Ofsted Review of Sexual Abuse in Schools and Colleges

Peter Kyle Excerpts

Thursday 10th June 2021 Commons Chamber

[Peter Kyle (Hove) (Lab)]

I thank the Minister for advance sight of her statement. I, too, pay tribute to the young girls and young women who came forward to share their experiences under extremely difficult circumstances. That took huge bravery, but I hope they will look at the action that is now unfolding and see that their bravery has been rewarded. I think it is safe to say that without their action, today’s unfolding of policy recommendations would not have happened; for that, they should take pride in their actions.

A young person’s experience at school shapes their future in so many ways. It plays a key role in their development socially and emotionally, and few experiences have such a scarring effect as sexual abuse or harassment, yet today’s review shows that far too many children, especially girls, are living in a world where it is normalised and they have no alternative but to accept it. From unsolicited touching and explicit images to false rumours about sexual history, sexual harassment in schools ruins lives and must be rooted out.

This is an issue on which I am sure the entire House agrees, and I welcome Ofsted’s report and the Minister’s comments. I put on record Labour’s gratitude to the chief inspector of schools, Amanda Spielman, not only for her thorough report, but for taking the time to brief me and colleagues across the House in advance of publication.

We all agree on the need for action, but I must ask the Minister why it has taken so long, and why it took a national scandal to force the Government to act. The Department for Education was warned about routine sexual harassment in our schools as far back as 2016. Since then, figures suggest that up to 1,000 girls may have been raped in school. In 2016, the Women and Equalities Committee found that 29% of 18-year-olds had experienced unwanted sexual touching at school. The Committee criticised the lack of central data collection on sexual harassment, and yet the Government refused to act. Routine record-keeping and analysis is one of today’s recommendations—something that was asked for five years ago.

In 2019, schools’ awareness of safeguarding policies was so poor that my hon. Friends the Members for Birmingham, Yardley (Jess Phillips) and for Hull West and Hessle (Emma Hardy) were forced to write directly to head teachers to raise awareness. They met the head of Ofsted to explain their concerns. The strengthening of guidance and training for teachers features prominently in today’s report—another action that the Government have known for years was needed. The Labour party has produced a Green Paper on violence against women and girls. In it, we call for a national strategy, backed up by strengthened teacher training, inspection and policies, requirements for data collection and targeted action in the Online Safety Bill.

The shadow Education Secretary, who is my hon. Friend the Member for Stretford and Urmston (Kate Green), and the shadow Minister for domestic violence and safeguarding, who is my hon. Friend the Member for Birmingham, Yardley, wrote to the Department for Education in March this year with an offer to work together on implementation. We have been calling for action and making constructive, implementable policy recommendations for years. We now need a clear plan to tackle sexual abuse and harassment in school, backed up by clear dates for delivery. We need tough action in the Online Safety Bill to tackle the forced and unwanted sharing of nude photos and other online harassment.

Finally, considering how many young people are living with the consequences of past sexual abuse and harassment, I think it would be appropriate for the Minister to offer a heartfelt apology to each and every one of them for the creation of a system that fails to keep them safe from harm, but instead has normalised it.

[Vicky Ford]

I thank the hon. Gentleman for thanking the young women who came forward with their testimonials. We agree on that, and we also agree that keeping children and young people safe is a complete priority. I must, however, refute the suggestion that the Government have not taken action on the matter over recent years, because we absolutely have. We first introduced the statutory safeguarding guidance back in 2015, and we update it every year. It contains a section specifically addressing peer-on-peer sexual violence and harassment. Last year, through the UK Safer Internet Centre, which the Government help to fund, we provided schools with guidance on actions to take when they are aware of the sharing of nude images.

We also introduced the new compulsory relationships and sex education and health education curriculum, largely as a result of the Women and Equalities Committee’s report. Of course, it took some time to make sure that the curriculum was right, because this is a highly sensitive issue. The curriculum was due to roll out compulsorily last September, but because of the pandemic it needed to be delayed until this September.[Official Report, 17 June 2021, Vol. 697, c. 5MC.] We have already provided schools with a huge amount of training and teaching on how to roll out the curriculum. Indeed, this time last year we ran many seminars, which schools attended, on rolling out the mental health and wellbeing aspects of that curriculum. We will now be working, as I said, very closely with schools to ensure that they have support as it becomes more compulsory next term.

