Relationships and Sex Education

Melanie Onn Excerpts

Monday 25th February 2019 Commons Chamber

[Damian Hinds]

I am always pleased to meet my hon. Friend and to get her particularly expert view. There is a long list of things that we could include in this guidance, and we have already included a lot. We have tried to make sure that the guidance is quite comprehensive, but we have to set some limits.

[Melanie Onn (Great Grimsby) (Lab)]

Nearly 750 children across my borough of north-east Lincolnshire have been exposed to domestic violence in the past year, and it is essential that all children understand what constitutes a healthy relationship and recognise unduly coercive and violent behaviour so that they do not go on to repeat it. Will the Secretary of State join me in congratulating North East Lincolnshire Council, Women's Aid and the NSPCC on the work they do, day in and day out, in my constituency and across my borough in schools and family hubs to protect, inform and support Grimsby’s children and families?

[Damian Hinds]

I absolutely join the hon. Lady in commending those organisations. As she will recall, I had the opportunity some time ago to visit her constituency and to meet some of those involved in safeguarding children to hear about some of their strong and innovative work.

College Funding

Melanie Onn Excerpts

Monday 21st January 2019 Westminster Hall

[Nic Dakin (Scunthorpe) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Bone. I thank my hon. Friend the Member for Cambridge (Daniel Zeichner) for getting the debate off to such a good start, and I congratulate the students from Brockenhurst College on their work to ensure that the debate took place.

We need not only to love our colleges, but to treasure and invest in them, because they are at the heart of our communities. They have connections to industry and commerce, help to power our communities, and are also engines of social mobility. All the evidence shows that colleges—more than any other institution—transform social mobility. For those reasons alone, we should do everything that we can to support them.

With the rise of the participation age, it is absolutely nonsensical that a youngster at the age of 16 to 18 should be funded 23% less than a youngster at the age of 15. That makes no sense at all, and the debate draws attention to that. I am really pleased to see the strength of opinion from across the House and that hon. Members know and understand the importance of the colleges in their communities. Today, that message has come through loud and clear to all of us.

The Minister really cares about colleges and is a passionate advocate for them, which we welcome, but she needs to deliver. In her response, she must tell us where the underfunding of colleges sits in the Department for Education’s priorities with the Treasury—is it first, second, third, or 27th? We need to be honest about that. I think people in this Chamber would agree that it would be the No. 1 priority if the Department really cared about social mobility and delivering the skill agenda that we need as we leave the European Union.

Skills are central. One of people’s main concerns during the referendum was the issue of migrant labour. If we are to tackle that problem, we need to invest in skills. Who better to invest in those skills than our colleges? They make the difference. For my pains, I ran a college for a number of years, which was probably a more challenging job than being a Member of Parliament. The challenges that principals face today are much greater than those that I confronted in 2010.

Principals can only balance certain things and manage certain variables. One of those variables is the curriculum. Hon. Members have talked about how the curriculum is shrinking, and that includes student support and enrichment, as well as the breadth of curriculum and the disappearance of STEM subjects, languages and so on. Another variable that we have talked about is the workload of teachers, who have to teach more periods, and therefore have larger classes. Class size is another variable. Only a certain number of variables can be played around with: class size, teacher workload and the curriculum. Principals handle and manage all those things. We are reaching breaking point.

Although we welcome the action on T-levels and additional support for maths, T-levels will not come through until 2022 and will not affect young people now, and the other changes are small beer. We need to ensure that the rate is raised for those doing the central work.

[Melanie Onn (Great Grimsby) (Lab)]

I echo my hon. Friend’s comments. I say on behalf of my colleges—Franklin College and Grimsby Institute—that his points are exactly right. The additional cost burdens of things such as general data protection regulation, which have not been factored in, all add to the costs pressures on colleges.

[Nic Dakin]

I thank my hon. Friend for her intervention. One the great colleges in my constituency, John Leggott College, which I was proud to lead, contacted me this week and said that the staff pay increases would be a real challenge for colleges. If the pension increases remain unfunded, that will represent the equivalent of six teacher posts. North Lindsey College also raised the issue of support for apprenticeships. It has had a massive 30% increase in apprenticeships this year to deliver on the Government’s priority of apprenticeships. It is concerned, however, about the potential cap to the funding of apprenticeships, which would really damage the investment that has been made in them.

