Oral Answers to Questions

Philip Hollobone Excerpts

Monday 29th April 2024 Commons Chamber

[Damian Hinds]

I appreciate what the hon. Lady says, but I am afraid she needs to keep up: we have done the things that restrict the cost pressures on uniforms. We regularly survey how much uniforms are costing, and some of those results are encouraging. We also survey regularly the number of schools that have a second-hand uniform facility available, and I am pleased to report that that has improved. We are also very clear that, when a school trip is part of the national curriculum—an essential thing to do—there should be no charge. In addition to that, way many schools make sure that they are providing inclusivity for all pupils, and of course the pupil premium that we introduced shortly after 2010 is one of the things that facilitates that.

[Mr Philip Hollobone (Kettering) (Con)]

10. When she expects the proposed Hanwood Park Free School in Kettering constituency to open.

[The Minister for Schools (Damian Hinds)]

I am grateful to my hon. Friend for his question. I thank him for his ongoing support for this new school, including his personal work to make sure that there is provision for boys and girls. We are working with his council and sponsoring trust to agree a provisional opening date for Hanwood Park Free School as soon as possible.

[Mr Hollobone]

The new Hanwood Park Free School is a key part of the future educational infrastructure in Kettering and will be located at the heart of the Hanwood Park development, which, with 5,500 houses, is one of the largest housing developments in the whole country. Will my right hon. Friend please facilitate a meeting in Kettering with the Department’s regional director for the east midlands, me, the local educational authority, the Orbis academy trust and the Hanwood Park developers so that together we can ensure that the school build is co-ordinated as best as possible?

[Damian Hinds]

Again, I commend my hon. Friend for his work. I also appreciate the importance of the provision of local services—none is more important than education—where there is housing development. I would be very pleased to convene such a meeting as he requests.

Music Education

Philip Hollobone Excerpts

Tuesday 19th March 2024 Commons Chamber

[Sir Michael Ellis]

I will be coming on to the funding aspect, but the hon. Lady speaks of the value of music and that is the point I am making.

Many schools serving my constituency and others in Northamptonshire offer tremendous music education. Northampton School for Boys, which borders my constituency and has a catchment area for Northampton North and Northampton South, regularly stages productions and concerts of the highest standard. Northampton School for Girls was the first specialist music college in the country. Malcom Arnold Academy has a strong music basis, as one can see from its name, with Ofsted having described the quality of music provision at that school as “exceptional”. Children at Headlands Primary School are exposed to music education from a very young age, with weekly singing classes from reception. So this is characteristic of not only my constituency, but all the constituencies in Northamptonshire and, doubtless, elsewhere.

That strong sense of the importance of introducing children to music in Northampton North is rooted in the Northamptonshire Music and Performing Arts Trust—NMPAT. It was established as an independent charitable company in 2012, after functioning for 40 years as the local authority music service. In May 2012 it was designated as the Government’s music and education hub lead for Northamptonshire, and later it became the hub lead for the county of Rutland as well.

The Andrew Lloyd Webber Foundation has described the importance of music education in the following instructive terms:

“engagement in the arts and heritage enriches lives, unlocks creative potential, improves skills, changes behaviour, increases confidence, and should be available to all. In order to maintain vibrancy in the arts, it is critical that the next generation of diverse artists is nurtured and encouraged.”

We have already heard from a representative of the Province of Northern Ireland, and I am so pleased that the Secretary of State for Northern Ireland is on the Front Bench. He is unable to speak from the Front Bench this evening, as is the Minister for Legal Migration and the Border, who is also present. I am sure that, as fellow Northamptonshire MPs, they will agree on the importance of music education.

NMPAT embodies that ethos wholly and fully, and, as a former Culture Minister, I strongly agree with it and understand it. The range of opportunities provided by that organisation is enriching and they are plentiful around Northamptonshire and Rutland:

[Mr Philip Hollobone (Kettering) (Con)]

My right hon. and learned Friend is making an excellent speech, and I congratulate him on securing the debate. Does he agree that NMPAT’s reach across all of our constituencies in Northamptonshire is truly impressive? Last year it educated in music more than 53,000 children and young people, with its dedicated staff of 200 employees. Is that not an example that other music hubs should follow?

[Sir Michael Ellis]

I am very grateful to my hon. Friend, because he is absolutely right. There are 1,000 children involved in NMPAT’s award-winning music and drama groups alone, and NMPAT is the biggest provider of music lessons in Northamptonshire, which includes his constituency. NMPAT currently teaches 15,000 children on a range of musical instruments and in a variety of musical styles in schools, through whole-class and individual lessons. It has 11 Saturday music and performing arts centres and three contemporary centres at venues across the county. The centres are open to everybody and they exist to provide an educational and fun environment for any person interested in the arts.

NMPAT has also had overwhelming success in the Music for Youth national festival, by regularly having groups featured in the top Royal Albert Hall Music for Youth Proms, and we are very proud of them. Annual orchestra tours to Europe are also organised. Later this year, the County Youth Orchestra in Northamptonshire and the County Youth Choir will be travelling to Zaragoza in Spain for a series of concerts. As my hon. Friend the Member for Kettering (Mr Hollobone) has pointed out, NMPAT interacts with 52,000 children every year, and that is just Northamptonshire and Rutland.

It is important to emphasise the reach and impact that NMPAT has in order to display just how important its services are. One of my own staff members here in Parliament, Callum Dineen, was a student in NMPAT for five years and has told me of the overwhelmingly positive effect that the organisation has had on his life. Through the opportunities it provides, NMPAT helps children to find the match that lights a creative fuse, and that cannot be underestimated. This fuse often burns throughout adolescence and into adulthood, igniting a love for the arts, which not only enriches those in our country now, but is passed on to future generations.

Hard work, an eye for detail and a drive to succeed are values taught at NMPAT, which translate into all other areas of life. Social skills and opportunities to make new friends through music are provided to children who might otherwise feel left out in school settings. It is for all of those reasons that I was so concerned when the chief executive of NMPAT, Peter Smalley, contacted me with his grave concerns about the future of his organisation, and he is watching this debate today.

NMPAT, as the music hub lead, has a turnover of £4.5 million. That includes £1.13 million of core hub grant from Government. Payments for services from parents and schools make up the majority of the remaining turnover. But, in the two years since the pandemic, NMPAT has used substantial amounts of its reserves to rebuild, regrow, and restimulate activity across the two counties, to achieve levels of engagement and activity close to pre-pandemic levels. This was clearly only ever going to be a short-term option, and I am sorry to say that these reserves have now been exhausted.

In addition to the current funding challenge posed by the pandemic and the frozen national music grant, the organisation is now gravely concerned about the effect of losing a grant that covers increased employer contributions for the teachers’ pension scheme, and that is the thrust of what I wish to raise today. That scheme was introduced in 2019, in common with other independent music services. This grant was worth £210,000 per annum to NMPAT, but it finishes in August of this year.

I am aware of a letter that my right hon. Friend the Schools Minister sent in response to correspondence sent jointly by the Independent Society of Musicians, the Musicians’ Union and Music Mark in December last year, which addressed their concerns about this issue. The Minister acknowledged that

“incumbent and potential new Hub Lead Organisations have had over 12 months’ notice of this intention so that this can be carefully planned for well in advance.”

I accept that, and although this notice period was welcome, it has now been made redundant, I am sorry to say, by an additional announcement of the 5 percentage point increase to employer contributions, which begins in April—imminently. Although some support towards these costs has been intimated until September, the ISM, the Musicians’ Union and Music Mark rightly say that hub lead organisations have had “no way of planning” for this additional change.

Interestingly, these further additional costs will be fully funded for mainstream schools and further education. Local authority music services that employ teachers will also receive support. However, NMPAT and other music hubs across the country are currently due to receive no assistance. This adds an additional annual cost of £240,000 to NMPAT’s budget. For NMPAT, the resultant total annual cost of employer contributions for the teachers’ pension scheme alone will be £1.15 million, which will be greater than its national music grant of £1.13 million. It is axiomatic that other aspects of NMPAT services will suffer severely if its national music grant is swallowed entirely by the new pension contributions, as is likely if nothing is done.

As a result, Peter Smalley and others have been forced to begin consultation with staff to take them out of the teachers’ pension scheme and offer an alternative workplace pension.

--- Later in debate ---

[Sir Michael Ellis]

I am very grateful to my hon. Friend. He is right that West Yorkshire and counties up and down the country are affected in that way. I am pleased that he is here and in agreement.

This further disruption is demoralising for the workforce. That is the effect of what Peter Smalley and the other heads of hubs have had to do, because it carries the inherent risk of a talent drain and recruitment crisis. NMPAT is also undertaking a full internal financial review to establish where cuts and savings can be made. It is inevitable that some services currently being delivered will be lost, and that costs for parents and schools will rise, perhaps by as much as 20%.

It has become clear that this is a worrying time not just for NMPAT, but for music education hubs up and down the country. I am concerned not just for the hubs that are having to make difficult decisions, but for organisations that perhaps might not be fully aware of the details of the changes that are about to occur. Music hubs making cuts to their budget, which reduces services and outreach, is a situation that we should not allow to occur because of the important impact that music education has.

The Minister’s predecessor, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb), said:

“I believe all children, regardless of their backgrounds, should have the same opportunities and that’s why it’s so good to see that our music hubs are reaching so many.”

