Nigel Huddleston
Main Page: Nigel Huddleston (Conservative - Mid Worcestershire)Offensive Weapons Bill (Third sitting)
Nigel Huddleston Excerpts(5 years, 9 months ago)
Public Bill CommitteesRead Full debate Read Hansard Text
Louise Haigh
Q
Christopher Graffius: I have no issues with the proposals in the Bill on bump stocks; I think you are quite right to do that. When it comes to the energy, though, there is no ballistic relevance to that energy limit. Indeed, it is quite possible that the rifle can be altered so it comes underneath that limit. If you try to legislate by limit, it may be possible to alter the rifle to comply with that.
Nigel Huddleston (Mid Worcestershire) (Con)
Q
Bill Harriman: One way I would always go at security is what people refer to as dispersion in separate units. You have the stock and the barrel in one steel cabinet, the bolt somewhere else—preferably in another room—and the ammunition somewhere else. You have to do three things to get the rifle, its component to make it function and the ammunition with which to fire it. I go back to what a Crown court judge said to me in, I think, 1991: security is a series of difficulties presented to a burglar. The more difficulties you present by dispersing things, the better the security is.
Kevin Foster (Torbay) (Con)
Q
Bill Harriman: There are these types of firearms that are licensed by chief constables to certificate holders who have satisfied the good reason test that is enshrined in law and who use them legitimately for target shooting, and I believe that they are favoured by some disabled people because they are slightly easier to use.
The Chair
Before we take any more questions, may I suggest that some questions should be about the actual Bill? We have had some general discussions so far, and I have been very tolerant, but it is probably time to focus on the Bill.
Nigel Huddleston
Q
Anne Longfield: I do not want to veer off too much, but the intervention will clearly be different at different ages, so you would not have the same intervention with a two-year-old who was at risk because of family factors as you would with a fifteen-year-old who had already been in custody once and was in danger of reoffending. There would be different interventions.
In the longer term, there is much work that needs to be done with families in the early years, which can reduce those risks and help to give children the resilience and the external support to grow up in a stable environment. As children are going into school, much can be done to build their skills with extra support, support within the classroom and added support around the school, along with help for families.
When you get to the point where children are at a distinct risk as a group, when they are excluded from school, there is very difficult behaviour and they are getting into trouble with the law and the like, and when there is the kind of violence we have seen in communities, you are talking about specific interventions that draw together agencies. There is an element of disruption—you disrupt the pattern and have trusted adults there who can start to talk about the different narratives and look at activities that disrupt.
You are looking at interventions at the age of seven and eight within primary schools that, again, offer different narratives and help children to develop their own sense of confidence and self-belief. The confidence, self-belief and resilience to be able to say no and walk away from being in a gang—frankly, a lot of kids will say they do not feel they have any choice, because the violence is so extreme and the organisation is so forensic—start early, at the end of primary school.
It is breaking a cycle. I was shocked to find out—I know that I am forever joining the dots and there is always something new to find out—that in a young offenders institution I visited lately for 16 and 17-year-old boys, a fifth of them were already parents and had babies. That is why I talk about that constant life cycle and being able to intervene at different points.
Essentially, you have to make it the day job of every agency that comes into contact with them, so the relevant people are around to help. This is not about putting everything on teachers and making them the last people standing on this. It’s really about being able to understand who can identify who those kids are, who can help and what you can do. By the time you are talking about prevention—last-chance prevention almost—you are talking about significant help to bring mental health problems down. You are talking about real help to look at options, resilience, confidence building, self-belief, respect, relationships, and all of the things that so many of those children will not have had from their own family circumstances, or indeed as they go through school, because a lot of these children will not have been in school since primary school.
Nigel Huddleston
Q
Anne Longfield: Of course. There is a strong educational element. On the kind of work I was talking about in relation to seven and eight-year-olds, what I have seen happening in a very positive way has been in the final years of primary school with ex-probation officers who have gone into schools and actually talked to children in a relatively grown-up way about violence and the impact of your actions, and they have talked about being able to understand and have some empathy with those that you will have an impact on. Who will be affected if you attack someone? Family; community; and not just on one day, but forever.
All the evidence shows that the final year of primary school is a really powerful moment to put in alternative narratives, not only about what is good, what is cool and what is the thing to be, but about building empathetic skills and resilience skills. In a workshop that I was in, they started on a Monday and said, “What do you think is the best weapon you have?”, and of course everyone said the most powerful weapon: a knife, a gun, whatever. By the Friday, after five sessions, they said, “Your brain.” Having a sense of agency, using your brain and knowing some tactics to get out of difficult situations was what they felt they gained from. The kids were overwhelmed by it and thought it was fantastic.
Stephen Morgan (Portsmouth South) (Lab)
Q
Baroness Newlove: A victims’ law would make victims feel they have legal rights. The majority of victims, or most victims that I see, believe they have no legal rights when they listen to the courtroom system. Sadly, I met some victims who had lost their daughter to murder. They felt the system was very much offender-focused and all about the rights of the offender. They felt that the police and the defence had to abide by the offender rules in the courtroom. That is why I believe that if we have legal rights for victims, they will feel that they are very much part of the process and will not feel that their loved ones are just a piece of evidence.
As my daughter said when she was 18 and gave evidence, her father was on a map and he was Man A. She has never forgotten that. That is the whole point. I appreciate, Chair, you want to go back to legislation, but in this legislation there is no wording about victims. Although I welcome the Bill, it is about the crime. We are talking about offenders and how we can make the message sterner, but there is no information or wording about the victim. If you are serious about both, you must ensure that that is looked at. If you look at offenders as victims as well, they need to know that they can be protected from going down the criminal path.