Free Period Product Scheme for Schools
Ruth Cadbury Excerpts(4 years, 3 months ago)
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Christina Rees (in the Chair)
Before we begin, I remind hon. Members that they are expected to wear face coverings when not speaking in the debate. This is in line with current Government and House of Commons Commission guidance. I remind Members that they are asked by the House to have a covid lateral flow test twice a week if coming on to the parliamentary estate. This can be done either at the testing centre in the House or at home. Please give each other and members of staff space when seated and when entering and leaving the room. I call Ruth Cadbury to move the motion and then the Minister to respond. There will not be an opportunity for the Member in charge to wind up, as is the convention for 30-minute debates.
Ruth Cadbury (Brentford and Isleworth) (Lab)
I beg to move,
That this House has considered the Free Period Product Scheme for Schools.
Thank you, Ms Rees. Is the loop on? I could not hear you very well because the loop was not on. As you probably will not be speaking too much, I hope I will cope.
Ruth Cadbury
It is a pleasure to serve under your chairship, Ms Rees. The debate concerns the Government’s free period product scheme, where period products are available in English schools. As Chair of the all-party parliamentary group on period equality, I again bring a debate. Until recently, we found the pages of Hansard rather bare when it came to menstrual health. I believe the word tampon was first used in this place in the 1980s, in relation to an incident involving a customs officer. However, we have made progress since I joined this place in 2015 and in more recent years, when I brought a debate last year.
I welcome the chance today to talk about the Government’s scheme for schools and colleges in England. I will start by describing in a few words what it means to come on a period when in school. The Minister will realise that it has been rather a long time since that happened to me. Not all of these words apply to me, but they are common emotions and feelings for youngsters in school: unexpected, messy, embarrassing, shameful, bad back pain, headaches, PMT, stress and unexplained strong emotions and, overall, bloody.
When I applied for the debate, we did not know whether the Government would extend the scheme or whether there would be any changes or tweaks to it. We were very pleased on 26 November, when we received the welcome news that the Government would extend the scheme for 2022. There was a sigh of relief from students, teachers and parents across the country.
The precursor to the current Government scheme was the red box project, organised and delivered nationally by volunteers. Like many MPs, I worked with our local organiser who ran the Hounslow red box, led by Yeliz Kazim. She worked tirelessly, like many across the country, to get red boxes into schools, so that students could easily access free period products. I learned from Yeliz that it was not only period products that young people were asking for via their teachers. Yeliz also supplied spare underwear, tights and deodorant in the boxes she supplied. She had started to work with other organisations, such as youth clubs and council and community settings, to ensure that period products were available free in other settings.
Jim Shannon (Strangford) (DUP)
I have always supported this campaign. I know that in Northern Ireland, the local Education Minister is considering the matter, off the back of a debate in the Northern Ireland Assembly last week. There is an eagerness for local councils to play their part. My own, Ards and North Down Borough Council, is part of that. I commend the hon. Lady, and let her know that there is a willingness and interest for this to happen in Northern Ireland in the way she is indicating.
Ruth Cadbury
It is welcome to hear about what is happening in Northern Ireland. I will later describe legislation that has been passed in the Scottish Parliament as well.
As many groups and charities, such as Bloody Good Period, have rightly said, that important work should not fall to the kindness of charity. Thanks to the tireless work of activists such as Amika George and of groups such as Free Periods, the school scheme was introduced after much lobbying and campaigning.
Although we have made much progress in improving how we talk about period poverty and menstrual health, I am aware that some people still question why we need the scheme. People incorrectly assume that tampons and pads are cheap, that women might need only one a day or that they are easy to get—but certainly, when pupils are supposed to be in school, it is not easy to go out to the shops, even if there is a shop nearby.
Period poverty causes pupils to miss schooling. A report by phs found that one in 14 girls said that
“they have missed schools as they could not afford or access period products.”
A report published in July found that period poverty got worse in the last year as the cost of living, loss of work and so on hit many families. It also found that 35% of teenage girls said that they had taken time off school because of their period, which was a 7% increase on 2019. Some of that will have been due to period pains or PMT, but poverty is a contributing factor. In that survey, 11% said that they had stayed off school because they could not afford period products—that figure was only 2% in the 2019 survey. The problem of poverty in accessing period products is getting worse and is affecting children’s ability to attend and remain in school.
Plan International UK, in its October report, estimated that nearly 2 million girls in the UK missed school at some point because of their period. It warned that there is a “toxic trio” of issues fuelling period poverty: first, the lack of proper education about periods; secondly, the stigma and shame around menstruation; and thirdly, the cost of the products. We have moved on since the distant days of my schooling, but we can do much more.
On stigma and shame, when I talk about the issue I tried to avoid the word “sanitary”, because it implies that having a period is a dirty or unbecoming act, which of course it is not. Great work is being done to tackle the stigma around periods in sport, which has an impact on many students. The Blood, Sweat and No Fears campaign raises awareness around sport and features powerful testimony from many elite athletes.
Young people, not just girls, need to learn and be able to talk about periods, which are a natural function and not something shameful. Too many mothers, teachers and other adults do not talk about periods and feel that they need to hide the facts, and too many young women feel shamed when they are on their period.
There is also the issue of cost. In the past few months, I have heard from many families locally how difficult it has been to make ends meet with the £20-a-week cut in universal credit, inflation, loss of work or a cut in hours, rising rents and rising fuel prices. The cost of buying period products for those who need them in the household adds to that—they cannot get away from that cost.
The Government’s period product scheme has a part to play in the awareness of periods, stigma and education. Having those products available, talking about them and advertising them in the school community is part of that and why they are needed. It provides an opportunity to talk about periods among boys and girls, which is important. The main advantage of the scheme, however, is that it can make a significant difference to addressing period poverty.