However, these changes are placing the viability of music hubs under threat. As a hugely successful music hub lead, NMPAT should be looking to expand the number of children it interacts with every year, not facing the unpalatable decision to make cuts to its services. I am aware that the Department for Education has confirmed that there will be some funding to cover the employer pension contribution, and that a formula to agree allocations is being worked on. When the Minister replies in a moment, would he be able to provide more detail on that formula and on whether NMPAT can expect a grant to cover those costs?

It also strikes me that the savings made by this cost-cutting measure will be rather small. According to Music Mark, the cut to the teachers’ pension scheme allowance will save His Majesty’s Government only around £1.2 million, which the House may think is a modest sum in the grand scheme of things. Furthermore, I am told it has been estimated that treating music teachers in independent music hub lead organisations equitably with schoolteachers by providing a grant for their pension schemes would cost only around £2 million annually. Is the cost of the effects of this policy change on NMPAT and other music education hubs around the country worth those relatively modest savings?

[Mr Hollobone]

My right hon. and learned Friend continues to make an excellent speech. Perhaps we could hear from the Minister his thinking about the principle that my right hon. and learned Friend is highlighting: why should the Government fully fund extra employer contributions for teachers in schools who are delivering the Government’s national curriculum, but not fully fund the extra contributions for teachers employed to deliver the Government’s national plan for music education? Why is that such an important point of principle when the costs involved are so small?

[Sir Michael Ellis]

I am sure our right hon. Friend the Minister has heard those points. I am coming to my conclusion now, so hopefully he will have the opportunity to address them.

We must not forget that music is not just important to the welfare and wellbeing of so many of our young people —and indeed people of all ages—but a great addition to the economy of this country. According to UK Music, the music industry’s contribution to the UK economy in 2022 was £6.7 billion, and our UK music exports generate £4 billion. Our country’s great cultural offering is clearly enjoyed by many people at home and abroad. British music is famous around the world, and we should be encouraging young people to contribute to the UK’s music economy.

As with any issue, I choose to look at this matter proportionally, and would argue that the benefits of scrapping this grant do not outweigh the impacts. I respectfully request that the Minister be willing to look again at this matter and provide assurances to Peter Smalley, NMPAT and other music education hubs up and down the country that His Majesty’s Government will do all they can to support their important work, and that their outreach will not be adversely affected.

[The Minister for Schools (Damian Hinds)]

I congratulate my right hon. and learned Friend the Member for Northampton North (Sir Michael Ellis) on securing a debate on this important subject, and on what is an unusually well-attended Adjournment debate. I thank all his colleagues—all our colleagues—from Northamptonshire for being here. My right hon. and learned Friend is a former arts Minister, and I commend him on the great work he did in that role, including his very important work on public libraries as well as on music. I know that music is a subject very close to his heart, as it is to the hearts of so many of us in this place, including my own.

My right hon. and learned Friend mentioned my predecessor, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb). As our right hon. Friend has often said, studying and engaging with music is not a privilege, but a vital part of a broad and ambitious curriculum. All pupils should have access to an excellent music education and all the knowledge and joy it brings. This is why music is part of the national curriculum for all maintained schools from the age of five to 14, and why the Government expect that academies should teach music as part of their statutory requirement to promote pupils’ cultural development.

Music, like every subject, is generally funded by schools through their core budget. In the November 2022 autumn statement, we announced an additional £2 billion in each of 2023-24 and 2024-25, over and above the totals that had been announced at the 2021 spending review. In July 2023, we announced an additional £525 million this year to support schools with the teachers’ pay award, and £900 million in 2024-25. The Government have continued to provide additional funding, over and above school budgets, to enable children and young people to access high-quality music and arts education. From 2016 to 2022 we invested £714 million, and we are investing £115 million per year up to 2025. Altogether, since 2016, this sums to close to £1 billion for a diverse portfolio of organisations over those years.

That sum includes £79 million a year for music hubs, as was mentioned by my right hon. and learned Friend the Member for Northampton North and by the hon. Member for Worsley and Eccles South (Barbara Keeley), who is no longer in her place. Hubs provide specialist music education services to around 87% of state-funded schools, and over £30 million a year goes to the music and dance scheme, which provides means-tested bursaries to over 2,000 young people showing the greatest potential in those art forms. It also includes a growing cohort of national youth music organisations, with new additions such as the National Open Youth Orchestra, which works with young disabled people, and UD, which runs programmes including Flames Collective, its flagship pre-vocational creative development programme. It was great to see Flames Collective perform with Raye at this year’s Brits. As part of the refreshed plan, the Government continue to invest £79 million a year in music hubs, as well as providing an additional £25 million of funding for musical instruments.

On the teachers’ pension scheme—the TPS, as it is commonly known—the Department for Education has secured £1.25 billion to support eligible settings with the increased employer contribution rate in financial year 2024-25. That will mean additional funding of £9.3 million for local authorities for centrally employed teachers, including those employed in local authority-based music hubs. The Department has published the details of the additional funding for mainstream schools, high needs and local authorities with centrally employed teachers. I can also confirm that the Department is committed to providing funding to cover the increase in employer contribution rates for existing non-local authority hubs for the current academic year—that is, until August 2024—and officials are working to agree the precise amount. Further details, including funding rates and allocations, will be provided soon.

My right hon. and learned Friend the Member for Northampton North will know there is a music hubs competition in progress. Following its conclusion, which is due to be announced next month, the Department will work with Arts Council England to set final grant allocations for the newly competed hub lead organisations that will take over from September. As part of that work, due consideration will be given to additional pension pressures due to the increase in employer contributions through the TPS.

We know that, while potential is equally spread throughout the country, opportunity is not. As part of levelling up, our plan is to provide an additional £2 million of funding to support the delivery of a music progression programme. This programme will support up to 1,000 disadvantaged pupils to learn how to play an instrument or sing to a high standard over a sustained period. Further details about the programme will be announced in the coming weeks, once a national delivery partner has been appointed.

We know that many schools across the country deliver first-rate music lessons to pupils and offer high-quality extracurricular activities as well. However, we are also aware that there are some areas where music provision may be more limited, and to address this a refreshed national plan for music education was published in June 2022. That plan clearly sets out the ambition of the Government up to 2030 that every child, regardless of circumstance, needs or geography, should have access to a high-quality music education—to learn to sing, play an instrument and create music together and have the opportunity to progress their musical interests and talents.

[Mr Hollobone]

I thank the Minister for his response so far. Encouragingly, he is moving in the right direction. Does he recognise that Northamptonshire Music and Performing Arts Trust has warmly embraced the publication of the Government national plan for music education, the title of which is “The power of music to change lives”? Is the Minister impressed by the reach of NMPAT to over 53,000 children across Northamptonshire and Rutland? Not many music hubs have that scale of reach.

[Damian Hinds]

I echo my hon. Friend’s words about the power of music, and I join him in paying tribute to the great work of NMPAT. I do not have the statistics at my fingertips to assess where in the table, as it were, those thousands place it relative to others, but it certainly is a very impressive reach.

The expectations set out in the plan, starting from early years, are unashamedly ambitious, and informed by the excellent practice demonstrated by so many schools, music hubs and music charities around the country. As highlighted in the Ofsted “music subject” report published late last year, we know some schools do not allocate sufficient curriculum time to music. Starting this school year, schools are now expected to teach music lessons for at least one hour each week of the school year for key stages 1 to 3 alongside providing extracurricular opportunities to learn an instrument and sing, and opportunities to play and sing together in ensembles and choirs. We are monitoring lesson times to ensure that that improves.

Another weakness in some schools that was highlighted in the Ofsted report was the quality of the curriculum, in which there was insufficient focus on musical understanding and sequencing and progression. To support schools to develop a high-quality curriculum we published a model music curriculum in 2021, and, based on a survey of schools from last March, we understand that around 59% of primary schools and 43% of secondary schools are now implementing that non-statutory guidance. We want to go further in supporting schools with the music curriculum, which is why we published a series of case studies alongside the plan to highlight a variety of approaches to delivering music education as part of the curriculum. We are also working with Oak National Academy, which published its key stage 3 and 4 music curriculum sequence and exemplar lesson materials late last year, with the full suite of resources to follow in the summer.

While the refreshed plan rightly focuses on the place of music education in schools, it also recognises that music hubs have a vital role in supporting schools and ensuring that young people can access opportunities that schools on their own might not be able to offer. I join colleagues in paying tribute to the work of our music hubs across the country, including the organisations who lead them and their partners, who for the past 12 years have worked tirelessly to support music education.

One such organisation is of course the Northamptonshire Music and Performing Arts Trust, which I was pleased to hear my right hon. and learned Friend the Member for Northampton North speak of in such glowing terms. I join him in thanking its chief executive, Peter Smalley, who I gather might be with us today. Just last week I had the privilege of seeing the work of another music hub in Surrey. I was very impressed by all that its partnership is doing to support schools to provide high-quality music and offer amazing opportunities to young people also beyond the classroom.

This year, hubs have continued their excellent work against the backdrop of a re-competition of the lead organisations led by Arts Council England. I recognise that that will not have been easy. As no announcement of which organisations will be leading the new hubs has yet been made, Members will understand that I cannot comment on the individual circumstances of any organisation currently in receipt of hub funding.

