Oral Answers to Questions
Sarah Teather Excerpts(12 years, 2 months ago)
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Mr Gerry Sutcliffe (Bradford South) (Lab)
3. What plans his Department has for child care; and if he will make a statement.
The Minister of State, Department for Education (Sarah Teather)
The Government have extended free early education to 15 hours a week for all three and four-year-olds, and plan to extend this to around 40% of two-year-olds from September 2014. We recognise, nevertheless, that families might face difficulties with child care costs for older children or those beyond the free entitlement. The Prime Minister and the Deputy Prime Minister have asked the Minister for Disabled People, my hon. Friend the Member for Basingstoke (Maria Miller), and me to lead a commission to look at the affordability of child care, and we will report in the autumn.
Mr Sutcliffe
First, I hope that we are going to get an apology from Ministers for the way in which they have treated the One in a Million school in Bradford.
The Minister will be aware of the Daycare Trust’s survey that came out during the summer, which showed an 18% increase over 12 months in the cost of a week’s holiday child care. What are Ministers going to do to support hard-working families and parents who are struggling to meet unaffordable child care costs?
Sarah Teather
This Government are investing more in early years education than any previous Government: £760 million is being invested to extend the free entitlement down to disadvantaged two-year-olds. As I said in answer to the hon. Gentleman’s initial question, we have set up a commission to look at these issues, especially those relating to wrap-around care and holiday care, which we know to be particular issues for many parents.
Annette Brooke (Mid Dorset and North Poole) (LD)
What more can the Minister do to give better support to children with disabilities, including speech and language difficulties, through child care and in early learning centres?
Sarah Teather
I agree that this is a particular issue. My hon. Friend may be aware that today we published the draft provisions for special educational needs, which we hope will go into the Bill next year. We are particularly looking at extending down the support and protection offered for children in the school system so that nought to fives get similar support. She will also be aware that in the specific guidance to local authorities we highlighted the issue of making sure that they should provide more information for parents who have a disabled child.
Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)
As the Minister said, she has today published the draft legislation on the provision for children with special educational needs and disability, so how does she intend to address the shocking fact that 87% of local authorities reported that they do not have enough holiday child care for children with SEND?
Sarah Teather
I think there is a particular issue to address on the availability of holiday care for many children, not just for disabled children, and the commission is looking at holiday provision. Similarly, we are trying to encourage local authorities to put in place a local offer as part of the draft provisions we published today. That will include making sure that adequate respite care is available, and holiday provision is a prime example of that.
Duncan Hames (Chippenham) (LD)
I am very glad that my hon. Friend is looking into holiday provision of child care, as many parents who use child minders outside term time find that they need to pay them a retainer—sometimes as much as £1,000 a year—to keep them when they start using the free entitlement during term time. What can be done to help ensure that such families get the full benefit of the free entitlement?
Sarah Teather
This issue about paying a retainer to child minders is, again, symptomatic of the difficulty some families face in some areas in accessing holiday child care, and it is precisely why the commission is looking at this issue.
Mr Adrian Bailey (West Bromwich West) (Lab/Co-op)
5. What steps his Department is taking to reduce the number of young people who are not in education, employment or training.
Mr Robin Walker (Worcester) (Con)
16. What plans he has for the future level of the pupil premium.
The Minister of State, Department for Education (Sarah Teather)
We will continue to increase funding through the pupil premium for the benefit of disadvantaged pupils so that by 2014-15 it will amount to £2.5 billion, double the £1.25 billion we are providing this year. No decisions have been taken on funding beyond 2014-15, which will be part of our spending review considerations.
Mr Walker
Any increase in the pupil premium will be enormously welcome in Worcestershire and other F40 areas where schools rely on it not only to help deprived pupils but to meet their basic funding needs after decades of underfunding. The Secretary of State has said that the funding formula is unfair and needs reform. I urge the Minister to ensure that that happens as soon as possible during the lifetime of this Government so that the pupil premium can reach all those for whom it was intended.
Sarah Teather
I understand that this is an issue my hon. Friend feels particularly strongly about. The Government agree that the school funding system needs reform. We have already announced changes for 2013-14 that will make the local funding system simpler and more transparent. We will introduce a fair national funding formula during the next spending period. I understand that that is rather longer than he is hoping for, but it is important that we make any changes at a pace that schools can manage.
Kate Green (Stretford and Urmston) (Lab)
How will the Minister ensure that spending via the pupil premium reaches the most disadvantaged pupils in schools and actually makes a difference to their outcomes?
Sarah Teather
From this September, schools are required to publish what money they receive through the pupil premium and what they do with it, and to do so online so that councillors, governors and parents can scrutinise what is happening with that money. Similarly, Ofsted is focusing much more on the efforts schools are making with disadvantaged students. Of course, we are publishing key stage 2 and 4 results for students eligible for the pupil premium separately. This is all part of a picture of increasing transparency. Of the schools I have visited, many are already using it for innovative and interesting projects. I encourage the hon. Lady to ensure that all the schools in her constituency have all the children who should be on free school meals claiming them to ensure that they actually get the money they are owed.
Claire Perry (Devizes) (Con)
18. What level of response the UK Council for Child Internet Safety received to its consultation on parental internet controls.
Alex Cunningham (Stockton North) (Lab)
T7. The Department’s consultation on the future of child care ran for all of 44 days over the school summer holidays, greatly limiting the potential for parents to make their views heard. Given the importance of this issue, will the Minister reopen the consultation for at least another six weeks? If not, is that because she and her colleagues have already decided what they are going to announce during conference?
The Minister of State, Department for Education (Sarah Teather)
We have had a lot of responses, but I am afraid that I cannot give the hon. Gentleman the precise number. If he has constituents who wish to make their views known, I would be happy if they were to write to him and he were to write to me. If he does that quickly, I will make sure that I take them into account.
