Oral Answers to Questions

Philip Hollobone Excerpts

Thursday 26th February 2015 Commons Chamber

[Sajid Javid]

I do agree with the hon. Gentleman. He will know that we offer vouchers for businesses in more than 22 cities under the superconnected cities programme, of which more than 10,000 companies have taken advantage. Many of the companies have clubbed together and I encourage others to do so.

[Mr Philip Hollobone (Kettering) (Con)]

Villages in the borough of Kettering on the Northamptonshire-Leicestershire border—right in the middle of England—will be among the last to get broadband, at the end of 2017, yet innovative cross-border thinking involving BT exchanges on the other side of the county boundary might bring about a quicker solution. Will the Secretary of State encourage such an innovative approach?

[Sajid Javid]

I absolutely agree with my hon. Friend, who has taken a strong interest in this matter. I have heard him speak in the House on behalf of his constituents on a number of occasions, and once again he comes up with an excellent idea, which we shall follow up.

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[Jo Swinson]

The Government’s position is not to support that particular Bill, but we are encouraging much more transparency through the Think, Act, Report initiative, to which more than 270 employers, covering 2.5 million employees, have signed up. Nearly half of them have done an equal pay audit in the last year and two thirds are publishing more information on gender equality. I agree that this is a hugely important issue on which we need to make more progress, and we are committed to doing so.

[Mr Philip Hollobone (Kettering) (Con)]

Which employment sector has the greatest gender pay gap, which has the least and what is the Minister doing to get representatives of the one to talk to the other?

[Jo Swinson]

That is a fantastic question, and I shall write to the hon. Gentleman with the specific statistics for different sectors. Sectoral differences are a significant part of the gender pay gap. We know that occupational segregation—the congregation of women in much lower paying sectors—is a significant driver of about one third of the pay gap, which is why the initiatives to get more girls studying STEM subjects are so important.

Oral Answers to Questions

Philip Hollobone Excerpts

Thursday 12th February 2015 Commons Chamber

[Vince Cable]

I will do my best to answer the second, third and fourth of the hon. Gentleman’s six questions, which related to the trade deficit. Clearly, if we look at the trade deficit in terms of services as well as goods, and if we look at capital flows, including inward investment, the position is a very positive one. I do have to record—I am sure he is aware of this—the extreme alarm now being expressed in business circles about the possibility of a Conservative Government, creating a great deal of uncertainty in this area. There is uncertainty about a prolonged hiatus as the conditions which he is seeking have to be negotiated and uncertainty as to the different forms of exit, be it the Norwegian, Swiss or Turkish model. He will have to reflect with his colleagues on the damage now being done by that uncertainty.

[Mr Philip Hollobone (Kettering) (Con)]

I note that the Secretary of State did not answer any of the questions asked by my hon. Friend the Member for Shipley (Philip Davies), because he is embarrassed by the answers he would have to give the House. It is my strongly held view that Britain would be better off out of the European Union, because we would be able to control our immigration and save the £10 billion a year membership fee. Given that we do have a massive and growing trade deficit with Europe—those countries sell us more than we sell them—is it not a complete myth that trade with Europe would stop were we to leave the EU?

[Vince Cable]

Of course it entirely depends what the alternative arrangements are, and I have never been terribly clear what those people who want to leave are actually seeking. If we had a Norwegian solution, we would still have the immigration movements. If we had a Swiss agreement, there would be a substantial degree of integration. I think that what many Members who want to leave the EU are asking for is an arrangement such as that prevailing with Turkey, under which there is minimal commitment to a single market but very few of the benefits of membership.

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[Mr Philip Hollobone (Kettering) (Con)]

There were a wonderful 850 apprenticeship starts in Kettering last year, led ably by Tresham college in my constituency. Is the Skills Minister satisfied that LEPs are working as well as they might with local further education establishments in pushing the apprenticeship agenda?

[Nick Boles]

My hon. Friend is right to suggest that LEPs should take this seriously. Some are doing better than others on this, but our message is clear: they have a key responsibility, working with local businesses and colleges such as the one my hon. Friend referred to, to ensure that as many businesses as possible take up the opportunity of an apprenticeship. because that is the way to build the skills that his constituency and others need for the future.

Birmingham Schools

Philip Hollobone Excerpts

Thursday 29th January 2015 Commons Chamber

[Nicky Morgan]

I thank the right hon. Gentleman for the tone and spirit of his remarks. He has worked incredibly hard with the schools in his constituency and the wider Birmingham area in the aftermath of the reports from last year. He is absolutely right. We do not want the message to go out that we do not want people from Muslim communities or any other community to stand as governors of their schools. I am happy to look at the particular issue he has raised. I join him in thanking all those who worked so hard last summer to get the schools open. At the end of the day, this is all about making sure that the young people at the heart of those schools get the best possible education to fulfil their potential.

