Department for Business, Innovation and Skills (Performance)

Neil Carmichael Excerpts

Wednesday 2nd February 2011 Commons Chamber

[Gavin Williamson]

I was unaware of that but I thank the hon. Gentleman for saying so. We need a revival of all manufacturing, right across the country.

Opposition Members might say that lower corporation tax will not encourage growth, but actually, lower taxes do encourage growth. They encourage people to invest in this country, and encourage people both in this country and abroad to bring jobs and investment here.

I welcome the Government’s move to introduce the enterprise allowance, which will encourage those who are unemployed to create new jobs and to seize the opportunity to create wealth.

[Neil Carmichael (Stroud) (Con)]

My hon. Friend makes some fascinating points. I am amazed that we are talking about the machinery of government. I would like to focus on something on which the Department is doing a fantastic job: improving our skills base. That is an area that really needs attention. If he is right about manufacturing, I am certainly right that we need to ensure that we have the right people to employ in a growing manufacturing sector, and it is important also—

[Gavin Williamson]

I thank my hon. Friend for such a—

Disadvantaged Children

Neil Carmichael Excerpts

Thursday 20th January 2011 Commons Chamber

[Neil Carmichael (Stroud) (Con)]

It is a great honour to follow my hon. Friend the Member for Warrington South (David Mowat). He has given the coalition Government a proper test, and rightly so, because it is important that they should have such a test. The phrase “disadvantaged children” is not an attractive one, and we should be embarrassed by the fact that we have to talk about it so often in this country. It certainly embarrasses me and often has. The experience of meeting a young person who is unable to communicate properly, or read and so forth, can be heartrending. One has only to think of the waste that we allow to happen, with so many people who could do so much being left behind. We really need to address the whole issue of disadvantaged children.

Social mobility is critical. We want a mobile society, and that mobility depends on everyone being able to move around. They cannot do so because there are too many roadblocks. I shall refer to a few and suggest some ways in which we might deal with them.

First, we have rightly talked about education, but too many children leave the education system without being equipped to communicate properly and without the confidence to get around and about their lives. Therefore, we must ensure that the education system makes sure, at the very least, that all children can read, write and communicate properly. If we do not do so, we will obviously fail them, but we will fail society as well, and, as a member of the Education Committee, one thing that I constantly worry about is how we ensure that our schools system delivers such results.

The pupil premium and so forth are very important, and we must encourage all those who are entitled to collect it to do so. The question of stigma often arises, however, so we need to think about that in terms of the policy. The very fact that we need the pupil premium is a measure of our failure, but we have talked about measures throughout the debate, or at least while I have been present, so let us recognise that we have to deal with a big measure.

Secondly, education is critical, but there are other roadblocks. I am struck by the fact that we do not deal holistically with early years issues. That is why I was so impressed by the work of the right hon. Member for Birkenhead (Mr Field). Alongside all the usual issues, the health of a young person also matters, so we have to ensure that, in the foundation years, as described in the right hon. Gentleman’s review, we consider not just education, but health care and other factors. We need an holistic approach at that level.

My third point, which strikes me every time I go abroad, especially when I focus on planning and housing development, as I did before becoming a Member, is the importance of a child’s environment. That includes the quality of their homes, the way in which they play and interact with each other, and how families interact with each other. I have been to some fascinating places, in Rotterdam for example, where local communities with really well designed housing developments come together, look after each other, spot problems, allow families to develop and ensure that fewer children are disadvantaged. It is, therefore, important for us to think about the environment. Too much of our housing just does not allow such family life or social development between families, so I want to ram home the point that we have to improve our planning system.

I have talked about education because I am on the Education Committee, but we need to highlight a few more issues that have cropped up during its work. One issue is the number of children who care for somebody else. We cannot expect that to be good for them or for anybody in their near neighbourhood; it is totally wrong. The hon. Member for Wigan (Lisa Nandy), who is also a member of the Committee, rightly rammed home the point that it is unacceptable to ignore that group in the context of school discipline, but it is unacceptable to ignore it in any context. We have to calibrate the problem and ensure that we start to do something about the fact that more than 10% of children scuttle back home after a day at school to look after somebody in their household. We need to address that problem, do we not?

