Oral Answers to Questions
Paul Masterton Excerpts(5 years, 3 months ago)
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Damian Hinds
The hon. Gentleman and I have had a chance on previous occasions to discuss and correspond on the Thomas Hepburn school, and of course I will meet him, as he suggests.
Paul Masterton (East Renfrewshire) (Con)
A not insignificant number of parents feel compelled to take their children out of school and into home-schooling as a result of bullying. Will the Department’s call for evidence on home education look at the support being given to these children to try to get them back into mainstream schooling as soon as possible?
Instrumental Music Tuition
Paul Masterton Excerpts(5 years, 4 months ago)
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Nick Gibb
My hon. Friend is right that composition is included in the national curriculum, and it is of course important that children learn how to read and write music so that they can actually compose music of their own.
A report by Birmingham City University published last year showed that in 2016-17, hubs worked with 89% of schools on at least one core role and helped more than 700,000 pupils learn to play a musical instrument in whole-class ensemble teaching. In 2013-14—the first year for which like-for-like figures are available—the number was just under 600,000, so that is an increase of 19%. In addition to their work with whole classes, hubs taught hundreds of thousands more children to play instruments or sing. They provided individual lessons for more than 157,000 children, lessons in small groups for more than 238,000 children and lessons in larger groups for more than 145,000 children. We have recently increased their funding by £1.3 million.
Between 2016 and 2020, we are providing almost £120 million to the music and dance scheme, to support exceptionally talented young musicians, dancers and choristers to attend specialist schools such as the Yehudi Menuhin School, Chetham’s School in Manchester and the Purcell School.
Paul Masterton (East Renfrewshire) (Con)
Will my right hon. Friend join me in congratulating my constituent Jamie King, who is 15 and won a place on the National Youth Orchestra playing the bassoon and was awarded a place at Chetham’s, having learned to play at a primary school in Netherlee? Does that not demonstrate that getting young children into music early in their local primary schools can lead them on to a national stage at such a young age?
Nick Gibb
Yes, I offer Jamie King my warm congratulations on achieving membership of the National Youth Orchestra and on attending Chetham’s, which is not an easy school to secure a place in? We help to fund those places through the music and dance scheme. We are also providing £2 million for national youth music organisations such as the National Youth Orchestra and £2 million for In Harmony.[Official Report, 28 February 2019, Vol. 655, c. 4MC.]
While instrumental tuition is important, it is not the only aspect of the curriculum. Earlier this year, I announced that in order to help schools deliver high-quality music education, we were developing a non-statutory model music curriculum for teachers to use in key stages 1 to 3. That will expand on the statutory programmes of study and act as a benchmark for all schools. As well as ensuring that pupils can benefit from knowledge-rich and diverse lessons, the curriculum will make it easier for teachers to plan lessons and help to reduce workload. We have appointed an expert advisory group, chaired by Veronica Wadley, which will oversee the drafting of the curriculum. She is a former chair of Arts Council London and is a governor of the Yehudi Menuhin School.
Oral Answers to Questions
Paul Masterton Excerpts(6 years, 6 months ago)
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Joseph Johnson
That uncertainty is completely unnecessary. I point the universities to the joint report issued last Friday by the Commission and the UK Government that points to our continued participation in programmes such as Horizon 2020 not just up until March 2019, but until the end of 2020. They should appreciate that important reassurance.
Paul Masterton (East Renfrewshire) (Con)
Many of my constituents in East Renfrewshire work in academic research and are concerned about the impact of Brexit on collaboration with European institutions. What reassurance can the Minister give to my constituents that Brexit will not put that collaboration in doubt?
Joseph Johnson
They can take reassurance from the statement that was put out on Friday. We will participate in Horizon 2020 and Erasmus+ beyond the point of Brexit—until the end of 2020. That is of fundamental importance to our scientific endeavour.
Anti-bullying Week
Paul Masterton Excerpts(6 years, 7 months ago)
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Paul Masterton (East Renfrewshire) (Con)
I welcome the opportunity to speak in this important debate, and I congratulate the hon. Member for Paisley and Renfrewshire North (Gavin Newlands) on securing it. We have probably all been teased or made the butt of jokes at school— I should know; I am ginger, and it goes with the territory—but it does not take much for things to cross the line, and for us to start feeling intimidated or that we are being laughed at, not with. We start to feel uncomfortable and unsafe. That is when we get into the realm of bullying.
