Prisons Policy/HMP Long Lartin

Debate between Sam Gyimah and Alex Cunningham

Thursday 12th October 2017 Commons Chamber

[Mr Speaker]

There is of course no procedural barrier to repeat questions, which many people regard as an example of dogged and insistent campaigning.

[Alex Cunningham (Stockton North) (Lab)]

That was a really interesting answer, because the heroin dealer Ian Paul Manuel beat up prison officer Adam Jackson at Kirklevington prison in Stockton, and the courts gave him a conditional discharge and ordered him to pay £20 compensation to the officer. Does the Minister agree that such a slap on the wrist is totally inadequate, that it offers no deterrent at all to the thugs who turn on prison officers and that it is time the courts were given clear advice that they, too, have a responsibility to protect prison officers?

[Mr Gyimah]

Absolutely: our prison officers do a very difficult and challenging job, and when they are assaulted or threatened at work, we should follow the course of the law to its full extent. To do that—[Interruption]—if the hon. Gentleman would listen—there are a number of things we need to get right, such as collecting evidence, making sure that the local police force is on hand to investigate the crime, and then getting the courts to prosecute it as they should. We are working to ensure that those procedures are followed, so that when a prison officer is assaulted in their line of work, the full force of the law is brought to bear on whoever the perpetrator is.

Oral Answers to Questions

Debate between Sam Gyimah and Alex Cunningham

Tuesday 5th September 2017 Commons Chamber

[Alex Cunningham (Stockton North) (Lab)]

12. How many additional prison officers have been newly recruited since January 2017.

[The Parliamentary Under-Secretary of State for Justice (Mr Sam Gyimah)]

Between the start of January and the end of June 2017, there has been a net increase of 868 new prison officers. That puts us well on track to recruit 2,500 new officers by December 2018.

[Alex Cunningham]

The Minister will be aware of the major drugs finds and related problems at Holme House prison in my constituency, where experienced officers have left and have been replaced by 18-year-old recruits. Does he really think that recruiting youngsters is the answer when it comes to meeting the needs of our increasing prison population, tackling drugs, and solving the crisis in the Prison Service?

[Mr Gyimah]

I take issue with the implication behind the hon. Gentleman’s question. We are recruiting new prison officers. We were all inexperienced once, but that did not mean that we were not capable of doing our jobs. I have been to the Newbold Revel training centre; I know that many of our recruits are of the highest calibre, and that the recruitment methods are those that have been used over a number of years. The Opposition did not believe that we could deliver these numbers, but we are delivering them, and I think that the Opposition should be supporting the Government.

Early Years Development and School-Readiness

Debate between Sam Gyimah and Alex Cunningham

Tuesday 12th July 2016 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)]

I am pleased to serve under your chairmanship, Mr Evans, and I congratulate my hon. Friend the Member for Kingston and Surbiton (James Berry) on securing this important debate.

I agree that improving the life chances of our children is important to all of us, so I will first strike a note of consensus. In this country, we have strong cross-party consensus on the importance of the early years and the need to invest in them. The free entitlement offer was started by the most recent Labour Government, with 12.5 hours of free childcare for all three and four-year-olds. The coalition Government extended that to 15 hours, and the Conservative Government are doubling the entitlement to 30 hours.

In addition, the coalition Government introduced a free early education offer for the most disadvantaged two-year-olds, recognising that we have to start even earlier with disadvantaged children. We also introduced the early years pupil premium, extending the pupil premium in schools to the early years so that disadvantaged three and four-year-olds can get extra funding for reading and intellectual stimulation. I will come on to the detail of that later.

There is therefore cross-party consensus, and the direction of travel in policy is broadly similar. Sometimes, however, in such debates as today’s, some Members seem to have an interest in making out that what is happening is really bad. I am not saying that we can afford to be complacent, but some good work is still going on in early years, in which we lead many parts of the world. For example, the entitlement to free early education for three and four-year-olds, which has an average take-up of about 96%, is unique in the OECD. We have achieved what many other countries in the OECD have not: a universal early education offer. We should be proud of that.

[Alex Cunningham]

I praise the Minister for his work on childcare, but although putting in all those resources is tremendous, universities are still withdrawing their early years teaching courses, because, as I said in my speech, they cannot attract applicants. The Public Accounts Committee has stated that the Department for Education has no “robust plans” to ensure that there are

“enough qualified early years staff so that providers can continue to offer high quality”

education. What will he do about that? We can throw as many resources as we like at the problem, but if we do not have enough people being trained to do the job, we will not be able to deliver his ambition and mine.

[Mr Gyimah]

I will come on to the workforce strategy in more detail, but the simple point is that from 2019-20 we will be investing £6 billion a year in the free entitlement in this country, which is more than we have ever invested before. If we fund providers, they will be able to pay the quality staff that they need so that they can attract and retain them.

For the early years, we do not have a system such as we have in schools, in which the Government try to control the number of staff going in. Most of our early years sector consists of private or voluntary providers, so we need to ensure that they are adequately funded to be able to attract and retain high-quality staff. That is why the Government made a strategic choice to invest in early years provision even at a time when many other Departments were having to have their budgets retrenched.

[Alex Cunningham]

As I said, we have all those resources being poured in, but if people are not applying to go to university for the necessary training, how on earth do we get people in? How do we incentivise them further to get them into the profession, so that we can—I repeat—deliver his ambition and mine?

[Mr Gyimah]

As I said, later this year we will be publishing a workforce strategy to go along with the introduction of the 30 hours of free childcare for three and four-year-olds. The strategy will focus on removing barriers to attracting, retaining and promoting staff. However, I point out to the hon. Gentleman that 87% of the workforce are qualified to level 3 at the moment, compared with 81% in 2010. The proportion of graduates is steadily increasing, with 13% holding at least level 6 qualifications, compared with 8% in 2010. There is still a lot to do, but the direction of travel is positive.

My hon. Friend the Member for Kingston and Surbiton rightly mentioned the take-up of the free entitlements, in particular by the most disadvantaged. The three-year-old offer is a huge success, with 93% of families taking it up, and 97% of families are choosing to take up the offer for four-year-olds. In the case of the two-year-old entitlement, which is for the most disadvantaged 40% of families, 70% are taking up the offer. It is worth remembering, however, that the take-up of those entitlements is voluntary. Parents do not have to enrol their children, so it is remarkable that we have that many parents doing so.

My hon. Friend made a good point about how we market offers to parents, especially the two-year-old offer. We knew that a lot of disadvantaged families were suspicious of having to send their children to school that early, which was how some perceived it. Or if the mother was at home looking after the child—it was often the mother—they wondered why they should send their child to a nursery. The fact that the Government were involved made some of them nervous, so we did a lot of work in the Department to find new and innovative ways of marketing to those parents, even recognising that changing the colour of an envelope would make it more likely that it would be opened. To some families, brown envelopes looked like they came from the Government, so they would not open them at all, but if we made the envelopes more interesting they were more likely to open them. We are conscious that we need to drive take-up, and we need to look constantly at innovative ways to do so.

--- Later in debate ---

[Mr Gyimah]

I will not take any more interventions, because of the time.

We have introduced reforms to improve the standard of literacy in the early years, which has included awarding grants, for instance through the National Day Nurseries Association’s literary champions programme, which supports practitioners to provide a high-quality, literacy-rich experience for all children. In 2015, 80% achieved the expected goal in communication and language, compared with 72% in 2013.

All of that sits in the broader context of life chances. School-readiness cannot be divorced from the broader discussion of life chances. Earlier this year, the Prime Minister set out his vision for improving life chances, and the Government want to transform the life chances of the poorest in our country and offer every child who has had a difficult start the promise of a brighter future.

We are already transforming lives. Since 2010, there are 449,000 fewer children living in workless households. The early years foundation stage framework is improving the quality of early education and care for young children, and our most recent results show that 66% are achieving a good level of development at that stage. A number of hon. Members touched on that point. It is worth noting that 66% is an increase of 14.6 percentage points in the past two years. The quality of settings continues to improve, with the highest proportion ever—86% of settings—judged good or outstanding in their most recent Ofsted inspections.

We know that some of the poorest children are already behind their peers by age three, before they start school. Such children miss out in the number of words they speak, as my hon. Friend the Member for Kingston and Surbiton pointed out, although the proportion of school children eligible for free school meals who achieve a good level of development is increasing—it was 51% last year, compared with 45% the year before. However, I will be the first to admit that we still have a long way to go.

Obviously, in considering school-readiness and life chances we also need to take into account what happens in the health sector. A number of hon. Members touched on that. All children aged from two to two and a half are offered a universal health and development review by a health visitor, which includes checking a child’s communication development and referring families to more specialist support if necessary. One thing that I introduced when I became the Childcare Minister was an integrated review for children who are not in early years settings, so that health visitors could recommend and introduce parents to other support services that they might need.

