Oral Answers to Questions

Paul Blomfield Excerpts

Thursday 12th February 2015 Commons Chamber

[Vince Cable]

I gather that senior politicians, including me, have been queuing to go down into Crossrail to admire its progress. One of Crossrail’s key achievements is to substantially advance apprenticeships and, above all, UK content; there is a wide distribution throughout the UK. If we can replicate the experience of Crossrail with other big infrastructure projects, that would be an admirable step forward.

Student Loans

[Paul Blomfield (Sheffield Central) (Lab)]

6. What assessment he has made of the sustainability of the student loan system.

[The Minister for Universities, Science and Cities (Greg Clark)]

More students entered university this year than ever before in our history, with the biggest rise coming from the poorest areas. Universities will see their teaching resources grow from around £8 billion in 2011 to around £10 billion next year. Graduates are earning 40% more than non-graduates. The taxpayer gets £300,000 extra in tax receipts alone over the average graduate’s career. All this is why the OECD said last month:

“England has got it right on paying for higher education. Among all available approaches, the UK offers still the most…sustainable approach to university finance.”

[Paul Blomfield]

In a recent parliamentary debate, the Minister’s predecessor, the right hon. Member for Havant (Mr Willetts), who I am delighted to see in his place, said that the system needed some tweaking. The public need to know what tweaking the Government have in mind. If the Conservatives are in power after the election—[Interruption.] I know it is unlikely but if that is the case will the Minister guarantee that there will be no increase in the fee cap, no decrease in the loan repayment threshold and no change in the interest rate on loans?

[Greg Clark]

Our universities need to benefit from the confidence and stability that our reforms have introduced. I am perfectly happy with all the arrangements that we have. The uncertainty comes from the Labour party’s proposals, about which the university vice-chancellors are deeply concerned. They said that they would mean

“cuts to universities that would damage the economy, affect the quality of students’ education, and set back work on widening access to higher education”.

At a time when confidence is needed, the Labour party is proposing chaos.

Electoral Registration

Paul Blomfield Excerpts

Wednesday 4th February 2015 Commons Chamber

[Mr Gyimah]

The registration of students, and block registration in particular, is a key issue in the motion. In my view, you either believe in individual voter registration or you do not. You cannot have it both ways. Singling out any group of voters for block registration would be a step backwards to the old, discredited system of registration.

What is most farcical about the stance adopted by the Opposition today is that they want to give 16-year-olds the vote, but do not trust them to be able to register themselves, even once they are at university. Their whole approach is based on political gimmicks. That is why the Leader of the Opposition ended up making a speech on under-registration in Sheffield, although Sheffield university, which has piloted a registration system involving the use of data when people enrol, has one of the highest student registration rates.

[Paul Blomfield (Sheffield Central) (Lab)]

Will the Minister also note that Sheffield Hallam university, which has not reached that stage, has one of the lowest levels of student registration?

[Mr Gyimah]

It should be doing that. [Interruption.] It is not a case of blaming someone else. In 2013, my right hon. Friend the Minister for Universities, Science and Cities wrote to all vice-chancellors and academic registrars, encouraging them to look at multiple ways of getting students on to the register. We have set up a student forum in which best practice can be shared. If any academic registrars are not doing that, Members should by all means let me know, and we will write to them again to ensure that they are engaging in best practice.

Let me now answer the question about block registration. Data-sharing between universities and local authorities is the key, and we are working to ensure that all universities share data. That will enable electoral registration offers to have students’ enrolment details, and to chase them to register. It also means that we can preserve the central tenet of IER, which is that individuals should be responsible for their own registration.

--- Later in debate ---

[Paul Blomfield (Sheffield Central) (Lab)]

I would like to say that it is a pleasure to follow the hon. Member for Peterborough (Mr Jackson), but after that nonsense it is not, so I will not.

I represent more students by far than any other Member of the House—36,000 according to the latest census. They are not the only group that contributes to the enormous churn in the electoral register in my constituency, but I will concentrate my remarks on them. I am worried about their disfranchisement not simply because of the coming election, but because of the impact of their exclusion from the register on the next boundary review, which we know will be conducted on the basis of the register as it stands in December 2015.

The hon. Member for Wycombe (Steve Baker) challenged Labour Members on the principle of the equalisation of constituencies. We would embrace that principle but it must be on a legitimate basis, and the current register already contains deeply inequitable constituencies. There are many worse examples, but if we compare my constituency, Sheffield Central, with that of the Deputy Prime Minister next door in Sheffield Hallam, we see that the number of registered voters seems broadly comparable—the difference is about 5,000 people. However, 17% of households in my constituency have nobody registered, but that figure is just 4% in Sheffield Hallam. Sheffield Central has a population of 115,000 people, and Sheffield Hallam just 89,000—a variation of 26,000, which will only be made worse by the way the Government are dealing with IER.

