Children's Commissioner Review

Sarah Teather Excerpts

Monday 6th December 2010 Written Statements

[The Minister of State, Department for Education (Sarah Teather)]

This Government are a proud signatory of the United Nations Convention of the Rights of the Child (UNCRC), are committed to its implementation, and believe it is vital that children and young people have a strong, independent advocate to champion their interests and views and promote their rights. That is why on 12 July this year the Secretary of State for Education invited Dr John Dunford to undertake an independent review of the Children’s Commissioner for England. Today the Government publish his report and recommendations, which I welcome. I know this is an issue of great interest to many parliamentarians, and I have placed a copy of the report in the House Library.

In summary, Dr Dunford has concluded that there is a need for a Children’s Commissioner if Government are to meet their commitment to implement the UNCRC. He recommends a strengthened remit to promote and protect children’s rights, with the role incorporating the responsibilities of the children’s rights director at the Office for Standards in Education, Children’s Services and Skills (Ofsted) and also being able to assess the impact of new Government policies on children’s rights. Dr Dunford recommends greater independence, with the commissioner submitting an annual report, and any other reports, direct to Parliament as well as to Government, rather than reports being submitted to Parliament through the Secretary of State for Education, as at present. It will be for Parliament to determine how else it would like to engage with the new Children’s Commissioner. The full implications of Dr Dunford’s recommendations will take some months to work through, but the Secretary of State and I are pleased to accept them now in principle and will consult in due course on legislative changes.

Dr Dunford was asked to consider the commissioner’s powers, remit and functions, the relationship with other Government funded organisations carrying out related functions and value for money. He has carried out a thorough review of the evidence, for which I am grateful. His call for evidence attracted over 200 responses from adult organisations and individuals and over 700 responses from children and young people. He has held extensive discussions with organisations that work with and for children and young people, MPs and peers, and the children’s rights director’s office. He has also visited the Children’s Commissioners in all four countries of the UK and Ireland, and commissioned an academic review of the international evidence.

The conclusions that Dr Dunford has drawn are powerful. His review makes a convincing argument for the need for a Children’s Commissioner, and I accept that without one there would be significant implications for children’s lives and for the UK’s international standing. Dr Dunford has assessed whether the role of the Children’s Commissioner meets the Cabinet Office tests against which all arm’s length bodies have been reviewed, and I accept his view that it does so.

I have noted that despite some achievements on specific issues, the impact of the Office of the Children’s Commissioner to date shows a clear need to reform its remit and operating model. I accept Dr Dunford’s proposals that the role should be in accordance with the United Nation’s Paris Principles for Human Rights organisations, with responsibility for promoting and protecting children’s rights on the basis of the UNCRC, and reporting directly to Parliament as well as to the Department for Education. I also agree with Dr Dunford that within these rights lies the responsibility for children to respect the rights of others, and that this should better enable children to act as young citizens and reinforces the proper exercise of authority by parents and other adults such as teachers.

The Secretary of State is clear that the Children’s Commissioner must represent value for money in exercising its powers and functions, and Dr Dunford has identified opportunities in this regard. While accepting that the commissioner needs to be adequately resourced to fulfil the role, I believe that all public funding should be used in accordance with the Cabinet Office’s efficiency guidelines for arm’s length bodies, and that this need not compromise independence or statutory powers and duties. Dr Dunford recommends merging the functions of the Office of the Children’s Commissioner with the children’s rights director in Ofsted, providing the opportunity for greater coherence and impact, and scope for savings. I believe that this is a sensible way forward, and will be discussing next steps with Her Majesty’s chief inspector. Dr Dunford has also identified that the salary of the Children’s Commissioner is excessive in comparison to others in similar roles and I will address this in setting up the new arrangements.

Dr Dunford’s recommendations mean that the statutory basis and form of the Office of the Children’s Commissioner must change. I will consult in due course on legislative changes. In the interim, the current role and functions of the Children’s Commissioner will continue. This includes the commissioner’s remit over non-devolved matters impacting on children and young people in Northern Ireland, Scotland and Wales. I do understand the difficulties that the current position presents for the Children’s Commissioners in the devolved Administrations. I will want to work with them to achieve a situation, within the devolution settlements, where the interests of children in Scotland, Wales or Northern Ireland can be fully represented by the commissioner for that jurisdiction.

While it will take some time for any legislative changes to take effect, I am determined to act in the spirit of Dr Dunford’s recommendations as soon as possible. The Secretary of State does not intend to use his current power to direct the Children’s Commissioner to undertake an inquiry, and while the current legislation will still mean that the commissioner needs to consult him prior to undertaking an inquiry, the Secretary of State will be happy to offer his views but will not expect to have any role in how the commissioner then decides to proceed.

Dr Dunford recommends that a reshaped Children’s Commissioner for England holds Government to account against the UNCRC. I agree with Dr Dunford that for this to deliver benefits to children, Government and policy makers must be receptive to that approach and advice. I can therefore make a clear commitment that the Government will give due consideration to the UNCRC articles when making new policy and legislation. In doing so, we will always consider the UN Committee on the Rights of the Child’s recommendations but recognise that, like other state signatories, the UK Government and the UN committee may at times disagree on what compliance with certain articles entails.

In conclusion, Dr Dunford’s recommendations should result in a Children’s Commissioner that has greater profile and credibility, and can better impact on children’s lives. At the centre of this coalition Government’s thinking is a determination to see children and young people achieve to their full potential, and the desire to empower individuals to shape their own future. I believe that reinforcing our commitment to children’s rights, and creating a stronger independent advocate for those rights, is an important part of delivering on that ambition.

Oral Answers to Questions

Sarah Teather Excerpts

Monday 15th November 2010 Commons Chamber

[Mr Rob Wilson (Reading East) (Con)]

4. What assessment he has made of the likely effect of his proposed pupil premium on children in (a) Reading East constituency and (b) England; and if he will make a statement.

[The Minister of State, Department for Education (Sarah Teather)]

We have made no assessment of the effect of the pupil premium in specific constituencies. We are considering the responses to the consultation on school funding, which ended on 18 October, including the question of which deprivation indicator to use. We expect the effect of introducing the pupil premium across England to be one of raising the attainment of those children who are eligible for it.

[Mr Wilson]

As somebody who wrote about and championed the pupil premium back in 2005, may I welcome the Minister’s answer? The pupil premium will not be enough in itself to break open social mobility, as only 45 pupils on free school meals went to Oxbridge in the last year for which figures are available. What further measures can the Minister promise, and how do the Government undertake to make things better for poorer pupils?

[Sarah Teather]

I recognise the hon. Gentleman’s long-standing interest in this issue. He is right that the pupil premium alone is not enough to break open social mobility, but that is exactly why we extended the free entitlement for early-years education for three and four-year-olds to 15 hours, and why—crucially—we have extended such education to all disadvantaged two-year-olds. By ensuring that we narrow the gap before children get to school, we ensure that they are in a much better position to make the best of the offer that we provide for them when they start primary school.

[Andy Burnham (Leigh) (Lab)]

We are told that the Secretary of State cracked open a bottle or two on the day of the spending review to celebrate the “Schools Protected” headline that was running. His journalistic ability to get a good headline is not in doubt; it is his grip on ministerial detail that we worry about, and whether the reality that head teachers face when they see their budgets in a few weeks’ time will match the fine words that he used on that day.

Let me quote what the Secretary of State told the Daily Mail on 27 May:

“we will have a pupil premium, a sum of money from outside the existing schools budget which will come on top of what we currently spend on schools, in order to help children in disadvantaged circumstances.”

I ask the Minister a simple question: have the Government delivered in full on that commitment?

[Sarah Teather]

The pupil premium will provide £2.5 billion on top of the baseline for schools by the end of the comprehensive spending review period. Let me remind the right hon. Gentleman that that is £2.5 billion more than a Labour Government would have been prepared to put in.

[Andy Burnham]

I am afraid that the Minister is wrong. The coalition agreement said that the pupil premium would be funded from “outside the schools budget”, but the spending review document said that it

“will sit within a generous…settlement”.

Whatever the Minister says today, the truth is this: a pupil premium that is on top of a protected schools budget has not been delivered. However—and what is worse—the pupil premium is not what it seems. It will create winners and losers, and scandalously, the biggest losers are set to be schools in the most deprived areas of England. Let me share with the House new analysis from the Commons Library, which states:

“The impact is likely to be—

--- Later in debate ---

[Andy Burnham]

The Library note states:

“The impact is likely to be a shift in funding from generally more deprived to less deprived local authorities.”

At this time, how can the Minister possibly justify taking money off schools in those deprived parts of England?

[Sarah Teather]

The right hon. Gentleman knows full well that there will be a real-terms increase in school funding over the course of this comprehensive spending review period. I wonder whether it is perhaps the height of his political career to stand in the House of Commons to oppose our spending £2.5 billion extra on the poorest children in this country. Is that really what he came into Parliament to do?

[Andy Burnham]

The words do not match the reality. The reality of the Government’s spending review is this: a pupil premium con, where funding is recycled to the most affluent areas; a real-terms cut per pupil of 2.25%; a whopping 60% cut to the school building programme; Sure Start cut by 9%; and the education maintenance allowance scrapped, despite promises from the Secretary of State to protect it. Is this not the truth: he has made a mess of the education budget and while he celebrates his headlines, children and teachers are counting the cost of the Government’s broken promises?

[Sarah Teather]

Is it not true that the right hon. Gentleman’s Government left a legacy of the poorest children doing significantly worse than the wealthiest children right across the country, and of children on free school meals failing at every level to meet that of children from wealthier backgrounds? That is their legacy; that is the truth. His Government would never have implemented the pupil premium, and I am proud to say that we are implementing it.

[Several hon. Members]

rose—

--- Later in debate ---

[Kate Green (Stretford and Urmston) (Lab)]

7. What steps he is taking to provide support for parents in preparing their children to start school.

[The Minister of State, Department for Education (Sarah Teather)]

We are committed to supporting parents in making sure their children are ready for school. We are maintaining the network of Sure Start children’s centres; protecting funding for free nursery education and extending it to disadvantaged two-year-olds; and reviewing the early years foundation stage to look at how young children can be best supported throughout their early years while preparing them for formal schooling.

[Kate Green]

Save the Children has argued that every parent needs to be able to access family support programmes, which are shown to support children’s development and learning. What steps will the Minister take to ensure that a pipeline of evidenced family support programmes is available in order to improve children’s attainment?

[Sarah Teather]

I am grateful for the hon. Lady’s question. She will be aware that we appointed the hon. Member for Nottingham North (Mr Allen) to undertake a review of early intervention. He will publish a report relatively soon on best practice in that area, and it will include many of the issues that she has just mentioned. The best Sure Start children’s centres already use a significant number of evidence-based programmes, and the Secretary of State for Health has also announced an expansion of family nurse partnerships, which are extremely important in supporting young parents and in working with their children. However, we are very keen to encourage more Sure Start children’s centres to make better use of the programmes on offer.