There are many schools, including the excellent school in Solihull that we heard about on the radio this morning, that are already delivering this curriculum in a really constructive and excellent way. Then there is the violence against women and girls strategy, on which we have had one of the largest ever consultations. It was right of the Government to reopen that consultation after the tragic death and murder of Sarah Everard in order to enable girls and women to come forward with their own suggestions.

The Online Safety Bill will be a benchmark and a reset, putting children’s safety at the very forefront of it. Incidentally, Madam Deputy Speaker, the Home Secretary is completely correct in her concerns about end-to-end encryption and its potential impact on children’s safety.

Guidance has been set up. For example, we established the independent inquiry into child sexual abuse. As the hon. Member for Hove (Peter Kyle) knows, we have been looking at this issue for many months now and we will be reporting back on it. There is, of course, more that we can do. While individual schools have a responsibility to keep reports of sexual harassment, Ofsted will now be questioning and quizzing schools on those reports, enabling it to look at the issue in detail. For example, if a school is not reporting any incidents and yet we know that those incidents are so prevalent, we need to know whether there is something in the culture of that school that means that children do not feel comfortable coming forward. These are the sorts of further actions that will be taken, but they build on actions that we have been taking over many years, because we know that the online world in particular is forever evolving and brings dangers for children.

Investing in Children and Young People

Peter Kyle Excerpts

Wednesday 9th June 2021 Commons Chamber

[Peter Kyle (Hove) (Lab)]

I put on record my thanks and gratitude to every student, teacher and support worker who has worked so hard in these difficult times. I also thank the Minister for School Standards for kicking off the debate with his usual leadership skills. So effective were they that in his 15-minute speech he pretty much failed to mention the catch-up plan or the moment that we are living through. That trend was followed by most of his hon. Friends.

It was a debate where there was sometimes more constructive agreement than was apparent. I was struck when the right hon. Member for East Hampshire (Damian Hinds) made a passionate speech calling for a whole-society approach to supporting children. I really hope he finds the time to read our plan, because we have championed that in opposition. I know that the shadow Education Secretary, my hon. Friend the Member for Stretford and Urmston (Kate Green), has a driving passion for it too, and it is riven through our educational catch-up plan.

This is a pivotal moment: one when students and school communities across our country will discover whether Ministers match the ambition that young people have for themselves and for our country, or whether this week will be like the last, when those in government, from the Prime Minister down, made the decision—yes, it was a decision—to become the barrier to young people bounding forwards after the challenges that pandemic life has presented them with. Anyone who has played a role, large or small, in the running of schools, colleges or nurseries will pay testament to the resilience, character and sense of purpose with which most students approach their education. Even in the last 13 years, as the core curriculum and testing became myopic, funding per pupil was slashed, class sizes grew and teaching assistants dwindled, students and their teachers found ways to move forward.

The challenges disproportionately placed on those living with disabilities was covered very well by my hon. Friends the Members for Worsley and Eccles South (Barbara Keeley) and for Lancaster and Fleetwood (Cat Smith), and, in a very thoughtful speech, by the hon. Member for Ipswich (Tom Hunt). For too many individual youngsters down the generations, insurmountable barriers have existed. The doors to the education they deserve need to be broken down—they are not wide open, as they should be. Tackling that has been the central mission of education policy across the political divide for as long as I have known it. We may disagree over how to achieve it, but both parties have usually tried their very best, until now. The events of the last week show us that the challenge is no longer just about knocking down barriers for individual student learning; it is about the Government slamming the brakes on an entire generation, making it harder for every student to learn, capping the potential—the essence of what is possible—for young people up and down the country. This is a new low, even for the party that voted against feeding hungry kids over the holidays. For all of history there has been one great leveller: education. Yet before us is a party that promises to “level up”, but in practice puts bricks before people. You can’t level-up without giving people who are trying to overcome the greatest barriers all the support they need.

To take just one example, students in the north-west are seven times more likely to be absent from school for covid-related reasons than those elsewhere. They need the greatest support to overcome this simple but immense challenge. The only significant catch-up programme to survive the butchery by Government of the Kevan Collins report is the national tutoring programme. Overall, it is reaching only 1% of students, but, crucially, even then 40% fewer students are participating in the north than in the south. It is about time Ministers heard the truth: this is not levelling up; this is robbing opportunity from those in greatest need. Covid has disrupted the incredible effort that our students and teachers are putting in every single day. The average pupil has missed 115 school days and the attainment gap has widened by a devastating 24% in some circumstances, and this has come on top of many wasted years, when no progress was made on helping those with barriers to learning to keep up with those who do not have such barriers.

