Racial Discrimination in Schools

Debate between Nick Gibb and Jim Shannon

Wednesday 8th March 2023 Westminster Hall

[The Minister for Schools (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Ms Fovargue. I congratulate the hon. Member for Lewisham East (Janet Daby) on securing this debate on an important subject. There is of course no place in our education system for discrimination or bullying of any kind. I recognise and share the concerns raised by her and other hon. Members about racist or discriminatory behaviour in schools. I was deeply concerned to hear about the incidents at both Thomas Knyvett College and Walderslade Girls’ School. I am aware that there are multiple ongoing investigations into the incidents at both schools. It would therefore not be appropriate for me to comment on those specific incidents, but I share the concerns raised right across the Chamber about them.

Schools’ responsibilities relate to discrimination in a number of ways. Keeping children safe is a priority, and safeguarding is everyone’s responsibility. The role of schools is critical, and all staff should have an awareness of the various safeguarding issues that children can face, including the risk of violence and discrimination. The hon. Member for Lewisham East was absolutely right when she opened her speech by saying that when parents—including herself—send their children to school in the morning, they expect them to be safe and protected. I think everyone taking part in this debate can agree with that.

We remain committed to ensuring that teachers have the tools and support to carry out their responsibilities. In September last year, we updated the statutory guidance, “Keeping children safe in education,” which supports schools and colleges to meet their duties in relation to equality, harassment and victimisation. The role of schools is not just reactive. State-funded schools, as public authorities, must comply with the public sector equality duty, which means that they must have due regard to the need to eliminate unlawful discrimination, harassment and victimisation; to advance equality of opportunity; and to foster good relations between people who share protected characteristics and those who do not, including between people from different ethnic backgrounds. The Department has published guidance to support schools to comply with those duties under the Equality Act 2010.

The hon. Member also raised the issue of reasonable force. A new programme of work to minimise the use of restraint and reasonable force in all schools has started, and will include updating guidance with a focus on prevention and de-escalation, and making it a legal duty to record and report incidents of restraint to parents. That work began with extensive consultation, research and a call for evidence on the use of reasonable force and restrictive practices, which was launched in February and will be open for 12 weeks, closing on 11 May.

The hon. Member raised the issue of black writers in the curriculum. Schools, of course, make their own decisions, choosing texts within the set requirements. There is guidance for teachers on how to make their choices of texts, with literacy organisations and reading charities offering suggestions, book lists, guidance, research and support. She also asked about the teaching workforce, and what more can be done to ensure that teachers reflect the make-up of British society. The Government share her ambition, and we are making progress on teacher recruitment. Of postgraduate trainees who declared their ethnic group, 78% were white, 12% were Asian, 5% were black, 4% were mixed ethnicity and 2% responded “other”. Those are broadly similar proportions to 2021-22 and 2020-21.

Our recruitment campaigns are targeted at audiences of students, recent graduates and potential career changers regardless of their identity or background, and last year “Apply for teacher training”—our new application service for initial teacher training in England—was rolled out nationally. The service has been designed to be as user-friendly as possible, and has been extensively tested with a diverse range of potential applicants to ensure that it helps to remove barriers to great teachers from all backgrounds applying for initial teacher training.

A vital part of meeting these duties is creating a safe, calm and supportive environment for all pupils. Headteachers play an important role in preventing bullying, harassment and discrimination in their schools, and they should ensure that they consider the needs of all pupils and staff when developing the school’s approach to its behaviour policy, which all schools are required to have in place.

Successful schools recognise that they need to work continually to maintain high standards of behaviour. That can be achieved only by all members of the school community working together to reflect the school’s values and creating a culture in which bullying, physical threats or abuse and intimidation, including racial discrimination, are not tolerated.

The hon. Member for Lewisham East asked about support for teachers and headteachers. Our recently updated “Behaviour in schools” guidance advises schools on creating environments where pupils and staff can work in safety and are respected. The guidance is clear that as part of a school’s behaviour policy, it should have clear measures to prevent all forms of bullying, including prejudice-based bullying. When an incident does occur, schools should take swift and decisive action to resolve it.

Schools should explicitly teach pupils about which behaviours are permitted and which are not, and when any incidents of bullying, discrimination or use of derogatory language occur, staff should respond promptly, predictably and confidently. Pupils need to understand that there are consequences for their behaviour, and that will often involve the use of reasonable and proportionate sanctions. Schools should also make it clear to pupils that good behaviour does not end at the school gates, and underscore the importance of kindness and respect towards others outside of school. The school behaviour policy should set out how the school will respond to any misbehaviour outside school premises.

The hon. Member asked about schools recording incidents of a racist nature. Racism of any kind is completely unacceptable and is abhorrent in any school setting—indeed, in any setting. We do not mandate that schools record or publish racist incidents; they are best placed to monitor and tackle racist incidents. They are required to have a behaviour policy, as I said, which outlines measures to prevent racist and other forms of bullying, and they are held to account by Ofsted. They are also required to take steps to advance equality of opportunity, foster good relations and eliminate racial harassment. We provide support to schools to do that. There is no legal obligation on schools to record and report incidents of bullying, and there never has been.

