinetiQ. That does not explain why I am here today, however.

As I told the House when introducing a ten-minute rule Bill on STEM careers in February, one of my two heroes is that most brilliant of engineers, Isambard Kingdom Brunel. As someone who now wishes he had been an engineer, recent experience has convinced me that the shortage of engineering and technological skills is one of the greatest avoidable threats to our nation’s prosperity and security.

As Engineering UK said in its most recent assessment of the situation,

“the UK will need approximately 87,000 people per year over the next ten years to meet demand—and these people will need at least level 4 skills… Although supply has grown over the past year, we still have only 51,000 engineers coming on stream per year. In fact, the number of level 3 engineering-related apprenticeships has actually dropped from 27,000 to 23,500—falling well short of an annual demand of approximately 69,000.”

I detect a bit of a sea change. Suddenly, engineering and manufacturing are being discussed much more generally and much more positively. The skills shortage facing employers is becoming more generally understood, and the particular scandal of low participation of women in engineering is much more widely acknowledged, as the Perkins review shows.

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

Perhaps one of the hon. Gentleman’s engineering heroines ought to be Isambard Kingdom Brunel’s sister, whose engineering prowess is by no means as well known.

[Peter Luff]

Or the daughter of Lord Byron, Ada Lovelace, who has a day named after her, and rightly so. I entirely agree that we need more heroes and heroines to inspire the younger generation.

The challenge is urgent. Engineering UK’s recent assessment also states:

“It is concerning that these challenges seem most intense in sectors that should be key drivers of the economic recovery… Responses from firms in the engineering, high-tech/IT and science areas show the highest proportion of both current and future problems in recruiting STEM-skilled employees, with more than one in four reporting current challenges in recruiting technicians (29%) and STEM graduates (26%).”

But still, engineering faces a crisis of misunderstanding. The excitement and challenge of modern engineering is still not properly understood outside engineering. The word “engineering” itself is a problem—“applied science” might be a better description of what engineering means—but we are stuck with the word and we must make it work. Engineering needs to be as highly regarded in this country as it is in countries as diverse as Germany, Jordan and India.

--- Later in debate ---

[Andrew Miller]

rose—

[Meg Munn]

rose—

[Mr Dai Havard (in the Chair)]

I will take you in alphabetical order. I call Mr Miller.

--- Later in debate ---

[David Mowat]

I am delighted to hear that. However, I repeat my question: how many engineers do the Government pay £200,000 or £300,000 a year, in the same way as they apparently pay advocates—a subset of them are about to go on strike over their pay—out of public, as opposed to private, money? We think that is normal. That is to do with cultural norms and with an assumption we make in this country about the relative value of careers, which is wrong.

Finally, we have made a lot of progress—even in this Parliament—on education. I welcome a lot of the noise coming out of the Government about the need to promote technical education, maths and physics—the STEM subjects—and all that goes with that. I have been of the view that a liberal arts-biased education system is deeply ingrained in our country. I very much hope that the progress that has been made in the past few years towards emphasising STEM—particularly for women—continues. Fixing the issue is a prerequisite for achieving the sort of economy we will need to have in the next two or three decades.

[Meg Munn]

rose—

[Mr Dai Havard (in the Chair)]

Order. Before I call Meg Munn, I should point out that I have been informed that we may have a Division fairly soon. If we do, I will have to suspend proceedings for 15 minutes. In the meantime, however, we will carry on.

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

I congratulate the hon. Member for Mid Worcestershire (Peter Luff) on securing the debate and on his excellent contribution.

The Perkins review is an important publication. It clearly shows that the Government and others need to do much more to ensure we are not disadvantaged more than we are by the lack of people with engineering skills or by people not using the engineering skills they have. The review highlights the low proportion of women working in engineering and states:

“One of the main reasons…is girls’ subject choices in school.”

