BTEC Qualifications

Rebecca Pow Excerpts

Monday 18th July 2022 Westminster Hall

[Rebecca Pow (Taunton Deane) (Con)]

It is a pleasure to be here now that I am back on the Back Benches, as one of the 56 who were driven to resign. This is the first debate that I have spoken in since then, which demonstrates how important I feel it is. There are a number of reasons for that.

BTEC qualifications are important nationally and for my constituency, which has several excellent further education colleges that I will mention. I am pleased to follow the hon. Member for Battersea (Marsha De Cordova), who opened the debate. There were 669 signatories to the petition in my constituency—the eighth highest by number of constituents. Normally, when so many people sign a petition, it demonstrates that lots of others support the subject. That is why I am here.

To cut to the chase, I understand the need to equip students between 16 and 18, or indeed those studying in later life, with the best skills and tools to get into jobs and to work with the businesses that need them. That is really important for growing our economy. In that respect, I supported the Skills and Post-16 Education Act 2022.

I have real concerns, however, about the proposal to axe BTEC qualifications, which, in a large proportion of cases, function perfectly well. I completely understand that it would be worth looking at the multifarious range of courses, because clearly some are repetitive and some do not quite align with the jobs and skills we need, but a great many of them certainly do. I do not believe that they should just be removed so that people are left with only T-levels and A-levels. I perfectly understand their place as well, but it seems like throwing the baby out with the bathwater to get rid of something that is already performing well.

[Emma Hardy]

The hon. Member is making an excellent speech. I hope that the Minister will recognise that T-levels are not universally available throughout the country, because of the work placement requirement that comes with them. Getting rid of BTECs and replacing them with T-levels actually limits choice for people, because the availability of T-levels is variable and depends on the jobs in the local economy.

[Rebecca Pow]

That is a really good point. It was not raised by people in my area—it may not be the case there—but the case certainly has been made that T-levels are basically the equivalent of three A-levels rolled together, and not every student is quite ready to do that. Students also have to get the same qualifications at GCSE to do a T-level, so already, one might be alienating a certain number of students who might find the BTEC really good and go on to do some of these other things. There are many things that I urge the Minister—I welcome her to her place—to look at and listen to, now that we have this reprieve.

[Mr Toby Perkins (Chesterfield) (Lab)]

The hon. Lady has hit on an important point. If the Government are saying that T-levels have greater rigour than BTECs, and if, by definition, T-levels will not be appropriate for many students who currently do BTECs, the Government have to tell us what their plan is for those students. If the plan is not a level 3 qualification, what is it?

--- Later in debate ---

[Rebecca Pow]

I am not always the first person to agree with the Opposition, but I think we have a lot of synergy here. What is most important is putting students first and coming up with what we can do for them—and then, in fairness, what they can do to help the country and the economy because they are well trained and they have the right skills.

We have a reprieve, but I believe that it is only a delay at the moment. I urge the Minister to use that delay to listen to all these comments and work out what sort of system might keep all three qualifications in the right shape or form.

[Steve Brine]

Further to my earlier intervention on the hon. Member for Battersea (Marsha De Cordova), if the Government wish to proceed with this, they have the right to do so—if they can convince the House that it is the right thing to do. However, young people have had enough anxiety over the last few years, and they are making decisions now. They do not have time for delay and navel gazing. We need a steer sooner rather than later; otherwise, it just adds to their anxiety.

[Rebecca Pow]

I thank my hon. Friend for that point. I think that we all recognise that our students have come through a very difficult time. Indeed, the colleges, in planning, also need some clear steers. His point is well made.

I want to speak very specifically about my own sixth-form college, Richard Huish College, which has been rated outstanding by Ofsted for the third consecutive year, and has an outstanding record over 20 years. Nearly 800 students every year do applied general qualifications—that is, BTECs—and a significant number go on to very high-quality education and a whole range of other courses. BTECs are definitely a useful stepping-stone. I have spoken to those students, and many of the points that I am about to raise have come from those discussions. I will highlight some of the examples. One student did two A-levels, psychology and sociology, and then a BTEC in music production. She has gone on to Magdalen College, Oxford, to do human sciences.

[Vicky Foxcroft (Lewisham, Deptford) (Lab)]

That is a really important point. BTECs can enable students to go to university at Oxford and Cambridge, but Oxford and Cambridge will not recognise the T-level subjects.

[Rebecca Pow]

That is another well-made point. All those things must go into the mix in making sure that we get this right for our young people.

Another example is a student who studied the BTEC extended diploma in public services and went on to do paramedic science at the University of Plymouth. Another did the business BTEC and went on to do a higher-level apprenticeship with the accountants Ernst and Young. Another did the extended diploma in public services and went on to join Avon and Somerset police. Another did health and social care, and went on to an adult nursing degree at Cardiff University. A further student did a health and social care diploma and went on to a teaching course at the University of Plymouth—and so on and so forth. That demonstrates the breadth of the qualification.

There is also a strong link, particularly in my constituency, between students doing a health-related BTEC and then going into nursing, which is critical. We have another very good FE college, University Centre Somerset. In fairness, it does T-levels and BTECs, and that is all going well, but it takes a lot of students on to its nursing courses. We need those people in Somerset, and probably all over the country. We particularly need them in Somerset because we have a wonderful new hospital. As the MP, I was responsible for helping to get the upgrade and the new theatres, and we are working on that. There is a massive call for more nurses, and we want those nurses to stay in my lovely constituency. If we can train them there, and they can get a great, well-paid job, we will not haemorrhage them to elsewhere in the country. We need them to stay in Somerset, particularly because we have an ageing population. I would like my young people to stay in my wonderful constituency.