Bullying can just as easily occur online as it does face to face, but evidence suggests that most online bullying of children and young people is linked to face-to-face bullying. Schools can also help to prevent online bullying by educating their pupils about acceptable ways to behave online. The relationships, sex and health education curriculum guides teachers by supporting them to ensure that children learn about the risks of the internet, including cyber-bullying and online grooming. As part of an anti-bullying grant funded programme, the Anti-Bullying Alliance delivers a key stage 3 and 4 online toolkit called “Stop, Speak, Support”, which was produced with support from the Royal Foundation’s cyber-bullying taskforce to further help teachers. The Diana Award also has hundreds of free resources in its resource centre, including on online safety.

Through the health education curriculum, all pupils will be taught about online safety and harms. That includes being taught what positive, healthy and respectful online relationships look like, the effects of their online actions on others and knowing how to recognise and display respectful behaviour online. When bullying outside schools is reported to teachers, it should be investigated and acted on. If the bullying develops into criminal activity, schools must take immediate action and report it to the police.

[Jim Shannon]

I thank the Minister for his helpful responses to the inquiries from the hon. Member for Lewisham East and others. I am mindful—and we are all aware—of cases where online bullying has unfortunately led to some young people either injuring themselves or committing suicide, because the pressure from their peers was so great. What are the Minister’s ideas on how he and schools can respond to that in a positive and helpful way, so that it is dealt with at an early stage before it becomes something with which the young person feels they can no longer cope?

[Nick Gibb]

It is beyond tragic when we read of children taking their own lives because of how miserable they are due to online, or any form of, bullying. That is why the relationships, sex and health education guidance in the curriculum is designed in part to ensure that children learn how to behave online and in day-to-day life, and to understand about kindness and the consequences of their actions on others. That is why it is such an important part of the curriculum: to prevent precisely that kind of behaviour leading to those tragic outcomes.

Learning about respectful relationships is key to tackling discrimination in schools. All children in England will learn about respectful relationships in person and online as part of the mandatory relationships, sex and health education. The curriculum has a strong focus on equality, respect and the harmful impact of stereotyping, as well as the importance of valuing difference. Citizenship education enables pupils to explore a range of important and complex concepts, such as racial justice and the need for mutual respect and understanding. Addressing these topics in school will help all pupils to lead happy and fulfilled lives that will benefit them throughout adulthood.

To help schools to prevent and, where necessary, address discriminatory behaviour, the Department continues to publish information, guidance and support for teachers and school leaders on how to challenge radical views, including racist views, on the Educate Against Hate website. One of those resources is the respectful school communities toolkit, which is a self-review and signposting tool to support schools to develop a whole-school approach that promotes respect and discipline. That can help to combat bullying, harassment and prejudice of any kind, including hate-based bullying. The Educate Against Hate website hosts information for parents and carers through the parents’ hub.

In conclusion, I reiterate our commitment to supporting schools in their work to educate young people about prejudice of all forms and to protect young people from discrimination. Most schools maintain a high standard of behaviour, where pupils are educated in a calm, safe and supportive environment, but we know that managing these issues can be challenging and that some schools need to do more. All pupils in our schools deserve to grow up free from discrimination and hate in a culture of respect and kindness, and it continues to be our priority to ensure that that happens.

Male Primary School Teachers

Debate between Nick Gibb and Jim Shannon

Wednesday 16th November 2022 Westminster Hall

[The Minister of State, Department for Education (Nick Gibb)]

It is a pleasure to speak forth under your very capable chairmanship, Sir Gary. I congratulate my hon. Friend the Member for Mansfield (Ben Bradley) on securing this important debate on increasing the number of male primary school teachers in the run-up to International Men’s Day. I thank him for his contributions on this topic during a recent debate on apprenticeships and training. I know that education is a priority in his work, both in his previous role on the Education Committee and in supporting Mansfield and Ashfield as an education investment area. I echo the comments of my hon. Friend the Member for North Swindon (Justin Tomlinson): my hon. Friend the Member for Mansfield is undoubtedly a sad loss for the teaching profession, but we are very happy to have him here in the House of Commons representing his constituents as ably as he does.

My hon. Friend the Member for North Swindon referred to the PFA wanting to find a way to help ex-professional footballers to be encouraged into teaching. He will know that I want to do more to improve sport in schools. He and I have had many conversations over the years. I will certainly take up his offer to arrange a meeting; I would enjoy that very much indeed.

The Government are committed to providing world-class education and training. We know that accomplished teachers, regardless of gender or background, provide positive role models and shape the lives of young people. That is why the Department aims to attract and retain highly skilled and talented individuals from all backgrounds and to support them throughout their careers.

The Department’s current recruitment marketing campaign on teaching, “Every lesson shapes a life”—with its brilliant marketing and advertisements on television and radio to recruit people into teaching—is deliberately targeted at various audiences, including recent graduates and potential career changers. That targeting is regardless of background. The marketing takes every effort to ensure that all the advertising is fully reflective of the target audiences, including men. If hon. Members see those adverts, they will see precisely how that marketing does that very effectively.

As my hon. Friend the Member for Mansfield will be aware, despite the challenges of a competitive recruitment market, the Department’s target for the number of trainees starting postgraduate initial teacher training primary courses has been exceeded in four of the last five years. In 2021-22, 136% of the postgraduate initial teacher training target was achieved in primary.