Students are not the only group but they are a significant one, so to avoid that situation locally I worked with both universities to integrate electoral registration into the student enrolment process. We developed a system at the university of Sheffield for the 2014 entry which, if successful, will be rolled out to Sheffield Hallam university in 2015. I am sorry that the Minister misinterpreted my earlier remarks to attack Sheffield Hallam university for its low level of registration. Changing systems are complicated and we sought to work with Universities UK and the National Union of Students to encourage higher education institutions across the country to adopt a better system.

I am grateful for the support of the Cabinet Office for the pilot that we have been developing in Sheffield. The system requires students to make a positive decision about whether they wish to register to vote as a required step in their enrolment. Last September the scheme was successful, with around 64% of students choosing to register, as the Minister highlighted. The system then took people to the next step, which required them to fill in their national insurance number. At that point, two thirds of people dropped out of the system because they did not have ready access to their NI number and did not want to halt their enrolment. The situation looked bleak with only 24% of students registered, despite more than double that number wanting to register.

Again, credit is due to the Cabinet Office, because new guidance issued on 10 December allowed electoral registration officers to use their discretion to verify an application using only student enrolment data. Therefore in late December and January, our EROs added 7,000 students to the electoral register, even though they did not provide their NI numbers. That is sensible because universities have clearly collected significant and substantial information to verify student identity as part of their registration process.

The Minister said earlier that he is looking at ways of using data collected for other purposes to construct the register, so will he answer one specific question? It would be simpler to roll out this system across universities than to seek national insurance numbers in the first place, especially given that the Government are clearly happy for people not to have them. Would it not be better, therefore, to have a simple system in which we ask students, “Do you want to register to vote?” and then use the information the university has collected as sufficient verification?

[Mr Gyimah]

indicated assent.

[Paul Blomfield]

I see the Minister nodding. If he will confirm that in his winding-up speech, it would be a significant step forward in encouraging student registration across the country.

Finally, there is a wider lesson to be learned. With commitment, creativity and resources, IER can be introduced successfully. As my hon. Friend the Member for Mitcham and Morden (Siobhain McDonagh) said, we need to transfer those lessons to other organisations, such as schools, housing providers, residential homes, doctors’ surgeries and so on, to widen the register.

Oral Answers to Questions

Paul Blomfield Excerpts

Thursday 8th January 2015 Commons Chamber

[Vince Cable]

I suspect that relatively few people are on the minimum wage in the banking and finance sectors, but we support the living wage for those companies that can afford it and are not putting people out of work. My responsibilities are more in respect of strengthening the minimum wage and making enforcement tougher. We are doing that and we are signalling to the Low Pay Commission that we respect its independence but are looking forward to real-terms increases in the minimum wage in the future.

[Paul Blomfield (Sheffield Central) (Lab)]

In a debate in Westminster Hall on the widespread abuse of employment practice for care workers, the Secretary of State’s colleague, the Minister of State, Department of Health, the right hon. Member for North Norfolk (Norman Lamb), said that he was pressing the Department for stronger enforcement against illegal practices. What is the Secretary of State’s Department doing about it?

[Vince Cable]

I worked actively and closely with my colleague in the Department of Health on this issue. There are two issues involved: minimum wage enforcement and ensuring that we have tougher legislation to deal with some of the practices that operate in that sector, such as zero-hours contracts. At the moment, we are looking more widely at employment rights for groups of people who are classified as workers but who do not currently enjoy those rights. The care sector is one such group.

Voter Registration

Paul Blomfield Excerpts

Wednesday 22nd October 2014 Westminster Hall

[Julie Elliott]

I could not agree more with my hon. Friend. In the main debate when the measure passed through the House, I said that I agreed in principle with individual voter registration, but that it had to be implemented in a way that works. The new system, however, is simply being rushed through. My fear is that because the changes are being done at speed, and because of the lack of funding available to implement them, they will disfranchise millions of people. That does not improve our democracy at all.

The groups being disfranchised that I am most concerned about are: students and young people; people who live in the private rented sector; and adults with no dependent children who are not yet claiming pensions or not on benefits. I will start with students and young people.

My city, Sunderland, is a university city, so in term time we have an influx of many thousands of young people. They do not always live at home—historically, their parents would have put them on the register at home—they move more frequently and they have a transient lifestyle, whether because they are students away in term time and back home in holidays or simply because they are young people leaving home for the first time, living with friends. Their national insurance number is often registered to the address of their parents’ home, so if they tried to go on the electoral register where they are students the data would not match.