To touch on a point raised by the hon. Member for Southport (John Pugh), we also published “What to expect, when?” so that parents know what they can do to support their children’s development in the early years. It is easy for Government to think that we have all the answers, but children, especially in their early years, spend a disproportionate amount of time at home with their parents, so parents need to understand what good development is and what they can do to influence it. That is what our guide is meant to achieve.

[Alex Cunningham]

I am particularly interested in the role of health professionals and others who go into homes in the most deprived communities. What are the Minister’s policy ideas and instructions to encourage them to play a greater role in directing families to the childcare and literacy support we want them to have?

[Mr Gyimah]

A lot of home visits are done by health visitors, which is incredibly important. Health visitors are trusted by parents and do a great job. The previous Government and this Government have continued to invest in increasing the number of health visitors. I would like to see more joined-up activity between health and education in the early years. There are a number of great programmes out there, such as the Lambeth Early Action Partnership, which are successful because they join up health and education in early years interventions.

My hon. Friend the Member for Norwich North (Chloe Smith) rightly touched on assessment. Obviously Ofsted is one way of holding nurseries accountable and assessing what they do—as I said, 86% of settings are rated good or outstanding—but the early years foundation stage profile is another way of ensuring that individual children reach a good level of development. That will become non-statutory in September, but we are looking at ways of ensuring that we continue to have such evaluation. She therefore raised a relevant and important point.

The point was made that we should differentiate between childcare and early education, especially when we talk about the 30 hours of childcare. I completely agree that childcare arranged for the purposes of parents’ employment is completely different from early education. That is why the first 15 hours of the offer is universal—so that every three and four-year old in the country is entitled to 15 hours of free early education. Why 15 hours? Evidence from the effective pre-school, primary and secondary education longitudinal study, carried out over 13 years, suggests that children at that age need a little bit of education every now and again. They need little and often, not the equivalent of a school week at the age of three and four. The eligibility for the second 15 hours—the employment offer—is based around parents’ work.

[Alex Cunningham]

Perhaps the Minister can give us a few seconds on workforce development.

[Mr Gyimah]

I have made it clear that we will publish the workforce strategy, which will look at workforce development.

Finally, my hon. Friend the Member for Brigg and Goole (Andrew Percy) asked whether I would consider the bid by the Imagination Library. That bid is interesting, so I will take that on board and look at it.

Question put and agreed to.

Resolved,

That this House has considered children’s early years development and school readiness.

Oral Answers to Questions

Debate between Sam Gyimah and Alex Cunningham

Monday 25th January 2016 Commons Chamber

[Mr Gyimah]

I welcome the hon. Lady to her post. I look forward to her future contributions as vice-chair of Progress, especially as I now understand that to be a front for hard-right views in the Labour party. She will know that for the first 15 hours, the offer is universal— 99% of four-year-olds and 94% of three-year-olds get it. We have been very clear that the second 15 hours is a work incentive. Surely she does not believe that Islington parents on £100,000 a year should be entitled to free childcare. I know that she wants to represent the new core constituency of the Labour party.

[Alex Cunningham (Stockton North) (Lab)]

3. What discussions she has had with education providers on reviews of post-16 education and training.

Childcare Bill [Lords]

Debate between Sam Gyimah and Alex Cunningham

Monday 25th January 2016 Commons Chamber

[Mr Gyimah]

My hon. Friend makes a very good point. The quality of early years provision has improved significantly; 85% of early years settings are now rated good or outstanding. The previous Government introduced the common inspection framework for early years education, which has raised the bar and will continue to do so over the course of this Parliament.

Regular surveys commissioned by the Department also provide rich data. These include the childcare and early years provider and parent surveys. The provider survey collects information about childcare and early years providers, including the composition and qualifications of the workforce. The parent survey collects data on parents’ use of childcare and early years provision and their views and experiences.

[Alex Cunningham]

Various groups have raised concerns about capacity and quality of provision and stressed the need, to which the Minister has just referred, to have the best trained people in order to deliver it. They do not accept his reassurances, but the new clause gives him an opportunity to have his achievements measured all together. I know that he says that some of the issues are covered elsewhere in legislation, but this would pull it all together in one big round circle that he could fill in over time. Why does he not just accept the scrutiny that the new clause offers him?

[Mr Gyimah]

The Government will be spending £6 billion a year from 2019-20 on early years and childcare. The suggestion that we will be doing that without measuring or evaluating it is simply not true. The question is where we carry out this evaluation and whether it needs to sit in primary legislation. Had the hon. Gentleman been listening, he would have heard me explain that we currently have a survey following 8,000 two-year-olds across England, so what he is asking for is already under way. We do not need primary legislation to evaluate the impact of the important investment to achieve very important goals in this sector.

The latest early years foundation stage profile data reveal that an increasing proportion of children are achieving a good level of development at age five—66% in 2015, compared with 52% in 2013. That is an impressive 14.6 percentage point increase over the past two years. I know that there is more we can do to understand the impact of this extended entitlement. However, as drafted, the proposed amendments are not workable. They call for an evaluation of the impact of discharging the Secretary of State’s new duty within 12 months of the Act coming into force, which is far too soon to make any judgment about impact. That would not be adequate time to collect the data, assess the impacts and produce a report.

[Mr Gyimah]

Every three and four-year-old is entitled to 15 hours of free childcare. The question is who is entitled to the second 15 hours. [Interruption.] If Opposition Members will bear with me, I will answer the question. Lone parents are entitled to it, as are self-employed parents and parents looking after disabled children. I will seek inspiration from the officials’ box specifically on kinship carers. But the issue is that everybody gets the first 15 hours if they work, and the second 15 hours is a work incentive. If people are not working, they do not need that amount of childcare.

[Alex Cunningham]

But that is not the point. Kinship carers are some of the most pressed individuals in our society. They need respite care. The Minister says that there might be 15 hours available, but they need respite care and comprehensive support, perhaps even more than working parents. Surely he should be considering this.

[Mr Gyimah]

Under the current regime, kinship carers will get three hours of respite care a day for five days of the week. Is the hon. Gentleman seriously arguing that he wants more than three hours of respite care a day? If so, why was that not in the Labour party’s manifesto?

Childcare Bill [ Lords ] (Third sitting)

Debate between Sam Gyimah and Alex Cunningham

Thursday 10th December 2015 Public Bill Committees

[Alex Cunningham]

I am pleased to support amendment 14, which, as my hon. Friend the Member for North West Durham has outlined, would require children assessed as being disadvantaged to be given priority in the allocation of childcare places in settings that have been classed as outstanding. Members will recall from the Committee’s sitting on Tuesday that there is substantial evidence to show that high-quality early education and childcare have a positive impact on children’s development. Importantly in the context of amendment 14, that is particularly true for children from low-income families, who are more likely to fall behind. There is overwhelming evidence that children assessed as being disadvantaged are less likely to be able to access outstanding childcare provision, as my hon. Friend has said. Instead, they are much more likely to be able to access childcare that requires improvement.

We face the sorry reality of knowing that children from disadvantaged backgrounds are much more likely to fall behind. My hon. Friends and I have spelled out the facts in earlier Committee sittings. One in four children in England arrive at primary school without good early language development, and that figure rises to one in three for children from disadvantaged backgrounds, who, as I mentioned in support of new clause 1, start school on average 15 months behind their peers in language and vocabulary skills.

Many organisations with expertise in the sector have agreed that action is needed to close the attainment gap between the most disadvantaged children and their better-off peers. Closing the gap has been an aspiration of successive Governments over the last 20 years or so, but despite record levels of spending on education between 1997 and 2010, some of which the current Government have built on—a little, at least—that gap is still much in evidence. The Government will have the support of all Opposition Members if they can narrow it over the Parliament. The Minister knows, as does everyone else, that closing the gap has to start with our youngest. If he gets that right in the Bill, he will go down as a success, but if he does not, he will simply end up with a report card that says, “Could do better.”

[Mr Gyimah]

On the subject of successes, or perhaps I should say progress, is the hon. Gentleman aware that 85% of two-year-olds are taking their funded place in a good or outstanding setting already?

[Alex Cunningham]

Yes, and that is good news, but there are still 15% who are not. The organisations that we speak to and that brief us tell us that the most disadvantaged are still the most likely to lose out on the best provision. In the testimony given to the House of Lords Affordable Childcare Committee, published in February this year, there was strong consensus on the evidence for the persistence of the gap and its effects. Barnardo’s, for instance, noted the

“consistent and large gap in educational attainment in the UK, based on income”.

The Early Childhood Research Centre noted a

“19 month vocabulary gap at age 5 between children from the poorest and most affluent families”.

The Child Poverty Action Group spoke of intergenerational poverty being far greater in the UK than elsewhere, with children

“far more likely to follow in their parents’ footsteps in terms of income and educational level.”