I hope the Minister will give us reassurances that the strength and development of apprenticeships will not be badly affected by those changes. We need to raise the rate, treasure and invest in our colleges, and recognise that they are a key part of our future.

Education Funding

Melanie Onn Excerpts

Tuesday 13th November 2018 Commons Chamber

[Melanie Onn (Great Grimsby) (Lab)]

I am pleased to contribute to this well timed and important debate. There are so many issues that we could be discussing today.

I could talk about some of the challenges that schools have raised with me, including the fact that they are facing more children with additional needs, particularly mental health issues, behaviour disorders, Asperger’s and autism. I could mention the fact that schools have had to make cuts, which have pretty much landed on teaching assistants. I could also talk about the high and increasing number of children experiencing neglect, and the schools that are being expected to pick up the pieces of hungry and unwashed kids—going far beyond the core purpose of schools and what they are expected to provide.

I could mention the challenges faced by my local sixth-form college, Franklin College, which has not had an increase in funding and is not afforded the same financial advantages as academy schools. I could also mention the sixth form that so feared loss of funding that it was unable to make provision for a student who was experiencing significant anxiety issues; it could not make reasonable adjustments to accommodate that student. The Government should look at that matter.

While the Secretary of State was lauding the state of education in this country, my hon. Friend the Member for Birmingham, Yardley (Jess Phillips) tells me that her son’s school is shutting at 12 o’clock every Friday to save money, and it is not the only school in her constituency doing so. Things really are not as rosy in the Secretary of State’s garden as he would have us believe.

However, I want to focus my comments on the two state-maintained nurseries in my constituency: Scartho Nursery School and Great Coates Village Nursery School, which are both under threat. They currently provide outstanding early years provision, yet have funding certainty only until 2019-20. There is enormous stress and pressure for the headteachers coping with this uncertainty, trying to reassure parents and keep their staff. In fact, they are more than headteachers as we know them, acting as teaching assistant, playground supervisor, secretary, dinner lady and cleaner to their nursery schools, unable to afford cover staff and told that they must plan to fundraise for the additional £100,000 a year that they will need to keep their doors open.

When I have raised this issue with Ministers previously, they have simply tried to pass the buck and told me that I should go to my local authority to get the additional funding to support the schools. But areas such as my constituency are in significant need. Around 30% of our children are deemed to be in poverty and we have had £80 million cut from our local authority budgets over the past few years. These authorities are so stretched in having to prioritise those who are most in need. When schools are centrally funded, why should state-maintained nurseries be expected to compete in the crowded local authority arena with adult social care, public health and enforcement, given that other schools are not required to do so?

The Secretary of State has referred to a number of outstanding providers, and I have absolutely no doubt that he will have used my nurseries’ outstanding status to reinforce his statistics. So why does he do no more than cherry-pick the benefits rather than giving them the long-term certainty that they deserve? To keep providing this outstanding level of education, they would happily forgo the kind words in exchange for the cold, hard cash. The Government say that they are concerned to give good-quality education to all children regardless of their background, ability or disability. This is precisely what my nurseries do. Children with Down’s syndrome play and learn alongside multilingual children and children with autism—genuinely children of all abilities, with different skills, not segregated but part of a community. My nurseries are the very definition of equality, providing the seeds of social mobility. They deserve far greater consideration than they currently get from this Government.

I know that parents in my constituency value and respect these settings and the excellent start they give their children. They do not want to see quality suffer as attention is lost to fundraising activity. In the social mobility index compiled by the House of Commons Library, on almost every ranking—the school life, youth life and adult life stages—Great Grimsby falls into the bottom 20% in the country. Overall, Great Grimsby is 459th out of 533. On every measure, on every expectation, in every stage of our lives, my constituents are being failed by the Government—except in early years, and that is due in no small part to those state-maintained nurseries.

Oral Answers to Questions

Melanie Onn Excerpts

Monday 14th May 2018 Commons Chamber

[Nick Gibb]

I very much hope that those organisations will respond to the call for evidence; we are keen to hear from organisations with expertise in this area. We are consulting on the content of relationships education, and we will respond to the consultation shortly.

[Melanie Onn (Great Grimsby) (Lab)]

11. What support the Government provide for kinship carers.

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

The Government recognise the important role that family and friends play in caring for children who are unable to live with their parents. We have set clear duties on local authorities to support children living with family or friend carers, regardless of their legal status.

