Oral Answers to Questions

Robert Jenrick Excerpts

Monday 10th October 2016 Commons Chamber

[Edward Timpson]

The consultation is about lifting all schools to improve for all children, and the SEND reforms that we introduced in 2014 apply to all schools so that they are providing the support and education that the children in their care need to succeed. As part of the consultation on how we can improve all schools, it is important that at its heart children with special educational needs are considered fully.

[Robert Jenrick (Newark) (Con)]

I was pleased by the Government’s commitment of £200 million for capital projects for special schools, not least because the Orchard School in Newark is one of the special schools in the worst condition in the country. When will local authorities be able to make a bid for funding and is there anything more that the Government can do, because these schools are incredibly important but extremely expensive to replace or renovate?

[Edward Timpson]

My hon. Friend is right that we have managed to secure more than £200 million of capital funding for special schools to increase the number of placements in his area and many others. We will be giving more details shortly, but I am sure that many people not just in Newark but right across England will be looking forward to seeing how they can improve the facilities and support that are available for children with special educational needs.

New Grammar Schools

Robert Jenrick Excerpts

Thursday 8th September 2016 Commons Chamber

[Justine Greening]

I encourage the hon. Gentleman to wait for the policy options to be announced. I am sure that he will want to respond to them.

[Robert Jenrick (Newark) (Con)]

I am sure parents in Newark will warmly welcome a new grammar school, as hundreds, often on very low incomes, have to cross the border into Lincolnshire. Does the Secretary of State acknowledge what a lot our existing grammar schools are achieving on very low funding? My local grammar school, which is in Gainsborough, gets by on £4,000 per pupil, while the lowest performing school in Lincolnshire, in Lincoln, has almost £8,000, so grammar schools do provide good value for money as well as high standards.

[Justine Greening]

My hon. Friend makes his point very well, and he will be aware that we are developing our proposals on reforming the funding formula for schools. I know he will want to represent his community as we do that, but it is important that we get more equitable funding for pupils than we currently have.

Oral Answers to Questions

Robert Jenrick Excerpts

Tuesday 28th June 2016 Commons Chamber

[Sajid Javid]

I am a big fan of Dudley, and I would love to visit it again.

[Robert Jenrick (Newark) (Con)]

7. Before the events of last week, I was delighted to hear that my constituent, Sir John Peace, was appointed head of the midlands engine project. Sir John is the founder of Experian, one of the midlands’ key financial service companies, and the chairman of Burberry. Will my right hon. Friend reassure me that it is exactly people like Sir John who will be in his thoughts and working with the Department over the summer to ensure that the midlands economy is prepared for Brexit over the next few weeks and months?

[Sajid Javid]

My hon. Friend is absolutely right and makes a very powerful point. The midlands is doing well, but it can do better. Trade and investment will be key. I plan to lead the first midlands-only trade mission abroad—to north America in this case—in September, and I would be honoured if companies from his constituency joined me.

“Educational Excellence Everywhere”: Academies

Robert Jenrick Excerpts

Monday 9th May 2016 Commons Chamber

[Nicky Morgan]

We still need to work out the details, but the idea is for the fund to be available sooner rather than later, and some small schools are already thinking about their future. The fund would be for things such as legal costs. I will not set out all the details, but it is important that the fund supports all schools, because they will all need that support, not just the lead school.

[Robert Jenrick (Newark) (Con)]

I do not share the rose-tinted view of some about local education authorities, and mine in Nottinghamshire has failed consistently to provide good-quality education in Newark. At times, political parties and local education authorities in my town have been extremely complacent and ineffective. To me, the most important thing is the willingness to intervene when schools are demonstrably failing, and that has been neglected for too long. In her advice and guidance for regional schools commissioners, will the Secretary of State redouble the commitment to intervene, so that no child’s education gets written off as has happened to generations in my town of Newark?

[Nicky Morgan]

I pay tribute to my hon. Friend’s commitment, as a local Member of Parliament, to driving up educational standards in his constituency. He is absolutely right to say that. We know there are local authorities across the country—he mentions his own—that have never issued a warning notice or appointed an interim executive board to run a school. We could not be clearer with the regional schools commissioners. They are an excellent team who know they need to intervene swiftly when there is educational failure. We have seen that with the re-brokering of sponsorships and with the sending out of financial and educational warning notices. That absolutely will continue.