For context, 53% of children in the 30% most deprived areas of England in 2014 achieved a good level of development in the early years foundation stage profile, compared with 65% of children in other areas. As the Minister knows, that gap of 12 percentage points has remained unchanged since 2011. That hiatus should be all the evidence we need to convince us that positive steps are required actively to address the sorry situation and revitalise efforts to close the attainment gap.

I am clear that the only route to resolving this unacceptable situation, and righting the inequality of opportunity that many children and young people from disadvantaged backgrounds face growing up, is to take action to level the playing field from the outset. We all accept that early education has a crucial role to play in helping disadvantaged children to catch up with their most advantaged peers. The Minister has accepted that as the case for investment, and he has made that clear. I do not need to remind him that in the light of the evidence of the difference to school readiness that early education makes, he suggested that

“being able to invest in it early, especially for the disadvantaged”

was key to narrowing the attainment gap. Indeed, the House of Lords Committee recommended that the Government consider targeting more resources at the most disadvantaged children because that is where the strongest evidence of the impact of high-quality education lies. It is not, however, clear that the Bill addresses that recommendation. I am therefore pleased to support the amendment to correct that oversight. It would give priority for high-quality childcare provision to those children identified as being from disadvantaged backgrounds and who are more likely to fall behind. Such a step would not only be a move towards closing the attainment gap, but would contribute to raising overall attainment levels. It is the right thing to do and I hope the Minister will join me in supporting the amendment.

[Mr Gyimah]

Once again, it is a pleasure to serve under your chairmanship, Ms Dorries. At the start of the line-by-line scrutiny of the Bill, I said that there were three aims behind our childcare policy: to enable parents to work more hours; to help parents with the cost of living; and to give children the best start in life with high-quality early education.

[Mr Gyimah]

Obviously helping women in education is a broad aim of the Government, but those are the three objectives of this particular Bill. The amendment addresses the third objective of giving children the best start in life, and I am grateful to hon. Members for tabling it, as it draws attention to the importance of closing the gap in achievement between disadvantaged children and their peers. I am pleased to say that more children, including those in receipt of free school meals, are now achieving a good level of development at the end of the early years foundation stage. In 2015, 66.3% of children achieved a good level of development. That figure was up from 51.7% in 2013. In 2015, 51% of children on free school meals achieved a good level of development compared with 45% in 2014. That is the equivalent of an extra 5,800 children. The gap in achievement between disadvantaged children and other children has narrowed from 18.9 percentage points in 2014 to 17.7 percentage points in 2015, which is welcome news. However, the gap is still too large and the Government are absolutely committed to narrowing it.

[Alex Cunningham]

As the Minister says, that development is very much to be welcomed. I appreciate that the current Government and the previous coalition Government built a little bit on what Labour achieved in government when we funded education properly for the first time in a generation. However, there is still the same attainment gap that there has been since 2011. There has been a slowdown. What will the Minister do about that? Backing the amendment would help.

[Mr Gyimah]

I will come to the practicalities and issues of the amendment, which my hon. and learned Friend the Member for South East Cambridgeshire pointed to so deftly in her comments. The hon. Gentleman asked what we are doing to help to narrow the attainment gap. That is the reason we extended the pupil premium into the early years with the introduction of the early years pupil premium this year, providing £50 million of additional funding to support the early education of disadvantaged three and four-year-olds. The extra funding, worth 53p an hour—about £300 a year—goes directly to providers to help them to increase the quality of their setting. I am pleased that the feedback from local authorities is that providers are using the additional funding to achieve exactly that.

--- Later in debate ---

[Mr Gyimah]

On good providers taking on disadvantaged children, specifically in the early years, we must acknowledge that the early years setting is very different. Schools are in the maintained sector, but here we have private providers. There are parents who have different ideas of where they want their children to take their early education. Some parents prefer childminders because they want their children to have their early education in a domestic setting; some would prefer a private nursery; and some would prefer a nursery in a school. In practice, as my hon. and learned Friend the Member for South East Cambridgeshire mentioned, making this proposal work would be tremendously difficult, because we would have to compel a private provider to take a specific type of child rather than operating on a “first come, first served” basis, which is how the system currently works.

The important news is that there are many good examples of how the pupil premium is working.

[Alex Cunningham]

rose—

[Mr Gyimah]

I would like to develop that argument, but I will take the intervention from the hon. Gentleman first.

[Alex Cunningham]

I thank the Minister for giving way. However, even if his figures from the former Deputy Prime Minister’s pupil premium initiative are correct, we have got to concentrate on what is happening long before the pupil premium kicks in for young children. We need to be kicking in at the offer for two, three and four-year-olds. That is where we need the quality and the funding.

[Mr Gyimah]

The hon. Gentleman is talking about having an intervention long before the early years pupil premium, which is for three and four-year-olds, kicks in. This is the Government who introduced for the first time ever early education for disadvantaged two-year-olds, spending something like £750 million a year on that. I would argue that we are already making that intervention. However, the Bill is about providing 30 hours for three and four-year-olds. I will just mention a few examples of how the early years pupil premium is helping disadvantaged three and four-year-olds.

In one nursery, the funding has been used for staff training and equipment, to help children achieving below their age-related averages on entry in mathematics, and in communication and language skills. Another provider has been able to employ a dedicated early years special educational co-ordinator and language specialist, to help children to develop attention skills, turn-taking and speaking in sentences. Another provider has put the funding towards the recruitment of specialist staff to communicate with the families and children who have English as an additional language, as well as to support their other learning needs. These are the sorts of interventions that really make a difference in narrowing the gap, and we will look to roll them out across the sector.

I am sure that hon. Members will share my view that the additional help and support can make a real difference to the most vulnerable children in our society, particularly as they get ready to start school. That is why the Conservative-led Government introduced the two-year-old entitlement, which has been maintained in the spending review. In June, local authorities reported that around 167,000 two-year-olds were already benefiting from a funded early education place, and that figure continues to rise.

That is an achievement for an entitlement that was only introduced as recently as three years ago, I think. We have seen rapid increases in take-up in local authorities that had initially struggled, with some remarkable increases in London, for example. However, we must remember that the offer to parents, as far as the education for two-year-olds is concerned, is voluntary. Parents do not have to enrol their two-year-olds in a nursery setting, and one of the projects that I worked on when I was first appointed as the childcare Minister was to consider how we can encourage more parents to take up the offer for two-year-olds.

--- Later in debate ---

[Alex Cunningham]

I am pleased to support amendment 15, which would ensure that parents were given the flexibility to use their 30-day entitlement to free childcare throughout the year. It would ensure that they were not restricted in when and how they take the additional 15 hours.

As my hon. Friend said, the concept of flexibility is central to the success of the 30-hour offer. All children aged three and four are currently eligible for 15 hours of free early education each week, or 570 hours each year. That offer can be taken over the 38-week academic year or be stretched over the calendar year to provide roughly 11 hours of free childcare a week. Although those 15 hours are of some help to parents, we are all too aware that they are often available only in inflexible morning or afternoon sessions, and that they frequently do not correspond to parents’ child caring needs.

We have already heard that the availability of affordable and flexible childcare is widely recognised to be a central issue for families across the country. According to figures published by 4Children earlier this year, nearly one in five parents are considering reducing their hours or giving up work altogether because of the cost of childcare.

[Mr Gyimah]

Is the hon. Gentleman aware that the Bill doubles the entitlement to 30 hours, and that parents will be able to stretch it across the year and take it alongside tax-free childcare or the childcare element of universal credit—whichever applies to them? We are giving parents a lot more flexibility than he is acknowledging.

[Alex Cunningham]

That is extremely helpful. That is the reassurance we seek, but we need it to be spelled out in the Bill. Perhaps the Minister will say that in his speech.

When the Chancellor of the Exchequer announced in the summer Budget that the Government would extend free childcare, he said that there would be a pilot in 2016 and that it would be rolled out from 2017. The Minister has just said—this was not clear at the time—that there is elasticity around the additional provision. I hope he will reiterate that in his speech and tell us how he is going to spell it out in regulations—preferably, he will do it in the Bill—to give parents the flexibly that they need.

The 30-hour offer must account for parents who work atypical hours, irregular patterns and inconsistent shifts. The Family and Childcare Trust highlighted that 29% of mothers routinely work at atypical times, such as during the evening or at weekends. Childminders are the principal means through which flexibility is offered in formal childcare provision. Other parents—my hon. Friend the Member for North West Durham referred to some of them—work full-time hours but are on zero-hours contracts, so they require even more flexibility in accessing childcare because they do not know when they will be working from one week to the next. I would welcome further clarification from the Minister on that issue.