Few girls study mathematics, and even fewer physics, through to A-level. In 2011, 49% of state-funded schools had no girls taking A-level physics at all. Much has been written on the issue, including by me. Many initiatives have been tried, but the proportion of women engineers remains stubbornly small. Recommendation 7 of the Perkins review states:

“Government should continue to support schools to increase progression to A-level physics, especially among female students.”

That is to be welcomed.

An important development is the latest report by the Institute of Physics, which was launched only yesterday. It contains important information on subject choices in secondary schools. Entitled “Closing Doors,” it shows the individual consequences to young people of choosing particular subjects for A-level—in particular, the decision not to study physics closes doors to a wide range of engineering roles. Importantly, the research is undertaken on a wide range of subjects: three that are predominantly studied by girls at A-level and identified as such, and three predominantly studied by boys and identified as boys’ subjects. The research shows that is not just in physics that there is a significant failure to challenge gender stereotyping.

Simply cajoling girls to study physics, however, is not an answer; there are wider issues of gender stereotyping in schools. The gender equality duty, introduced by the Equality Act 2006, requires public bodies to have due regard to the need

“to promote equality of opportunity between men and women.”

That also means between girls and boys. Some schools do challenge stereotyping, and we need more research to understand how they do that and what works for students. Schools across the country that have poor results have been analysed by the Institute of Physics, and they need support and help to change and improve.

Professor Perkins argues in recommendation 5 that we should be aiming to inspire 11 to 14-year-olds to become tomorrow’s engineers. However, like the hon. Member for Mid Worcestershire, I contend that our efforts to broaden young people’s views of where science can take them must begin at the very least at primary school, if not earlier. Most children form an early view about the kind of careers that are open to them, so focusing on secondary school children is likely to be too little, too late.

We should ensure that all nursery, primary and secondary education is free from gender bias in the roles presented to children. A previous report by the Institute of Physics, “It’s Different for Girls,” outlined how single-sex schools are significantly better than co-educational schools at getting girls into non-traditional subjects. That confirms the vital importance of role models to the young when they are considering careers, as well as the real benefit of someone not feeling like the odd one out if they decide to study a particular subject. At a co-educational school, a girl choosing physics is likely to be in a minority; in a single-sex school that is clearly not a problem. I do not advocate single-sex schools at all, but we must learn why they are getting more girls to study physics than co-educational schools.

Role models are very important, and in Sheffield we have an inspiring one. Ruth Amos is 24 years old and already running her own company.

--- Later in debate ---

On resuming—

[Meg Munn]

Before the suspension, I was about to talk about Ruth Amos, aged 24, who is already running her own company. She designed a product, the StairSteady, for her GCSE resistant materials course, to help people who have difficulty using stairs but do not have the money or space for a stairlift. We should champion stories such as Ruth’s in our schools.

As hon. Members have said today, the Department for Education has a crucial role in ensuring that young people have the necessary skills to pursue a career in engineering. I was concerned to learn that many local schools offer only a generic GCSE, so students are prevented from even considering physics at A-level. The state-funded secondary education sector, including academies and free schools, should not seek league table success by opting for so-called easier subjects at GCSE. All must offer and promote the three individual sciences and maths. That should be coupled with an embedded model of careers education in which curriculum learning is linked to a wide range of real-life careers. I do not have time today to cover the woeful state of our careers advice service, but it must be tackled if we are to have any chance of achieving the outcomes to which Perkins rightly aspires.

Of course, a traditional academic approach is not the only way to develop tomorrow’s engineers. Recommendation 10 of the Perkins review rightly stresses the importance of providing élite vocational provision. We have seen the success of that in Sheffield. The university of Sheffield advanced manufacturing research centre with Boeing is focusing on recruiting more female apprentices, with a new cohort joining in April. Sheffield Hallam university’s women in science, engineering and technology team is providing advice and support on how to make that ambition a reality. Furthermore, our brand new university technical college boasts 14% female students in its first year, and deserves credit for that when, on average, only 2% of engineering apprentices are female.