[Claire Perry (Devizes) (Con)]

Speaking from experience, I know that there is almost nothing a parent can do to prepare a child for the devastating experience of being bullied at school. Today, on the first day of anti-bullying week, well over 800,000 people are taking part in a groundbreaking online march, organised by Beatbullying. What steps are the Government taking to reduce such bullying, which can have such a devastating impact on children’s lives?

[Sarah Teather]

I thank the hon. Lady for raising this very important issue at this very important time. The Government take it very seriously, and we will speak much more about it, including about homophobic bullying, in the forthcoming White Paper.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

It was good to hear the Minister reciting the successes of the previous Labour Government in providing free nursery places and a network of more than 3,500 Sure Start centres. The fact that Lib Dem Ministers feel the need to resort to claiming credit for our ideas shows how few they are getting from their partners in government.

Despite what the Government spin merchants would have the public believe, Sure Start was far from protected in the spending review. By freezing the grant, removing the ring fence, cutting children’s services budgets and removing around £40,000 of the budget from every children’s centre to pay for health visitors, the Government have put the Sure Start network under severe pressure. I therefore have a simple question for the Minister: can she guarantee that no Sure Start children’s centre will close as a result of choices made by this Government?

[Sarah Teather]

We will be announcing more details about the funding for Sure Start children’s centres shortly, in line with the settlement for local government. Yes, we have removed the ring fence, but we are trying to encourage local authorities to look rationally at what they want to do locally to ensure that they prioritise early intervention. We have rolled this into an early intervention grant, because they tell us how strongly they want to prioritise early intervention. However, every area will be different. Unlike the previous Government, we want to give local authorities the freedom to make decisions on the ground on what matters for them.

[Mark Menzies (Fylde) (Con)]

8. What plans he has for future provision for children with special educational needs; and if he will make a statement.

[The Minister of State, Department for Education (Sarah Teather)]

To deliver the Government’s commitments on special educational needs, I am publishing a Green Paper later this year to look at the wide range of issues concerning children with special educational needs and disabilities. To inform this important work, I issued a call for views and have met parents, teachers, local authorities, charities and other groups. I am also considering the findings of recent reviews, including the recent report from Ofsted.

[Mark Menzies]

I thank the Minister for that answer. However, like many MPs, I have had in my constituency surgeries people who have real concern that their children will not be adequately assessed. That is a great worry for parents. What can she tell us to outline a future approach and take away parents’ worry?

[Sarah Teather]

That is specifically why we are producing the Green Paper. We recognise how many parents feel that they continually have to battle to get the needs of their child recognised, and then battle again to make sure that those needs are catered for. We are looking at how we can make the system more transparent, how we can streamline assessment, and how we can identify need much earlier. We also want to improve parents’ choice about the provision for their child and look at transition for young people right across the piece.

[Pat Glass (North West Durham) (Lab)]

Given the huge weight of evidence about the importance of early intervention for all children, but particularly for children with special educational needs—the Minister has talked about that—can she confirm for us today that the pupil premium will be paid for under-fives?

[Sarah Teather]

I said earlier that, in line with the funding premium, we have spent that money extending it to all disadvantaged two-year-olds to ensure that they have an opportunity to benefit from early education, because that will make a big difference. The hon. Lady mentions early intervention. That is why I asked Dame Claire Tickell to look specifically at how we can use the early years foundation stage and early education to identify needs, specifically special educational needs. I hope that that answers the hon. Lady’s question.

[Mr Graham Stuart (Beverley and Holderness) (Con)]

I warmly welcome giving greater autonomy to schools. However, can we ensure that schools are not free to put up classrooms in which children with a hearing difficulty are unable to hear what is going on, and can we make sure that basic regulation is in place to ensure that every classroom, unlike so many of those built in recent years, is suitable for the needs of every child in that class?

[Sarah Teather]

The National Deaf Children’s Society has raised that issue repeatedly. The Government are very sympathetic to this point; acoustics need to be considered when we are thinking about school buildings.

[Helen Jones (Warrington North) (Lab)]

9. What discussions he has had with head teachers on the Government’s plans to end the education maintenance allowance.

--- Later in debate ---

[Annette Brooke (Mid Dorset and North Poole) (LD)]

What advice would Ministers give someone wishing to apply to become a trainee educational psychologist, bearing in mind not only the current freeze on recruitment, but the great need for an adequate supply of educational psychologists to improve education for those with special educational needs?

[The Minister of State, Department for Education (Sarah Teather)]

I am well aware of my hon. Friend’s interest in this issue. As I said to her a couple of weeks ago when she raised it in a debate on the Floor of the House, the current system for funding educational psychologists is just not working. Unfortunately, only 16 out of 150 local authorities have paid their contribution, although the money went into their baseline funding. That is not good enough, and the Department could not take such a risk. However, I am absolutely determined to ensure that the system changes, because I agree with my hon. Friend that educational psychologists are critical to our reform of special educational needs.

[Ann Coffey (Stockport) (Lab)]

What further plans has the Secretary of State to improve the take-up of free early-education places by the most disadvantaged families?

Speech Therapy Services (Children)

Sarah Teather Excerpts

Wednesday 3rd November 2010 Westminster Hall

[The Minister of State, Department for Education (Sarah Teather)]

I congratulate the hon. Member for Blackpool North and Cleveleys (Paul Maynard) on securing the debate. I know how committed he is to the issue, and I could not help but hope, as I listened to his speech, that Mrs Williams was beaming with pride, and watching the debate. Similarly I hoped, when my hon. Friend the Member for Southend West (Mr Amess) was speaking, that Miss Grey could hear his tribute to her help.

[Mr Amess]

I think she is dead.

[Sarah Teather]

Perhaps she is listening from another place—if that is not to misuse parliamentary terminology.

I am hugely grateful to the hon. Member for Blackpool North and Cleveleys for securing the debate, and for speaking so knowledgeably and passionately. I was fortunate enough to attend a round-table meeting that he organised a few weeks ago on speech, language and communication needs. He is aware that I share his ambition. His expertise and the way he has campaigned on the issue since coming into Parliament is something that the sector recognises and is grateful for. The Government are grateful too.

The debate has come at an opportune moment because, as hon. Members will know—and as several hon. Members pointed out—several policy areas are in the process of being changed and developed. Consultation has just closed on the NHS White Paper, and we are drawing together White Papers on schools and on public health. The process in which I am personally involved is the production of a Green Paper on special educational needs and disability. Despite the suggestion that that might be a risk, I hope it may be seen as an opportunity. A key theme raised today was that of getting different services—local authorities, education and health—to work together. If everything is changed at the same time there is a much better chance of making sure that the elements of the new system will work closely together. Perhaps it is flippant of me to say so, but if Liberal Democrats and Conservatives can be got to co-operate in government, it cannot be beyond the wit of man to get health and education to work together.

In the past few months I have engaged in a series of small events and round-table meetings with the sector. I hope that hon. Members will not mind if I treat the debate as part of the Green Paper process. I shall do my best to respond to as many as possible of the issues that have been raised, but I shall not get to everyone. However, I shall pass on to the Department of Health the questions that have been raised, or make sure that they form part of our process of forming the Green Paper.

There were many knowledgeable speeches, including those by my hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke), who has spoken on the issue over a long period; the hon. Member for North West Durham (Pat Glass), a new Member, to whom I always enjoy listening, and who speaks passionately on the subject; and the right hon. Member for Coatbridge, Chryston and Bellshill (Mr Clarke), who has campaigned on the issue for many years. I was particularly grateful, because those hon. Members have a long-standing interest in what we are debating.

Speech, language and communication skills are the bedrock of learning. If someone cannot communicate their needs, those needs are unlikely to be met. If they cannot explain what they do not understand, their questions are unlikely to be answered. If someone cannot tell another person how they feel, that person cannot help them; and it will probably be a struggle to make friends. Children with speech, language and communication needs can have a lonely childhood and a poor education, and it is no wonder that many go on to develop behavioural difficulties or that they are misdiagnosed.

As many hon. Members have said, the range of problems is huge, from speech delay to intractable and chronic problems that require intensive intervention. Speech, language and communication issues may occur alone or co-exist with other special educational needs or social disadvantage. The hon. Member for North West Durham focused on that overlap with social disadvantage, and I want to touch on it shortly.

Speech therapy and other services, allied to good teaching, are vital for children and young people with the difficulties in question, to help them learn and get the most out of life. There has been significant progress, and the Green Paper will build on the work that the previous Government did, not rip it up and start again. I recognise that, particularly in the matter of speech, language and communication needs, progress was made. I pay tribute to the part that Mr Speaker played in raising the profile of the issue. The Bercow review comprehensively mapped out the challenges in policy, and since then much progress has been made in accomplishing the action plan.

We are of course about to begin the first national year of speech, language and communication, and I congratulate the Communication Trust and the communication champion Jean Gross on their work to promote better information for professionals and parents. Raising awareness of speech, language and communication needs is the theme of the trust’s work and the “Hello” campaign that the hon. Member for Washington and Sunderland West (Mrs Hodgson) mentioned. If we are to make the best use of the expertise that we have in speech and language therapy, and in other matters, we must get much better at picking up problems earlier and putting in place the right package of support.

Several hon. Members mentioned the fact that more than 60% of young offenders have speech, language and communication difficulties. That is a shocking statistic and a clear reminder, if we should need any more, of the importance of intervening early to prevent problems later.

[Pat Glass]

The Minister spoke about early intervention, which has huge support. However, we are hearing fairly reliable but worrying reports that the much-trumpeted pupil premium will not be paid for children under the age of five. Will the Minister confirm that it will be paid for all children in education from the age of two, and not be restricted to those over the age of five?

[Sarah Teather]

The hon. Lady will be aware that the consultation closed just before the comprehensive spending review. We will be making a much more detailed announcement on the pupil premium shortly, but we want to ensure that local authorities know much more about the scheme when they get their settlement.

I was about to speak about some of the issues raised by the hon. Lady in her speech. Early identification is vital for the child and the family; as she said, it will reduce costly interventions later. It is essential that more timely referrals are made to specialist services. That is why I asked Dame Claire Tickell, who is leading a review on the early years foundation stage, to look specifically at how to improve early identification of such problems by the EYFS. She is leading the process at the moment, and she will soon be reporting her findings to the Government.

For the same reason, we have extended the two-year-old offer to significantly more disadvantaged young children. About 130,000 disadvantaged two-year-olds will benefit from 15 hours of early education a week. That point was raised by a number of Members. Indeed, the hon. Member for Gedling (Vernon Coaker) said that children often arrive at nursery without the required language skills because they have not been exposed to language in the usual way. Offering high-quality early education is vital in giving those children the chance to pick up those skills.

The hon. Member for Gillingham and Rainham (Rehman Chishti) spoke about Sure Start centres. Many already provide speech and language therapy, but more use of such evidence-based programmes is definitely part of the reform programme that the Government want to institute. The Under-Secretary of State for Health, my hon. Friend the Member for Guildford (Anne Milton), who is responsible for public health, recently confirmed the Government’s intention during this Parliament to recruit and train 4,200 health visitors. Health visitors will be key in picking up on speech delay in very young children, ensuring that they are referred to the appropriate services, including Sure Start centres.