There is also the challenge of ensuring that childminders have a role in providing flexible care. The Government’s proposals are not straightforward. Because of the increased competition from centre-based providers and the low levels of remuneration commonly available to childminders —often due to reduced fees from local authorities following central Government cuts—less than 1% of free early education for three and four-year-olds is currently delivered by childminders. If the Bill is to succeed in allowing parents to enter and stay in the kinds of jobs that are available to them, it is self-evident that childcare must be available to cover the hours they work. For that reason, it is important that free places are offered flexibly. The Minister has said that that is possible, but the sector must provide places when shorter or longer sessions are required. Parents must not be required to pay top-up fees because of when they need childcare.

It is also essential to get the balance right and ensure that quality is maintained as the free entitlement is extended. That means that the quality of the existing 15-hour entitlement should not be compromised by the reforms in the Bill. At the same time, questions remain on the pressing issue of how sessional and maintained providers will be both funded and supported to extend their offerings from part-time to full-time hours.

As the Committee has heard previously, 73% of three and four year-olds accessing free childcare at any one time are attending a school-based setting or sessional pre-school. Those schools and sessional pre-schools face barriers in extending provision to 30 hours each week.

[Alex Cunningham]

I thought I was staying within the scope of the amendment, about the flexibility required for 30-hour provision.

For instance, if pre-schools are to extend childcare across the full day, they face having to dramatically reduce the number of places they can offer. Similarly, there are core logistical hurdles that need to be overcome. Many sessional pre-schools, for instance, use shared community premises for part of the day at vastly reduced rates of rent. Those institutions would need to move to new premises and access additional funding to extend their offerings and provide the flexibility that is needed, unless the funding is available to keep complexes accessible. In the same vein, nursery class facilities in schools may not be suitable for day care, with many lacking vital rest areas and requiring significant adaptation to cater for children across a full day.

It is important to be absolutely clear that the 30-hour offer is valuable, at least on the face of it, because it significantly increases the potential flexibility available to parents to go out to work or progress towards work. Certainly, the extension of the free childcare entitlement can play an important role in providing parents with the support they need to balance work and childcare responsibilities. However, the extent to which that potential is realised is, of course, dependent on the degree of support and malleability the Government offer providers.

It is therefore imperative that we do all we can to ensure that the Bill delivers provision that is inclusive, high-quality and supports good outcomes for all children. That, in my view, necessarily entails a comprehensive package that gives parents a realistic option of using their 30-hour entitlement flexibly. Of course, it is all very well being able to use entitlement flexibly, provided the facilities and the offer are there for the community to access.

[Mr Gyimah]

The amendments are focused on ensuring that the 30-hour entitlement delivers sufficient flexible childcare for working parents. I completely agree with the principle of the amendments tabled in the other place and by the hon. Members for North West Durham, for Birmingham, Yardley and for Stockton North, which is that the extended entitlement should be delivered flexibly to support working parents.

However, delivering flexible provision is not simply about ensuring that childcare is available outside the hours of nine to five, as the amendment made in the other place suggests, or during the school holidays, as suggested in this debate. Each parent has different needs. Some parents will need childcare to cover the period between leaving work and picking up their child, while a number of parents of children with special educational needs want their child to spend part of their time in a mainstream setting and part of their time in a special educational needs setting.

Real flexibility, therefore, is about responding to the specific requirements of working parents, and I am passionately committed to delivering that. I feel strongly that setting out in primary legislation a requirement for local authorities to secure provision to meet each parent’s individual needs will not work in practice.

[Alex Cunningham]

I am interested in the school-based settings for nurseries. What work is the Minister planning across Government, and with local government in particular, to see how the provision and facilities that exist can be utilised during school holidays, thus offering flexibility to parents?

[Mr Gyimah]

The hon. Gentleman is alluding to the announcement we made earlier this week on wrap-around care, which will allow private providers to bid to use a school site to provide care for school-age children during the holidays. So we are already working on that. I will come later to what we can do for children under five.

Local authorities depend on the market to supply childcare places. We want them to work with local providers to transform the market and increase flexible childcare provision for parents with out-of-hours working patterns. It would not be reasonable to place a statutory duty on them to guarantee out-of-hours or holiday provision for every parent who wants it, since their local childcare market may not be able to deliver that.

Returning to the hon. Gentleman’s point about school nurseries, there are a number of local authorities, particularly in the north-east, where the majority of childcare is delivered by sessional providers such as maintained schools or nurseries. A large number of those providers cannot offer out-of-hours or holiday provision. As Lord Sutherland said in the other place, for those providers

“to continue provision outside their normal hours may well stop them operating completely”.—[Official Report, House of Lords, 14 October 2015; Vol. 765, c. 265.]

Placing a duty on local authorities will not change that overnight. It is also important to note that local authorities, rightly, cannot require private providers to deliver the free entitlement. Therefore it is simply not right to give them a legal duty to secure flexible provision for every parent in their area.

In my view, the way to promote flexible provision is to work with local authorities and providers to look for innovative ways to meet the needs of parents, and to encourage new providers to enter the market to give parents more choice. We should encourage provision to respond flexibly to demand. It does not make sense to require every local authority to secure a particular type of provision when parental working patterns and the type of demand for childcare will vary from area to area.

I reassure the Committee that there is already flexibility in the system used for the existing 15-hour entitlement, and we intend to build on that flexibility in delivering the extended entitlement. There is no requirement that free entitlement places can only be in line with school term dates, or during the hours of nine to five.

In fact, the previous Government changed the statutory guidance to enable local authorities to fund providers to allow parents to access places between 7 am and 7 pm, so that parents can drop off their children earlier in the day or collect them later. Providers can also stretch their entitlement across the full year rather than limiting them to term-time only provision, and a number already do that.

The Bill is very carefully drafted at clause 2(1) to say that the free childcare must be available for a period

“equivalent to 30 hours in…38 weeks”

so that the primary framework allows for the stretched offer. Some local authorities are already promoting flexible childcare provision, including Brighton and Hove City Council, where 82% of year-round nurseries offer a stretched entitlement; Blackpool local authority, where nurseries and childminders work in partnership to offer out-of-hours provision, including weekends and evenings; and Bradford Council, which offers a community nanny scheme, providing flexible childcare for lone parents struggling to access work or training. In Tuesday’s discussion of eligibility I mentioned the great work that Swindon Council is doing to offer weekend sessions from January 2016. In addition, we will set up a flexible funding model to support providers to deliver flexible provision to meet the needs of parents.

Although it is great that some local authorities are already delivering flexible provision to meet parents’ needs, I want more local authorities to deliverthe 30-hour entitlement in that way. I have been clear that the extended entitlement needs to support parents to work. We have been working with the Local Government Association to set up an expert local government working group in the new year, to build on existing flexible provision and make the extended entitlement even more flexible.

--- Later in debate ---

[Mr Gyimah]

The hon. Lady raises an important point. First, it is difficult to use legislation to clearly define flexibility. Indeed, doing so in primary legislation is almost a contradiction; it cannot work. Secondly, she points out why our approach is the right one. It allows local authorities to work with providers to deliver the sort of flexibility that works in their local area. The flexibility that her constituents will need will be quite different from that required by parents in a rural area, which is why we cannot define it in primary legislation. However, we want to ensure that the 30 hours is equally accessible by all parents, which brings me on to my next point.

It is clear that the market will need to adapt to support a flexible childcare offer in the extended entitlement, and we will encourage different types of providers to offer the additional hours. The hon. Member for Stockton North mentioned the role of childminders in flexibility, and I agree that they have important part to play. There are currently over 46,000 childminders on the early years register, but not all offer the free entitlement due to local authorities’ payment terms, for example. We want to consider that carefully to see how they can be encouraged to offer the entitlement, because they can contribute to flexible delivery. For example, some parents could use a school nursery and have a childminder either pick their children up or drop them off. A shift-worker at the airport might use a childminder during evening or weekend work alongside some nursery provision.

I have said to the Professional Association for Childcare and Early Years, which represents childminders, that there is a big opportunity for childminders to work with nurseries and schools to deliver a full offer of the 30 hours. In the previous Parliament, we allowed childminders to operate outside their domestic premises for 50% of the time. Childminders can now team up with schools to offer after-school provision. If a child does a morning session, they can be looked after by a childminder on school premises for the afternoon to allow parents to pick them up. That flexibility for childminders will come into force from January 2016 and will open up many new opportunities.

I also recognise that a number of parents already use multiple childcare providers, such as sending their child to a nursery and then getting someone else to pick them up, as I have said. I want to ensure that the system continues to allow parents to make the right decisions for their children and will encourage information sharing between different providers so that there is continuity for the child and that their best interests are taken into account when multiple providers are involved in childcare delivery. On Tuesday, we discussed the Government’s plans to introduce the 30-hour entitlement early in some areas, and flexibility will be a focus. The early implementers will look at ways to encourage different providers to enter the market, including childminders who are not currently offering the free entitlement.