Too often, we hear schools and universities saying that they know a good teacher when they see one. The Department is committed to dismantling the stereotype of what a good teacher looks like and supporting people into the teaching profession regardless of their background. Although it remains true that men make up a smaller proportion of the teaching workforce, the number of male teachers in primary schools has gradually increased since 2010. There has been an increase of more than 7,000 male teachers in state-funded nursery and primary schools, from 28,180 in 2010 to 35,202 in 2021. My hon. Friend the Member for Mansfield cited that in percentage terms, but clearly it is still a very small proportion of the total workforce.

[Jim Shannon]

That shows a trend that, unfortunately, we do not have in Northern Ireland. I know that that is not the Minister’s responsibility, but I am keen to know whether he has been able to ascertain why the trend is for an increase here on the mainland, because if there is something that the Department for Education is doing here to improve the situation, I would very much like, as I said in my speech, to use the pluses from this debate for us back home. If the Minister could share any information on that, I would be much obliged to him.

[Nick Gibb]

What is interesting about that intervention is that the problem, the issue, that we have in this country is reflected in Northern Ireland, where of course education policy is devolved, so this is not specifically related to education policy; it is a deeper, societal issue and requires considerable consideration. I will come to those points shortly.

Male teachers are more likely to work in secondary schools than nursery and primary schools: 14% of nursery and primary school teachers are male—that is up from 12% in 2010—but 35% of secondary school teachers are male, although that is down slightly, from 37.8% in 2010. Let us look at the picture as a whole: 28% of all male teachers teach in state-funded nursery and primary schools, whereas 65% of male teachers teach in secondary schools and 6% of male teachers teach in special schools and pupil referral units. The hon. Member for Strangford (Jim Shannon), in his speech, cited similar proportions in Northern Ireland.

Male teachers do progress to leadership positions at a higher rate. As of November 2021, in state-funded nursery and primary schools, 26% of headteachers were male, compared with 14% of all nursery and primary teachers. There is also data to suggest that men progress faster. For example, in 2020 the median new female primary headteacher had been qualified for 19 years or fewer, compared with 16 years or fewer for the median male primary headteacher—whatever a median male primary headteacher is. People know the point I am making in terms of averages.

The Department is committed to making teaching and teacher recruitment as inclusive as possible. That includes recruitment campaigns designed to attract a diverse pool of candidates to teacher training, including men into primary teaching. All candidates have access to tailored support to help find the best route into teaching for them. Although we are seeing increasing representation in some areas—for example, recruitment into initial teacher training is increasingly racially diverse—the Department recognises that some groups, including men, are still under-represented compared with the working-age population. I know that that view is shared by my hon. Friend the Member for Rugby (Mark Pawsey) and his daughter, who is herself a primary school teacher. This is particularly evident in the teaching workforce in primary schools.

The Department is committed to using all our new sources of data and insight, including the new in-house recruitment services, to identify barriers to accomplished people becoming teachers and staying in teaching. From initial attraction, to recruitment, development and progression into leadership, the new services and support are designed to deliver a high-quality and diverse workforce, for the benefit of pupils across the country. Excellent teaching of course starts with recruiting excellent people, from all backgrounds, and the Department does work hard to create diverse recruitment campaigns, as I mentioned, that attract brilliant students, recent graduates and career changers into teaching. Through the new Get Into Teaching website, prospective trainees can access tailored support and advice from expert, one-to-one teacher training advisers, a contact centre and a national programme of events. The Get School Experience digital service also helps potential candidates find and arrange experience in the classroom before deciding whether to become a teacher.

To transform the application process, we successfully rolled out the new initial teacher training application service in England in 2021. The Apply for teacher training service has removed recruitment barriers and is better supporting a wider range of excellent applicants to apply for teaching. The new Apply for teacher training service gives the Department more data and gives us greater insight into the behaviour of male candidates and all candidates, and of schools and universities that offer initial teacher training. That helps us to identify and address barriers for under-represented groups, including men.

If there is one area in which we can help to address the concerns raised by my hon. Friend the Member for Mansfield, it is through understanding why certain candidates are refused an initial teacher training place and what causes any particular candidate to drop out of the application process. We will learn a lot through the new website and I can commit to my hon. Friend that, as a consequence of this debate, I will also monitor any differential data that relates to the sex of the candidate going through the application process.

The Department is committed to tackling barriers to becoming a teacher, including reforming the routes to teaching. That includes a review of the postgraduate teaching apprenticeship, to create a more efficient and streamlined route. As well as that, we are providing a seamless journey into teaching for the best candidates. We have increased the starting salary to £28,000, seeking to ensure that the teaching profession is increasingly competitive, and we have the ultimate goal of getting to a starting salary of £30,000 in the following year.

At the recruitment stage, we have targeted our financial incentives where we know they are most needed. That is why we have put in place a range of measures for trainees from 2023, including bursaries worth up to £27,000 and scholarships worth up to £29,000, to encourage talented trainees to apply for those subjects with the greatest need for new teachers.

In conclusion, I thank my hon. Friend the Member for Mansfield for his interest in and passion for the recruitment and retention of the highest quality teachers, and his particular interest in increasing the number of male teachers in primary schools. Recruitment of primary school teachers remains strong, with the Department exceeding primary recruitment targets in four of the last five years. That said, the Department is taking action to increase teacher recruitment and retention and to boost teacher quality through several high priority programmes, including the early career framework, which I have not touched on today.