From September a new network of 43 hubs made up of hundreds of organisations working in close partnership will continue to build on the outstanding legacy of the hubs to date, and I offer my wholehearted thanks to everyone who has played a part in the music hub story so far. It will be exciting to see how the new hub partnerships develop and flourish with the support of the announced centres of excellence, once they are in place.

One area where hubs provide support to schools is in helping them to develop strong music development plans. This year we have invited every school to have a plan that considers how they and their hub will work together to improve the quality of music education. Our sample survey of school leaders last March showed that slightly under half of schools already had a music development plan in place. Of those, the vast majority—nine in 10—of school leaders intended to review it for this school year. Of those without a plan, nearly half reported intending to put one in place this school year. I hope it will not be long before every school has a strong music development plan that sets out how the vision of the national plan is being realised for their pupils.

The quality of teaching remains the single most important factor in improving outcomes for children, especially those from disadvantaged backgrounds. We plan to update our teacher recruitment and retention strategy and build on our reforms to ensure that every child has an excellent teacher, and that includes those teaching music. Our strategy update will reflect on our progress on delivering our reforms, as well as setting out priorities for the years ahead. For those starting initial teacher training in music in academic year 2024-25, we are offering tax-free bursaries of £10,000. That should help attract more music teachers into the profession and support schools in delivering at least one hour of music lessons a week. The Government will also be placing a stronger emphasis on teacher development as part of the music hub programme in the future, including peer-to-peer support through new lead schools in every hub.

There is fantastic music education taking place across the country. Indeed, the opening remarks of my right hon. and learned Friend the Member for Northampton North did a better job at bringing that to life than I ever could. For my part, I offer and add my thanks to every music teacher in every setting for all that they do, but there is still a lot to do to make our vision for music education become a reality for every child in every school. I am confident, however, that our reforms are having an impact and will lead to concrete action that every school and trust can take to improve their music education provision. Through partnership and collaboration with hub partners, we will ensure that all young people and children can have access to a high-quality music education.

Education, Employment and Training: Young People

Philip Hollobone Excerpts

Monday 4th September 2023 Commons Chamber

[Mr Philip Hollobone (Kettering) (Con)]

It is a huge pleasure to see you in the Chair, Mr Speaker, and thank you very much for granting this debate. It is now midnight, and I am not sure that I have ever had the privilege of addressing the House at such an early hour, but it is always a privilege to stand up and speak out on behalf of my constituents.

I welcome my right hon. Friend, and good friend, the Minister to his place. He has been devoted to promoting both his constituency of Harlow and educational opportunity ever since he came to the House, not least through his previous superb chairmanship of the Education Committee. Now in his second iteration as Minister for Skills, he stands out as a Minister who is very much a round peg in a round hole, and we are lucky to have him.

Education, employment and training for young people is a hugely important issue for both our country and local residents in the constituency that I have the huge privilege of representing. I was alarmed to discover recently that some 788,000 16 to 24-year-olds are not in education, employment or training—which seems to me to be a very large number—and that although the overall unemployment rate in my constituency, at 3.6%, is below the national average of 3.7%, 420 18 to 24-year-olds are without work and the youth unemployment rate is 6.2%, while the national average is 4.7%.

Those young people who are not in education, employment or training are frequently referred to as NEETs. I was alarmed to be informed that 57% of NEETs are young people who have previously been in some form of care setting, and that many of these young people will also have left their school or college without gaining GCSE qualifications at level 5 or above in the basics of English and maths. Those are uncomfortable and disappointing statistics, and as a country we can and must do better if we are to give all our young people a good start to their adult lives.

[Jim Shannon (Strangford) (DUP)]

Will the hon. Gentleman give way?

[Mr Hollobone]

I should be honoured and delighted to do so.

[Jim Shannon]

I congratulate the hon. Gentleman on securing the debate. He has always brought good subjects to the House, and tonight, after midnight, he is doing so again. It will be known throughout the House that I am a keen supporter of apprenticeship programmes for young people, which provide an excellent opportunity for those who want to take up a trade and go straight into the world of work, as opposed to further study at university. South Eastern Regional College—SERC—in my town of Newtownards does a fantastic job in supporting young people through that transition. Does the hon. Gentleman agree that more needs to be done to ensure that apprentices are paid equally and fairly, and that the best way we can show that their work and contribution to society are valued is to give them money for what they do by the sweat of their brow?

[Mr Hollobone]

The hon. Gentleman makes an extremely good point. The Government are doing good work with A-levels, T-levels and apprenticeships, but 788,000 young people are falling through the net. The purpose of this debate is to highlight that number and encourage the Minister to tell the House what the Government are going to do about it.

Young people in this country should be encouraged to be in good-quality education, training or employment and to enjoy the right to fulfil their potential, whatever and wherever that may be. The good news for Kettering is that we are fortunate enough to have—based in Station Road, near the heart of the town centre and the railway station itself—a wonderful organisation called Youth Employment UK, which was established and is led by its enthusiastic, talented and inspirational chief executive, Laura-Jane Rawlings, known to all as “LJ”. She is ably assisted by Joshua Knight, the senior policy and research lead, and a hard-working staff of 14.

Youth Employment UK is a national, not-for-profit organisation that was set up in 2012 with a focus on tackling youth unemployment. Funded not by the taxpayer but by an expanding membership of enlightened employers, in the last 10 years it has become one of the leading experts on youth employment, and an active partner to Departments including the Departments for Education and for Work and Pensions.

Last Thursday, 31 August, I met the Youth Employment UK team at their Kettering HQ, together with Robin Webber-Jones, the Northamptonshire principal of Tresham College, which is part of the Bedford College Group, and Councillor Scott Edwards, the portfolio holder for education at North Northamptonshire Council, to explore how the promotion of youth employment, education and training might best be advanced at both national and local levels. From that meeting, it was clear to see Youth Employment UK’s expertise and commitment to all young people across the UK, and I commend Youth Employment UK to the Minister.

In this debate, I have four asks of the Minister, please. First, will he be kind enough to visit Kettering to meet me and representatives of Youth Employment UK, Tresham College and North Northamptonshire Council to discuss the local and national challenges of youth education, employment and training? Secondly, will he ensure that while the Government raise the ambitions for young people to achieve A-levels, T-levels and quality apprenticeships—which the hon. Member for Strangford (Jim Shannon) has just highlighted—groups of young people are not left behind? Thirdly, will he expand ambitions and support for young people and create a NEET strategy with a commitment to reducing the NEET rate—a strategy that must focus on both reduction and prevention? Fourthly, will he commit to ensuring that all employers are working to the good youth employment standards, driving up the quality and volume of job opportunities for young people?

Youth Employment UK is home to the national youth voice census, an annual survey that explores with young people aged 11 to 30 what is and is not working for them on their journey to work. I know that the Department for Education already welcomes this annual survey and is already using it as a tool to help shape and inform its policy work. The 2022 report was downloaded more than 70,000 times. It has been referenced in a number of Government reports and received local, national and international coverage. On 14 September, in just 10 days’ time—nine days’ time now—Youth Employment UK will launch this year’s findings, and as I have been privy to some early insight from the team, I can give the Minister a sneak peek into some of its findings. This year’s survey makes it clear that in 2023, young people need more support and more help from the systems around them. Young people across the UK have shared their lack of confidence about their futures and next steps, telling Youth Employment UK in their thousands about the disconnect they feel in their communities. The future is feeling more uncertain for young people than in many previous years.

[Ian Paisley (North Antrim) (DUP)]

I thank the hon. Gentleman for raising this important debate. The subject of skills development and the improvement of people within employment is close to my own heart. Does he recognise that there is a disparity in how this policy plays out across the whole of the United Kingdom? For example, the apprenticeship levy is collected in Northern Ireland but it is not allocated to apprenticeships there, so we are taxed but the levy is not available. Secondly, we export one third of all our students in Northern Ireland to GB, but they rarely come back. That has to be fixed.

[Mr Hollobone]

The hon. Member makes some extremely good points. It does not seem right that the situation he describes should be as it is. Perhaps the Minister, in his response, will be able to give the Government’s response to those important issues. I shall be in touch with representatives of Youth Employment UK, who will be interested in Northern Ireland, and I will ask if they would be kind enough to contact the hon. Member’s office to see whether this could be explored further.

The key findings and recommendations from this year’s youth voice census will provide us all with a clearer understanding of the issues that young people are facing in our constituencies, in our schools and as they enter the workforce. This should be a call to all of us, and in particular to the Government, to make a commitment to understanding what young people really need in order to feel confident about their futures.

The Government’s plan for education is a strong one, streamlining qualifications and ensuring parity of esteem between vocational pathways and university. In order to support future-ready young people who have the skills required to build our future workforce, we have to hear the voice and expertise of all types of employers and more varied groups of young people.

Individual circumstances will likely be the biggest factor in a successful next-step transition and, of course, not all young people have the same starting point. Pathways and programmes must be designed to be accessible and flexible enough to benefit all young people. We therefore must be sure, at both national and local level, that young people will not be left behind by any education reform plans.

I am delighted that Youth Employment UK is leading a commission on the reforms that have been introduced and will be case-studying a number of local areas, including Kettering, to see what the reality of education reform means for young people and their personal situations and aspirations. I hope these case studies, when published, will be a useful moment for my right hon. Friend the Minister to assure us that there are ladders of opportunity available to every young person, everywhere.