On the scheme, we welcome the fact that the Government have taken over from the Red Box Project, a charity and a voluntarily run scheme. I want as many schools as possible to sign up for the Government’s scheme. I welcome the latest figures that show that more than 70% of secondary schools have signed up, but 24% have not. The lower sign-up rate of 41% among primary schools is concerning, however. We know that many pupils could be having their first period in primary school: as the years go on, menstruation is starting at an earlier age, so these products are absolutely essential. The higher level of ignorance—if you like—in primary schools makes it even more important to have these products available in those schools, even though only a small percentage of their students need them.
Jim Shannon
The hon. Lady is making an excellent speech. Again, to give an example from Northern Ireland, these products are available through school nurses in the schools. Whenever pupils go to ask for them, I think they need to be able to ask someone who understands.
Ruth Cadbury
The hon. Gentleman makes an excellent point. We need to make this easy and accessible, so that everybody knows who they can go to and that they can talk in privacy, because it is not just, “Could I have three pads please, miss?” It is about the staff member being open to having a conversation if needed, particularly with youngsters who have only just started having periods.
The other concern is the regional variations in the uptake of this scheme. From 2020, it appears that the north-east has an uptake of only 44%, compared with 50% in London. Although MPs can and do play a role in encouraging schools to sign up—that is something that we in the all-party parliamentary group do—I appreciate that our powers are not limitless, and we can only go so far in encouraging schools locally to sign up. I have heard feedback that some schools in more affluent areas think that they do not need to sign up to the scheme. Schools with lower numbers of students on the pupil premium were less likely to sign up, but that does not help those students who do need the service, and anyway, this is not just about affordability: there is a shame issue. We still hear of girls being unable to ask their mothers for the money to buy pads or tampons, or not knowing what to do or where to get them, so that is another reason why all schools should have these products available. I urge every school to sign up to this scheme and ensure that all pupils can access free products. We do not deny schools the chance to distribute free condoms on the basis of the school being in an affluent area, so I very much hope that all schools sign up.
What can the Government do to address these uptake levels, in addition to what they have already done? First, they can make it as straightforward and easy as possible for schools to access and operate this scheme. School staff have faced a huge strain from covid-19, and even before the virus hit, they had enough on their plate. If the Government could make it easier by making this scheme an opt-out one, rather than opt-in, that would really help. The other issue is communication: take-up is encouraged through occasional emails from the Department and some pieces on social media, but more could be done, including in those areas where sign-up rates have been lower. The APPG is happy to assist the Department in doing so.
The second issue I want to address is that of the products available in the scheme. Schools can currently order and receive products from Public Health England depending on their budget, and I understand that as some products are more expensive, schools naturally spend their budget on cheaper items if they get a bigger quantity. However, as with nappies, we know that the cheaper the product, the less useful it is. I remember that from my days—I will not go into detail; Members do not want to know. Actually, they do want to know, because they need to know that the cheaper product lasts less long and creates more mess.
We should also consider allowing a greater range of products—such as we had in the original Red Box scheme in Hounslow, based on feedback from young people and teachers—such as tights, pants, deodorants and so on. I would also welcome more use of reusable products, which of course are expensive, such as mooncups and even washable pads. Washable pads are really simple to make, but because they are still a minority product, as it were, they are expensive to buy. If they were available through the scheme, it would save young people the costs of buying single-use products every month, not to mention the environmental impact that single-use products have.
There is also the question of the scheme’s long-term future. Both this year and last, we have had to wait until late in the year to find out if the scheme was going to be continued or if it was going to be scaled down. I am sure it would provide schools and colleges with much-needed certainty if the scheme could be put on a more secure footing, and we did not face this cliff edge every year.
Finally, I hope that the Government do not think of this as a tick-box way of tackling period inequality—that, because of this scheme, the issue is solved. It is much more complex than that. The toxic trio of low awareness, discrimination and cost needs a more ambitious programme. I am proud of the amazing work of Monica Lennon, the Labour MSP in the Scottish Parliament, who fought for so long to see the pioneering Period Products (Free Provision) Scotland Bill pass into law. In the end, it was passed unanimously. It is a global first, as it mandates local authorities to provide free period products, which means that the roll-out will extend beyond schools and into places such as town halls, leisure centres, community settings and other public sites. This is the type of bold and ambitious policy that will make a huge difference to so many young people—and not just young people.
We know that period inequality does not just impact pupils. The poverty issue affects migrants, refugees and many marginalised people. Whenever I buy something for a food box or donate things to asylum seekers living on £8 a week, I always include period products. The scheme is a welcome and much-needed step to ensure that all of society is tackling period poverty. I have some questions for the Minister—I can give him my sheet of paper if it helps. Will the Government look at making this an opt-out rather than an opt-in scheme for schools? Will the Minister tell us what is being done to improve the take-up rate generally and in certain regions? Will the Government improve communications with schools about the scheme? Will they look at the products available in the scheme, so that they can be expanded to include pants, tights and other multi-use products? Will they look at putting the scheme on a more permanent or long-term footing? Will the Minister look at adjusting the scheme so that regional and local inequalities are addressed, such as by using pupil premium numbers? Will the Government look at the Act in Scotland and consider what more can be done to tackle period inequality?
Parliament and Government have become much better at talking about, and raising awareness of, menstrual health, and we are making progress. None the less, the figures over the past year show that period poverty is getting worse and that the impact on schooling is getting greater. We cannot afford to continue with a business-as-usual model. We need a bigger and better approach to ensure that no student misses school because of period inequality.