Perhaps most shocking of all is this Government’s inability to make the link between investment in education today and economic prosperity for all tomorrow. In that, their lack of imagination is breathtaking. The Collins report outlined colossal scarring to our economy in the absence of immediate, large-scale intervention. The Institute for Fiscal Studies suggests that half a year’s lost learning could cost our economy £350 billion in lower lifetime earnings. At the start of the pandemic, the Chancellor announced a furlough scheme, which Labour supported, at a cost of £14 billion per month. He did not tell workers to wait six months until his spending review to see whether they would be supported. Individual workers and our economy as a whole needed support then, and, rightly, they got it. At the last Budget, the Chancellor announced a super deduction—£25 billion in tax breaks for the 1% of companies at the top. He said they needed that much, right at that moment, so he delivered it.

However, when it comes to the moment of greatest need for education, the difference is stark and everyone sees it. Furlough covers 80% of workers; the National Tutoring Programme covers 1% of students. The difference could not be more stark. Instead of doing “whatever it takes” to support students in their quest to learn, the Government have given them a tenth of what their own adviser said was needed, and shelved most of the recommendations in a report that they commissioned.

The National Audit Office tracked how much different Departments have spent in additional spending during the pandemic. The Department for Education came eighth. The Prime Minister said that education was his priority and the Chancellor said the same, but now we know the truth. The education, wellbeing and resilience of our nation’s youngsters are the Government’s eighth priority. They are all but forgotten, and the Secretary of State is all too forgettable in the Prime Minister’s eyes.

[Robert Halfon]

Further to my question to the shadow Secretary of State, does the hon. Gentleman agree with the core part of Sir Kevan Collins’s plan that there should be a structured, longer school day? Is that the Labour party’s position or not?

[Peter Kyle]

What struck me when people said throughout the debate that we are against a longer school day is that if they read Labour’s plan, they would see that we are calling for a day that is long and full of activity. The shadow Secretary of State has called for that consistently in the past week. We want to discuss how that extra time is used, which should be a cause for considerable deliberation by the House. However, given the number of Members who stood up today to say that they do not want any extra money to be spent on additional days, I do not see how the right hon. Gentleman can call for anything.

The House will shortly divide and Members will have the chance to support key priorities in the Collins report and Labour’s national children’s recovery plan: a temporary uplift in the pupil premium; resources so that school facilities can be used out of hours; and emotional support so that every student can focus on the learning, and those challenged by stress in these times are not held back. If the motion falls and the Government continue on their current course, students will have more challenges to overcome, not just in the weeks to come, but into the future. Our economy will be scarred for decades as will our ability to compete around the world against countries, which, in this moment of crisis, are investing 30 times more in their students than we are. That will haunt our nation and hold back our economy.

In the weeks and months ahead, our schools should be hubs of buzzing, healthy activity during school hours and way beyond. A school without students is not a school; it is just another empty building. This summer, whenever we pass a quiet, empty school, that building will also represent something else: it will be a monument to this moment of greatest need, when students and those who support them were truly abandoned by this Tory Government.

A Brighter Future for the Next Generation

Peter Kyle Excerpts

Thursday 13th May 2021 Commons Chamber

[The Secretary of State for Education (Gavin Williamson)]

This country has faced unprecedented challenges over the past year as we have tackled the global coronavirus pandemic. The impact on education has been considerable. I would like once more to put on record the enormous debt of gratitude the country owes to everyone who has played their part in keeping our children safe and learning, and to the young people themselves, for their resilience at this incredibly difficult time.

We are beginning our national recovery, and as part of that we aim to, and we will, build back better. As Her Majesty the Queen set out in her Gracious Speech on Tuesday, this means a full and far-reaching legislative agenda. Our programme of ambitious reforms to level up this country will continue apace, alongside an overarching mission to make sure the country’s recovery has a solid and sure foundation. We are committed to making sure that everyone in the country has the education and training that is right for them, as well as to lifelong upskilling, so that better-paid jobs are within local reach and not down to a postcode lottery.