Robert Halfon (Harlow) (Con)
T10. Today I visited Burnt Mill school in Harlow. Three years ago, 27% of its pupils had five good GCSEs with maths and English. This year, the figure was 72%. Does that not show that with the right vision, leadership and teaching, the best academic results can be achieved?
Special Education Needs Reform
Sarah Teather Excerpts(12 years, 2 months ago)
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The Minister of State, Department for Education (Sarah Teather)
The proposals to reform provision for children and young people with special educational needs were first set out in the “Special Educational Needs and Disability Green Paper Support and Aspiration”, published in March 2011, and the subsequent “Next Steps” document published in May this year. The reforms are being tested in 20 pathfinder areas, covering 31 local authorities and their health partners.
We have today published draft provisions to improve the support provided to those children and young people, and to their parents. These provide for:
New education, health and care plans which will ensure more streamlined and integrated support for children, young people and families than the current statement and learning difficulty assessment.
A new duty for joint commissioning which will require local authorities and health bodies to take joint responsibility for providing services.
A requirement on local authorities to publish a local offer of services for disabled children and young people and those with special educational needs.
New protections for young people aged 16 to 25 in further education and a stronger focus on preparing them for adulthood.
Parents and young people, for the first time, to be entitled to have a personal budget, extending their choice and control over their support.
Further education colleges for the first time and all academies, including free schools, to have the same duties as maintained schools to safeguard the education of children and young people with special educational needs (SEN).
Previously further education colleges had not been subject to SEN duties. The provisions relating to academies reflect the requirements currently in the majority of funding agreements signed since the introduction of the Academies Act 2010. Placing these requirements on the face of the legislation will give greater clarity to academies, parents and young people and will ensure further education colleges face the same requirements for the first time. The draft provisions would ensure that parents, young people and children are on the same footing whether they attend (or wish to attend) a maintained school, an academy, or a further education or sixth form college.
The Government look forward to receiving views and feedback on the draft clauses, while they continue to learn from their pathfinder programme, before introducing legislation at a later date.
With the Ministry of Justice, we are also publishing a number of draft clauses relating to family justice and will make a further statement after the close of the current consultation on co-operative parenting.
Children's Commissioner for England
Sarah Teather Excerpts(12 years, 3 months ago)
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The Minister of State, Department for Education (Sarah Teather)
Following John Dunford’s independent review of the role of the Children’s Commissioner, I informed the House that the Government had accepted in principle all of his recommendations and said that we would consult on the legislative changes needed to implement them. Having taken account of the responses to the consultation, I am today laying draft legislation before the House for pre-legislative scrutiny. The Government aim to make the UK the most child-friendly country in Europe. Children are generally more vulnerable than adults and do not have the same opportunities to make their views known or to raise concerns about the impact of new policies or legislation. It is therefore important that they have a strong advocate to represent their interests, particularly when they are in vulnerable situations.
John Dunford’s independent review concluded that there was a continuing need for a Children’s Commissioner, who could act as a champion for children and young people—ensuring that their voices were heard and that new policies and legislation were designed in a way that took account of their rights. However, he said that the current legislative framework had prevented the Commissioner from fulfilling that role effectively, and that changes were needed to ensure that the Commissioner would, in future, have greater impact on children and young people’s lives.
The draft legislation laid before the House today would create a new role for the Children’s Commissioner, focused on promoting and protecting the rights of children, in line with the articles of the UN Convention on the Rights of the Child, to which the Government are a committed signatory. In order to carry out the role effectively, the Children’s Commissioner would have powers to:
carry out investigations;
carry out assessments of the impact of new policies and legislation on children’s rights;
undertake research;
monitor the effectiveness of complaints and advocacy services for children and young people;
access places where children are cared for or accommodated away from home, so that their concerns can be heard;
request the information needed to carry out full and robust investigations;
require those to whom recommendations are made to set out how they intend to respond.
The draft legislation would make the Children’s Commissioner more independent from Government and more directly accountable to Parliament, in particular through an annual report to Parliament that will allow for more effective scrutiny of the impact that the Children’s Commissioner’s activities have had on the promotion and protection of children’s rights. The draft legislation also includes measures designed to make the Commissioner’s business planning processes more transparent, by making it a requirement for the Commissioner to consult on his or her future priorities and to appoint an advisory board.
In line with John Dunford’s recommendations, the draft legislation would also result in the functions of the children’s rights director in Ofsted being incorporated within the remit of the Children’s Commissioner, but with safeguards to ensure that the current levels of support provided to this vulnerable group of children were not diluted.
Under the draft legislation, the Children’s Commissioner for England would retain responsibility for non-devolved matters, but would be able to delegate his or her powers of investigation to the Children’s Commissioners in the devolved Administrations. The Children’s Commissioner for England would also be required to consult the Children’s Commissioners in the devolved Administrations before conducting an investigation on a non-devolved matter within their jurisdictions or across the UK.
Copies of the draft legislation will be placed in the House Libraries.
Childminders
Sarah Teather Excerpts(12 years, 4 months ago)
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The Minister of State, Department for Education (Sarah Teather)
I congratulate the hon. Member for Hackney South and Shoreditch (Meg Hillier) on securing this debate, and I appreciate the opportunity to put on record the Government’s admiration for the work done by childminders and their enormous professionalism and contribution to the early years sector.
As I was listening to the hon. Lady’s speech, in my mind I was transported back to a similarly deserted Chamber on a Friday afternoon about four years ago. I do not know whether she remembers, but I was sitting on the Opposition Benches then, and she was on the Government side. She treated me with considerably more grace than I returned on that occasion. I hope that now, from the Treasury Bench, I treat her with as much respect as she always gave me in the past.