[Rachel Hopkins (Luton South) (Lab)]

The hon. Lady is making an important point about the link-up and the circular needs in our local communities. For example, students can do a biomedical science BTEC at Luton Sixth Form College, they can go to the University of Bedfordshire in Luton and then they can work at Luton and Dunstable University Hospital. Would she agree that it is important that that practical link-up is maintained?

[Rebecca Pow]

I thank the hon. Lady for that intervention. That is exactly the point that I was trying to make. We are demonstrating that that is what is happening in Somerset. I certainly want that to continue, and in fact to grow, and for us to nurture all those people to live and work in this wonderful environment. It is a beautiful environment in which to work anyway, so if we can give them a good job and good training, I am sure that they will be tempted to stay. That is particularly important. A significant number of people go into teaching from these courses, which is also important. There are a lot of concerns that moving from this binary system of T-levels and A-levels, and that it will mean our BTECs become defunded, so can the Minister assure me that that will not be the case? As I said, it will be much more appropriate for many young people to start with the BTEC.

On the point raised by my hon. Friend the Member for Winchester (Steve Brine), we want our students to have a viable pathway, and that point about the uncertainty was such a good one because they will already be thinking, “BTECs are the way for me”—having that confidence because it is not three A-levels rolled into one—but suddenly they are getting a bit uncertain about what we are doing for them.

The point that the hon. Member for Battersea and others made so ably about disadvantaged backgrounds is significant, because the data shows that a high proportion of people from disadvantaged backgrounds start with a BTEC and loads of them go on to university. The universities know that, and we are trying to level up and include everybody. That is something that needs to be taken into account.

I will make one further point, which is particularly relevant to Somerset. We have a high proportion of small and medium-sized enterprises in our county, and they simply cannot provide the 45 days of work experience required for a T-level. I understand why that is important and why T-levels are designed to include it, but these are not huge companies; they are small SMEs, and a lot of them find it difficult to give somebody even a week’s work experience. That needs a lot of attention, because otherwise even the T-levels will struggle in Somerset. What we do not want is to be left with a whole load of brilliant young students for whom A-levels are not appropriate and a T-level is not appropriate, and who are just not getting the opportunities that they need.

To conclude, my plea is to look at this really carefully and listen to what everybody is saying, because we are all saying it with the best intentions. We want to support the Government and their skills and opportunities agenda, because that is absolutely the right way to go. It is really good to be looking at all of this, but could we potentially have an evidence-based assessment of the whole situation so that we are doing the right thing for our young people?

--- Later in debate ---

[Wera Hobhouse (Bath) (LD)]

It is a pleasure to serve with you in the Chair, Sir Mark. I congratulate the hon. Member for Battersea (Marsha De Cordova) on opening this excellent debate.

Here we have another broken promise from the Conservative Government. For months, we Liberal Democrats have warned that the Government were planning to scrap BTECs, and our concerns were heightened during the passage of the Skills and Post-16 Education Act 2022. We were given assurance after assurance, but here we are. It is interesting to see that as soon as some Conservative Members are free of the shackles of Government, they stand up and support BTECs—I wish there were more.

[Rebecca Pow]

Obviously I am speaking up for BTECs, but I also think the Government are going in absolutely the right direction in terms of skills and opportunities, recognising that they need to be aligned with business needs. I am sure the hon. Lady would agree with that.

[Wera Hobhouse]

I absolutely agree, but the Government are going to scrap BTECs, and the hon. Lady is opposing that. That is the only point I was making.

In July, the Department for Education introduced a twin-track system, for A-levels and T-levels, for young people at the age of 16, and the result is that funding for most BTEC qualifications will go. One hundred MPs and peers—including me—wrote to the Department for Education in support of the #ProtectStudentChoice campaign, a coalition of 21 organisations that represent students and staff in schools, colleges and universities, whose aim is to save BTECs. I thank the more than 100,000 petitioners, many of them from Bath College and Bath Spa University. We will continue to resist the move to defund BTECs.

It is the creative subjects in particular that will suffer. The Government intend to scrap those BTECs that they deem to overlap with A-levels and T-levels, but the process of assessing what is an overlap is not at all transparent. Who were the six assessors commissioned by the DFE to review the 2,000 or so qualifications? What were their backgrounds and experience? Where is the written evidence of their conclusions in order to defund 160 qualifications? Ofqual has quality-assured the qualifications for many years, and Ofsted, which oversees the quality of education, has at no point suggested that the qualifications lead to poor outcomes, so why will they go?

BTECs are invaluable in order to provide very different types of educational experiences. We have already heard a lot about that. They are popular with students and respected by employers and they provide a well-established route to higher education. They work, so what other than a narrow-minded ideological view has led the Government to scrap most of them and create less choice, especially for those learners who come from disadvantaged backgrounds? We Liberal Democrats acknowledge that from time to time, the range of qualifications needs to be reviewed, but not by closing viable educational pathways, especially for those students from poorer or minority backgrounds. Research from the Social Market Foundation found that 44% of white working-class students entered university with at least one BTEC, and so did 37% of black students.

Removing BTECs as an option risks students failing courses or picking courses that they are not engaged with. Students today need more, not less, support. They need more, not less, choice. They need choices and a Government who understand that by providing diverse pathways to qualifications, we will all end up with a much better, wider and diverse workforce. I hope the Government will think again.

Oral Answers to Questions

Rebecca Pow Excerpts

Monday 29th April 2019 Commons Chamber

[Damian Hinds]

There is pressure on high-needs budgets. Actually, the high-needs budget has gone up from £5 billion to £6 billion over the last few years, but there are still those pressures, as my right hon. Friend rightly says. That is why it was so important to secure the additional £250 million that we announced at the end of last year.