Skills shortages in engineering are a national issue, requiring leadership and co-ordination, and Perkins was right to call for a more joined-up approach. Having worked on the issue for a long time, I am familiar with the plethora of institutes involved in this work and the need to co-ordinate better, but I think it was a mistake for the Government to withdraw all funding from the UK Resource Centre for Women in Science, Engineering and Technology, which was an excellent co-ordinating organisation for all initiatives involving gender. I suggest to the Minister that it is not only important to work across the engineering institutions, but that joining up initiatives in geographical areas might lead to better outcomes.

[Andrew Miller]

I want to bring to my hon. Friend’s attention work that we are doing in the north-west that emulates the work that she has been involved in with our mutual friend, Dick Caborn, at the advanced manufacturing research centre in Sheffield. Now that we have acquired for the university of Chester the Thornton research centre, previously owned by Shell, the vision is not only to turn that into a new faculty of chemistry and chemical engineering, but to have an industry-focused training and innovation environment that helps address problems in the same way as is happening at Sheffield. It is built on the Catapult model, which we need to grow in this country.

[Meg Munn]

I thank my hon. Friend for his example of the importance of working across organisations in one geographical area.

In 2011, I edited a pamphlet on women in science, engineering and technology, and following on from that we have developed in Sheffield a STEM strategy group. One initiative has been to give young people the chance to try some hands-on activities with teachers, having the opportunity to talk to university experts about what they can do to support girls into STEM subjects post-16.

Over the last few years, engagement with employers has improved enormously and they have been integral in developing the apprenticeship programme at the advanced manufacturing research centre. Many employers are active supporters of our new university technical college.

Encouraging girls and women into these areas is not enough if the culture in the workplace does not change. The Perkins review rightly contends that employers must do much more to support people returning to engineering following a career break. Adopting measures such as flexible working and better managed career breaks for maternity leave also benefits employers. For example, Mott MacDonald, an engineering firm in Sheffield, benefited when it allowed Cathy Travers, its most senior female engineer, to work during term time only when her children were young. That adaptability rewarded the firm with loyalty, and it retained a talented and experienced employee.

The best performing companies are often those with diversity high on their agenda. Organisations with a strong diversity and inclusion culture reduce average employee turnover by half, quadruple work force innovation and double customer engagement. The Perkins review tells us that to fuel the long-term pipeline for skilled engineers, we must ensure that all state-funded schools actively promote engineering as a career option for women, but we should not stop there. We need an environment in the engineering sector that welcomes women. Only when all our young people have the opportunity to realise their potential can we ensure that Britain develops the very best of tomorrow’s engineers.

[Mr Dai Havard (in the Chair)]

Thank you for your forbearance with the interruptions. If no other Members wish to speak, I call Mr Iain Wright.

--- Later in debate ---

[Matthew Hancock]

There is a lot in what the hon. Gentleman says. The example of medicine is important for engineering, because 30 years ago medicine was almost entirely male dominated, but the culture was changed and the majority of those who go into medicine are now women. We need to have the same sort of cultural change in engineering, so medicine is a valid example. Not least as a result of the success of Tomorrow’s Engineers week, which the Government sponsor, the proportion of young people who say they would consider a career in engineering has risen by about 10%, and there has also been an increase in the proportion of parents who say they would like their children to consider a career in engineering.

[Meg Munn]

I know that the Minister is not responsible for education, but he has mentioned parents, whose views on the matter are influential. What is being done to ensure that in schools primarily led by parents, such as free schools and academies, enough of this work is going on? Although my hon. Friend the Member for Ellesmere Port and Neston is correct about career development for teachers, we need parents to be on board too.

[Matthew Hancock]

That is an important point, which is part of a wider culture change. As a Minister in the Department for Education I am also responsible for the education end of the subject, along with the other Ministers in that Department. On the question of having an impact on the need for engineers, applications to study engineering at university have increased by 20% over the past three years, and in the past year the number of people in engineering apprenticeships has increased by 10%. Things are moving in the right direction, but I do not deny that there is much more to do, hence the Perkins report.