[Peter Kyle (Hove) (Lab)]

Does the Secretary of State agree with Dame Louise Casey, who said today that we cannot be a levelled-up country if we have got food banks?

[Gavin Williamson]

This party is committed to delivering right across the country. This party is committed to making sure that we make a real difference to every child’s life by raising standards in education and making sure that all the way through their lives, people have the opportunity to train and better themselves in order to succeed and deliver for their communities and families. Of course we will always take action to support families. That is why we increased universal credit; that is why we have taken the action we have all the way through this pandemic; and that is why we have invested billions of pounds in the furlough scheme, to make sure that in these difficult and challenging times, people can provide for their family.

One of our main priorities is to make sure that children whose education has been held back during the pandemic are given the means to catch up and that their long-term prospects do not suffer. We have put a package of measures in place to make sure that children who are behind get extra support. We are working with the Education Recovery Commissioner, Sir Kevan Collins, to develop an ambitious long-term plan for recovery and have already provided more than £2 billion to enable schools, colleges and early years settings to support pupils’ academic and wider progress. We know that disadvantaged children and young people have been affected more than others, and we will target support for these pupils.

I have said that we have a packed legislative agenda, and this is an historic moment for radical reform in post-16 education—radical reform that has been too long needed. This is the most significant reform we have seen in this country not just for the past 10 years, but for two generations.

--- Later in debate ---

[Gavin Williamson]

I absolutely agree with my hon. Friend—that is vital for the reinvigoration and regeneration of Keighley, and driving it forward. We know that Keighley has a great and proud tradition of manufacturing, leading the world in the engineering and the work that is done there, but that has to be supported, and it can only be sustained with the right skills in that community, supporting those businesses to be able to grow and prosper into the future.

All that we are doing is a natural progression of the groundbreaking reforms we have already been rolling out, such as our T-level and apprenticeship programmes, which will deliver the skilled individuals to boost the post-pandemic economy and bring down unemployment. Starting this year, the Government are investing £3 billion in the national skills fund. That is a significant investment and has the potential to deliver new opportunities to generations of adults who may have been previously left behind. Any adult who does not have an A-level or equivalent will be able to access around 400 fully funded courses as part of the lifetime skills guarantee. That offer is a long-term commitment, backed by £95 million of funding from the national skills fund in its first year. We have temporarily extended the time for universal credit claimants to undertake training to develop work-related skills and qualifications, and we will review this in six months.

There is a golden thread running through all our reforms: everyone should have access to the same enriching opportunities to broaden their horizons and make the most of their potential wherever they live, whether it is London, Leeds, Leigh or Loftus. I am proud to have announced the Turing scheme, which will enable students to study and do work placements overseas. It will start in September and will focus on students from disadvantaged backgrounds. It is backed by significant investment of £110 million and will provide funding for around 35,000 students to go abroad.

[Peter Kyle]

Will the Secretary of State give way?

[Gavin Williamson]

The hon. Gentleman has had an opportunity to speak; I am sure he will contribute later on.

The Turing scheme is genuinely global in reach and will connect our young people with a whole world, rich and varied in its cultural experiences, giving them the opportunity to learn from the very best institutions on a global scale.

This is a Government who deliver on their promises. We are fulfilling our manifesto commitment by introducing a Bill to protect freedom of speech and academic freedom in universities. Free speech is the lifeblood of democracy. Our world-class universities have a long and proud history of being spaces in which differing views or beliefs can be expressed without fear or censure. However, there have been increasing concerns about a chilling effect on campus and that not all students and staff feel able to share their views. That is why we will strengthen existing duties on universities, extending those duties to students’ unions and establishing a director in the Office for Students to protect and promote these rights.

We have always been determined that every child, regardless of background, should have access to high-quality education, and that is just as true for our youngest children as it is for those who are on the cusp of adulthood. The early years are a crucial time in a child’s development, and we know that the pandemic has had a significant impact on many young children. Earlier this year, we announced £18 million to support language development, which includes £10 million for an early language programme to help nursery children who have been affected by the pandemic. We are introducing the early years foundation stage reforms, which will be statutory for all early years providers from September this year.