As other Members have commented, last week was Anti-bullying Week, which gave us all the opportunity to encourage young people to celebrate what makes them unique, to empower young people to be themselves without the fear of being bullied and to demonstrate to young people that diversity is to be welcomed and not something to be prejudiced against.
As the hon. Member for York Central (Rachael Maskell) mentioned, the Anti-Bullying Alliance tagline for this year was “All different, all equal”. I was brought up on the simple premise: “You are no better than anyone else, and no one else is better than you.” Such a simple, defining message can go a long way in terms of how we treat other people. It is a high benchmark, but one that we must promote and meet if young people are to grow and learn throughout life. It is vital that children going into school do not worry about what the day has in store for them, but look forward to making new friends and learning new things.
The anti-bullying strategy in my constituency was changed in 2015. In the updated strategy, the local authority ensured that each type of bullying, whether targeting race or religion, or of other kinds, was categorised with solutions for dealing with each as they arose. Subsequently, research on prejudice-based bullying commissioned by the Equality and Human Rights Commission cited East Renfrewshire’s anti-bullying policy as,
“a clear example of good practice…as it included suggested strategies for dealing with each form of prejudice to which it referred”.
Although that comment was welcome, and as much as we might like to congratulate ourselves on the progress that we are making, bullying is still a prominent problem throughout our schools. I am sure that we have all had distressed parents come into our surgeries or offices at their wits’ end about what to do with their child who is having a hard time at school, and who do not feel that they are being taken seriously. In one case of mine, a pupil who was badly bullied in primary 6 and 7 moved up to senior school, looking for a fresh start, but found herself placed in the same reception class as her bully, despite assurances from both head teachers that that would not happen.
Every year, Ditch the Label, a UK-based anti-bullying charity produces an annual bullying survey. This year more than 10,000 young people were surveyed, and the findings make for stark reading. It found more than half of respondents had been bullied and that one in five had been bullied in the past year, one in 10 in the last week. Of those who were bullied, half stated that it was down to their appearance, while 36% of those bullied developed depression and 24% had suicidal thoughts.
Bullying does not stop at the school gates. An ever more connected world brings ease of online abuse. I did not get my first mobile phone until I was in my third year at high school; my three-year-old daughter can already find her way around a tablet and likes playing with “smiley faces”, known to the rest of us as Snapchat filters. The world has changed, and mobiles are just one more thing that kids have these days.
It is an uncomfortable truth that suicide remains a main killer for anyone under 40 years of age, and there has also been a dramatic increase in suicides among 15 to 19-year-olds since 2013. We need to get to grips with that. Figures from the National Society for the Prevention of Cruelty to Children show that Childline delivered 12,248 counselling sessions about online abuse in 2016-17, a 9% increase on the year before. Worse than that is a 44% increase in child sexual exploitation online.
As parliamentarians, we are no strangers to online harassment—or indeed harassment in more traditional forms, such as odd Christmas cards—but I can only imagine the emotional strain on our young people growing up in a world where they are expected always to be available, contactable and showing the best sides of their lives. A telling statistic from the annual bullying survey is that 71% of young people do not feel that social networks are doing enough to prevent bullying online, so it is essential that we create parity between both offline and online abuse. Nearly half of all respondents stated that they had been a victim of cyberbullying on Instagram. If social media outlets are to get serious about online bullying, that cannot continue.
What can be done? In Scotland, we have taken a slightly different approach from the rest of the UK. Organisations such as respectme, an anti-bullying service based in the west of Scotland and mentioned earlier, have helped to reshape how we define bullying. In Scotland, “bullying” is centred more around behaviour and impact than intention. We should also consider how we talk about it. I am not sure that labelling people as bullies and victims necessarily works. As the hon. Member for Paisley and Renfrewshire North said, people are not born to bully; they bully because of learned behaviour emanating from the current circumstances of their own lives. Compounding the issue with a “bully” label can degrade self-worth or have the reverse impact of becoming a strange badge of honour that people feel proud to carry around. Respectme believes that redefining bullying can bring about the cultural shift that the hon. Member for York Central mentioned in her remarks.
In conclusion, we must stamp out bullying wherever we see it, but we must also be flexible enough to take new approaches. We have entered the age of online abuse, and we are losing. We must put pressure on social media outlets to stamp out bullying, but we must also put pressure on ourselves to bring about the much-needed culture change that the 21st century requires of us.
