Relationships, Sex and Health Education: Statutory Guidance

Peter Bottomley Excerpts

Thursday 16th May 2024 Commons Chamber

[Mr Deputy Speaker]

I call the Father of the House.

[Sir Peter Bottomley (Worthing West) (Con)]

I thank the Secretary of State for putting forward proposals that children need and that teachers, parents and school leaders have wanted. It seems to me that a lot of people are now saying, “Of course, what she’s doing is right”, and a year or two ago they were not saying that.

I would just say in passing that some people who have been providing sex education lessons and gender lessons in primary schools boast that they have presented to 100,000 children and trained over 4,000 staff, and I think that kind of infiltration has to end.

Can I also say to the Secretary of State that I hope her permanent secretary and others are listening to their SEENs—sex equality and equity networks—when they raise, or try to raise, the point with their Departments that when Departments ask questions about gender, they should be asking questions about sex?

[Gillian Keegan]

I thank the Father of the House, who, as usual, shows true leadership in this area, as in many others. He is absolutely right that there are examples of organisations with material on their websites that we think is inappropriate, because it is teaching contested views as facts, boasting about how many schools they have worked with. Some organisations—I will not name them—have been teaching children about gender, gender expression, gender roles and different kinds of gender identities, and they claim to have worked with over 500 schools. There are many examples of that. That is why we had to show leadership on this. This is important: we have showed leadership in the area of gender questioning, and we have been clear about biological sex and how to teach that in schools. In Labour-run Wales, I believe they have removed all reference to “man” and “woman” in the curriculum, and they recommend that sex is not just about male or female. I want to look into whether those reports are true, but I would be happy to support the Welsh Cabinet Secretary for Education with that, because it needs to be taken seriously. People have very much changed their views on this issue.

Higher Education Reform

Peter Bottomley Excerpts

Monday 17th July 2023 Commons Chamber

[Mr Speaker]

I call the Father of the House.

[Sir Peter Bottomley (Worthing West) (Con)]

I thank the Secretary of State. Those of us with long memories know that we either ration places by number or we give people choice. If she is giving people the choice of being able to discriminate between the courses and universities on offer, I congratulate her, as I do especially on the lifetime learning and the degree apprenticeship expansion, which has already happened, with more to come.

However, can I also speak up for those who either got fourth-class degrees or failed to take a degree at all, including two of the three Governors of the Bank of England who went to King’s and who came out without a degree? Rabi Tagore left university, and many other poets, painters, teachers or ministers of religion—whether rabbis, imams or ministers in the Christian Church—do not show up highly on the earnings scale, but they might show up highly in their contributions to society. Can my right hon. Friend please make sure that she does not let an algorithm rate colleges, courses or universities?

[Gillian Keegan]

I thank my hon. Friend for his remarks, and I very much agree that this is about choice—the lifelong loan entitlement, degree apprenticeships and all of the other choices—and about people understanding that there are many different routes to success in life. We have asked the Office for Students to look at earnings, because I realise that is difficult and that some jobs will not earn people more. However, for his information, five years after graduating from some courses, people are earning less than £18,000. That is less than the minimum wage, and it is not acceptable.

History Curriculum: Black History

Peter Bottomley Excerpts

Tuesday 8th September 2020 Commons Chamber

[Theresa Villiers (Chipping Barnet) (Con)]

Madam Deputy Speaker,

“There were Africans in Britain before the English came here.”

That is the opening line of Peter Fryer’s monumental book “Staying Power: The History of Black People in Britain”. Black and minority ethnic communities have roots in this country going back nearly two millennia. Among the Roman legions guarding Hadrian’s Wall in the third century AD was a unit recruited in north Africa. In 210 AD an African soldier serving in Carlisle went down in history as brave enough to make fun of the visiting emperor, Septimus Severus, who was at the time pretty much the most powerful person on the planet. In 1901 remains were discovered in York of a high-status woman living around 350 AD, born in Britain but likely to have been of north African descent, and forever known as “ivory bangle lady” for the ornaments buried with her. More recently, the remains of a young black girl were found in North Elmham near Norwich dating back to the Saxon era around the year 1000. A small black community appears in the account books of the court of King James IV at Holyrood shortly after 1500, and John Blanke was a black musician who performed for Henry VIII.