[Rebecca Pow (Taunton Deane) (Con)]

I obviously welcome the fact that 15,200 children are now in good and outstanding schools in Somerset, as compared to 2010, but—urgently—teachers are coming to me increasingly about the funding pressures they are under, because they have more and more on their shoulders. I have just had seven schools in the Tone Valley Partnership and a raft of schools with the Redstart Trust coming to me to highlight their funding pressures, so please will the Secretary of State meet me again to understand what they are facing and to discuss it?

[Damian Hinds]

My hon. Friend is right to highlight the strong performance of schools in her area and the improvement in Ofsted judgments. It is also true, of course, that over the two years Somerset schools have benefited from a 5.9% increase in per-pupil funding, but I will of course be more than happy to meet her again to talk about the high-needs pressures and others that she mentioned.

Further Education Funding

Rebecca Pow Excerpts

Tuesday 2nd April 2019 Westminster Hall

[Richard Graham]

My hon. Friend is absolutely right. That is a significant issue, as is the issue of A-levels for those who went to schools without a sixth form, for whom further education is really important. I know that my co-conspirator, the hon. Member for Scunthorpe, will come on to that point.

[Rebecca Pow (Taunton Deane) (Con)]

My hon. Friend deserves huge praise for bringing this debate to the House. The Minister also deserves huge praise, and I know she is listening and believes a great deal of what we are saying. In Taunton we have an outstanding sixth-form college, Richard Huish College, and an excellent university centre. However, those institutions tell me that, by 2021, they need at least £760 more per student to deliver the apprenticeship scheme, which delivers for business. Does he agree that we want to retain those students locally, because they have the skills we need for the future, and to deliver minority subjects, such as languages?

[Richard Graham]

I absolutely agree. The Minister, who is a former apprentice herself, is a huge champion for that, along with colleagues from across the House.

Oral Answers to Questions

Rebecca Pow Excerpts

Monday 11th March 2019 Commons Chamber

[Damian Hinds]

Of course it is a matter of concern that some groups are more likely to be excluded than others, particularly when it comes to children with special educational needs, who deserve and must have our particular attention. The hon. Lady will know that there is an ongoing review by Edward Timpson, the former schools Minister, and we expect to hear back on that quite soon.

[Rebecca Pow (Taunton Deane) (Con)]

Two thirds of children who are excluded from school are found to have speech, language and communication difficulties. Tackling this at an early age would make a real difference to their life chances and, indeed, to the standards they achieve at school, so will my right hon. Friend please outline what the Government are doing to show they realise this and to tackle it?

[Damian Hinds]

My hon. Friend is, of course, exactly right on that. The very earliest development of speech and language is crucial; someone who arrives at school unable to communicate fully just cannot access the rest of the curriculum. That is why I have set out the ambition to halve that gap in early language development. It is also why we must look at the home, because what happens in school and nursery is not the whole picture. We have to think about the home learning environment and make sure we are giving as much support to parents as possible.

College Funding

Rebecca Pow Excerpts

Monday 21st January 2019 Westminster Hall

[Daniel Zeichner]

My hon. Friend makes a very powerful point. When many of us go into institutions and ask, “What could you have done and what would the difference have been, had you had these resources?” the response is very telling. I am sure that we will hear similar accounts from others. I will come on in a moment to some of the implications of the numbers.

[Rebecca Pow (Taunton Deane) (Con)]

The hon. Gentleman is making a powerful case. Just to put a positive spin on it for this Government in the beginning, my local college listened to me and it is very pleased about the bus passes for 16 to 18-year-olds. That has made a great deal of difference for its students.

On the point that the hon. Gentleman is making about the finances, the two colleges in my area—the excellent Richard Huish College, which is in the top 10 in the country, and Bridgwater and Taunton College, which also does an excellent job—have both raised concerns about finances. They find that the cuts mean that they cannot offer staff as much as systems outside FE can, and that it is difficult to recruit. Might the hon. Gentleman comment on that? In the light of the fact that schools outside that system got a 3.5% pay award, which is hugely welcome—I know that those teachers welcome it—does he agree that we should look at the FE system and at least bring it into parity?

[Daniel Zeichner]

Strangely enough, I will come on to staffing issues in a moment. I suggest that the hon. Lady addresses those points to her colleagues on the Government Benches, because they are in a position to do something about it. Young people will be even more enamoured with free bus passes for people up to the age of 25.

Spending per student in school sixth forms will be lower than at any point since 2002. Although there are some minor scraps of comfort around funding for meals and certain subjects, and extra hours for T-levels, they do little to address the cuts that we have seen.

The issues are slightly different for sixth-form colleges offering A-levels and further education colleges offering a number of different qualifications, but the problem of cuts is universal. Our friends at the Sixth Form Colleges Association have tirelessly campaigned on that with their “Raise the Rate” campaign, which has attracted the support of many MPs. They are calling for the national funding rate—the rate of funding per student—for 16 to 18-year-olds to be raised to at least £4,760 per student, including 18-year-olds, and for it to be kept in line with inflation year on year.

--- Later in debate ---

[Sir John Hayes]

As the hon. Gentleman knows, FE colleges train 2.2 million young people and adults. The courses they run range from fundamental issues such as the acquisition of good English, as he suggests, to the most advanced skills. They also provide an opportunity for people to learn throughout their lives. FE is the principal vehicle by which people upskill and reskill in the way my right hon. Friend the Member for Chingford and Woodford Green (Mr Duncan Smith) described, and that is essential if we are to fuel the economy with what it requires. It is simply not enough to train people who are entering the workforce: we have to look at how people who are in the workforce already can adapt what they can do to suit changing economic circumstances.

[Rebecca Pow]

Will my right hon. Friend give way?