As the hon. Lady said, there is a lot of media interest in childminders at present. The National Childminding Association—the NCMA—has been running its own campaign, partly because some of that media interest has created anxiety among childminders about the future direction of Government policy. First, we must be clear about the vital role childminders play as part of the early years work force, in both early education and the child care they provide. The NCMA and many other bodies have done important work to professionalise the reputation and the practice of childminders. We fund the NCMA to carry out some of that work, and we are working closely with it on many issues.
The Government believe it is vital to maintain choice for parents in the early years. We have a very diverse early years sector, ranging from maintained nurseries through to voluntary and private sector nurseries, as well as childminders and a host of drop-in and parent and toddler groups. All of them have their role to play, both in terms of child development and in providing care and support to parents and enabling parents to get back to work and sustain a better work-life balance.
There are lots of reasons why a parent might choose a childminder over a nursery setting, including flexibility, location, security of the home-based setting and the reputation of a particular childminder. Whatever option parents choose for their child, it is critical that the Government do their bit to ensure that the setting offers the high-quality experience necessary for child development and that it is available at a convenient time for both the parent and the child at a price they can afford to pay. Indeed, those guiding factors are behind all our work on early years: quality, because the evidence shows that quality makes a difference to child development; and availability and cost, because they are what really matter to parents. All factors are very important for parents when they choose where to place their child.
The Government fund the early years foundation provision because we know that it has many benefits for society. First, improved child development offers education opportunities later but also benefits mothers, in particular, as well as fathers as regards their ability to participate in the work force with its benefits to wider society. Usually, those benefits are complementary, but sometimes they are held in tension. When they are, the Government have decided that the priority will always be child development. It is worth saying that, because it deals with some of the anxieties people have about how we might make a decision and what we would prioritise.
As the hon. Lady mentioned, we asked Professor Cathy Nutbrown to report to us on quality to inform our long-term strategy focused on qualifications and training over the next 10 to 15 years. I asked her to consider that, not only because of the evidence on quality but because we know that there is a particular issue with the esteem in which early years professionals are held in wider society and their reputation across the piece, whether they are working in nurseries or are childminders. She has made a lot of good recommendations and we want to take some time to consider them. We will respond to her report later in the year. I want to make it clear that Professor Nutbrown’s recommendations are for those who work in early years settings across the piece and do not just focus on childminders as our work on early years is more widely focused.
The hon. Lady also mentioned the reform of the early years foundation stage curriculum, which comes into force this year. We have tried to focus on improving quality, so that it focuses on the core areas of child development that we know are foundation building blocks for all that happens later in schools. Settings that offer the free entitlement all offer the early years foundation stage curriculum, including childminders.
On the questions of availability, access and cost we are doing a great deal to try to improve access. First, as the hon. Lady mentioned, we are increasing the number of hours available to parents through the free entitlement from 12.5 hours a week to 15 hours a week and extending that to two-year-olds, beginning with the poorest 20%, who will have a free entitlement from 2013, and working up to 40% by 2014. Yesterday, I published a consultation on the criteria that we are suggesting that we might use to prioritise those children.
We want to do a great deal more. We know that families are under extreme pressure at the moment because of the cost of living, and that is why the Government made the changes we did to the tax system to ensure that those earning the least were taken out of paying tax. We know that child care is a particular pressure on many families, including in London, as the hon. Lady suggested. That is why the Prime Minister and Deputy Prime Minister have asked me and the Minister responsible for disabled people, the Under-Secretary of State for Work and Pensions, the hon. Member for Basingstoke (Maria Miller), to work together on a review of the availability and cost of child care.
The hon. Member for Hackney South and Shoreditch asked me a number of questions about the terms of reference and detail of that review. We will shortly publish the terms of reference, so unfortunately I cannot answer all her questions today. When we publish the terms of reference, we will make it clear how people can submit their views to that review and how we will consider them. As the announcement made clear, we are looking at a number of aspects in particular—first, out of school wrap-around care.
We know that many parents have difficulty accessing child care which is appropriate and available to them at the times and places that they need it. For parents with a number of children of different ages, that can create real pressure. That is one area where a good deal more progress could be made, so that is one of the first areas that we want to look at. What can we learn from some of the best schools that have taken an innovative approach to wrap-around care? The Free school in Norwich, for example, a new school, has on-site affordable child care six days a week, 51 weeks of the year, which makes a substantial contribution to parents’ support network. Mossbourne academy provides a longer school day—again, a great support for many parents who have to juggle a working day and perhaps pick children up from child care in different places.
It is important that we identify regulation that creates unnecessary burdens which detract from quality. Unfortunately, regulation does not always support quality. Sometimes regulation that was initially intended to raise quality becomes burdensome over time, possibly because it is gold-plated or misunderstood, or because things move on and professionals gain enough knowledge to be able to exercise their own judgment. That was our focus when we looked at the early years foundation stage. Therefore, for example, we pulled away some of the health and safety regulation that was a distraction for many in the sector. They had to do risk assessments that were out of all proportion to the task in hand when they were taking a child to a park.
Similarly, the old structure had 69 goals and was extremely prescriptive. We focused it much more on three core building blocks, which we hope will focus professionals’ minds on quality, be less distracting for them, and encourage them to use their professional judgment more. As the hon. Lady said, great progress has been made in the knowledge of early years professionals across the piece, not just childminders. We felt that now was the right time to do that. We will take a similar approach when we look at other regulation for childminders and others in early years settings.
On ratios, Cathy Nutbrown’s report made it clear that sometimes we can offset different ratios against the quality of the staff in a setting. The hon. Lady asked whether we would be looking at international examples. That is one of the first areas where we have much to learn from other countries. The hon. Member for South West Norfolk (Elizabeth Truss) gave examples from the Netherlands. There is a great deal that we can learn from the Netherlands, as well as from France and the Scandinavian countries. Some countries have slightly different systems. Others have systems similar to our own.