At the recruitment stage, the Department has made progress in encouraging applications from the highest quality candidates through our marketing campaign and the transformation of our recruitment services. Meanwhile, our world-class teacher development programmes are designed to support all teachers in the early stage of and throughout their careers, right through to executive leadership. I am very happy to continue these discussions with my hon. Friend in the months ahead.

School Exclusions

Debate between Nick Gibb and Jim Shannon

Wednesday 26th February 2020 Westminster Hall

[Nick Gibb]

I am happy to meet the headteacher in the hon. Gentleman’s constituency to discuss these issues; I always learn something in those meetings, and they can be extremely helpful. However, I point out that we are increasing high-needs funding by 12% and overall school funding by 5% this year alone, with a three-year settlement, and that school funding will rise to £52 billion by the end of that three-year settlement period.

Nothing I have said detracts from the fact that for the one child in 1,000 who is permanently excluded, their exclusion is a sign that something has gone seriously wrong. Without the right support, vulnerable children and young people can be left at risk of harm, including becoming involved in serious violence. We need to offer those children a fresh start—a school that can re-engage them with their education. For many excluded pupils, that will mean alternative provision. Good alternative provision offers excluded pupils a second chance to develop those core skills and readiness for adult life.

[Jim Shannon]

Will the Minister give way?

[Nick Gibb]

I will not, if the hon. Gentleman will forgive me. Although 85% of state-funded alternative provision across the country is rated good or outstanding —an increase, by the way, from 73% in 2013—it remains the case that in some areas, permanently excluded pupils are not able to secure good-quality AP quickly, increasing the risk of them becoming caught up in knife crime. The report on knife crime produced by the all-party parliamentary group chaired by the hon. Member for Croydon Central emphasised the importance of full-time education for all children, including those vulnerable to exclusion. The hon. Lady referred to the fall in the number of pupil referral units between 2014 and 2017. The facts are that in 2014, there were 371 PRUs and alternative provision academies; in 2017, there were 351; and as of June 2019, there were 354. Eight alternative provision academies are in the pipeline to open before 2023.

Our focus must be on improving the availability of good-quality AP, so that when a child is excluded from school, that does not mean exclusion from good-quality education. Those children must have timely access to the support and education they need to help reduce risk, promote resilience, and enable them to re-engage with education and make good progress. We know that is possible, because there is excellent and innovative practice out there.

One great example is the parent and carer curriculum taught at the Pears Family School in Islington, which is an AP free school that opened its doors in 2014 and was found to be outstanding three years later. What is unusual about that school is that parents attend with their children several times a week, and in those sessions parents help pupils to make progress with their reading and are taught how best to support their children in their education. As a result, a high proportion of pupils are successfully re-integrated into mainstream school after a short placement. That model is currently being trialled by the Pears Family School and the Anna Freud Centre in three other AP settings across England. That is just one of the nine projects supported by our £4 million AP innovation fund, which we established to test the effectiveness of innovative approaches to improving alternative provision, an approach that I know my hon. Friend the Member for Eddisbury supports.

I am grateful to the hon. Member for Croydon Central and to other hon. Members for having raised their concerns about this issue. I assure the hon. Lady and other Members that we take this issue very seriously and are addressing it, including by improving school behaviour and providing the right support to those at risk of exclusion.

School Uniform Costs

Debate between Nick Gibb and Jim Shannon

Tuesday 5th November 2019 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Pritchard. I hope it will not be for the last time, even if it is the last time during this long parliamentary Session. I echo the comments made by the hon. Member for Wythenshawe and Sale East (Mike Kane), whose views I share. It is a worthwhile occupation to stand for election to public office in our great democracy. It is a pity that politicians are treated in the way that too many of us are. We need to do more across parties to re-establish the safety and position of politicians and how they are regarded by the public. I am sure that together we can do a lot to enhance their reputation.

I congratulate the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) on securing this important debate and on her powerful opening speech. I am aware of the hon. Lady’s concerns, given her role as a member of the Education Committee. I also congratulate her on her work with the RE:Uniform campaign, and the hon. Member for Barnsley East (Stephanie Peacock) on similar campaigns in her constituency. Such campaigns facilitate the exchange of second-hand school uniforms for many in both their constituencies. I am sure that the shadow Minister, the hon. Member for Wythenshawe and Sale East, will not be the only person stealing her ideas.

The hon. Gentleman said that school uniforms reduce bullying and that when he was a teacher he dreaded non-school uniform days, which reveal too harshly who has designer clothes and who does not. That is why I am a keen adherent and supporter of school uniform in this country. Where I disagree with him is on how we ensure that poverty is reduced to an absolute minimum. A driving objective of Conservative economic policy is to reduce poverty. We have the lowest level of unemployment since the mid-1970s. There are fewer workless households and fewer children living in workless households today as a consequence of our presiding over a strong and what I would call a stable economy, which is our objective going forward. We want to maintain a stable and strong economy, keeping unemployment low and the number of jobs at record levels. That is how we reduce poverty in this country. Opposition Members should know that no Labour Government has ever left office with unemployment lower than when they came into office. People need to take that very seriously if they are as determined as we are to reduce poverty in this country.