[Mr Philip Hollobone (Kettering) (Con)]

Teachers, governors, pupils and parents should be focused on promoting rigorous academic standards and not on pursuing particular agendas, whether relating to extremism or anything else. With regard to the role of school governors, is there no commitment or undertaking they have to sign to say that they will be committed individually to the promotion of British values, so that we can hold errant governors and teachers to account?

[Nicky Morgan]

Although we do not ask them to sign something, all governors are subject to the governors handbook, which was updated last September with some important changes and clarifications. In particular, one paragraph mentions the need for governors to ensure that a school’s ethos promotes the fundamental British values I mentioned in my statement. We could give the matter some consideration, but as my hon. Friend will know, just because someone signs a piece of paper does not necessarily mean that they have taken onboard all that it requires. One thing this matter has taught us is the need for cultural change as well.

Oral Answers to Questions

Philip Hollobone Excerpts

Monday 19th January 2015 Commons Chamber

[Nicky Morgan]

The hon. Gentleman will know that qualifications to accounts do not necessarily equal the same as the severe financial irregularities to which he appears to allude. I hold regular conversation updates with the permanent secretary and officials to look at the status of the Department’s financial statements.

[Mr Philip Hollobone (Kettering) (Con)]

The cluster academy of Montsaye academy in Rothwell, together with local primary schools in Rothwell, Desborough, Wilbarston and Rushden, is working very well in providing a more seamless education for local children from primary all the way through to 18. How might the best practice from clusters such as Montsaye be best spread across the rest of Northamptonshire and the rest of the country?

[Mr Gibb]

I congratulate my hon. Friend on his involvement as a former governor at that school. The Government’s academies programme is actively encouraging schools to collaborate and support each other as part of developing a genuinely school-led system. We are encouraging groups of schools to form strong partnerships by converting to academy status like the Montsaye cluster. The Department is working closely with Northamptonshire schools and the local authority to support the development of strong clusters led by teachers and head teachers to secure the best education for pupils in Northamptonshire.

Oral Answers to Questions

Philip Hollobone Excerpts

Thursday 15th January 2015 Commons Chamber

[Sajid Javid]

We will be launching a consultation within weeks on this issue. I have spoken about it before, the last time being at the Royal Television Society. I agree that it is an important issue that has not been looked at for years. It is about time we did.

[Mr Philip Hollobone (Kettering) (Con)]

9. What progress he has made on improving mobile telephone coverage in (a) Northamptonshire and (b) England.

[Sajid Javid]

Last month we reached a landmark agreement with mobile operators to deliver improvements across the UK by 2017, including in England. This locks in £5 billion of investment and each operator will cover at least 90% of the UK landmass.

[Mr Hollobone]

Not spots are particularly frustrating not only for those who live in isolated villages where mobile phone coverage is often essential, but for those who are on the move by road or by train. What is the Secretary of State doing to tackle the problem of not spots?

[Sajid Javid]

My hon. Friend is right to raise the issue of trains and communications, which is why the Government have made a commitment to improve connectivity on trains. He may be aware that Network Rail is in the middle of a competition to work out the best solution to the problem. On Government support, my right hon. Friend the Secretary of State for Transport announced a few months back £53 million of funding for the programme, with money that Network Rail was supposed to return to the Government. I will also ask my right hon. Friend to give my hon. Friend an update.

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[Mr Harper]

The hon. Gentleman is a little churlish in his response to my answer. I have looked at the discretionary housing payment guidance in significant detail and it gives local authorities complete discretion. Local authorities are the ones considering specific cases and they are in possession of all the facts. I trust them to make good, sensible decisions.

[Mr Philip Hollobone (Kettering) (Con)]

Is there a list of local authorities that compares the number of disabled people who might require such discretionary help with the discretionary help they are receiving?

[Mr Harper]

My hon. Friend raised a similar question at the previous Question Time and I put in the Library information on the amount of money the Government have made available to each local authority in the country compared with what they are spending. We do not have a list broken down by local authority of every single person affected by the removal of the spare room subsidy and their level of disability, so I cannot give my hon. Friend the exact information he requires, but I think I have done the best that I can.

Grammar School Funding

Philip Hollobone Excerpts

Tuesday 13th January 2015 Westminster Hall

[Mr Philip Hollobone (in the Chair)]

What better way to start a parliamentary Tuesday than with a debate on grammar school funding, in the name of Sir Edward Leigh?

[Sir Edward Leigh (Gainsborough) (Con)]

Thank you, Mr Hollobone. It is a convention to say what a pleasure it is to serve under your chairmanship, but in this case it is heartfelt.