In past centuries, long before Windrush and the modern era, history records black British people as sailors, soldiers, teachers, craftsmen, retailers, nurses, writers, actors, singers, farm workers, entrepreneurs, vicars and chefs and in hundreds of other occupations. But from the late 1500s, of course, the majority of black people who came to live in this country were domestic servants, many initially brought here as slaves.

It is estimated that in the 245 years between the first British slave trading voyage and abolition in 1807, British ships carried around 3.4 million enslaved Africans to the Americas. The appalling depravity and cruelty of the triangular trade makes it one of the greatest crimes against humanity ever committed. It is true that there were brave and principled men and women in this country who campaigned for many years for an end to this abomination, including many who served proudly here in this Parliament, and it is also true that after the Abolition Act came into effect, the British Navy was prominent in stopping slavers who tried to carry on; but it is none the less a matter of national shame that the transatlantic slave trade was allowed to endure for so long, with involvement from across the British establishment, including MPs, the monarchy and the Church.

I am afraid that, even with the slightly extended time that we have available, the time is short to begin consideration of the complexities of the legacy of empire and colonialism, but I am in no doubt that those wishing to understand Britain today need an understanding of its colonial past.

[Sir Peter Bottomley (Worthing West) (Con)]

I am very glad that my right hon. Friend has brought this subject to the House and I would normally speak if I could, but I spoke yesterday so I will not. Can she confirm that when slavery was abolished, compensation did not go to those who had been enslaved, but to the owners?

[Theresa Villiers]

I can confirm that, and it is astonishing, by the standards of our own values, that that was the decision that was made, and even more astonishing that the Government were still paying off that debt in 2015. I do not think there are any words to describe the devastation of the impact that the slave trade had.

Higher Technical Education Reform

Peter Bottomley Excerpts

Monday 8th July 2019 Commons Chamber

[Nadhim Zahawi]

I thank the hon. Gentleman for his contribution. He asked a number of questions. I will attempt to address most of them, and if I do not I will happily write to him after this statement. He asked whether there will continue to be one type of recognised qualification at this level. Of course, he will know that there are individual examples of high-quality qualifications that are well recognised by employers—pharmacy, for example. These qualifications cater for a diverse set of situations and students, including people from a range of backgrounds studying for various purposes and a large volume of adult learners. We propose to maintain this diverse and competitive market through an opt-in system that enables more than one qualification to be approved against a given occupational standard. We want all higher technical qualifications that provide the knowledge, skills and behaviours that employers need to get the recognition they deserve. This is in contrast to the position for T-levels, where, as recommended by the Independent Panel on Technical Education, only one qualification is approved per occupation or group of occupations.

The hon. Gentleman mentioned the issue of wider funding to deliver reforms. Of course we recognise that financial arrangements, or incentives, are important in delivering these reforms. We want to ensure that public funding for the delivery of higher technical education is focused on providers that meet the Office for Students’s proposed technical ongoing registration conditions.

We will be considering funding proposals as part of the spending review. The hon. Gentleman has heard that from the Dispatch Box on many occasions, but it is an important consideration. We are also seeking views through the consultation on how we can support providers to develop their workforce and engage with employers through non-financial incentives. I remind the Opposition that the funding that is available for investment in apprenticeships will reach over £2.5 billion in 2019-20—double what it was in 2010-11. So more money is going into the system for these apprenticeships.

On the hon. Gentleman’s slightly frivolous point about the negotiations with the EU, we do need to deliver a Brexit by 31 October. I am surprised that the Opposition have changed their position on this considering how many of their heartlands in the north feel about that issue, but I will leave it there. We have made no-deal preparations in the Department and I feel confident that we will be ready if that is the position—not that we want it to be. We want a deal, of course.

[Sir Peter Bottomley (Worthing West) (Con)]

I thank my hon. Friend for his statement. I very much agree that we have to make sure that employers, families and those who might take these qualifications will understand that we are making the greatest advance perhaps not in the last 70 years—perhaps in the last 110 years, since people like William Garnett started getting technical colleges going all over the country.

I hope that we will avoid the mistakes that were made a few years ago in the recognition of training centres, where Worthing College and Northbrook College, which is now part of the Met, in my constituency were disqualified from recognition because some stupid question had a tick-box exercise where, if the right word was not included, the college was disqualified. In the same way, no college in Birmingham was approved. That had to be put right. We have to watch what the apparent invigilators are doing and make sure that they see common sense in all they do.

