Mental Health Treatment and Support

Debate between Neil O'Brien and Emma Hardy

Wednesday 7th June 2023 Commons Chamber

[The Parliamentary Under-Secretary of State for Health and Social Care (Neil O’Brien)]

I beg to move an amendment, to leave out from “House” to the end of the Question and add:

“notes the increased burden on mental health following the pandemic, including on young people and those with severe mental illness; recognises the historic levels of investment being delivered by this Government into services, with an increase of £2.3 billion per year in front-line mental health funding over the past four years; notes that current NHS targets around access to talking therapies and intervention in psychosis are being met due to the efforts of NHS staff; and acknowledges the investment in mental health teams in schools, as well as the ongoing investment into open access mental health helplines in the 111 service and into the estate, including three new mental health hospitals to be opened in the next two years accompanied by a further £150 million in investment in new mental health ambulances and the development of better alternatives to accident and emergency services, including crisis houses, safe havens and step-down services.”

Improving mental health is a top priority for this Government. We can all agree that in the past it was not given the priority it deserves, and was seen as something to be ashamed of and not spoken about. Thankfully, we are changing that. We are working to achieve parity of esteem between physical health and mental health, with record amounts of investment going into NHS mental health services in England, and the stigma surrounding mental health is being reduced.

“The Five Year Forward View for Mental Health”, which was published in 2016, was a major step forward and secured an additional £1 billion in funding for mental health, so that an additional 1 million people could access high-quality services by 2020-21. It was followed by the NHS long-term plan in 2019, which committed an additional £2.3 billion a year for the expansion and transformation of mental health services in England by 2024, so that an additional 2 million people could get the NHS-funded mental health support that they need. It is also funding the increase in the frontline mental health workforce to meet the plan’s ambition for 27,000 additional mental health staff by 2023-24. There were 138,610 full-time equivalent mental health staff at the end of 2022, an increase of 8,900 on the previous year and of 20,700 on December 2010, so the mental health workforce in the NHS is radically bigger. In total, we spent around £3 billion more on mental health last year compared with four years ago. That is an increase of a quarter.

Backed by this huge investment, we are expanding access to NHS talking therapies for adults to meet the long-term plan’s ambition for an additional 1.9 million people to access National Institute for Health and Care Excellence-approved treatments for conditions such as anxiety and depression. From starting small in 2008, around 1.2 million people are now accessing NHS talking therapies every year, with 98% waiting less than 18 weeks for their treatment and 90% waiting less than six weeks. This means that we are delivering well over our national waiting time targets of 95% and 75% respectively.

Local mental health services are transforming community mental health care to give 370,000 adults and older adults with severe mental illnesses greater choice and control over their care and to support them to live well in their communities. We recognise that poor mental health is a major cause of sickness absence in the workplace and we are providing support to employees and employers on mental health in the workplace. We have announced additional measures to support workplace mental health, including a package to support the long-term sick and disabled to remain in or return to work. This includes £200 million for digital mental health to modernise NHS talking therapies, to provide free access to wellness and clinical mental health apps for the population, and to pilot cutting-edge digital therapeutics. There will be around £75 million to expand individual placement and support services to help more people with severe mental health illnesses into employment.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

Will the Minister give way?

[Neil O’Brien]

I will make a little progress first.

We know that the number of children and young people experiencing mental ill health is rising, and that many of them will continue to experience mental health problems later in life. Spending on children and young people’s mental health continues to grow, from £841 million in 2019-20 to £995 million a year later, and now to £1.1 billion in 2022-23. This means that we are helping more children and young people than ever before. In 2021-22, there were over 743,000 new referrals to children’s and young people’s mental health services, which is 41% higher than the year before.

Oral Answers to Questions

Debate between Neil O'Brien and Emma Hardy

Monday 16th May 2022 Commons Chamber

[Neil O’Brien]

At the same time as making an amusing point, the hon. Gentleman makes a very important point. The powers for compulsory purchase will help to unlock sites, including sites that the hon. Gentleman mentions which need fundamental change. The funding schemes we have put in place—the shared prosperity fund and so on—will help put financial firepower behind those regeneration schemes, too.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

One way to regenerate high streets is to repurpose old retail units as co-working spaces, and increasing the number of remote jobs available means people do not have to leave the place they love for the job they want. Would the Minister, and indeed any Member across the House, like to come to my Work Hull: Work Happy event on 23 June at 11 am to find out more about the benefits of remote working for productivity and opportunity?

[Neil O’Brien]

It sounds extremely interesting, and I would be very interested in coming along. The hon. Lady is completely correct that remote working is potentially a really powerful driver for levelling up, and some of the measures in the Levelling-up and Regeneration Bill, such as repurposing shops through the high street rental auction scheme, can potentially be really transformative for our high streets.