[Mr Robert Buckland (South Swindon) (Con)]

rose—

[Nick Smith]

rose—

[Sarah Teather]

I shall give way first to my hon. Friend the Member for South Swindon (Mr Buckland).

[Mr Buckland]

I am grateful that my hon. Friend made that point about health visitors. As we know, they carry out a uniform hearing test for very young children. It seems to me and many others that we should be training health visitors to take that sort of approach for speech, language and communication difficulties.

[Sarah Teather]

Health visitors are the key to picking up problems in the early years and making appropriate referrals. Some really interesting projects have been undertaken in Manchester, using community-based budgets; they linked health and education, realising that many children who fall behind when they get to nursery school have often missed health checks. Ways of sharing that data are important.

[Nick Smith]

I thank the Minister for giving way. I thank her also for confirming that the Government will not rip up plans introduced by the previous Government to take forward this important agenda. However, some of us are concerned that the new commissioning agenda for the national health service might mean that specialist services for speech and language therapy will not be commissioned by GP consortiums. Will the Minister confirm that special efforts will be made to ensure that GP consortiums are fully aware of this important service and that they continue to make it available?

[Sarah Teather]

I shall turn to commissioning in a moment. First, I want to say something about the school work force, a theme that was developed during the debate. It is vital that teachers and other members of the children’s work force have access to information, and that they have the opportunity for professional development in supporting children with special educational needs. Those on the front line are often the first to pick up problems, and they are vital in implementing whatever is suggested by the specialists.

One Member—I noted the point but not who raised it—spoke about the need for speech and language therapy to be well integrated into what happens in school. There are some good examples of that. Indeed, it is the kind of good practice that we want to build on through the Green Paper, with speech and language therapists training teachers to ensure that the therapists’ work continues in the classroom once the specialist help is over. That is vital. Progress has been made in recent years with the development of dedicated resources for teacher trainers and trainees, with specialist professional development for special educational needs co-ordinators and with online training material for school staff on a range of special educational needs, including specific materials on speech, language and communication needs for teachers and other staff.

[Alun Cairns]

I am grateful to the Minister for giving way. The shortage of speech and language therapists for many schools means that when the need for specialist help arises it is not necessarily there. Often, only speech and language therapists themselves can deliver the necessary support, rather than the problem being passed on to the teacher every time.

[Sarah Teather]

We need a mix; that is why I said that speech and language therapists can often offer good professional advice to teachers, who are then able to do some of that work during the week. The number of speech and language therapists is rising consistently. The question of whether we have enough depends on commissioning, and the way in which those therapists are employed. The White Paper on schools and the special educational needs Green Paper will set out plans for developing the knowledge, understanding and skills of the children’s work force and will specifically address continuing professional development.

A number of Members asked about commissioning. I realise that we need to be much better at integrating the commissioning of services for children with special educational needs, as in many other areas. As I said earlier, I hope that the rapid change experienced in many areas will provide us with the opportunity to do much better. We are creating more diverse school systems with more freedom for schools to innovate; and the NHS White Paper focuses on creating locally based opportunities to improve patient care.

Improving outcomes is exactly what Mr Speaker wanted to achieve for children with such difficulties through his review. The challenge is to design future arrangements that work much better together and that focus specifically on the needs of children and families. I am working closely with colleagues at the Department of Health on all these matters. I am determined to ensure that we are better able to streamline the assessment process.

[Vernon Coaker]

rose—

[Sarah Teather]

Only three minutes remain, and people are already arriving for the next debate. I still have five pages of notes, so I shall end up rushing.

The hon. Member for Gedling mentioned a constituent of his, and I will ensure that excerpts from his speech are passed to Ministers at the Department of Health so that the matter is drawn to their attention. Things falling between Departments is exactly what we want to address in the Green Paper.

There are a couple of other points that I shall not manage to answer, but the hon. Member for North West Durham raised the question of the differences in commissioning for high need with low incidence and low need with high incidence. I know that the Department of Health is aware of the communication champion’s views on commissioning, and those views will be taken into account in designing the system.

I shall finish with a few words about the Green Paper.

[Mr Andrew Smith]

Will the Minister give way on ACE centres?

[Sarah Teather]

On that subject, my Department is considering the best way to secure support for children who require augmentative and alternative communication with colleagues in the Department of Health following the spending review. I hope that the right hon. Gentleman will understand that I am not able to give much detail on those commitments, because there is much yet to do.

I have one minute left, which is not enough time to say all that I want about the Green Paper. We have a real resource of knowledge in Parliament, and many Members have a real passion about the subject. The Green Paper is part of a consultation process, so I hope that right hon. and hon. Members will feel able to use their knowledge and expertise and get involved. I shall try to find ways to involve parliamentarians with such expertise; I am well aware of how much experience Members of Parliament have, both personally and in their campaigning role. I look forward to debating these issues again with those who are here today.

Education Psychology

Sarah Teather Excerpts

Monday 18th October 2010 Commons Chamber

[The Minister of State, Department for Education (Sarah Teather)]

I congratulate my hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke) on securing today’s debate on this important topic. She has campaigned tirelessly on the issue of educational psychologists and the need for adequate coverage for many years. I remember well the many times in opposition that she sought to amend just about every Bill that went through the House, to ensure that she had an opportunity to raise this issue. I understand how strongly she feels about it, and the fact that the House is so full tonight, despite the fact that it is almost 10 to midnight, is testament to the fact that Members on both sides of the House feel strongly about it, regardless of their political party.

My hon. Friend has shown her tireless commitment to this and to other issues relating to children with special educational needs and disability over many years, and it is therefore not surprising that Dod’s saw fit to make her MP of the year in its recent women in public life awards for her work on children’s issues. I offer her my congratulations on that.

It will not surprise my hon. Friend to hear that I share her ambition to improve education and children’s services in this country, in particular for those who need more support than the rest to achieve their potential. From my conversations with parents, teachers and children’s services professionals since I started this job, it has become clear to me that the complex and difficult situations that many families face can be made much more manageable if they receive the support that they need.

Educational psychologists are an extremely important part of the picture for many families in a variety of ways. They assess a child’s needs in order to identify problems before they get worse. They provide individual and group therapy to children who need psychological support, and they ensure that children and families are put in touch with the right professionals if they require other services. They also provide important advice to teachers and other school staff about what more can be done to support children with additional needs in educational settings, including gifted and talented children as well as children with special educational needs. They also provide a vital role in offering more strategic advice to local authorities across a range of children’s services, including fostering and adoption. I pay tribute to the work that educational psychologists do; it is absolutely vital for children and their families.

My hon. Friend has raised a number of specific issues about the operational aspects of the service, and in particular about funding and management. I shall turn to those first. She said that there are 2,200 educational psychologists in England, all of whom are trained to doctorate level. She said that there is a shortage, but in fact it seems that the work force are of probably the right size, notwithstanding the issues that she raised about future work force direction. It is a specialist service and it is demand-led, and local authorities must assess that need. As my hon. Friend said, that is undertaken by the Children’s Workforce Development Council. It has developed a useful model that will help local authorities to assess capacity in relation to local demand for the service. That could be an important part of local authorities’ forward planning and a good example of the more strategic role that we want local authorities to have.

Educational psychologists are employed directly by the local authority, which therefore manages the training and deployment of staff. My hon. Friend went through the history of how we got to the position we are in now. Previously, Local Government Employers administered the educational psychologists’ training and clearing house scheme. However, the LGE withdrew from those arrangements and the money was distributed to local authorities.

Since 2007, the Children’s Workforce Development Council has administered a funding scheme for the training of educational psychologists, to which local authorities are asked to contribute. However, I am acutely aware that the current scheme is not operating as effectively as it should be. As my hon. Friend said, contributions from local authorities have been steadily decreasing, and so far this year only 16 out of 150 local authorities have confirmed that they will be contributing, leaving a significant shortfall in funding.

That situation is not tenable. First, it leaves great uncertainty for those considering embarking on a career in the profession. Secondly, it is unfair that local authorities are not paying their share given that the money is included in local authority funding settlements. Thirdly and most importantly, as my hon. Friend outlined, we must have well-trained educational psychologists to provide for children’s welfare and development, particularly for children with special educational needs. So, in the context of the Government spending review and the systemic review of special educational needs, we are reviewing current arrangements and trying to find a more sustainable solution. We have had to place a temporary freeze on recruitment until the comprehensive spending review picture is clearer in the light of the significant shortfall in funding from local authorities’ contribution, but I am aware that the issue is urgent. I am very aware of the feelings expressed by Members of all parties.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

I am pleased to hear the Minister talk about the importance of supporting local authorities in supporting educational psychologists. Does she not share my concerns that some of the changes that this Government have made to the funding available to local authorities for centrally determined budgets, particularly the money that they have said has to go to academies and to free schools, will undermine authorities’ ability to fund central services and to support special educational needs in schools and therefore educational psychologists?

[Sarah Teather]

Academies are still perfectly free to buy into the services that are provided by local authorities and in many cases they do so, particularly when they are of a high quality. They now simply have more freedom to choose how they do that.

I hope that my hon. Friend the Member for Mid Dorset and North Poole will understand that, because of the proximity of the comprehensive spending review and the work that is ongoing on the Green Paper, I am not able to say more about the outcome of the work that I have said we want to do to put funding for educational psychologists on a more sustainable footing. As I have said, we are committed to this issue and I am aware that the situation at the moment is simply not a sustainable solution. I am also clear that educational psychologists are a key part of any reformed special educational needs system. Adequate numbers of specialists will be essential, no matter what reform we choose after consultation.

It is worth my saying a few words about some of the key principles that are guiding our work on the Green Paper, because they are relevant to the debate and pick up on some of the points that my hon. Friend made. I am clear that the system is far too adversarial, with parents all too often feeling that they have to battle to get the needs of their child recognised, let alone catered for. There are some excellent examples of good practice, but unfortunately all too often there are harrowing tales of poor practice. We must get better at identifying need early, diagnosing accurately and putting in place the right support to meet the child’s and, indeed, the family’s needs.

We need a more transparent system in which assessments are streamlined and easier to cope with—a system that focuses more on outcomes for the child and the family and not just on ticking boxes on a piece of paper. I want parents to have more choice and involvement in decisions about their child’s education and care. Much more can and should be done to raise the attainment of children with special educational needs and disability as well as to raise expectations of achievement. Key to all those areas of reform will be educational psychologists. We need to make much better use of their skills in assessment, advising teachers and schools, and working with families and children.

[Sir Alan Beith (Berwick-upon-Tweed) (LD)]

Does my hon. Friend recognise the urgency of giving a clear signal that there will be training opportunities for educational psychologists, to both potential candidates and university departments?