We accept the Perkins report, and we will take forward all the Government actions within it. It is important to set it in a wider context, however. That starts at an early age with stronger computing in the national curriculum from the age of eight and more of an emphasis on maths, inspirational careers advice from 12 years old onwards, new engineering qualifications for those aged 14 to 16, the introduction of tech levels and the tech bacc for 16 to 19-year-olds, the increase in take-up of A-level physics that we have talked about—we need to do more work on that to improve the gender balance—and the increase in engineering degrees and apprenticeships, not only at level 2 and the technician end but all the way up through higher apprenticeships. Members will have heard the announcement in the autumn statement of an additional 20,000 higher apprenticeships focused on engineering and technology. Within the lifespan of education from primary school onwards there is a focus at every level on improving rigour, improving responsiveness to the needs of employers and increasing the proportion of students who go into science, technology, engineering and maths. It is in that context that the Perkins report sits.

I agree wholeheartedly on the need for better communication, and the engineering profession has come together in the realisation of the importance of communication during the past couple of years. I have had many discussions with the leaders of various engineering industries on the implementation of Perkins. There is enthusiasm for it and there are mechanisms for it, but we need to make sure that those continue. The Big Bang Fair, which came to Parliament, is funded by Government. That funding has helped it to inspire thousands, but there is undoubtedly much more that we can do.

Given the shortage of time, I will write to my hon. Friend the Member for Mid Worcestershire setting out in detail the Government response to all 22 of the recommendations, and I will make public a copy of the letter. I want to ensure that we drive the recommendations forward. I have no doubt that we will continue to debate the subject so that we can maintain the cross-party, cross-Government national campaign to ensure that the shortage of engineers is dealt with and the supply chain is wide open.

PISA Results

Meg Munn Excerpts

Tuesday 3rd December 2013 Commons Chamber

[Michael Gove]

I do remember visiting that school and applaud my hon. Friend’s commitment to advancing educational achievement for all students. Let me take this opportunity to thank Rod Aldridge and all the sponsors behind the academies programme, who have done so much to tackle underperformance in our weaker schools. They are heroes.

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

The Secretary of State has said that accountability should be intelligent, but for too many schools in my constituency the Ofsted inspections over the past decade have not felt intelligent. They have failed to take account of the progress that has been made and the ability of the schools to progress further, focusing instead on an attainment level. Is it not now time to reform the process so that real improvement can be supported and encouraged further?

Co-operatives in Education

Meg Munn Excerpts

Wednesday 23rd October 2013 Westminster Hall

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

Thank you, I think, Mr Hollobone. It is a delight to take part in the debate. Of course, I must start by congratulating the hon. Member for Wycombe (Steve Baker) not just on having secured the debate and established such good cross-party support for it, but on his speech. He spoke very eloquently of the reasons why some of us in this room have been co-operators for many a decade, not just many a year. I warmly welcome him to the cause of co-operation. It is everything he says it is and should be spread more widely, not least in our schools. I have always been proud to be a Labour Member of Parliament, but I am more proud to be a Labour and Co-operative Member of Parliament. Some of my colleagues also bear that title. Other Labour Members do not stand as Labour and Co-operative, but are members of the Co-operative party. It is a set of principles and a vision that are widely shared.

I shall not repeat what the values are, as the hon. Gentleman has done justice to that. I shall simply say that I wholeheartedly agree with him that the values of co-operation could not be more appropriate for schools. This is about having all parts of the community—not just the teachers and parents, but people from the community and pupils—involved in the schools. It is about helping them to understand what it means to take on responsibility for themselves, helping them to understand that they have a role in the school and embedding the school firmly where it is—in its local community.

We heard the excellent example from the hon. Gentleman of the school in his constituency that has done so much to persuade him of the values of co-operation, but that is happening up and down our country. We are talking about values such as business and enterprise, and values that are enabling young people to think about going into the world of work, but in a different way—not a competitive way that is unhelpful, but one that focuses on the benefits of co-operation.