Improving Education Standards

Debate between Neil O'Brien and Emma Hardy

Thursday 29th November 2018 Commons Chamber

[Neil O'Brien]

I will always be grateful to the hon. Gentleman for opening doors for me. He did ask who I worked for, and I was pleased to say, “The people of Harborough, Oadby and Wigston.” When MPs start to look younger, perhaps it is a sign that one is becoming more mature and statesmanlike. As I said, school funding is going up in Leicestershire, and going up twice as fast as the national average, which is hugely welcome.

The early years agenda has not been neglected. We will have spent a record £6 billion by 2020, covering: the 30 hours free offer, which will be very helpful to many people, the tax-free childcare and, particularly, that extra free childcare for disadvantaged two-year-olds.

In addition to those headline reforms, there have been many other less visible, but hugely important improvements in our schools. One of them has already been mentioned. I believe that it was an important and positive reform when the Government ended the right of appeal against exclusion because that helped to protect teachers and helps those pupils who want to get on and learn from disruption and violence. I have every sympathy with Labour Members who say that we must improve pupil referral units. I started my contribution by talking about bullying and order in our schools. However, I hope that the Government will not backslide and do anything to weaken schools’ ability to maintain order.

I had a lot of sympathy with some of the comments of the hon. Member for Lewisham, Deptford (Vicky Foxcroft) and of my hon. Friend the Member for Stafford (Jeremy Lefroy). We must improve provision for those who could be in a pipeline towards prison. I have visited prisons and worked with the homeless. It is absolutely true that some of these people’s careers begin with school exclusion. However, this must not come at the expense of increasing disorder for those who want to learn. Young people do have agency and need to behave responsibly. I am afraid that I do not agree with the idea of a zero exclusions policy, or taking away schools’ freedom to exclude altogether.

Another important reform that is perhaps less visible—

[Emma Hardy]

I think that the hon. Gentleman may have misinterpreted what my hon. Friend the Member for Lewisham, Deptford (Vicky Foxcroft) said. We can have zero exclusions through exploring other policies such as managed moves, or using equality or tenanted provision. Zero exclusions does not necessarily mean that the pupil has to stay in that school. It means that they are not excluded and pushed out of the school system altogether.

[Neil O'Brien]

I thank the hon. Lady for clarifying that point. My concern is that the goal will quickly lead to a number of policies, some of which she has just alluded to, which bog down schools’ ability to act quickly on disorder and which gum up the works. I sense that that is something about which we disagree but I take her point.

One positive development in recent years has been the growth of low-stakes testing—things such as year 1 phonics screening, which enables us to spot problems early and nip them in the bud. That is one other reason that this country’s performance on primary school reading in the international tables is going up. We are bringing in those kinds of tests. Likewise, the proportion of pupils in the new and improved SATS who are achieving the expected standard in reading, writing and maths has gone up from 54% in 2016 to 64% now. That is a really good example of our teachers and our pupils rising to the challenge when a lot of opponents said that that would be too hard for kids to do.

Another positive development has been ending grade inflation and restoring rigour to our exams. I do not mean to make a partisan point here, but the number of pupils getting three As at A-level doubled under Labour. I do not think that anybody could credibly claim that that was all down to real improvement. There was grade inflation and a drift away from the most hard academic subjects, with the proportion of pupils doing the EBacc at GCSE falling from half in 1997 to 22% in 2010. Therefore, we had a drift away from the most difficult academic subjects and a move towards things such as the computer driving licence, which, because of comparative tables, were scoring huge numbers of points in GCSE league tables, but in fact were not valuable qualifications. I do not think that the hon. Lady would agree with that approach.

[Emma Hardy]

I just wondered what the hon. Gentleman’s opinion is on the subjects that are used in the EBacc and whether he thought that it would be crucial for the Government to look again at including perhaps design and technology, considering the comments that the hon. Member for Stafford (Jeremy Lefroy) made earlier about artificial intelligence, the fourth industrial revolution and the changes to society. Does he not think that perhaps the subjects chosen for the EBacc were chosen on ideological grounds by the Minister, rather than, actually, on what subjects our children need to face an uncertain future?

[Neil O'Brien]

That was an important intervention from the hon. Lady. I do not agree that those subjects were chosen on ideological grounds. Funnily enough, when we look at the longitudinal earnings and outcomes data, those kind of hard sciences and subjects are the ones that are important gateways to the professions, which will lead to higher earnings. On her point about design and technology, if we were to look again at the subjects and include something else, that would be one of the first things that I would consider.