Social Mobility
Paul Masterton Excerpts(6 years, 11 months ago)
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Paul Masterton (East Renfrewshire) (Con)
I thank the hon. Member for Manchester Central (Lucy Powell) for securing this important debate. The Government have made significant progress on tackling social mobility, but we need to do more to remove the barriers that stand in people’s way. People should not be prevented from fulfilling their potential because of their age, family circumstance, race, disability, sexuality, postcode or simply how much their parents earn. Too often, the ladder of opportunity runs out of rungs pretty quickly. The Government are already getting on with some of that, and we are seeing results. I am sure my hon. Friends will want to talk in more detail about that.
Siobhain McDonagh
Is the hon. Gentleman aware that half of 18 to 24-year-olds believe that their destination in life is based on their parents’ socioeconomic status? How depressing is that in the 21st century?
Paul Masterton
I am aware of that. The hon. Lady may not be aware of this, but in Scotland roughly one in five people leaves school and goes straight into the dole queue. That is why it is important that we look at both Governments’ policies on improving social mobility and continuing to provide good jobs. The record employment under this Conservative Government is so important.
Mark Pritchard (in the Chair)
Order. A phone just went off. Can people keep their phones on mute or vibrate?
Paul Masterton
I am aware of that, but some of the things the Scottish Government consider to be positive destinations are things that most people would not consider to be so.
The Government are getting on with some of those things, but we need to be imaginative in our responses. We know that two children with parents on the same income and with the same educational qualifications will experience different levels of social mobility depending on their surroundings. A person is more likely to be upwardly mobile if they live in a mixed socioeconomic neighbourhood, so how do we create policies that bring different parts of the community together and expose our children to people with different views, values and backgrounds?
More and more people are working atypical hours, which often conflict with the opening hours of essential public services. If someone does not have a network to fall back on or someone to pick their kids up from school, they are more likely to drop out of the jobs market. If someone struggles to get a doctor’s appointment around their working hours, they are much less likely to get early help for a health problem.
As well as social mobility, we need to talk about social exclusion, because the latter is hugely detrimental to the former. Of course, a huge driver of social mobility is earning power and the confidence and self-reliance that comes from being in work. Conservative action to support a modern industrial strategy, invest in infrastructure, provide city deals for places such as the Glasgow city region, and cut taxes for small businesses, corporations and families alike, is helping to drive employment growth. We have more jobs and record employment. More low-paid are out of taxation, and the national living wage has been introduced. Those things really matter, because they broaden opportunity, deliver jobs and improve future generations’ life chances.
It is true that in-work poverty is too high in Scotland and the rest of the UK. There are UK-wide levers, such as tax and benefits policy and the national minimum wage, but the agenda can be set at a more regional level, both by the devolved Administrations—particularly Scotland, if there are further transfers of tax and social security powers—and by local councils. That should not be overlooked. Regional economic development can drive up wages and increase the demand for employees to work more hours. Skills development can help workers move into better-paid jobs, and a focus on economic diversification can aid unsatisfied workers change industry. For example, the underemployed—people who would like more hours but cannot get them—are more likely to work in fluid sectors such as hospitality and retail. That all helps to motor social mobility, and it must continue to form the cornerstone of the policy agenda. The Taylor report provides a fantastic opportunity for the Government to revisit many of the structural issues in the modern world of work, and to adapt and create policy that takes the new landscape into account.
Although education is devolved, there are things that we can learn from each other on both sides of the border. I believe that a good education is the single biggest social mobility tool we can provide. Much of the education debate centres on higher education and tuition fees, so I was pleased that the hon. Member for Manchester Central focused more on early years, because that is key. Many people have been dealt their cards for life by the time long before they fill in their UCAS form, so if we are serious about social mobility, funding has to be ploughed into early years. It is about not just increasing hours for three and four-year-olds, which most parents cannot access anyway—the Governments in Westminster and Edinburgh appear to be in an arms race to do that—but investing in high-quality childcare.
The Scottish Conservatives have a distinct voice and get it right on that issue. We say, first, that before increasing hours for three and four-year-olds, we need to extend the current allowance to two-year-olds and more disadvantaged one-year-olds; and, secondly, that we need to ensure that funding is used to train up a more highly qualified professional workforce. Early years education and childcare need to have a real purpose of intent. We must develop literacy and numeracy, which are dropping very quickly in Scottish schools, as well as social skills, to narrow the divide that is currently so wide as to be almost irrecoverable by the time our kids walk through the primary school gates. We must bridge the gap between the point maternity leave ends and free childcare provision begins. We need to understand that the driver of social mobility is in those crucial early years, when the attainment gap takes root.