This debate is about the funding not only of grammar schools, but of successful, well performing comprehensives with good sixth forms. I am proud to declare that one of my children attends a grammar school, and I am proud to have two excellent grammar schools in my constituency: Caistor grammar school and Queen Elizabeth’s high school. They are centres of excellence, and I salute the Lincolnshire county councillors who have always kept in mind the importance of our grammar schools and saved them.

The phasing out of grammar schools in most of the country was one of the greatest policy disasters of the post-war era. By the 1960s, grammar schools were so successful that we achieved an unqualified and unprecedented level of social mobility—it was greater than anything this country has achieved in its long history, before or since. Many of the nation’s poorest, most deprived people were given their first great chance to move up. Those schools were so successful that the independent sector feared that it would fade and decline into irrelevance, barring the odd Eton or Harrow. Across the country, we need to nurture those centres of excellence and learn lessons from them that we can apply across the state sector as beacons.

The purpose of this debate is not to honour grammar schools, but to ensure that they are not buried by stealth. A growing concern has emerged recently about the disparity of per-pupil funding for grammar schools, which also affects high-performing comprehensives with large sixth forms. Changes in the past three years have adversely affected grammar schools disproportionately in comparison with other state schools. The minimum funding guarantee of minus 1.5% gives the appearance of preserving per-pupil funding. However, as Mr David Allsop, the headmaster of Queen Elizabeth’s high school in Gainsborough, notes:

“Sixth form funding has been dropping much more significantly and we have managed to maintain our funding as flat by increasing the number of students in the sixth form.”

In 2013, Mr Allsop analysed Lincolnshire schools that were not academies, and looked at per-pupil funding. The grammar school that he heads was the least well funded school per pupil in the county. It receives £4,474 per pupil on average, while a similar sized comprehensive school in Lincolnshire receives £6,481 per pupil. Those figures are from the Government’s consistent financial reporting data. If we are to promote educational excellence, it is not a good idea to give the best school in Lincolnshire, which everybody tries to get into, only £4,000 per pupil per year, while giving the worst performing comprehensive in Lincoln, which nobody wants to go to, £7,000 per head per year. That is a daft way to run our education system.

We are asking only for fairness. Back in the 1960s, one of the criticisms of grammar schools was that they were treated unfairly well by county councillors. It is ironic that the reverse is now happening. Grammar schools are in a uniquely bad position, in terms of state funding.

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[Several hon. Members]

rose—

[Mr Philip Hollobone (in the Chair)]

Order. The debate will finish at 11 am and I do not want to call the Front-Bench Members later than 10.40 am. We have just under an hour and six Members are seeking to speak, so we are looking at nine or 10 minutes each. Please do not exceed that time, because that will mean that someone at the end will have less. We have just had an eloquent plea for fairness from Sir Edward and I would like you to apply that to yourselves. We will be led by Damian Green, an exemplar.

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[The Minister of State, Department for Education (Mr Nick Gibb)]

The issue of competence relates to a budget deficit left to the current Government by the Government whom the hon. Member for Cardiff West (Kevin Brennan) supported and served in. That is the basis behind everything that we are discussing this morning.

I congratulate my hon. Friend the Member for Gainsborough (Sir Edward Leigh) on securing this important debate, and other hon. Members on their thoughtful and principled speeches, on which I will continue to reflect. Creating a world-class education system that enables parents to send their children to good or outstanding schools is central to the Government’s plan for education. As my right hon. Friend the Member for Ashford (Damian Green) said, the Government’s education reforms have massively improved the life chances of millions of children in this country, and they will continue to do that. Grammar schools, with their focus on the highest standards of teaching, play an important role in delivering on that goal. There is no ambiguity about the Government’s views on grammar schools.

My hon. Friend the Member for Rugby (Mark Pawsey), my right hon. Friend the Member for Ashford and other hon. Friends referred to unfairnesses in the funding system. That is inherent in the way local authorities historically have been funded for their school budgets. In 2014, we announced the introduction of minimum funding levels, which will allocate, as has been pointed out, an additional £390 million to the least fairly funded local authorities for 2015-16. That includes Warwickshire, which received £15.4 million, and North Yorkshire, which received £9.8 million. That increase in funding represents a huge step towards removing that historical unfairness in the schools funding system. The Government have made more progress in that area than any recent Government. That puts us in a much better position to implement a national funding formula when the time is right.

As my hon. Friends will know, faced with the historically high budget deficit when we came into office in 2010, the Government needed to identify savings from across Whitehall and the public sector. Despite that, we have consistently prioritised funding for schools, ensuring that spending has been maintained in real terms. The schools budget for five to 16-year-olds has been protected since 2011, in addition to which the pupil premium to support disadvantaged pupils is worth some £2.5 billion this year. Those commitments have been possible only because the Government have found savings elsewhere, including other parts of the education budget, but I understand the concerns that the burden of those savings in education has fallen disproportionately on grammar schools or successful comprehensive schools with large academic sixth forms.