Also on the subject of education, we have to think about the early years and encourage proper care and attention for the child as well as where they come from and the family framework in which they are involved.

That brings me to another example from Europe that we need to consider. On the continent we often see the extended family approach, but we do not see it here. We should be encouraging people to think more in terms of their whole family and its different generations. That is linked to other points that I made about planning, health care and education.

We have to be far more inclusive and holistic, and much more demanding that our institutions and charities co-operate with each other to share information more effectively and ensure that local government stops being so silo-based.

[Andrea Leadsom]

I should like to draw my hon. Friend’s attention to the charity OXPIP, with which I have been involved for a long time and which works well with the children’s centre in Oxford. There is great potential for the voluntary sector to work closely with statutory agencies to deliver exactly the sort of help to which he is referring.

[Neil Carmichael]

I thank my hon. Friend. That is a very important example of what is necessary, but we need to see it across the piece.

Government can talk about what they want to happen, but ultimately we have to ensure that it does happen. Delivery is crucial, as is measuring, assessing and understanding the problems. If we do not know what is happening after we have said that something should happen, we are failing completely. We must be holistic, check up, and never, ever take our eye off the ball.

Education Maintenance Allowance

Neil Carmichael Excerpts

Wednesday 19th January 2011 Commons Chamber

[Caroline Lucas (Brighton, Pavilion) (Green)]

rose—

[Neil Carmichael (Stroud) (Con)]

rose—

[Andy Burnham]

I will give way in a moment.

The Government’s answer is, “We are raising the school leaving age to 18.” What kind of answer is that? Do they really think they can simply mandate that young people will have to stay on and then provide no practical support to make it work? Perhaps that is why the Chairman of the Select Committee on Education said yesterday that he thought the removal of EMA would be damaging. The Government have a lot of convincing to do as regards senior voices on their own side of the House.

--- Later in debate ---

[Andy Burnham]

All I can say is that I do not think the hon. Gentleman was listening. I said that EMA makes life possible, and makes the calculations that young people have to do to stay in education that bit more doable. Is he seriously arguing that taking it from those young people will help them to make a success of their lives and circumstances? I find that hard to believe.

The vast majority of EMA is spent on travel, as a survey for the Association of Colleges confirmed this week. It states that

“94% of Colleges believe that the abolition of the EMA will affect students’ ability to travel to and from College.”

The survey also suggests that some students may be at risk of not being able to follow the college course of their choice due to the cost or availability of transport. That goes to the heart of student choice in education. If students do not have the ability to travel, they cannot get on to the courses that they want to study. The Secretary of State needs to come up with a convincing answer to that.

I want the Secretary of State also to think about the effect of the change on the aspirations of young people who are still in secondary school. I want him to reflect on what a young woman from my constituency told me this week—that her 15-year-old brother had already given up at school because, without EMA, he could not see any way that he would be able to go to Wigan and Leigh college to study the motor engineering course that he had planned to do. Is there not a real risk that taking the lifeline of EMA away from young people will lower the aspirations of children in secondary school? Better participation, attendance, retention and results, supporting choice and keeping hope alive for all kids—surely it all adds up to a compelling educational case for keeping EMA.

[Neil Carmichael]

rose—

[Elizabeth Truss (South West Norfolk) (Con)]

rose—

Government Skills Strategy

Neil Carmichael Excerpts

Wednesday 19th January 2011 Westminster Hall

[Mr Jim Hood (in the Chair)]

Neil Carmichael.

[Neil Carmichael (Stroud) (Con)]

Thank you, Mr Hood. I have had more success in this Chamber than I did downstairs. In my opinion, it is critical that people are signposted towards the right kind of course—that is certainly the feeling I have found in my constituency. We need to increase the range of skills and the number of people interested in learning those skills, and we need businesses to support that thereafter. Does my hon. Friend agree?