While my right hon. Friend is developing future education and training pathways, I hope he will have a particularly keen eye on the actions required to support those 788,000 young people who are currently NEET. Through its work as the secretariat to the all-party parliamentary group on youth employment, Youth Employment UK is stressing the need for the Government to make a guarantee to young people that there will always be a quality opportunity for them and that the Government will level up the systems around supporting and promoting young people.

In its 2022 report, produced with PricewaterhouseCoopers, the Youth Futures Foundation, which is a beneficiary of dormant assets funding, identified that bringing our NEET rate down to that of our German friends would benefit UK GDP by as much as £38 billion. It must therefore be a matter of utmost importance to the Government that we have a NEET strategy focused not only on reduction, but on prevention too.

I am delighted to advise my right hon. Friend that Youth Employment UK was commissioned by the Careers & Enterprise Company to write a paper on NEET prevention and reduction, and that the paper and its recommendations are available to the Department for Education. In addition, Youth Employment UK has co-produced a young person’s guarantee along with the Prince’s Trust, the Youth Futures Foundation, the Institute for Employment Studies, Impetus and the Learning and Work Institute as co-chairs of the Youth Employment Group, which will be sure to add value to the DFE and other Government Departments in their efforts to tackle youth unemployment.

Over the last 10 years, Youth Employment UK has been providing free skills and careers information to young people aged 11 to 30. Its superb website, which I have seen and which I encourage my right hon. Friend to view for himself, is an encyclopaedia of information, inspiration and advice for young people. I was impressed to see on my visit to Youth Employment UK’s headquarters that the website is powered by young people themselves, as Youth Employment UK is an excellent employer of young apprentices. The website helps more than 200,000 young people a month, or 2.4 million a year, to understand all their options and pathways, and how to navigate and prepare for the world around them as it changes. I am sure my right hon. Friend will join me in congratulating Youth Employment UK on this valuable work.

Instrumental to the role that Youth Employment UK plays is its work with employers. Employers are key to tackling youth unemployment and to creating the experiences and opportunities that young people need to move on in the world with confidence. By understanding young people, Youth Employment UK is able to advise and support employers to create quality and inclusive opportunities for young people. Youth Employment UK has created the good youth employment standards and has more than 1,000 employers in its membership that are leading the way in driving up good youth employment standards and opportunities.

Employers such as Coca-Cola Europacific Partners, Pret a Manger, Sodexo, Haven, Severn Trent and Surrey County Council are among the many working with Youth Employment UK and investing in apprenticeships, T-levels and inclusive recruitment for young people. As passionate as my right hon. Friend is about T-levels and their placements and apprenticeships for young people, I am sure he will agree that we need more employers to provide opportunities at a national, local and hyper-local level. I hope he will join the Institute for Apprenticeships and Technical Education, the Department for Work and Pensions, and these more than 1,000 employers in recognising the importance of the good youth employment standards and the work that Youth Employment UK does to drive quality and to connect young people to good employers.

In closing, let me reiterate my four asks. Will my right hon. Friend be kind enough to visit Kettering? Will he ensure that while the Government promote A-levels, T-levels and quality apprenticeships, groups of young people are not left behind? Will he create a strategy to reduce the number of young people being or becoming NEETs, and to prevent it from happening? Will he ensure that all employers are working to the good youth employment standards? Thank you, Mr Speaker, for your indulgence at this early hour. I look forward to the Minister’s response.

Reinforced Autoclaved Aerated Concrete in Education Settings

Philip Hollobone Excerpts

Monday 4th September 2023 Commons Chamber

[Gillian Keegan]

It is the responsible body, not the schools, that is responding to the questionnaires. As the hon. Lady says, the schoolteachers are there to teach the children, but the responsible body will be responsible for filling in the questionnaires.

[Mr Philip Hollobone (Kettering) (Con)]

I welcome the Secretary of State’s commitment to publish the list of impacted schools as soon as possible. She is urging responsible bodies that have not responded to the questionnaires to fill them in and return them, and she said that 5% had not done so. Could we not make it a statutory requirement for responsible bodies to return those questionnaires, and will she think about publishing a list of those responsible bodies that have not done so?

[Gillian Keegan]

My colleague Baroness Barran has written to those responsible bodies again and requested that they respond to the questionnaires by the end of the week. We will then need to consider what we do with those from which we are still awaiting responses.

Pupil Roll Numbers and School Closures: London

Philip Hollobone Excerpts

Wednesday 7th June 2023 Westminster Hall

[Mr Philip Hollobone (in the Chair)]

The sitting is resumed. We come to an important debate on pupil roll numbers and school closures in London.

[Florence Eshalomi (Vauxhall) (Lab/Co-op)]

I beg to move,

That this House has considered pupil roll numbers and school closures in London.

It is a pleasure to serve under your chairmanship this afternoon, Mr Hollobone. It is a pleasure to lead my third Westminster Hall debate and to discuss this really important issue. I am grateful to everyone for coming. I also thank London Councils, which has supported me to raise this important issue.

This is an emotive topic. I think everybody here remembers when they went to school; those experiences really do stay with us for life. I still have memories of when I went on a visit from primary school to big school—secondary school—in my summer uniform. I thought this place was like Hogwarts, but when I walked into secondary school it felt like Hogwarts too, because it was so much bigger! Schools are places that communities are built around: places where, as children, we learn to make friends and find our passions in life; and, as parents, we watch our children learn about the world and their place in it.

As a proud Londoner who has lived in Lambeth all my life and now has the opportunity to represent my home constituency of Vauxhall, this debate is personal for me. I went to four schools in total: Durand Primary School and St Helen’s Catholic Primary School, then to Bishop Thomas Grant School and St Francis Xavier Catholic Sixth Form College, all of which were a short trip away from where we stand now. We will talk about policy over the course of the debate, but this is a human issue. We all care deeply about the communities we represent, and schools sit at the centre of them. We all want our city to thrive, with an education system that produces the next generation of Londoners—one that gives them the chances we all had. That is a shared purpose that I hope will define this debate.

The current situation facing London schools is a difficult one. There has been a sharp decline in the number of children born here. In fact, the latest data shows that between 2012 and 2021, there was a 17% decrease in London’s birth rate, which represents a reduction of over 20,000 births. We are only just beginning to see the effects, as children born across that period reach school age, but it is already clear that it will have a drastic impact on the number of pupils attending London schools. The scale varies across boroughs, but it is predicted that reception numbers will fall by an average of 7.3% by 2027—a drop of more than 7,000 pupils. And it is not just primary schools; secondary schools are seeing the same thing happen at a slightly delayed rate, with an anticipated decline of 3.5% over five years. That figure will increase further over time as children currently starting primary school reach secondary age.

The declining birth rate leaves many schools facing an uphill struggle to stay afloat. Our national education funding model works on a per pupil basis. Across the country, schools are already working hard on very tight budgets.

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[Florence Eshalomi]

I agree. That is something that my party is committed to. I hope that my colleague—the shadow Minister, my hon. Friend the Member for Portsmouth South (Stephen Morgan)—will be able to outline why it is important that we have that approach.

Archbishop Tenison’s School in my constituency announced in May that it will close at the end of this academic year, and it was closely followed by St Martin-in-the-Fields High School for Girls in Tulse Hill, which is represented by another constituency neighbour, my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes), although young pupils also attend it from my constituency of Vauxhall and that of my constituency neighbour, my hon. Friend the Member for Streatham (Bell Ribeiro-Addy). Both these secondary schools have histories dating back to the 17th century and their closures will leave a huge hole in the communities they have served.

I will say a bit more about Archbishop Tenison’s School, because its closure has directly impacted my constituents. The beautiful, grand, 1920s school building is matched by the school’s history. The school overlooks the Oval cricket ground and has proudly offered high-quality education to many generations of south Londoners who have studied there. I have had the pleasure of visiting on many occasions, and every time I have been struck by the strong sense of community. Pupils from all different backgrounds feel at home there.

The school’s closure has caused an outpouring of sadness. I was contacted by so many constituents who were shocked by the announcement, many of whom were former pupils with so many happy memories to share. The closure has caused significant practical disruption for the current students, which brings me back to the people at the centre of what we are discussing: the children and the school staff who have to bear the brunt of what is happening.

Mr Hollobone, I want us all to imagine what this would feel like: imagine what it would be like to be in the middle of your school journey, in a place you know like the back of your hand, having navigated the corridors where you have made friends you have seen every day for years; you feel at home. Then, one morning—out of the blue—you come to school to hear that your school is closing. You are probably preparing for exams and coping with the stress of being a teenager, but at the same time have to start at a completely new school, maybe in a new area, with new teachers, new classmates and new buildings. The uncertainty of the situation is having an impact on our young people mentally, and this will happen to many children in the years ahead if we do not act now.

Fortunately, neighbouring schools have rallied round to help minimise the impact for students from Archbishop Tenison’s. I am particularly grateful to St Gabriel’s College, which has agreed to take on a majority of the students in exam years, as well as a majority of the teaching staff. Earlier this week I had the pleasure of visiting St Gabriel’s with my hon. Friend the Member for Portsmouth South, and we saw preparations for the new students. Many areas would not be lucky enough to have such a sustainable alternative nearby, but even where a new school is found, the process will be disruptive for all involved.