Lastly, my hon. Friend’s advisers ought to look at the words by Graham Hasting-Evans of the charity NOCN in FE Week today about the importance of making sure that the Institute for Apprenticeships and Technical Education has the capacity to do the job it is being asked to do.

[Nadhim Zahawi]

I take on board my hon. Friend’s comments and advice that we make sure that this is not a tick-box exercise. I will certainly look at the words of Graham Hasting-Evans on the capacity of the Institute for Apprenticeships and Technical Education. We obviously want to get this right through the consultation.

Teacher Recruitment and Retention Strategy

Peter Bottomley Excerpts

Monday 28th January 2019 Commons Chamber

[Mr Speaker]

I have known the right hon. Gentleman for 33 years and I must say that he has a mildly eccentric approach to these matters. Nobody could accuse the Minister of State of excluding from his answer any matter that might at any stage to any degree be judged to be material—[Interruption.] The hon. Member for Worthing West (Sir Peter Bottomley) has not stood, but I have just been advised that he has been twitching. Let’s hear the fellow.

[Sir Peter Bottomley (Worthing West) (Con)]

As I said in October 1990 when I raised the question of leadership with the then Prime Minister, Margaret Thatcher—especially mentioning Peter Dawson, who had run Eltham Green before becoming general secretary of the Professional Association of Teachers—the culture that good heads can set, followed by other senior teachers, can bring people in not just to teach first but to teach second, bringing the experience of their own careers to expand our schools and academies. They can do a great deal of good for children across the country.

[Nick Gibb]

My hon. Friend is absolutely right. Headteachers play an important part in creating the right culture in schools, and the Government have a role to play in helping headteachers to create that culture. We want schools to acknowledge that we live in a strong economy with low levels of unemployment and a competitive jobs market so schools, like other employers, will need to be more flexible in their recruitment approach to allow more professionals to come into the profession on a part-time or flexible basis. We had a flexible working summit last year, because we want to encourage people to teach more flexibly.

Schools: National Funding Formula

Peter Bottomley Excerpts

Thursday 14th September 2017 Commons Chamber

[Justine Greening]

First, as I set out today, there will be a minimum 0.5% cash increase per pupil for all schools in 2018-19, increasing to 1% by 2019-20, and that settlement is actually more generous than the Opposition manifesto commitment. Those schools are now doing better under our funding formula.

Secondly, we are investing huge amounts in our schools estate, not least through the condition improvement fund. We have managed to get ahead of the school places crisis that was left to us by the previous Labour Government. Ensuring that we have the school places in our system that children need is a major thing that we have done.

[Sir Peter Bottomley (Worthing West) (Con)]

I welcome the changes to a system that was unfair, opaque and out of date. I am glad that the Secretary of State has listened to the headteachers, the governors, the MPs and the parents, who have asked that no school should be left behind and that those that have been dramatically underfunded should be able to catch up within two years, and I am glad that she has lifted the cap on the transition. Lastly, I recognise that quality of teaching is also important in addition to the funds, and I hope that teachers will recognise that this increase in funding acknowledges their contribution to the education of all our children.

[Justine Greening]

My hon. Friend is right that it is important that schools that have been underfunded for years while being held to account on exactly the same standards as every other school can catch up properly. As for the quality of teaching, the continued professional development of teachers and the teaching profession is an intrinsic part of school improvement and the two are inextricably linked. Today, we have announced the first successful bids to our teaching and leadership innovation fund, which is about ensuring that we lift up our teaching profession and is particularly directed towards schools in parts of the country where we know we can do better.

Schools Update

Peter Bottomley Excerpts

Monday 17th July 2017 Commons Chamber

[Justine Greening]

In answer to the right hon. Gentleman’s first point, we are maintaining real-terms funding per pupil, as I have set out today. That sits alongside the other work that we are doing with schools to enable them to unlock efficiencies from the investment that is already there. I have also set out further additional funding for high needs today, which I hope he will welcome, given his long-term interest in this area.