The core aim is to focus on the three elements that I outlined at the beginning of my speech: quality, affordability and availability. If we do not bring all those three together, parents will feel that they are losing one of the legs of the stool that is vital for them to sit on if they are to be prepared to leave their child in an early years setting.
Quality is incredibly important to the Government. Our defining principle is to try to raise social mobility. If we were to take decisions that were at the expense of quality, that would undermine the core work that we are trying to do in other areas. However, parents are finding it extremely difficult to pay for child care, and where regulation is getting in the way it is right and proper to see what we can do to relieve the burden on the setting and to see whether that will have any long-term impact on costs for parents.
I am grateful to the hon. Lady for making available this opportunity to place my commitment to the area on the record, and to thank the NCMA for all the work that it does in raising quality for childminders and in making its views well known to Government. I am sure that it will make its views well known during the next few months as we think about how to extend affordability and availability of child care to parents.
I heard the hon. Lady’s invitation to visit Hackney, and I shall certainly bear that in mind as we think about how we might get more information about how any of these changes might affect practitioners on the ground.
Question put and agreed to.
Early Education and Child Care
Sarah Teather Excerpts(12 years, 4 months ago)
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The Minister of State, Department for Education (Sarah Teather)
I am pleased to announce that Professor Cathy Nutbrown is today publishing the findings of her independent review of training qualifications and careers opportunities for people working in early education and childcare. Copies of her report, “Foundations for Quality: Review of Early Education and Childcare Qualifications” will be placed in the Libraries of both Houses.
The importance of the early years—as a foundation for life and for future attainment and success—cannot be overestimated. Children’s personal, social, emotional, language and physical development are of paramount importance, and without strong foundations in these areas, children will struggle as they develop in life, with friends, and in school. That is why the Government have taken action to extend access to free, high-quality early education, and to reform and simplify the early years foundation stage.
It is essential that people working in the early years have the right skills and training to give children the best start in life. One of the most important factors affecting a child’s healthy development is the quality of the education and childcare they receive in the earliest years. That is why, in July last year, I set out my intention to commission a review of existing early years qualifications and training. I asked Professor Cathy Nutbrown of Sheffield university to undertake an independent review, to consider how best to strengthen qualifications and career pathways, focusing on the qualities needed to ensure that young children receive the best quality pre-school education.
I asked Professor Nutbrown to consider four main areas:
The content of early years training courses testing their strength and quality;
How to build on the work to date to develop qualifications to meet the needs of all learners, including young people undertaking full-time college courses and those who currently work in the profession;
How to ensure that entry qualifications are of a high standard and meet the needs of employers, and offer sufficient scope for progression within the sector;
Options for helping new qualifications acquire the equivalent status and currency of the nursery nurse education board (NNEB) qualification.
Professor Nutbrown is making recommendations in all these areas, and her report makes a strong case for further progress in improving quality and professionalism in the early years workforce.
I am hugely grateful to Professor Nutbrown for conducting this important review and to those who have supported her. I warmly welcome Professor Nutbrown’s thoughtful and thorough report, which takes a balanced look at the needs of the sector. The early years are immensely important and this report will be invaluable in helping the Government consider the best way to encourage talented people to work in the sector and improve outcomes for babies and young children in this important stage of their lives. We will read her report with care, and respond in due course as part of our continuing commitment to ensuring that childcare remains high quality and affordable to parents.
Oral Answers to Questions
Sarah Teather Excerpts(12 years, 4 months ago)
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The Minister of State, Department for Education (Sarah Teather)
Our reform of the special educational needs system will make it easier for deaf children and their families to get the full range of support they need across education, health and social care. Through the national scholarship programme, we are supporting teachers and teaching assistants to gain specialist qualifications to support deaf children. We are also working with expert voluntary organisations to improve the quality of information and advice available to schools and families.
Stephen Phillips
My local authorities in Lincolnshire are continuing to invest in services for deaf children. However, the National Deaf Children’s Society reports that as many as one in four local authorities is cutting the vital services that deaf children rely on to achieve and succeed. Does my hon. Friend share my concern that too many local authorities are failing to protect funding in this area for some of our most vulnerable children, and what will she do about it?
Sarah Teather
I am aware of the NDCS report. I understand that the financial difficulties are making it hard for everybody across local and national government, and that all of us are having to make difficult decisions. However, the Government chose deliberately to protect the money for schools from the dedicated schools grant, so there is no excuse for wholesale cuts in this area. We are also supporting the national sensory impairment partnership—or NatSIP, as it is known—to work with local authorities to benchmark services and improve quality on the ground.
Guy Opperman (Hexham) (Con)
3. What his policy is on funding by his Department of schools in Northumberland; and if he will make a statement.
Henry Smith (Crawley) (Con)
10. What steps he is taking to improve provision for children and young people with special educational needs.
The Minister of State, Department for Education (Sarah Teather)
In a written ministerial statement issued on 15 May, I published our plans to reform the current system for identifying, assessing and supporting children and young people who are disabled or have special educational needs from birth into adulthood, independent living and the world of work. We are testing our plans with 20 pathfinders across 31 local authorities and their primary care trust partners in readiness for introducing changes from 2014.
Mr Buckland
Uplands special school in Swindon, which has an excellent track record of providing education for young people from 11 upwards, is actively considering how to extend its provision in line with the Government’s policy of allowing extensions to 25. What measures will the Government take to encourage such excellent initiatives?
Sarah Teather
This is a very interesting idea. There are several practical matters to work through, but in principle the Government support this type of innovative thinking. Of course, the key is that any provision is not only about children staying on in school but about preparing them for independent living and ensuring that it is appropriate as young people move into adulthood. Our changes to funding for high-needs pupils should enable this kind of innovative thinking to take place.