Students from the most advantaged areas are four times more likely to go to university than those from the least advantaged areas in Scotland—it three times more likely in Wales and Northern Ireland, which is lower but still high, and two and a half times more likely in England. That starts right back in nursery. In Scotland, the gap in attainment can start as early 18 months.
Dr Poulter
My hon. Friend is making a very thoughtful contribution to this excellent debate. I completely agree with him about the need for investment in early years. We need to take a longer-term look at public investment, which does not always happen, to ensure the investment improves children’s life chances from very early on. Given that local government budgets in England are under a lot of pressure, and that a lot of early years funding comes from local authorities, what is his advice to the British Government about how to improve things in England, drawing on his Scottish learning?
Paul Masterton
I have learned that it does not tend to go down well when Scottish MPs stick their oar in, so English MPs should deal with their own system. There have been large local government cuts to the settlements in Scotland, which are impacting on services. My hon. Friend is absolutely right to talk about the long-term view, but unfortunately Governments of all colours in all Parliaments around the UK often look for short-term quick fixes.
One of the things I am particularly pleased to see down here in Westminster is the UK Government’s focus on technical and vocational education. We have not seen that in Scotland, where there have been huge cuts to technical education and more than 150,000 college places have been cut. The Scottish National party and the Scottish Government have decided to value academic education over and above technical education. That is completely the wrong way to do it. I am very excited to see what these changes and reforms in the English school system will do. The Scottish Government have finally given way a bit on things such as Teach First. The hon. Member for Manchester Central talked about the London Challenge, which was hugely successful, and which we can learn a lot from in Scotland. I am very excited to see how some of those reforms play out.
Deidre Brock
I thank the hon. Gentleman for his contribution. He would accept, though, that the Scottish Government have very recently announced that they will be putting £750 million extra into closing the attainment gap.
Paul Masterton
I would, but the Scottish Government have been in power for 10 years, and they seem only now to have decided to make education their priority. That has come a bit too late for many families and a lost generation of kids who have been in education under devolution.
Rishi Sunak
My hon. Friend is making an excellent speech. I welcome him to his place. I want to touch on his comments about technical and further education. I have campaigned in this House to ensure parity of esteem between those routes and higher education. He talked about filling out UCAS forms. I have talked to Ministers about the idea of having a UCAS for apprenticeships system, which Alan Milburn recommends in his report and which was included in the Government’s industrial strategy. Will my hon. Friend join me in welcoming that proposal, which could ensure parity of esteem and make it easier for young people to embrace a career outside university?
Paul Masterton
Absolutely. Just to be controversial, I commend the Scottish Government on the work they are seeking to do on apprenticeships. They have cottoned on to that major issue and are doing some good work on that front.
Catherine McKinnell
I am pleased that the hon. Gentleman raised the issue of apprenticeships. It is important that we focus on access to university and higher education, but for an awful lot of young people, a route into an apprenticeship can unlock their potential. I co-chair the all-party group on apprenticeships, and we are launching a report today that focuses on what the Government can do to increase massively what schools and colleges do to promote apprenticeships, to ensure that schools are incentivised to send their children and young people into apprenticeships rather than just the university route. Otherwise, they close up avenues to young people who would benefit from apprenticeships. I encourage the Government to take up some of the recommendations in the report.
Paul Masterton
The hon. Lady makes me think of the number of graduates not going into graduate-entry jobs, which the hon. Member for Manchester Central mentioned earlier. Partly that is because of the exponential rise in the number of graduates, and because the UK jobs market has not kept pace with it. That brings us to the wider issue of whether there are a lot of people going to university whose future potential would be best tapped into through another route.
Kids learn differently, so we need to allow them to be taught differently. They have different skillsets, so we need to have an education system that allows all of those skillsets to be nurtured and developed. Ultimately, kids have different aspirations and goals and we need to ensure that we have guidance and routes in place to help every child get to where they want to be, rather than being funnelled automatically through to university education as a default, which is what happens in a lot of schools.