[Sir Peter Bottomley (Worthing West) (Con)]

I hope that my right hon. Friend will accept that the West Sussex MPs who have been working with heads and parents will welcome the progress in her statement. May I say on behalf of the Back Benchers, perhaps the Parliamentary Private Secretary and the Minister for School Standards that we have all worked together and hope to continue doing so to get even more progress in future?

[Justine Greening]

It has indeed been a team effort to work out how we can best bring forward what is a very difficult thing: a national funding formula that broadly works for many, many different schools across our country, wherever they are, and one that is fair. We have more detail to set out in the autumn, but I hope I have given a clear signal to the House today that we are moving in the right direction and will indeed take this step forward to ensure fair funding.

Sex and Relationship Education

Peter Bottomley Excerpts

Monday 23rd January 2017 Commons Chamber

[Mrs Miller]

The hon. Gentleman is right that parents have a pivotal role, but so do schools, and I was about to come on to that.

[Sir Peter Bottomley (Worthing West) (Con)]

rose—

[Mrs Miller]

I am now, I fear, going to break my rules by allowing my hon. Friend to intervene.

[Sir Peter Bottomley]

I am grateful to my right hon. Friend for giving way. Many of us did not get much from our parents, and many of us did not pass much on to our children, but the truth is that celibacy is the only thing that we cannot inherit from our parents, and many parents are too embarrassed to talk about these things to their children. Does she agree that it would be a good idea if parents and teachers discussed what children ought to know, and considered whether parents or teachers, or both, should talk to them about it?

[Mrs Miller]

As always, we hear pearls of wisdom from my hon. Friend, who knows that involving parents in decision making, and in determining ultimately what children really need to understand, at whatever age, is exactly the right way to proceed.

I know the Minister well, so I am sure that she will remind us that some of the best schools already teach children about mutual respect and self-respect, and about what makes a truly loving relationship. They go beyond what is currently compulsory—the mechanics of sex and the biology of reproduction—and tackle relationships and the context of a sexualised online world, because we need to help young people to make better and informed choices in those early years. However, it is surely clear to both me and her that many schools do not take that approach. Why should we sit by and allow children in those schools to lose out?

As I said, research published today by Plan International UK shows that eight in 10 adults think that teaching sex and relationship education should be compulsory in all schools, regardless of their status. We need children to be able to make informed choices. We need them to understand that sexting is illegal, and that it could affect their mental health, leave them open to extortion and perhaps limit their future career choices. We need them to understand that pornography does not reflect reality, and that bullying behaviour online is just as unacceptable as bullying behaviour offline. To be honest, it might be more accurate to call it relationship and sex education, because what children need more than ever is to understand what a healthy relationship really looks like. What they see and experience online is, for the most part, not that.

--- Later in debate ---

[Caroline Dinenage]

As I have already said, we are currently considering all the options and are committed to updating the House during the passage of the Children and Social Work Bill. The Minister for Vulnerable Children and Families will definitely be bringing the measure forward as part of the Bill, but the key is getting it right, not rushing it through just to satisfy loud voices on either side of the House.

[Sir Peter Bottomley]

Just to translate, my right hon. Friend the Member for Basingstoke (Mrs Miller) is talking about compulsory SRE. I would call it comprehensive SRE. Do the Government have any idea of how many young people miss out on effective sex and relationship education? Will the Government try to ensure that the number of young people who are missing out will be reduced to virtually zero within a few years?

[Caroline Dinenage]

The biology of sex and relationships is compulsory in schools, but we want to see a much broader look at healthy relationships, respect for oneself, respect for others and issues around consent. Those are all things that we have to look at very carefully as we move forward, which is why we are encouraging schools to use the Ofsted case studies as a resource while they tailor their own programmes to meet the specific needs of their pupils.

In addition, in 2014 the PSHE Association, Brook and the Sex Education Forum produced a supplementary guidance document on sex and relationship education for the 21st century, which provides valuable advice on what are, sadly, the all-too-modern issues that my right hon. Friend the Member for Basingstoke has already mentioned, such as online pornography, sexting and staying safe online. That useful guidance provides teachers with the tools to support pupils on those challenging matters, developing pupils’ resilience and ability to manage risk.

As we have heard today, social media and interactive services are hugely popular with children and young people. They can provide fantastic opportunities for them to express creativity, to learn digital skills and to improve their educational attainment but, like all forms of public communication, they come with a level of risk. The Government expect online industries to ensure that they have relevant safeguards and processes in place, including access restrictions for children and young people who use their services.