[Melanie Onn]

I find that answer particularly interesting because that tells me that the Government are doing absolutely nothing. Three quarters of kinship care families experience severe financial hardship. Does the Minister agree with me that kinship carers should get the same rights and allowances as foster carers, and will he take a first step by agreeing to discount tax credits from the benefit cap for kinship carers?

[Nadhim Zahawi]

Kinship carers actually have access to benefit entitlements in the same way as birth parents.

Oral Answers to Questions

Melanie Onn Excerpts

Monday 19th March 2018 Commons Chamber

[Nadhim Zahawi]

Local authorities have been increasing their investment in children’s services. I visited Hackney, Wigan and Doncaster, and my impression is that the real differentiator is leadership, which is why we are investing £2 million in the Local Government Association to look at leadership and the partners in practice programme.

[Melanie Onn (Great Grimsby) (Lab)]

Early intervention is critical to preventing children from ending up as in need, so why have the Government cut funding that supported the excellent Sure Start and Home-Start projects, which did so much excellent work with new parents in Great Grimsby?

[Nadhim Zahawi]

Different local authorities do things differently. I visited Stafford, and Stafford and Newcastle have improved the outcomes for children in need by reaching out to those families, rather than by investing in bricks and mortar. There are different ways to deal with this, and local authorities do it best.

Education

Melanie Onn Excerpts

Tuesday 20th February 2018 Ministerial Corrections

The following is an extract from the Adjournment debate on Autism: Educational Outcomes on 6 February 2018:

[Melanie Onn]

Can the Minister tell us how long it takes between a school identifying that a child has an issue and that child receiving the intervention and support that they require? In too many areas throughout the country, it is taking far too long.

[Nadhim Zahawi]

I am grateful to the hon. Lady for her question. In my speech, I will go on to address some of the issues—not just the Prime Minister’s review, but the Lenehan review and the Bercow work as well. We are looking very seriously at this matter, and the impetus from the Prime Minister and No.10 is only helping us to focus even more resources on making sure that we get this review right.[Official Report, 6 February 2018, Vol. 635, c. 1471.]

Letter of correction from Nadhim Zahawi:

An error has been identified in the response I gave to the hon. Member for Great Grimsby (Melanie Onn).

The correct response should have been:

Autism: Educational Outcomes

Melanie Onn Excerpts

Tuesday 6th February 2018 Commons Chamber

[Maria Caulfield]

My right hon. Friend is correct, and one of our report’s findings is that the training needs to go wider than just teachers. I will touch on that when I come to our recommendations.

Given the lack of support, children on the autism spectrum often end up in crisis. If they had received the support they needed in the first place, and if they had received a quicker diagnosis, such children would often thrive in school.

[Melanie Onn (Great Grimsby) (Lab)]

I commend the hon. Lady on the report of her inquiry, which she co-chaired with the hon. Member for Bexhill and Battle (Huw Merriman).

Cora Leeson, who is a passionate campaigner and advocate for children with autism in my constituency, contacted me after the launch of the report to highlight her concern about the number of fixed-term exclusions from school of children with unidentified SEN, including those with autism. Does the hon. Lady share my concern about the educational attainment of children who are being excluded because they have not received a diagnosis or because, if they do have a diagnosis, they are not receiving appropriate support within mainstream schooling?

[Maria Caulfield]

The hon. Lady is right. Some 17% of children with autism have been suspended from school at some point. Of that number, 48% have been suspended three or more times, and 4% have been permanently excluded, so the current school system is not working for a significant number of children. That has consequences in later life because, as experts told our hearings, if these children have the right support, they should be doing well in school. Because of their educational outcomes, only 16% of autistic adults currently end up in full-time work, and only 32% end up in any type of work at all. That tells us that their experience in the early years of being excluded or suspended from school has an impact on their educational attainment, which has a long-term impact on the rest of their lives.

--- Later in debate ---

[Melanie Onn]

Can the Minister tell us how long it takes between a school identifying that a child has an issue and that child receiving the intervention and support that they require? In too many areas throughout the country, it is taking far too long.

[Nadhim Zahawi]

The hon. Lady raises an important point. It is taking far too long. I have been in the job only three weeks, but I have already heard that message from many parents who have made exactly that point.

My hon. Friend the Member for Lewes talked about the importance of training school staff effectively to support those with autism. With more than 108,000 children and young people in schools having been identified as having autism, I agree that it is vital that they are well supported in their education, so that they have the best possible chance of achieving their aspirations, living independently and finding sustainable employment. Having teachers who are confident and competent to support them is fundamental for children to thrive in school.