Two concerns have been particularly prominent in today’s debate. First, as my hon. Friend the Member for Wycombe (Steve Baker) pointed out, grammar schools are more likely to have large sixth forms, which may have seen reductions to funding as we have reformed the 16-to-19 funding formulas. Secondly, grammar schools are less likely to be eligible for funding made available on the basis of low prior attainment and deprivation, as the hon. Member for Slough (Fiona Mactaggart) and other hon. Members pointed out.

As the hon. Member for Cardiff West pointed out, funding for grammar schools is allocated in precisely the same way as funding for all other schools, whether academies, local authority maintained schools or non-selective schools, but I recognise that some features of the funding system will have resulted in grammar schools receiving less funding than many non-grammar schools in similar areas.

I will deal with those concerns in a moment, but I should first like to pay tribute to the exceptional results achieved over the last five years by some of the schools mentioned by my hon. Friend the Member for Gainsborough in his opening remarks. Since 2010, 100% of students attending Caistor grammar school have achieved at least five GCSEs at grades A* to C, including English and maths, and in 2014, 96.8% of students received 10 A* to C grades. Also at Caistor grammar school, 76.4% of A-levels were at grades A* to B, and at Queen Elizabeth’s high school, 61.5% of A-level grades were A* to B. Those schools are achieving remarkable high-quality, high-standard academic education results.

My hon. Friends are right that grammar schools are less likely to be eligible for funding made available on the basis of, for example, low prior attainment or deprivation. Local authorities set their own funding formulas to decide how to distribute funding for pupils aged five to 16. Low prior attainment is a common factor used in those local formulas. Given that grammar schools select their intake on the basis of ability, they are by definition unlikely to have pupils who have attained poorly in the past, so they are unlikely to qualify for that element of the local funding formulas. The purpose of low prior attainment funding is to ensure that as many young people as possible leave school with the right knowledge and skills to be able to succeed in adult life and in modern Britain. For a strong economy and society, it is important that we continue to target funding towards pupils who are not on track to do that.

Equally, grammar schools are less likely than other schools to have large numbers of pupils from poorer backgrounds, including pupils eligible for free school meals. Local authorities have to use a deprivation factor in their local formulas, meaning that schools with higher numbers of such pupils will receive additional funding. The evidence is clear that economic disadvantage remains strongly associated with poor academic performance.

My hon. Friend the Member for Salisbury (John Glen) will be aware that all grammar schools can adopt a pupil premium admissions priority for children eligible for free school meals, provided that they meet the entry criteria. Currently, of the 164 grammar schools, 32 have done so and 65 are consulting on adopting that priority in their admissions criteria from September 2016. The Government have encouraged greater collaboration between grammar schools and local primaries specifically to identify those disadvantaged children with potential at key stage 4, and to encourage them to take the 11-plus and apply to enter a grammar school.

Closing the attainment gap between those from poorer and wealthier backgrounds has been the central objective underlying all the education reforms in our plan for education, but of course the pupil premium is in addition to the main dedicated schools grant, which means that no schools are losing out as a result of the pupil premium, regardless of their pupil demographic.

As my hon. Friend the Member for Gainsborough pointed out, grammar schools tend to have a greater proportion of their students in the sixth form than other 11-to-18 secondary schools. That means that any reduction in funding for pupils aged 16 to 19 will have a greater impact.

My hon. Friends are right that we have ended the disparity between school sixth forms and colleges. By August 2015, schools and colleges will be funded at the same level for similar programmes. However, there has been some mitigation—transition funding so that schools do not suffer abrupt changes to their funding straight away. We fund all 16-to-19 providers for study programmes of 600 hours per year for full-time students. That is sufficient for a study programme of three A-levels plus one AS-level, and up to 150 hours of enrichment activities, over a two-year study programme. There should be no need to cut those extra-curricular activities, which are such an important part of a rounded school education. In addition, as has been mentioned, we have, in 2013-14, increased the rate for larger programmes of study. For students who are studying four A-levels, the school will receive an extra £400 per pupil, and for those who are studying five A-levels, the school will receive an extra £800.

Tackling a £150 billion budget deficit has had to be a priority for a Government with a clear long-term economic plan to return our economy to one of strong growth and increasing employment and opportunity. Despite that, the schools budget has been protected in real terms, but I acknowledge that difficult decisions have had to be taken and I accept that some of those decisions have impacted on funding.

[Mr Philip Hollobone (in the Chair)]

Order. I thank all hon. Members who took part in that interesting and important debate. I ask all those not staying for the next debate to leave quickly and quietly.

Oral Answers to Questions

Philip Hollobone Excerpts

Thursday 8th January 2015 Commons Chamber

[Vince Cable]

It is precisely because of that revenue wedge that the Government have invested so much resource in lifting the threshold so that low-paid workers are not caught in taxation. That has substantially alleviated the pressure on the living standards of low-paid workers.