[Sarah Teather]

I recognise that this issue is absolutely urgent, but my right hon. Friend will acknowledge that I am not able to say anything about this before the comprehensive spending review on Wednesday, as it is way above my pay grade. However, I am very clear that this issue is critical to the reform that I want the Government to push forward in the Green Paper, which we will publish later this year. I am sorry; I know it is very frustrating for hon. Members who want answers now. They are quite entitled to come and ask the Government about this and I am relieved that so many people feel so strongly about it, but at this stage all I can do is assure Members that it is absolutely on my agenda.

[Nic Dakin (Scunthorpe) (Lab)]

The current freeze is giving a very unhelpful message, although the reasons for it have been explained in the debate. The hon. Member for Mid Dorset and North Poole (Annette Brooke) has pointed out the problem with the age profile and the need for a sustainable approach, and I welcome the Minister’s saying that there will be an answer to the sustainability issue. She talked about an adequate number of educational psychologists: can she give us an idea of an adequate number? That would be helpful.

[Sarah Teather]

What is an adequate number will depend a little on the Green Paper. The role of educational psychologists might change depending on what we do with the assessment system. I would like them to play a greater role in offering therapeutic advice rather than just being used by local authorities as a gatekeeper to services, as happens all too often. Much work needs to be done with the Green Paper.

[Stephen Gilbert]

I want to press the Minister on the period of time in which we might expect some clarity on this issue. She has talked a lot about the Green Paper, but when might we see it? Will she commit to coming to the House and telling us about educational psychologists after that?

[Sarah Teather]

We hope to publish the Green Paper at some point in December. I am sorry that I cannot give a time for reform of the system around educational psychologists. All I can say is that—

Oral Answers to Questions

Sarah Teather Excerpts

Monday 11th October 2010 Commons Chamber

[Robert Flello (Stoke-on-Trent South) (Lab)]

4. What his policy is on the provision of support for children with special educational needs.

[The Minister of State, Department for Education (Sarah Teather)]

To deliver the Government’s commitments on special educational needs, I am publishing a Green Paper later this year to look at the wide range of issues concerning children with special educational needs and disabilities. To inform this important work, I have issued a call for views and have met parents, teachers, local authorities, charities and other groups. I am also considering the findings of recent reviews, including the recent report from Ofsted.

[Robert Flello]

I am grateful to the Minister for that answer and I congratulate the new Opposition Front Benchers on their appointment.

In some schools, support staff provided for statemented children are being redirected to other children by head teachers who use such staff almost as a floating resource. Can the Minister assure me that she will look into that matter as a great priority?

[Sarah Teather]

I thank the hon. Gentleman for raising that point. I understand from my discussion with him prior to questions that a specific issue is concerning him and has led him to ask that question. I wonder whether he will be good enough to write to me because it would concern me greatly if schools were redirecting to other children resources that were supposed to be allocated to children who have a statement in special educational needs. It would be useful to have his feedback in advance of the Green Paper.

[John Howell (Henley) (Con)]

I welcome the Minister’s commitment to children with special educational needs. My constituency has schools with well in excess of 50% of pupils on the special educational needs register. How will the Minister encourage Ofsted to look at the bigger picture when it comes to its assessments, because the problems are often complex?

[Sarah Teather]

My hon. Friend is correct to say that the problems are complex. It is absolutely right that school inspections take account of how well pupils with special educational needs and disabilities are provided for, as well as how well they learn and progress. That will be an important consideration for Ofsted as it develops new inspection arrangements focused specifically on the core areas of achievement, teaching, leadership, behaviour and safety.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

Does the Minister agree that there has been a serious improvement in SEN children’s facilities and support up to the age of 16? However, does she further agree that the real challenge, as anyone who has looked at the matter in detail will know, is provision from ages 16 to 18, and that things get even more challenging for parents when their children are 18?

[Sarah Teather]

I absolutely agree with the hon. Gentleman, with whom I have discussed this matter before. I want the Green Paper to look specifically at that. He will be aware that there are a wide range of reports on what happens in schools and special schools, and on support for children in mainstream schools and in special units that are attached to them. However, there is very little research on transition. If one issue has come out clearly from my meetings with parents and voluntary sector organisations, it is the need to think about the whole of a child’s life—all the way through.

[Charlotte Leslie (Bristol North West) (Con)]

In my constituency, many parents, particularly those from less advantaged backgrounds, fight hard to get their children’s special educational needs recognised. Will my hon. Friend guarantee that she will look carefully at that?

[Sarah Teather]

My hon. Friend is correct to say that many families feel that they have had to battle to get their child’s needs recognised, let alone catered for. That is very much why we will produce the Green Paper later this year. We are looking at how we can make the system less adversarial and how we can focus more, for example, on outcomes, and how to make the process more transparent. I hope that any parents of SEN children in her constituency who have strong views will respond to our call for views. They can go to the Department’s website and submit them now to help to ensure that we frame the questions in our Green Paper correctly.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

Thank you, Mr Speaker. I am delighted to address you from the Dispatch Box for the first time.

I welcome the Minister’s commitment to SEN provision. However, there is significant feeling among the SEN community that the whirlwind pace of change within the Department for Education has left little time to consider the effect that the changes will have on SEN provision, and particularly the effect that academies and free schools will have on funding from local authorities. Will she reassure the House that those ideological experiments will not take money away from council budgets for providing support to the one in five children with SEN?

[Sarah Teather]

May I begin by congratulating the hon. Lady on her promotion? It will be a great pleasure to debate these issues with her. I am aware that she has a long-standing interest in special educational needs—she was responsible for the passage of the Special Educational Needs (Information) Act 2008. I am sure she will be a knowledgeable opponent over the next few months, which I look forward to.

On the hon. Lady’s specific question—[Interruption.] I am being heckled when I am trying to pay a compliment. Labour Members cannot even let me be nice to Opposition spokesperson. Goodness gracious! They should wait till next week—[Interruption.] There’s always a last time. I should like to answer the hon. Lady’s question. On academies and free schools, she would be aware, if she had been in the Chamber for the debate on the Academies Act 2010 before the summer, that an advisory group is looking specifically at funding issues.

[Greg Mulholland (Leeds North West) (LD)]

5. What recent representations he has received on educational provision for children with special needs in Leeds North West constituency.

[The Minister of State, Department for Education (Sarah Teather)]

There have been no representations received from Leeds local authority in relation to provision for children with special educational needs in the authority’s area. School organisation and special educational provision are matters for local consultation and determination, and where there are disagreements, they may be referred to the independent schools adjudicator for consideration.

[Greg Mulholland]

I thank the Minister for her answer. That there have been no representations contrasts with the fact that many representations have been made to Education Leeds and similar authorities. Lucy Holmes, my constituent, has finally, after a lengthy battle—10 years—had a review of her SEN statement, in which time, of course, her needs have changed substantially. What will the new Government do to ensure that children’s needs are met by reviewing statements far more frequently?

[Mr Speaker]

In the Leeds North West constituency.

[Sarah Teather]

The statement of needs is supposed to be reviewed annually, so it is a matter of concern if that is not happening and it has taken 10 years for such a review to take place. However, I should also say that too often a statement of needs is a static document that ends up in a drawer, rather than a dynamic document used as a basis for discussion and focusing on outcomes. Again, I hope that the Green Paper will begin to examine this issue.

[Bridget Phillipson (Houghton and Sunderland South) (Lab)]

6. What assessment he has made of the effects on children from the most deprived backgrounds of the changes to the Building Schools for the Future programme.

--- Later in debate ---

[Miss Anne McIntosh (Thirsk and Malton) (Con)]

11. What steps he plans to take to improve the educational achievement of children from the most deprived areas; and if he will make a statement.

[The Minister of State, Department for Education (Sarah Teather)]

Raising the attainment of children from the most deprived areas is a priority for the coalition Government. From September 2011, we are introducing a pupil premium, which will guarantee additional funding for schools with deprived children, and ensure that the poorest children, wherever they live, are able to receive the right support. Schools will decide how to spend the premium so as to achieve the best results for their disadvantaged pupils.

[Miss McIntosh]

I am grateful to my hon. Friend the Minister for that reply. Will she confirm that that premium will cover those living in pockets of rural poverty in Thirsk and Malton, which are particularly sparsely populated and rural in nature, to increase their chances of social mobility?

[Sarah Teather]

One of the points about the pupil premium is the fact that, because it targets the individual child, it has a much better chance of picking up those areas where there are pockets of deprivation, which have been missed by other ways of distributing deprivation funding. It does not matter whether children live in a wealthy area or not; unfortunately, the stats about their parents’ income are still the greatest predictor of how well they will do at school. I think that that is an absolute scandal. Unfortunately, it is the legacy of the previous Labour Government.

[Mr Iain Wright (Hartlepool) (Lab)]

The educational achievement of young people in deprived areas has risen highest for those in receipt of the education maintenance allowance. EMA is undoubtedly helping to break the decades-old link between deprivation, attainment and staying-on rates. That being the case, and given the comments made by the Minister, will she commit to retaining EMA in its current form?

[Sarah Teather]

The hon. Gentleman will be aware that we have made a commitment this year, and he will be perfectly well aware that future spending decisions are a matter for the spending review. He will have to wait with bated breath until next week.

[Mr Graham Stuart (Beverley and Holderness) (Con)]

Can the Minister tell the House what steps she is taking to ensure that children from the most deprived areas have access to the highest quality teaching, and to make sure that teaching in those areas is subject to the most effective performance management?

[Sarah Teather]

My hon. Friend will be aware that we have expanded Teach First, something that both the Liberal Democrats and the Conservatives feel strongly about. It was a Liberal Democrat manifesto commitment. I hope that will have a considerable impact on raising the attainment of children in deprived areas. Of course, pupil premiums will make sure that there are extra resources for schools to spend as they choose: they may be spent on one-to-one tuition, or on other things that schools feel are best for narrowing that attainment gap.

[Chris Leslie (Nottingham East) (Lab/Co-op)]

There are hundreds of teaching assistants working in primary schools in the most deprived areas of not just my constituency but the whole country. Many of them are fearful of the effect of the budgetary decisions that the Minister is about to make. Will she give an assurance that teaching assistant posts, which have had a massive impact on educational attainment, will be protected, and perhaps enhanced?

[Sarah Teather]

The hon. Gentleman will be aware—I have already said this to one of his hon. Friends—that future spending is subject to the spending review, which will take place next week. I cannot tell him what future spending will be until after the spending review next week. What I will say is that there is a clear coalition commitment to targeting extra resources on disadvantaged children through the pupil premium, which schools can spend as they wish to narrow the attainment gap between the richest and the poorest students in their school. They may well choose to do that by having more teaching assistants, but they may choose to spend the money on other things.

[Mr Philip Hollobone (Kettering) (Con)]

12. If he will reduce the volume of guidance and advice his Department issues to head teachers.

--- Later in debate ---

[Chris Heaton-Harris (Daventry) (Con)]

18. What recent representations he has received on educational provision for children with special educational needs in Daventry constituency.

[The Minister of State, Department for Education (Sarah Teather)]

There have been no representations received from Northamptonshire local authority in relation to provision for children with special educational needs in the authority’s area. However, school organisation and special educational provision are matters for local consultation and determination, and where there are disagreements they may be referred to the independent schools adjudicator for consideration.