I hope that Committee members are reassured that the Government are absolutely committed to ensuring that parents have access to flexible childcare to fit their working patterns. I would therefore encourage Committee members to support Government amendment 4 and urge the hon. Member for North West Durham to withdraw amendment 15. I emphasise that the Government are committed to delivering flexible childcare for children of all ages, as I said in response to an intervention from the hon. Member for Stockton North. That is why we will consult on parents having the right to request wraparound and holiday care at their child’s school, as the Prime Minister announced on Monday. Providers will also have a right to request use of a school’s facilities when the schools are not using them. That will help local authorities to ensure as far as possible that there is sufficient childcare in the area that responds to parental demand.

[Alex Cunningham]

What will happen when an agreement cannot be reached with a local school or local authority, or when the private provider is not prepared to be more flexible in its provision? How do we ensure parents’ needs are met if the system in their particular area is not flexible enough?

[Mr Gyimah]

My hon. Friend the Member for Norwich North made an interesting point on Tuesday: we have significant additional investment in the sector which should be attractive to many new providers. If a provider does not want to offer flexible childcare to all parents in an area, they will struggle to find business somewhere else, because the majority of parents of three and four-year-olds will be entitled to the 30 hours of childcare. Providers that refuse to respond to parental demand may therefore struggle to stay in business.

[Alex Cunningham]

Government Members have talked about the particular challenges in rural areas, where there might be very little provision. Here we face a situation in which there might be 20 children in a local community who access care; all of a sudden the amount of available care will need to double, and yet there may not be the capacity in that small rural area to do so. How will we cope with that?

[Mr Gyimah]

As the hon. Gentleman knows, local authorities have a sufficiency duty. I hope that what we will do to encourage providers on the early years register that currently do not offer the free entitlement—such as childminders, who he pointed to—will work. We will also use £50 million of capital investment to target areas where there is a need for more places. Finally, local authorities can fund providers in a way that incentivises flexible provision, so a number of levers can be used to deliver flexible provision for parents.

Childcare Bill [ Lords ] (First sitting)

Debate between Sam Gyimah and Alex Cunningham

Tuesday 8th December 2015 Public Bill Committees

[The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)]

There are only 1.4 million three and four year-olds in the country—therefore there cannot be 1.4 million parents. The hon. Lady should check her figures, because they are incredibly wrong.

[Alex Cunningham]

It takes two parents to make a child.

--- Later in debate ---

[Mr Gyimah]

The hon. Lady talks about the money paid to local authorities. I was making the point that no parent will be worse off in terms of the childcare that they get.

I will come to this in more detail later, but we have announced that we will consult on an early years national funding formula to ensure that we smooth out the allocations for local authorities. It is not fair that one local authority can get £9 an hour and afford to offer 20 hours’ childcare, while another local authority, such as in Birmingham, gets £5 an hour. We need to ensure that a local authority gets the funding that reflects the needs of the children in that local authority, rather than the amount being based on history, as is currently the case. I will come to that point in more detail later.

[Alex Cunningham]

What the Minister said was quite helpful. In Mid Dorset and North Poole, a week’s childcare costs £94, whereas in the Minister’s constituency of East Surrey, that costs nearly £180. If local authorities are not properly funded to take local circumstances into account, how on earth can they provide the cover that he wants?

[Mr Gyimah]

The hon. Gentleman raises precisely the point I am making: we want to fund local authorities fairly to take account of local circumstances. The current funding formula is based on historical fiat and historical local spend; it does not reflect local need. In addition to increasing the hourly rate, we want to consult on a national funding formula to ensure that local authorities get funds that reflect their needs.

--- Later in debate ---

[Alex Cunningham]

In Surrey, the cost of childcare has gone up by 36% in the past five years. It will cost £9,000 for a family with one child to access childcare in Surrey. Is the Minister saying that he will ensure that the county council for the constituency he represents as a Member of Parliament will have sufficient money to fund that level of childcare in the future?

[Mr Gyimah]

Let me put the hon. Gentleman’s mind at rest—I am glad he is taking so much interest in my area, rather than his. As a result of the combination of policies that I have talked about, a parent could get up to £40,000 of subsidy towards their childcare for two children. That is how far the Government are going to subsidise parents with the cost of childcare.

We are discussing amendment 10 and clause 1. I understand the arguments made by some members of the Committee about funding for disabled children and children with SEN to support them in accessing the free entitlement, but let me be clear that I do not believe that clause 1, on the funding review, should remain in the Bill.

Before I address the key points, I want to thank hon. Members for their contributions. I particularly thank the hon. Member for North West Durham for her extensive work on improving access to childcare for disabled children. That is clearly an area of her expertise and I thank her for her contribution to the debate. I also want to put on record that, beyond our line-by-line scrutiny in Committee, I want to work with her and officials on how we can improve access to childcare for disabled children, so I invite her to the Department to discuss that.

I want to be very clear that the Government believe that parents with disabled children should have the same opportunities as other parents via increased choice of and access to high-quality childcare. The Government’s commitment to improving the system for children with SEN and disabilities was strongly demonstrated in the previous Parliament, during which we legislated through the Children and Families Act 2014 to introduce the biggest reform to the SEN and disability system for 30 years. The reforms, which introduced a nought-to-25 system, with an emphasis on early identification and the importance of integration between education, health and social care for children across the age range, were supported on both sides of the House.

[Mr Gyimah]

I am coming to precisely that point. The changes will not solve all issues in the system overnight, but they are at the early stages of implementation and are starting to make a real difference for families. As I pointed out in relation to funding for parents of disabled children, tax-free childcare for families with disabled children will provide support of up to £40,000 until the child turns 18. So, from nought to 18, a parent with a disabled child will get twice the allowance that a parent with a non-disabled child will get through tax-free childcare.

I recognise that the extensive work carried out by the parliamentary inquiry into childcare for disabled children, co-chaired by the hon. Member for North West Durham, found that some parents have difficulties accessing childcare. That is disappointing. I am clear that the entitlement to 15 hours’ early education is for all children. It is not acceptable for children with disabilities to be unable to access their entitlement.

[Alex Cunningham]

As the Minister knows, 40% of families with disabled children are not accessing care, which is 10 times more than in the wider population. I accept that there is sufficient money, but how do we ensure that there is the expertise needed in all our nurseries to provide the expert care that meets the specific needs of disabled children?

[Mr Gyimah]

The hon. Gentleman makes a good point. The truth is that disabled children have very different needs. There are a range of needs, which is why I would like to work with the hon. Member for North West Durham.

I will develop my argument further on how we can make sure we have the right expertise in the right setting. For some disabled children there needs to be an overlap between early education and nursing care, and in some situations there also needs to be a speech and language therapist, or a music therapist, on hand. There is no one-size-fits-all approach to childcare for disabled children. We need to work out the right way to do this, and if the hon. Gentleman will bear with me, I will make some suggestions during my speech.

Local authorities are required by law to secure free entitlement places for parents who want their children to take them up. There is a clear legal position enabling all three and four-year-olds to receive 15 hours of early education, and it is clear in the Bill that all such children are eligible to receive an additional 15 hours. Local authorities are also under a duty in the Childcare Act 2006 to ensure that there is sufficient childcare in their area. The requirement is for all children, and it is not acceptable if there are no places for children who have additional needs.

--- Later in debate ---

[Mr Gyimah]

If a childcare provider wants to say to parents, “This is how we price; it is a market,” parents can pick and choose the spots that work best for them. We are saying that there is more scope to look at under-occupancy. It may work for some providers and not for others. We will work with the sector on that.

As I said, the review had extensive input from the whole sector. I will name some of the key organisations that provided input: the National Day Nurseries Association, the Professional Association for Childcare and Early Years, the Family and Childcare Trust and Contact a Family, as well as providers that attended round-tables that we held in the summer. The review does not just reflect costs in the south-east and London, because those round-tables were held around the country. I would like to take the opportunity to thank everyone who contributed to such a significant achievement, with the review being the first of its kind.

We are debating the impact of the provisions on children with additional needs, and the review also considered the impact on the cost of provision for children with special educational needs and disabilities. We held thematic discussions on childcare for children with additional needs, including special educational needs and disabilities. The review found that the nature and level of support required by those children can vary significantly, as does the prevalence of additional needs across each setting. The cost estimates reported in the review made allowances for some of those factors.

Our analysis of the responses to the call for evidence also highlighted that providing for children with additional needs, special educational needs and disabilities drives up costs for providers, particularly salaries. That is because children may need more one-to-one support, and there may be a need for greater involvement of other services—for example, health services or therapists—to support the provider in caring for the child. I saw that for myself when I visited Bath Opportunity pre-school, a specialist nursery providing childcare for children aged nought to five with a range of additional needs. The pre-school delivered excellent care for the children, but it was clear that the cost of delivering that care depended on children’s level of need. To deliver that care, the provider needs to work closely with a range of agencies, supported by the local authority to access funding from the high needs block, which is for ages nought to 25.

[Alex Cunningham]

The Minister heard me raise earlier the issue mentioned by Contact a Family, about the early years single funding formula. Is he saying that the higher-level funding will compensate and provide sufficient funding for people with a disabled child, who are finding the costs extremely high?