Henry Smith
Can the Minister update the House on the specific support her Department is giving to schools to diagnose dyslexia in children as early as possible?
Sarah Teather
All our plans are about trying to ensure that we can identify special educational needs much earlier. The Schools Minister, my hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb), has spoken passionately about systematic synthetic phonics—a policy that has been shown to be particularly effective in teaching dyslexic pupils—and he is working hard to ensure that all primary schools are confident to do this. Some 3,200 teachers have also completed specialist dyslexia courses approved by the British Dyslexia Association, and last week an advanced online module on dyslexia was launched by the Teaching Agency and the Institute of Education, so there is much activity in this area.
Seema Malhotra (Feltham and Heston) (Lab/Co-op)
Around 60% of young offenders have speech and language issues, with an average speaking ability of an eight-to-10-year-old. What steps is the Minister taking to ensure that schools address and assess the word gap for children at a young age—particularly for those from disadvantaged backgrounds—and to ensure effective English language support through schooling for those who do not have English as a first language?
Sarah Teather
That is an excellent question, and I agree that this is an issue. However, we have to start much earlier. This is not just about beginning at school. The changes that we have introduced in the new early years foundation stage, which begins this September, are partly about ensuring that we can look at early years language, right from the beginning, and pick up some of those gaps, because they arise long before children enter school. The check for two-and-a-half-year-olds, which we are beginning to integrate with the health visitor check, is key to trying to ensure that we can do that.
Mrs Madeleine Moon (Bridgend) (Lab)
May I draw the Minister’s attention to the excellent experience of the pupils at Ysgol Bryn Castell in my constituency who attended a woodcraft course at EcoDysgu? While they were there, they used tools that they would not normally use and had the experience of building equipment, thereby learning communication and co-operation skills, and building up confidence. Will she look at whether we could use this innovative new idea of using sources outside schools?
Sarah Teather
It is important that we allow schools the freedom to look at the individual needs of the child and put in place the kind of support they need to address whatever is holding them back. Part of the point behind the achievement for all programme is to encourage schools to look at individual children and get behind whatever may be holding them back, which may be special educational needs or an issue to do with confidence, or even the interaction of the two, as the hon. Lady has indicated.
Andrew Jones (Harrogate and Knaresborough) (Con)
16. To ensure that vulnerable children do not fall through the gaps, will my hon. Friend reassure me that if statements are removed, they will be replaced by something as legally effective?
Sarah Teather
The planned education, health and care plans are not at all about downgrading legal protections, but about strengthening them. For example, we are extending protections from 16 right up to 25, giving young people protections in a way that they did not have previously. Similarly, there will be a new duty on the health service to work jointly in the commissioning and planning of services, not just for children with education, health and care plans, but for all children with special educational needs and disabilities.
Caroline Nokes (Romsey and Southampton North) (Con)
22. The voluntary sector contains a great deal of expertise in supporting young disabled people, particularly post 16, but it appears that no new independent specialist colleges have been approved in the last two years, despite dozens of applications. Does the Minister agree that we must free up the third sector to register new services for young disabled people, and what steps will she take to ensure that this happens?
Sarah Teather
The voluntary sector has an enormous role to play, as do independent specialist providers. It is right and proper that we should have high thresholds, particularly in safeguarding, because a lot of the young people who need such provision will have complex needs, perhaps involving both medical and high personal care needs. However, I also recognise that the application process is complex. I would like to see whether we can do anything to make it simpler, because I am keen to encourage the voluntary sector to be more involved.
Philip Davies (Shipley) (Con)
9. What assessment he has made of the effectiveness of sex education in schools; and if he will make a statement.
Helen Jones (Warrington North) (Lab)
12. What steps he is taking to support the provision of better facilities for special needs education in Warrington.
The Minister of State, Department for Education (Sarah Teather)
I refer the hon. Lady to the written reply that I gave to her on 12 June about our plans to reform the system for identifying, assessing and supporting children and young people who are disabled or have special educational needs from birth into adulthood, independent living and the world of work. We are funding organisations to improve local support, and introducing measures to improve the knowledge and expertise of teachers and support staff.
Helen Jones
In the light of those fine words, why is the Minister’s Department jeopardising Warrington’s plans for a special needs campus—including much-needed post-16 provision—by threatening to use the buildings for a free school unless a planning application is allowed elsewhere? Is it legal to interfere in planning matters in that way? It is certainly immoral to jeopardise the education of some of the most disabled children in the borough.
Sarah Teather
We have sought, and are continuing to seek, a solution with Warrington council that will allow it to proceed with improving the provision for special needs pupils at Foxwood and Green Lane schools, which I understand are the two schools that the hon. Lady is referring to, while meeting the strong demand from parents for the establishment of the King’s school Woolston, a free school. I understand that the council’s executive board is meeting this evening to discuss the free school’s use of two sites, and I am hoping for a positive outcome that will allow the free school to open as planned this September while also enabling the council to take forward its special school plans.
Nicky Morgan (Loughborough) (Con)
14. What steps he plans to take to speed up the adoption process.
Safeguarding Children
Sarah Teather Excerpts(12 years, 4 months ago)
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The Minister of State, Department for Education (Sarah Teather)
I congratulate the shadow Secretary of State on calling this debate; a debate that brings Members on both sides of the House together is welcome. We largely support similar positions, and we have managed to get away from the tone of debates in the House that cast more heat than light, perhaps including the earlier one.