My central point is a simple one: without action to address falling pupil numbers, Archbishop Tenison’s and St Martin-in-the-Fields will be joined by other good schools across London being forced to shut their doors. Data from London Councils shows that there are 14 parliamentary constituencies in London where at least one school has already closed or is consulting on closure—that is just in the last two years—but it does not have to be inevitable.

The Government have to act to address the core issues driving young families out of the capital and causing the birth rate to fall. There are a number of factors behind this behaviour. During the pandemic, we saw many families move away from London to be closer to relatives during the lockdown. Some have chosen to resettle where they are, because moving back to London is, frankly, too expensive. The picture has not been helped by the loss of many young European families who were living here in recent years. The uncertainty of the Government’s post-Brexit immigration policy has meant that we have lost the stability we had in previous years, and this has caused many to move away from the UK, leaving a hole in London’s workforce and meaning fewer people are settling here. Those factors have played a part in putting schools under pressure in recent years.

The single most important reason for the fall in the number of children growing up in London is the affordability crisis. It is an issue frequently discussed in the context of the cost of living. Sky-high inflation has pushed up the cost of everything from food to energy bills and household goods; we have all spoken about the issues and the pressing need for the Government to do so much more, but London’s affordability problem has long-term roots, starting with the extortionate cost of housing. The impossibility of finding an affordable place to buy as a young adult is a problem across the country, but it is particularly significant in London.

The average property sale price in London is now over half a million pounds. That is wildly out of reach for so many young couples wanting to start a family, and the private rental market is not a suitable alternative. Private rents have soared in recent years, driven by rising demand and falling supply. I have heard from so many of my Vauxhall constituents who face the choice between paying nearly double the rent to renew their tenancy or having to battle—in some cases, with up to 60 people—just to view a rental property. For a young family with children, that is no option.

Despite the best efforts of our councils to cope with the rapid rise in demand, social housing waiting lists are at an all-time high. Taken together, that means that young couples on lower and middle incomes simply have no choice but to leave London and look for cheaper housing elsewhere. Fewer children are being born here because of that, which fuels the drop in demand for school places. The housing crisis runs through so many issues we face, but if we are serious about protecting the future of our fantastic schools, Ministers must ensure that London remains a place where people of all backgrounds can afford to live.

Without more young families staying in London, we may sadly lose more schools. I have already spoken about the impact of school closures, but the loss of a school is also a wider risk to national education standards. As schools close and pupils are relocated, existing schools become larger. Over time, that creates a culture of survival of the biggest, where smaller schools are consumed by those with more capacity. We have already seen that locally with larger academies seeking to expand at the expense of neighbouring schools. That trend threatens the mix of small and big schools that defines London’s school ecosystem, reduces parental choice, and leaves smaller schools unable to compete, even if they are performing well.

For most pupils, what does that mean? It means longer commutes, and bigger class sizes, which puts pressure on our teachers, who are so stretched that some are at breaking point. Some are leaving the profession they love and care about, while the others are left with less time to spend with our children. Also, resources for specialist teaching are squeezed, and those with special educational needs are adversely impacted. Collectively, all those factors damage school standards.

The reality is that where education declines, the life chances of future generations suffer. That is what is at stake when schools close. The importance of that has been reflected in recent media coverage. Last month, the BBC reported that London is becoming “a city without children”. That should worry us all. London is a vibrant, diverse and young city, built on young people. If there are less of them living here, our economic strength to compete in a global world will be harmed. The UK economy will be hit hard by our capital city falling behind.

But what do we have? So far, Ministers have been silent, acting as if this is not happening on their watch. There are spatial impacts: if people are priced out of their home communities, gentrification will accelerate. I am proud to be a working-class girl from Brixton, and I still live there today. I know how important lifelong Londoners are to this city. I am proud to meet so many of them on my walkabouts across my constituency. They are the lifeblood of London, which would be so much poorer without them.

I have five simple asks of the Minister to help. First, further school closures can be avoided if the Department for Education recognises the pressure in the system. Will the Government please work with school leaders and local authorities to identify schools at risk of closure and to work out a plan?

Secondly, London’s birth rate means that pupil roll numbers will fall over the next few years. We have to plan ahead. Will the Minister address the inequalities in school funding? Will he work with the sector to develop a collaborative approach to the challenges ahead, so that we do not see disruption to education standards?

Thirdly, affordable housing shortages are driving young families out of London. The Mayor of London and many of our councils do all they can to increase the supply of affordable housing, but the reality is that the national planning framework, which the Government control, is stacked in favour of developers building high-end housing that no one can afford. Will the Government bring forward their long-awaited planning reform? Will they put power back in the hands of local communities, so that those communities can have development that meets the needs of the local population?

Fourthly, the local housing allowance is a lifeline for many low and middle-income families in the private rented sector, but the Government have frozen its rate since April 2020. Rents have gone through the roof since then. Will the Minister please ask the Chancellor to reverse that real-terms cut to housing support and give hope to the millions of people who have been forced out of their homes?

Finally, will the Minister meet me and other interested MPs to discuss the issue in more detail? Will he work with us to find a solution?

I will end by taking us back to the heart of the issue: the children who have their life chances impacted by what has happened to our schools in recent years. The Government may want to look away and pretend that this is nothing to do with them—that it is the fault of, and down to, the multi-academy trusts or MATs, the education authorities and the schools—but the reality is that Ministers are the ones with the power to do something. I urge them to act now.

[Mr Philip Hollobone (in the Chair)]

The debate can last until 4 o’clock. I am obliged to call the Opposition spokesman no later than 3.37 pm and the Minister at 3.47 pm. The guideline limits are 10 minutes each for the Opposition spokesman and for the Minister. The mover of the motion will have three minutes at the end to sum up the debate. Until 3.37 pm, we are in Back-Bench time.

--- Later in debate ---

[Several hon. Members rose—]

[Mr Philip Hollobone (in the Chair)]

Order. To make sure we can get everyone in, we will have a formal seven-minute limit on speeches.

--- Later in debate ---

[Sarah Olney]

It is always a privilege to take an intervention from the hon. Member. I do agree, particularly with his point about special educational needs.

Some headteachers in my constituency are having to make extremely difficult choices about how to allocate their reduced budgets, which are being cut because of falling rolls. Some are being forced to cut back on the number of teaching and support staff they employ, which has an additional impact on those with special educational needs or on the variety of subjects and extracurricular activities they offer. Others are not able to purchase essential classroom supplies or to fund pay rises for their hard-working teachers. Some cannot afford the necessary resources to support not only students with special educational needs, but the growing number of students who are coming to school with mental health and emotional challenges, which is an emerging cause for concern. A decline in pupil roll numbers that directly feeds a decline in school funding is only exacerbating those impacts.

Many parents and teachers in my constituency have written to me about the effects of the tightening school budgets. One primary school headteacher reached out to inform me of the difficulties of caring for children with special educational needs when they have limited funds. He said:

“Each school incurs a significant cost when enrolling a child with special educational needs, and while my own commitment to inclusive education for all will never be dampened, I am aware of school leaders who have been put in the impossible position of not being able to afford to support these children.”

One concerned parent wrote to me about a request from their children’s school for financial donations, just so that the school could

“maintain the basic services they provide.”

I have also received letters from children, with one schoolgirl writing to say:

“An example of schools needing more money was when my French teacher couldn’t provide any of the necessary worksheets because she had run out of money to use the school printer.”

I welcome the recent relaxation of the rules relating to which schools experiencing a decline in pupil numbers can benefit from a falling rolls fund, but, crucially, this does not make carving out the money for a fund any more affordable. I have spoken to councillors in my constituency, who tell me that having a falling rolls fund would only increase the financial pressure on all schools, including those without falling rolls, because it effectively moves money from schools with full rolls to those without. In the overall picture of the increasing and critical pressure on school funds, there is simply no spare funding for schools to help other schools in their area, however much they would like to and however committed they are to working together, which is a real feature of Richmond’s schools.

I want to touch quickly on the topic of empty classrooms, which we are seeing. The hon. Member for Ruislip, Northwood and Pinner and my hon. Friend the Member for Twickenham (Munira Wilson) mentioned the decrease in the published admission number. The Government should give some thought to the potential upside of the situation and to what we might use some of those empty classrooms for. We could utilise them for community benefits, particularly wraparound childcare; the Minister will know from countless previous debates what a massive issue that is for families across the country, and particularly in London.

We could also use those empty classrooms for youth work, for which there is a growing demand from young people from all sorts of backgrounds, and for careers advice, which is a particular passion of mine. We should be introducing young people to the full range of opportunities that await them when they leave school. I hear from countless business groups that young people do not know enough about their industry. The Government should think seriously about using some of the classrooms that are becoming available for some of those opportunities.

Reduced enrolment numbers are also putting private childcare providers across London at risk of closure. The issue is compounded by other factors such as increased energy, food and staffing costs, as well as recruitment issues. In my constituency of Richmond Park, I was concerned to hear last month about the closure of Maria Grey Nursery School, a popular nursery in central Richmond. Many parents have expressed to me how deeply saddened they are to be losing this treasured institution, which has been a part of Richmond for several decades. Again, that is because of the lack of demand from local families.