Oral Answers to Questions

Robert Jenrick Excerpts

Tuesday 2nd February 2016 Commons Chamber

[Anna Soubry]

It was a great pleasure to take part in last week’s debate, in which the hon. Gentleman made some very important points. We are having a review, but it is a lengthy one, and he knows that I have undertaken to do everything I can to bring that forward and see that we ensure that we take a modern look at an outdated practice.

[Robert Jenrick (Newark) (Con)]

With the US presidential elections exciting audiences on both sides of the Atlantic, it is looking increasingly unlikely that the transatlantic free trade deal will be signed under the Obama Administration. This year, however, we might be able to sign a free trade deal between the EU and India. Will the Minister welcome the resumption of talks two weeks ago, after they were stalled for two years, and do everything he can to secure a deal this year?

[The Parliamentary Under-Secretary of State for Life Sciences (George Freeman)]

My hon. Friend makes an excellent point. The TTIP deal is worth £10 billion to this economy, and it is surprising that the Opposition are not supporting it more loudly. We are driving exports with India. As the Leader of the Opposition is in the Chamber, it might be interesting to ask whether the shadow Chancellor still actively campaigns for the overthrow of capitalism.

National Minimum Wage: Sports Direct

Robert Jenrick Excerpts

Monday 14th December 2015 Commons Chamber

[Nick Boles]

I welcome the contribution from the hon. Lady who represents the Scottish National party. Of course it is the job of the enforcement team in HMRC to follow up any concerns that they have in relation to specific complaints or sectors where they feel that abuse of the minimum wage legislation and other employment legislation is rife. However, I am sure she will understand that I cannot comment on a particular case.

In general, I do not often welcome investigations by The Guardian newspaper, but it is vital that media organisations investigate these matters. The Government will never be able proactively to investigate every employer in the country. If the media can uncover things, I promise that the Government will review their findings and enforce the law, where necessary.

[Robert Jenrick (Newark) (Con)]

I echo the Minister’s comments on the ACAS hotline. I called the hotline with a constituent who came to my surgery believing that he had been paid below the minimum wage. I found ACAS extremely professional during that phone call and would recommend the service to any hon. Member who had a case in their constituency.

May I question the Minister on the upcoming change to the minimum wage, with the introduction of the living wage? I read that in a recent Department for Business, Innovation and Skills survey of 1,000 employers, nine out of 10 employers strongly welcomed the introduction of the living wage and said that it would boost productivity and the morale of their employees. However, it was concerning that four out of 10 employers said that they had not communicated with their staff regarding the upcoming potential rises in pay, and that eight out of 10 still had not updated their payroll or created new procedures to implement the living wage. Will the Minister comment on that, so we can be sure that legitimate businesses are ready and do not get into a similar situation?

[Mr Speaker]

I was going to recommend that the hon. Gentleman conducted an Adjournment debate on the subject until I realised that he had just done so.

Compulsory Emergency First Aid Education (State-funded Secondary Schools) Bill

Robert Jenrick Excerpts

Friday 20th November 2015 Commons Chamber

[Mr Speaker]

I remind the House, if it needs reminding, and those attending to our proceedings beyond the Chamber that the hon. Member for Newark (Robert Jenrick) has the Floor. I very gently point out to the hon. Gentleman, to whose speech I am sure everyone was listening with rapt attention, that at 11 o’clock he had been addressing the House for 17 minutes, which is perfectly in order, but several other hon. Members wish to speak in the debate, so I am cautiously optimistic that he is approaching his peroration.

[Robert Jenrick]

I will not delay the House for too long, lest I be perceived as the Mini-Me to my hon. Friend the Member for Shipley (Philip Davies). I was arguing that the Bill puts those of us who feel passionately about first aid and its importance to all of us as citizens, parents and Members of Parliament in an invidious position. The heart agrees that this must be taken forward and given greater prominence, and those engaged in it given greater support, whether by Government, councils, school or any voluntary groups involved, but I am not at all convinced that the current Bill is the answer.

As I said before the urgent questions, I have consulted my local headteachers. I will not reprise what I said earlier, other than to say that in each of those conversations a range of interesting and valuable ways in which first aid and CPR can be furthered was put forward. One school has a first aid-themed day and asks pupils to go in voluntarily on a Saturday to do first aid training. Teachers nobly agree to come in and man the school for that day. St John Ambulance comes in and assists.