[Jim Shannon]

I am ever mindful of the different aspect in Northern Ireland, but I am conscious of those who are in in-work poverty. Have the Government had an opportunity to assess the extent of that? In my constituency it is enormous, but I suspect it is the same in every other hon. Member’s.

[Nick Gibb]

The way to reduce in-work poverty is to have a strong economy that creates the wealth that everybody can benefit from. We introduced the national living wage to ensure that people on low wages gain a bigger share of the wealth that our economy creates. Also, we have raised the personal allowance tax threshold to something nearer £11,000 or £12,000, so that people on low incomes pay significantly less tax. Millions of people have been taken out of tax altogether. That is how to tackle poverty and low income. A strong economy with very low levels of unemployment means that wages are pushed up because of market forces.

We can all agree that the cost of school uniform is an important issue for many families. I was grateful for the opportunity to speak about it in response to a debate on this topic secured by the right hon. Member for Birkenhead (Frank Field) last year, and I welcome the opportunity to discuss the issue again today. If schools can ensure that uniform items are available at a reasonable cost to parents, there are significant positive benefits that school uniforms can provide. The Government strongly encourage schools to have a school a uniform.

It is common for schools also to have a school dress code, and the overwhelming majority of schools require pupils to wear a uniform. A school uniform can play an important role in contributing to the ethos of a school and setting an appropriate tone. It can help foster a sense of equality and belonging for pupils and reduce pressure for pupils and parents to have to spend money on keeping up with the latest fashions or trends. It can also support discipline and motivation among pupils as part of a wider behaviour policy.

A primary purpose of a uniform is to remove differences between pupils. If everyone is dressed the same, it underlines that we are all equal. With a standard uniform in place, it is harder to tell a pupil’s background. In such ways, uniforms can play an important part in helping pupils feel safe and happy at school. Although decisions about school uniform are made by head teachers and governing bodies, and it is right that they continue to make such decisions, I encourage all schools to have uniform policies for the reasons I have outlined.

When speaking about this topic, I have consistently said that I am clear that the cost of uniform should not act as a barrier to obtaining a good school place. I want all children to be able to attend a school of their parents’ choice wherever possible. No school uniform should be so expensive as to leave pupils or their families feeling unable to apply to or attend a school of their choice. That is made very clear in the admissions code.

Oral Answers to Questions

Debate between Nick Gibb and Jim Shannon

Monday 9th September 2019 Commons Chamber

[Nick Gibb]

The hon. Lady will have been here last week when the spending round was announced and she will know that there is a £66 million increase in early-years funding.

[Jim Shannon (Strangford) (DUP)]

Has there been any discussion with counterparts in the devolved Assemblies to bring in a UK-wide strategy? If no discussion has taken place, when will it take place with the Department of Health in Northern Ireland to ensure that this does happen?

[Nick Gibb]

I will be very happy to meet the hon. Gentleman to discuss these issues further, but as he knows we on these Benches are responsible for the education system in England.

Education

Debate between Nick Gibb and Jim Shannon

Wednesday 20th March 2019 Commons Chamber

[Nick Gibb]

That is, of course, one of the purposes of introducing the regulations today and the guidance is very clear about the importance of LGBT issues. However, we also want to make sure that we have a wide consensus on these issues. They are ultimately a matter for teachers in schools to decide. I will come on to that point in a little more detail.

[Jim Shannon (Strangford) (DUP)]

Minister, like others in this Chamber I have a real concern over the rights of parents. I hope the right hon. Gentleman will be able to help me on a specific point relating to the regulations that I know many others cannot understand. Given that RSE is to be taught in secondary school, how will it be possible to withdraw a child from sex education but not relationships education? Logically, a withdrawal from sex education must surely also be a withdrawal from relationship education unless the two subjects are taught separately. What is it to be: teaching RSE as an integrated subject with the right of withdrawal from RSE as a whole; or splitting the subjects in two, so that one can apply the right of withdrawal to just sex education? It is either one or the other.

[Madam Deputy Speaker (Dame Rosie Winterton)]

Order. Before the Minister replies, I remind the Chamber that a lot of hon. Members wish to speak, so interventions need to be brief.

Relationships and Sex Education

Debate between Nick Gibb and Jim Shannon

Monday 25th February 2019 Westminster Hall

[Nick Gibb]

I understand my hon. Friend’s point, which was also made passionately by the right hon. Member for East Antrim (Sammy Wilson) and the hon. Member for Strangford (Jim Shannon). I reiterate and refer all hon. Members, including my hon. Friend, to paragraph 47 of the guidance, which clearly says—and I acknowledge what she quoted—that

“except in exceptional circumstances, the school should respect the parents’ request to withdraw the child.”

That is clearly set out and schools have to have regard to those requirements.

Going further, the school has to set out its policy on its website—I will come to that in my comments—and it has to consult parents. There are sections in the guidance that clearly set out that schools should be consulting and working with parents when they are developing their policies for relationships and sex education, and when the right to withdraw will apply, so that parents are aware of what their child’s school will be teaching and when. When schools are introducing the curriculum they should be consulting parents.