I also congratulate the hon. Member for Wigan (Lisa Nandy) on her promotion to the Opposition Front Bench, and on her excellent start. I respect her wish to stand at the Government Dispatch Box, but from my perspective, she should be careful what she wishes for. She said she hoped we might be able to work together. The Under-Secretary of State for Education, my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton), has told me that he has involved in his work the hon. Member for Stockport (Ann Coffey) and the previous hon. Member for Bethnal Green and Bow, Oona King, who is now a Member of the other place. He even said—tongue in cheek—that he has a Liberal Democrat councillor on one of his groups. [Interruption.] I thought that would be the most controversial thing I could say.
Government Members recognise that this issue cuts across party political boundaries. A number of hon. Members have particular expertise and some who have been lawyers have spoken from their personal experience, whereas others have spoken about experiences in their constituencies. Many of the Opposition Members who have spoken served as Ministers and continue to take a deep and profound interest in these matters.
The issue is a huge priority for the Government and it is one that we take seriously. I know that my hon. Friend the Under-Secretary is very grateful for the positive comments made by Members from all parties about his leadership on this matter. We have been particularly active on the subject right from the beginning. As he said, the first review that the Government undertook was the Munro review. Overhauling the child protection system to try to ensure that we place professionalism at the centre, recognising the vulnerability of children in the care system and tackling child exploitation are the three key areas where the Government have been particularly active over the past two years. In responding to the varied comments from hon. Members, I want to make a few remarks about our general reforms before I deal with the issue of child sexual exploitation, which formed the bulk of the debate.
The key principle behind our approach is a determination to restore a focus on the needs of children to a system that had become overburdened with bureaucracy and box-ticking. I think that everybody will recognise that although we would like to remove all risks to children’s safety, that is not a realistic aim and we must accept that no system will ever be able to ensure that a child remains free from harm. The important thing is that professionals are empowered confidently to assess and judge risks and make decisions in the interests of the child. The hon. Member for Erewash (Jessica Lee) spoke from her perspective as a family lawyer about how she saw the enormous burden on many professionals on the front line who, if they had been given more freedom to use their professional judgment, would be able to do so better and in a way that is more in the interests of children.
It is important to state that the reforms made over many years were well intentioned. The work of many thousands of professionals has been incredibly dedicated, but the child protection system has continued to fail far too many children. Sadly, the evidence is only too familiar, with shockingly poor life chances for children in the care system, thousands of children left waiting for foster carers and adoptive parents, and high-profile cases of sexual exploitation, such as the one in Rochdale. I shall deal with that case in a moment.
Starting with the Munro review, we have proposed a new culture in child protection so that we have a system in which the needs of the children always come first and in which hard-working professionals have the time to spend with families. The hon. Member for Wigan asked what we can do to release more time for professionals. Of course, that is exactly what Munro is all about. We need to ensure that they have the power to make decisions and that the care system offers the most vulnerable children in our society real support and protection when they need it most. Most of all, as the hon. Member for Bristol North West (Charlotte Leslie) said, we must ensure that children’s voices are heard because they have been too often ignored.
The three new guidance documents we announced yesterday for consultation are a significant step towards making that culture change a reality. By replacing over 700 pages of rules and instructions with 68 pages of short, precise guidance we are putting power back in the hands of front-line professionals. The documents aim to provide clarity while allowing scope for professional judgment and innovation. They set out the things that must be done and then allow social workers, police, health professionals and others to do their work based on the needs of the individual child and family without being hampered by unnecessary rules and regulations. They give local areas more freedom to organise their services in a way that suits their needs and is set to their own time scales. The hon. Member for East Hampshire (Damian Hinds) spoke about MASH as a prime example of where multi-agency working can make a difference, empowering professionals to work quickly on the ground when a referral is made.
Of course, it is vital that in all that work the local safeguarding boards continue to join up the work across professional boundaries, including in education, as the hon. Member for Scunthorpe (Nic Dakin) and my hon. Friend the Member for Bradford East (Mr Ward) said. Regardless of the school system, that is essential. The requirements of welfare are the same regardless of the school the child is in as the duty of care under the Children Act 2004 remains exactly the same.
In addition to freeing professionals from unnecessary rules and regulations, we are acting to support excellence in social work. This means attracting high-calibre people to the profession and supporting career development. Working with the Department of Health and the Social Work Reform Board, we have introduced new professional standards, launched the new college of social work, as the hon. Member for Stroud (Neil Carmichael) mentioned, and made more than £130 million available for social work reform and improvement from 2010-12.
We are in the process of appointing a new chief social worker to be a strong voice for the profession. As my hon. Friend the Under-Secretary said, we aim to appoint in July, which I hope answers the question asked by the hon. Member for Wigan. The number of qualified social workers has risen steadily from 96,000 in 2008-09 to 106,000 in 2011-12, which is a welcome step in the right direction.
Most hon. Members mentioned child sexual exploitation, which has a particularly high profile following the Rochdale case. The hon. Member for Rochdale (Simon Danczuk) spoke very starkly about the problem that many young people face of being treated not as victims, but as criminals, or as having somehow asked for it and provoked the abuse that has devastated their lives. They are treated as though they behaved in some way to bring it on themselves, only compounding the insult already done to them. The hon. Member for Bristol North West and others spoke about the particular difficulties for many young people in recognising that they are victims. It is not always clear to them that they are the victims in this situation as they sometimes mistake their treatment for love or affection, which can make it difficult to identify young people in that position and help them to recover from the abuse that they have suffered.
I know that the hon. Member for Rochdale has briefed the Under-Secretary on his experience in his constituency and has told me that he was grateful for the Under-Secretary’s interest in the issue. The hon. Gentleman mentioned out-of-area placements, and they are an ongoing concern for the Government.