[Mr Jacob Rees-Mogg (North East Somerset) (Con)]

My hon. Friend is making an important point. What people do voluntarily they do with more enthusiasm than that which they are ordered to do by the state. Is it not right therefore that that is a better model?

[Robert Jenrick]

I agree wholeheartedly. Not only do the people who engage in these activities when inspired to do that voluntarily do so with greater appetite than if they were compulsory, but when it is not mandated in a prescriptive manner in the national curriculum, there is far more opportunity for teachers and community groups to blossom and come up with interesting and innovative ideas, rather than following tired templates.

[Dr Mathias]

Does my hon. Friend agree that we do not want people to be inspired voluntarily to do CPR when they do not have the skills at the time that they want to have them?

[Robert Jenrick]

I quite agree. My hon. Friend makes another valuable point. Quality is at the heart of the argument, too. That is the final argument I want to come on to. In all walks of life, doing something voluntarily is usually better than being forced to do it. Quality and diversity are important in this argument. If we inspire and encourage our schools, any other group and workplace to take this forward themselves, hopefully, they will come up with all manner of interesting ways in which to do that. The light-touch approach may result in better outcomes than the compulsory approach.

[Wes Streeting]

If the voluntary model is so compelling and inspiring, why do so few people in the UK have the ability to deliver life-saving first aid skills? Will the hon. Gentleman be extending that logic to English, maths, science and every other core national curriculum subject, or is he just trying to take up time to talk out the Bill?

[Robert Jenrick]

As we have heard, if 84% of teachers believe such training is important, I am surprised that the statistics suggest that only a quarter of their schools take that up. In my experience, teachers are passionate about the matter and the majority of schools in my constituency are doing the training anyway, in their own way. None of the schools I spoke to—no one has answered this point—wanted that to be put in the national curriculum. We must understand that, if Members vote for the measure, they may be voting against the professional judgment of head teachers and many of the staff involved in providing the training.

[Andy Slaughter (Hammersmith) (Lab)]

The hon. Gentleman seems to be arguing against himself. Would not passing the Bill give schools confidence and the impetus to take up the issue? I have had a lot of correspondence on the matter, and I am surprised that he has not. A lot of it has been not just from teachers but from the young people themselves.

[Robert Jenrick]

I hope that one thing that will come out of the Bill is that more parents and teachers will take this forward voluntarily, for all the reasons I have mentioned. I will not reprise them because other Members want to speak, but diversity and innovation come through doing something voluntarily, rather than through forcing people to do such things on the national curriculum.

[Dr Mathias]

Will my hon. Friend consider instead having a link so that someone cannot get a driving licence unless they have CPR training?

[Robert Jenrick]

My hon. Friend may be better informed than I, but I believe that that is done in Germany and some other countries around the world. Such policies may be good ones. They may be things to consider. However, I do not think that the national curriculum is necessarily the lever to use to pursue this because, as I say, none of the headteachers wants that. They want to continue to do the training in their own—in my experience—innovative and local manner. They also want to work with local groups. As I said earlier, there are some superb ones in my constituency. I am sure that every hon. Member has such groups in their constituency. It is those groups I want to see given greater support, whether by councils, the Government or any other organisation, so that they can continue to blossom and flourish.

[Mr Rees-Mogg]

Following on from what my hon. Friend has been saying, does he agree that this is actually a very bureaucratic response requiring lots of guidance from the Secretary of State? It is back to the bad old days of schools being lumbered with endless instructions and directives from Whitehall.

[Robert Jenrick]

I quite agree. I wonder whether some of those positive and innovative examples that I mentioned earlier, such as the school in Sutton Coldfield that offers such training on a voluntary basis and sees vast numbers of students take it up, the prefect programme and the weekend activity programme, would have happened if there were a simple prescriptive national curriculum approach to the problem.