[Mr Philip Hollobone (Kettering) (Con)]

It is really very important that minimum wage legislation is enforced, as those in receipt of the minimum wage tend to be at the bottom of organisations and among the lowest paid. What sanctions are being used on those at the top of organisations who receive the highest pay—the board directors—when minimum wage legislation is not being followed?

[Vince Cable]

There is a legitimate concern about high pay as well as low pay, which is why the Government introduced reforms of executive pay, with a binding vote on executive pay by shareholders, significantly strengthening the Government’s powers to ensure that shareholders exercise proper responsibility over top pay.

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[Vince Cable]

We understand the importance of that question. One of the sectoral groups in our industrial strategy is specifically concerned with the oil and gas supply chain. The companies around Aberdeen in particular are among the world leaders and could be seriously hit by the contraction of investment. Certainly, we will be getting that group together quickly and making an assessment of what it means. It is important to think long term, of course, as much of the industry does; temporary fluctuations in price are not necessarily as damaging as the hon. Gentleman might believe.

[Mr Philip Hollobone (Kettering) (Con)]

In 2010, the European Union sold to this country £28 billion more in goods than we sold to it. By the end of 2013, this massive figure had risen to £56 billion. Over that period, however, unemployment in this country has fallen significantly. Does that not destroy the Liberal Democrat myth that 3 million UK jobs are dependent on EU membership?

[Vince Cable]

What an extraordinarily primitive view of economics to believe in narrow bilateral balances of trade! One thing that should be said is that we are dealing, of course, not just in goods, but in services, where Britain has a major competitive advantage.

Education of Children with Cerebral Palsy

Philip Hollobone Excerpts

Tuesday 9th December 2014 Westminster Hall

[Mr Mark Hoban (Fareham) (Con)]

I thank my hon. Friend the Member for Blackpool North and Cleveleys (Paul Maynard) for securing this debate and generously asking me to open it. My first event as a Member of Parliament was a fundraising evening for the Rainbow Centre, a charity set up by parents to enable their children with cerebral palsy to benefit from conductive education, a therapy pioneered at the Peto Institute in Hungary. At that point, the Rainbow Centre was above a carpet shop in the centre of Fareham; they were not the most salubrious premises, but it demonstrated the parents’ commitment. They were prepared to go there during the week and on weekends, often carrying their children upstairs so that they could benefit from the education provided there. Children came from as far afield as Hampshire, Sussex, Dorset, Wiltshire and the Isle of Wight.

Now the Rainbow Centre is in a purpose-built building in Fareham, and can offer support to more parents and their children. It also uses the techniques of conductive education to help adults with multiple sclerosis and Parkinson’s disease and those who have had strokes. My engagement with the Rainbow Centre led me to become involved in a parliamentary inquiry supported by Action Cerebral Palsy, an umbrella organisation for charities across the country supporting children with cerebral palsy. My hon. Friend the Member for Blackpool North and Cleveleys led the inquiry, and a final report will be published next month.

I will say a little about cerebral palsy to set the context for my later remarks. It is a motor disorder caused by damage to the immature or developing brain that occurs before, during or immediately after birth. In the UK, 1,800 children a year, or about one in 400 born, develop cerebral palsy. The condition can affect those from all social backgrounds and ethnic groups. At some point very early in life, either while a baby is growing in the womb, during birth or shortly afterward, something happens to interfere with the normal development of the brain or to injure the brain tissues. That abnormal development or injury disrupts the nerve signals sent along neural pathways between the brain and the muscles, leading to problems with movement, posture and co-ordination as the child develops. This is called cerebral palsy.

As cerebral palsy is a condition of very early childhood, the implications for the developing child cannot be ignored. During the formative years, the central nervous system develops rapidly, enabling the child to learn, explore and connect with their social environment. It is during those crucial early years that the ability to learn develops. Children with cerebral palsy are hindered to varying degrees during that process as they battle to learn fundamental skills related to their symptoms. Therefore, cerebral palsy should to a significant extent be considered as a problem of learning, rather than a problem of functioning or communicating.

Early identification of cerebral palsy and early intervention can help tackle problems of movement, posture and co-ordination. Between the ages of nought and two, a child has a high degree of neural plasticity, which can be harnessed with appropriate programmes in order to remap the neural pathways between brain and muscle, enabling children to overcome problems of movement, posture and communication.

I have seen for myself the huge progress that children have made at the Rainbow Centre through early intervention. Children whose parents were told that they would not walk now can; children said to have high degrees of dependency are now independent. Everyone who has been to the Rainbow Centre or similar centres around the country comes away moved by the sight of children, parents and educators working together through an educational programme that helps children improve their motor skills and rebuild those neural pathways. We can make adaptations to accommodate the physical symptoms of cerebral palsy—for example, we can provide ramps for wheelchairs—but it is so much more powerful and rewarding to work with children to rebuild their neural pathways so that those ramps are not needed.