When it comes to the most vulnerable children, there is no such thing as being too bold. We have launched our children’s social care review of systems and services, so that vulnerable youngsters can experience the benefits of a stable and loving home, many of them for the first time. The review will take place alongside ongoing reforms to raise standards in local authorities, boost adoption, improve support for care leavers and improve quality and placement practice in unregulated accommodation, including banning the placement of under-16s in unregulated homes and introducing national standards for provision.

Lifetime Skills Guarantee and Post-16 Education

Peter Kyle Excerpts

Thursday 1st October 2020 Commons Chamber

[Gavin Williamson]

It is good to see that the former Member for Twickenham is keeping busy in his retirement. I am sure that my hon. Friend the skills Minister would be delighted to meet the hon. Lady and other colleagues to discuss that. As I said, I think there is a strong will on both sides of the House to make real change in this area, and with that collective will and determination, we can make a positive impact on the lives of so many people.

[Peter Kyle (Hove) (Lab)]

I am one of the people the Secretary of State has been targeting with the measures announced today. I left school without qualifications, applied later in life to go to university and was rejected three times. I even went back to secondary school for a year when I was 25 to get the qualifications to get in to university, and then was rejected again. I had to beat down the door to get the education that I needed, but once I got into the University of Sussex, I found an educational institution that for the first time ever saw potential in me that I did not see in myself.

I understand the impact that these measures will have for some people, but I must say that they do not show the kind of ambition that we need, the kind of ambition that will match the scale of the opportunity that we face. We should be awash as a country; every community should be burgeoning with educational opportunities right now, and we are not going to do that on the back of these announcements.

Will the Secretary of State say what contact he has had with the Department for Work and Pensions to ensure that every aspect of Government is extending educational opportunity to every part of our communities? What conversations is he having with other Departments, such as the Ministry of Housing, Communities and Local Government, to ensure that we are proactively putting educational opportunities into every community up and down our country? Right now, these measures are fine, but it does not match the scale of opportunity that our country needs and faces.

[Gavin Williamson]

I would like to reassure the hon. Gentleman on how closely we have been working, not just with the Department for Work and Pensions, but with the Department for Business, Energy and Industrial Strategy, to ensure that the actions we take match up with the needs of the whole economy and the whole country. We will continue to take that approach.

Schools and Colleges: Qualification Results and Full Opening

Peter Kyle Excerpts

Tuesday 1st September 2020 Commons Chamber

[Gavin Williamson]

My hon. Friend raises an important point. I touched on it earlier in answer to another hon. Friend about the importance of going back to school not just for the educational benefits, but for physical and mental health. We recognise, however, that we have been living in extraordinary times, and that is why we have established a £9 million fund to help those youngsters and people who work in the sector to deal with mental health issues.

[Peter Kyle (Hove) (Lab)]

As the furlough scheme comes to an end, there will almost certainly be a sharp rise in unemployment. Has the Secretary of State considered using this as a one-off opportunity to get a new generation of mature students into further and higher education so that when the economy does recover from the covid crisis, our workforce is fully skilled for the challenges that lie ahead?

[Gavin Williamson]

The hon. Gentleman raises an important point. Sadly, some people will be out of work as a result of this crisis. How do we retain that human capital and give them more skills to open up new opportunities, whether through the higher education sector or our further education colleges? Measures such as the skills toolkit we introduced for furloughed workers and the skills package the Chancellor announced before the summer recess are an investment in ensuring that not just young people but people of all ages can get the skills they need to succeed, skill up and get the best opportunities and jobs in the future.

Post-18 Education and Funding

Peter Kyle Excerpts

Tuesday 4th June 2019 Commons Chamber

[Damian Hinds]

There are no spending implications today. This is an independent panel review report which feeds into a wider Government review, and—as I have mentioned a couple of times now—we will finalise it later in the year. The funding for the devolved Administrations, including funding through the Barnett formula, will apply in the normal way, as per the statement of funding policy. It will then be up to the Government and the devolved Administrations to decide on the allocation of that money in the light of competing demands.

[Peter Kyle (Hove) (Lab)]

As chair of the all-party parliamentary group on further education and lifelong learning, I can welcome and celebrate many parts of the report. However, as someone who went to the University of Sussex as a mature student, experienced for the first time in my life an institution that saw potential in me, and worked hard to fulfil that potential—whether it has been successful or not is up for debate—I am worried about the possibility that we will enter a world in which further and higher education will be pitted against each other in a zero-sum competition. Can the Secretary of State reassure the House that whatever the recommendations are, he will never allow that to happen?