The hon. Member for Bolton South East (Yasmin Qureshi) spoke about different patterns of abuse and made it clear that this is not specifically an Asian issue. In that area, there was that particular pattern, but different patterns occur in different areas, a point that Sue Berelowitz made strongly in her contribution to the Home Affairs Committee this week. Boys as well as girls can be abused, and it is often more difficult for professionals to pick up those problems. Such abuse is often under-reported and it is important that we get better at discovering it. The hon. Lady also raised the need to work together across different professional boundaries. On the child sexual exploitation action plan, the Attorney-General, the Home Office, the Department of Health, the Department for Education and the Ministry of Justice are all working together because we recognise the complexity of the issue.
The plan was published in November and we have now received Sue Berelowitz’s initial report. We intend to respond to that before the summer and we take the concerns that she has raised very seriously. The House will be aware that the Secretary of State asked her to bring forward some of her work to ensure that we pick up all the issues of concern.
Mothers and fathers have a big role to play in helping youngsters make healthy, informed choices about relationships and sexual health. All the evidence indicates that child sexual exploitation can affect any family. It is vital that we support families to make sure that they are able to pick up the tell-tale signals of abuse. There is some helpful advice available, for example the “Spot the Signs” leaflet which is available on the Barnardo’s website. It is important to encourage all parents to be the eyes and ears—
Mr Alan Campbell (Tynemouth) (Lab)
claimed to move the closure (Standing Order No. 36).
Question put forthwith, That the Question be now put.
Question agreed to.
Main Question accordingly put and agreed to.
Resolved,
That this House notes the updated statutory guidance to safeguard and promote the welfare of children published on 12 June 2012; and calls on the Government to ensure that the needs of the child are at the centre of all assessments and decision-making processes regarding safeguarding, that appropriate information and guidance is provided to young people so they understand the risks of abuse and sexual exploitation, that all local authorities and decision-makers are upholding the highest standards when it comes to integrated care access and multi-disciplinary and multiagency working, and that early intervention programmes are promoted on the best available evidence, and to clarify who is responsible within Government for implementing the measures included in the new guidance.
Business of the House
Motion made, and Question put forthwith (Standing Order No. 15),
That, at this day’s sitting, proceedings on the Motion in the name of Sir George Young relating to Sittings of the House (21 June) may be proceeded with, though opposed, until any hour, and Standing Order No. 41A (Deferred divisions) shall not apply.—(Mr Newmark.)
Question agreed to.
Special Educational Needs and Disability (Green Paper)
Sarah Teather Excerpts(12 years, 5 months ago)
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The Minister of State, Department for Education (Sarah Teather)
I am pleased to announce the publication today of “Support and aspiration: A new approach to special educational needs and disability—progress and next steps”, the Government’s response to the consultation on the special educational needs and disability Green Paper. Copies will be placed in the Libraries of both Houses.
As well as setting out the Government’s response to the consultation it sets out the progress made and the next steps in taking forward the proposals in the Green Paper. A separate summary report of the consultation responses is being published on the Department for Education’s website at the same time.
The Government set out in the Green Paper their vision for improving the education and life outcomes of children and young people who are disabled or have special educational needs and our proposals for improving the support that they and their families receive. There has been keen interest in the Green Paper and strong support for our proposed reforms. Almost 2,400 responses were received to the consultation from a wide range of individuals and organisations. I am grateful to everyone who took the time to reply for their thoughtful and informed responses.
The Government are committed to achieving the ambitious programme in the Green Paper. Progress has been made in taking forward the commitments made. But there is more to do. We owe it to the children, young people and families who get a poor deal from the current system, and to those who work with and support them, to make sure we get those changes right. That is why we have established 20 local pathfinders involving local authorities and their local health partners who are testing out the reforms and building the knowledge and skills that will be needed for their successful implementation.
The practice developed by the pathfinders will be shared widely with other local areas. An interim evaluation of the pathfinders will be published by October 2012, with a final evaluation report following in 2013.
The Queen’s Speech announced the Government’s intention to bring forward legislation in the current session of Parliament to take forward the Green Paper reforms. These changes are vital for children, young people and families and we need to begin the legislative process in the current session in order to meet the commitments given in the Green Paper.
Our aim is to publish a draft Bill in the summer which would be informed by early lessons learned from the pathfinders. There would then be further opportunities for lessons learned from the pathfinders to inform the pre-legislative scrutiny stage and the Bill itself. Our intention remains, subject to Parliament’s approval, to implement the
reforms from 2014. Lessons learned from the pathfinders and evaluation of their activity will inform how the reforms are implemented.
The Bill would include provision for:
Every local authority to develop and publish a local offer of support for children, young people and families—including from early years settings, schools and colleges and the voluntary sector and from health and social care services;
A new, single assessment process and education, health and care plan from birth to 25 with arrangements comparable to statements for young people over 16—whether they are in school or at college—this is a significant change and will help us to get better transitions to adult life, independence and the world of work;
All families with an education, health and care plan to be offered a personal budget for their support;
Ensuring that services for disabled children and young people and those with special educational needs are planned and commissioned jointly by local authorities and clinical commissioning groups and that there are clear duties on all of the agencies involved, building on the reforms to the health services introduced by the Health and Social Care Act 2012 and drawing on the recommendations of the Children and Young People’s Health Outcomes Forum;
Parents to have the right to express a preference for any state funded school, including academies and free schools, and have their preference considered under the same criteria as for maintained schools;
Families to try mediation before they appeal to the tribunal;
And it will seek a power to trial giving children the right to appeal to the tribunal.
We are working across Government and with our local and national partners to put the reforms in place, drawing on the findings from the pathfinder programme.
Oral Answers to Questions
Sarah Teather Excerpts(12 years, 6 months ago)
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Kate Green (Stretford and Urmston) (Lab)
14. What assessment he has made of the likely effects of changes in tax credit eligibility on the supply of early years and out-of-school child care.
