Child Poverty

Philip Davies Excerpts

Tuesday 20th December 2016 Westminster Hall

[Carol Monaghan (Glasgow North West) (SNP)]

I thank the hon. Member for Barnsley Central (Dan Jarvis) for securing this important debate, which is a timely one. Most of us will of course celebrate Christmas with extravagance and excess. It is important to consider the fact that many people will struggle through the festive season. The Social Mobility Commission has said that in Glasgow more than a third of children live in poverty. In my constituency there are certainly areas where that figure is one in two children. In this day and age that is frankly scandalous.

I was a teacher before I came to this place and I saw at first hand the effect of child poverty on children’s education and life chances. It is almost impossible for a hungry child to learn, and difficult to concentrate when all they have had that morning is a can of juice or a packet of sweets. How can a child from a deprived background hope to compete educationally with their peers? They may not have a bag in which to carry their essentials to school. As the hon. Gentleman has already mentioned, with poverty comes stigma, which can further exclude children from the educational chances that may allow them to progress.

Education should be an enabler, and a way to allow all young people to reach their potential, but the reality is that by the age of three children from deprived backgrounds can already be nine months behind average development, and by the time they start school the difference can be as much as 18 months. For young children that can mean an inability to communicate, vocally or in other ways. They may not understand the simplest instructions. They may have issues with going to the toilet. Poverty has all sorts of impacts on children at that stage. The factors that contribute—poor diet, a difficult home environment, and parents juggling work and child care—show no sign of abating.

I hope that increases in early years education provision across the UK will make a big difference. However, I keep hearing the word “childcare”. In Scotland we talk instead about early years education. In Scotland education starts formally at the age of three. I do not mean learning to read and write; I mean learning to communicate, learning about relationships and starting to work through a simple curriculum. There is a subtle but fundamental difference between childcare and early years education. Childcare is about the parents. It is about supporting them, benefiting them and making their lives more convenient. Of course, it benefits the children as well—I will not deny that. However, early years education is focused 100% on the children. It is about improving their life chances.

There are differences between the early years packages that will be offered across the UK. In Scotland, all children will be entitled to 30 hours of early years education. In England, 30 hours will be offered to children only where both parents are working. That calls into question the purpose of the provision. We should also think about different parents and home environments; what about parents with disabilities or health issues that prevent them from working? Their children, who may already be socially excluded, will be further excluded if they do not have access to their 30 hours, and will miss out on chances that could raise them out of poverty and make a vital difference when they start school.

Other groups also need consideration. Grandparents play a massive role in helping with childcare. Some are the main carers for young children, but no provision is made for them in the 30 hours rule. In fact, they would also need to be in work to get access to the 30 hours of childcare. The Government need to rethink the 30 hours restrictions, and open the provision up to all children, if they are to make a difference in tackling the attainment gap at the very beginning of school.

We need to look at how poverty can be alleviated completely. That means a realistic welfare system that actually allows young children to flourish. As a teacher, I know that young children from deprived backgrounds are a massive untapped resource. They have great potential. The UK has skills gaps in the areas of science, technology, engineering, maths, digital skills and construction. Those skills shortages could be tackled in a serious manner if we created an environment that allowed young children from deprived backgrounds to achieve success.

In Scotland, we are committed to eradicating child poverty. The recently announced baby box will be a box of essential items given to every child born in Scotland, to help to level the playing field at the earliest stages of life. In Scotland, education maintenance allowance is still in place for young people in the later stages of secondary education. We still have free university education, which many of our young people can use. Certainly there will be no return in Scotland to selective education, which locks in inequality, scars children and prevents them from achieving their full potential. No child should have to grow up in poverty in the 21st century in the UK. I should like the Government to take a realistic approach to that problem. Many hon. Members now look forward to spending Christmas in comfort with their children, and we need to think realistically about how to allow all children in the UK to enjoy Christmas.

[Philip Davies (in the Chair)]

If each of the two Opposition Front-Bench spokesmen and the Minister stick to 10 minutes each, there should be a little time at the end in which the hon. Member for Barnsley Central (Dan Jarvis) can wind up the debate.