I reflect the point made by the right hon. Member for Birmingham, Hodge Hill (Liam Byrne). As new generations and cohorts of parents and children go through, the school will want to continue to re-consult on the same curriculum, even if they are not changing it. The school needs to consult current parents, not just the parents from five or six years ago.

[Jim Shannon]

The hon. Member for Bury South (Mr Lewis) is right that the Minister responds very well to comments that are put forward. I remind the Minister that, in my contribution, I referred to the regulation that states:

“If the parent of any pupil in attendance at a maintained school in England requests that the pupil may be wholly or partly excused from sex education provided as part of statutory relationships and sex education, the pupil must be so excused until the request is withdrawn, unless or to the extent that the head teacher considers that the pupil should not be so excused.”

Despite what the Minister says, it seems to me that the end result is that headmaster or the principal can overrule the parent, which I think is wrong.

[Nick Gibb]

I understand the hon. Gentleman’s point. We have to take into account a range of views. Headteachers will want to respect the views of parents, but there may be exceptional circumstances. I do not want to iterate them in the debate, nor do we want to set them out, but there may be exceptional circumstances with a particular child when it is necessary to refuse the right the withdraw them. They will be very exceptional circumstances.

The previous position was that parents had the right to withdraw their child from sex education until the age of 18. That cut-off point for the right to withdraw is now untenable, as it is incompatible with developments in English case law and with the European convention on human rights. Therefore, we have sought to deliver a sensible new position that suitably balances the rights of parents with the rights of young people. We believe that we have done that sensitively and effectively. Parents will be able to request that their child be withdrawn from sex education and that request should—unless there are exceptional circumstances—be granted, up until three terms before the child becomes 16, at which point the child can decide to opt in. If a child takes that decision, the school should ensure that they receive teaching in one of those three terms.

As with other aspects of the regulations and guidance, we have tested this position with expert organisations, including teaching unions, a wide range of faith groups and subject associations, including the Association of Muslim Schools, the Board of Deputies of British Jews, the United Synagogue, Parentkind, the National Police Chief's Council, the NSPCC, Barnardo’s, Mumsnet, Mencap, the Centre of expertise on child sexual abuse, the Council for Disabled Children and many others. They are listed in the response to the consultation.

We have seen huge support today for the incredible step we are taking with the new guidance and regulations. The guidance further stipulates the need for parental engagement during the development of the RSE policies. Good practice should include demonstrating to parents the type of age-appropriate resources that will be used in teaching. The regulations stipulate schools must have an up to date written statement of their policy, which must be published and available free of charge to anyone. We continue to be clear that parents should understand the content of all three subjects, and that schools should work to understand and allay parental concerns where possible. To respond to the point made by the right hon. Member for Birmingham, Hodge Hill, we have been working with Parkfield Community School and the council to try to resolve the issue in a supportive manner. The regional schools commissioner has been closely involved in the situation and in meetings that have happened since the problem first arose.

Free Childcare: Costs and Benefits

Debate between Nick Gibb and Jim Shannon

Tuesday 19th February 2019 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure, as always, to serve under your chairmanship, Mr Davies, and I congratulate the hon. Member for Bristol North West (Darren Jones) on securing this debate and his welcome news—and the interesting way he introduced it.

I am grateful for the opportunity to set out the Government’s position on childcare support. It is a pleasure to stand in for the Under-Secretary of State for Education, my hon. Friend the Member for Stratford-on-Avon (Nadhim Zahawi), who I understand is seeing family in Washington DC, which is appropriate, given the debate on families that we are having.

I think the truth is that Members here violently agree on the importance of high quality childcare. Evidence shows that high quality childcare supports young children’s development and helps to prepare them for school. Affordable and convenient childcare gives parents the ability to balance work and family life, allowing them to enjoy the benefits of a job, safe in the knowledge that their children are in good hands.

When the Labour party left office in 2010, only 15 hours of free childcare was available for three and four-year-olds. It was the Conservative-led coalition Government that introduced free childcare for two-year-olds from disadvantaged families. Early education from the age of two has long-lasting benefits for children, and we believe that it helps to promote a child’s emotional, cognitive and social development.

However, evidence shows that, on average, disadvantaged families are less likely to use formal childcare provision than more advantaged families, which is why the Government introduced 15 hours of funded early years education for disadvantaged two-year-olds in September 2013. Eligibility was expanded in September 2014 to include children with a disability or special educational needs from low-income working families, or who have left care. Our balanced approach to managing the public finances enabled us to do that. The extended learning programme for two-year-olds has been popular with parents. Local authorities reported in January last year that 72% of eligible parents nationally took up their entitlement to a place. That is a significant increase from 2015, when the figure was 58%.

A year and a half ago, we also doubled the childcare entitlement of working parents of three and four-year-olds to 30 hours a week. On the point made by the hon. Member for Batley and Spen (Tracy Brabin), only working parents are eligible for those additional 15 hours; the first 15 hours are universally available for parents of all three and four-year-olds. In its first year, the 30 hours of free childcare, alongside the Childcare Choices website and the childcare calculator, helped more than 340,000 children to take advantage of more high quality childcare, with savings for parents of up to £5,000 a year. Again, the Government’s balanced approach to the management of the public finances and the economy enabled us to do that and to provide that benefit to parents.