We are seeing record falls in the number of childcare providers, with thousands of providers exiting the market each year. That adds to the pressure on London families, who—never mind the fact that childcare is increasingly unaffordable—find securing a place with a childcare provider increasingly difficult. Again, that is linked to the issue of lack of demand. It is essential to shore up—

[Mr Philip Hollobone (in the Chair)]

Order. I call Clive Efford.

--- Later in debate ---

[Florence Eshalomi]

I thank all Members who have spoken in the debate. The sense is that this issue will not go away—[Interruption.]

[Mr Philip Hollobone (in the Chair)]

Order. I am afraid that a Division has been called in the House. Does the hon. Lady wish to return in half an hour, or is she happy to end the debate now?

[Florence Eshalomi]

I am happy to end the debate now. I thank the Minister. I note that he has not answered any of my questions, so will he meet me?

[Nick Gibb]

indicated assent.

[Mr Philip Hollobone (in the Chair)]

Order. I believe that there are two votes, so the sitting will be resumed at 4.27 pm. I am ending the debate without the question being put.

Oral Answers to Questions

Philip Hollobone Excerpts

Monday 17th April 2023 Commons Chamber

[Mr Philip Hollobone (Kettering) (Con)]

T6. Following the recent public consultation by the Orbis Education Trust, will the Government confirm that it is now their intention for the proposed new Hanwood Park free school in Kettering to be open to both boys and girls?

[Nick Gibb]

I am grateful for my hon. Friend’s interest in ensuring that the new free school best meets the needs of pupils in his constituency, and indeed for his general interest in high-quality education in his constituency. The consultation closed on 5 March, and we are currently considering the outcome ahead of reaching a decision on the school’s designation.

Apprenticeships: Government Support

Philip Hollobone Excerpts

Tuesday 24th January 2023 Westminster Hall

[Karin Smyth]

I agree that degree apprenticeships have their place, but that is not what the levy was for. As I have heard regularly in the debates I have attended in the seven years for which I have been in this place, our concern is for the small and medium-sized enterprises in our constituencies that are finding the subject really difficult to navigate. My constituents, who are among the least likely in the country to go to university, need level 2 and level 3 apprenticeships to help them up the ladder—I am particularly keen on the ladder. I do not want to throw any babies out with any bathwater—I am not sure where the bathwater and the baby come into the debate—but we cannot lose one for the sight of another, and a Government who were ambitious for apprenticeships would be able to do both. The implementation of lower-level apprenticeships has just been too slow. In my constituency, they are often for people who have been let down by the education system and who need to reach the first rung on the ladder.

We have had some other things that I have tried to support, such as the kickstart campaign—I do not know what has happened to that—and I am looking forward to seeing the results of the fire it up campaign. The Minister will know that I try to support all schemes, regardless of party politics. I want whatever works, and I will try to make anything work. We need to turn the tide on the catalogue of failures that have become so synonymous with the Government’s strategies for apprenticeships. I am not overly confident, but I am hopeful that we can do something better. I am obviously more hopeful about the next Labour Government, and I am sure my hon. Friend the Member for Chesterfield will outline our approach.

We cannot level up without skilling up. Transforming the failed apprenticeship levy and creating what we have called a growth and skills levy will give businesses the flexibility they need to train their workforce and create opportunities that will drive growth across every region of our country and in every sector of our economy. I am sure my hon. Friend would not mind if the Government stole that idea—they can crack on with that if they would like to. We want to unlock Britain’s potential, and people need a solid foundation in education and a chance to succeed to do that.

Having security at work and investing in apprenticeships and training opportunities enables people who want the chance to reskill, all of which will help people into high-quality jobs. What we talk about as a green prosperity plan—again, pinch it—will create a million good jobs in industries and businesses in all parts of the country, underpinned by new apprenticeships in the technology sector that will be vital in meeting our net zero commitments. That is the new building in my constituency that the Minister came to see. That is what we want to be looking at: the jobs of the future.

It is clear that the potential for improving our apprenticeship system in the UK is huge. I continue to hope that is the case. I hope that through the debate, apprenticeships are given the prominence they deserve and the help they need, and I hope the Minister will use his time to confirm that even as the eighth Minister at the tail end of a Government fast running out of ideas and time, he will ensure a proper focus on skills and apprenticeships within the Government to ensure our country and our economy have the skills for the future.

Can the Minister outline the immediate actions he and his officials will take to drastically improve the quality of apprenticeships and curb that terrible drop-out rate? I sincerely wish to hear how the long-awaited review of the levy is going and what actions the Government will take. I am sure he will agree, as the former Chair of the Select Committee, that more funding is needed for supported apprenticeships and special educational needs and disabilities. Perhaps he can use his appearance today to surprise us all. Given his personal support for degree apprenticeships, can he outline what the Government will do to ensure faster implementation of the programme? Finally, it would make me very happy if the Minister were to announce, here and now, the use of apprenticeships to increase the NHS workforce.

The legacy of the Government is not good. Amidst the wreckage, good ideas remain and with good people like the Minister, who have a genuine belief in the transformative nature of apprenticeships, I hope we can move forward so that no other young person has their future scuppered for, frankly, no good reason.

[Mr Philip Hollobone (in the Chair)]

The debate can last until 5.30 pm. There are seven Members standing, six of whom have had the courtesy to inform the Chair that they wish to speak. To get everybody in, there will be a time limit of three and a half minutes with no interventions.

[Jonathan Gullis (Stoke-on-Trent North) (Con)]

It is a pleasure to serve under your chairmanship, Mr Hollobone. I congratulate the hon. Member for Bristol South (Karin Smyth) on securing this important debate.

I am proud to stand here as the co-chair of the all-party parliamentary group on apprenticeships. I am even prouder to stand here and say that I am the employer of not one, but two fantastic apprentices in Stoke-on-Trent North, Kidsgrove and Talke. Jess is about to sit her exams—only next month. I will not wish her the best of luck because I always believe that if someone does the hard work, they will pass the test. She has certainly done the work, so I am sure the test will go through. Then Mya will start with me on 1 February. Jess was 17 years old and Mya is 18 years old. This is a fantastic opportunity for young people to get that important level 3 qualification when they did not feel college was the right option and wanted to earn and learn.

I cannot agree more with the hon. Member for Bristol South on the point about the fact that although degree apprenticeships are important, we also need that ladder of opportunity—I know the Minister was keen on that phrase when I served with him on the Education Select Committee—and we need to offer those level 2 and 3 opportunities, particularly in areas of deprivation where there are people who may not have a formal qualification. In Stoke-on-Trent North, 12% of my workforce do not have any qualifications at all, which is 8% higher than the national average. Level 2 is the first rung on that ladder.

We should do everything we can to accelerate all the way up degree apprenticeships, but we have to build people’s confidence and self-esteem and build people up with the skills to go through the courses at the different stages so they are equipped and ready. It is a bit like when I was in teaching, with the grandmother effect: it is all very well making sure we are supportive and help in every way we can, but if we undermine that process, that could be a problem.

In Stoke-on-Trent North, Kidsgrove and Talke we have had 13,240 apprenticeships start up since May 2020. I want to congratulate Stoke-on-Trent College for its fantastic work. I partner with the college when it comes to my apprentices. It will also deliver T-levels from the start of this year, alongside the City of Stoke-on-Trent Sixth Form College, which was an early up-taker of the digital T-levels that began in 2020, with 55 students to date.

Ultimately, there are things that need to happen. We have seen that drop in level 2 take-up, which some recent reports suggest is at 60%—the last was from March 2021. We need to address and work with our local colleges on that. I am delighted that we will see Ofsted inspecting training providers and holding them accountable for the quality of training. EDSK said that the lack of quality training throughout their apprenticeship forces out half of those who drop out. We need to make sure that employers are being held accountable for their work.

When I see £3.3 billion in the levy pot being returned to Treasury, it does not half make me shudder. That £3.3 billion could be invested not just in young people but in older people as well, and not only in upskilling the current workforce, as my hon. Friend the Member for South Ribble (Katherine Fletcher) pointed out, but in making sure young people get that opportunity too.

We need much more flexibility with the levy pot. I am not asking to simply open it up, but for us to allow employers to use a small percentage of it to invest in mileage, training or administrative staff to undertake what can be a bureaucratic process, and for an amount to be ringfenced specifically for young people. Apprenticeships are the best way to level up our great country, and I hope to see how the Government will develop them to make that happen.

[Mr Philip Hollobone (in the Chair)]

I will call Jim Shannon, who has kindly informed me that he will take an intervention. By law, the time limit has to increase by a minute, so could the hon. Gentleman please finish his speech a minute early?

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[Mr Perkins]

Okay. I thank the hon. Gentleman for that clarification.

Britain is not alone in having a skills or apprenticeship levy, but the way we handle it is quite unique. As a result, there has been a dramatic fall in the number of entry-level apprenticeship opportunities. Research by the London Progression Collaboration shows that since 2014-15, entry-level apprenticeships have fallen by 72%, and the fall in apprenticeships for under-19s has been as much as 59%, depriving many of those at greatest risk of falling into poverty from the opportunity at the beginning of their careers to get an apprenticeship.

The latest figures show that £3.3 billion in levy funds have been returned to the Treasury in the last three years. It is not only a scandal, but a huge act of collective self-harm. It is no wonder that the CIPD said:

“Apprenticeship Levy has failed on every measure and will undermine investment in skills and economic recovery without significant reform”.