[Mr Gyimah]

First, I have outlined how parents could get tax-free childcare. Secondly, we confirmed in the spending review that there will be protection for high-needs funding, which will ensure that it rises in proportion to the number of children, including those under five. For parents with disabled children, there will be a number of funding sources to help them buy childcare provision based on their needs.

[Alex Cunningham]

Is the Minister reassuring the Committee that a person with a disabled child will not be disadvantaged financially in any way whatever, in comparison with a person with a child who does not have a disability, when they come to buy childcare?

[Mr Gyimah]

By having tax-free childcare and the high needs block, and also by having increased the hourly rate, we will ensure that local authorities continue to have the flexibility to target funding where it is most needed to help children with disabilities and their families, including the youngest children.

[Mr Gyimah]

The hon. Lady pre-empts my next point. When it comes to funding for children with additional needs, we know that one size does not fit all. That is why I have committed to considering early years funding for children with special educational needs and disabilities as part of our wider consultation on allocation and a fairer funding system in 2016—specifically to look at the issue that the hon. Lady points out.

However, we also know, going back to a previous point, that access is not just about funding. We have heard throughout this debate that although funding is important, it is not the only issue. I am sure that in a later debate we will talk about how the workforce support children with additional needs, but the way in which local authorities and providers work together to ensure that all children access their entitlement goes beyond funding into how services work together and how the workforce are supported. I therefore want very clearly to commit that as part of our early implementation of 30 hours from September 2016, we will seek to encourage innovative approaches to providing flexible childcare for working parents whose children are disabled or have special educational needs. I am sure that the hon. Lady will have a view on that when we sit down to discuss how we can make that happen.

I would now like to talk more widely about clause 1 and why I do not believe it should stand part of the Bill.

[Alex Cunningham]

I am grateful to the Minister for taking another intervention. He said about 10 minutes ago that he would address the issue of staffing to ensure that there is the necessary level of expertise in nurseries so that they can offer appropriate support for children with disabilities. I do not know whether he intends to address that later in his speech, but it appears that he is moving on, so I would appreciate it if he addressed it now.

[Mr Gyimah]

I believe that there is an amendment specifically on the workforce. When we debate that, we can debate all the staffing issues together. I want to focus on amendment 10 and clause 1.

Clause 1 was introduced in the other place in response to concerns about a lack of detail about how the Government would fund their commitment to provide 30 hours of free childcare for three and four-year-olds. Critically, it was also about the opportunity to scrutinise how that would be done. Before the Bill was introduced, we committed to increasing the rate paid to providers that was announced by the Prime Minister in March, and to a comprehensive review of the cost of childcare.

--- Later in debate ---

[Alex Cunningham]

No one wants to delay the implementation of this fantastic policy, but the review, and the consideration of the issues that were raised in the other place, could happen in parallel without inhibiting that implementation. They would inform it considerably and perhaps make it possible to get the right numbers, which we need to understand the cost and the number of placements available. Surely the Minister accepts that something could be done in parallel, and that he does not have anything to fear from that.

[Mr Gyimah]

I do not see the case for a further independent review after a review has been held. The autumn statement set the Government’s budget and spending plans for the entirety of the Parliament. We have a very generous settlement: we will be spending £2.9 billion in 2018-19, having spent £2.8 billion in the last Parliament. That is a significant increase.

Finally, Members have asked questions about the detail in the Bill. The hon. Member for North West Durham is a veteran of childcare debates in this House, and I say to her that regulations are the right place for much of the detail. The full eligibility criteria, and the details about the childcare providers that local authorities are required to fund for the current entitlement, will all sit in regulations. The previous Labour Government made the same choice. We set out our intentions in a series of policy statements, and the regulations will be subject to the highest degree of parliamentary scrutiny.

Childcare Bill [ Lords ] (Second sitting)

Debate between Sam Gyimah and Alex Cunningham

Tuesday 8th December 2015 Public Bill Committees

[Mr Gyimah]

That is a good question, and I am happy to provide clarification. The national living wage applies to people over the age of 25, so, in their case, the eligibility criterion would be set at that rate, which is £115.20 a week. Those who are under 25 will be on the national minimum wage, in which case the earnings criterion will be £107 a week. Even if someone is doing voluntary work, if they can combine their voluntary work with earning £107 or £115.20 a week, they will get the additional 15 hours of childcare.

[Alex Cunningham]

I hope that the Minister enjoyed his long career as an investment banker and subsequently running his own business that specialised in recruitment. He will know that experience is absolutely critical to people getting a job. Surely, if people are to achieve the work experience they need to get on to an interview list, we should value all their work. Some of these jobs, like interns here at the House of Commons, are unpaid full-time roles. Surely we should value that, let them have childcare and then move on into a career.

[Mr Gyimah]

I do not know about the hon. Gentleman, but I try to pay the interns who work in my office.

[Alex Cunningham]

I will place on the record that I have never taken an intern because I cannot pay one. If I were able to pay one, I would, and I think the same should apply to every MP within the House.

[The Chair]

Order. We are going slightly off beam.

--- Later in debate ---

[Alex Cunningham]

Sorry, I think that was a minimum qualification. I want to see continual professional development. As I have stressed time and again, the higher the qualification, the better the outcome for children.

Children growing up in poverty are, on average, 15 months behind in vocabulary development at the age of five compared with their peers, and those eligible for free school meals are 75% less likely to reach the expected standard of language and communication than their peers at the age of five.

[Mr Gyimah]

I think my hon. and learned Friend the Member for South East Cambridgeshire was pointing to a contradiction in the Opposition’s position. Their Front-Bench spokesman said that insisting on GCSE maths and English rather than focusing on functional skills might be making things more difficult. The hon. Member for Stockton North seems to be arguing for even more stringent qualification criteria. The Government believe that, given that qualifications are the biggest determinant of the quality of the interaction with the child, it is right that we set them where they are.

[Alex Cunningham]

I do not think there is any difference between me and my hon. Friend the Member for North West Durham. We both believe that we should be driving up quality and we both believe that we should see qualifications driven up.

--- Later in debate ---

[Alex Cunningham]

I am pleased that we can agree on much that was in my speech. I cannot understand what the problem is with requiring people to have qualifications. If you want to be an engineer, you are required to get an engineering degree. I think that if you are required to lead the best-quality care, perhaps you need some form of graduate qualification in childcare, or something associated with it. Of course, we face the possibility that we will have children attending poor-quality settings where they will be unable to access provision that meets their individual needs. This is why new clause 1 would require the Government to publish proposals for the development of the early years workforce to ensure that all three and four-year-olds receive access to high-quality, flexible and accessible early education and childcare provision, delivered by those well qualified, confident and experienced practitioners, and led by that early years graduate.

[Mr Gyimah]

I want to draw the hon. Gentleman’s attention to what is actually happening on the ground, as far as the quality of the workforce is concerned. The number of graduates in the workforce continues to rise. Between 2008 and 2013, the proportion of full day care staff with a degree or higher increased from 5% to 13%. The National Day Nurseries Association June 2015 survey showed that 88% of centres employ a graduate early years teacher. Since 2007, 16,159 individuals have achieved early years professional status.

[Alex Cunningham]

That, Mr Hanson, is tremendously good news for the childcare sector, there is no doubt about it, but it is not good enough. We are looking at a situation in which there will be a demand for increased provision, yet we have insufficient people coming through the system to fulfil those roles in the future. To my mind, it is clear that the expansion of free childcare requires that we first invest in the very people and infrastructure standing behind it. The Minister just talked at length about the fact that people are getting better in the situation, but we still have this tremendous gap, particularly if we are to provide everything that he wants us to provide.

This amendment would set the Secretary of State the achievable target of laying a report before both Houses within six months of the Act coming into effect, setting out how the Department intends to support such development of the early years workforce. I cannot understand how there can be a problem with that. All we are asking is: what are the Government’s plans? How are we going to see development happen in the future? The report should specifically include targets for increasing the number of practitioners holding level 3 qualifications and the proportion of children receiving early education and childcare led directly by an early years graduate.

The requirement for teaching qualifications has made the headlines over the past few years. Indeed, we all know that Labour committed, before the general election, to ensure that all teachers in all maintained schools should become qualified and continue to expand and strengthen their qualifications through high-quality professional development. As a former member of the Education Committee, I have considered the need for qualified and competent teachers in detail. I know that my hon. Friend the Member for North West Durham shares my interest in this subject.

With a background focused on children and young people at local authority level, I have witnessed at first hand the importance of education and education policies —as a route into work, a means to attaining personal potential, a mode of better understanding the world we live in, or simply the quenching of a thirst for knowledge. Education is a powerful tool for young people of all ages and provides the foundations on which the future of our country sits, but with this power comes a concomitant responsibility, and that responsibility rests ultimately with those who motivate, inform and inspire our young people. That is why we must take steps to ensure that our education system is designed to deliver the skills and knowledge that the young people of today will need to succeed tomorrow. The crucial requirement of this is making sure that our teachers—their teachers—are fully equipped to do the job. That is the crux of the matter.