Real strength and depth is emerging in parts of the country, including the south-west, my own beloved Yorkshire and Humberside and the north-west, which I am sure we will hear from. Of course, Cornwall, which I am sure the hon. Member for Truro and Falmouth (Sarah Newton) will speak about in due course, is looking to become the first county in the country in which the majority of schools work together mutually to pool resources in co-operative ways. This revolution in structures and governance is gaining momentum, and we should all be supporting it. That is why I want the Government to take more seriously the proposals that I made back in April this year in my ten-minute rule Bill.

I support choice in education, but there are barriers that should be removed to allow more schools to follow the successful model of co-operation. As the hon. Member for Wycombe said, the legal forms currently available are industrial and provident societies and co-operative and community benefit societies. There is no specific provision in relevant Acts for co-operative schools, so although they have done well so far and they exist, they are having to work around the existing structures and legislation. They have been helped enormously in that by the relevant parts of the co-operative movement, Co-operatives UK and the Schools Co-operative Society, but that is not enough. We want this to go further.

I am an optimist: I believe that one clause could deal with the issue. Of course, it would be a powerful clause. I have a draft of the Bill that I put forward, and would be delighted to pass it to the Minister later. It suggests that we allow Education Acts to be amended to include the legal forms that I just mentioned and ensure a level playing field with other school structures. Of course, I know that any legislation has to stand up to proper scrutiny. I would warmly welcome the Government looking at what I have proposed and coming to a view on whether it is the right way forward. I would like to press the Minister on taking that forward.

[Mr Sheerman]

As greater ammunition, is my hon. Friend aware that a change in the tax structure is coming out of the Treasury imminently and will be very helpful to co-operatives, community interest companies and social enterprise generally? Harnessed to that tax change, a change in regulation might be quite easy and simple to do.

--- Later in debate ---

[Meg Munn]

I thank my hon. Friend. That is a very good point and will, I hope, add strength to what we would like to see. When I put forward my Bill in April, the hon. Member for West Suffolk (Matthew Hancock), who is now the Minister for Skills and Enterprise, was on the ministerial Bench and was kind enough to speak to me afterwards and to indicate that he thought this was something the Government should be looking at. Unfortunately, my letter to him either got lost in his office or disappeared somewhere when there was a transfer of responsibilities, but I should be grateful if the Under-Secretary of State for Education, the hon. Member for Crewe and Nantwich (Mr Timpson), would take back with him a commitment to come back to me and to the hon. Member for Wycombe on the Government’s view on this issue.

I believe that legislation as simple as the measure that I have described—a simple amendment allowing the Education Acts to be amended to recognise these forms of school—could enable us to move forward relatively quickly and, as the hon. Gentleman said, would firmly put action behind the warm words that we have heard about co-operatives from the Prime Minister and other members of the Government.

However, I have not limited myself to just one clause in my ten-minute rule Bill, because that would mean that part of the change that is needed would be missed out. My second clause focuses on nursery schools, to which the hon. Member for Wycombe referred. Labour Members have to hold their hands up; the Education and Inspections Act 2006, passed by the previous Government, did not allow nursery schools to become school trusts, and so prevented them from becoming co-operatives. We need legislation to change that. It is important because co-operatives, by their nature, are based in a geographical area that serves a group of people, otherwise known as the local community. The idea that a co-operative trust could be a school from nursery through to secondary level, and perhaps through to further education—those are other potential areas for the development of co-operatives that I will not deal with today—is powerful. Allowing it to happen is relatively simple, and we should do it.

[Kevin Brennan]

My hon. Friend makes a strong point. About two years ago, I visited Upper Shirley high school in Southampton, which is part of a co-operative trust with an all-through arrangement that includes a local FE college. There is also a co-operative trust in Tiverton in Devon. If the Government were able to look at the issues with nursery schools, that could be a powerful force to promote such all-through co-operative development trusts.

[Meg Munn]

I entirely agree and am grateful for the example. The important aspect is that parents obviously first become involved with schools as institutions at nursery. They are often more likely to be present in the building, because they bring their children there, and possibly take part in parents’ groups, so if they were introduced to the values of co-operation at that point, they would see it as a normal way to get involved in their child’s education and schooling throughout the age groups.