Will Quince
The hon. Gentleman is right, and all the points he raises are fair and accurate. We work closely, particularly at official level, with devolved Administrations to develop schemes of this nature, to make sure that, as much as possible, there is some synergy. In September this year, Northern Ireland launched a three-year pilot scheme to address period poverty in schools, which we very much welcome. I suppose it is telling that all Governments across our United Kingdom are aligned on this issue. We recognise this need. I have to pay credit to the hon. Lady and the APPG for driving this agenda.
We are absolutely clear that organisations should have products available should learners need them. Many schools and colleges have benefited from charities over recent years, as the hon. Lady rightly points out, and we very much thank those charities for their support. Schools and colleges do not have to use the national scheme to purchase products. If they prefer to use an alternative route, they can of course do so, although costs are only met through the use of the Department’s scheme. With that in mind, our supplier, phs, will proactively contact organisations that have accessed the scheme so far. Organisations that have already ordered products should continue to use their existing account and log-in details. Schools will potentially be listening to the debate, so I refer them to phs’s contact details and more information about the scheme being clearly set out in guidance on gov.uk.
The hon. Member for Brentford and Isleworth rightly referenced take-up. Since the period product scheme launched in January 2020, it has been fantastic to see how many schools and colleges have used it. Importantly, the scheme remained in operation throughout the partial school and college closures as a result of the pandemic in 2020 and 2021. We had fantastic examples of organisations ensuring that young people continued to receive that support, even when they were learning from home. The hon. Lady referenced these figures, and it is really encouraging that 76% of secondary schools and 79% of colleges ordered products from the scheme during 2020. We continue to encourage those who have not yet accessed the scheme to do so. It is really important that they do, and that they recognise that that support is there. We intend to publish updated statistics from the scheme early next year. Although I cannot say much about that, I hope, I think and am confident and optimistic that the hon. Lady will be pleased when those new figures are published. She rightly raises the take-up of primary schools. I take up her offer to meet at a later date to discuss some of her ideas to improve that.
The hon. Lady also rightly referenced the environment. We continually monitor the ways in which we can make our scheme and others like it more environmentally friendly, such as by setting a minimum order value based on the organisation’s budget—for an average secondary school, that is about £1,500—in order to limit deliveries and reduce traffic and all those things. Importantly, we continue to include a range of sustainable and environmentally friendly products for schools and colleges to select, as I think the hon. Lady would hope. Our supplier reports that, over the past few months—I suspect driven in part by COP26—orders for environmentally friendly products increased significantly in the weeks up to and after COP26.
The hon. Lady rightly pushed me on range. Range is important, and she has raised the issue with me in private. I am looking very closely at additional period products, such as period pants, that we could potentially include in the product range for 2022. There are limitations as to exactly what we can include in the current contract, but I certainly commit to the hon. Lady that I will take this issue away and explore what further products we could include in the scheme.
Ruth Cadbury
Many of the reusable products, such as period pants and period pads, are made by very small SMEs. That is a different kettle of fish for the Department from having a single big contract with a major supplier. I hope the Minister will consider that opportunity, even though it might be an administrative burden of a different type for the Department.
Will Quince
I certainly will do that. One advantage of working with phs is that it has that capability and national reach, as well as the ability to procure at a local level.
The hon. Lady rightly touched on stigma and taboo, which I mentioned earlier. I think we do need to talk about periods. A vital element of the scheme’s success is ensuring that learners are aware that period products are available when they need them in their school or college. It can be challenging for some schools and colleges to communicate about this, especially if teachers and students find it difficult to talk openly about periods. Periods are a natural process, but too often they are treated as a taboo subject. I remember what it was like when I was a pupil at school: they were very much something that was not talked about.
We are taking action to tackle that through the new health education curriculum, which became compulsory for state-funded schools in England in 2020. Our statutory guidance insists that both boys and girls should be taught the key facts about the menstrual cycle, including what is an average period, the range of period products, and the implications for emotional and physical health. We have developed a “changing adolescent body” teacher training module, which will very much help in that regard. I desperately want teachers to feel confident in talking to students about this issue to tackle the stigma around menstruation.
Beyond the health education curriculum content, we have statutory guidance that directs schools to make adequate and sensitive arrangements to help ensure that girls prepare for and manage periods, including through requests for period products. I think that will make a real difference. Our user insight shows that even small changes, such as using the term “period products”—I have been very careful to use it, as did the hon. Lady—as opposed to “sanitary products”, help to shift the conversation away from any suggestion that periods are in some way unhygienic, which of course they are not; they are an entirely natural process.
I will touch briefly on ordering and distribution. This is a matter that mostly affects girls. Fundamentally, no girls should miss out on their education because of their period. Our scheme helps young people to go about their daily lives without getting caught out. It is not just about period poverty; it is about not being caught out. That is not just about pupils; it is also about teachers, who sometimes come on their periods unexpectedly, forget to bring products in with them or cannot afford the products they need. We have the online portal, but I am keen to work with the hon. Lady on how we can improve the process and ensure that more schools access this provision.
I am conscious that there are lots more questions and I would like to answer them. I am very happy to meet the hon. Lady at a later date to do so. This issue mostly affects women and girls, but it is important that we are all comfortable discussing it. I want more people in this House and in schools and colleges up and down the country to discuss this issue, so that it is not a taboo and so that we take the stigma out of it. My message to girls and young women up and down the country is this: please do not ever miss out on your education because of your period. Make sure your school or college signs up to our period products scheme, and that you are able to make the most of the continuation of this fantastic scheme. I conclude by thanking the hon. Lady and the hon. Member for Strangford (Jim Shannon) for their contributions, and wishing all within the House a very merry Christmas.