[Robert Halfon]

I agree with my hon. Friend. Like me, he has a passion for apprenticeships and skills. I do not want to ruin the excitement and anticipation of my speech, but I am sure that he will be in full agreement with my later remarks.

I welcome the Government’s skills strategy document. I pressed for this debate, and I am grateful to Mr Speaker for allowing it. However, we must tackle two fundamental problems. First, apprenticeships must be a better route to university. Secondly, and perhaps most importantly, we must change the culture in which apprenticeships are regarded and increase the prestige in which they are held.

Pessimists today look at the rapid industrial growth of the so-called BRIC economies, and the fact that even Brazil might have its own space programme, although we do not. Many people worry that Britain is in decline, and see only an endless series of eurozone bail-outs, shrinking British tax revenues and our slow but inevitable slippage down the international league tables in skills and education.

Nevertheless, there are reasons to be cheerful. To paraphrase Golda Meir, “Pessimism is a luxury that no politician should allow himself.” The independent Office for Budget Responsibility forecasts that our economy will grow in real terms in each year of this Parliament, and there is growing consensus that vocational skills and apprenticeships will play a big part in that. We see a shift in attitude in the passion of the new crop of MPs for vocational qualifications. My hon. Friend the Member for Gloucester (Richard Graham) has just entered the Chamber. He gave a very good speech in a debate on that subject last year. We also see the commitment of the Minister and his team.

In 2011 we need, above all, growth, jobs, confidence and young people doing training that will provide them with opportunities for the future. Apprenticeships are about not only economic utility but social justice, and I have always believed that if we give young people independence, a work ethic and the chance to improve their lives, we give them freedom. I do not argue for more apprenticeships and better skills because of economic reasons; I argue on grounds of social justice.

Margaret Thatcher is not often remembered for her views on skills and vocational qualifications, but she said:

“A man’s right to work as he will, to spend what he earns, to own property, to have the state as servant and not as master—these are the British inheritance. They are the essence of a free economy... and on that freedom all our other freedoms depend.”

That, in a nutshell, is why for me, apprenticeships must be at the core of our education system. Young people deserve the chance of economic freedom as much as everyone else.

In the Government’s paper, we see that most forcefully in the plans to make all vocational training free at the point of access, with costs repayable only when people are earning a decent salary. That will help young people of course, but more significantly it will open up apprenticeships to single parents, back-to-work mums, jobless adults, the homeless, and ex-offenders who want to go straight. Those people may have huge potential, but often cannot afford the fees to retrain. They deserve the chance of economic freedom, too.

At the same time, not everything in the garden is rosy. As the Government’s skills strategy paper points out,

“Our working age population is less skilled than that of France, Germany and the US and this contributes to the UK being at least 15% less productive than those countries.”

That is why the Government’s new focus on apprenticeships and their expansion of adult apprenticeships by up to 75,000 is essential. That will lead to 200,000 people starting an apprenticeship each year by 2013-14—numbers that are beginning to approach the scale of A-levels. The Minister’s plans to enhance the level 3 apprenticeship by classing it as “technician level” will also help to boost its prestige. That is especially true if people know that they can become an apprentice not just in a trade, but in finance, media, hospitality, business and even politics.

The apprentice in my Westminster office, Andy Huckle, who is sitting right behind me in the Public Gallery, is combining a year in the House of Commons with a level 3 course in business administration, which is like an entry-level MBA.

Royal Mail Privatisation

Neil Carmichael Excerpts

Tuesday 18th January 2011 Westminster Hall

[Mr Reid]

I simply do not see that happening, because those organisations would have to develop a computer system and train staff. At the moment, in the towns in my constituency, the post offices tend to be located within supermarkets. I do not see any benefit to Royal Mail or a supermarket from developing its own system rather than encouraging a post office to be located in the supermarket.