The Minister of State, Department for Education (Sarah Teather)
Eligibility for tax credits will change with the reduction of the earnings threshold and the increase of the minimum working hours for couples to 24 hours per week. These changes do not affect eligibility for the child care element of working tax credit. The Department does not consider that the impact of these changes on the supply of child care will be significant.
Kate Green
In my constituency, about 1,500 families have lost child tax credit and 465 families face the loss of working tax credit if they cannot find more hours. Parents coming to my surgery have told me that they may have to give up work and therefore their child care places as a result. What will the Government do to monitor the impact of these changes on the child care markets, particularly in areas of high unemployment?
Sarah Teather
As I have said, the change in hours should not have an impact on the child care element, because the hours remain the same in terms of the eligibility for the child care element of the tax credit. All local authorities have a duty to ensure that sufficient pre-school and after-school child care is available in their areas. However, we are monitoring this situation very closely and looking at capacity in disadvantaged areas, as we are rolling out a significant increase in the amount of early years education available for two-year-olds.
Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)
According to the National Day Nurseries Association insight report, 65% of nurseries reported decreased occupancy levels towards the end of 2011—when parents were feeling the impact of slashed child care tax credits—leaving more than one in 10 settings with occupancies of less than 50% and therefore at serious risk of closure or of having to increase prices for the remaining parents. As more than 1 million families are counting on losing child tax credit or working tax credit this month, what are the Government doing to ensure that all child care providers are not driven out of business by falling occupancies?
Sarah Teather
What has had the most impact, unfortunately, has been some people losing their jobs, which inevitably affects the demand for child care in the areas concerned. However, the most significant impact on the early years sector, and in particular the private providers, will come from the roll-out of the two-year-olds offer, which I mentioned a few moments ago. That amounts to a very substantial increase in the amount of money going through early years settings. A significant number of places will need to be created. There will be some areas that are under-occupied, of course, but there will also be very significant demand for places for two-years-olds in some settings, and many in the sector are seeing this as a huge opportunity.
Debbie Abrahams (Oldham East and Saddleworth) (Lab)
T2. There is overwhelming evidence of the negative impact of poverty on children’s educational attainment and, in turn, on their life chances and ultimately how long they can expect to live. In my constituency, nearly 6,000 children are affected. With the assessment of the Institute for Fiscal Studies that child poverty is set to increase under this Government, what is the Secretary of State’s estimate of the impact on the educational attainment of those children?
The Minister of State, Department for Education (Sarah Teather)
That is precisely why we have introduced the pupil premium: £2.5 billion targeted at the most disadvantaged children. It is also why we are rolling out 15 hours of early education for all two-year-olds. To pick up the points the hon. Lady mentioned, we know that high-quality education will make a real difference to the life chances of those children.
Tony Baldry (Banbury) (Con)
T6. Has my right hon. Friend had the opportunity to read the report, chaired by Priscilla Chadwick, on the future of Church of England schools? Does he agree that the recent changes in education introduced by the Government provide opportunities for the continuing involvement of the Church of England in education, particularly in delivering distinctive and inclusive new academies?
Early Years Foundation Stage
Sarah Teather Excerpts(12 years, 7 months ago)
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The Minister of State, Department for Education (Sarah Teather)
I am today publishing the reformed statutory framework for the early years foundation stage (EYFS), which will take effect from 1 September 2012.
The new, simpler and clearer EYFS framework is an integral part of the Government’s wider vision for families in the foundation years. It demonstrates our commitment to freeing professionals from bureaucracy to focus on supporting children. Together with a more flexible free early education entitlement and new streamlined inspection arrangements, this is a major step towards a lighter touch regulatory regime. But we need to go further. I will continue to seek opportunities to reduce burdens and remove unnecessary regulation and paperwork which undermine professionals’ ability to protect children and promote their development. Last summer, I asked Professor Cathy Nutbrown to consider how we might strengthen the early years workforce. Her report is due in June, and I will carefully consider her recommendations—along with international evidence on staffing levels and qualifications—as we continue to promote early years provision that is high quality and cost effective to parents.
Improving the support children receive in their earliest years is central to greater social mobility. Young children develop quickly, and they develop better with the help of high quality early education and good support at home—the cornerstones for children’s success in school and later life. That is why the Government continue to invest heavily in early education, including the expansion of free childcare for three and four-year-olds, and the new entitlement for two-year-olds.
The EYFS sets out the standards that early years providers must meet. It has improved quality across the early years sector, but some aspects of the 2008 framework have proved overly bureaucratic and burdensome. The reformed EYFS, which builds on the independent advice of Dame Clare Tickell, will reduce paperwork and bureaucracy for professionals and enable them to focus more strongly on the areas of learning most essential for children’s healthy development. It will also simplify assessment at age five, reducing the early learning goals from 69 to 17, and provide for earlier intervention for children who need extra help.
When we published our response to the main EYFS consultation on 20 December 2011, we launched a further one-month consultation on new learning and development requirements (as required by the Childcare Act 2006). The responses to this additional consultation were broadly positive and I have made no significant changes to the framework as a result. I am publishing the report of this consultation alongside the framework.
I am also laying before Parliament the amended regulations to enact the reformed framework. Together, the Early Years Foundation Stage (Learning and Development Requirements) (Amendment) Order 2012, and the Early Years Foundation Stage (Welfare Requirements) Regulations 2012, give legal effect to the requirements set out in the framework.
I am also laying the Childcare (Early Years Register) (Amendment) Regulations 2012, which amend the Childcare (Early Years Register) Regulations 2008. These amendments secure alignment between the conditions which providers must meet for registration with Ofsted, the requirements of the EYFS, and providers’ general responsibility to ensure that all staff are suitable to work with young children.
I am placing copies of the EYFS framework, the statutory instruments, and the report of the learning and development consultation, in the Libraries of both Houses.