Education Return and Awarding Qualifications in 2021
Ruth Cadbury Excerpts(5 years, 1 month ago)
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Gavin Williamson
The point my hon. Friend raises is incredibly important, because we must ensure that those youngsters, and people of all ages doing those technical and vocational qualifications who need the ability to demonstrate their professional competency, are able to do so. So it is absolutely vital that we open up our college system and open up our training providers to ensure that they can continue to progress.
Ruth Cadbury (Brentford and Isleworth) (Lab) [V]
Following on from the question from the hon. Member for North Devon (Selaine Saxby), FE colleges such as West Thames have had years of underfunding, yet they work hard to ensure that young people get the skills they need. September’s new students will have had almost two years of disrupted learning and limited time in school, so can the Secretary of State tell the House what additional support the Government are making available for FE colleges?
Gavin Williamson
This was an important part of the £700 million extra funding that we have made available, making sure there is funding for FE colleges to be able to deliver and expand the tutoring and catch-up programmes they already have, but this is against a backdrop of increasing funding for our amazing further education colleges that we value so highly.
Skills for Jobs White Paper
Ruth Cadbury Excerpts(5 years, 2 months ago)
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Gavin Williamson
I will take this opportunity to thank my right hon. Friend for his work in enabling us to proceed with this skills for jobs White Paper. Without his commitment and dedication, including the odd skirmish with the Treasury, we would not have made the progress we have made with the institutes of technology, which are already starting to transform young people’s lives, and of course with T-levels.
On where we want to go, we really want business organisations to work with colleges, putting this on a statutory footing, very much like what we see in Germany, Switzerland and the Netherlands, where they can co-design the qualifications they need and match the job needs of the local community. That will bring those businesses and the business sector into the heart of those colleges, ensuring that we drive employment and the right set of skills.
Ruth Cadbury (Brentford and Isleworth) (Lab) [V]
West Thames College in Isleworth has a strong reputation, long developed, for providing courses across the range, including basic skills and English as a second language, but also locally specific courses developed in conjunction with employers, such as in aviation, hospitality and media. With so many people in my constituency losing their jobs at Heathrow and its supply chain, courses will have to re-orientate and colleges will have to provide retraining in other sectors. For people whose jobs will not come back for many years to come, will the training and retraining be available for colleges such as West Thames College, and will they be available to students on universal credit?
Madam Deputy Speaker (Dame Rosie Winterton)
We must have shorter questions.
Education: Return in January
Ruth Cadbury Excerpts(5 years, 3 months ago)
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Gavin Williamson
That is why we took action to ensure that the generosity of grading mirrors that of 2020 and have announced the exam subjects with advance notice, so that teachers and students, in the final months in the run-up to the exams, can focus on the topics and areas that will be examined. We believe that unless there are exceptional circumstances, exams are the fairest and best form of assessment. All the evidence points out that children from the most disadvantaged backgrounds and children from black and ethnic minority communities are most disadvantaged by non-exam assessment and are given the greatest advantage when they sit exams.
Ruth Cadbury (Brentford and Isleworth) (Lab) [V]
Headteachers at primary schools, and at all schools, are willing and able to be partners in ensuring that our children get a proper education, but the Secretary of State has said that some primary schools will not open next week. What will the criteria be for schools not opening? When will the headteachers of those schools be given the courtesy of advance warning and treated with respect by the Secretary of State?
Gavin Williamson
I am sure that the hon. Lady is aware of the gold command chaired by the Secretary of State for Health and Social Care, which looks at all the decisions on tiering and other measures that need to be taken to deal with the pandemic. Those decisions will be made as part of that health structure through joint working by the Health Secretary and me, because the powers to close sit with me as Education Secretary. The hon. Lady will be familiar with gov.uk; notice and details of the areas that will be put in the contingency framework are published on that website.
Free Sanitary Products in Schools
Ruth Cadbury Excerpts(5 years, 3 months ago)
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Ruth Cadbury (Brentford and Isleworth) (Lab)
It is my honour to have what might be the last debate in this parliamentary year, and I thank Mr Speaker for granting it.
Over half the population expect to have periods most months from roughly their early teens until some point in their 40s or 50s. If you are lucky, you know when to expect your period and what it will be like. You can have the pads, tampons or whatever you use ready to hand. If you are lucky, you can afford to buy supplies or have supportive parents to ensure that you do. If you are lucky as a young person, particularly when you have your first period, you will have someone supportive who you can trust to go to with all your questions.
But that is not true for everyone, particularly for too many school students, and this debate is about them. They need to have access to free menstrual supplies that are easily accessible when they need them, so that they do not miss school either through embarrassment or because they are not prepared to spend the rest of their day relying on toilet paper in their underpants.
I would like to start by thanking Members who attended the inaugural meeting of the all-party parliamentary group on period equality on 1 December. I was pleased to be elected as chair, and I thank the Father of the House, the hon. Member for Worthing West (Sir Peter Bottomley), as well as my hon. Friends the Members for Oldham East and Saddleworth (Debbie Abrahams) and for Luton South (Rachel Hopkins), who all agreed to be officers of the APPG.
I pay tribute to the amazing work done in this place on the issue of period poverty by my friend, the former Member for Dewsbury, Paula Sherriff. In considering the Government’s free period products scheme, I would like to pay tribute to those who have got us and the Government to where we are. There have there been so many activists, but I pay particular tribute to the charity Free Periods, including its founder, Amika George, and Gemma and Hannah, who have been campaigning tirelessly on this issue. I would also like to thank all the other groups across the country, often local and community-based groups. Yeliz Kazim, the lead volunteer with Hounslow Red Box project, worked tirelessly to ensure that schools and others local centres across the borough of Hounslow had access to period products from 2017 until last year when the Government scheme came in.