The thinking behind new clause 1 is remarkably simple. At its core, it is inspired by the aspiration for our children and young people to have the best possible start in life, and it is informed by the evidence confirming that good quality early education can have a range of benefits for children’s early development. Research indicates that the benefits of such early education extend beyond the early years and right through primary school, adding further weight to the case for mandating qualifications for early years teachers. For example, the “Effective Provision of Pre-School Education” study has shown that children who attend good-quality childcare settings are, on average, seven months ahead in literacy skills, compared with their peers who did not attend pre-school, when starting school. The development that takes place during those early years is crucial and forms the foundations on which all later learning is built. It is, therefore, essential that we equip early years education staff with the skills that they need to support children’s early development and to ensure that no child falls behind before they even reach primary school.

The ramifications for children who start to fall behind in key areas such as early language development are, too often, lifelong, and they affect not only those children’s educational attainment but their future life chances. We face the sorry reality of knowing that children from disadvantaged backgrounds are much more likely than others to fall behind. One in four children in England arrives at primary school without good early language development, and that figure rises to one in three for children from disadvantaged backgrounds, who, as I have mentioned, start school an average of 15 months behind their peers in language and vocabulary.

I am clear that the only route to resolving that unacceptable situation, and to righting the inequality of opportunity that many children and young people grow up facing, is to level the playing field from the outset. Research shows that a well-qualified, confident and experienced workforce are central to the delivery of childcare that improves outcomes for young children. Indeed, the Department for Education went so far as to recognise in its policy statement on the Bill:

“The main driver of quality in a setting is its workforce.”

If those arguments are not already compelling enough, Ofsted has identified that settings in which at least 75% of practitioners are qualified to level 3 achieve better inspection results. A further analysis of private, voluntary and independent sector settings against Ofsted ratings also found a direct link between graduate-led settings and better Ofsted ratings, which demonstrates that graduate-led settings reduced the quality gap in provision in the least and most deprived areas.

[Mr Gyimah]

Is the hon. Gentleman aware that 79% of settings in disadvantaged areas are now rated good or outstanding? Of course, there is still room for improvement, but that is a tremendous statistic.

[Alex Cunningham]

That is a tremendous statistic, but, as the Minister says, there is always room for improvement. It is important that we maintain high quality and that we have continuing professional development for everybody so that they can keep their skills up to date and maintain the outstanding outcomes that he has alluded to.

The analysis shows a gap of 10 percentage points in the quality of childcare provision between non-graduate-led settings in the least and most deprived areas. However, when examining settings led by graduates, the research found almost no difference between the quality of provision in the least and most deprived areas. That is a crucial finding, not least because evidence shows that children who grow up in the most disadvantaged areas are least likely to attend a private, voluntary or independent sector setting with a graduate compared with their peers in better-off areas. To top it off, evaluation of the graduate leader fund adds further evidence to the extensive stock showing that settings that employ a graduate leader improve the quality of provision compared with settings that do not, with the findings confirming that employing an early years graduate is a key way of raising the quality of provision in a childcare setting. Further analysis of the graduate leader fund highlights that settings employing a graduate made significant improvements for pre-school children, not just in overall quality of provision but in other key areas such as child-staff interaction, support for children’s communication, language and literacy development, and supporting reasoning, thinking and scientific skills. The Minister’s last intervention demonstrated that that is very much the case.

It appears to be irrefutable that high-quality childcare has a range of benefits for all children, and for disadvantaged children in particular. What is more, the research also shows that there is added value beyond the school gates in supporting those children’s development, reducing the risk of behavioural issues and even supporting parents in the home. We must recognise the challenges that are likely to be faced in delivering such a commitment. Government figures suggest that 600,000 families will be eligible for the 30-hour offer. Providing sufficient places will clearly pose new challenges for the early years system, and many providers will have to be supported to extend their offer if all eligible parents are to be able to access the 30-hour offer.

[Mr Gyimah]

Based on the eligibility criteria from the spending review, 390,000 families will be eligible for the offer. There are four-year-olds who are in reception year and therefore are not entitled to the offer for three and four-year-olds.

[Alex Cunningham]

I am grateful for the Minister’s clarification. On top of this, we must factor in the need for highly qualified and experienced graduates if we are to deliver the high-quality childcare that we need so much. I bear in mind everything that the Minister said, but 20-odd per cent of providers still do not have any graduate leadership. We need to build on that. On the effectiveness of the expansion—it is an expansion—we are going to need more people in the system. The expansion of free childcare will be dependent on ensuring that there are sufficient numbers of highly qualified and experienced staff to work directly with all three and four-year-olds.

[Mr Gyimah]

The hon. Gentleman is absolutely right to say that there will be an expansion. We welcome that; it is the purpose of the policy. It is also worth stating that although we are doubling the entitlement, we are not necessarily doubling the demand. A number of children in the system are already doing 15-plus hours instead of 30 hours. Therefore, the need that he has identified might not be as great as he thinks it is.

[Alex Cunningham]

To the best of my knowledge, we have not actually quantified what the total need is. That is one of the reasons we had the debate on clause 1, which has now been ditched by the Committee. We want to review and understand exactly what provision will be needed. I do not think that is particularly clear.

Currently, a significant proportion of practitioners do not hold a level 3 qualification—the minimum recommended by the Nutbrown review. Roughly a third of childminders, 50% of nursery staff and only 13% of staff in private, voluntary and independent settings currently have a graduate level qualification, compared with as many as 40% in maintained settings. I accept that that will take some time to address. I hope new clause 1 reflects that by allowing some flexibility in setting the targets for the proportion of staff in the early years workforce to have that relevant level 3 qualification and in setting the timescale in which the Government will seek to meet those targets. However, at the same time as including measures to enhance standards, we must do more to boost the status of early years teaching to attract the very best, brightest and most able into the profession.

I understand that some 15,962 individuals have achieved early years professional status and early years teacher status. Since the start of early years initial teacher training in September 2013, 3,206 trainees have been trained, of whom 2,358 have graduated and been awarded early years teacher status. Should we not celebrate that? Of course we should, but in 2014-15 only 860 applicants started funded places. That is quite a reduction—1,467 down on the intake of 2,327 applicants in 2013-14, and 1,140 applicants short of the 2,000 target set for 2014-15. I would like to know what the Minister will do about boosting those numbers and meeting his Department’s targets.

[Alex Cunningham]

I think that people should have the opportunities to start jobs—all sorts of roles—in different ways. I believe very much in that but the Government are making it even more difficult for applicants to come into this role. The reason that we are seeing the fall is largely connected to the debate about pay and the status of early years teachers compared with applicants in programmes granting qualified teacher status.

Childcare workers in England are some of the lowest paid workers in Europe. The average salary of a supervisor in 2011 was just over £16,000 compared with an average of £22,000 in Finland, £23,000 in France and £28,000 in Germany. In private, voluntary and independent settings, non-managerial or supervisory staff are paid, on average, £6.80 an hour in full-day care settings and £8.60 in sessional settings.

[Mr Gyimah]

I hope, given the hon. Gentleman’s comments about the low level of wages in the sector, that he will welcome the new national living wage introduced by the Government.

[Alex Cunningham]

I would welcome the new national living wage if it were the actual living wage. It is important to drive up wages across all sectors and I especially welcome it in this particular setting. The evidence suggests that if a setting is graduate led there is an impact on pay. In 2013, in graduate-led settings the average hourly pay of staff in full-day care settings was £8.70, compared with £8.20 in non-graduate-led settings. In sessional settings led by graduates, the average hourly pay was £9.80, compared with £8.20 in non-graduate-led settings. It can be little wonder that low pay is frequently cited as a key challenge to recruiting and retaining graduate-level staff. That makes me fear that more needs to be done to attract new entrants and to retain experienced practitioners.

I hope that the proposals in new clause 1 would allow the Government sufficient leeway to design measures to ensure enough well-qualified and experienced staff to deliver free early education and childcare and to make certain that that is of high quality. I see no reason why the Government should not have sufficient scope to put in place measures that would also offer to support practitioners to work towards a level 3 qualification to increase the number of settings that are graduate led. As I have mentioned, the Department has already recognised in its policy statement on the Bill that the workforce is the main driver of quality. I hope that the Minister will support new clause 1 as the means to optimise such quality and to maximise the opportunities for our children and young people—after all, that is what we are here to talk about.

[Mr Gyimah]

The debate on the amendment and new clause 1 is important because it concerns the quality in early years education.