Independent evaluation of the first year of the 30-hours entitlement found more than a quarter of parents reporting that they had increased their working hours as result, with 15% of parents saying that they would not be working at all without the extended hours. Those effects were stronger for families on lower incomes, helping to fulfil our commitment to help disadvantaged families and to boost social mobility. Furthermore, surveys of parents highlight the impact that the 30 hours can have on parents’ working patterns, with a majority of parents reporting that the 30 hours have given them more flexibility in the hours that they can work, and a small but significant proportion of mothers reporting that the 30 hours had led them to enter work or to increase their hours.

The evaluation report quoted one parent as saying:

“By doing four days now instead of three…my company looks at my development and progression in a way that they wouldn’t if I was only doing three days.”

Some 86% of parents reported that they thought that their child was better prepared for school as a result, and 79% felt that their family’s quality of life had improved. The latest study of early education and development—SEED—report, published last year, also points to the clear evidence of the benefits of high quality early education for the cognitive and emotion development of all children aged two to four.

My hon. Friend the Member for Mansfield (Ben Bradley) asked for a commitment to support the most disadvantaged children, but that has been the driving force behind all our education reforms since 2010. On early years education, more than a quarter of children finish their reception year without the early communication and literacy skills that they need to thrive. The Government have ambitious plans to halve that proportion over the next 10 years. The Department is working closely with the sector to deliver on our commitment to reform the early years foundation stage profile. The reforms are an important opportunity to improve outcomes for all children, but especially to close the word gap between disadvantaged children and their peers. We know that the gaps can emerge much earlier in a child’s life, well before they enter reception. That is why we recently launched a capital bidding round of £30 million to invite leading schools to come forward with projects to create new high quality nursery places for two, three and four-year-olds. Those are the reasons why the Government are investing more than any other in childcare. We will spend around £6 billion a year on childcare support in 2019-20—a record amount.

[Jim Shannon]

In my contribution, I referred to the take-up figure of 91,000. The number that could take up the scheme is 417,000. I asked what the Government are doing to bridge that gap and ensure that people take up the scheme.

[Nick Gibb]

I will come to that point in a moment. We believe that the take-up of all the different schemes has been very high, but we always want to do more to ensure that it continues to increase.

The introduction of 30 hours has been a large-scale transformational programme, and such change can be challenging, but tens of thousands of providers have none the less responded to make it a success, because of their ongoing commitment to helping families. The evaluation of the introduction of the 30-hour entitlement found that three quarters of providers delivering free entitlement places were willing and able to deliver the extended hours with no negative effects on other provision or the sufficiency of childcare places. Almost two thirds of providers offered full flexibility with free choice to parents on when they could take the extended hours. Overall, we are already starting to see how the 30-hour entitlement is making a difference to families across the country.

The childcare market in England consists of a diverse range of provider types, allowing parents real choice in their childcare provision. The supply of childcare in England is generally high quality, with more than nine in 10 providers rated good or outstanding by Ofsted. There are strong indications that supply can meet parent demand for Government-funded entitlements. Nearly 79,000 private childcare providers were registered with Ofsted in August 2018 and more than 7,500 school-based providers, including maintained nursery schools, were offering early years childcare.

While there are some examples of providers closing, as the hon. Member for Stockton North (Alex Cunningham) pointed out, there is no evidence of widespread closures in the private and voluntary childcare market. The latest official Ofsted data, published in December 2018, showed that the numbers of childcare providers on non-domestic premises is fairly stable over time, showing a marginal 2% decrease compared with 2012. Providers joining and leaving the Ofsted register is normal in a private market and can be due to a variety of reasons. In fact, more non-domestic providers joined the register between 31 March 2018 and 31 August 2018 than left.

Oral Answers to Questions

Debate between Nick Gibb and Jim Shannon

Monday 4th February 2019 Commons Chamber

[Nick Gibb]

I certainly want to congratulate Yate Academy on the improvements it has made in the progress of pupils at both primary and secondary phases, and particularly its significant improvement in the proportion of pupils taking the EBacc combination of core academic subjects. We are committed to ensuring that support is available for schools that require it, and teaching schools are strong schools that work with others to provide high-quality training and development for teachers.

[Jim Shannon (Strangford) (DUP)]

Taking into account the immense pressure that staff are under, torn between a desire to enhance their children’s education through after-school clubs and their obligation to the unions, will the Minister outline what steps the Department is taking to strengthen the teaching profession?

[Nick Gibb]

On 28 January, we launched the teacher recruitment and retention strategy, which was designed collaboratively with the education sector. Its centrepiece is the early career framework, which will underpin a fully funded two-year package of structured support for all teachers in the first two years of their career. We are also building a career structure for teachers who have more experience. It is a very good package, designed to increase retention and help with recruitment.

Bullying on School Buses

Debate between Nick Gibb and Jim Shannon

Wednesday 25th February 2015 Westminster Hall

[The Minister of State, Department for Education (Mr Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Hood. I congratulate my right hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke) on securing this debate. I know that bullying on school transport has been a key concern of hers for many years and that she has raised the issue before, both in the House and at meetings with Ministers, including my predecessor in this role, my right hon. Friend the Secretary of State for Environment, Food and Rural Affairs.