Chris Elmore (Ogmore) (Lab)
I congratulate my hon. Friend on securing such an important debate. Several campaigns were started some years ago, before the schemes from the Governments in Scotland and Wales, and indeed the UK Government, came in, and they included one called Wings Cymru in my constituency, which was led by several of my constituents. One who springs to mind is Ceri Reeves, who collected sanitary products and distributed them around schools. Wings Cymru became such a large organisation that it started to distribute them around the further education colleges as well. Those community campaigns—in Wings Cymru’s case, all women—have been out there collecting, delivering and ensuring that young women and girls have that security to be able to carry on their education, and it is those organisations and people who have made the difference, and who have made Ministers listen and ensured that we have the funding to support them.
Ruth Cadbury
My hon. Friend gives a brilliant description of a project in his constituency, and I know there are many others across the UK that, like the Hounslow Red Box scheme and Wings Cymru, are run by volunteers. They raise money, buy period products and deliver them in their distinctive red boxes, often with valuable and informative health leaflets. Hounslow Red Box also included clean new pants, tights and deodorant.
Jim Shannon (Strangford) (DUP)
I congratulate the hon. Lady on bringing forward the debate. I have supported the campaign in my own constituency by making sure that Ards and North Down Borough Council is bringing in the procedures that it needs to. It might be of some help to her, and hopefully to the Minister, to know that my colleague, the Northern Ireland Assembly Education Minister, Peter Weir, will shortly be submitting a document on provision for tackling period poverty in schools to the Northern Ireland Executive, and is looking forward to its roll-out in 2021. Does the hon. Lady not agree that more Departments should assess their role in combating period poverty, and that perhaps even here on the mainland we should have the same thing as we are going to have in Northern Ireland very shortly?
Ruth Cadbury
The hon. Gentleman raises an important issue. This is about more than just schools and more than just one part of the UK.
My focus today is on education, but this issue has much wider implications. It is vital that free period products are available in all sorts of venues and facilities, from leisure centres and community spaces to workplaces and further education colleges—in fact, anywhere where there are likely to be people on low incomes who might be caught short and need access.
Scotland led the way last month by passing a Bill that will ensure that free period products are available in all public places. It was moved by Labour’s Monica Lennon MSP, but supported by all parties and passed with no opposition. In Monica’s recent speech in the Scottish Parliament, she was absolutely right to say that the passage of that Bill showed that Parliament could be a force for good. She said:
“Our prize is the opportunity to consign period poverty to history. In these dark times, we can bring light and hope to the world”.—[Scottish Parliament Official Report, 24 November 2020; c. 76.]
As chair of the APPG, I am looking forward to having Monica speak at our next meeting and seeing how something similar could be brought in in England.
In England, following the success of the Red Box schemes and campaigners, the Government finally brought in a scheme to introduce free period products to schools, which was rolled out in January. The schools have to ask to get access to the scheme. Our concern was that if there was insufficient take-up by schools, the funding would be pulled and the scheme would end, so we have been encouraging Members to contact their schools about this. It is not often I say that I am pleased with this Government lately, but I am really pleased that, last night, they announced that the scheme would be extended through the full 2021 calendar year. That is very welcome.
As I said, the scheme is being taken up by schools across the country, including many in my constituency. I know from speaking to young people that it has made a huge difference and they really appreciate it. There are fundamental reasons why the scheme is so important. We know what it is like to be in a toilet where there is no paper. Having no pad or tampon to hand when your period arrives is the same feeling. Of course, it is far worse for young people without the cash to buy them.
We need to ensure that any such free period product scheme has three key attributes: we need to remove the stigma around period products; we need to remove the postcode lottery that has meant that people have relied on charities and even teaching staff to provide free products—they should be available in all schools; and, most importantly, we need to ensure that no student misses out on time in the classroom because they have their period but no menstrual protection.
A 2019 report found that half of those who said they had missed schooling because of their period had done so because they could not afford to pay for period products. I am concerned that the coronavirus is fuelling this inequality even further. The problem might now be even greater, as the new figures coming in show that the pandemic has plunged more families into poverty. We know that we have a serious problem in this country when UNICEF is funding work here.
An important part of the scheme—and, indeed, of this whole debate—is tackling stigma and making it not only okay but perfectly acceptable and normal to discuss issues relating to periods. I am glad that this place has got much better in recent years, although I found out that the words “tampon” or “sanitary towel” were not used here until May 1987—and that was in relation airport security. Despite the title of this debate, Paula Sherriff reminded me today that we should not be using the word “sanitary”. Let us get away from the idea that menstrual products and menstruation implies uncleanliness; having a period is not dirty or unsanitary, although without protection it is messy.
Let me address the uptake of the Government’s free period products scheme in schools. The figures show us that by August only 40% of schools had signed up; will the Minister tell us the current level of take-up? In response to a written question, the Minister said,
“we are continuing to monitor orders closely”,
so I hope she will be able to provide further information. It is so important that schools sign up, which they can do so easily by going to the Free Periods website, which has a useful guide and toolkit to help schools. It also offers help on how to lobby MPs and on how MPs can encourage their local schools to take up the scheme. I have been working hard to make the scheme available in local schools, as have my colleagues, but MPs can do so much more.
Funding into next year would be much appreciated, but I have some other requests of the Government. It should not be left to charities such as Free Periods to do the heavy lifting in promoting the scheme when the Department for Education has a much louder megaphone to use. I know that the Department says:
“We intend to publish positive stories from organisations that have benefitted from the scheme”,
but I would like to know what the Government have been doing beyond that. What urgent work has been and is being done to promote the scheme directly in schools?