[Paul Blomfield (Sheffield Central) (Lab)]

Sheffield, like Sunderland, is a student city, and I represent more students than any other Member of Parliament—36,000. Will my hon. Friend join me in congratulating the university of Sheffield on its work—which we hope to roll out to Sheffield Hallam university next year—in seamlessly integrating electoral registration with student enrolment to encourage maximum registration? The Government have given some support. Will she encourage them to take up such a process much more vigorously, working with Universities UK and the National Union of Students, and to look at the opportunities beyond universities in colleges, schools and other institutions?

[Julie Elliott]

I absolutely endorse what my hon. Friend says. I have been in discussions with the university of Sunderland in recent weeks to look at that very issue and how it can maximise the number of students on the register. If the Government are prepared to get involved in such a process, that would be a help.

A final point about students and their NI number is that they might have the wrong number allocated, although they would be unaware of that. MPs do not deal with this problem every week, but it is not an uncommon situation for people to come to us because they have the wrong NI number, which they only become aware of when they try to claim a benefit.

For example, not so long ago I had a case of a young woman who had left school and become a hairdresser. She had always worked since leaving school and paid her taxes and her NI. It was only when she applied for maternity pay, when expecting her first child, that she suddenly got a letter from the Department for Work and Pensions saying that she had made no NI contributions. Clearly, that was not the case, and she could prove easily through payslips and her employee records that she had a full NI record. She was not aware of the problem, however, until she got to the point of needing to use the record.

Oral Answers to Questions

Paul Blomfield Excerpts

Thursday 16th October 2014 Commons Chamber

[Mr Vaizey]

I share the hon. Lady’s concern. I have been encouraging the use of what is known as the video relay system, which enables people to talk to a British sign language interpreter online. I have written to the top 100 FTSE companies, but very few have replied, and I intend to follow that up soon.

One of the things that held the programme back was a costing of £100 million, which I considered fanciful. When BT installed the system, the costing was between £15,000 and £20,000. The system is very cheap, and companies should install it. The Government should install it as well, and I am trying to encourage my colleagues to ensure that they do.

[Paul Blomfield (Sheffield Central) (Lab)]

7. What steps he is taking to ensure better representation of women in the media.

[The Parliamentary Under-Secretary of State for Culture, Media and Sport (Mrs Helen Grant)]

The Government are committed to improving equality of opportunity for women in the media industry. The Government are also helping women across all industries by reducing the cost of child care, addressing the gender pay gap, increasing flexible working, and introducing shared parental leave.

[Paul Blomfield]

I thank the Minister for that reply, but may I ask her to address another aspect, which is the sexualisation of women and girls in the media? That was raised as a serious concern with me during a recent community consultation. Does she agree that this representation of women and girls is affecting behaviour across society? If so, what is she doing about it and will she join me in backing the Good Night Out campaign, which is working with pubs, clubs, bars and other venues to end harassment on nights out?

[Mrs Grant]

The hon. Gentleman makes an important point. This is an important area and the Government are taking a lead. Through our body confidence campaign we have been working with industry to develop positive and diverse representations of women and girls in the media and to tackle and get rid of outdated stereotypes. The women’s engagement programme is also working hard, through a series of round-table meetings, to deal with many of the issues that the hon. Gentleman raises.

Adult Learning

Paul Blomfield Excerpts

Wednesday 3rd September 2014 Westminster Hall

[Paul Blomfield (Sheffield Central) (Lab)]

It is a delight to participate in this debate under your chairmanship, Mr Robertson. I join in the congratulations to my hon. Friend the Member for Hackney South and Shoreditch (Meg Hillier) on securing this debate. I thought she set the context extremely well. By focusing on one particular aspect of the funding problems faced by Sheffield college, I hope not to take up too much time. I will try to illustrate or further illuminate her narrative by outlining how some of the decisions are forcing counter-productive choices on the college. They are counter-productive for students, for the local economy and for the Government’s objectives in so many areas.

Sheffield college is a strong institution. It is well regarded and well rated by Ofsted. It has strong managerial leadership and a chair of governors who is the chief executive of the local chamber of commerce. The college is focused on the needs of students, the local economy and employers in the area. It addresses those needs through direct provision and by contracting the delivery of some courses out to businesses and, as I will highlight, social enterprises and third sector organisations, which are particularly adept at reaching some of the more vulnerable and harder-to-reach sections of the community.