[Chris Heaton-Harris]

Will the Minister kindly accept a representation from parents in my constituency, who have visited my surgeries with various problems regarding special educational needs provision in Northamptonshire—especially the parents of a young lad called Joe, whom I met on Friday, who suffers from Down’s syndrome and is unable to get the regular speech therapy that he needs?

[Sarah Teather]

May I very strongly encourage the hon. Gentleman and his constituents to respond to the call to send in views for the Green Paper? The call closes on 15 October, so there are just a few more days to respond, and I should be very grateful if he made sure that that his constituents’ experiences were represented. If he wishes to meet me further, I shall be very happy to do so.

[Lisa Nandy (Wigan) (Lab)]

19. What arrangements his Department has made with the New Schools Network to provide a framework for the provision of services by the network on his Department’s behalf.

--- Later in debate ---

[Mr Douglas Carswell (Clacton) (Con)]

T6. The policy of enforced inclusion pursued under Governments of both parties has played havoc with children with special educational needs in my part of Essex. It has meant the closure of special schools, increased pressure on mainstream schools, and pressure on remaining places in the special schools system. Can the Minister promise that under the review inclusion will be made a matter of parental choice, not an outcome arrived at through bureaucratic stalling and bullying?

[The Minister of State, Department for Education (Sarah Teather)]

Parental choice is absolutely at the heart of the themes of the Green Paper. It is essential that we try to come to decisions about a child’s future based not only on their disability but on understanding the particular needs of the child. Two children with the same disability may have very different circumstances and need different educational provision.

[Rosie Cooper (West Lancashire) (Lab)]

Will the Secretary of State please indicate the Government’s position on supporting parents in choosing denominational schools for their children? Would he oppose any measure that would reduce that choice—that is, local authorities charging a flat rate of £2 a day per child, which amounts to £180 that parents believe is a tax on faith? Lancashire county council is charging parents £2 a day per child for transport to go to a denominational school; does he approve of that sort of attitude?

[Mrs Helen Grant (Maidstone and The Weald) (Con)]

T7. Under Labour, social mobility stalled. What action will the Government now take to kick-start that vital aspirational process for our children, our teachers and our schools?

[Sarah Teather]

My hon. Friend is absolutely correct; I am afraid that the legacy of the previous Labour Government is that social mobility did stall. This Government believe that one’s birth should not equal one’s fate. That is why we want Sure Start to focus better on targeting the most disadvantaged families, why we are reviewing the early-years foundation stage to ensure that all children are ready for school, and why we are implementing a pupil premium targeting extra resources on the most disadvantaged children.

[Julie Hilling (Bolton West) (Lab)]

After 18 months of very hard slog, the 50 children and the staff and parents of Lever Park special school in my constituency raised the £20,000 funding needed to become a specialist school. In July, the Government promised them £100,000 to transform their facilities; in September, the Government cut it to £20,000. Will they please review their decision?

--- Later in debate ---

[Stephen Phillips (Sleaford and North Hykeham) (Con)]

T10. I think that my hon. Friends are aware of my interest in and support for deaf education; I remain a chair of governors at a deaf school. What plans has the Secretary of State for deaf education and for ensuring that deaf children receive the same education as their hearing peers?

[Sarah Teather]

The Department currently funds the I-Sign pilot project, which supports our position of informed choice for parents by putting in place the British sign language skills infrastructure necessary to make a BSL choice viable. As I said in answer to several earlier questions, we will produce a Green Paper later this year on special educational needs and disability. I would be grateful if my hon. Friend made sure that his views on the needs of deaf children were inputted into the Department’s call for views. As I said, the deadline for that is 15 October.

Academies Bill [Lords]

Sarah Teather Excerpts

Monday 26th July 2010 Commons Chamber

The investment needed to make real social cohesion work in large secondary schools, in both rural and urban areas, but especially in large schools in densely populated urban areas, is important not only to the school, but to the whole community. I want to see our academies, and all our schools, used seven days a week, with proper facilities being offered and without the restriction of governors saying that they do not want strangers in the building. Social cohesion means that the school can be used on a Sunday afternoon if someone is prepared to put the money in to pay the caretaker, not that the facilities are jealously guarded by the school as if they are only for its use. If this is going to work, we have to accept that these schools are an integral part of community provision. Sadly—[Interruption.] I thought that the right hon. Member for Morley and Outwood (Ed Balls) wished to intervene. He was either yawning or mumbling about his leadership bid.

[The Minister of State, Department for Education (Sarah Teather)]

He was talking to his wife.

[Mr Hancock]

Yes, I was a bit thrown by that. I do not know if there was a domestic going on—

Academies Bill [Lords]

Sarah Teather Excerpts

Wednesday 21st July 2010 Commons Chamber

[Barry Gardiner]

I am pleased to follow the courteous exchange between the hon. Member for South Swindon (Mr Buckland) and my hon. Friend the shadow Minister.

I have a fundamental philosophical problem with the amendment. Earlier, when giving advice to Members, Mr Chope, you pointed out that the amendment was about whether special schools should be included in the academies programme. I oppose this reform because, unlike the previous system, which tried to address disadvantage and underperformance by taking money from outside the system and ensuring that it was targeted at underperforming schools and children who were not doing so well, and putting innovation into the system to see if that would make improvements, the Bill looks to take money from within the system, mainly from children who are disadvantaged, and give it to children who are, on the whole, better advantaged.

The amendment relates to special schools, which are specifically for children with greater disadvantage, so it goes against the thrust of why Labour Members oppose the Bill as a whole. I believe that there is tension among Labour Members that needs to be resolved. That can be done in the way that my hon. Friend the shadow Minister outlined in relation to the arrangements between special schools and local authorities. It goes to the heart of funding and co-ordination.

I outlined in an earlier intervention the very detailed and complex mesh of arrangements that have pertained in my borough between mainstream schools—not special schools—that were part of the Building Schools for the Future programme, that were seeking, as part of that programme, to divide up, in a co-ordinated way between themselves, the different elements of special educational needs that needed to be addressed: autism at one school, learning difficulties at another, challenging behaviour at another. At the core of that was the amalgamation of Hay Lane and Grove Park schools, which were for children who simply could not be accommodated within the mainstream.

That is an incredibly complex set of arrangements between a number of schools, some of which might, under the provisions of this Bill, choose to become academies, and some of which, under the same provisions, would not be able to become academies because they are not, at present, outstanding schools. The local authority will be unable to co-ordinate the system as a special school goes off and becomes an academy, and the funding that is drawn off by the academies will reduce the capacity of the centre. I am reminded of the W. B. Yeats poem about the widening gyre—the centre will not be able to hold. We will lose the ability of central provision through the local authority to co-ordinate the needs of all children with special needs—those who need to be in mainstream schools and those who need to be in special schools. That is the fundamental problem. However, we should not look at our opposition to this clause about special educational needs in the same light as our opposition to the Bill as a whole because there is a fundamental philosophical difference between them.

[The Minister of State, Department for Education (Sarah Teather)]

It is a great pleasure to be taking part in the debate on this Bill from the Front Bench. As the hon. Member for Gedling (Vernon Coaker) said, it is the first opportunity I have had to do so. I am grateful for his warm words at the outset. I recall the first Bill that I debated in opposition. I remember looking at the Minister struggling with her papers and thinking, my goodness, what an awful lot of things she needs to know. It does seem very different from this side of the Dispatch Box. The hon. Gentleman said that all parties in the House are united by a common desire to improve educational attainment. I welcome that. It is important to begin from that perspective and to recognise that our motives are common.

I listened carefully to what the hon. Gentleman said in his opening speech, which covered many different areas and was almost a re-run of some of the issues that were covered on Second Reading. My understanding of the nub of his argument is that his tabling of the amendment relates to his general objection to the Bill rather than a specific objection to special schools. However, I will try to deal with the points that he raised on special schools in a moment.

It is not clear to me why this policy is any different from that followed by the hon. Gentleman’s Government. If we believe it is a good thing to have freedom for schools, particularly for those that are struggling, it is not obvious to me why we would then deny those freedoms to other schools that are already doing well, particularly as the Secretary of State has made it clear that he expects outstanding schools that become academies to partner a weaker school and to share their expertise. That can offer an opportunity to provide the kind of partnership that I think the hon. Gentleman probably agrees with.

As the hon. Gentleman said, amendment 28 would prevent special schools from converting to academies. That was the previous Government’s policy. We think it right that special schools should have access to the same opportunities and freedoms that we are giving to mainstream schools. Indeed, many special schools want that freedom: more than 50 have registered an interest in becoming an academy. [Interruption.] The shadow Minister can find that detail on the Department’s website.

[Barry Gardiner]

Can the hon. Lady clarify that remark? She says that those schools have expressed an interest in becoming an academy. Is that strictly accurate, or have they rather expressed an interest in further information about the process of becoming an academy?

[Sarah Teather]

I think that is semantics.

[Barry Gardiner]

Absolutely not.

[Sarah Teather]

Okay, I agree—I accept the hon. Gentleman’s point. Indeed, they have expressed an interest in obtaining more information about becoming an academy.

[Vernon Coaker]

This is an extremely important point; my hon. Friend the Member for Brent North (Barry Gardiner) got in just before I could. The Government are talking about expressions of interest from people clicking a button to obtain information. Frankly, if I were head of a school, I would have clicked the button as well to have a look at what this really means and what the Government are really saying. The Government are using the fact that schools have done that—whether it be special schools, primary schools, outstanding schools or any other schools—and saying that clicking a button is almost the same as expressing an interest in becoming an academy. In fact, people are actually looking to obtain information. There is a real difference. I am glad—

[The Temporary Chair]

Order. Let me stop the hon. Gentleman there. He has the right to reply to the debate, and if we are to bring it to a reasonably early conclusion, it is important that interventions are kept brief.

[Sarah Teather]

These schools have expressed an interest in finding out more information. We have never said that they have applied to become academies. It is important to make that clear.

[Dan Rogerson]

I am struck by the fact that certain hon. Members, on Second Reading—I think we will hear this again during our deliberations in Committee—said that this is a fundamental and huge shift and that the Government are seeking to push all schools down a particular route. The Minister is now saying that perhaps many of them are not interested in this and just want to find out a bit more about it. Hon. Members cannot have it both ways—either it is a massive shift or it will be a case of a few schools exploring it at this point.

[Sarah Teather]

My hon. Friend makes a good point. A lot of straw men have been built up in order to knock them down.

If we think that it is a good thing for special schools to have access to freedoms to run their school in the way that is best for the children in their care, I cannot see why we would say that they should not do that. A prime example is that academies will have flexibility around the school day and how they organise the school calendar. I have found that many parents of disabled children and people who work with disabled children say that the most difficult period of the year is the long summer holiday. If we can provide special schools with flexibility, they may or may not choose to rearrange their calendar so that they break up the terms and holidays in a different way and run the school day differently to lessen the pressures on parents. That seems a sensible thing to do.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

The hon. Lady is making a good case, but I struggle to understand why schools should have to apply for those freedoms. Why cannot the Bill simply give them to all schools?