[Neil Carmichael (Stroud) (Con)]

I thank my hon. Friend for allowing me to speak. I find that exactly the opposite happens in connection with supermarkets. When I was fighting to save a post office near my own home in my constituency, the real problem was that Tesco did not want a post office on its premises because it took up too much space. We had to move the post office and have a community arrangement a few doors down. The essential problem is that supermarkets will not necessarily want a post office on their premises. I therefore agree entirely with my hon. Friend that the post office network is safe and the relationship that it has with Royal Mail will continue.

School Sports Funding

Neil Carmichael Excerpts

Tuesday 30th November 2010 Commons Chamber

[Michael Gove]

I am very happy to give way to my hon. Friend the Member for Stroud (Neil Carmichael).

[Neil Carmichael (Stroud) (Con)]

Does the Secretary of State agree that my children are much the same as others, in that they do not cry out for more infrastructure and bureaucracy when they talk about sport? What they really benefit from is local people giving them leadership and encouragement, which they get—but not through infrastructure and bureaucracy.

[Michael Gove]

My hon. Friend makes a very good point.

Funding and Schools Reform

Neil Carmichael Excerpts

Wednesday 17th November 2010 Commons Chamber

[Andy Burnham]

As the hon. Gentleman sees more of his Government, he will perhaps come to understand the difference between real reform and reckless reform. Indeed, the House has just been hearing about the achievements of a reformed national health service under my watch and I can tell him that I am very proud of them.

Let me start with Building Schools for the Future and the charge that I lay at the Secretary of State’s door. He has got into a mess and the allocation of capital is no longer driven by educational need but by ideology. Building Schools for the Future was a needs-led approach to the allocation of capital. Instead, he wanted to use capital as bait to lure schools into his new structural models, but then came the spending review.

[Neil Carmichael (Stroud) (Con)]

Why were fewer than 100 schools rebuilt under Building Schools for the Future under the last Labour Government?

[Andy Burnham]

I do not know whether the hon. Gentleman has ever been to any of those schools, but if he has seen the transformation in those communities and the messages that the schools send to children in areas that have, frankly, been let down for decades, I am surprised that he rises to his feet to say that that investment is not worth making. Let us talk about his Government and the spending review arrangements that his Secretary of State has recently secured: minus 60%. Let us just think about that figure for a moment.

Just after the spending review, the Financial Times reported senior Whitehall figures chiding the Secretary of State for

“folding too early in negotiations over capital”

spending. The only shock for me on reading that was to learn that he had been negotiating at all. We know that he is courteous, and we like that about him, but minus 60%? I can almost hear him now, politely inviting George and Danny to fill their boots. Is 60% enough? Do they want more? I doubt that the Secretary of State has played much poker in his life—although he has his poker face on now—but, as with sport in schools, it gives a person certain life skills and I recommend it to him.

The average capital reduction across Whitehall was 30%. I would think that everyone in education could live with that. But double the punishment? How exactly does that minus 60% reduction meet the Secretary of State’s “schools protected” claim?

Local Enterprise Partnerships (South-West)

Neil Carmichael Excerpts

Wednesday 10th November 2010 Westminster Hall

[Mr Hayes]

The hon. Gentleman knows that I will not go into details about a timetable because he also knows, given his interest in the particular matter to which he refers, that that is very much under discussion. Indeed, representations that have been made in that area are being considered in detail by my Department. As he is probably aware, there is an ongoing discussion between the locality and the Department. However, it is reasonable to say that we do not want any undue delay in establishing the parameters of each area, because to do so would create uncertainty. The right hon. Member for Exeter is right that we need to establish the parameters within which people are going to work clearly and reasonably speedily so that we can then move forward to the next stage of development. I will therefore not give the hon. Member for Chippenham (Duncan Hames) a definitive answer now, but I think that he will understand the emphasis that I have placed on dealing with the perfectly proper intervention that he has just made.

Let me go on to talk a little about how we will assess success, because I think that that issue relates directly to the hon. Gentleman’s intervention.

[Neil Carmichael (Stroud) (Con)]

rose—

[Mr Hayes]

Before I do so, however, I give way again.