We have published a guide for parents and carers of children who use social media, including practical tips about the use of safety and privacy features on apps and platforms, as well as conversation prompts to help families begin talking to their kids about online safety. We have also funded the UK Safer Internet Centre to develop new resources for schools, including cyberbullying guidance that helps them to understand, prevent and respond to this issue, as well as an online safety toolkit to help schools to deliver sessions through PSHE on cyberbullying, peer pressure and sexting.

We are also talking directly to young people about healthy relationships. The Government Equalities Office jointly funded a £3.85 million campaign with the Home Office to launch the second phase of the “This is Abuse” campaign, called “Disrespect NoBody,” from February to May 2016. The campaign encourages young people to rethink their understanding of abuse in relationships, including issues such as sexting. It also addresses all forms of relationship abuse, including coercive and controlling behaviour, and situations including same-sex relationships. Some of the campaign materials contained gender-neutral messaging, and others depicted male victims of female perpetrators. It was targeted at 12 to 18-year-old boys and girls, with the aim of preventing them from becoming the perpetrators or victims of abuse in relationships.

As I said, we are actively considering calls to update the guidance on SRE, which was issued in 2000. The feedback we have received indicates that the guidance is already clear that young people should be learning what a healthy relationship looks like. However, we do not consider the guidance we produce to be static, and we fully recognise that there will continue to be changes to update it. We are looking at the issue extremely carefully. As I have said, it is essential that we do not rush things. We need to adopt a fresh and responsible approach and listen to a range of views from young people and parents alike.

Transgender Equality

Peter Bottomley Excerpts

Thursday 1st December 2016 Commons Chamber

[Caroline Dinenage]

Yes, I am more than happy to do that and I am keen to collaborate in any way with those from whose experience we can learn.

My right hon. Friend the Member for Basingstoke presented her Bill today. We have not yet heard a convincing case for introducing gender identity as a protected characteristic. The Equality Act, and criminal, hate crime and employment legislation all offer protection for trans people. However, we will continue to keep an open mind, listen to testimony and monitor evidence to find ways to improve the lives of trans people.

My opposite number, the hon. Member for Rotherham (Sarah Champion), asked about hate crime. We have improved the recording of hate crimes against LGBT people to support more effective prevention and action. Police forces are now required to collect those data, and the first set of data was published as official statistics in 2013. We have committed to review legislation on hate crimes and we are currently considering the options. The Crown Prosecution Service also recently launched a consultation on draft guidance on prosecuting cases of offences involving transphobic hostility.

The hon. Member for Lanark and Hamilton East spoke about gender markings and gender X on passports. As she pointed out, UK passports currently recognise only male and female genders. Legal recognition is more broad than just changing passports and would need to be considered across Government. Introducing a third category, such as that denoted by an X in a passport, would require a change in UK primary legislation. However, on gender markings, as set out in the response to the Select Committee report, the UK has agreed with the International Civil Aviation Organisation to lead on a survey of member states on gender and passport markings. The gender questionnaire was circulated in October and member states had until the end of November to provide their views. We will review the responses, compile a report and submit it to the working group early in 2017.

[Sir Peter Bottomley (Worthing West) (Con)]

Recognising that it is only 51 years since “transgender” was first used, I think the Government’s words on page 23 of their response to the ICAO are important because, as they rightly point out, we are now identified more by facial recognition and other things rather than by asking, “Is this person wearing trousers or a skirt?”

[Caroline Dinenage]

My hon. Friend never ceases to amaze me with his encyclopaedic knowledge of all manner of important issues, and this is no exception. He is right that we must keep pace with modern technology and always keep it in mind when we make Government policy and change legislation.

Several hon. Members, not least my hon. Friend the Member for Bath, who has campaigned hard on the issue, talked about managing offenders. When I was a Justice Minister, my hon. Friend and I worked closely on a number of particular incidents that he raised. Managing transgender offenders has been a major concern and we have taken action. A number of events involving transgender prisoners in autumn 2015 highlighted the need for the policy on their treatment to be given a more fundamental reappraisal. When I was in the Ministry of Justice, I led on that work and last month the Government published their review and confirmed the position. That is why we will, from now on, manage anyone received into services run by the National Offender Management Service in the gender with which they identify rather than the sex assigned to them at birth.