It has been such a tough year for schools and staff, and heads have had more than enough to deal with, so the easier take-up is made, the better. When I met one local headteacher, she told me about the difficulty they had in understanding the reams of directives that arrive every week; let us make it easier so that this is not yet another hurdle they have to jump. I hope the Minister will take that back to the Department.
As we end this year, I wish to speak about the future of the scheme. I hope the Minister will outline in further detail the plans for next year. Will the same amount of funding be available as was available for this past year? If schools do not use all their allocated funding by the end of the year, will they be able to roll it over and use it in future? The success of the scheme rests on as many schools as possible signing up to it. When the scheme was launched, the Minister responsible at the time, the hon. Member for Chippenham (Michelle Donelan), who is now the Minister for Universities, said that the Government would consider making the scheme mandatory if take-up was not high enough. What level of take-up does the Minister think is acceptable? Does the Department have any plans to make it an opt-out rather than opt-in scheme?
Will the Government draw on our Red Box experience in Hounslow and consider extending the scheme to include other products, such as pants and tights? They are particularly valuable, because it is one thing to have a clean pad or tampon, but another to have to put back on the same pants and tights. That is certainly what the volunteers in our Red Box scheme put in, because of the feedback from students and schools. I hope that when the Minister gives her response, she will set out what the plans for the scheme are and what changes there will be.
While I congratulate the Government on their decision to continue the scheme, it is certainly not the end of the issue of access to free period products generally, as I have said. As the Scottish example shows, there are other venues and places where people, particularly those with no money or very little money, get help and support, such as food banks, citizens advice bureaux and those who support refugees. I have often visited these sorts of projects and places and they are wonderful people doing wonderful things—they provide food, they often provide razors and they provide toys for children—but sometimes they do not provide period products. I think that that needs to be considered because, as I say, period products are as necessary as food to eat and toilet paper.
Finally, Mr Deputy Speaker, as this is the official end of the parliamentary year, I wish you and your team, all the staff of Parliament, who support us, all our parliamentary staff and other Members here—those who are left—a happy, peaceful and restful Christmas. Here is hoping that 2021 is a happier year.
Oral Answers to Questions
Ruth Cadbury Excerpts(5 years, 4 months ago)
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Lucy Powell (Manchester Central) (Lab/Co-op)
Ruth Cadbury (Brentford and Isleworth) (Lab)
Munira Wilson (Twickenham) (LD)
Nick Gibb
Our No. 1 priority is to make sure that we help young people catch up on their lost education. That is why we have allocated £1 billion to schools—the catch-up premium—to help students catch up and, of that, £350 million is allocated to disadvantaged pupils. We have delayed this summer’s exams—GCSEs and A-levels—by three weeks to free up teaching time. Ofqual consulted in the summer on changes to assessment on issues such as science practicals, field trips, spoken language and optionality in history and English literature, again to help reduce pressure on teaching times. We will shortly announce other measures to help to ensure that exams are fair, including the approach to grading to ensure that the 2021 cohort is treated fairly compared with previous years’ cohorts of students.
Ruth Cadbury
Secondary heads in my constituency told me last month that it was already too late to plan properly for even the delayed GCSEs and A-levels next summer, and they are still waiting. If the Republic of Ireland Government could give students and teachers a clear roadmap for summer 2021 back in August, and a plan B that went along with it if the situation changed, why can this Government not do the same and give students in years 11, 12 and 13 a fighting chance?
Nick Gibb
As I said to the hon. Member for Manchester Central (Lucy Powell), everything we are doing is about ensuring that every student has a fighting chance to do well in the exam. There is a broad consensus that exams are the fairest way to judge a student’s assessment. We want to ensure that that fairness is spread right across the country, regardless of the experience any individual will have had as a result of the virus. That is why we are delaying the exams, why there have been changes to the assessment and why we are still working with Ofqual and the exam boards on further mitigations and contingencies to ensure that every student is treated fairly. We will have more to say about those issues shortly.
Political Neutrality in Schools
Ruth Cadbury Excerpts(6 years, 1 month ago)
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Mr Marcus Fysh (Yeovil) (Con)
I beg to move,
That this House has considered political neutrality in schools.
It is a pleasure to serve under your chairmanship, Mr Gray. I should declare some interests in this topic. I have two children of primary school age and my wife teaches. Clearly, I am also a Member of Parliament, and I am chair of the all-party parliamentary group on education. The APPG plans to do some work on the mental health and wellbeing of our children in the classroom, which I will come to later.
We are fortunate in Somerset to have brilliant schools and teachers, and measures to level up funding for rural schools are welcome. As elsewhere, we need to ensure that support for special educational needs makes a difference for the children involved—that is something else I would like the APPG to focus on—but in general we have dedicated and highly professional teachers and support staff in our part of the country.
I did not seek the debate to suggest that classrooms are a hotbed of radicalisation. However, I have been approached by concerned parents—I am sure I am not the only Member in that position—about incidents, in the run-up to December’s general election and at other times, that I am told included the airing of strong and aggressive political views.
The issue received attention in the national press just before Christmas, when the musician Stormzy was criticised for telling a primary school class of seven-year-olds that the Prime Minister is “a bad, bad man” and, like the big bad wolf, would blow their houses down. That was not the first time Stormzy had attracted controversy. Given his previous homophobic rants on social media and the language and themes of his music, it is not unreasonable to question whether he was an appropriate guest at a primary school in the first place.
Stormzy—or Michael, to use his real name—has well-known political views. Most of us will have seen him getting the well-heeled crowd at Glastonbury hot under the collar with his support for Jeremy Corbyn, but those views do not belong in a primary school. I would say the same if he had a strong anti-Labour message; this issue is not about political parties, but about the abuse of a position of influence.