I meet so many small business owners who would be keen to take on an apprentice, but are put off by the lack of available support and the bureaucracy.

There is a stark contrast between this Government’s approach and the approach of the Labour Government in Wales. My colleagues in Wales have led the way in creating apprenticeship opportunities, ringfencing an additional £18 million of funding to be invested in apprenticeships in the coming financial year. In a recent report, the renowned think-tank EDSK argued for the need to expand the traineeship programme to promote the supply of entry-level opportunities and clear progression routes into genuinely high-quality apprenticeships. After the Government’s recent announcements, which set out that they are seeking to reduce the number of traineeships —I have spoken today to an employer who told me that they will have to abandon traineeships because of the Government’s current change—

[Mr Philip Hollobone (in the Chair)]

Order. The hon. Gentleman has had 10 minutes; the Minister needs at least 10 minutes to respond, so he needs to draw his remarks to a close pretty soon.

[Mr Perkins]

I was just coming to the crescendo, Mr Hollobone. As I say, those from small towns or villages are less likely to find apprenticeships available. Those from black and ethnic minority backgrounds are less likely to be able to access an apprenticeship.

In conclusion, a Labour Government will take a fresh approach. We will ensure that all funds allocated for skills are spent on skills and that apprenticeships are promoted to all and recognised as outstanding opportunities for young people, with more SMEs supported to offer them and more colleges equipped to teach them.

Oral Answers to Questions

Philip Hollobone Excerpts

Monday 16th January 2023 Commons Chamber

[Gillian Keegan]

I thank the right hon. Gentleman. Child sexual abuse is an abhorrent crime and the Government are sympathetic to the victims and survivors of such abuse. As set out in November in response to the final report of the independent inquiry into child sexual abuse, it is important that due process is followed to allow investigatory and legal processes to take place to maximise the chances of conviction.

[Mr Philip Hollobone (Kettering) (Con)]

Can the Secretary of State confirm that the Government intend to raise starting salaries for teachers to £30,000 a year and that the pension entitlement that teachers enjoy is far higher than those earning the same wage in the private sector?

[Gillian Keegan]

My hon. Friend makes a good point. In line with our manifesto commitment to raise the starting salary, it is £28,000 this year and it will be £30,000 from September next year. I can confirm that the employer contribution to teachers’ pensions is 23.6%, which is considerably higher than for many in the private sector.

Ofsted School Inspections

Philip Hollobone Excerpts

Tuesday 6th December 2022 Westminster Hall

[Mr Philip Hollobone (Kettering) (Con)]

I beg to move,

That this House has considered Ofsted school inspections.

It is a delight to see you in the Chair, Ms Harris. I thank Mr Speaker for giving me the honour of holding this debate, and I welcome the Minister to his place. I am delighted that we are joined in the Public Gallery by the headteacher of Bishop Stopford School, Jill Silverthorne, and the deputy head, Damien Keane, who recognise the importance of the issues I wish to raise. I am grateful to them for travelling to London today.

May I start by praising the Minister, who is one of the Ministers I hold in the highest regard? He has a distinguished record in education. He was shadow schools Minister from 2005 to 2010. He was a Minister in the Department for Education from 2010 to 2012. He had his second coming from 2014 to 2021 and his third coming on 26 October this year. That is 15 years of Front-Bench experience in opposition and in government. We are very lucky to have him as schools Minister. He cares about the subject and I am grateful to him for being here today and for his genuine involvement in this issue.

I wish to raise the recent Ofsted inspection of Bishop Stopford School in Kettering, which resulted in a downgrade from “outstanding” to “requires improvement.” May I declare my interest, as one of my children attends Bishop Stopford School? However, I raise the matter not because of my child, but because I think a genuine injustice has been done with this inspection.

Bishop Stopford is a non-selective secondary school and sixth form with academy status in Kettering. Located in the Headlands, the school has 1,500 pupils. At the heart of all it does is a Christian ethos, and its core values are faith, responsibility, compassion, truth and justice. That provides stability for pupils in an ever-changing world. In the light of that ethos, the school’s aim is quite simple:

“to provide the highest quality education for every student.”

The Minister has seen the school’s pupils in action. The school’s brass band performed at the Music for Youth Proms in London, in November. Students were outstanding in the performance in every respect—behaviour, attitude, performance, kindness to each other and helping staff. They did the school proud in every way possible and were tremendous ambassadors for the school. Yet Ofsted’s view is that personal development at the school “requires improvement”.

The Ofsted inspection was done on 28 and 29 June 2022. The overall recommendation was “requires improvement”. Quality of education was “good”. Sixth form provision was “good”. Behaviour and attitudes, personal development, and leadership and management were graded “requires improvement”. I am very concerned about the way in which the inspection was carried out. From the information I have received, I believe not only that the correct procedures were not followed, but that the inspection team deliberately set out to engineer a downgrade in the school’s Ofsted rating from “outstanding” to “requires improvement”. That is the equivalent of one of the highest scoring teams in the premier league being relegated straight to the conference.

I support rigorous Ofsted inspections of schools, which raise school standards. Until now, I have had every confidence in Ofsted’s abilities to inspect schools in line with proper process and to challenge them where improvements can be made, but I have to tell the Minister that it is my strong view that this Ofsted inspection has gone wrong. It should be quashed, and a fresh inspection undertaken with different inspectors. I know that this is a serious request, and I do not make it lightly.

The evidence I have heard from the headteacher, the deputy head and pupils at the school is compelling. I believe that the inspection team sent in by Ofsted went rogue. In effect, Ofsted has sent in an educational inspection hit squad with a pre-arranged agenda to downgrade this faith-based school, whatever it found on its visit. In interviews with pupils, the inspection team disparaged the school’s Christian ethos. One year 7 boy was asked, “Do you think this is a white, middle-class school?” A year 10 girl was asked, “Do you feel uncomfortable about walking upstairs when wearing a skirt?” I ask the Minister, are these questions appropriate for an Ofsted inspection?

Furthermore, the new downgraded rating for the school was leaked by Ofsted to the local community in breach of Ofsted’s own procedures.

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Gentleman for his initiative and assiduousness on behalf of the school. I am shocked at the allegations that he has made, and I see the problems there among those of a certain faith group. Does he feel, as I do, that this inspection has increased anxieties and stress among the teachers, parents and others involved? He has asked for the whole thing to be done again, and that is probably the best thing to do, because what has happened is clearly wrong.

[Mr Hollobone]

I am grateful for that intervention. The hon. Gentleman is a Christian gentleman. He understands the importance of a Christian ethos in schools, but it seems that some Ofsted inspectors do not share those values. In this case, it seems that they have deliberately set out to downgrade the school, and the hon. Gentleman is right that that is having a devastating impact on the teachers, pupils and parents, who feel that the inspection has gone wrong and that they have all been treated extremely unfairly. It appears that, unable to criticise the school’s educational achievements, inspectors have pursued an agenda against a top-performing school with a Christian ethos by engineering criticisms of the behaviour and attitudes, personal development, and leadership and management criteria.

I thought that this matter was so serious that it should be brought to the immediate attention of the Department for Education, so I wrote to the Minister’s predecessor on 11 October. I am afraid that I do not think that Ofsted can be relied on to judge its own homework. The deficiencies in the inspection of this school are extremely serious. In effect, no one is inspecting the inspectors, and they can basically do what they like.

On the same day, I wrote to Ofsted chief inspector Amanda Spielman, yet all I received was a one-page letter from the assistant regional director of the east midlands on 20 October saying that they noted my concerns but that nothing else would be done and that they would just go along with the complaints process in which the school was engaged. I do not regard that as satisfactory, when a Member of Parliament has raised genuine concerns.

Let us look at the quality of education at the school. On the Department’s latest unvalidated educational attainment data, Bishop Stopford School ranks 106th out of all 6,761 secondary schools in the country and is in the top 1.5%. Let us look at the key headline measures of educational attainment. On the EBacc scores, in the data comparing Bishop Stopford School with schools that Ofsted has rated “outstanding” since September 2021, the school is the highest performing non-selective school. Some 94% of the school’s students entered for the EBacc, which is massive. In Northamptonshire, the second highest school is at 79%. The national average is 39%, and the Government’s ambition is 75%.

On progress 8 scores, which show how much progress pupils at this school made between the end of key stage 2 and the end of key stage 4, out of 3,721 selective and non-selective schools with a progress 8, the school is No. 115, which is in the top 3%. On the attainment 8 scores, which are based on how well pupils have performed in up to eight qualifications, there are 3,768 non-selective schools, and Bishop Stopford School is 110th, which is in the top 3%. On the basic five GCSEs, including English and maths, Bishop Stopford School is at 70%. Of the 126 schools ranked as “requiring improvement”, Bishop Stopford School is fourth, with the range 0% to 96%. Of the 52 schools rated “outstanding”, the school is 27th, with a range of 45% to 100%, and it is fifth for the non-selective mixed schools in this category.

In terms of the number of pupils who stayed in education or went into employment after finishing key stage 4, of all the selective and non-selective schools previously rated as “outstanding”, Bishop Stopford School is ranked 16th in the whole country. Of non-selective mixed-sex schools, it is fourth in the whole country, with 98% staying in education or going into employment. Ofsted partially recognises this educational record:

“Most pupils enjoy attending Bishop Stopford School and value the teaching that they receive. The school is ‘unapologetically academic’ and leaders have high expectations of what pupils should achieve.”