[Sir John Hayes]

I will give way very briefly, as I am conscious of time.

[Rebecca Pow]

Does my right hon. Friend agree that FE colleges, particularly Bridgwater and Taunton College in my constituency, are really important in delivering the apprenticeship programme? That college has just won a Lion award, as it is doing such a good job. Although the Government’s apprenticeship programme must be commended, especially the Minister’s work, does my right hon. Friend agree that for the programme to really be successful, we must address the issue of funding for our FE colleges, because they are so valuable to its delivery?

[Sir John Hayes]

Yes, I agree. When I was the Minister responsible for apprenticeships, we not only boosted their number, but increased their quality. For the first time, we put in place statutory definitions of what an apprenticeship constituted. We moved away from the programme-led apprenticeships that had been a feature of the previous regime. We said that apprenticeships had to last a set amount of time, had to be linked to real employment, and had to confer real skills needed by the economy. My hon. Friend is right that apprenticeships matter, as long as they are of the right quality and are substantial, and that is what we built. However, I have to say that the levy has not been successful in maintaining that number. There are all kinds of questions about the apprenticeship levy, and I am sure that the Minister will want to answer those questions when she sums up.

As I have listed the virtues of further education and practical learning, I will finally say that it leads to personal fulfilment. The case for education can be made in terms of utility, or in terms of communal health and wellbeing, but ultimately it should be made for its own sake. People are more joyful, more contented and better for the learning they gain in FE colleges across this country, and we should be proud of that.

I will end here, Mr Walker, because you have sanctioned me not to speak for too long, which will come as a disappointment to my many admirers in the Chamber—mainly on the Opposition Benches, actually. I will finish by saying this: we plant trees for those born later, and we fund, fuel and furnish skills for them too, for in building those skills we build all of our futures.

Oral Answers to Questions

Rebecca Pow Excerpts

Monday 17th December 2018 Commons Chamber

[Chris Skidmore]

As I have already stated, the Government are committed to ensuring that we have a deal with the European Union. A deal will ensure that we have stability and security going forward after 29 March 2019, but we have also committed to putting in place protections to ensure that our HE institutions are protected under a no-deal scenario.

[Rebecca Pow (Taunton Deane) (Con)]

Will the Minister join me in congratulating the fabulous University Centre Somerset, part of Bridgwater & Taunton College, on being awarded centre of the year in the Lion awards for innovation across the centre in learning, vocational courses and apprenticeships? It is a phenomenal establishment.

[Anne Milton]

I will happily join my hon. Friend in congratulating that institution. What a wonderful story it is. Apprenticeships are how we ensure that young people have opportunities that would otherwise not be open to them.

Education Funding

Rebecca Pow Excerpts

Tuesday 13th November 2018 Commons Chamber

[Damian Hinds]

The free schools and academies programme has overwhelmingly been a success, but when there are issues in our schools, whether in the maintained or the academy system, we must deal with them quickly. The difference with the academy system is that there is that much more transparency, so people know what is going on. However, as the hon. Gentleman knows, we continue to develop the system and ensure that it works as well as it can.

[Rebecca Pow (Taunton Deane) (Con)]

The Secretary of State has made a very good point. Facilities are obviously very important—I recently visited a fabulous new school, West Monkton Primary School, which is already chock-a-block—but is not the quality of the education the most important element? We are getting a lot of barrage from Opposition Members, but under Labour, a third of 11-year-olds left primary school unable to reach the right standards of reading and writing. This Government have completely turned the situation around, and that is thanks to the quality of our teachers.

[Damian Hinds]

My hon. Friend is, of course, entirely correct. The quality of our education is all about the person standing at the front of the room. It is all about the 450,000 teachers, and I join my hon. Friend in her commendation of them.

Free schools are among some of the highest-performing state-funded schools, and 442 are now open across the country. That includes 41 alternative provision and 34 special free schools, and a further 69 are in the pipeline. Again, parents are being given more choice in selecting the right provision for their children.

Oral Answers to Questions

Rebecca Pow Excerpts

Monday 12th November 2018 Commons Chamber

[Nick Gibb]

All schools need to be safe and disciplined environments in which pupils feel happy and able to fulfil their potential. We continue to work with the Home Office to consider how best to get the message of its serious violence strategy into schools, and we have ensured that its #knifefree anti-knife campaign has been disseminated to all schools in England.

[Rebecca Pow (Taunton Deane) (Con)]

The second Bercow report, “Ten Years On”, highlights that there is a very strong correlation between poor speech, language and communication skills, and children who are excluded from schools. Tackling this issue early on can make an enormous difference to children’s life chances. Does my right hon. Friend agree that focusing on this area in the early years is more important than ever, and can he assure us that we can still deliver these services given the pressures on many local authorities that provide these services?

[Damian Hinds]

I agree with my hon. Friend about the importance of early language and literacy. I have set an ambition that we halve, from 28% to 14%, the percentage of children who reach the end of reception year without the level that they require to get the most out of primary school. This is one of the reasons that we are investing so much in the early years, including the two-year-old offer, which was not available under any previous Government, but we need to go further and we will have more to say in due course.

Oral Answers to Questions

Rebecca Pow Excerpts

Monday 10th September 2018 Commons Chamber

[Anne Milton]

The hon. Gentleman might like to have a look at destination tables. If companies in his constituency are finding it hard to find apprentices, in national apprenticeship week the National Apprenticeship Service offers some very good opportunities. Members on both sides of the House have run incredibly successful apprenticeship fairs, and the hon. Gentleman might consider doing that himself. A huge range of local employers and public sector organisations are involved, including the NHS, the UK Border Agency and the armed services, but on his particular patch, the engineering companies that are looking for apprentices might well want to take advantage of an opportunity with which he can provide them.