[Sarah Teather]

This is a permissive power and not all schools will choose that route. In response to the concerns of many of the hon. Gentleman’s colleagues—I recognise that he was very much in favour of the academies programme when he was a Minister—I say that we are not forcing schools down that route.

[Stephen Twigg]

On a related point, I am unclear as to what the process will be for schools becoming academies under the new scheme. Say, for example, that 500 schools apply. The impact assessment seems to suggest that just 200 a year will be successful. On what basis will Ministers decide which schools become academies and which do not? Within that, will special schools have priority for the reasons that she has set out, or will they have a lower priority than secondary and primary schools?

[The Temporary Chair]

Order. May I point out that the Minister should not respond to that intervention, because it was totally of order?

[Sarah Teather]

I think one element of it was in order, and I shall respond to it because I am keen to respond as best I can despite this being my first Bill. The hon. Gentleman asked about the priority that will be given to special schools. I was about to say that we are treating special schools in a different way from others, which I hope will reassure some Members who have concerns. The process will be longer and slower, and we do not expect any special schools to convert to academies before 2011.

The hon. Member for Gedling asked a number of perfectly good questions, and I accept that more work needs to be done on the matter. That is precisely why the Secretary of State has set up an advisory group to work with head teachers from special schools and mainstream schools with special units, so that we can work through the details of the points that have been made.

The point about partnering is important. We would expect any school that gets academy status to partner with another school. That could provide an opportunity to spread knowledge, particularly on special education. There are already many good examples of special schools that are doing that, but it is not always happening. We will strongly encourage special schools to use the training that their staff have, which is often lacking in mainstream settings, to ensure that we drive up standards for children with special educational needs. We expect partnering to provide that opportunity.

[Mr Graham Stuart]

The Minister talked about areas of detail that needed attention. One of the most critical of those to schools is, of course, the money involved. Can she give us any idea whether she expects special schools to see a bigger increase in their direct budget? Will local authorities spend a greater sum to support them than to support other schools? That takes us back to a point made by the hon. Member for Brent North (Barry Gardiner)—if the money at the centre is to be denuded, we would rather the most needy got their share first and the strongest and the best be the ones who have to struggle with the least money, not the other way around.

[Sarah Teather]

The point made by my hon. Friend, the Chair of the Select Committee on Education, and by the hon. Member for Brent North (Barry Gardiner) is precisely why the advisory group has been set up. It will work through the details. That is why we do not expect any special school to convert into an academy until next year. I recognise that funding issues need to be considered, because we are talking about a place-based funding system, and that we need to work through the issue of how special schools interact with other schools. We want to work with those on the ground who have expertise but who want the programme to happen.

Whatever disagreements we have about the wording that has been used and whether special schools have just “expressed an interest” or really will become academies, we should recognise that there are special school head teachers who want their schools to become academies. They feel that that freedom will enable them to do some of the things that they have already been doing as outstanding schools, but also to work better with the community and have flexibility to change how their schools are run, so that they can better provide for children in their area.

[Glenda Jackson]

Will the specialised and more detailed approach to special schools be consulted upon on a much wider horizon than merely head teachers and teachers? I say “merely” not because I dismiss them—we all acknowledge their remarkable work—but the Minister must be aware that although many parents of pupils in special schools find changes in those schools easy to accommodate and understand, many do not for a variety of reasons. It would be quite wrong to make changes to special schools without ensuring that every parent had been properly consulted in the most detailed way on those changes, which may affect their children. She must know that for some parents, such changes are very hard to understand.

[Sarah Teather]

I keep being intervened on before I have completed my paragraph, but—

[Vernon Coaker]

It comes with the job.

--- Later in debate ---

[Sarah Teather]

It does. I should probably be a bit firmer about completing a paragraph before taking interventions. I was going to say that the working group will also include local authority representatives. I will get the detail of who is to be on it. There are also special educational consortiums representing the interests of parents whose children have special educational needs. The point that the hon. Lady made, however, was about the process of consultation on conversion. We will have a separate discussion on that under a different group of amendments, so I will not respond to that point because it would be out of order in this debate.

The hon. Member for Gedling spoke about charging. I think he would recognise that maintained schools can already charge for certain services in some circumstances, particularly for adult education after hours. However, clause 1(9) specifically prohibits charging for daytime educational services. Other details will remain exactly as they are now.

The Chair of the Education Committee asked about statementing provisions. The local authority will remain responsible for ensuring that the provision set out in a statement is delivered, whether a child attends a maintained school or an academy. We will revise our guide for parents on special educational needs to set out the complaint mechanisms clearly. I should add that the Bill was amended in the other place to ensure that if a statement names an academy, the child will need to be placed in that academy. That is an improvement on the existing system.

The hon. Member for Gedling and my hon. Friend the Member for South Swindon (Mr Buckland) asked about low-incidence special educational needs. Again, the Bill was amended during its progress through the other place. I want to put on the record that the Government are committed to ensuring that children with sensory impairments receive the services that they require in both maintained and academy schools. We will monitor the impact that changes in the number of academies will have and ensure that adjustments are made to the funding of academies to ensure that that provision is dealt with. The advisory group will take that up.

We were asked why short-stay schools are not included in the Bill. We are looking at the possibility of academies offering alternative provision equivalent to that provided by short-stay schools, but the current legislation gives local authorities statutory responsibility for those.

My hon. Friend the Member for South Swindon asked wider questions on the statementing process. I remind him that we intend to introduce a Green Paper later in the year to deal with those, and I hope that he will be involved.

With those reassurances, I hope that the hon. Member for Gedling is willing to withdraw the amendment. We do not expect special schools to become academies on the same time frame as other schools, and there is a process to deal with the concerns that he rightly raises, and we will work through it. I hope that that gives him the reassurance he needs.

[Vernon Coaker]

I will be brief in responding to the Minister, who did not address one essential issue. Hon. Members will know the importance of the impact assessment and the equalities impact assessment, yet the Government have provided no evidence that special school academy status will make any difference. Essentially, therefore, we are being asked to take a leap in the dark.

The Minister then tried to reassure the Committee by saying, “You’re quite right that a lot of things are still to be worked out, there are some real problems, and the Government aren’t really sure how we do this. Don’t worry that we’re not sure; we’re going to set up an advisory committee, which will look at funding, admissions, co-ordination, working with other schools and so on. Don’t worry. It’s not a problem.”

[Sarah Teather]

The hon. Gentleman’s Government recognised that providing freedom to schools will drive up standards. If he still believes that, I cannot see why he is saying that that freedom should not be applied to special schools. Why would they be treated as totally different from any other school? I do not accept that premise.

[Vernon Coaker]

There are two things to say in response to that. First, the previous Government had a managed programme for allowing schools academy freedoms. Secondly, the difference between that and what the Government propose is that if they are not careful, there will be a free-for-all. Freedoms will be extended to schools when the Government have not worked out what that means in respect of co-ordination, funding and a whole range of things, as I said, yet we are supposed to say that that does not matter.

The Minister was kind enough to say that I asked perfectly reasonable questions, but we are now invited to pass legislation when she does not have an answer to them other than to say, “We have set up a body to look at how we answer those questions.” If she were in opposition, as she was until a few weeks ago, and if I had said what she just said, she would have reacted as I am reacting now. Frankly, she should be able to answer those questions.

The Chair of the Education Committee was right to ask what it means if special schools get academy freedoms, how much funding they will get and what the consequences are for the local authority and other schools in the area, but the Minister has no answer, because she does not know. If she knew she would provide an answer, but she does not know so she cannot. That is a very serious weakness.

On the 50 schools that registered an interest in academy status, the Minister said that the Government had never used the words “applied for academy status.” I shall look very carefully at what the Education Secretary said on that and at how expressions of interest relate to applications. The Government are in a bit of a mess on that and on what they are using that to justify their measures.

Oral Answers to Questions

Sarah Teather Excerpts

Monday 12th July 2010 Commons Chamber

[Esther McVey (Wirral West) (Con)]

4. What steps his Department is taking through the education system to assist children from poor families.

[The Minister of State, Department for Education (Sarah Teather)]

We have made a clear commitment to narrowing attainment gaps between children from disadvantaged backgrounds and their peers through our recently announced pupil premium. This will help us to give more support to the children who are most disadvantaged and who need it most, and to their schools. We will announce more details of our proposals in due course.

[Esther McVey]

I would like to push the Secretary of State for greater details on the pupil premium and on where the extra funds will be allocated.

[Sarah Teather]

I thank my hon. Friend for promoting me, but it is a little premature.

We will be announcing more information about the pupil premium in due course. However, to quote the Prime Minister, it will involve a “substantial” extra sum from outside the education budget. We are determined, in particular, to tackle the pockets of deprivation that have not been dealt with by other forms of deprivation funding, ensuring that the funding follows the students and that schools then have the freedom to decide how best to spend the money.

[Mr Tom Watson (West Bromwich East) (Lab)]

Sandwell is home to some of the poorest families in the country. Last week, officials confirmed that school cuts in the borough were made because the outline business case for their wave 5 bid was not signed off until after 1 January. Can the Minister confirm that no school that retained funding missed that deadline? Does she think that the criteria used for the funding is fair given that children in Labour-controlled Sandwell lose £140 million of support while those in the neighbouring borough, Conservative Wolverhampton, gain £360 million?

[Sarah Teather]

I appreciate the particular difficulties with Sandwell. However, I remind the hon. Gentleman that BSF was set up by his Government, and it is because of the slowness and inefficiency of BSF that schools in Sandwell were so late in getting anything from the bid at all.

[Mr Graham Stuart (Beverley and Holderness) (Con)]

Children from poorer areas of Hull have rightly had additional funds come to their local authority to help with their education. However, when those children travelled across the border to be educated in East Riding, the money that was given to support their education in Hull did not follow them. Ministers in the previous Administration, despite repeated representations, refused to make that change. Will the pupil premium follow the child wherever they go to school?

[Sarah Teather]

The hon. Gentleman makes a very good point. It is precisely for that reason that we need a funding system that follows the student and reflects their individual needs. We see widely varying levels of deprivation funding from one area to another.

[Helen Jones (Warrington North) (Lab)]

Does the hon. Lady believe that cancelling new schools in the most deprived areas of my constituency will assist poor children with their education? Did she have any discussions with Warrington borough council about deprivation in the borough before cancelling those building projects?

[Sarah Teather]

Simply because some projects under BSF have been cancelled does not mean that schools will not be rebuilt or renovated in the future. That is precisely the reason why the capital review is happening—to ensure that we have enough money to rebuild and renovate schools in the future. Unfortunately, BSF is such an inefficient way of doing that that there would not have been any money left.

[Laura Sandys (South Thanet) (Con)]

5. What progress has been made on the Munro review of child protection; and if he will make a statement.

--- Later in debate ---

[Amber Rudd (Hastings and Rye) (Con)]

7. What assessment he has made of the educational achievement of pupils in receipt of free school meals in (a) Hastings and (b) England.