West Sussex Schools Funding

Peter Bottomley Excerpts

Wednesday 2nd November 2016 Westminster Hall

[Sir Peter Bottomley (Worthing West) (Con)]

I hope my hon. Friend the Minister will have in front of her, either now or shortly, “Annex C: local authority schools block units of funding 2015 to 2016”, which is part of the guidance entitled “Fairer schools funding: arrangements for 2015 to 2016”. It lists every education authority in the country, and at the bottom, by £90, is West Sussex. In some charts, we are fifth lowest. Some say we are third lowest. This annexe C, issued by the Department, spells out that we are £90 lower than the next lowest, so I say to the Minister that in the transitional funding that is needed, she should ensure that that £90 at least is made up. When we start looking at the allocation of the £390 million to 69 unfairly funded authorities, we would expect that the lowest-funded authority would get slightly more than 0.2% of that £390 million. Bromley went up by 11%. Shropshire, the county of my birth, went up by about 7%. Why did West Sussex get not the 0.9% given to the Isle of Wight, which is funded more fairly than West Sussex, but less than one quarter of that? Those are the challenges.

[Sir Nicholas Soames]

My hon. Friend has done our area a great service by raising the issue in this way, but he is such an old silverback—in a gorilla colony, as he knows, the silverbacks are the ones to whom everyone listens—that he remembers the long-gone days when these formulae were fixed in the most abstruse and archaic manner. Does he agree that it is preposterous that, as our hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) mentioned, we are being funded in a positively 18th century manner to equip our children to do work for modern times? It is not on.

[Sir Peter Bottomley]

I agree with my right hon. Friend. I seldom correct him, but he may have said that I was the Father of the House. If I get re-elected next time and three of the five other people who were first elected before me do not, I might then have that role, but until then I shall look on myself as—

[Sir Nicholas Soames]

You are still a silverback. [Laughter.]

[Sir Peter Bottomley]

I will not regard that as unparliamentary.

We have heard mention of special needs, and in my constituency Palatine school and Oak Grove college do really well with their pupils. Both heads have written to me, and I have passed that on to the Department. I bring up Palatine school because its aim is that every pupil should be empowered. How can the dedicated teachers empower their pupils, with special needs or not, if they do not have the funding? The message that we will take up with the Secretary of State, and will take up now with her colleague the Minister, is this: get on with some transitional relief, which will make a significant difference to the heads’ burdens.

My right hon. Friend the Member for Arundel and South Downs (Nick Herbert) talked about Steyning grammar school, and my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) talked about schools in his constituency. In our part of West Sussex, people go to schools outside of their constituencies, so we are in this together. I hope the Minister comes down to meet some of the heads and the pupils, who behaved impeccably at that petition event at Downing Street. I hope they can be as proud of her as she would be of them. However, it does need money.

The issue is the historic negative. All funding up to now has been based on what happened before, and it gets worse and worse. I ask the Minister and her advisers, especially the statisticians, not to treble count deprivation. Everyone knows that high needs have to be met and that pupil premiums are justified, but if they affect so much of the grant for schools, we get a distortion. When we move past the transitional stage to the next fairer funding national scheme, no other education authority or school within an area—there is a possible exception of one outlier at the top and one at the bottom because there is always some exception—can be more than 35% from the highest or lowest. There has to be a narrower range than at present. The £8,000 per pupil in Westminster may be the exception because there are very few schools in Westminster, and we may find something at the other end that needs the least funding, but beyond those, we cannot allow a gap of 100% or 50% and must bring it down to about 35%. That can become one of the rules within which the exemplifications are worked out. I know perfectly well how local authority funding has been run and how health service funding has been run: exemplifications come in, Ministers arrange things and there are some anomalies that cannot be dealt with. However, they can be dealt with, and West Sussex is one of them.

I have said to you privately, Mr Gray, and I say to the Labour party spokesman, the hon. Member for Wythenshawe and Sale East (Mike Kane)—I am sorry there is not a Liberal here for this important debate, but I am sure they would agree with us—that I cannot stay for the Minister’s winding-up speech because I have a charity’s trustees meeting to attend. However, I hope that my short remarks, especially the point about annexe C, which spells out that West Sussex is at the bottom, shows what the Minister needs to change.