The final issue I want to discuss is the fear of the tick-box culture, and this crosses over to other issues. It is one of the most corrosive aspects of our society, whether it is in education, financial services or any other form of regulation. So many professionals, when faced with a box to be ticked, do the bare minimum, rather than seeking to do the best or to offer the most innovative answer. I fear that the vague nature of this Bill, which allows maximum flexibility to our schools—which may appear ostensibly positive—in fact will not ensure that quality prevails. If those groups that I have seen in my constituency provide extremely high-quality CPR and first aid, and I am sure they do, I want to see that continue and be made available to young people, not eroded by the need of some schools—although I am certain it would be a minority—to pursue a tick-box culture.

[Mr Chope]

Does my hon. Friend agree that one of the important elements of first aid education is that the people who undertake it can receive a certificate at the end of it, which they and their parents can have pride in? Nothing in this Bill indicates anything other than a reduction in the quality of any certificates that may be given.

[Robert Jenrick]

I am sure some schools will do this in an extremely high-quality manner and may well produce certificates, but the Bill does not prescribe that, so there will inevitably be a variance in quality between schools such as some of the ones I have spoken to, which will do this to the absolute best of their ability, and those which will do it in a pretty meagre fashion.

The last point I want to make is that we must not completely override the opinions of headteachers who take the view that the ultimate priority for their schools has to be maintaining academic standards and discipline and tackling the other challenges they face. Sadly, not every school in my constituency is a high-performing one. In fact, two have been in and out of special measures and have great difficulties. I would love first aid and CPR to be taught in those schools, but I caution Members who would override the view of a headteacher that the immediate priority for their school is to use school time, such as it is, to pursue academic standards, discipline and literacy and numeracy.

In conclusion, I reiterate my point that the Bill, while hugely important in many respects, suffers from the fatal flaw that it does not represent the views of many of our headteachers—those at the coal face who will have to implement this.

[Rachael Maskell]

The hon. Gentleman is building his analysis on the basis of having spoken to five heads, yet 84% of teachers support this. How can he justify his evidence on five conversations?

--- Later in debate ---

[Robert Jenrick]

I justify it in that we are all constituency Members of Parliament. If every one of us in this House asked all of our headteachers and teachers and then came to this debate—sadly, not many have come today, however—we would have a poll we could all rely on far more than an opinion poll.

[Dr Mathias]

Has my hon. Friend told the schools about the British Heart Foundation kit that is available free to schools that would teach CPR in 30 minutes? I believe it is a quality product.

[Robert Jenrick]

Many headteachers were well informed about the Bill and what was available, but what they are offering is in some cases already in excess of that 30 minutes. The point they come back to time and again is that they want this to be left to their own professional judgment and to be able to work productively with local community groups such as the superb Newark Community First Aid, St John Ambulance, the scouts, the guides and the sea scouts.

[Mrs Sheryll Murray]

I do not think anybody is against teaching first aid to communities and making people aware, but how can we teach in 30 minutes the difference between burns, for example? A burn and a scald have to be treated initially differently, and it is not fair to say 30 minutes is all that is necessary to address the whole first aid ethos of the Bill, because it will take a lot more time than that to teach these skills.

[Robert Jenrick]

My hon. Friend makes a good point. I am not a medical professional so I will not pretend to be an expert in what knowledge can be gained in 30 minutes—others clearly have more experience than I do.

The point remains that there will be a great variance in quality between schools that give the kind of training I have been lucky enough to receive myself and to view in my constituency, which can take hours or even days and can include regular updates, and those schools and institutions which choose to do it in 30 minutes. The Bill does not protect the standard or quality, and some parents may be left disappointed that their children receive only quite modest training in this area when— if this was left to the choice of our headteachers, hopefully encouraged by the Government and Members of Parliament—we could instil a culture of high-quality training pursued by strong community groups, rooted in their communities and finding solutions that work for them. We must not undermine those wonderful community efforts that could produce quality education and training far surpassing that provided by a 30-minute course forced by legal mandate on our headteachers, and against the will of many of them.

Oral Answers to Questions

Robert Jenrick Excerpts

Tuesday 10th November 2015 Commons Chamber

[Mr Speaker]

A dazzling array of eager beavers on both sides of the House. I call Mr Robert Jenrick.

[Robert Jenrick (Newark) (Con)]

For British businesses operating in highly regulated sectors such as the legal sector, India remains an incredibly restricted market to break into—in many respects, even more so than China. Will the Secretary of State use this week’s visit as a catalyst to move forward long-standing discussions on the service sector?