[The Minister of State, Department for Education (Sarah Teather)]

Information is published on an annual basis on the performance of all pupils, including those eligible for free school meals, and it can be accessed on the Department’s website. We have made a clear commitment to narrowing attainment gaps between children from disadvantaged backgrounds and their peers through the pupil premium. We will announce more details of our proposals in due course.

[Amber Rudd]

I thank the Minister for that answer. Will she confirm that the children who are eligible for free school meals will qualify for the pupil premium? Those who have high numbers of children on free school meals in our constituencies, as I do in Hastings, are looking forward to having that advantage to help our children do well.

[Sarah Teather]

We are looking at the best measure to ensure that we can target extra money at students. It is a question of ensuring that we have a system that is attached to the child, the child’s background and the particular school. We will be able to say more about that shortly. However, we are clear that extra money will follow the student.

[Emma Reynolds (Wolverhampton North East) (Lab)]

Thanks to the previous Labour Government, a further 8,000 pupils in Wolverhampton now benefit from free school meals. As somebody who benefited from free school meals, I know that there is a link between nutrition and the ability of pupils from lower income families to do better at school. Does the Minister acknowledge that link, and will she extend the pilot scheme in Wolverhampton and roll it out throughout the country?

[Sarah Teather]

I recognise the link, and I agree with the hon. Lady. However, we are in difficult financial circumstances and unfortunately we were unable to extend free school meals simply because it was an unfunded pledge. However, I recognise the hon. Lady’s point, which was well made.

[Chris Skidmore (Kingswood) (Con)]

After 13 years of the previous Government, only 75 free school meals pupils gained three As at A-level. That is a disgrace. What do the Government propose to do about it?

[Sarah Teather]

I agree with my hon. Friend that it is a scandal that, after 13 years of a Labour Government, the greatest predictor of achievement at school is still parents’ income. That is precisely why the coalition is so committed to introducing a pupil premium and investing in early years. It is also why the Prime Minister appointed the right hon. Member for Birkenhead (Mr Field) to conduct a review of life chances.

[Diana R. Johnson (Kingston upon Hull North) (Lab)]

The publication last week of figures showing, contrary to claims by the Health Secretary, the biggest increase in the take-up of school meals, proves that Labour’s policy on school food worked. The work of people such as Jamie Oliver was also successful. Does the Minister wish to reconsider the coalition’s reversal of those successful policies, as the Government let the junk food industry call the tune and snatch free healthy school meals from the poorest half million children in England?

[Sarah Teather]

I think that Jamie Oliver did the nation a great service in raising the issue of standards in school food, but the next stage is for the Government to take forward, particularly on take-up. I was pleased that take-up of school meals has increased, but there is a lot more work to do.

[Margot James (Stourbridge) (Con)]

8. What his most recent assessment is of the level of discipline in schools.

--- Later in debate ---

[Damian Hinds (East Hampshire) (Con)]

12. What steps he is taking to reform early-years provision.

[The Minister of State, Department for Education (Sarah Teather)]

Last week, the Government asked Dame Clare Tickell, chief executive of Action for Children, to carry out an independent review of the early years foundation stage to consider how the framework could be less bureaucratic and more focused on young children’s learning and development. The review will formally start in September this year, and will report in spring 2011. It is our intention to undertake a full consultation before any changes are implemented. A statement has been placed in the House outlining further details of the scope of the review.

[Damian Hinds]

We all want to see the very highest standards promoted in pre-schooling, but does the Minister agree that the over-prescriptive, box-ticking approach favoured by the previous Government is likely only to stifle the sector and reduce parental choice?

[Sarah Teather]

Indeed. This is a question of building on some of the good things about the foundation stage, but ensuring that we can reduce the burden on the sector, and particularly on the smaller providers. In fact, I was in a nursery school in Brent on Friday, and the head teacher said to me that she was grateful that we had begun a review of the foundation stage, because although there were many good things about it, the assessment is bureaucratic and she was hoping for something rather better.

[Mr Gerry Sutcliffe (Bradford South) (Lab)]

Can the Minister explain why my constituents in Bradford should trust what this coalition Government say on education? We have lost Building Schools for the Future and the free school meals pilot, and we have an education authority that needs to be developed because of the failure of the private sector. Can the Minister tell us that Sure Start in particular will remain a key part of early years provision?

[Sarah Teather]

The current review of the foundation stage is independent, and we have asked Dame Clare Tickell—who I am sure would command respect right across the House—to conduct it.

[Guy Opperman (Hexham) (Con)]

13. What recent representations he has received on funding for schools in Hexham constituency; and if he will make a statement.

--- Later in debate ---

[Stephen Gilbert (St Austell and Newquay) (LD)]

15. What assessment he has made of the educational achievement of pupils in receipt of free school meals in St Austell and Newquay constituency.

[The Minister of State, Department for Education (Sarah Teather)]

Information is published on an annual basis on the performance of all pupils, including those eligible for free school meals, and these can be accessed on the Department’s website. We have made a clear commitment to narrowing attainment gaps between children from disadvantaged backgrounds and their peers through the pupil premium, and we will announce more details on these proposals in due course.

[Stephen Gilbert]

Children across the country who are in receipt of free school meals are only half as likely as their peers to get good GCSE results. Does the Minister agree with me that only the pupil premium proposed by this Government will address the educational inequality left by the previous Government?

[Sarah Teather]

I absolutely agree. The scandal of educational inequality left by the previous Government is testament to their legacy, and I am very sad that they have not been willing to support the pupil premium. I hope that, with their change of leader, they will consider a U-turn on this policy.

[Glenda Jackson (Hampstead and Kilburn) (Lab)]

rose—

--- Later in debate ---

[Lilian Greenwood (Nottingham South) (Lab)]

18. What plans he has for support for children with special educational needs.

[The Minister of State, Department for Education (Sarah Teather)]

I will launch a Green Paper in the autumn to look at a wide range of issues for children with special educational needs and disabilities. Before then I will be looking at the results of the Ofsted review of special educational needs expected later this summer, along with the many other reviews of policy in recent years. I will also be listening to the views of parents, teachers and organisations with an interest in this area.

[Lilian Greenwood]

Does the Minister agree that children in Nottinghamshire with the most profound special needs deserve to be taught in first-class facilities? Is it not therefore fortunate that the previous Government were committed to investing in their education and that they built the wonderful new Oak Field school under Building Schools for the Future?

[Sarah Teather]

As I said in an earlier answer, simply because some projects have been stopped under Building Schools for the Future does not mean that schools will not be rebuilt or renovated in the future. This Government are absolutely committed to renovating school buildings, which is why we have had to have a review of capital—to ensure that there is still money for children to be able to learn in decent facilities.

[Patrick Mercer (Newark) (Con)]

This morning, I met all the head teachers in my constituency, the most vocal of whom was the head teacher of the Orchard special educational needs school. When it rains heavily, the children in this school have to stop being taught in order to hold buckets under the leaking roof. I ask the Secretary of State, or one of his Ministers, to visit the Orchard school and others in my constituency to find out exactly what the situation is.

[Sarah Teather]

One of the Ministers will come and visit the Orchard school.

[Christopher Pincher (Tamworth) (Con)]

T1. If he will make a statement on his departmental responsibilities.

Early Years Foundation Stage

Sarah Teather Excerpts

Tuesday 6th July 2010 Written Statements

[The Minister of State, Department for Education (Sarah Teather)]

I have asked Dame Clare Tickell, chief executive of Action for Children, to carry out an independent review of the early years foundation stage (EYFS). I have written to Dame Clare today to set out the remit of this review and I would like to take this opportunity to provide the House with further details.

I recognise that the EYFS has helped to promote a consistent approach to early learning and development of children aged 0-5, and has done much to raise standards, and keep children safe. However, I am concerned that the framework is too rigid and puts too many burdens on the early years workforce. I have asked Dame Clare to consider what the evidence tells us about how children can best be supported in their early learning, particularly children from disadvantaged backgrounds, and how all children should be prepared to take full advantage of the opportunities offered by more formal learning in primary school. I have also asked her to consider how to reduce the burden of the EYFS on those who have to deliver it.

The review will cover four main areas:

Scope of regulation—whether there should be a single framework for all early years providers;

Learning and development—looking at the latest evidence on how children are best supported in their learning and development and what is needed to give them the best start at school;

Assessment—how young children’s development should be assessed;

Welfare—the minimum standards to keep children safe and support their healthy development.

We need a framework that raises standards and keeps children safe. But we also need framework which is responsive to the needs of parents and supports a diverse and flexible childcare market.

I am delighted that Dame Clare has agreed to lead this important review of the EYFS. Her knowledge of the needs of children and families, especially those from more disadvantaged areas, and the importance of early intervention means she is well placed to advise on how young children can best be supported, and how we can free up the system so that it works for both childcare workers and parents.

The review will start in September this year, and I have asked Dame Clare to produce her final report in spring 2011. We will be looking to implement any changes from September 2012 onwards.

I have placed a copy of the letter sent today to Dame Clare in the Libraries of both Houses.

Low Educational Attainment

Sarah Teather Excerpts

Tuesday 29th June 2010 Westminster Hall

[The Minister of State, Department for Education (Sarah Teather)]

I congratulate my hon. Friend the Member for Bradford East (Mr Ward) on securing the debate. This is my first outing in Westminster Hall as a Minister, and it is pleasing that the debate was initiated by a Liberal Democrat, with a response from a Liberal Democrat and a Liberal Democrat in the Chair. I know that the hon. Member for North West Durham (Pat Glass) wants to intervene later, but she will forgive me for momentarily making a smug Liberal Democrat point.

I thank my hon. Friend for securing the debate. He is an active campaigner on the issue, and he shares my passion for matters of social justice. I hope that his securing the debate so early is an indication of the issues that he will champion in the five years of the Parliament. He shares the ambition of the coalition Government and, indeed, that of hon. Members across the House to secure better futures for children who live in poverty. What he said about the importance of early years education was music to my ears. I am grateful to him for making those points today.

My hon. Friend argued persuasively that deprivation and fairness really matter. They matter to individuals and communities, and they matter to the success of our country. Sadly, as he said, where children live and the families who they live with are still uniquely strong predictors of how their lives will turn out. For example, statistics show that a baby born in Harlesden in my constituency of Brent Central is likely to die more than 10 years before a child born in neighbouring Kensington, which is but a short drive away. That is unacceptable. It is an outrage that those statistics should still be so relevant. That is what why I am so passionate about fighting on this matter.

[Pat Glass (North West Durham) (Lab)]

I thank the Minister for giving way. In the past 10 or 15 years, organisations and national strategies have resulted in our becoming the most data-rich nation in Europe and possibly the world. Those data tell us that the attainment of our highest-achieving pupils is as good as, if not better than, that of those in Europe or the USA; we are pipped only by a specific group of countries. However, the attainment of our lowest-achieving pupils is almost an international disgrace. Over the past three or four years, Government policy has shifted towards narrowing the gap between the highest and lowest attaining pupils—between pupils living in poverty and the rest, looked-after children and their peers, and pupils with special educational needs and others.