As the father of a 20-month-old who is in a full-day care setting, in common with all parents I want my child to be in a safe and secure environment, looked after by people who are well qualified and know what they are doing. I am therefore grateful to the hon. Members for Stockton North, for North West Durham and for Birmingham, Yardley for raising the important issue of the qualifications of the workforce and the impact on the care and early education of the young children involved, including those with special educational needs and disabilities.

The hon. Member for North West Durham has specialist knowledge about provision for disabled children. She most expertly deployed that knowledge and her commitment to ensure that all children should have access to quality care in her role as the co-chair of the parliamentary inquiry into childcare for disabled children.

I support the purpose of the amendments. I agree that the quality of the workforce is a vital ingredient in providing good-quality early education and care to meet the needs of all children, including those with SEN. The experiences of children in childcare settings are shaped by their interactions with staff, so it is critical that staff are suitably qualified and skilled.

I hope that it will be helpful if I set out the existing requirements for staff qualifications under secondary legislation. In recognition of the fact that the qualification levels of staff affect the experiences of children in early education and childcare settings, the early years foundation stage framework sets out minimum qualification levels. Those qualification requirements make up part of the staff-to-child ratios. I have already confirmed on Second Reading and in speeches outside the House that we are not changing ratios or qualification requirements to deliver the 30-hour entitlement.

The qualification level of the early years workforce has risen in recent years. Continuing this increase has been a key aim of the Government’s workforce strategy through the introduction of early years educator qualifications at level 3, and early years initial teacher training. Research tells us that in group day-care settings, 87% of the workforce have a relevant qualification at level 3—that should be welcomed. Indeed, many of the workforce are qualified at graduate level. Since 2007, more than 16,000 individuals have achieved the specialised qualifications of early years professional status and early years teacher status.

Moreover, the inspection framework carried out by Ofsted is clearly focused on children’s outcomes and the quality of teaching and learning in the early years. Providers are showing the arrangements they have in place for staff supervision and professional development that then drive high-quality interactions with children. Ofsted’s new common inspection framework is also bringing more consistency to its inspection approach across early years providers and schools. The latest outcome statistics, at August 2015, show that 85% of providers on the early years register were rated good or outstanding for overall effectiveness.

[Alex Cunningham]

I hope that this is not out of order, but I have to be elsewhere on Front-Bench duties, so I want to say that I appreciated the explanations given by the Minister in his many interventions during my speech and I do not intend to press new clause 1 to a vote.

[Alex Cunningham]

I am grateful for the clarification.

[Mr Gyimah]

I am grateful to the hon. Gentleman for tabling new clause 1, and I understand that he has other duties. I will carry on setting out our argument on the workforce strategy, which he can follow in Hansard, in his absence.

Despite the good indications of progress so far, we cannot be complacent. For example, members of the sector have told me that some childcare businesses are having difficulty attracting and retaining staff at level 3. I have asked the sector to provide evidence of that, and I am committed to working with them to understand the challenges and to find ways to tackle them while ensuring that a quality workforce remains.

Many comments have been made about why the Department has insisted on GCSE English and maths on exit and about whether that is having an impact on people getting their level 3 qualifications. I see maths and English, the two most important vocational subjects, as a requirement for any job. Functional skills, which the hon. Member for North West Durham specifically asked about, at level 2 do not have the same breadth of content as GCSEs and are sometimes described by awarding bodies as roughly equivalent to half a GCSE, which is why we have taken our position. As I said to the sector, if evidence can be provided that that is having an impact on recruitment, I am willing to consider it. The collaborative approach has already proved successful. Over the summer, I responded to calls from the sector to amend the entry requirements for level 3 courses to enable more trainees to undertake childcare training. I am told by childcare employers that that is helping more staff access training. As Sue Robb, head of early years at 4Children, said:

“We welcome the government’s decision that apprentices can work for their childcare qualifications at the same time as studying for their GCSEs in maths and English. This will encourage more apprentices into childcare and early years.”

I have spoken previously about this, but I want to be clear that I am committed to publishing a workforce strategy that will enable staff to reach their potential and forge a successful career in early years. As my hon. Friend the Member for Portsmouth South indicated in an intervention, career progression must be the central strand of any workforce strategy, which needs to consider the role of qualifications from entry level to graduate level and on-the-job training in order to attract and retain a good quality workforce. It is not only about getting people in at level 2 or level 3, but about getting the right ladders in place so that they can progress throughout their career.

Nursery Schools

Debate between Sam Gyimah and Alex Cunningham

Tuesday 9th September 2014 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)]

I congratulate the hon. Member for North West Durham (Pat Glass) on securing today’s debate. She has a long and commendable track record in education and the welfare of young children, within and outside the House, and I thank her for obtaining the debate. I thank the Select Committee Chairman, my hon. Friend the Member for Beverley and Holderness (Mr Stuart), who made his case with characteristic forcefulness, and the shadow spokesperson, the hon. Member for Manchester Central (Lucy Powell), for her arguments. I did not realise that we shared an alma mater. I notice that she is wearing the colours of Somerville college, red and black, today. However, I guess we share something even more important, in that we are both parents. When it comes to early years, we have the same objective as most parents—wanting the best start in life for our children. There is no greater responsibility or privilege.

The hon. Member for North West Durham made a point about listening, and in the spirit of willingness to listen, I will mention that the Department is planning a series of visits. We will make sure that Pen Green nursery school in Corby is on that list, and I shall go sooner rather than later. I thank her for that recommendation.

We can all agree on the importance of early education. The research about effective pre-school, primary and secondary education published by the Department for Education today shows that the effects of pre-school last to the age of 16, so it is vital to ensure that children get a good pre-school start. In that context, maintained nurseries are delivering. As we have heard several times in the debate, they are often doing that in disadvantaged areas, where such high-quality provision can make the greatest difference. I fully support those schools where they are delivering high-quality, sustainable provision responsive to parents’ needs. One example of that is Beechdale nursery school in the constituency of the hon. Member for North West Durham, with outstanding provision and additional child care beyond the free entitlement. Another is the maintained nursery schools that are part of the Bristol early-years teaching consortium, where designated teaching schools link with local primary schools and private-sector providers to share their best practice. I look forward to the continued success of those fantastic maintained nursery schools, and more like them, in the years to come.

We should always bear three things in mind in considering child care and early education. We need it to be accessible, affordable for parents and of high quality. There has been some discussion of priorities, and with that triangle the equation is not always as straightforward as it can seem. With child care, one size does not fit all. Parents are obviously concerned about their children’s learning and development, but often they also want somewhere for them to be looked after while they are at work, or when they need a break. Parents look for various solutions when they look at the child care marketplace.

Maintained nursery schools make up a very small part of early education in this country. As we have heard, there are now 414, compared with nearly 7,000 primary schools with nursery classes—6,843, to be precise—and almost 18,000 private or voluntary day nurseries and pre-schools delivering early education. We have a mixed economy for child care and early education. To respond to what the Select Committee Chair said, that should be evidence enough that the Department is not pursuing coherence at the expense of equity. We do not actually have a coherent sector at all; we have a mixed economy, with different types of provision.

[Alex Cunningham]

I congratulate the Minister on his new role. I do not want to be boring about the North Tees and Hartlepool hospitals nursery closures, but they are part of the mixed economy the Minister has talked about. Can he suggest any intervention he could make? Could his officials speak to the hospitals about advice or other help that the Government could provide that would save the specialist provision of those nurseries for disabled and other special needs children? That would enable parents to set their anxieties aside.

[Mr Gyimah]

I suggest that the hon. Gentleman write to me, and I will then respond accordingly and get my officials to look into the matter.

I am conscious of the time, so I shall race quickly through my remaining points. Closures have been mentioned several times. The small number of closures that have happened are not necessarily a sign of a long-term trend or a decline in the number of maintained nursery schools. Some have merged or federated with neighbouring schools, so some of the reduction in the overall numbers from 468 10 years ago to 414 now is down to sensible restructuring based on assessment of local need. Despite that reduction, I can reassure all hon. Members that the number of pupils attending maintained nursery schools has increased over the same period, from 39,000 in 2004 to 40,000 in 2014. The hon. Member for North West Durham would describe that as static, but it is a modest increase, and it does not seem at all like a decline to me.

There is as much protection for maintained nursery schools as there is for any other school, if not more. Local authorities cannot close maintained nursery schools without following due process. In fact the current school organisation guidance, published in January 2014, states clearly that

“there is a presumption against the closure of nursery schools”.

That does not mean that a nursery school will never close. Indeed, it cannot be right to guarantee that maintained nursery schools will stay open at all costs, without ensuring that they provide sustainable, high-quality provision that meets the needs of local parents and children. Nevertheless, the case for closure should be strong. The guidance requires that

“any proposal to close should demonstrate that: plans to develop alternative provision clearly demonstrate that it will be at least as equal in terms of the quantity as the provision provided by the nursery school with no loss of expertise and specialism; and replacement provision is more accessible and more convenient for local parents”.