One of the most powerful aspects of Sure Start, which the previous Government introduced, was that, in a non-threatening, non-stigmatising way, parents from all parts of society were made to feel welcome entering the building where their children were being supported in their education. I know from my constituency and my experience working in social services that many young parents who have had not good experiences in school do not like to cross the threshold, because doing so brings back bad memories. It is enormously powerful to involve, from that early point, the values of co-operation and support, and to say not only, “Come in, because your child is here,” but “Come in and have your say. We are all equal; all have equal membership.” From the first, it creates a different relationship between the parents and the people providing the education and support for children. The Minister should look closely at that second change.

[Mr Sheerman]

My hon. Friend and I are both Co-operative Members, and she knows that I have set up a few co-operatives myself. Does she agree that being a co-operative is not a panacea? On this sad day of the demise of the Co-operative bank as an independent co-operative, it would be wrong of us, as Co-operative Members, not to put on the record that sometimes people get into co-operatives for reasons of venality, and that through incompetence things can go wrong. Full involvement in a co-operative is needed to stop that happening. Today is a sad day for many co-operators.

[Meg Munn]

My hon. Friend has put his concerns on the record and he is absolutely right. There is strength in the co-operative movement; it is not about co-operative schools managing on their own and being separate academies or free schools, but about their being part of a movement that, as the hon. Member for Wycombe indicated, naturally gives support—there is support from Co-operatives UK and co-operative schools organisations —and sets up mutuality with other schools that can be helpful and supportive.

[Steve Baker]

I want to respond to what the hon. Member for Huddersfield (Mr Sheerman) said about the Co-operative bank—I am glad that is on the record. I would like to offer two points of comfort. First, given the way in which the credit markets were manipulated by central banks over the past few years—Members know that is one of my favourite subjects—no bank was likely to escape, so I am not surprised that the Co-operative bank was one that did not. Secondly, although we may be small in number, our spirit for co-operation is that of tigers. Co-operation’s moment has come. It will be victorious, and in future the co-operative movement will surge away.

[Meg Munn]

There is nothing I can add to that. I was going on to say that such wide support is positive.

[Andrew Gwynne]

I am grateful to my hon. Friend for giving way. She touches on the power of co-operation outside the schools community. Co-operative schools do not act in isolation. I commend to her the work of Reddish Vale technology college, which has strong co-operative links with its local nurseries and primary schools. It feeds them, as equal members, into the co-operative principles and ideals that apply at the college, and works incredibly closely with them to drive up excellence in standards across all schools, not only those in the co-operative trust.

--- Later in debate ---

[Meg Munn]

I am grateful to my hon. Friend and to all hon. Members who have given real-life examples, which are the important background to the legislative changes I propose.

[Jesse Norman (Hereford and South Herefordshire) (Con)]

I apologise for missing the beginning of the debate; it was due to a Delegated Legislation Committee. Hon. Members know that I am a keen supporter of co-operatives. I planned to support the hon. Lady’s remarks with examples of co-operatives in Herefordshire, but as I had to sit through all the discussion and hearings about the Co-operative bank on the Treasury Committee, I cannot resist pointing out that there were specific issues with the bank that were not merely to do with the model it adopted, and a series of catastrophic misjudgments by successive managements. The issues with the bank should not be taken as an indictment of the co-operative model or the co-operative movement.

[Meg Munn]

I thank the hon. Gentleman for that intervention and welcome him to the debate. I welcome his support for co-operatives. I am moved to call him my fellow co-operator, which is the term those of us in the co-operative movement use. Welcome, fellow co-operator.