[Rebecca Pow (Taunton Deane) (Con)]

Does my right hon. Friend agree that it is also important to engage parents in encouraging students to take on apprenticeships? Parents often have an old-fashioned view of apprenticeships, and are unaware of our modern version. What is my right hon. Friend doing to try to improve communication with parents?

[Anne Milton]

We are looking at every opportunity to improve that communication, and the apprenticeship fair is one option. If it is run from 5pm to 7pm it allows parents to come. As my hon. Friend rightly says, there is rather an old-fashioned view of apprenticeships being just about plumbers and electricians, but the world has changed. We can look at the figures and at what is now being done by some of the big engineering companies, big banks and other companies—such as KPMG, but I could name a whole host—and see that it is amazing how apprenticeships have changed; it is amazing how this Government have changed apprenticeships.

Speech, Language and Communication Support for Children

Rebecca Pow Excerpts

Wednesday 4th July 2018 Westminster Hall

[Rebecca Pow (Taunton Deane) (Con)]

I beg to move,

That this House has considered speech, language and communication support for children.

It is a pleasure to serve under your chairmanship, Ms Dorries, especially given your own interest in communication, reading and writing.

[Ms Nadine Dorries (in the Chair)]

Order. I am sorry to interrupt, Ms Pow, but I notice that a lot of Members are wearing jackets. There is a temporary air conditioning unit in the room, but I am not sure how effective it will be. If anybody wishes to remove their jacket, they should feel free to do so.

[Rebecca Pow]

Thank you, Ms Dorries.

The most fundamental life skill for children is the ability to communicate, which has a direct impact on their ability to learn and develop friendships, and on their life chances. There are huge benefits to getting communication—speech and language development— right from birth, not just to the individual but to society and the economy as a whole. However, despite the best efforts of many involved in supporting children and young people, and some tremendous individual projects and programmes, such as the Royal College of Speech and Language Therapists, which I welcome here today, the communication champion Jean Gross, the Communication Council, the charity I CAN, and many more, including individual teachers and early years staff, awareness of the importance of children and young people’s speech, language and communication among the public and decision makers still seems sadly lacking. That has a serious impact on individuals and society, hence this debate.

Mr Speaker must be commended for his dedicated interest in this area, and for the Bercow report, a seminal piece of work that was carried out 10 years ago. It was an independent review of the state of provision for children with speech, language and communication needs—that is a bit of a mouthful, so I will refer to it as SLCN. Much good work flowed from that excellent report, including the better communication research programme, and the communication champion I mentioned. However, the recent follow-up report, “Bercow: Ten Years On”, which was published in March by the children’s communication charity I CAN and the Royal College of Speech and Language Therapists, and launched in style in Speaker’s House with, I am pleased to say, the Minister in attendance, revealed that despite pockets of great achievement, not enough progress has been made, and that it is a Cinderella sector.

I surmise that that may be linked to the fact that the whole area seems to fall between two stools: health and education. Somehow, it fails to be allotted the place it deserves in this country’s national policy. The second report highlights that, as a nation, we are yet to grasp the significance that not fully focusing on the importance of speech, language and communication has on younger generations and therefore on society as a whole. As a result, thousands of children and families suffer needlessly.

Evidence gathered in the report from thousands of contributors concluded that 1.4 million children and young people in the UK have SLCN. That is 10% of children and young people. Of those, 7.6% have developmental language disorder, which is a condition where children have problems understanding and/or using the spoken language and there is no obvious reason, such as a hearing problem or a physical disability, to explain those difficulties. The rest of that 10% have language disorders associated with other conditions, such as autism or a hearing impairment, plus other difficulties, including stammering. I will not address those conditions; this debate will concentrate on the 7.6% with developmental language disorder. Left untreated, it will adversely affect them for the rest of their lives.

I am interested in this area for a raft of reasons. Much of my career has been spent as a journalist and broadcaster, so communication has been a crucial part of my world and I appreciate how important it is. I also ran a small business. Even as MPs, we are employers, and when we are looking to take someone on, we are often looking for someone who can communicate—someone who is pleasant, amenable, good with words and able to converse and write clearly. Speech, language and communication skills are essential in our world. Most importantly, I am interested in this area as a parent. I have brought up three children with my husband, Charles, who I hope might be listening, so I am aware that parents can make a real contribution to helping their children develop their communication skills.

[Jeremy Quin (Horsham) (Con)]

My hon. Friend is making a powerful speech on an interesting topic. To pick up on her point about the value of communication in all professions, we should not forget teachers and the ability to train them through voice coaching. Two Essex multi-academy trusts have invested heavily in voice coaching for their teachers, and they have a much enhanced retention rate of 90%. Ensuring that teachers are educated, coached and assisted helps retention, and it provides a powerful example for the children in their care.

[Rebecca Pow]

I will move on to talk about teachers and their role, including the things they have noticed and how we might help them. It is such an important point. I am particularly interested in those voice coaching projects.

I mentioned the detrimental effect that poor communication skills can have on children. Affected children do less well at school. From the get-go, they make less academic progress in the early years foundation stage than their contemporaries, and when they leave primary school their attainment in reading, writing and mathematics is much lower than those without SLCN. The report states that only 15% of those identified reached the expected standards. Unsurprisingly, those children are also affected at GCSE level; only 20.3% of SLCN children gain a grade 4 or C or above in English and maths at GCSE, compared with an expected 63.9% of all pupils. The pattern is clear: poor SLCN attainment will directly affect their academic progress.

On top of that, unfortunately, there is a high chance that those children will develop mental health issues. In fact, young people referred to mental health services are three times more likely to have SLCN. There is also a strong correlation between emotional and behavioural disorders and language difficulties.