Bullying in any form or for any reason is totally unacceptable and should never be tolerated. No child should have to suffer the stress and indignity of being bullied at school or on the way to school. It is tragic beyond belief when bullying results in a child taking his or her own life. I have had the pleasure of meeting Mr Vodden in the past and admire the fact that he has devoted so much time and energy to looking into these matters, with a view to ensuring that no other child or family should have to go through what he and his family have had to suffer.

The response of schools to bullying should not start at the point at which a child is being bullied. Schools that excel at tackling bullying have created an ethos of good behaviour, in which pupils treat one another and school staff with respect because they know that that is the right way to behave. Respect for staff and other pupils, an understanding of the value of education and a clear understanding of how our own actions affect others should permeate the whole ethos of schools and should be reinforced by staff and all pupils.

To ensure that teachers have the powers that they need to maintain discipline and enforce school rules, we introduced a number of reforms in 2011-12. Tackling bullying and ensuring good behaviour in our schools is right at the heart of our education reforms, which are designed to raise academic standards in our schools.

[Jim Shannon (Strangford) (DUP)]

I apologise for not being here in time for the start of the debate; there are many demands on our time. This is an important issue, including in my constituency, and I am sorry that I did not hear the contribution by the right hon. Member for Mid Dorset and North Poole. In Northern Ireland, including in my constituency, we have addressed the issue by working with the police, schools and transport companies, as well as with individual parents. In that way, it has been possible to address bullying on buses going to and from schools. The issues that had to be addressed were clear, but it took a combination of all those bodies to make that happen.

[Mr Gibb]

I am grateful for that intervention. I could not agree more with that approach. The agencies—schools, local authorities and bus companies—have to work together to tackle the problem. We revised the home-to-school travel and transport guidance last July; I will come back to that.

To tackle the specific issue of bullying on school buses, we have to track back and raise standards of behaviour in the whole school system. That has been a key focus of this Government’s approach to education policy. We have given teachers stronger powers to search pupils, removed the requirement to give parents 24 hours’ written notice of after-school detentions and clarified teachers’ powers to use reasonable force. We revised and updated advice to schools on promoting good behaviour and maintaining discipline—that advice includes the Charlie Taylor checklist on the basics of classroom management—and simplified advice on how to prevent and tackle bullying. We introduced anonymity for teachers accused by pupils of criminal offences until such time as they are actually charged with an offence. We changed the system of independent review panels to ensure that a school’s decision to exclude an unruly pupil is not undermined by an appeal process that can force the reinstatement of a permanently excluded pupil against the best interests of the school and its pupils.

In the light of evidence that showed that one in three secondary schools were still not confident in using their powers to discipline pupils, we updated our advice in February last year to make it clear that tough but proportionate sanctions for misbehaviour are permissible. Such sanctions range from verbal reprimands to loss of privileges, writing lines or essays or providing a school-based community service such as picking up litter or weeding the school grounds.

We expect each school to promote appropriate standards of behaviour by pupils on their journey to and from school by rewarding positive behaviour and using sanctions to address poor behaviour, and we have clarified our advice to make it clear that teachers have the power to discipline pupils for misbehaviour outside the school premises to such an extent as is reasonable. That can relate to any bullying incidents that occur anywhere off the school premises, such as on a school bus or public transport, outside the local shops or in a town or village centre.

When bullying outside school is reported to school staff, that should be investigated and acted on. The head teacher should also consider whether it is appropriate in extreme circumstances to notify the police or the antisocial behaviour co-ordinator of their local authority. In all cases of misbehaviour or bullying, the teacher can discipline the pupil on school premises or elsewhere only when that pupil is under the lawful control of the staff member.

We have strengthened Ofsted’s power. We reduced the number of criteria for inspections from 27 to four, and one of those four is behaviour and safety of pupils in the school.

I understand that my right hon. Friend’s constituent, Mr Vodden, has been impressed by the work undertaken by the anti-bullying organisations the Diana Award and Kidscape. They do excellent work to tackle bullying, which is why we are providing funding to them. I have been involved with the awards ceremony of the Diana Award, where I have met many inspiring young people genuinely tackling bullying in our schools up and down the country. We are providing £4 million of funding to several organisations to tackle bullying, and we are considering bids for further projects. Many parents are concerned about cyber-bullying, so we have issued guidance to parents and to teachers on how to identify and tackle it.

Local authorities can play a part. My right hon. Friend touched on this: when they contract to provide school transport, they can instruct companies to include anti-bullying procedures as part of their tenders. The statutory guidance I referred to earlier on home-to-school transport, which was revised in July 2014, requires local authorities to ensure the safety of pupils on school buses. Paragraph 44 talks quite explicitly about the training of bus drivers, which she referred to. It says:

“All local authorities should ensure that all drivers and escorts taking pupils to and from school and related services have undertaken appropriate training, and that this is kept up to date.”

Paragraph 47 says:

“The Department expects each school to promote appropriate standards of behaviour by pupils on their journey to and from school through rewarding positive behaviour and using sanctions to address poor behaviour.”

It cites the Education and Inspections Act 2006, which, it says,

“empowers head teachers to take action to address unacceptable behaviour even when this takes place outside the school premises”.

That guidance, which is extensive, needs to be adhered to, because local authorities have a statutory duty to make suitable travel arrangements for eligible children in their area and to promote safe and sustainable travel to school.