I am coming to a conclusion, Mr Hollobone. There is wide support for the changes, which the Government now need to action. The NASUWT, a trade union active in many schools, is supportive of the model. It creates, as has been discussed, a basis on which people come together as equal parts to run schools, try to achieve excellence and work in their communities. Everybody should see co-operation as fundamental to education. It should be part of the process, and is what will help all our children and young people to do their best. I thank all the co-operative movement: the Co-operative party, which produced an excellent briefing, and drafted the clauses for, and supported me in introducing, the ten-minute rule Bill; and the Schools Co-operative Society, which has been enormously important in ensuring that the schools that have taken on the model are supported, and that growth is achievable in a way that does not threaten the model.

--- Later in debate ---

[Mr Timpson]

I am grateful to my hon. Friend. At this juncture, I should perhaps talk about the ten-minute rule Bill introduced back in April by the hon. Member for Sheffield, Heeley. Some of its provisions related to the status of industrial provident societies and the existing legal barriers that she has identified, as well as to the role that nurseries may play in the co-operative movement.

As the hon. Lady will know, by virtue of having brought in the Bill, some elements of the 2006 Act preclude nurseries from inclusion in such co-operative trust arrangements. We are currently consulting on measures to make it easier for schools to extend their age range downwards—for example, from five to 11 for primary schools, to three to 11—so nursery classes in those schools would be able to adopt co-operative ideals. I anticipate that she will understand that some nurseries will therefore still exist outside the extended school system and that it is not possible for them to be trusts.

I will undertake, first, to ensure that the hon. Lady receives a full and proper reply from my Department and, I assume, the Department for Business, Innovation and Skills—the Minister for Skills and Enterprise, my hon. Friend the Member for West Suffolk (Matthew Hancock) is a Minister in both Departments—to her inquiry in relation to her Bill. Secondly, I will consider whether it would be of assistance to have a meeting with her and my hon. Friend the Member for Wycombe to discuss both how we measure the success of the co-operative movement as it has begun to grow over the past few years, and where it fits into the jigsaw of educational provision that is now available. I am happy to take that back and ensure that it is given full attention.

[Meg Munn]

I am grateful to the Minister for that offer, which saves my having to press him for exactly that. It would be most effective to have a meeting—I would certainly want it to be a cross-party one, with hon. Members from both sides of the House who have spoken in this debate—to see how we can take forward both the need for legislation and, as my hon. Friend the Member for Luton South (Gavin Shuker) has said, the need to publicise more widely to schools the benefits of co-operation, of which they may be unaware.

[Mr Timpson]

I am glad that we have managed to come to another co-operative consensus in this debate. Given the steep rise in the number of co-operative trusts in England, it is important to look seriously at their impact and where they fit into our attempts to establish the most effective education for all our children. As the hon. Lady rightly points out, much of that involves good joint working relationships that should provide incentives for schools to develop higher educational standards.

Doing so has several other advantages. The biggest contribution to school leadership development lies in providing the rich and varied opportunities that will lead to the innovation and responsibility that we want schools to show. Collaborative working can, therefore, provide a broader base for developing leaders, and a greater opportunity for leaders to learn from one another. As I have seen in my constituency, it gives such leaders a greater experience of what is going on not only in their schools, but in surrounding ones and at different levels or key stages.

Working more closely together increases the scope for shared learning and continuous professional development, and helps to improve the capacity of small schools—another important point made by my hon. Friend the Member for Wycombe—by creating a greater pool of resources and expertise that can be shared more flexibly between schools. School leaders tell us that they can recruit and retain the best staff by providing them with professional challenge and support in working with other schools.

One major advantage of shared arrangements has been the improvement in the governance of weaker schools. It is typical for governing bodies of sponsored chains to be supported in their monitoring role not only by training, but by receiving data that are collated and presented to main boards and local governors in a standard format. The format will normally report on progress against targets and previous performance, comparisons with national benchmarks and the performance of other academies in the chain.

Another advantage is that central costs can be shared across more schools, giving them greater purchasing power in partnership than they would have as stand-alone schools. They can also benefit from economies of scale and from the pooling of resources. The use of shared business management as a resource across schools has been shown to lead to improved efficiencies and the more effective use of resources across schools. Collaborative working also opens up new opportunities to adapt the primary and secondary curriculums to meet local needs, and it allows schools to put in place stronger academic transition procedures between different phases of school.