[Neil O'Brien]

I thank my hon. Friend for that important intervention. I was going to come on to that, but I will deal with it now. Education, and the quality of Scotland’s education system, was Scotland’s pride and joy. This is one of the important things that everyone in the country feels very strongly about. I am from Huddersfield, and all of the rest of my family are from Glasgow, so it is something that we all care about. Not having some of new Labour’s reform agenda in Scotland is one reason why school standards in Scotland have gone off the boil. The other problem, of course, is that because of the decisions on higher education funding of the Scottish National party Government—unfortunately there is no one here from the SNP to represent them—pupils from more deprived areas are now twice as likely to go to university if they are in England than if they are in Scotland. That is a radical unfairness in our country caused by the policies of the SNP Government.

Let me just finish the point about rigour. I will say something which Labour Members may agree with. We can restore rigour—we have done that and it is an important move—without having to have terminal exams. I am quite a supporter of modular exams. Young people’s mental health is an increasingly important issue. Many young people I meet in schools feel strongly about it. There is not necessarily a connection between high standards in exams and terminal exams. I understand that there are pedagogical arguments for terminal exams, but there are also good arguments for modular ones as well.

One important reform—this is important in the context of improving teacher recruitment and teacher numbers; I am glad that there are 10,000 more teachers than there were in 2010—is to stop Ofsted being excessively overbearing. When I was the chair of governors at a London primary school, I was struck by the way in which everybody was being socialised into jumping every time Ofsted changed some tick box and we were all chasing around after Ofsted. There was a complaint from the Labour Front Bench earlier about some schools not being inspected particularly often by Ofsted. That is part of an approach that focuses on places where there are problems and does not hassle teachers unnecessarily with inspections that do not need to happen. I agree with the Government’s move towards assessing school improvement on progress, data and outcomes, rather than trying to reach into schools with occasional inspections every three years, as if that were the way to drive school improvement. The way towards school improvement is to have high-performing, multi-academy trusts; I will return to that point soon.

I disagree with Opposition Front Benchers about free schools. According to recent data, they are our highest-performing schools on the Progress 8 measure, phonics and key stage 1. One of the important things about free schools is that they allow innovation into our system, and those innovations can be quite different and from different pedagogies. For example, School 21—set up by new Labour adviser Peter Hyman—has a huge focus on oracy, which the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) mentioned earlier. That is an interesting innovation. It is a high-performing school from one angle. Michaela Community School, set up by Katharine Birbalsingh, is also a brilliantly high-performing free school that is bringing new ideas into the education agenda, with a strong emphasis on order and discipline. This shows that we can achieve high results in different ways. Free schools have let lots of new ideas into the system that can then percolate through to other schools.

[Emma Hardy]

Does the hon. Gentleman agree that there should have been greater checks and a more rigorous look at who was applying for free schools in different areas and the level of need? Although he mentioned School 21, of which I am aware, there are many other free schools—as my hon. Friend the Member for Wythenshawe and Sale East (Mike Kane) mentioned—where the money has just been wasted because the schools were not needed or wanted in the first place. Although the hon. Gentleman can point to some successes, surely he agrees that we need a much more rigorous process of assessing free schools and whether they should be built in the first place if this policy is to continue.

[Neil O'Brien]

I always look for points of agreement, rather than points of disagreement.

--- Later in debate ---

[Neil O'Brien]

I am grateful to my hon. Friend for intervening in such a friendly way. The rapping teacher is clearly able to speak in whole finished paragraphs, while I am barely able to articulate a sentence.

I really just wanted to say that Kevin Conway was an inspiration to me and really did amazing things for the town of Huddersfield—the hon. Member for Huddersfield (Mr Sheerman) was briefly here a moment ago, but has had to go—through his uncompromising approach. He did not have an ideological approach; it was just an insistence on very high standards. Through that great work, he really did change the lives of a lot of people.

Let us move on from the debacle of my attempt to pay tribute to my old principal to a point of policy and boring stuff that I can talk about without welling up. When one visits technical colleges, one always sees the potential. I was in South Leicestershire College just the other day visiting the public services class—the wonderful young people who are going to go off and become firefighters and police officers.

The Government should look again at the whole issue of GCSE resits in FE colleges, because the move to FE and a more work-like environment—I particularly like apprenticeships, but FE is also an important part of the mix—is such an important part of the process for young people who perhaps did not get on with school. These people may have felt like it was not for them and that they were not achieving. The thought behind it was right—that everyone needs a basic grounding in English and maths—but I increasingly think that the GCSE is just not the right thing. Almost everybody who fails it a first time goes on to fail it a second time, and that is very discouraging for young people. It is not the right qualification to ask them to do. Instead, we should look at offering some kind of “maths and English for the citizen” type of qualification.