Autism presents particular challenges for teachers. It is not always easy to understand how the world appears for a child with autism and what might be driving particular behaviours, especially if someone has not come across autism before. For the child, that lack of understanding can lead to frustration, a failure to enjoy and engage with learning, and challenging behaviour, which can in some cases end in temporary or even permanent exclusion. That is why we are keen to ensure that education staff are well placed to support children and young people with autism.

Our approach to initial teacher training ensures that newly qualified teachers are equipped to support children with special educational needs, including those with autism. To be awarded qualified teacher status, trainees must satisfy the teachers’ standards, which include a requirement that they have a clear understanding of the needs of all pupils, including those with SEN, and are able to use and evaluate distinctive teaching approaches to engage and support them. We have also launched a consultation to explore how we can support teachers at the early stages of their careers by strengthening the qualified teacher status.

I am pleased to say that we are currently in discussions to extend the Autism Education Trust contract to deliver autism training to existing education staff in early years settings, as my hon. Friend the Member for Lewes mentioned, as well as in schools and colleges. The Department has funded that training since 2012 and it has so far reached more than 150,000 people—not only teachers and teaching assistants but support staff such as receptionists, dining-hall staff and caretakers, thereby encouraging a whole-school approach to supporting pupils with autism.

It is important that teaching staff can access resources to help them to support children on a day-to-day basis in the classroom. We recently published a new resource, developed by ASK Research and Coventry University, which sets out evidence on effective approaches to supporting children and young people with special educational needs, including those with autism. We have also funded a school improvement programme to further support the embedding of good SEND practice in schools, including by working with local areas where the Ofsted and Care Quality Commission local-area inspection reports include significant concerns about school provision.

--- Later in debate ---

[Nadhim Zahawi]

My right hon. Friend raises an important point and I shall try to address some of what she has said in the rest of my speech. It is important to think about who inspects the inspectors. Who is satisfied that they know and can identify autism?

My hon. Friend the Member for Lewes also raised the need to reduce bullying. It is an issue that affects far too many autistic children and young people. The Government have always been clear that bullying of any kind is absolutely unacceptable and should never be tolerated. It is important for schools to respond promptly to support the bullied child and ensure that the bullying does not happen again. Last year, we published revised guidance for schools on how to prevent and tackle bullying in all its forms and to help them to create a safe and disciplined environment where pupils are able to learn and fulfil their potential.

The report also highlights the disproportionate exclusion from school of autistic children. It is really important that schools have an inclusive ethos, and they have a duty under the SEND code of practice to ensure that pupils with SEN are able to engage in the school’s activities alongside pupils who do not have SEN. I know that exclusion, especially illegal “informal” exclusion, is a particular concern for the parents of autistic children. Under the contract with the Autism Education Trust, we are continuing to fund the excellent work of the National Autistic Society in providing advice and information on exclusions to parents and education professionals. Feedback shows that parents, in particular, value this service, helping them to understand their rights in situations where their child is at risk of exclusion, or has already been excluded.

None the less, we want to understand more about exclusions and their impact. That is why, in October 2017, the Prime Minister announced the launch of a review of exclusions practice and the implications for pupil groups that are disproportionately represented in the national statistics. The review will look at how schools use exclusion and how this impacts on all pupils, but in particular it will look at why the practice of exclusions is so varied and why some groups of children, including those with SEND such as autism, are more likely to be excluded than others. It will also be an opportunity to share best practice.

The 2014 SEND reforms were the biggest change to the system in a generation and placed a firm focus on involving young people and their families directly in planning their own support—

[Melanie Onn]

The Minister is being very generous this evening; I do thank him. I just want to take him back to the Prime Minister’s review. When will that piece of work be published and when will we be able to look at the results of that review?

Oral Answers to Questions

Melanie Onn Excerpts

Monday 29th January 2018 Commons Chamber

[Nick Gibb]

I thank my hon. Friend for making sure her children learn their phonics, and she is right to emphasise the importance of children knowing their times tables by heart, up to 12 times 12 by the end of year 4 at the latest. That is why we are introducing an on-screen multiplication tables check for all pupils at the end of year 4 of primary school. The prize is to have all pupils leaving primary school fluent in their multiplication tables, ensuring they have the essential foundation for success in mathematics at secondary school.