[Neil Carmichael]

I would just like to make a couple of points about LEPs. The first, of course, is that they really should co-operate with each other. I would certainly expect to see such co-operation when Gloucestershire’s relationship with Swindon—or some other relationship—is established, particularly in connection with the west of England LEP, which is of course centred around Bristol. My second point—

[Mr Mike Weir (in the Chair)]

Order. Will the hon. Gentleman resume his seat? This debate is about the south-west. I think that Swindon might get into that region—my geography of southern England is perhaps a bit uncertain—but I think that the west of England does not form part of the debate.

[Neil Carmichael]

May I just say that all Back Benchers in the Chamber at the moment are south-west Members? I am; the right hon. Member for Exeter (Mr Bradshaw) is; the hon. Member for Chippenham (Duncan Hames) is; and my hon. Friend the Member for Newton Abbot (Anne Marie Morris) is.

[Andrew Jones (Harrogate and Knaresborough) (Con)]

I am from Yorkshire.

[Neil Carmichael]

My hon. Friend is not from the south-west. Nevertheless, this is an important question, because what happens in Cornwall or Somerset affects what happens in Bristol or Gloucestershire, because they are in the south-west and all under the one regional development agency which, thankfully, will be abolished in 2012.

My second point is about the necessity for local authorities to co-operate with each other, specifically in connection with economic development, and I think that that point needs to be discussed in this debate.

[Mr Hayes]

I am delighted to say that my hon. Friend is absolutely right that local authorities should co-operate with each other in pursuit of that objective of economic development. We would expect them to co-operate, but the early stage will inevitably involve a process of negotiation and of bid and counter-bid. That is not unhealthy, provided that it does not delay progress unduly and Government play a helpful mediating role in assessing those representations against the core criteria, which I am about to discuss.

We announced the first wave of successful LEPs alongside the White Paper on 28 October. The first 24 partnerships—of many more, I am sure—all shared certain characteristics. Perhaps it will help the hon. Member for Chippenham and my hon. Friend the Member for Stroud (Neil Carmichael) if I describe those characteristics: they have a strong local identity; they have a buy-in from the business community; and they are a testament to the ambition and ingenuity of local people. That is what we expect of local enterprise partnerships.

In the south-west region, we received seven applications, two of which were approved. Each of the remaining five groups of applicants has been asked to do further work to develop their proposals, and we are supporting them as they do so. I understand why the right hon. Member for Exeter is making a strong case for his area—it is right that he should do so—but he should know that Devon, Plymouth and Torbay have been asked to hold further discussions with local business, civic leaders and the Government to develop the long-term vision for their partnership. In addition, they have been asked to consider in more detail their economic links with neighbours, particularly Somerset. The chief executives of Devon, Torbay, Plymouth and Somerset have embraced that feedback and are working together to secure the best outcome for their area, and we hope to say more in due course. The right hon. Gentleman will also be mindful that I have said that undue delay would be unhelpful.

Oral Answers to Questions

Neil Carmichael Excerpts

Monday 11th October 2010 Commons Chamber

[Michael Gove]

That was a fantastic question—or series of questions. I am impressed that the strike force in the Labour party parliamentary football team comes, according to the right hon. Gentleman, equipped with bullets. It says something about the approach of the right hon. Member for Morley and Outwood (Ed Balls) towards playing fair that he regards a Tommy gun as an appropriate thing to bring on to the football field.

There was a certain element of the spraying of fire in the question asked by the right hon. Member for Leigh (Andy Burnham). May I say that we will vigorously contest the judicial review of our decision? It is really important that people appreciate that the Building Schools for the Future programme had failed. Unfortunately, in 2008, instead of 200 schools being built, fewer than 50 had been built. Under the Building Schools for the Future programme, £11 million was wasted on consultants. One consultant secured the equivalent of £1.35 million, while schools in my constituency, the right hon. Gentleman’s constituency and almost every hon. Member’s constituency needed that resource. We will make no apology for ensuring that in the education budget money goes not to lawyers and consultants but to the front line and that 13 years of Labour failure is at last reversed by a coalition Government committed to aspiration.