The hon. Member for Nuneaton (Mr Jones) illustrated the challenges that many colleges face in addressing funding issues. Like the examples he gave, Sheffield college has been thoughtful, flexible and innovative in trying to address those challenges, but it has lost almost £1.6 million this year from its adult learner responsive funding. One way in which the college has been forced to respond to that substantial loss of funding is by retrenching and ending its contracts with providers that make an important contribution to adult learning.

One particular area that has felt the impact is the teaching of community-based English for speakers of other languages. Learn for Life Enterprise is a social enterprise and one of a number of providers to Sheffield college. I know it well. I have spent time with it and seen its excellent work within the community, giving adult learners the opportunity to gain confidence and English language skills, and through that to begin to engage effectively and productively in the local economy. Not only are the courses under threat, but these enterprises are being put at a tipping point where they might go under. The cuts have an extra leverage—a disproportionate impact—on the role that Learn for Life Enterprise plays. Similarly affected will be the work of the Yemeni Community Association in Sheffield, which engages with its community effectively in one of the most deprived areas of the city, developing those language skills and that confidence and engaging people in the economy.

All that negative impact is being forced on the college through the Skills Funding Agency by a Government who rightly stress the importance of learning and speaking English as an entry route into effective engagement with the economy, as well as its importance for community cohesion and wider integration. I have written to the Skills Funding Agency, asking for the allocation to Sheffield college to be reviewed, to give the college a little more space to continue its important provision or, as a fall-back, for Learn for Life Enterprise and the Yemeni Community Association to secure direct funding. The SFA has simply told me that its hands are tied, because the cuts, devastating as they are, simply reflect the overall 8.5% reduction in the adult skills budget. On direct provision, it said that because the providers are so small, they fall below the level at which they could effectively contract directly. That is a double whammy for this provision. Does the Minister think this is a wise saving? Does limiting opportunities for people to develop their language skills fit in with the Government’s stated intention to get more effective integration and to get more people into work, or does he agree with me that reducing opportunities for people to gain the communication skills and wider skills necessary to engage with the economy is a false economy? Not only is it affecting them as individuals and our local economy, but—for a Government that has cracked on quite a lot about the big society—it is fundamentally undermining third sector organisations, which make a big contribution. I look forward to his response.

Oral Answers to Questions

Paul Blomfield Excerpts

Monday 21st July 2014 Commons Chamber

[Mr Gibb]

I am grateful for the right hon. Gentleman’s warm words—I think they were warm. I would welcome the opportunity to visit that school, but I will pass on the invitation to my right hon. Friend if I am not good enough to visit it myself.

[Paul Blomfield (Sheffield Central) (Lab)]

6. What assessment she has made of the effects on performance of sixth-form colleges of funding changes since 2010.

[Julie Hilling (Bolton West) (Lab)]

10. What assessment she has made of the effects on performance for sixth-form colleges of funding changes since 2010.

[The Minister for Skills, Enterprise and Equalities (Nick Boles)]

Although sixth-form colleges have had to make a contribution to our efforts to deal with the massive budget deficit left by the previous Government, the number of students in sixth-form colleges attaining level 3 qualifications by age 19 has increased by almost 8% since 2010.

[Paul Blomfield]

The Minister will know that recent figures show that academies have access to 35% more funding per student than sixth-form colleges, yet sixth-form colleges still have to pay VAT, insurance and capital costs, diverting money away from teaching and learning. As the Minister settles into his new job, what will he do to secure fairness in education for all young people?

[Nick Boles]

Fairness is exactly what we are trying to achieve, and we want a system whereby students receive the same level of backing for their studies regardless of the institution to which they go. Despite the previous Government having had 13 years to sort out the unfairness of the school funding system, we inherited a system that was byzantine in its complexity, and it is taking us some time to work it out.

Oral Answers to Questions

Paul Blomfield Excerpts

Thursday 10th April 2014 Commons Chamber

[Vince Cable]

The process that the hon. Gentleman described is the right one: if it is good business practice, good businesses will follow it and out-compete their competitors, and I hope that that is what will happen.

[Paul Blomfield (Sheffield Central) (Lab)]

2. What recent estimate he has made of the resource accounting and budgeting charge on student loans.

[The Minister for Universities and Science (Mr David Willetts)]

We currently estimate the RAB charge to be around 45%. The estimate changes frequently in the light of new economic forecasts and will continue to change.

[Paul Blomfield]

Back in the days when the Minister was confidently predicting that the RAB charge would not rise above 32%, writing in The Independent in October 2012 he described an RAB charge of 38% as the worst outcome for the taxpayer. How does he describe an RAB charge of 45%?