People who, like me, have spent 25 years working at all levels with the worst-attaining pupils, disadvantaged children and children living in poverty were mentally running around the country punching the air because such children were suddenly at the forefront of Government policy. I seek a reassurance from the Minister that the spotlight of the inspection framework and considering not only raw attainment—

[Pat Glass]

Perhaps that is because I am a new Member. I want to know that considering such things as levels of progress will not change.

[Sarah Teather]

I understand the point that the hon. Lady was trying to make, even if it was cut short. I reassure her that I am absolutely committed to gap-narrowing. For me, that is the point of early years education and early years provision. We may disagree about some of the ways to measure whether the gap has narrowed. We may debate the matter in more detail over the next few years, but I suspect that we share the same commitment to ensuring that the investment in early years provision narrows the gap—the point made by my hon. Friend the Member for Bradford East. I shall say a little more about that later.

My hon. Friend the Member for Ceredigion (Mr Williams) makes a good point. I represent an inner-city seat, and I see the consequences of poverty writ large in my advice surgeries and in my constituency office every day. However, the problem is not confined to the cities; it is very evident also in rural areas. What he said about the dispersal of families, which makes it more challenging for local authorities and other service providers to tackle the problem, was a point well made, and I am well aware of the issue. The policies that the coalition Government have put in place will include specific mechanisms to deal with child poverty.

The uncomfortable truth is that the link between deprivation and low attainment exists across the country—not only in my constituency but everywhere. My hon. Friend the Member for Bradford East gave some statistics, but those given to me by my officials are even more stark. They suggest that children from poorer backgrounds have a smaller vocabulary at the age of three than their peers and that, by the age of four, they have heard 30 million fewer words. Whether the figure is 20 million or 30 million, the statistics are stark. Again, that is a challenge for early years provision. Low-ability children from rich families overtake high-ability children from poorer families at primary school. As my hon. Friend pointed out, the gap widens as the children grow older; children eligible for free school meals are half as likely to achieve five or more GCSEs at grade A to C, including English and maths, as those from wealthier backgrounds.

I welcome the opportunity to debate the subject and to consider some of the reforms needed to break the link between deprivation and low attainment. It goes to the heart of the coalition’s plans to build a fairer, more responsible and freer society that we should have policies to tackle the problem on all fronts. That could be done through better-focused early years provision, which I mentioned a moment ago, or through giving families more practical support or ensuring that children from poorer backgrounds get the same chance at school as their peers.

The question, therefore, is whether we consider deprivation to be an automatic barrier to success, or whether good teaching, good early years provision and good government can all play a part in helping to reduce inequality and unfairness. I passionately believe that that is a role for the Government, and we believe that those factors can bring that about. That is why we have already set about tackling deprivation, not only as an end in itself; we are also tackling the systemic weaknesses that highlight and deepen those divisions as children go through life.

For example, we are committed to hitting the 2020 child poverty target already laid out in legislation. We also plan a review of poverty and life chances, which will be chaired by Frank Field. We have set out a school reform programme. Most critically, we have announced the pupil premium. Finally, of course, we have decided to recruit more health visitors for Sure Start children’s centres to help the most disadvantaged families.

[Mr Mark Williams]

I applaud that list of measures. I was in the teaching profession in a previous life. What greatly impressed me was the need in areas of deprivation for real measures to encourage parental participation in the education system. I was involved in a pilot scheme to improve numeracy among parents. We need to get that partnership right. I hope that the measures that the Minister listed will include a strong role for parents. The old adage was that teachers have children for six hours a day but that they are at home for the remaining 18. It is most important that we get official recognition of that and encourage parents as well as the children.

--- Later in debate ---

[Sarah Teather]

My hon. Friend makes an excellent point. The Secretary of State for Education will consider that as part of schools’ wider role, but it is not only for schools. Sure Start centres also have a role in encouraging parents to be involved with their children. There are also the informal and more formal literacy schemes that have been mentioned.

The list that I gave is a broad package of reform designed to break the link between deprivation and low attainment on all fronts. The danger is that we could be fatalistic about it, but I agree with my hon. Friend the Member for Bradford East that the first few months and years of a child’s life are critical. However, we must remember that deprivation is not all that matters. We can improve the lives of children and young people at every point in their development. For me, it goes to the heart of our liberal philosophy that we must always give people second chances—there must be no closed doors—throughout the education system.

My hon. Friend raised various issues when opening the debate. In particular, I wish to speak about the Government’s strategy on child poverty. Reducing poverty must be a fundamental part of our strategy to increase social mobility. The coalition Government are clear about the need to create that fairer society. To that end, I am delighted that we have committed ourselves to eradicating child poverty by 2020. I look forward for working with Ministers across the Government on how to achieve that goal. My hon. Friend will be aware that Liberal Democrat plans for a pupil premium have been adopted by the coalition. It is a critical element of our reform plans. I believe that schools have a pivotal role in breaking the link between deprivation and low attainment.

My hon. Friend will know that we are keen to ensure that Sure Start children centres focus more on working with families from deprived backgrounds—those from the neediest families. Children’s centres have much to offer all families from all backgrounds, but we must ensure that they are better at reaching out to those families who are most in need. For example, more than 95% of families currently take up their free entitlement offer for child care, but a disproportionate number of more disadvantaged families still do not. Sure Start has an important role to play in encouraging families to take up that offer and in promoting fairness. To a certain extent, that is already happening in many of the good Sure Start centres. We have some tremendously talented, dedicated early years professionals, both in the work force and in outreach teams, who are committed to reducing social injustice, and we have many good examples to show how we can achieve that. However, the Government can do much more to ensure that best practice is spread across the country.

Health visitors have a crucial role to play in reaching out to vulnerable families. They are there from pregnancy right through to the first few years of a child’s life, so, as my hon. Friend said, they cover the earliest days of a child’s life. That is why we are committed to increase dramatically the number of Sure Start health visitors and to ensure that more vulnerable families access such services. As a Government, it is our responsibility to help every child, whatever their background or circumstances, to achieve their full potential. If we trust professionals to do their jobs and free them from the top-down bureaucracy of recent years, we can achieve that. Most importantly, we believe that the coalition should take action to support the disadvantaged and that such support—whether through free child care, the pupil premium or early intervention—is crucial to unlocking social mobility and overcoming low attainment.

Strong learning and development in the early years can have a huge impact on reducing the causal link between deprivation and low attainment. It lays the foundation for achievement at and after school, with 94% of children who achieve a good level of development at age five going on to achieve the expected levels for reading at key stage 1. Those children are then five times more likely to achieve the highest level.

The most recent evidence from neuroscience also highlights the importance of the first three years of a child’s life. At birth, a baby’s brain is only 25% formed, developing to 80% by the age three, with most growth taking place in the first year of life. A strong start in the early years has been found to increase the probability of positive outcomes across the child’s life; a weak foundation has been found to significantly increase the risk of later difficulties. In short, the first 36 months of a child’s life are as important, if not more so, than the next 36 years, so good, properly targeted early years provision can do a huge amount to mitigate the impacts of deprivation.

It is also worth mentioning that we are looking at the wider impact of deprivation and not just at the income measures themselves. Frank Field has been tasked by the Prime Minister to lead a review of poverty. We also have a new ministerial taskforce on childhood and families, which is being chaired by the Prime Minister and includes the Deputy Prime Minister. Its role will be to tackle what the Deputy Prime Minister has described as

“the everyday bottlenecks that frustrate family life”.

There will be further announcements on the programme of the new ministerial taskforce and how it will operate. It will certainly consider some broad areas that are very relevant to a child’s life chances: parental leave and flexible working; how we can protect children in the event of family breakdown; increasing access to safe and secure play space; and helping children to avoid pressures that force them to grow up too quickly. We expect that work to conclude in the autumn and follow a timetable similar to that of the spending review. I certainly expect it to address some of the points about poverty and attainment that my hon. Friend raised at the start of his remarks.

I should like to return to the role of schools. My hon. Friend spoke specifically about early years, rather than schools. He argued very passionately that it is early years intervention that makes such a difference. However, that is not enough; we have to ensure that we give children, at whatever stage, the best possible chance to succeed. Schools are part of that critical mix in breaking the link between poverty and low attainment.

The ethical imperative of our education policy is quite simple: we have to make opportunity more equal. We must overcome deep, historically entrenched factors that keep so many people in poverty and that deprive so many people of the chance to shape their own destiny. By 18, the gap is vast. In the most recent year for which we have data, out of 80,000 young people eligible for free school meals, just 45 made it to Oxbridge. As a nation, we are clearly still wasting talent on a scandalous scale, and that is why I am so glad that at the heart of our coalition’s programme for government is a commitment to spending more on the education of the poorest. That specifically picks up on one of the points that my hon. Friend the Member for Ceredigion raised about the difficulties that rural communities face. A rural area may not be classed as deprived, so families from the poorest backgrounds do not get the extra help that they need. One of the advantages of the pupil premium policy is that the money follows the child, so the child’s school will get money to ensure that extra help is focused on raising attainment at every level.

[Mr Ward]

I thank the hon. Member for North West Durham (Pat Glass) for her interventions. I have already googled you and seen that you have made solid contributions to the subject over many years. Indeed, you have contributed to education, which I was not aware of before. I am not criticising anybody in this debate, because I am aware of the tremendous efforts that are being made by professionals and volunteers to raise the life chances of young people. As the chair of governors of a school in a deprived community, I am really frustrated by the fact that although we have an extremely impressive value added score—our achievement is high—our attainment is very low because of the level at which the children come into the school. However much we do, and we try to do more and more, we continually face the problem of children coming into the school with low attainment.

--- Later in debate ---

[Sarah Teather]

Thank you, Mr Hancock. You are absolutely correct, and I am sorry for forgetting to refer to the right hon. Member for Birkenhead (Mr Field) by his constituency title.

I understand my hon. Friend’s point, but it is the Government’s responsibility to narrow the gap. We must focus our efforts on that to ensure that young people from a poorer background have a better chance of fulfilling their potential as they come into school. That is the point, I think, that the hon. Member for North West Durham was making in her intervention a few minutes ago. However, it is not adequate to say that because a child comes from a poorer background and has had a difficult start in life, a school should not put in that extra effort. That is the point about pupil premium and about ensuring that schools are clear about raising aspiration. That is why my right hon. Friend the Secretary of State is clear about why he wants to give schools more autonomy. He wants them to have more flexibility on the curriculum, so that they can focus on the particular needs of children. We must ensure that we have high-quality teachers, and that teachers are absolutely clear that we have high aspirations for all children going through school regardless of their background. I hope that my hon. Friend the Member for Bradford East will be reassured by the Secretary of State’s proposals for the next six months, as we look towards a second Bill later in the year.

In conclusion, a mix of reform is needed to break the link between deprivation and low attainment. The reforms that we have instituted go far deeper than ever before and are uniquely ambitious. There is no point being in politics, fighting elections or seeking office unless one is ambitious to make a difference. It is only through a new approach to breaking the link between deprivation and low attainment that we can build a fairer society and ensure that all children have the opportunities and capabilities to flourish.