In the last few years we have seen a coarsening of our political debate. In too many cases, reasoned debate has given way to name calling and abuse. Politicians are thick skinned, and we are increasingly used to people firing abuse at us from the comfort of their own homes. Our young children, however, will not understand that, and they should not be asked to.
Ruth Cadbury (Brentford and Isleworth) (Lab)
I am listening with care to the hon. Member. I absolutely agree that children, and particularly seven-year-olds, should not be subjected to the kind of language and approach that Stormzy was reported to have used, but is it not true that guest speakers who come into schools can be expected to be asked their political views? Certainly, whenever I go into schools I am asked what I think of the Prime Minister, of Brexit, of plastic and of climate change, and whether I have ever met the Queen. Is not the issue more about the appropriateness of the speaker’s response and the respect they give to the children and staff in the school than about their political position?
Mr Fysh
I will come on to some of those issues, but the hon. Lady makes some valid points.
One of the big challenges facing us generally is why children are more likely than ever before to suffer from stress or have mental health problems. That is partly due to better diagnosis, which is a positive step, but there has undoubtedly been a rise in the number of young people with high anxiety. The role of social media and mobile phones in that is for another time, but being exposed to aggressive tribal politics and told that the country is being run by a very bad man certainly is not going to help.
This area becomes more complex when we consider that we want our young people to be interested in and engaged with politics. At a time when anything can be researched at the click of a button and the number of sources on any given subject is rising exponentially, it is more important than ever that children are taught the skills to make reasoned assessments and form balanced opinions. I am sure many of today’s politicians were inspired at school by certain teachers to choose the path of politics. The more people who choose to get involved and run for office, the better.
Mr Fysh
I thank my right hon. Friend for that intervention. I hope my right hon. Friend the Minister will address some of those issues in his response to the debate.
Teachers often bring the same positive attributes to elected office that make them effective in the classroom. Many become councillors or Members of Parliament, and our democratic institutions are richer for having them, along with the skills and insights into education that they contribute. Whether they should remain in education while they do so, however, is a valid question.
There may be no straightforward formula for how to inspire and inform without exerting undue influence, or for where being passionate about an issue undermines reason and constructive debate. Measures intended to ensure political neutrality may lead to schools being less stimulating. An important lesson for young people is to be tolerant and understanding of the views of others. It is also the case that some of our educational institutions, particularly universities, have a reputation for a particular political slant. I am not necessarily against that, but we must look at the age of the pupils and the extent to which they are able to critically assess the information put in front of them.
I do not wish to stray too far beyond the topic of the debate, but I am also concerned that some young people are encouraged into activism on environmental issues in a way that may not be entirely healthy. They may be better served by learning to assess rigorously how they know what they know, to delve deeply into the factual and statistical bases for various claims and to judge between them.
Ruth Cadbury
The hon. Gentleman, whom I thank for bringing forward the debate, may be interested to know that research among young people involved in climate activism has shown that their mental health improved as a result of their undertaking appropriate but self-generated activity to support a cause they believe in. I thought that was very interesting.
Mr Fysh
The hon. Lady makes a good point. I do not argue that activism should not be allowed; I just want people to be able to understand, on the basis of facts and statistics, why they might want to be activists.
It is hard to gauge the size of this problem and to compare it with previous times. The evidence tends to be anecdotal. I suspect there have always been teachers with strong views who have not held back in sharing them, although perhaps in the past those views were sublimated in interests in particular texts or topics. However, I can say that I have received complaints from constituents, and I doubt I am alone. I also know that those cases were less about the examination of political ideologies and focused more on personalities—an approach sadly reminiscent of Stormzy’s.
I sought the debate because I wanted to reflect the concerns of my constituents and to express my own views about the importance of our children’s mental health. Surely, learning that we can disagree with one other without using the language of hatred is one of the most important lessons there is. I accept that there is fault across the political spectrum, but we have only to look at Momentum’s contribution to Twitter to see how corrosive it can be when abuse becomes a normalised part of political discourse.
I hope my right hon. Friend the Minister is able to offer some reassurance that the Department is active on this issue. Parents should have a route to voice concerns in a way that does not affect their children, and teachers should have guidance that helps them to be confident in judging where the line is between passionate and coercive.
I have seen rather colourful comments on social media by teachers, who should be mindful that their pupils may be on the same platforms. Whether online or at school, teachers must inspire and equip our children to make up their own minds not just on politics but across a whole range of issues. I end by paying tribute to the overwhelming majority, who do just that.
Oral Answers to Questions
Ruth Cadbury Excerpts(6 years, 9 months ago)
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Damian Hinds
My hon. Friend is exactly right. According to the most recent OECD “Education at a Glance” report, published in 2015, the UK’s spending as a proportion of national income was the highest in the G7.
Ruth Cadbury (Brentford and Isleworth) (Lab)
The Parliamentary Under-Secretary of State for Education (Nadhim Zahawi)
I will happily meet the hon. Lady and, of course, her colleague, but I remind her that SEND funding has risen to £6.3 billion. We recognised the pressures on the system, which is why we announced £250 million of additional funding.
Sure Start: IFS Report
Ruth Cadbury Excerpts(6 years, 10 months ago)
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Anne Milton
The hon. Lady rightly raises the issue of youth violence, which is behind much of the work done by Members on the first 1,000 years. [Hon. Members: “1,000 days.”] I mean 1,000 days. “The First 1000 days of life” is based on the premise that many life chances are set in those early years. I think that both the Department of Health’s healthy child programme and our Secretary of State’s focus on improving home learning, particularly family learning, are important. However, I shall be delighted to look at Edward Melhuish’s report when I am able to do so.