The hon. Member for Huddersfield (Mr Sheerman) raised the issue of the Treasury’s proposed tax changes. Obviously I need to look carefully at that to establish exactly whether they will play out as he suggested. On ensuring that we have a crisper, clearer legislative framework, that builds on the matters raised by the hon. Member for Sheffield, Heeley. Whatever we do in education, we must ensure that it raises standards and that it is sustainable, which is another reason it is important to look at the impact of co-operative trusts on our educational system.

We have managed to transcend a partisan debate, mainly because, as I said at the outset, we have many shared values that do not always have an opportunity to rise to the surface in political debate or in our efforts to make our wider political points as we think is most effective. We do not, however, have anything to fear from co-operatives. Whatever side of the political spectrum we are on, we should embrace the values they offer.

The debate has been an opportunity to celebrate the success and the growing involvement of the co-operative movement in our schools, and to acknowledge that at its core are values that we all hold dear, wherever we sit on the political spectrum—a commitment to social justice and moral purpose, a combined spirit of autonomy, a deep desire to help ensure that children and young people across our communities, but especially in the most challenging areas, get every opportunity to make the most of their education and, wrapping around those values, strong community roots that bind in a joint sense of responsibility and, perhaps most importantly, of caring for others. We all have some compassionate bones in our body, and such values have risen to the surface today, which is a testament to the fact that the co-operative movement does much to enrich our communities, as it does more and more within our schools.

I hope that I have given a forceful indication that this Government hugely value the co-operative movement’s work in our schools. We want to learn more about the effect that it is having, what it is achieving and how it can do more in the future. As my hon. Friend the Member for Wycombe said, many schools are still deciding and choosing, as are parents, what sort of schools they want their children to be in. This excellent and informative debate will have encouraged us all to continue to push for higher educational standards in whatever form, and I am grateful to my hon. Friend for bringing this subject to the House.

Secondary Schools (Accountability)

Meg Munn Excerpts

Monday 14th October 2013 Commons Chamber

[Mr Laws]

I agree with my hon. Friend and there will still, of course, be an incentive through the EBacc system to encourage modern languages. The funding system for schools will still make finance available to help schools with those challenges.

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

Many schools in and around Sheffield no longer offer three separate science subjects at GCSE, which is blocking young people from being able to go on to careers in engineering and other related subjects. Given the changes that have been announced, how does the Minister see things developing? In particular, will he support the development of separate sciences so that young people go into such areas, where we have skills shortages?

[Mr Laws]

The hon. Lady makes a good point. Sadly, over the past decade or so there was a movement by students away from taking serious single-science subjects towards broader subjects that sometimes had an unrealistic equivalence. I am pleased to say that since the changes made by my right hon. Friend the Secretary of State in that area, we have seen a big increase in students taking some of those subjects at GCSE and A-level. We need to ensure that the number goes up even further in the future.

Oral Answers to Questions

Meg Munn Excerpts

Monday 22nd April 2013 Commons Chamber

[Michael Gove]

I am certainly absolutely delighted that Conservative-led East Sussex county council is doing such a good job in the early years.

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

Last week, the National Society for the Prevention of Cruelty to Children produced its report on child protection, in which it described child protection services as working in overdrive. It also estimated that for every child subject to a child protection plan or on the child protection register, another eight children have suffered maltreatment. Will the Secretary of State or one of his colleagues tell me what he is doing to ensure that children who are not on child protection plans but are clearly in need of services get help and support?

[Michael Gove]

The Under-Secretary of State for Education, my hon. Friend the Member for Crewe and Nantwich (Mr Timpson), had the opportunity to speak at the NSPCC conference, and I had an opportunity to read the report, which I found thought-provoking and challenging. In our reform of social work practice, we are attempting to ensure that social workers can spend more time with families in need where there are children who are at risk or face neglect. We will make more announcements shortly about how we are enhancing the way the social work profession works with families that need its support.