[Neil Carmichael (Stroud) (Con)]

7. What plans he has to increase the level of provision of vocational education in schools.

[The Minister for Further Education, Skills and Lifelong Learning (Mr John Hayes)]

The coalition agreement committed us to improving the quality of vocational education. Alongside Professor Alison Wolf’s review of such matters, we aim to open at least 12 university technical colleges offering high-quality vocational learning to 14 to 19-year-olds—schools that put vocational training at the core of their curriculum offer.

[Neil Carmichael]

I thank the Minister for that clear answer, which underlines the reason why he is so popular in the further education sector and elsewhere, and as regards providing apprenticeships—

[Mr Dennis Skinner (Bolsover) (Lab)]

Get on with it.

[Neil Carmichael]

All right. What will be done to ensure that pupils are properly signposted towards and encouraged to take vocational training?

[Mr Hayes]

I think that my hon. Friend understated my popularity somewhat, but nevertheless he will know that we are entirely committed to ensuring that people get the right kind of advice about vocational options. Too often, people have lacked that advice and it is important that those with the aptitudes, tastes, talents and choices to take them down that road get proper advice and advice on progression, too.

Academies Bill [Lords]

Neil Carmichael Excerpts

Thursday 22nd July 2010 Commons Chamber

[Pauline Latham]

Sorry. Perhaps in time. I know that under the Academies Bill, special schools will not become academies immediately; they must wait another year. I think that was said yesterday. What about independent special schools that wish to become academies? Will they be allowed to become academies at the same time as schools in the maintained sector? Will they be allowed to become special schools within the academies system at that same time, or will they have to wait a bit longer?

[Neil Carmichael (Stroud) (Con)]

First, I pay tribute to my hon. Friend the Member for Penrith and The Border (Rory Stewart) for his excellent maiden speech. I am from the north and I know his beautiful constituency extraordinarily well. I also know David Maclean, who was a fantastic MP, and I pay tribute to him, too. I also congratulate my hon. Friend the Member for South Basildon and East Thurrock (Stephen Metcalfe), whose constituency I know slightly less well, although I think that it is somewhere near where “Dad’s Army” used to be filmed.

One thing that I have picked up from this debate is that Members on both sides are concerned about special educational needs. The hon. Member for Gelding, the shadow Minister, made that clear. [Laughter.]

[Vernon Coaker]

On a point of order, Mr Evans. Is there any way of sending out a notice that would enable hon. Members to get right the name of my constituency, which is Gedling? Otherwise, as I keep saying, I am going to have to change my voice.

[Neil Carmichael]

I am sorry about that. I am deaf in my left ear, and I always assume that that is some excuse. Very many apologies. I am from Stroud, and that sometimes gets mispronounced, although not as significantly as the hon. Gentleman’s constituency can be.

Amendment 71 has a couple of problems. Funnily enough, the shadow Minister—I shall not make my mistake again—emphasised that. It is too much about assessment rather than provision. Assessing things raises the question of how long it will take and what the implications are. The problem with the amendment is that it will delay the arrival of academies. I believe that a step is being taken in the direction of improving special educational needs provision, and that is one of the points that I want to make. We need to talk a little about history.

[Graham Evans]

I agree very much with my hon. Friend. I want to share what happened recently in one of the schools in my constituency. A severely autistic child had been in the mainstream for many years—from reception and through years 1, 2 and 3. It was becoming apparent that he needed more care than could be given in that school. The community is close-knit; everybody knew the child and the family. However, the length of time that it took the local authority to come up with the statement was a complete disgrace. Eventually, it made the right decision and said the right things, but we could see the angst on his parents’ faces when they came to collect him from the playground. Do we have to put parents through that, when even as lay people we know what the answer will be? Why cannot the authorities that currently have to make the decisions make up their minds more quickly?

[Neil Carmichael]

My hon. Friend’s point is exactly correct; local authorities can and must start addressing those issues.