Ruth Cadbury (Brentford and Isleworth) (Lab)
I was Hounslow’s Cabinet lead for children and young people when the Tories, who were in opposition in this place, shifted their view and came round to fully supporting the Labour Government’s roll-out of universal Sure Start provision as a multi-agency service. They did so because of the vast body of credible evidence of the real benefits provided by fully funded Sure Start centres, not just in health and mental health—which are covered in the IFS’s report—but in, for instance, social mobility, educational outcomes, and the provision of domestic violence services. Where is the evidence that informs the Government’s change of policy, as a result of which Sure Start centres are withering on the vine—or is the Minister struggling to justify it in the light of the effects of Government austerity on her Department?
Anne Milton
No. Let me remind the hon. Lady that the report makes it clear that we are one of the highest spenders on early years—[Interruption.] It is in the report, on the first paragraph of the executive summary.
I can only reiterate that, while words like “austerity” can be thrown around, this is about the money we are putting into, for example, the free childcare entitlement. It all matters. It all goes towards giving young families and children the early years support they need.
School Funding
Ruth Cadbury Excerpts(7 years, 1 month ago)
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Royston Smith
I absolutely agree. How schools deal with children who have significant and complex special educational needs or disabilities has changed beyond all recognition from how things used to be. We are doing so much better. [Interruption.] Members shake their heads, but things are so much better than when I went to school and when my daughter went to school. The reality is that it could be better still. If all we ever do is refuse to acknowledge what is happening, we will never make the progress we all want.
Ruth Cadbury (Brentford and Isleworth) (Lab)
The hon. Gentleman talks about the needs of children with special needs in school, but when he was at school, many of those children would have been in special schools—separated and with a different level of provision. We support the integration of children with special needs in our schools wherever possible, and that needs resourcing.
Royston Smith
That is exactly what I just said, but the hon. Lady decided to interpret what I said as not thinking that children with special educational needs and complex educational needs were being looked after in schools far better than they used to be. There is nothing wrong with putting the case for extra funding from Government, and I expect everyone to do that, but it has to be done within the envelope of public spending. Everyone is asking for money for everything.
Ruth Cadbury (Brentford and Isleworth) (Lab)
It is a pleasure to serve under your chairmanship, Sir Christopher. I congratulate my hon. Friend the Member for Blaydon (Liz Twist) on leading this debate and Mr Ramanandi, who led the creation of the petition, as well as those who organised and signed it throughout the country.
This is the second debate on education this year that I have attended in this Chamber—the first was on college funding—and the pattern is the same: Government party Members wring their hands about the impact of financial cuts in their constituencies. When will they realise that what they are describing is a direct impact of their failed austerity project? We cannot do more with less.
I concur with many points made already by Members in this debate, so I will focus on how the cuts in school funding have impacted in my borough, Hounslow. I have seen at first hand the great work that our schools are doing—23 of our schools are rated outstanding by Ofsted; our secondary schools perform above the UK average in Progress 8 scores; and our primary schools exceed the national average in reading, writing and maths—and that is in a community where the majority of children do not speak English as a first language at home and with high levels of churn in its schools. Hounslow Council has also invested £177 million in capital funding for the expansion of primary, secondary and SEN schooling, but that is all happening despite the steeply rising and unjust cuts being imposed on our schools by the Government.
Other Members have talked about the experience of their constituencies. In Hounslow we have seen cuts in total spending per pupil since 2010, and real-terms cuts in per-pupil funding between 2015 and 2019. Local authority spending on school services has been cut, so that—if they still exist—they now have to be bought back by schools. Before, schools had them for free and yet now school budgets have been cut, as we have heard so many times. The range of extracurricular and curricular activities supported by councils has gone down and down. This year, schools in Hounslow have lost teachers, teaching assistants, support staff, auxiliary staff and the essential additional support that children in crisis or trouble need in particular.
To give some numbers, we have had an additional 5,640 primary and secondary places in the borough, and a 51% increase in children with special needs or an education, health and care plan since 2012—that is the third highest increase in London—and we face £27 million in funding cuts in 2018-19, with £4.5 million savings in education and early-years provision. Added up, that has a massive impact on the ability of our children to learn with good quality. As others have said, many schools, teachers and parents have expressed concerns about children with special needs in particular.
Gareth Thomas (Harrow West) (Lab/Co-op)
My hon. Friend’s experience in Hounslow is mirrored in other parts of London, including in my constituency. The headteacher of an outstanding special needs school in my constituency wrote to me, knowing this debate was to take place, to flag that in order to balance her budget she faces having to drastically reduce staffing ratios in her school.
Ruth Cadbury
My hon. Friend is absolutely right that it is both the numbers and the quality of staff at special needs schools that make such a difference to children’s outcomes. But that is for the children who get into the special schools: I hear again and again from parents, teachers and governors about children who desperately need to be assessed. Even once assessed, they desperately need the right support either in their mainstream school or in a special school, but they are not getting it. They have to wait—not because of a lack of will, but because of a lack of professional support and places. In London, we have the additional problem of a massive shortage of professional psychological and psychiatric support in child and adolescent mental health services. Children with special needs who are not supported not only are suffering, with an impact on their future; their troubles have an impact on the other children in the class, affecting their learning. That is unacceptable.
Teachers and governors have written to tell me about a number of things, including the inability to provide maintenance to replace air conditioning—in Hounslow under the flight path, the windows cannot be opened in summer. Another cannot replace an inclusion mentor and children are not getting the high-quality art and technology support because the technician has had to be cut.