[Nick Smith (Blaenau Gwent) (Lab)]

I thank the hon. Lady for her leadership on this subject, and it is great that she has secured the debate. The report’s recommendations on youth justice are really important, and it is clear that speech and language therapists can play a big part in reducing the risk of reoffending. Does she agree that it is important that those services are provided as early as possible to young people in the youth justice system?

[Rebecca Pow]

I know that the hon. Gentleman is particularly interested in this area. He makes a valid point, which I will move on to, because it all links up.

Everything I have mentioned so far affects children’s life chances. As the hon. Gentleman just said, that is borne out by the fact that 60% of young offenders have unidentified speech, language and communication problems, so the link between the two is stark. Children with poor vocabulary skills are twice as likely to be unemployed in later life. Young offenders are often put on courses, such as anger management and drug rehabilitation, to try to help them, but if they do not have good reading, writing and communication skills, it is difficult for them to take advantage of those courses. I am sure that you will agree, Ms Dorries, that none of those things is desirable in a 21st-century society.

There is even more to these findings, because many of these children come from areas of social disadvantage. There is a very high prevalence of SLCN among vulnerable children, particularly looked-after children. Again, looked-after children are highly represented in the criminal justice system—the 60% figure emerges again. Unsurprisingly, many excluded children are also found to have SLCN, particularly boys—one study found that 100% of excluded boys had some sort of communication or behavioural disorder.

Unsurprisingly, the children of mothers who sadly have mental health issues, that develop just before or after birth, are often found to display SLCN, probably because as babies they did not receive the crucial stimulation they needed, which is so important from the absolute outset. Such children do not develop the essential language skills. Again, that highlights how important it is to pick up mental health issues in mums as early as possible, because they can have a knock-on effect on the babies.

Parenting is really important, so I will talk about that for a moment—it is not a digression, because it is all directly related. This issue affects not only people from disadvantaged areas, but all of us, wherever we come from. It was motherhood that prompted my interest in the importance of early communication. My sister is a speech, language and communication therapist specialising in early years children—I may have to register an interest. She made me aware of how I ought to engage with my babies from the word go. I do not think I had even held a baby before I had my own children, so I was pretty ignorant about children. I am not saying that my children are model success stories, but I have to say that the tips I was given really helped.

They were just simple things. For example, from birth to three months, parents should get very close to their baby, so that it has eye contact and starts to recognise the mouth, and learns that that is where sounds come from. If children are just sat down in front of a television or a laptop, they will not start to realise that. At six months, a baby starts to become very aware of its environment, so parents should start to talk about the things they are looking at. Obviously, they are not speaking at that point, but they are looking, so parents should start naming the object they think their baby is looking at, whether it is a dog, a cat, a mug or a cup. Then, from nine to 12 months, parents can start to expand on that. Their baby might be in a high chair and pointing at a cup, so the parent should say the word, and they should say it many times, because repetition is how our children learn. Many people think that children do not really communicate until they start talking, but of course they are; they are picking up all those vital signals that will help them to start forming words. It is an utterly fascinating subject.

I am told that dummies really are a no-no. Nursery staff I have spoken to have borne that out. If a dummy is put in a child’s mouth too often, it can affect the way the mouth develops. I discussed that only recently with a specialist facial consultant at Musgrove Park Hospital, and she agreed that we do not want to influence what happens in a baby’s mouth, because that has to grow and develop as well.

I will turn now to an area that I know is close to your heart, Ms Dorries: reading stories, poems and even songs. We can never do enough of that with our children, starting from the word go. I recently read an article by the author Philip Pullman, in which he bemoaned the fact that, sadly, not enough children are read to anymore and that the bedtime story is disappearing. Indeed, staff at a nursery in Taunton that I visited recently told me that many parents are ditching the bedtime story. The bedtime story is a crucial way for children to learn how to communicate, and again it is not to do with how wealthy someone is, or how smart they are. It is a cheap activity—almost free—that can help our children so much.

Some very interesting research on teaching effective vocabulary produced by A. Biemiller has shown that at age seven relatively high-performing children have an average of 7,100 words in their repertoire and that they can learn, on average, three words a day. However, relatively poor-performing children have an average of 3,000 words in their repertoire and learn, on average, one word a day. That is an enormous gap to fill if those relatively poor-performing children are to catch up when they get to school—I am told on good authority that it is almost impossible for them to catch up. Vocabulary at age five is the best predictor of a child’s outcomes at GCSE level.

[Ruth Smeeth (Stoke-on-Trent North) (Lab)]

I thank the hon. Lady for securing such an important debate. Stoke Speaks Out is one of the national exemplars of how to engage with this issue. Does she agree that we need sustained funding for such programmes? We have seen engagement in this work. In my constituency, 84% of children were 12 months behind in oral skills at the age of two. There was heavy investment and they eventually did well in their GCSEs, but funding was pulled for the children in the next years and we saw an exact inverse relationship in their long-term attainment. Does she agree that, in order to break the cycle, we need sustained funding for every year?

[Rebecca Pow]

I thank the hon. Lady for her intervention; she makes a good point. I have heard about that extremely good project, and there are others. I know that the matter is on the Minister’s agenda. I think that this is a process of joining up the dots, so that we can make good progress, because it is really coming to light how important this issue is for society as a whole. We cannot expect teachers to do it all. They must be able to pick up where they have to, and rightly so, but there is a lot that parents can do, and we could give them many more pointers when they have children. We must engage society on the whole issue

To pick up on the hon. Lady’s point, many nurseries and primary schools in Taunton Deane have joined me in supporting the idea that we ought to engage with parents to encourage them to do a little more. For example, staff at Topps Nursery at Musgrove Park Hospital, which I visited last week, are really concerned about the number of children arriving at their door who simply do not have the expected communication skills, whatever their age. Many of those children are not potty-trained, which is a problem, but many also lack basic communication skills. It was the staff at that nursery who mentioned dummies and said, “Please don’t use them.” They also expressed concern about too many children being dumped in front of gadgets, so that they are not stimulated and do not have normal levels of human contact.

