Child Sexual Abuse
Debate between Nia Griffith and Edward Timpson(9 years, 6 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Edward Timpson
We have heard now from two important regions of the UK. We have a shared purpose in ensuring that the knowledge we impart to all professionals, wherever they are practising in our country, is based on the best possible evidence. As part of that process, I would welcome any contributions from other parties and parts of the UK that want to learn from the work we are doing to ensure that we are not all trying to reinvent the same wheel.
Nia Griffith
Does the Minister agree that the institute might look at disclosure and barring service checks—how they work, who should be involved, to whom they should be extended—because in the past so often the failure has been from contact with people who have never been DBS checked?
Edward Timpson
I am not going to make that commitment on the Floor of the House now. I am not sure it is the purpose and remit of the centre, but it is an area the Government keep under review and I note the hon. Lady’s interest in the DBS system. I am sure it is something we will return to later in this Parliament.
The future funding of the centre will be determined at the spending review. The hon. Member for Nottingham North has argued passionately that investing in the evidence base will save money in the long term. Irrespective of the spending review—always dangerous words to put in the same sentence—my fellow Ministers across Government are determined that the centre will be not a short-term initiative but a long-term driver of practice improvement.
We are working across Government to explore what form the centre should take. We want to learn from the success of other organisations that have driven evidence-based practice, including “what works” centres, such as the Education Endowment Foundation, the National Institute for Health and Care Excellence and the Allen-inspired Early Intervention Foundation. We want to understand what has worked in terms of governance, funding and working with local areas, so that we can make the most of this endeavour and do it in such a way that everybody feels they are part of it and have invested in it as a long-term solution.
The centre will identify gaps in evidence, commission research pilots and evaluate local practice. It will, of course, need to learn from international practice, as I mentioned a few moments ago, as well as from what works across England and the rest of the United Kingdom. In all this, however, the centre will not succeed if it operates in isolation. It will need to draw on the expertise of academics, the voluntary sector, practitioners and local leaders. The centre will prove its worth only if it translates evidence into practice. Moreover, it needs to be fleet of foot and to be able to respond quickly to new and emerging risks to children, particularly as social media and technology evolve.
Across Government, we are already supporting projects that will help to build our knowledge in these areas. The £100 million Department for Education innovation programme, for example, is funding four areas to develop and test effective ways of supporting children and young people, including a secure children’s home in County Durham, which will test a model of support for young people who have been sexually exploited. Across South Yorkshire, we are testing the use of specialist foster carers to provide safe placements for young people at risk of child sexual exploitation. The outcomes of these projects will provide a good starting point for the centre of expertise.
Establishing a centre of expertise for tackling child sexual abuse is an ambitious and long-term plan. We know that addressing the gaps in our knowledge will not be achieved overnight. There is so much more we need to know before we can feel confident that every practitioner has the necessary tools at their disposal.
We need to prevent future abuse and to help those who have suffered so terribly, and it is for that reason that I am enormously grateful for the powerful voice that the hon. Gentleman raised on this issue this evening. I am grateful for the contributions from other Members, too. I thank the hon. Gentleman for his offer of advice, and I have no doubt that it will be followed up by a chance meeting at the back of the Speaker’s Chair in due course. As he has so eloquently argued, it is essential that we make the investment needed in this research now, so that in 25 years’ time we do not need to have the same debate again.
Most importantly, the centre is needed to help to protect vulnerable children and young people. We all know, both in the House and outside it, that the human cost of failing to do so makes this a moral imperative. I therefore hope that the House will unite behind this endeavour. It is going to be a long and committed piece of work that will put us in a much stronger position come the next election. By then, many more people should be working with children and feel that they are able not only to tackle child sexual abuse, but to prevent it from happening in the first place. That is the least we should do for the many vulnerable children who have not had that ready and available for them in their own lives. It is something that we need to tackle, and we are determined to do so.
Question put and agreed to.
Free Schools
Debate between Nia Griffith and Edward Timpson(11 years ago)
Westminster HallRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
Nia Griffith
Will the Minister explain why allowing free schools complete freedom over the curriculum is the best way forward given that a Conservative Government, with cross-party consensus, agreed that there should be a national curriculum to ensure that all children had at least that broad base of education that was agreed across the board for everyone?
Mr Timpson
As the hon. Lady is aware, we have recently streamlined and revised the curriculum to concentrate on core aspects of education, which is right. We also believe that head teachers and teachers in schools are best placed to ensure that children receive the learning they require to bring about the best possible education attainment. That is borne out by the achievements, which I will come to, of free schools and academies in outperforming local authority-maintained schools in being outstanding or good with outstanding features. That is the outcome we want, and it must always be the driver for intervention.
Mr Timpson
I will give way, but I have a lot to get through and the hon. Lady should be aware that I may not get through it as a consequence of giving way.
Nia Griffith
Can the Minister explain how he will ensure that the curriculum provided by head teachers is up to standard and that we will not have the sort of catastrophes that we are seeing on the financial side? How will that be inspected?
Mr Timpson
I have just explained that we can establish the success or otherwise of a school’s educational achievements by its results, as well as the fact that every free school and academy has a full Ofsted inspection within two years. That remains the case. We also believe that when a school is outstanding, accountability is clear and that should be reflected in the level of inspection.
Free schools and academies are free to spend their money as they choose. We do not bind them to purchase services such as payroll or human resources from their local authority; they can broker better-value deals elsewhere, leaving them with more money to spend on pupils. They can use their judgment and budgetary freedom to pay teachers appropriately to attract the best practitioners, even if they do not hold formal teaching qualifications.
Recently, we have had some interesting and lively debates about the importance or otherwise of having qualified teachers in schools. We can all cite the names of unqualified teachers who have made a huge contribution to children and schools. We heard an example this morning from my hon. Friend the Member for Southport (John Pugh) about his contribution over a long period.
The evidence is clear that that approach is working. Ofsted has rated almost three quarters of the 25 free schools inspected so far as good or outstanding, and that is happening under the tougher new inspection framework that Ofsted introduced. That compares well with maintained schools inspected against the same criteria in the same year, of which only 64% were rated good or outstanding.
The majority of open free schools represent entirely new provision and will not post their key stage 2 or GCSE results for some time, but every free school is an academy with the same freedoms. That is important because we already have clear evidence that academies work and out-perform local authority schools at both primary and secondary level.
The hon. Member for Easington (Grahame M. Morris) referred to the success of Easington academy, which is hugely welcome. When outstanding education is provided, wherever it happens to be, it should be commended. I will, of course, pass his invitation to the Secretary of State to visit him and his constituency in the near future. As a former undergraduate of Durham university, I know what a wonderful part of the country it is, and I always recommend that people visit it.