[Sajid Javid]

My hon. Friend is absolutely right to raise this issue. Britain and India do a lot of trade together, and there is a lot more we can do if we put our minds to it. These are exactly the kinds of issues we look forward to raising this week.

School Expansion

Robert Jenrick Excerpts

Monday 19th October 2015 Commons Chamber

[Nicky Morgan]

The reason is historical, in the sense that, as we know, there was a change and a number of grammar schools either closed or converted. I have made it very clear that this is not about setting up new grammar schools. I visited an excellent school in my hon. Friend’s constituency with him—I cannot recall its name off the top of my head, but he will remember it—and I want all pupils to have that same access to an excellent school that they have in the one he showed me.

[Robert Jenrick (Newark) (Con)]

I represent a small market town that 800 young people leave every day to go to school, many across the border in Lincolnshire, so I warmly welcome my right hon. Friend’s announcement. I understand and appreciate the consequences for other schools of so many talented young people leaving the area, but who are we to challenge the views of parents when the demand is so clear, as it is in my town of Newark? May I reiterate the comment made by my hon. Friend the Member for Gainsborough (Sir Edward Leigh) that one of the barriers to “more orthodox” expansion of grammar schools is the relatively poor funding they receive? As he said, schools in Gainsborough receive as little as £4,000 per pupil whereas schools elsewhere in the country may receive £7,000, £8,000 or £9,000 per pupil. That is a major barrier to the expansion of successful grammar schools.

[Nicky Morgan]

I thank my hon. Friend for that, and let me agree with him on the two points he is making. First, parental choice is essential; we want all parents to have a real choice about the education that is right for their children and to have confidence in the good places that are available. Secondly, I hear what he is saying about fairer funding and I know that many other colleagues from all parts of the House make similar points.

Trade Union Bill

Robert Jenrick Excerpts

Monday 14th September 2015 Commons Chamber

[Robert Jenrick (Newark) (Con)]

I speak in support of the Bill but not against the trade union movement or its members. In fact, I hope to work with the Unite union to set up a taskforce for a business, Flowserve in Newark in my constituency, where Unite is representing my constituents powerfully and efficiently. I want to reach out to it in the days to come.

In my own family history, I see the trade union movement at its best—as an important voice for the expression and protection of working people faced by endemic low pay and appalling working conditions. My great-grandfather, James Barrett, was a leader of the general strike in Manchester. He was drawn to trade unionism by the plight of his wife, my great-grandmother, Mary Ridge, whose first husband, a trade unionist before the great war, was blacklisted, unable to work, and forced to emigrate to the United States. He was unable to afford a ticket for both of them, leaving my great-grandmother behind in Salford to look after their children, essentially to rebuild her life, before eventually finding out that her husband had died a broken man in the United States years afterwards. Men and women like these—there are many others in the history of this country—were driven by their concern for the condition of working people they saw around them, the most vulnerable in society. They were, as Harold Wilson liked to say about the Labour party, driven more by Methodism than Marxism.

It is in that spirit that I approach this Bill, asking myself and this House how we can best defend and enrich the rights and the working lives of all people, but particularly the most vulnerable working people in society. The imperative to represent the common good of all working people lies at the heart of this Bill. That is all the more important today, as membership of trade unions continues to decline. At least 79% of the working people of this country are not members of trade unions.

[Lady Hermon]

The hon. Gentleman will be well aware, I am sure, that a very high percentage of people who are trade union representatives and members are extremely concerned about this Bill’s possible infringement of their right and freedom to assemble, which is guaranteed by article 11 of the European convention on human rights. Whatever he and his colleagues think about it, that was the best decision the Labour party made when it brought it home in the Human Rights Act 1998. Where in this Bill can he point to the guarantee that there will not be an infringement of article 11 of the European convention?

[Robert Jenrick]

Nothing in this Bill infringes the right to strike. It asks trade union bosses to achieve a higher mandate for those strikes. That can only strengthen the position of those trade union leaders, who will have the power and authority to win a clear mandate from their members.