Yet Ofsted only gave the school a “good” rating in this area.

The mantra about making a judgment about the quality of education is explicitly stated as depending on the three Is: intent, implementation and impact. In essence, this assesses whether a school is clear about what it wishes to achieve with its curriculum, how well that intent is implemented and what its impact is. The only way this can be easily measured is through the empirical data: results, destinations and attendance. The impact of the school’s curriculum is, once again, abundantly clear in this validated data.

If the school is enabling its young people to be so successful and to progress to high-quality destinations, there has to be a disconnect somewhere. If the school is performing so poorly, as the report suggests, how could it possibly generate outcomes that can only be described as excellent, even among the schools Ofsted has judged to be “outstanding”?

The school has followed the Ofsted complaints process, and it got a reply dated 9 November from the senior regional inspector. The school complained about the judgment on quality of education. Ofsted said that a common area that needs to be improved is using assessment to adapt teaching so that identified gaps are addressed. It said:

“modern foreign languages and the mathematics curriculum are not as securely embedded as other curriculum areas”,

and the complaint was not upheld.

The school complained about the judgment on behaviour and attitudes. Ofsted acknowledged that

“behaviour was calm and orderly around the school.”

In its report, it said that the school deals with low-level disruption when it occurs, yet in the inspection on the day the Ofsted inspectors said that there was no low-level disruption. The inspection team had a particular concern about bullying and the use of derogatory language. In this case, the grade descriptor that needed to be considered was:

“Leaders, staff and pupils create a positive environment in which bullying is not tolerated.”

The inspection team said that that criterion was not fully met, and the complaint was not upheld. Parents are in disbelief that the inspection team could come to that conclusion.

The school complained about the Ofsted judgment on personal development. Ofsted said:

“inspectors considered how the Christian ethos and wider curriculum supported pupils’ personal development”,

yet the inspection team raised the Christian ethos only twice, both times negatively.

[Scott Benton (Blackpool South) (Con)]

My hon. Friend is making a powerful speech. Surely the aim of the equality, diversity and inclusion statement should be to ensure schools are abiding by the necessary equality regulation in legislation. I am concerned that, in some cases, Ofsted appears to take it beyond its original intention by judging schools against its own ideas about what life in modern Britain should be. Does my hon. Friend share those concerns?

[Mr Hollobone]

I am grateful to my hon. Friend for raising those concerns. I do share them, as do pupils at the school. I had the privilege of speaking to some of the pupils who engaged with the inspectors. They were expecting the inspectors to ask about the curriculum and their academic studies, but they were probed particularly about the Christian ethos. One pupil, very maturely, responded: “It is not so much about Christianity as about Christian values.” That was a very mature and sensible response.

[Kim Leadbeater (Batley and Spen) (Lab)]

The hon. Gentleman is making a really powerful and interesting speech, and I thank him for securing this debate. Does he agree that it would be more sensible if Ofsted inspections were not so narrowly focused on academic achievement? Although that is important, and the school clearly has a fantastic academic record, Ofsted should have a more holistic approach and look at things such as how schools work extremely hard to build social and emotional resilience in children and young people and to create a happy and healthy learning environment, which gives pupils the skills and values they need to be well-rounded citizens?

[Mr Hollobone]

I am most grateful to the hon. Lady for making that very sensible point. That is right. The school clearly has a Christian ethos. I am not saying that all the pupils and parents are Christians, but this is about Christian values and the key themes I mentioned at the beginning, which we surely all share: responsibility, compassion, truth and justice. Yet it seems that this inspection team regards those values as inappropriate for a school because they are Christian. The parents and I find that outrageous.

The pupil said that when they responded to the inspector’s question, “The inspector shut my comment down. He made me feel silly, embarrassed and a bit stupid.” Pupils described the interaction with inspectors as “intense”, “uncomfortable”, “tense” and “awkward”. Those are the pupils themselves telling me about their experiences with the inspectors. Something is not right here, and I want the Minister to take that on board.

The school complained about the judgment on sixth form provision. Ofsted said:

“Inspectors spoke to groups of students. They raised the point that they were well prepared for university, but other routes were not as well covered. While I agree that there is no statutory requirement for work experience, it was clear from the evidence that preparation for the wider world of work was not as secure as other areas of students’ wider development.”

That was Ofsted’s comment. However, 98% of pupils go on to education or go straight into employment. Nevertheless, this aspect of the complaint was not upheld. The school also complained about the overall inspection report, the overall judgment, and the inspection process, but all those complaints were not upheld. All the points that the school made to Ofsted were dismissed.

The breach of confidentiality point has not been addressed by Ofsted in any satisfactory way. Ofsted said to the school:

“It was explained that unless you were able to provide any further evidence, we would be unable to look into this any further.”

Yet the headteacher gave Ofsted the names of two local schools that had heard of the downgrade before the report was published. A serious breach of confidentiality has not been investigated properly and has effectively been dismissed.

On the comments about

“a white middle class school”

and

“walking upstairs when wearing a skirt”,

Ofsted said:

“There is no record in the evidence of the exact line of questioning from the team inspector that you referred to. Having spoken to the team inspector, they cannot recall asking the two questions that are cited.”

I have to say to the Minister that I spoke with the pupils involved and they confirmed what was said, so clearly something is not right here.

The headteacher wrote a measured letter to parents to reassure them on the back of the publication of the report, stressing the school’s outstanding academic performance. He said that

“student performance last summer was outstanding”,

and that that was based on the Department for Education’s own statistics. He went on to say:

“GCSE results place us in the top 3% of schools nationally. A Level performance data is still provisional, but with 43% of grades awarded at A and A*”.

On behaviour and attitudes, the headteacher rightly said:

“External visitors to our school almost without exception comment on the impressive behaviour and engagement of our students. On the inspection days themselves, students’ behaviour was exemplary, and the five members of the inspection team unanimously agreed that they saw no low-level disruption during the inspection.”

That is not what the report said. He went on to say, rightly:

“Unfortunately, this detail has not been included in the report, but we will be sharing with students that we were immensely proud of the way they conducted themselves and upheld our core values in the inspection—and continue to do so.”

I have to say to the Minister that since the report was published 500 parents have been in touch with the school to offer their support and basically they say that they do not believe what Ofsted is saying and do not respect the downgrade to “requires improvement”. However, I think there is a wider agenda going on here, because although I believe that Bishop Stopford has been picked on, recent information has come out that more than four fifths of “outstanding” schools inspected last year have lost their top grade after the exemption from inspection was removed. Also, the chief inspector herself said that the outcomes from the first full year of inspection since it was scrapped:

“show that removing a school from scrutiny does not make it better.”

A fifth of schools, including Bishop Stopford, dropped at least two grades.

The Minister will know that schools rated “outstanding” were exempt from reinspection between 2012 and 2020. The exemption was lifted in 2020 after Ofsted warned that over a thousand schools had not been inspected in at least 10 years. Ofsted itself has said that 308 of the 370 previously exempt schools had a graded inspection that resulted in a downgrade, which is 83%: 62% became “good”; 17% fell to “requires improvement”, including Bishop Stopford; and 4% fell from “outstanding” to “inadequate”. This is a power grab from Ofsted, saying to the Government, “You must let us inspect all schools all the time.” I am not sure that is appropriate, given the level of distress it can cause to excellent schools such as Bishop Stopford when an inspection goes wrong.

On behalf of the school, parents and local residents in Kettering, I ask the Minister to quash the report and send in a fresh inspection team. Let us have a proper inquiry into the leaking of the downgrade. If quashing is not possible within the Minister’s powers, can we have a reinspection of the school at the earliest opportunity? I would not want that grade hanging over the school for potentially the next 30 months. At the very least, can we have a meeting between the Minister himself, the chief inspector, the headteacher and myself as the local parliamentary representative, so that local concerns that the inspection went wrong can be relayed in the clearest possible terms to Ofsted?

Coronavirus: Education Setting Attendance and Support for Pupils

Philip Hollobone Excerpts

Thursday 23rd September 2021 Commons Chamber

[Alex Burghart]

I thank the hon. Gentleman, and it is very good to hear about what he saw going on in Denton in his constituency during the summer. The tutoring programme is at the very heart of our response in helping children catch up, in so far as it is possible to do so. We know from the very best international and national data that when children have one-to-one or one-to-two tuition, it can be revolutionary for their learning, and that is why this Department is channelling money and effort into it.

[Mr Philip Hollobone (Kettering) (Con)]

I warmly congratulate my hon. Friend on his thoroughly well deserved appointment.

Schools in Kettering are doing their very best, but are facing a very challenging time at the moment with some rapidly rising covid rates, especially in secondary settings. Could we have some specialised support and enhanced efforts from Public Health England and the Department to help them to get on top of this?

[Alex Burghart]

I thank my hon. Friend for his question and his remarks. As I mentioned a moment ago, there are DFE REACT teams working around the country, and their role is to work with schools, local authorities and regional schools commissioners to tackle precisely this problem. I am sure that, if he were to get in touch with the Department, it would be able to fill him in more on what is happening in his area.