Many have said in the past that poverty is a cost that the UK cannot afford. They are right. We need to move from treating the symptoms of poverty to treating its underlying and fundamental causes. The commission, which is a few years old now, found that £4 in every £10 was spent on dealing with the causes of poverty after they had occurred, not on preventing them. That simply wastes bad money.
The Government have a great story to tell, but people are ultimately more than numbers on a spreadsheet or plots on a graph. Social mobility and the effectiveness of the Government’s policies are measured just as much in how people feel their lives are going on the ground. Far too many people feel let down and passed by. It is simply not okay for the UK to be a country where it is still better to be rich and a bit dim than poor and clever.
What was so important about the Prime Minister’s first speech outside No. 10 was that, like David Cameron’s life chances agenda, it understood that, although income is crucial, we will not get rid of poverty and improve social mobility by lifting income levels alone. We have to deal with some of the underlying causes, which means that too many people simply do not get a fair shot.
It is absolutely vital that, whatever else might be going on, the Government go back to the speech and put it at the heart of everything they do. If they can do that, they can truly tackle the potential sapping prejudices people face every day and make a real push on social mobility.
Mark Pritchard (in the Chair)
Order. There are five speakers. I shall impose a time limit of three minutes because of the amount of interest in this debate, and because we have to allow time for the Front Benchers to wind up.
Deidre Brock (Edinburgh North and Leith) (SNP)
It is a pleasure to serve with you in the Chair, Mr Pritchard. The recent work of the Social Mobility Commission, which has already been mentioned by a couple of hon. Members, was so damning that I rather suspect the commission is not long for this world. In two decades there has been no real progress: 20 years in which the only movement seems to have been backwards. From my brief look at the research papers, it appears that Scotland is not particularly included in the analysis. I do not know whether I would have found references to Scotland, Wales and Northern Ireland if there had been more time, but the report seems mainly to be a body of work referring to England. Scotland, of course, has its own Government and Parliament, to take forward more progressive policies—policies so progressive that Labour copied them wholesale in its general election manifesto and was then praised for being radical.
Social mobility, however, depends on a lot more than the current devolved powers can deliver. It requires easy access to social security—a helping hand for people who want to make a better life through education and perhaps start their own business. It also requires a good health service, good housing and a cohesive society. It needs opportunities to be available—an economy that works in the best interest of us all, rather than just a few. It needs the Government to take an attitude that encourages new enterprise rather than protecting those who already have money. Real social mobility requires an expansive, open attitude to the world—the kind of attitude that would embrace the EU and immigrants, and the opportunities that both bring. Social mobility needs parity of esteem between people, which seems to me to be in pretty poor supply in this place.
To deal briefly with the commission’s research, it said that both Tory and Labour Governments have largely failed the people they were elected to represent. I was particularly taken by what it said about the stalling of young people’s ambitions or, to put it in brutal capitalist terms, the waste of the great resource of youth. Young people’s wages are lower now than they were in 1997, for goodness’ sake; they should be building their lives, and the economy should benefit from their frittering away, if you like, a decent disposable income before they get serious financial commitments that eat it all up. That is before we consider the damage that carrying a huge student loan does to people’s prospects.
Paul Masterton
First, I am sure that the hon. Lady is aware that the rise in low pay is much slower in Scotland than in the rest of the UK. Secondly, given than in 2014 Alan Milburn said that a lack of political debate and engagement on social mobility in Scotland meant that it was sleepwalking into a social mobility crisis, does she accept that perhaps the Scottish Government had other things on their mind in about 2014, and that they took their eye off the ball in relation to social mobility policy?
Deidre Brock
I remind the hon. Gentleman that youth unemployment is at its lowest rate since records began in Scotland—it is the second lowest in the EU— that free tuition has been reintroduced and protected, so that young people do not start their working lives with enormous debts, and that a record number of Scots are supported into university. He appears to have forgotten those facts.
The proportion of young people not in education, employment or training is still at the same level. A valuable workforce in England is wasted, sitting on the sidelines whiling their lives away. Retention and graduate outcomes for disadvantaged students have barely improved. Careers advice and work experience opportunities are disappearing and apprenticeships go to older rather than younger workers. Generation after generation have been failed by the paucity of ambition of Governments who thought it more important to curry favour with the wealthy and privileged, and left a fabulous resource untapped. That is short-sighted at best, and more likely cruel and thoughtless. Social progress and social justice require social mobility. Governments, Parliaments and politicians fail if we do not facilitate that.