I also met a couple of headteachers from two of my really excellent primary schools, St George’s Catholic School and Trull Church of England VA Primary School. When I mentioned that I had secured this debate, both of them said that they had experienced a marked rise in the number of children who do not talk when they start school, who cannot hold a conversation, who do not listen, who have speech problems and who therefore have poor social interaction skills. I was quite taken aback when they so quickly came up with this list of issues that our teachers are clearly facing. Of course, those issues put an added burden on our already hard-working and professional nursery and teaching staff and practitioners.

[Fiona Onasanya (Peterborough) (Lab)]

I thank the hon. Lady for securing this important debate. She is eloquently explaining the factors that inhibit our children’s development of communication skills. It is more than 10 years since Mr Speaker produced his first report, so does the hon. Lady agree that it is now time to implement its recommendations? In my constituency there is a lady called Helena, who was diagnosed with selective mutism and social anxiety. It is felt that if she had received the support she needed as a child, she would now, as an adult, be better able to contribute to society. However, she has great difficulty communicating and so is unable to work or go out alone. Does the hon. Lady agree that implementing the report’s recommendations would help such people?

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[Rebecca Pow]

I thank the hon. Lady for that intervention. Of course I agree; early intervention is very much what we are talking about today. Intervention happens across the board in so many areas, but the earlier we can intervene to prevent an issue from escalating, the better—not only for the individual, but for society and the economy, because ultimately we will spend less money sorting it out. I spoke to one of my constituents, Clifford Mann. He heads up Musgrove Park Hospital A&E, but he is also the national clinical adviser for A&E. Although one might not think that this is his area, he expounded vociferously on the need for proactive pre-school engagement with this agenda—and others, such as tackling obesity—because it will pay dividends later for the NHS.

I do not want to be wholly negative, because there are already some exceptionally good programmes out there, doing good work and showing that we can improve in this area, not least the programme that my sister was involved in with Worcestershire Health and Care NHS Trust, which is quoted in the report as a model project. It references lots of other very good projects, such as the Time to Talk project in Warwickshire, the No Wrong Door project in North Yorkshire, and Better Start Southend. Another excellent project in my constituency is A.R.R.O.W. Tuition, run by Dr Colin Lane. It is a very good model that works really well: a multi-sensory blend of techniques combining established and innovative learning strategies, with the student’s own voice central to the approach. That touches on what my hon. Friend the Member for Horsham (Jeremy Quin) mentioned—using the voice to train and encourage—and it really does work.

Dr Lane has run a trial project—he has projects all over the place, but I suggested that he speak to Taunton Academy, which is in a very disadvantaged part of Taunton. The academy has its issues, but it is really turning things around. It got in touch with me the other day to say that they took on Dr Lane’s project and it is working absolute miracles in the school. I am going back next week to present some prizes to the children, who have made so much progress with their speech and language. This is a project to help children once they are in school, so there are good projects, and I would appreciate the Minister’s views about how more of these projects can be harnessed and how we might integrate this very good practice and make the most of it. We do not need to reinvent the wheel; we could just engage some more of these projects.

However, despite clear evidence of the huge benefits that improving children’s communication skills can bring, the second Bercow report highlighted that many parents and carers found it difficult to find help for their children. They were not sure where to go, and I have to admit that I had difficulties trying to find out where one would go in Somerset. When those parents and carers did get appointments, waiting times were long and many found the support wanting.

What needs to be done to tackle the clear communications crisis among our children, and thereby improve social mobility, health inequality and employment for so many people? There are some pretty straightforward steps, building on the good foundations that this Government have already put in place and are working on. First, there should be clear messages from the start, raising awareness of the real difference that addressing the issue could make. Secondly, simple guidance should be provided to parents. For example, I am going to put something on my website. How about writing to all parents who have just had babies, offering ideas and suggestions? I am sure that there are some simple things we could do.

As my hon. Friend the Member for Horsham mentioned, there should also be training for practitioners, including health visitors. Health visitors are so often the ones on the frontline who get sent in; it is largely they who spot the really difficult cases and deal with them. I recently spoke to Alison Kalwa, one of the wonderful health visitors in my constituency. She said, “Just give me a few more hours and a bit more time, and I could make so much difference with language development skills with the mum or dad and their baby.”

Having been to the launch of the Bercow report, I raised a lot of these issues in a letter to the Prime Minister, and I was really pleased with the interest she took in her response. She referenced the Department for Education’s plans to work with Public Health England to enable health visitors and early years practitioners to identify children’s SLCN early and put the right support in place. I would very much welcome the Minister saying a little more about that.

Overall, we need an overarching strategy with speech, language and communication at its core, and with a recognition that early identification is key. I very much welcome the recent announcement of an additional £20 billion for the NHS. One of the planks of that is mental health, so perhaps we have an opportunity to engage and harness some of that funding to work on communication needs so that we can prevent people from developing mental health issues in the first place. That is where it would be so important for health providers to link together, with all the public bodies playing their part, including Public Health England, NHS England, the Care Quality Commission, NHS Improvement, Ofsted and the Youth Justice Board, which brings in the point that the hon. Member for Blaenau Gwent (Nick Smith) made about offenders.