[Emma Hardy]

I wholeheartedly agree with the hon. Gentleman’s point about GCSE resits. Does he agree with me about the need to look again at functional skills qualifications in FE colleges, which offer a similar level of understanding in maths and English but, as he said, are taught in a different, more vocational way that is suitable for the children attending FE?

[Neil O'Brien]

I am grateful to the hon. Lady, as she has managed to put the point that I was trying to make more clearly than I was able to.

Opposition Members and my hon. Friend the Member for Stafford have already touched on the issue of funding for sixth-form colleges. Clearly, there is a very odd shape of funding—there is this drop-off at sixth form. On the productivity in our schools and the bad consequences of that, I think sixth-form colleges are actually our most efficient type of school. They achieve the highest results, even though they do not benefit from the £1 billion a year internal transfer within schools as school sixth forms do. It is sort of obvious why they are so effective: instead of having an A-level class with two people in it, there are classes with 30 kids in them, like the classes in the college that I attended. If we changed funding for sixth-form colleges and that stage of education more generally, it would help to level the playing field, and I think we would see a lot more sixth-form colleges.

I have probably detained the House too long already, but if it is acceptable to you, Mr Deputy Speaker, I will mention two last things. We have already touched on the issue of smartphones and social media. There is so much potential to improve education. I know that the new Minister at the Department is passionate and is pushing the exciting things that are going on in edu-tech. But it also has the potential to disrupt and cause problems in our classrooms. I am a strong supporter of the idea already mentioned and the work that is going on in the Science and Technology Committee on the effect of smartphones and social media on young people’s mental health. I am a strong supporter of having a national campaign to limit and control the use of smartphones in class. There is an excellent London School of Economics study based on a randomised control trial that shows that there is a substantive increase in GCSE performance in schools that introduced a ban on smartphones in class. I agree with the Government that we should not have a one-size-fits-all national policy —I do not think we should do exactly what France has done—but I would love to see a national campaign to help schools to put in lockers and to adopt other policies to get smartphones out of the classroom, because they can be distracting in class and they are also sometimes distracting at home. Children arrive at school tired because they have been on a Snapchat streaks feature until 1 o’clock in the morning. There is lots of bad practice by our social media companies which are aiming to addict and to take up young people’s attention.

I think that I have covered all the things I wanted to cover in my speech. I am incredibly grateful to the various hon. Members who helped me to get through it.

Budget Resolutions

Debate between Neil O'Brien and Emma Hardy

Tuesday 30th October 2018 Commons Chamber

[Neil O’Brien (Harborough) (Con)]

It is a pleasure to speak in favour of this Budget, which continues the important work that was begun in 2010. A lot has been achieved. We have record employment, with 3.3 million more jobs and 1,000 more people in work every single day. I am particularly proud that we have halved youth unemployment, meaning that more young people can get a good start in life. I meet them all the time in Harborough, and it is a huge pleasure.

Incomes are now rising the fastest that they have in a decade—most rapidly at the bottom end of the labour market—and the national living wage has already increased the wages of people on it by £2,750 a year. That will go up to about £5,000 a year, and combined with increases in the personal allowance, that has raised the income of someone working full time on the national living wage by 44% since 2010 alone. That is one reason why inequality is now lower than at any time under Labour.

The deficit is also down by nine tenths and debt is falling as a share of the economy—in fact, debt as a proportion of GDP is now forecast to go down by a whopping 11 percentage points. The corner has definitely been turned. In the Budget, the Chancellor has helped small businesses in my constituency. He has helped with the cost of living. He not only has debt falling but has a lot of headroom to respond to the needs of our public services. I will come back to that point in a moment, but first, let me note some of the progress we have seen in our public services in recent years, starting with schools.

The proportion of pupils in good or outstanding schools has gone up from 66% to 86% since 2010, which is a huge improvement. Thanks to the national fair funding formula, we are addressing the historical unfairness that has seen places such as Leicestershire do badly. As a result, funding in my constituency over the next two years will go up twice as fast as the national average—and, through things such as the sugar tax and the condition improvement fund, we have seen big improvements such as the new school hall in South Kilworth.

We have also seen many improvements in our schools that are not to do with just spending more money. We have ended the right of appeal against exclusions so that we protect teachers and other pupils against disruption and violence; we have introduced year one phonics screening to nip problems in the bud; we have ended grade inflation and restored rigour; we have stopped Ofsted being so overbearing, which many teachers will welcome; and we have enabled innovations such as the brilliant free schools, which are now the highest-performing type of school in our system.

The improvements go beyond schools and into further education. FE colleges in my constituency can now teach the new T-levels, a new, more rigorous qualification with 25% more funding per student and 50% more hours taught and worked.

[Emma Hardy]

Would these be the same T-levels that the Minister for Apprenticeships and Skills said she would not allow her own children to sit?