I also want to talk about special schools, which have been mentioned. Of course going into mainstream education is preferable to going to a special school, but the fact is that there is a place for special schools. Some time ago, when I was a parliamentary candidate for Stroud, we were fighting a battle to save Bownham Park, a special school that was providing an excellent education—not for a huge number of pupils, but for a number large enough to justify its continuation. It provided education to a range of children from the ages of seven to 16. That school was closed. The parents wanted to keep it open, but the Government were effectively behind its closure and the local authority, under a Labour administration, was pivotal in ensuring that that happened. That is the sort of history that we have to bear in mind when we consider the performance and decision making of local authorities. It emphasises my hon. Friend’s point. Local authorities are sometimes responsible for poor decisions, and we cannot allow that to continue.

--- Later in debate ---

[Andrew Bridgen]

Does my hon. Friend agree that pupils with special educational needs are very vulnerable to disruption, and that little is more disruptive than moving school? In my constituency, we have a three-tier education system, which adds an extra complication for all pupils, especially those with special educational needs because they have to move again at 14. I would like that to be reduced to a two-tier system. I hope that the Minister will pay attention to those concerns.

[Neil Carmichael]

That is a good point. Three-tier systems are not particularly common, but where they exist I am sure that that is a difficulty. They do not occur in Gloucestershire, but they do, or did, in Northumberland, where I hail from.

I often find in my postbag complaints about statementing. For many parents, getting a statement is something of a struggle. Local authorities tend to take a long time over these decisions, partly because it is a budget issue, partly because it is a question of understanding why a statement should be issued, and partly because it depends on the resources available within the appropriate department. Many parents find it difficult to get the statement that they think they require for their children, whom they clearly want to look after.

[Mr Buckland]

Does my hon. Friend agree that one of the problems with the amendment is that any assessment ignores the fact that SEN is a dynamic area of education which is changing constantly, so that as soon as an assessment is made it will be largely out of date?

[Neil Carmichael]

My hon. Friend is absolutely right. SEN is an emerging story—we all know that. The hon. Member for North West Durham (Pat Glass), with her vast and important experience, made those points as well. That complicates the situation on statementing.

It is not just a question of parents getting a statement, but of what happens when they do. That is just as problematic. I have seen in my postbag cases where a statement has been provided but its consequences are not deliverable for the child. We must remember that provision through local authorities is not as perfect as it ought to be.

We need to consider what happens in academies—that is what the amendment is all about. We already have governors in schools, and they are very important. Governance performs a valuable function in ensuring that schools perform properly, reach appropriate targets and deliver the high-quality education that we need. In the schools of which I have been a governor, we have had a governor specially responsible for special educational needs.

[Ian Mearns]

It is a legal requirement.

[Neil Carmichael]

Yes, and such accountability is necessary and good, and we will find it in academies. Of course, we have to ensure that not only is there a legal requirement for such governors, but that they do their job and ensure that SEN provision is properly maintained, promoted and delivered in their academy or school. I suggest to my hon. Friend the Minister that we need to consider that as the Bill takes its form.

[Chris Skidmore (Kingswood) (Con)]

Does my hon. Friend agree that academies take more than their fair share of SEN pupils? In fact, many academies are keen to do so as part of their funding agreement. Many educational charities that want to set up academies—I am sure many more will want to do so as a result of the Bill—have a special interest in looking after pupils with special educational needs. The divide that has been drawn between the academy and the local authority is a bit artificial. Some Opposition Members see the local authority as somehow the protector of pupils with SEN and academies as their opponents, but that is wrong. Academies are there to strengthen and support SEN as part of the process of inclusion that the hon. Member for Gedling (Vernon Coaker) mentioned. Does my hon. Friend agree?

[Neil Carmichael]

I certainly do. My hon. Friend is absolutely right that academies’ record in that regard is good so far. We know that because there are more than 200 of them and we can see the provision that is being delivered.