[Christian Matheson (City of Chester) (Lab)]

rose—

[Robert Jenrick]

Let me continue. Today the majority of those in trade unions are not the working poor—53% of members are in professional, associate professional or managerial occupations. Only a minority are in lower skilled, invariably lower-paid occupations, such as caring, leisure, processing, plant and machine work. Today’s trade unions predominantly serve middle-income workers. The figures show that those earning less than £250 a week—roughly the equivalent of a full-time job on the minimum wage—are the least likely to join a trade union. Just 13% of those workers are members, which is a smaller figure than the proportion of those earning more than £1,000 a week, who make up 22% of trade union members.

[Grahame M. Morris]

rose—

[Robert Jenrick]

If I may continue, most working people in lower-skilled, lower-paid roles are not part of trade unions, and it is they who are most deeply impacted by the disruption of strikes, particularly in key public services, including education and transport. It is right that this House rebalances our trade union laws in favour of all working people. It seems entirely reasonable, therefore, that, among other sensible reforms and amendments, we introduce a 50% threshold for ballot turnout and a 40% support threshold for key public services.

[Wes Streeting]

The hon. Gentleman seems to be a reasonable man who has misunderstood the Bill. He says that he wants to help workers and defend their rights and that he supports the threshold, but what possible explanation could there be for Government Front Benchers to continue to tell us that they will not support electronic balloting? How can that possibly be reasonable in the 21st century?

[Robert Jenrick]

The hon. Gentleman will have heard my right hon. Friend the Secretary of State say that he is deeply concerned about fraud, which is in no way in the interests of fair strikes and the trade union movement.

[Jo Stevens (Cardiff Central) (Lab)]

rose—

[Robert Jenrick]

Let me continue. Far from diminishing the voice of trade unions, as I said in response to the hon. Member for North Down (Lady Hermon), achieving the thresholds would increase the legitimacy of trade unions with management and shareholders and in the eyes of the general public. As we politicians know only too well, a strong mandate increases our legitimacy and the power and authority of our actions, and we have heard a lot over the past few days from the trade unions and their leaders about the value of a strong mandate.

As a result of this Bill, there may well be fewer strikes on less substantive matters that are not viewed by the unions’ own members as sufficiently serious to justify putting their employer and thus their job in jeopardy or that seriously inconvenience customers and the general public. Those that do go ahead will have a greater mandate and higher legitimacy, and consequently will need to be taken much more seriously by everybody involved in the negotiation.

[John Mann (Bassetlaw) (Lab)]

I thank my parliamentary neighbour for giving way. He will recall the mass demonstration in his constituency following the unofficial power workers strike, when 5,000 people marched. I spoke at the rally and it concluded a dispute that involved a lot of the hon. Gentleman’s constituents. Is he aware that those constituents of his who participated would be criminalised by this Bill?

[Robert Jenrick]

The key issue is that trade union leaders should speak for their members and achieve a clear mandate from them.

[Christian Matheson]

rose—

[Robert Jenrick]

Other Members want to speak, so let me come to the end of my remarks.

The only unions and leaders who need fear these reforms are those who do not believe that they can regularly convince their own members of the veracity of their arguments—those who have essentially lost touch with the high ideals of the founders of the trade union movement. I think back to my ancestor, Mary Ridge. What would she have thought of the union leader who last year called a strike of teachers based on ballots that were years out of date and in which fewer than a quarter of teachers voted? It closed a special school in Newark at which parents, already struggling with the demands of juggling jobs and caring for children with special educational needs, had to take time off work or seek specialist childcare at short notice. What would she have thought of the female city cleaner on a low income trudging home through the streets of London because trade union bosses had taken tube drivers, whose average starting salary is £50,000 a year for 36 hours a week, out on strikes?

[Christian Matheson]

rose—

[Mhairi Black (Paisley and Renfrewshire South) (SNP)]

rose—

[Robert Jenrick]

I will not give way, because Madam Deputy Speaker wishes me to finish my remarks.

My ancestor would be surprised and ashamed by what some of the current trade union leaders have become.

In conclusion, there is unease among working people in this country about their economic lives and the economic situation around them. Much of that is to do with concentrations of power: the banks, the utility companies, and the housing market favouring existing owners. Organisations such as the CBI, the BBC or monopolistic companies such as BT Openreach speak loudly, but it is unclear whom they represent. Such organisations protect the interests of the privileged few. The Bill must be seen as part of a wider effort to move our economy and our society away from vested interests and the stifling effects of corporatism and back in favour of the common good of all working people in this country.