[Damian Hinds]

I pay tribute to the hon. Gentleman and the work of his all-party parliamentary group. We must not allow different parts of our education system to be pitted against each other, and I can give him an absolute commitment not to do so. In fact, as he will know through his work, there is already a great deal of cross-over between what higher education institutions do and what further education institutions do, but they are both incredibly important parts of the overall system.

Oral Answers to Questions

Peter Kyle Excerpts

Monday 17th December 2018 Commons Chamber

[Damian Hinds]

Indeed. Schools, and education more broadly, are a unique case in our national life because they are all about bringing up the next generation and social mobility, and ensuring that our economy works at its full productive potential.

[Peter Kyle (Hove) (Lab)]

Ofsted has proved to be one of the most effective regulators in the country, but with cuts of almost 50%, inspections are too short and inspection teams are too small, and many schools simply do not get the inspections they need—some should require improvement or be in special measures and are not; and some good schools should be outstanding but are not. Will the Secretary of State commit to putting more resource into Ofsted so that parents can have faith that their schools are delivering for their students?

[Damian Hinds]

I have faith in the Ofsted system, which is an incredibly important part of our system alongside performance measures and so on. It is a vital part of what parents use to select their school. The new Ofsted framework, which is due to come in next year, is a further opportunity to develop that, but we want a proportionate system.

Oral Answers to Questions

Peter Kyle Excerpts

Monday 25th June 2018 Commons Chamber

[Damian Hinds]

The Under-Secretary of State for Education, my hon. Friend the Member for Stratford-on-Avon (Nadhim Zahawi), talked about the maintained nursery sector earlier. I can confirm that we greatly value the role played by maintained nurseries, and will continue to work with them to ensure that they play that role as effectively as possible in our diverse early-years sector.

[Peter Kyle (Hove) (Lab)]

Children are not safe when they are being taught in schools where water pours through the ceiling when it rains, as happens in one school in my constituency. What is the Secretary of State doing to end the drought in capital funding for schools, particularly those like the one I have just mentioned?

[Damian Hinds]

I should of course be happy to look into the case that the hon. Gentleman has raised. We have allocated a total of £23 billion of capital for school buildings, but it is difficult for me to comment on that specific case from the Dispatch Box without knowing the details.

Schools That Work For Everyone

Peter Kyle Excerpts

Monday 14th May 2018 Commons Chamber

[Damian Hinds]

My hon. Friend is right, and we must look at all groups of children. The most important fundamental underlying reform is to how we measure what happens in secondary schools, and it is not possible to overstate the importance of moving to the progress measure in ensuring that the progress and performance of all children is taken fully into account.

[Peter Kyle (Hove) (Lab)]

If we are to have more investment in grammar schools, will the right hon. Gentleman at least treat them according to the same standards as other schools? Will he start by amending the Education and Adoption Act 2016 so that if a grammar school is deemed to be coasting, it will, just like any other local authority school, be converted to an academy instantly?

[Damian Hinds]

Recently I was able to make an announcement on our future direction of travel on the accountability system. We must clarify it—[Interruption.] Yes, including that. I set out the direction of travel in my recent speech to the National Association of Head Teachers.

Social Mobility Commission

Peter Kyle Excerpts

Monday 4th December 2017 Commons Chamber

[Mr Speaker]

Let us take a good, honest, reliable citizen—there are so many to choose from on both sides. I call Peter Kyle.

[Peter Kyle (Hove) (Lab)]

Thank you, Mr Speaker—that is an introduction I will struggle to live up to.

Alan Milburn has said that he resigned because of dysfunction in the Government and the lack of implementation. The Minister’s response gives the impression that he resigned because all the work was already done. Once again, can the Minister give us a clear explanation: why did the board resign, from his perspective?

[Mr Goodwill]

Mr Milburn was told on 22 November that, although the post would be readvertised, he would not be expected to apply. On the resignation, as the hon. Gentleman described it, we were looking to refresh the board and bring some new blood in. I hope that that will give us a good opportunity to improve the functioning of the board. As I say, that is no personal reflection on Alan Milburn or the work he has done—he has been very good over the five years he has done this job. He has held us to account and held our feet to the fire, as the commission was designed to do.