[Mr Ward]

May I follow up on the point that the hon. Member for Kingswood (Chris Skidmore) made? I have heard discussions several times over the past day or two about whether academies are inclusive, both in the number of free school meal pupils that they have and in SEN provision. The point has been made that they have a higher than average proportion of children who get free school meals or SEN provision, because of the communities that they serve. However, the evidence is that over time that proportion goes down. The danger is that because—no, I will sit down, because I am getting into a speech now; I am learning.

[Neil Carmichael]

I am not sure whether it was a speech, but the point is interesting and we should look into it. Of course, the Minister has already promised a Green Paper on the wider issue of SEN, so we should discuss that matter. I thank the hon. Gentleman for a point well made, but I believe that thus far, academies are delivering proper provision.

This matter has already been discussed in the House of Lords, and Baroness Wilkins, in an effective performance, produced two changes to the Bill. One is that the Secretary of State can intervene if special educational needs are not properly provided for. That is a sensible step and a provision that is broadly welcomed.

[Ian Mearns]

A cumbersome aspect of that is that the Secretary of State’s office could be inundated with individual cases of parents who feel that the special educational needs provision for their child has not been tackled effectively.

[Neil Carmichael]

That is also an interesting point, for which I thank the hon. Gentleman.

The Bill is essentially a good measure. It provides for more academies, and we support that because we believe that good leadership, good management, flexibility and less intrusion from local authorities will deliver a higher standard of education. Of course, that must include provision for special educational needs.

We have been promised a Green Paper on special educational needs. The time to discuss the subject is when that is published. A constant theme of the past two or three hours has been the lack of satisfactory provision for special educational needs throughout the country. There are pockets where it is not good enough and delivery that needs to be improved. As long as that is the case, we cannot be satisfied, and we must therefore endeavour to improve the overall provision for special educational needs.

[Mr Graham Stuart]

It is a pleasure to participate in the debate. It was also a pleasure to hear the maiden speeches of my hon. Friends the Members for Penrith and The Border (Rory Stewart) and for South Basildon and East Thurrock (Stephen Metcalfe). Both spoke in a fine fashion, and they will be an adornment to not only their constituencies but the House.

I want to start on the most positive note that I can. I think that we all agree that the current system for dealing with special educational needs is not appropriate. The—I used the word yesterday—“pushiest” parents, certainly the most articulate, are best able to get their children statemented and their needs recognised. That is the current system, and people realise that it is not good enough. We heard from the hon. Member for North West Durham (Pat Glass), in another excellent contribution based on her years of experience, her explanation of the difficulties. The current system is broken.

The Minister has promised a Green Paper in the autumn to look at the whole subject of special educational needs. At that time, I hope that the House will have more time to reflect on, consider and possibly improve the policy. Rushing policy making does not always help, particularly when dealing with low incidence SEN or something that is on the margins of the mainstream. Although there are so many children with SEN, it remains to be tackled.

I do not support amendment 71, but I think that it may be looking for an explanation from the Minister of how the system will work. The hon. Member for North West Durham, who will be an excellent Member of the House and an excellent member of the Select Committee, talked about priorities. That brings me to my favourite topic when dealing with public service reform: incentives. Too often, we reorganise the system without fully understanding the incentives that are in place for the various players in it. We deserve an explanation from the Minister. Given his ability, I know that we will get it. I want to hear how precisely the incentives will work for schools that at times resist parents who are trying to do the best for their children, to the extent that only parents with the nous, money and self-confidence can challenge them and get their child statemented. What happens to the others? I want to hear how the system will work so that, following the changes, it does not become worse. There is nothing obvious in the Bill to make it worse, but I want a cohesive narrative from the Minister about how the system will be better even before the Green Paper is produced. I want to be assured that it cannot possibly get worse. We cannot have more parents in that position.

People come to us, as constituency MPs, about all sorts of topics. I can think of many constituents who are particularly articulate, well educated and well placed, and who have relatives and friends in good positions, yet they are still endlessly and unjustly frustrated by a system that can often seem unbelievably resistant to doing the right thing.