There were several recurring themes in the inquiry, including problems with early identification. Also, once CP has been identified, parents are more likely to have to fight to get the right support for their children than to find it easy to obtain. There is poor signposting to centres offering appropriate programmes, a reluctance among some local authorities—including Hampshire county council—to support the work of specialist providers, and reduced access to specialist services as children get older. In many respects, those issues are not unique to cerebral palsy, and I commend the Government for their reforms relating to special educational needs and disability.

Those giving evidence in our inquiry warmly welcomed the intentions behind the Government’s reforms, which are widely believed to have the potential—I emphasise the word “potential”—to transform the lives of people with cerebral palsy. The introduction of education, health and care plans, which will provide statutory protection, comparable to that provided by statements of special educational needs, to young people who are in education or training up to the age of 25—as compared with 16 now—was seen as a particularly encouraging development by respondents to the inquiry. If services for children and young people with cerebral palsy are to complement each other, the plans should facilitate that by ensuring that services are jointly commissioned and provision is decided in dialogue with parents.

The stipulation that provision in plans is set on the basis of the expected outcomes for the child or young person, as agreed between professionals and parents, has been welcomed. It is believed that if the measures are followed through on, they should create the promised cultural shift that will lead to assessments for special educational provision being based on a continuing assessment of a child’s needs and expected progress, rather than being simply a fight over short-term solutions to long-term issues.

I want to emphasise some particular concerns of parents and other participants in the inquiry. The first regards the local offer, which is hugely important because of its potential to give families access to specialist cerebral palsy services offered by third-sector organisations. However, the challenge is what will be included in the local offer. Let me illustrate that challenge with reference to the Rainbow Centre. The centre has applied to be included in the offer for Hampshire, Portsmouth and Southampton, but councils in other areas served by the centre, such as Wiltshire and Dorset, have said that they will only include the centre if there is space available. That means that parents of children with CP in those areas will not know that the provision is available and will miss out on the support that the centre offers, and therefore on an education that could transform their children’s lives. Given the nature of centres dealing with CP, there will not be one in every county or unitary authority, so it is important that the local offer looks beyond council and area boundaries to ensure that all children with CP are signposted towards the right specialist services for them.

The issue of the local offer speaks to a broader point about the tension between tailoring services to local needs and a postcode lottery that results from a lack of national consistency. I suggest to my hon. Friend the Minister that Ofsted, in its inspection of children’s services, should examine the local offer and how comprehensive it is. Best practice guidelines should be produced for education and health professionals who work with children and young people with cerebral palsy, to accompany the special educational needs and disability code of practice. The guidelines should explain how the lives of children with cerebral palsy can be improved within the framework of the new system. Although there are the best intentions behind the reforms, parents and practitioners told the inquiry that many years of battling with education and health authorities over support for children with cerebral palsy have left them doubtful as to whether the reforms will make a difference.

The negativity about the reforms’ potential is the legacy of an adversarial SEND system in which parents and practitioners have been left battle-weary and sceptical that change can be achieved. There remains the fear that while the reforms could slightly improve the situation for children and young people with cerebral palsy, they will not address the widespread lack of understanding of the needs of those children and young people, which contributes to a systemic antagonism whereby parents have to fight too hard to prove what support their children need.

Perhaps one of the biggest recurring issues that emerged from the inquiry was the striking lack of awareness among health and education professionals, even among those responsible for carrying out assessments for SEN statements, or for making plans about cerebral palsy that establish what support children and young people who have CP require. This results in late diagnosis, missed opportunities for early intervention and a general scepticism from professionals about forms of support that parents often say have transformed their children’s lives.

There is a need for an awareness-raising exercise, so that if cerebral palsy is diagnosed, parents are made aware by professionals of the options available to them immediately, rather than having to search for those options themselves. In addition, parents who spoke to the inquiry said that all too often they themselves were the experts on cerebral palsy, and the professionals they encountered not only provided little help but acted as obstacles to parents and their children, preventing them from accessing the best help available.

There is a particular concern about early intervention and about whether the reforms will do enough to help. The inquiry shows why more needs to be done to support children and young people with cerebral palsy, especially in the “golden years”—post-diagnosis, for those under the age of two—when intervention is at its most effective because of the plasticity in children’s brains at that age. However, this is often also the period when that type of intervention is most absent.