How about including children’s SLCN in those sustainability and transformation plans we keep hearing so much about? Of the 44 sustainability and transformation plans published in 2016, only three mention the issue. Surely there must be scope there. Perhaps Ofsted inspectors can be trained to ensure that children’s communication is part of everyday life. What is overridingly apparent to me is that the issue must be approached jointly by the health and social care sector and by the education sector—even in deciding which Minister we might like to answer us. It causes a slight dilemma: should it be the Department for Education or the Department of Health and Social Care? Who would it be better to raise the issue with? I am optimistic that this Minister has great links and communication skills and will hotfoot it to the Department for Education so that they can work jointly. I would love to hear his views on that.

I am optimistic that the Government can work on the issue, and it is brilliant that all these things are coming to light and so much work is being done. While I am at it, I have to put in a bid for something. In Parliament I often focus on issues relating to the environment, nature and the countryside, and one thing I have noticed is that many teachers and nursery practitioners have said how our children adore forest schools and getting outside to commune with nature. That is a great way to stimulate them and get their communication skills going, so let us work some of that into what we do as well. Things should not all be separate. Forest schools are a great way of engaging our children.

To sum up, if communication was given the priority it deserves, the 1 million-plus children in England who are suffering with communication problems could be helped. We should be thinking about the 7.6% whose life chances could be improved. Not addressing the issue will be a cost to society and the economy. If there are things out there that we can do to help, we must try to do them. If the issues are addressed, by engaging some of the excellent recommendations outlined in the second Bercow report, we will have wins for the individuals, for society and for the economy as a whole.

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[Gareth Snell]

Yes, thank you—I was almost there.

That demonstrates to me that there are some wonderful ways in which we can start to tackle this problem, but the work has to be systemic and it has to be continued.

I will ask the Minister some important questions. How do the Government see early intervention work continuing, particularly for young people who are not in nursery provision before going to school?

[Rebecca Pow]

On the subject of different charities doing good work, in my constituency we have two really good branches of a charity called Read Easy, which work with adults on adult literacy. A lot of adults are scared to admit that they cannot read, but it is a really gentle, lovely way of engaging adults, because of course they cannot help their children if they cannot read properly themselves. The hon. Gentleman made a very good point about that.

[Gareth Snell]

Once again, the hon. Lady is absolutely right. The headteachers I have spoken to in Stoke-on-Trent say that once they can get parents, who may have had quite an unpleasant time at school themselves, into the school and show them that it is a safe environment for them as well as their children, the engagement levels with those parents increase. Suddenly, the child’s homework gets better, the reading diary is filled in, there is more interaction with the school for pastoral and social events, and the family becomes a much more engaged part of the school community rather than simply dropping their children off and picking them up in the afternoon.

I would be grateful if the Minister explained what the Government can do on early intervention, because it looks as if many of the future funding promises will be geared towards schools, which are already overstretched. If we can reach young people before school, we can close the gap and ensure that their opportunities for learning are increased.

I would also be grateful if the Minister, if he is unable to answer today, could at least think about longer-term aspirational plans. Stoke-on-Trent is an opportunity area, with two wonderful co-chairs, Professor Liz Barnes and Carol Shanahan, leading the way. They know that early intervention and breaking the cycle early on is important. Will the Minister tell us how he sees that programme being funded sustainably? The opportunity area is a three-year programme and they will do what they can in their three years, but that period will run out. How can we embed that work into our culture and society?

The schools in my constituency are working absolutely flat out to address this issue. I know that this is not a debate about fairer funding arrangements, but is there anything that the Minister could do to consider schools in areas such as Stoke-on-Trent, where deprivation levels are higher than we would like them to be on every metric? Might there be longer term intervention programmes for our city? We need to make sure that the generation of MPs who follow me and my hon. Friend the Member for Stoke-on-Trent North are not also discussing this issue.

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[Rebecca Pow]

I thank the Minister, in particular for sharing his experience—I had no idea that he could not speak English until he was 11; it is remarkable how far one can go—and for his clear passion. I hope that stands us in good stead to answer some of the questions that have been raised. I hope that we can work together.

I thank all Members who took part in the debate: my hon. Friends the Members for Banff and Buchan (David Duguid) and for Horsham (Jeremy Quin), and the hon. Members for Stoke-on-Trent Central (Gareth Snell), for Stoke-on-Trent North (Ruth Smeeth)—Stoke had a good showing—and for Birmingham, Edgbaston (Preet Kaur Gill). There is clearly great interest in this area, and I hope that the debate has highlighted that there are far too many children with speech, language and communication disorders, which affect their life chances.

Too many children end up having mental health issues, being excluded from school and being young offenders—and ultimately, many end up unemployed. That is not good enough, and we ought to be able to address it. The debate, the Bercow report and, indeed, many of the excellent people watching the debate demonstrate that things do not have to be like this.

As the Minister outlined, a great deal of excellent work is in progress, and there is much more in the pipeline. I get the feeling from speaking to him and from what he said today that he is committed to improving the situation, and there are some simple steps that could improve it. I was pleased to hear that there will be a particular concentration on joint working and joint commissioning of services between health and education, which was one of the things I wanted to ensure came out of the debate.

The continuity of programmes and good projects is also important. I know—especially from my sister’s input—about the awful drama and time-wasting that is involved in having to keep reapplying for funding when people already have a good thing going. That wastes time and everybody’s effort. Perhaps we could try to smooth that out a little.

I am pleased that the all-important issue of parenting was raised. I touched on that because it is not only about very disadvantaged people; it is about everybody. If we engaged a little more on that front, we could make huge progress together. I am optimistic that, with the commitment of the Minister and his Department and of the Department of Health and Social Care, we can make a change.

Question put and agreed to.

Resolved,

That his House has considered speech, language and communication support for children.

[Nadine Dorries (in the Chair)]

Will Members please leave the Chamber quietly? The next debate is about to start.