[Mr Willetts]

What we have achieved with our higher education reforms is significant savings to the taxpayer and extra income going to our universities. That is the right combination.

Oral Answers to Questions

Paul Blomfield Excerpts

Monday 24th March 2014 Commons Chamber

[Steve Rotheram (Liverpool, Walton) (Lab)]

13. What steps he plans to take to improve vocational education.

[Paul Blomfield (Sheffield Central) (Lab)]

15. What steps he plans to take to improve vocational education.

[Mr Gordon Marsden (Blackpool South) (Lab)]

16. What steps he plans to take to improve vocational education.

--- Later in debate ---

[Matthew Hancock]

I do not recognise any of those figures, but I do recognise the need to make sure that apprenticeships are driven by the skills that employers need, so that they remain high quality and increasingly fill the skills gaps that have been left by an education system that was far too divorced from the world of work.

[Paul Blomfield]

What would the Minister say to Richard Wright, who speaks on behalf of Sheffield business as chief executive of the local chamber of commerce and who wrote to the Secretary of State saying that the funding cut for 18-year-olds in further education would remove money from where it can have the most effect in equipping young people with maths and English, and with the technical and vocational skills that are modern and relevant, to ensure that they are work-ready?

[Matthew Hancock]

The first thing I would say is that we have ameliorated the change so that no institution will lose more than 2% in the coming financial year. The second thing I would say is that we had to make this change because of the mess left in the public finances by the Labour party. [Interruption.] Labour Members do not like it, but it is the truth, and until they get used to admitting their fault, nobody will trust them with the economy again.

Teaching Assistants

Paul Blomfield Excerpts

Tuesday 18th March 2014 Westminster Hall

[Alex Cunningham]

I have been amazed by somebody working with children with special needs; I will give that example later. Those people play a vital role and children with special needs in particular would suffer directly as a result of any reduction.

The aim of the workload agreement was simple: to allow teachers to teach. To do this, the agreement sought to lessen pressure on teachers by reducing the administrative bureaucracy and cutting teachers’ hours through the creation of new and expanded school support roles, including teaching assistants and higher level teaching assistants, and providing extra resource and high-level support for teachers.

Teaching assistants now make up more than a quarter of the total school work force in England, with more than 359,000 in classrooms across England alone. The vast majority—almost 250,000—work in primary schools; almost 20% are in secondary schools; and 9% are in special schools. With primary schools spending £2.8 billion on teaching assistants and support staff in 2010-11 and secondary schools spending £1.6 billion during the same period, such support accounts for a large proportion of the annual education budget. It is for precisely this reason that the role and worth of teaching assistants have been in the public spotlight, particularly since questions were raised several years ago about the value for money that they provide.

[Paul Blomfield (Sheffield Central) (Lab)]

My hon. Friend’s debate is critically important. Many of us have been concerned that the pressure on budgets will lead to the loss of teaching assistants. Does he note that one of our biggest concerns as a society at the moment is adult literacy and numeracy? Does he recognise the research from the Education Endowment Foundation, which highlighted the fact that teaching assistants, used effectively, can play a particularly important role in developing literacy and numeracy among children?

[Alex Cunningham]

Yes, that is most certainly the case. Many years ago my wife was a volunteer assistant with adult literacy. I recognise so much the benefit of one-to-one opportunities for children with particular needs, including language and numeracy, who can benefit tremendously if they have that face-to-face contact with a teaching assistant.

The report by the Institute of Education, “Deployment and Impact of Support Staff in Schools”, was surprising, in that it found a negative relationship between the amount of teaching assistant support and academic progress in students. Similarly, Reform’s report also suggested that as much as £1.7 billion could be saved each year, through reducing the costs associated with teaching assistants, and repeatedly contended that teaching assistants

“have a negligible effect on educational outcomes”,

and even claiming that their interventions can

“harm a child’s education”.

However, these findings are very much the result of a Government who focus squarely on resource allocation and productivity per pound spent, rather than on actual educational outcomes and opportunities provided. To put it another way, this is ideologically driven attentiveness to cost at the expense of value. Indeed, several articles last summer reinforced this point. A piece in The Sunday Times, for instance, appearing in the run-up to the comprehensive spending review, argued that teaching assistants should be cut, as the evidence suggests that they do not have a positive impact on pupil attainment. In a similar fashion, an article in the Daily Mail also reported that officials from the Treasury and the Department for Education were considering mass reductions in the number of teaching assistants working in our classrooms, citing an effort to

“save some of the £4 billion a year spent on them”.

Again, the focus was primarily on finances, with the article suggesting that schools

“could improve value for money by cutting the number of teaching assistants and increasing class sizes”.