The inquiry found that children are not receiving the specialist invention they need during these golden years because there is not enough specialist educational intervention available for children under the age of two and, where it does exist, health professionals and parents are too often completely unaware of it. Moreover, even when they are aware of it, local authorities’ responsibilities for assessing the needs of those under the age of two are not spelled out very clearly in the SEND code of practice. That means that by the time an assessment is made and support is put in place, there is a risk that the opportunity to intervene in these golden years, and to improve significantly the early intervention services for children with complex needs, such as cerebral palsy, has been missed. More clarity is needed in the SEND code of practice. It is not clear how local authorities are involved in the assessment of children’s needs prior to the check at the age of two. Of course, as I have said, for many children, intervention after the age of two is of reduced effectiveness.

I would be keen to hear from the Minister how the Government intend to encourage local authorities to target early intervention, and how health and education services will be encouraged to work together in early years—for example, by ensuring that the requirement on health professionals to advise parents on not only the health support available to their child but the educational and developmental support that they may be able to access is followed through on.

I have discussed problems to do with the availability and quality of care for children with cerebral palsy in their earlier years, but we should not fool ourselves into thinking that if we tackle these problems, they will be solved. It is clear from my conversations with parents, and from feedback from centres across the country, that far too many children with cerebral palsy can be isolated when they reach secondary school. Primary schools are often well prepared. Staff are able to work with children who have cerebral palsy, primarily because these schools are often laid out on one floor and are therefore very accessible. Children with CP can get around such schools without any issues, and they can take part in all the normal school activities. However, when they get to secondary school, they can often fall through the gap.

By their nature, secondary schools have much larger buildings than primary schools, with multiple floors and large complexes. Children with CP can often struggle to get around them, leaving them isolated from their classmates and often from parts of the curriculum. Children with CP have been unable to take subjects they love because of problems with wheelchair access. Those problems may prevent them from taking part in courses on the first floor of a building that does not offer access through lifts or ramps.

However, the problem runs much deeper than just physical access. Many secondary schools do not have the specialist knowledge to help children with CP to integrate, and that problem is compounded by the nature of CP. During their adolescent years, young people with the condition can physically regress if they are unable to continue the programmes that help them to remap and maintain their neural pathways. Ensuring proper integration between schools—both primary and secondary—and specialist services can make a huge difference. We do not want the advances in independence that are made in early years to be eroded because insufficient thought has gone into the primary and secondary education of a child with CP.

In conclusion, I hope that I have set out where I believe the debate is at regarding support for children with CP, based on my experience with the Rainbow Centre and my participation with the parliamentary inquiry that is supported by Action Cerebral Palsy. As I said, that report will be published next month, and I hope that the Minister will meet my hon. Friend the Member for Blackpool North and Cleveleys and me, as well as representatives of Action Cerebral Palsy, to discuss it and find a way ahead, so that the Government can help to implement its recommendations and we can improve the lives of children with CP and their families.

If I think back on the remarks I have made, I must admit that my views are perhaps coloured by my experience of meeting parents of children with CP. They have often had to fight hard to get the help their children deserve and that can enable their children to lead more independent lives than was perhaps imagined when their condition was first diagnosed. These are difficult battles to fight, so parents welcome the Government’s reforms, which should enable their children to get the early intervention they need. However, because parents are battle-hardened, they are also sceptical. They want an end to the adversarial approach to educating their children; early intervention in practice, and not just in theory; and consistency in the local offer, so that every child with CP has access to specialist education, regardless of who provides it and where they live. These parents have clearly set the bar for success, and it may be high in comparison with what they have experienced, but the Government need to prove to them that these reforms mean that they no longer have to fight for the right education and health support for children with cerebral palsy.

[Mr Philip Hollobone (in the Chair)]

As this is an Adjournment debate nominated by the Backbench Business Committee, we will hear from the hon. Gentleman again at the close of the debate, because he is entitled to two or three minutes in which to wind up; this is one of those occasions when the Minister will not have the last word.

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[Mr Hoban]

It is a surprise and a pleasure to be asked to wind up the debate; I was not quite prepared for that when I came here this morning. The contributions by my hon. Friend the Minister and the hon. Member for Birmingham, Selly Oak (Steve McCabe) are welcome. Given the time we have had available, they extended beyond the normal 10 minutes, which was hugely helpful in exploring some of the issues that children with CP face.

Despite having been involved with the Rainbow Centre for 13 years, I have learned so much from taking part in the inquiry, and it is a real tribute to my hon. Friend the Member for Blackpool North and Cleveleys (Paul Maynard) that he led the process. The inquiry demonstrated some of the complexities and challenges involved in helping children with CP, and that came out of today’s contributions in different ways.

The Minister and the shadow Minister talked about the golden years, and integrating health and education is pivotal. We heard from witnesses about some of the challenges involved in identification. We can help to identify children at a much earlier age, but there are barriers to that, and the more we can do on early identification, the easier it is to make a difference to children’s lives. In terms of the inquiry, we will want to talk with not only my hon. Friend the Minister but the Department of Health about those early years to ensure the right processes are in place.