[Melanie Onn (Great Grimsby) (Lab)]

The reality is that children can improve their literacy and numeracy only if they are in school. In North East Lincolnshire, children lost nearly 3,500 days of education last year alone. What will the Government do to make sure that another 825 children in my borough next year do not miss out on their education through exclusion?

[Nick Gibb]

We have made it clear that attendance at school is vital. We changed the definition of “persistent absence” from 15% to 10%, and we have increased the fines that would be applied to parents who do not send their children to school regularly.

Presidents Club Charity Dinner

Melanie Onn Excerpts

Wednesday 24th January 2018 Commons Chamber

[Anne Milton]

That is a very good question. It is important to talk to journalists about this event and about whether they know of any others, how they found out about it, et cetera, particularly if we want to pursue the issues that have been raised about a possible breach of employment law.

[Melanie Onn (Great Grimsby) (Lab)]

It seems to me that the Minister for children and families has attended this event and failed to report his concerns about its nature. Will the right hon. Lady please inquire with him as to why he did not submit a report, and will she urge him to do so even at this late stage?

Childcare for Fostered Children

Melanie Onn Excerpts

Tuesday 19th December 2017 Westminster Hall

[Lisa Nandy]

My hon. Friend is absolutely right to raise that point. As my hon. Friend the Member for High Peak (Ruth George) pointed out, we need to think about the impact not just on the foster child, but on the other children in the family. When the Earl of Listowel, a great champion for children, raised the issue in the other place, the then Minister Lord Nash said:

“The local authority must provide a fostering allowance which covers the full cost of caring for the child. For this reason, foster carers are not eligible for additional support through tax-free childcare or child tax credits for children who have been placed with them.”—[Official Report, House of Lords, 1 July 2015; Vol. 762, c. 2124.]

The Government are right that foster carers are eligible for a national minimum fostering allowance that covers food, transport, clothing, toiletries and other items such as furniture. However, having been among those who lobbied the last Labour Government for the introduction of that allowance, I can tell the Government that it does not contain any element that covers childcare.

In any case, as The Fostering Network points out, around one council in seven pays a rate that is below the national minimum. Its report, “State of the Nation’s Foster Care 2016”, found that the proportion of foster carers who believe that their allowance is sufficient to cover the costs of fostering has halved in recent years. It told me that

“when we asked this question two years ago 80 per cent of respondents felt their allowances did cover the costs of fostering. In 2016 this figure has fallen sharply to only 42 per cent.”

That starkly illustrates the point made by my hon. Friend the Member for Colne Valley (Thelma Walker).

The situation for “family and friends” carers, particularly grandparents, is very stark. Hardship is a real issue for many families. One family in my constituency recently faced a heartbreaking choice when their sister died: they had to choose between experiencing real hardship or seeing their two children taken into care and probably placed quite far away from their school, losing all the relationships that matter.

[Melanie Onn (Great Grimsby) (Lab)]

Has my hon. Friend considered the effect of the policy on the nearly 9,000 children who are in kinship foster care of the kind that she has described? Kinship foster carers do not have the luxury of assessing their finances before they decide to foster; keeping the child in the family is not a choice, but a necessity. Childcare is really important to them. Does she agree that the policy is particularly unfair on the children?

[Lisa Nandy]

I could not agree more. The policy is particularly difficult for the family I have been supporting back in Wigan, because all the other siblings who might take care of the children face exactly the choice she describes.

As Edward Timpson—the former Conservative Minister for Children, Schools and Families, who I rated very highly—wrote recently, foster carers who need it should be

“offered flexibility and support to enable them to combine fostering with other work.”

There is a precedent for foster carers to receive additional support, although the Minister has previously suggested that they were not eligible for it. For example, foster carers in receipt of universal credit can claim free school meals for the children they foster, so it is wrong to suggest that there is no way round the problem. With record numbers of children in care—The Fostering Network estimates that we need to recruit more than 7,000 additional foster carers to meet children’s need—the Government are instead pursuing a policy that will make the situation worse, leaving more children stranded in unsuitable placements or forced to leave their siblings or grandparents behind because no local placements are available.

For some of the most vulnerable children in this country, the human cost of that oversight is beyond measure. What makes it even more difficult to accept is that the state is their corporate parent; we hold collective corporate responsibility for them because their parents cannot or will not be responsible. No parent would allow their children to become an afterthought in critical decisions that affect them or to remain unresponsive to their needs or best interests, and quite simply we should not do so either. For that reason I warmly welcome—