Two big points came out of the debate. One is about integration, not only of health and education, but of the state and the private sector, or the state and the voluntary sector and charities. How can we maximise the resources that are available? One thing that strikes me is that we are in danger of operating in silos, to the detriment of children with cerebral palsy. There are great specialist services out there that are accessible, particularly in the early years, and a lot of centres are registered with Ofsted, are respected and benefit from Government funding. However, as a child grows up, the services seem almost to be teased apart. It is harder for a child at primary school to have time in their curriculum to go to a specialist centre to continue an educational programme that helps them with their motor skills, and the pressures become greater as children progress through the education system.

The more ways we can find for specialist support and mainstream schools to work together, the greater the advantages for the children and for society as a whole. We therefore need to make sure integration works, and that we see that through as part of the Government’s reforms, and it is clear from listening to the Minister what emphasis he places on the importance of successful integration.

The second point is about accountability. Accountability is important, because it is where the system will stand or fall. I am not often critical of the Government; as the Minister knows, I am a loyal supporter. His intentions are fantastic, and I know how committed he is on this issue, but we need to make sure that his intentions are followed through on the ground, and that local authorities and local health services respond, following not only the letter of the law, but the spirit of the reforms he has introduced. A lot of people will be looking carefully at the framework Ofsted will publish, to see how we can manage local accountability and national consistency. The framework should be a powerful tool to support parents, who, at the moment, feel they are working through an adversarial system.

The implementation of the reforms and the role of Ofsted are vital, but we must do everything we can to ensure proper integration between specialist services, education and health to improve the life chances of children born with cerebral palsy. There is much we need to learn about what causes cerebral palsy and about the best interventions, but I am confident that, by working together, we will improve the quality of children’s lives enormously, which will be a real testament to the success of the Government’s reforms.

[Mr Philip Hollobone (in the Chair)]

I thank all Members who have taken part in this important debate.

Oral Answers to Questions

Philip Hollobone Excerpts

Monday 1st December 2014 Commons Chamber

[Mr Laws]

We certainly accept that for some time now there have been challenges when recruiting to some of the core subjects, including some of the core scientific subjects, and that is why we have significantly increased the bursaries available in those areas. However, we should also acknowledge the great successes there have been in recent years in getting more outstanding graduates into the teaching profession, and we will do more of that in future.

[Mr Philip Hollobone (Kettering) (Con)]

Some of our country’s best leaders can be found in Her Majesty’s armed forces. What success are we having in recruiting former soldiers, sailors and airmen to become teachers in our schools, and what success are we achieving in getting more male teachers into primary schools?

[Mr Laws]

My hon. Friend is right on both points. The latest statistics show that we are having more success in recruiting male teachers into primary schools. We are also doing more, through our Troops to Teachers programme, to use the talents of many people who have served our country in the armed forces and can now serve our education system, too.

Oral Answers to Questions

Philip Hollobone Excerpts

Thursday 27th November 2014 Commons Chamber

[Mr Vaizey]

The Secretary of State for Education was not saying that. She was simply making the point that a lot of people said that doing a maths or science degree narrowed children’s career opportunities. She was correcting that impression; it was not an either/or. Both channels are good ways to get wonderful career opportunities after leaving school.

We are working with Into Film, providing film education for hundreds of thousands of children. We are working with English Heritage on the new heritage schools initiative, which has massively increased engagement with heritage already. We are funding the Sorrell Saturday clubs, and we are working with the Arts Council on arts awards and the pioneering Artsbox.

[Mr Philip Hollobone (Kettering) (Con)]

The situation that the hon. Member for Slough (Fiona Mactaggart) describes is not the situation in Kettering, where there are loads of dance, ballet, theatre and other groups, with many dedicated and committed volunteers. Would my hon. Friend the Minister like to take this opportunity to praise all those volunteers and all the mums and dads who put the extra effort in outside school to ensure that their children engage in worthwhile activities?

[Mr Vaizey]

I certainly would. It is important to recognise the massive contribution that volunteers make. I take this opportunity, as I always do, to praise the hon. Gentleman himself. He is a towering and powerful local representative for his wonderful constituency.

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[Mr Harper]

I note that the right hon. Gentleman did not deal with the point that I made. We are treating people in the social housing sector in exactly the same way as the previous Government treated them—[Interruption.] I hear someone heckling on the Labour Benches. Disabled people do not get a spare room subsidy in the private sector. Those rules were implemented by the previous Labour Government. This is a matter of fairness. The £345 million we have made available to local authorities over the past two years for discretionary housing payment gives them the flexibility they need to deal with individual circumstances.

[Mr Philip Hollobone (Kettering) (Con)]

Will the Minister name and shame the five worst local authorities that have the largest number of disabled people who are affected by the spare room subsidy removal but are not using the discretionary funds that the Government have given them?